Tennessee School Improvement Planning Process (TSIPP)images.schoolinsites.com/SiSFiles/Schools/TN/GreenevilleCity/... · Tennessee School Improvement Planning Process (TSIPP) SIP

1 | P a g e

Tennessee School Improvement Planning Process (TSIPP)

SIP Templates

Highland Elementary School

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007

Tennessee School Improvement Planning Process Templates – August, 2007 Page 2 of 89

Tennessee School Improvement Planning Process

(TSIPP)

Assurances with Signature of Principal

I certify that _______________HIGHLAND ELEMENTARY _________________ School has

utilized the data and other requirements requested for each component. The school will operate

its programs in accordance with all of the required assurances and certifications for each program

area.

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

knowledge.

__________________________________________ ______________________

Signature of Principal Date Signed


Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition

In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a

subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the

chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major

initiatives within the school. These stakeholders could include representatives from the following groups: teachers,

administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent

faculty from both the academic and the technical paths.

The Leadership Team provides guidance for the entire process. When you list the members of the Leadership

Team, be sure to indicate who is serving as the chairperson of this team.

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

SIP Leadership Team

Member Name

Leader-

ship

Chair?

(Y/N)

Position Name of Subcommittee(s)

(when applicable)

Brenda R. Ottinger Y Principal

Jamie Chapman Media Specialist Component 1- Chairperson

Mendy Leonard Instructional Coordinator Component 2- Chairperson

Patricia Barnett Academic Coach Component 3- Chairperson

Julie Shelton 5th Grade Teacher Component 4- Chairperson

Joy Landers 2nd

Grade Teacher Component 5- Chairperson

Debbie Painter Parent

Linda Carter Paraprofessional

Tracy Painter 5th Grade Student

Kharel Buenrostro 4th Grade Student

Doug Carver Community



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

wit hin the school or stakeholder group. Indicate which member serves as the subcommittee chair.

After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on

file and check the box to indicate assurance the subcommittee has met and minutes are on file.

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

Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name Position Chair

Jamie Chapman Media Specialist Y

Katie Raby 3rd

,4th

, and 5th

Grade Teacher

Judy Smith Instructional Assistant

Ellen Strozier Nurse

Sarah Adams Resource Teacher

Melissa Malinoski Parent

Kenny Gross Day Porter

Jill Renner Secretary/Bookkeeper

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

Component 1 Subcommittee has met to address critical

components of the SIP and minutes are on file. YES NO

Subcommittee 1 Chair Signature


Subcommittee for COMPONENT 2 Beliefs, Mission and Vision


Mendy Leonard Instr. Coordinator/1st Grade Teacher Y

Donna Gregory Kindergarten Teacher

Judy Williams Kindergarten Teacher

Shelby Ricker Instructional Assistant

Trisha Wilhoit Art Specialist

Yvonne Hamilton Parent

Allynda Waldroup Parent

Sandy Seaton Cafeteria

James Jones Night Porter





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

Effectiveness


Patricia Barnett Academic Coach Y

Mendy Leonard 1st Grade Teacher

Joy Landers 2nd

Grade Teacher

Becky Nuttall Instructional Assistant

Kelly Jannett Music Specialist

Melissa Malinowski Parent

Crystal Oakes Parent






Subcommittee for COMPONENT 4 Action Plan Development


Julie Shelton 5th

Grade Teacher Y

Susan Metcalfe Preschool Teacher

Kathy Munday Instructional Assistant

Scott Gaddy Instructional Assistant

Melissa Wise Parent

Gayleen Kelley Cafeteria Manager

Tim Minnick After School Coordinator





Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation


Sally Brown Guidance Counselor Y

Allison Weems 3rd

Grade Teacher

Linda Carter Special Education Assistant

Cody Baugh Physical Education Teacher

Woody Stubblefield Parent

Christy Moore Parent







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

TEMPLATE 1.3.1: Data Sources (Including surveys)

Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable

frequency. Determine how often to administer your surveys by considering several factors:

Mobility of student families

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

three years)

Change in leadership

Change in organizational practice.

A school will rarely have each of the surveys listed here, but at least one survey should be administered and

evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate

surveys. Staff Development SACS Surveys (NSSE).

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

Data Source Relevant Findings

Student Enrollment Data Sheet Student and Parent Demographics – traditional families have increased

as a percentage of our population.

Monthly Attendance Summary

(Powerschool)

Student Attendance – we continue to have good attendance.

Other (Powerschool) Reports Student Ethnic Distribution – the ethnic distribution of our students has

remained relatively the same in recent years.

Grade Distribution – this has changed from year to year based on

numbers of students in each grade.

NSSE Surveys Students, Parents, Staff, and Support Staff Opinions - the majority of

stakeholders have a positive view of the school.

Greene County, TN Annual

Wage and Benefit Survey and

2007 Greene County

Partnership Directory

Community Data – our community has changed very little. Population

has increased slightly. We have lost some manufacturing jobs.

Annual Staff Attendance

Report

Staff Attendance – our staff attendance continues to be very good.

Title I Budget Title I Allocations – our Title I funding has increased.


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

Some of the factors to consider in this narrative and analysis might be historical background, facilities,

environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique

programs, parental support, school-business partnerships, major employers, and any other demographic factor

(school or community) of major impact, including major changes and/or events that have adversely impacted your

school..

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

Narrative and analysis of relevant school and community factors:

I. Profile

This section contains the profile of Highland Year-Round Elementary School and the community in

which the school is located. The school history has been updated, current enrollment and student-parent

demographics are included, and the latest assessment results from various sources are in this section. This

section provides a clear picture of the social and academic status of our school.

A committee composed of a specialist, teachers, paraprofessionals and a parent completed

this section. The chairperson was Jamie Chapman, Media Specialist/Technology Leader. Other

members include Jill Renner, our school secretary; Judy Smith, paraprofessional in Kindergarten

and Third Grade; Kenny Gross, day porter; Katie Raby, Third Grade Teacher; Sarah Adams,

Special Education Teacher; Ellen Strozier, school nurse and Jean Kilgore, parent volunteer.

Larry G. Neas, our principal, provided assistance in the gathering and interpretation of the data.

The committee met on two occasions and corresponded via e-mail as necessary to organize the

completion of Section 1. Data were gathered from the student attendance records, TCAP scores,

fifth grade writing assessments, school report cards, and the results of the National Study of

School Evaluation surveys. Committee members gathered information and wrote parts of the

section. The group then met to share information and assemble these parts into one main

document. This section was approved by faculty/staff, School Improvement Team, and SIP

Leadership Team.

School Characteristics

Highland Year-Round School, situated on a commanding hill overlooking the town of Greeneville,

was the third elementary school established in Greeneville. It is currently the oldest elementary school

still in operation. Highland has undergone many changes and renovations since its beginning, as changes

in population and new strategies in education have triggered expansion and innovations. The last major

change at Highland has been the adoption of the year-round calendar in 1996.

Highland School opened its doors to students for the first time in the fall of 1933. In 1973, the school

accommodated 334 pupils in grades one through six. The site was too small, and the playground space

was limited. The next year, the sixth-grade classes moved to Greeneville Middle School in order to

eliminate the over-crowded conditions. Highland School was then reorganized as a K-5 school.

Preschool was added in the Fall of 2000, making Highland a PreK-5 school.

The following persons have served as principals of the school during Highland’s existence: (1) Mrs.

Louise Donaldson, (2) Mr. A.C. Duggins, (3) Mr. Roy Reynolds, (4) Mrs. Louise Chamberlain, (5) Mr.


Terry Sams, (6) Dr. Brenda Thompson Smith Gulledge, (7) Mr. Larry G. Neas, (8) Brenda R. Ottinger.

The facilities of Highland school have undergone many changes over the years. In the summer of

1977, a complete renovation of Highland School took place. The following improvements were made:

(1) carpet installed in all classrooms and hallways, (2) new heating and cooling systems installed, (3)

metal doors with panic hardware installed at entrances, (4) fire alarm system installed, (5) parking lot

paved, and (6) furnace room remodeled to make a workroom and storage area for teachers. Another

major renovation was made before school started for the 1996-97 school year. New lighting was placed

in most classrooms, the interior of the building was painted, and new carpeting and tile were installed.

In the summer of 1996, Highland changed from the traditional school calendar to a year-round

calendar. The students still attend 180 days per year but are given breaks throughout the year instead of

the traditional long summer break.

In February 2001, Highland became the first elementary School of Promise in the Greeneville/Greene

County area. School of Promise is a part of America’s Promise, which was founded by General Colin

Powell. In the spring of 2001, a telephone network (TEKNET) was installed. This network allows

teachers to call from room to room for safety purposes and is expandable.

During the 2002-03 school year, a new heating and cooling system was installed. The system was

recommended by TVA to reduce electricity usage and to replace existing units that were in constant need

of repairs.

During the 2003-04 school year, the walls were painted in the rooms and hallways, a new lower

parking lot was added, new doors were installed to the boys and girls bathroom stalls, new security

cameras were added to the entrances of the school building and new side doors were installed. The school

replaced the air conditioner in the gymnasium. The cafeteria was updated with a new freezer, cooler and

an additional storage area. A new phone system was installed to provide each classroom with a phone.

The Greeneville Schools in Action (G.S.I.A.) our parent organization, provided funds for a new school

sign that was placed on the front playground. Improvements made during the 2007-2008 school year

include preliminary plans for a handicap ramp and installation of electronic locks at each entrance.

The environment provided to students is especially important if learning is to take place. Students

must feel safe in order to achieve. When asked (on the NSSE and the survey of Instructional &

Organizational Effectiveness) if Highland provided a safe and orderly environment, parents and teachers

agreed completely that we do. Almost all the students felt that they were safe at school.

The school safety team conducts an annual survey each spring. From this survey the School Safety

policy is updated and procedures to improve the safety of our students and staff are developed and

implemented. The following processes or improvements have been established: developed a school

safety flip chart for each classroom that is reviewed each July at the opening staff in-service, changed

afternoon dismissal procedures using walkie talkies and assigning the same staff members to bus duty

each afternoon, updated bomb threat plan, and installed a surveillance-camera for the primary playground.

Our school safety chairperson meets with the System Safety Team to discuss ideas to improve school

safety. The system team also explores ways to secure funding for safety equipment and supplies. In the

Fall of 2007, a new security system was installed. This system includes cameras at all three entrances to

the building, as well as electronic locks on the west and south entrances that can be opened from the

office or with scannable cards for the staff to open the doors. During the 2007-2008 school year The

System Safety Team with the assistance of The Consolidated School Health Coordinator in completing a

total rewrite of the system safety procedures and manual.


The grade distribution, as of April 2010, is the Preschool class has 18 children, the Kindergarten

classes have 24 children, the First grade classes have 23 children, the Second grade classes have 21

students, the Third grade classes have 25 children, the Fourth grade class has 24 children and the Fifth

grade class has 30 children.

The school year is based on a year-round calendar. The length of the school day is seven

hours (8:15-3:15). The length of the school year averages four 45-day terms for a total of 180

days.

There have been many positive results of moving to a year-round calendar from a traditional

calendar. First, staff attendance has improved. As you can see in the chart below, the number of

days staff members missed has been reduced almost 65 percent. The 1995-1996 school year was

the last year of the traditional calendar. The 1996-1997 school year was the first year of the

year-round calendar. The decrease in days missed by the staff results in cost savings due to the

decrease in the need for substitute teachers.

The 2007-2008 school year is our twelfth year on a year-round calendar. Many of our staff

members have been speakers and presenters at conferences relating to year-round education. These

presentations have resulted in increased visitors to our school.

Although our calendar differs significantly from that of the rest of the system, we do coordinate

our calendar with theirs so staff development days and major vacation days are the same for all schools.

Look at current expenditures The annual revenue from the Central Office comes from a variety of sources including local, state and

federal governments.

BEP Teacher Material & Supply Funds Classroom $1400.00

Pooled $1400.00

0

50

100

150 100.5

54

31 Days

Individual personal sick leave ( does not include maternity or extended sick leave)

Staff Absentee Rate

1995-1996

1996-1997

2006-2007


Total $2,800.00

Instructional Materials/Supplies- K-5

ADM 1st Month 155 x $30 = $4,650.00

School Office- K-5

ADM 1st Month 155 x $1.00 = $ 155.00

Title V - Library $1,500.00

Furniture Allocation $310.00

Textbooks : Music (2005-2007) and Reading (2006-2007)

$16,628.00

Title I - School wide 2007-2008 Allocation

Personnel Total $164,455.00

Other Total $16,455.46

Total Allocation: $180,910.46

* Other includes contracted services, instructional supplies and materials, travel and staff

development Title I per pupil expenditure is $1,612.30 for 2007-2008

Staff Characteristics

The school staff consists of the principal, school secretary/bookkeeper, ten classroom teachers, one

part time art teacher and one part time music teacher, one physical education teacher, one special

education teacher, one school nurse/assistant, two part-time special education assistants, one

librarian/technical coordinator, a full time guidance counselor, one family resource coordinator, one

Spanish teacher, six educational assistants, two part-time speech therapists, part-time English Language

Learner teacher, part-time school psychologist, a part-time gifted, teacher, one enrichment coordinator,

two custodians, and two full time and two part time cafeteria workers. A Goals 2000 Grant, written

during the 1998-99 school year, initiated Highland’s pre-school program for four-year-old children in the

Highland School zone. The name of this program is the “Learn and Grow Academy.” The Greeneville

City Schools’ Board of Education no longer contracts custodial services from private cleaning groups.

This has enabled us to hire our own cleaning crew which consists of one full-time day porter and one full-

time evening porter. All professional staff are certified by the State of Tennessee. One hundred percent of

Highland’s staff is certified and highly qualified in the area in which they are teaching. The staff is 97%

Caucasian and 3% African-American, with 27% being male and 73% being female. At Highland we have


0% teachers that are teaching courses outside their area of certification. Ninety-two percent of teachers

have 4 or more years experience teaching (NSSE, 2007). Within the highly qualified professional staff at

Highland, 71% hold advanced degrees, with 1% working toward an advanced degree. Recruitment of

highly qualified staff is done at the system level. The system’s curriculum specialist attends job fairs and

all job vacancies are posted locally with most also posted statewide and nationally.

Highland is organized into a general self-contained classroom organization. Class options

also include a multi-grade 1-2 and 4-5 organization. Each classroom teacher has a thirty-five

minute duty free lunch period, one hour of planning per day, one hour per week additional

planning while students attend library/guidance, and one hour per month for team planning. One

hour per term of team planning is with the School Support Team.

Enrollment averages 174 students at Highland Year-Round School. The student to teacher

ratio is 17:1 and the student to staff ratio is 7:1

Curriculum offerings at Highland include a variety of programs beginning with The Highland Learn

and Grow Academy which is an early intervention program for four-year-old children in the school zone.

This program was developed to help at-risk students become prepared for kindergarten and to assist with

the transition from Pre-K to K. The original funding was from a GOALS 2000 grant. The second year of

the program was funded by the school system and Title I. Through Spring 2007, the program was fully

funded by Title I. Beginning in the Fall of 2007, Highland’s preschool is fully funded by the Governor’s

Initiative.

During the 2001-2002 school year the staff of our preschool participated in an optional Three-

Star Evaluation conducted by the Tennessee Department of Education, Early Childhood

Division. The Highland “Learn and Grow Academy” received the Three-Star Award. The only

area for future focus was the development of a preschool age playground.

When asked if Highland has a high quality program, parents, teachers, students and support

staff responded overwhelmingly they believe it does (NSSE, 2007).

Highland has a wide variety of special curriculum offerings. Students attend 30 minutes of physical

education every day, 30 minutes of music or art everyday, 30 minutes of library classes per week, 30

minutes of guidance per week, one hour of Spanish per week, as well as classes for ELL, speech, gifted,

occupational therapy and special education for qualified students.

Technology is very important at Highland. Highland is part of the Greeneville City School System’s

Enterprise Network, which includes a WAN (Wide Area Network), a LAN (Local Area Network) with at

least five computers in each classroom, and Internet access in every classroom. With the implementation

of the Enterprise Network, Highland has a student to computer ratio of 2:1. Highland uses Compass

Learning as a comprehensive program, an Integrated Learning System (ILS) that provides practice in

Math, Reading, Spelling, English, Social Studies, Science and many other critical thinking areas. The

students work on Compass at least one time each day for an average of 30 minutes. Students have access

to the library’s electronic card catalogue (Winnebago Spectrum) in their classrooms on the LAN.

Another technology program used is Integrade Pro for report cards in grades 3-5. Attendance is recorded

in the Powerschool Program in the office. The cafeteria is also automated, using the Horizon program.

Students type in ID numbers to record eating breakfast or lunch and to pay for snacks. During the 2006-

2007 school year, a cart of laptops was placed in the library. In December 2006, each teacher received a


tablet. All students are being tested by Renaissance Learning Products. Pre-K through second grade use

STAR Early Literacy, while first through fifth grades use STAR Reading, STAR Math and Accelerated

Reader Enterprise. In November 2007, wireless access points were installed throughout the building to

give wireless connectivity for the new teacher tablets and multiple laptops in use in the building. All

regular classrooms and the library have a wireless projector with the majority being mounted to the

ceiling. Computers provide Highland students the opportunity to better understand technology by

incorporating it into daily classroom activities

Highland’s After-School Enrichment Program is designed to provide students remedial and enrichment

activities. Some activities in which students participate are Spiffy (cooking/nutrition), YMCA swimming,

Drama Club, Tutoring (skill buddies) and crafts. Enrichment offers many opportunities to accentuate

classroom activities. Teachers on extended contract staff the program along with educational assistants

working on a flex schedule, volunteers from the community, parents, and local middle and high school

students. A GOALS 2000 grant was received during the 1996-1997 school year to begin this program. It

is currently being funded by the City of Greeneville, the Board of Education, Niswonger Grant, and Title

I. During the three-week breaks in Fall and Spring, we have a 3 to 5 day intersession program. Students

can attend classes half or all day for the entire week. Parents pay for these classes, but fees are minimal.

The offerings include art, music, science, social studies, and remedial work. The intersession program

gives the students extra time with instructors outside their regular classroom.

Our resource program currently serves a variety of students with various disabilities, including

learning disabled, mentally retarded, and functionally and developmentally delayed.

Highland has a full-time resource teacher and a two contracted, part-time resource assistants. Our

school system has a full-time psychologist, and he serves Highland at least one time per week, or more if

needed.

Some special education students are pulled to the resource classroom for individual and small group

instruction. Other special education students remain in the regular education classroom and receive extra

help as needed by resource personnel.

Our school has a school support team (SST) in which teachers as well as specialists meet once per

term to discuss needs and concerns of our students. A student must be presented to the SST before a

referral for testing is made. The SST suggests interventions for the teacher to use with the student. After

the teacher has used the suggestions offered by the support team and has sufficient documentation, then a

student can be referred for psychological testing. The classroom teacher usually does the referral for

testing. However, before a child can be evaluated, written permission from the parent or guardian must

be obtained. After parent or guardian permission is received, the resource teacher administers the

Woodcock-Johnson test and the school psychologist administers a complete psychological evaluation.

After the evaluation is complete, a meeting is held with the parent or guardian, the system school

psychologist, resource teacher, classroom teacher, guidance counselor, and the school principal. If the

child is determined to be eligible for special services, an IEP is developed with appropriate goals and

objectives.

Speech and language therapy services are provided as deemed appropriate for each individual

through the multidisciplinary team. Generally, students receive two sessions per week for thirty

minutes each, in a small group setting. Children with speech and language concerns are

identified through the /SST/. Pre-referral intervention strategies are suggested, explored, and

documented. Children that are distinguished as needing speech and language services as special

education are evaluated, and the special education procedures for individualized educational


programs are followed.

The Speech Language Therapist (SLT) conducts a comprehensive assessment including formal and

descriptive assessment instruments. Standardized, comprehensive measures include The Clinical

Evaluation of Language Functioning 3rd

edition, the Oral and Written Language Scale, the Test of

Language Development, the Goldman-Fristoe Test of Articulation, and the Test for Auditory Processing

Disorders in Children-Revised edition. Descriptive measures include language samples, observations,

interviews, teacher input, and parent input. Documentation of adverse affects on educational performance

is included in the determination of services. The triennial reevaluation process is followed to evaluate

progress, determine needs, and to determine continued eligibility or dismissal criteria.

Annual grade level screenings are conducted for specific grade levels in accordance with the

system-wide Child Find plan, along with parent/teacher referrals. From these referrals students

are identified and referred for testing following the LEA Gifted Plan. Services are provided by a

properly endorsed teacher. These teachers provide services at Highland one day each week.

During student registration all families complete the Home Language Survey. Students

identified as non-English speaking are referred to the system ELL coordinator. An Idea

Proficiency Test (IPT) is given to identify students. This assessment includes reading, writing,

and oral language areas. Eligible students receive services according to a service plan. This plan

is administered by a properly endorsed teacher on a contracted, as needed, basis.

Unique programs for Highland include a vision and hearing screening that are conducted to

identify vision and hearing impairments that may interfere with academic and communicative

development. General education screening is part of the regular curriculum. The screening is a

pass-refer procedure to identify students who require further evaluation, other assessment, or

referral. Results are documented and recorded in student files. In addition to regular education,

all referrals to special education receive a vision and hearing screening.

Hearing screening is conducted under earphones in a quiet environment with minimal distractions for

1000, 2000, 4000 Hz at 20dB HL in each ear. Audiometers are calibrated according to ANSI

specifications regularly. Students in kindergarten, first, and third grade, as well as students in special

education, new to the system, and referrals are screened annually.

The screening for both near and far vision is a requirement by the State of Tennessee for all students at

three grade levels of school, kindergarten, second and fourth grade. Students in special education, those

new to the system, and other referrals are screened annually. New this year as part of our Wellness Plan

includes health screening for grades K, 2nd

, and 4th.

Through the School Support Team, referrals are made for occupational therapy and physical

therapy services. These related services are provided by contractual, certified personnel. An

individual treatment plan is developed and implemented for each child receiving these services.

Highland was the first elementary School of Promise in Greeneville and Greene County. As a School

of Promise, Highland students interact with caring adults, have access to safe places and structured

activities during and after school hours, and participate in community service projects. Highland Year-

Round Elementary School was the first elementary school in Greeneville and Greene County to become a


School of Promise. This program is an initiative of America’s Promise, begun by former Secretary of

State, Colin Powell. This initiative is a vehicle for mobilizing a community effort in promoting and

fostering the development of youth. The goal of America’s Promise is to connect youth to five

fundamental resources they need to succeed:

Ongoing Relationships with Caring Adults

Safe Places and Structured Activities

Healthy Start for a Healthy Community

Marketable Skills through Effective Education

Opportunities to Serve

Highland is also very involved with Tusculum College in providing placements for practicum students

and student teachers. Each August, Tusculum students and staff and Highland students and staff celebrate

Nettie Fowler McCormick Day by doing a community service-learning project.

Using the National Study of School Evaluation (NSSE, 2007) survey, when asked if parents were

involved in their child’s education, we received differing opinions. Almost all parents and teachers felt

like they were actively involved in their child’s education. A majority of the community members and

students responding to the survey felt that parents are not involved in their child’s education.

Parents/guardians are always welcome at our school. Our School Improvement Team is composed of

the principal, instructional coordinator, an educational assistant, a school specialist, students, and five

parents. This group functions as the school’s major decision-making body. These include decisions

concerning budget requests, fundraisers, program assessments, school policies, and program reviews.

The School Improvement Team meets once per month.

The school calendar designates time after school during the second term, for parent-teacher

conferences. This is in addition to other times when teachers provide parents with progress reports during

Support Team Meetings, IEP Meetings, telephone contacts, weekly progress reports, home visits, and

parent organization meetings (G.S.I.A.). Parent-School Compacts are distributed at the beginning of each

school year. This is an agreement between the home and school to work together for the academic and

social success of the child.

Parent Nights are held each term, one for all parents, one for parents of primary students, one for

parents of intermediate students and the final one is our annual art show. At Parent Night, parents come

to school and attend some of the classes their children attend. Childcare is provided.

The first formal partnership agreement in Greeneville and Greene County was signed between

Highland and Bank of America. Highland has the longest business/education partnership in Greeneville

with Bank of America. Bank of America provides 5th graders with a banking unit, displays artwork, and

volunteers in the Lunch Buddy Program. Wal-Mart is another Partner in Education and sponsors drawing

and essay contests. They also provide various volunteers and co-sponsor the Fun Festival for Education.

They also participate in and provide recognitions for perfect attendance and character education virtues.

Other partnership activities include providing Lunch Buddies, tutoring, and judges for contests. New

partnerships for the 2007-2008 include Zaxbys and the Greeneville Fire Department.

.

Through the Greeneville-Greene County Partnership Office, TCBY is a system-wide partner in

education. TCBY rewards students for exhibiting character education virtues and rewards the class with

the best attendance each term. Highland displays banners of all sponsors in our gym, invites partners to


participate in programs and activities, and advertises these partnerships.

Student Characteristics

Highland has an average of 174 students enrolled. The ethnic composition for the school year 2007-

2008 was approximately 76% Caucasian, 20% African-American, and 4% Hispanic- American. The

school population is 53% male to 47% female. English proficiency is 96.8%. The attendance rate is

96.0% as of 12/05/07. In the 2006-07 school year there was a 0.02% retention rate. The number of

students transferred to our school last year was 40 and the number of students that withdrew was 30. This

high transiency rate represents challenges to our educational delivery. There are students from many

socioeconomic backgrounds attending Highland this year (2007-2008). The majority of our students come

from a lower socioeconomic background. A large government-housing complex for low-income families

is located in Highland’s school zone. A new income-based housing unit was completed in our school

zone in the summer of 2007.

Parent or Guardian Demographics

The ethnicity of Highland’s parent population was determined by the NSSE surveys completed in

November, 2007. Responses to this survey were 14% African-American, 2.3% Hispanic, 72.1% White

and 11.6% gave no response.

The 2007-2008 demographics of our parents are varied. Highland is home to families. Of those 120

families, 53% are single-parent families, 42% are traditional (mother/father), and 5% grandparents.

According to the NSSE surveys, under highest level of education, only 4.7% did not graduate high

school. Parents saying they only completed high school, were 20.9%. 25.6% of parents said they had

attended college. Parents with some form of degree (Associates, Bachelors or Masters) were 32.6%. 75%

of the families at Highland School are employed, with 24% having only the mother working, 15% having

only the father working, 34% having both parents working, and 2% have a grandparent working.

91.00%

92.00%

93.00%

94.00%

95.00%

96.00%

97.00%

Prior to YRE

1st Year of YRE

11th Year of YRE

Student Attendance Rate

(95-96) (96-97) (06-07)


Community Characteristics

Highland is located in Greeneville, Tennessee which is part of Greene County. The area population of

Greene County is approximately 65,318 residents with 15,383 residing in the city limits. The

demographic break down of the populous is 96.8% White, 2.1% Black, .2% American Indian, 0.0%

Eskimo Aleutian, .3% are Asian, Multi Race .5%, and 1.6% are Hispanic. The average income level for

the populous of Greene County is $24,275, median household income $30,382, and median family

income is $40,900 according to the most recent census which was districted 2003.

In Greene County there are three private schools: Greene County Christian School, Greeneville

Adventist Academy, and Towering Oaks Christian School.

The major employers of Greene County are Greene Valley Developmental Center which is a state

facility for the mentally disabled that has approximately 1,400 employees, Wal-Mart Distribution Center

which is a general merchandise facility that has approximately 1,100 employees, Plus Mark, Inc. which

produces gift wrap with around 1,100 employees, Greene County School System service which provide

of education with about 1,000 employees, DTR-Tennessee which produces automotive parts and employs

around 950, Laughlin Memorial Hospital which is a medical care facility that employs approximately

700, and John Deere Power Products which produce lawn mowers and employs around 650, Eco Quest

International which produces air/water purifiers employees around 540, Parker-Hannifin which produces

steering gears and employs approximately 450, Greeneville City School System a service of education

that employs around 400, and Takoma Regional Hospital a medical center that employs around 400.

The Niswonger Performing Arts Center provides a beautiful state of the art facility where the children

in Greeneville and Greene County are given the opportunity to perform for the community. This facility

is an addition to our fine arts program and enhances the children’s creativity by offering special programs

for the children such as plays, musicals, and concerts.

The Greeneville Parks and Recreation Department of Greeneville offers a wide variety of sports and

seasonal activities for the children in our area.

Component 1b – Academic and Non-Academic Data Analysis/Synthesis TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures


Refer to Component 1 Academic/Nonacademic Helpful Hints.

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

List Data Sources

Academic Assessment

ThinkLink

TCAP

State Writing Test

Unit Tests

Star Reading and Math

Star Early Literacy

School Report Card

Midterm Reports (4 1/2 Weeks)

Student Report Cards (9 Weeks)

Write From the Beginning Rubrics

Non-Academic Assessment

Attendance

School Support Teams

NSSE Opinion Inventories

Spring Parent School Survey

School Report Card

TEMPLATE 1.5: Data Collection and Analysis

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

the types of data gathered. Analysis would be the process used for the full review of all data gathered.

TEMPLATE 1.5: Data Collection and Analysis (Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs. In this section the data collection and processes used in determining strengths and areas to strengthen

are described. Several assessment measures provide data on academic and nonacademic performance.

The data gathered from these measures helps guide instruction for teachers and staff.

Each summer the Principal and Instructional Coordinator gather all available data to begin developing

the school’s annual Data Analysis Project. The Data Analysis Project includes the following areas:

overall current year results, trends- (cohort, grade, teacher, comparison to system and state, comparison to

school expectations), disaggregated by – (subject, test strand, gender, race, etc.), summary of findings,

strengths, identified area for improvement, students below expectations, plan for identified students,

interventions/remediation, plans for high ability students, role of professional development and next steps.


This is a school-wide approach to analyze the growth of students using all assessment sources. This

project includes students in PreK-2nd

and 3rd

-5th. Data sources include TCAP scores, midterm reports,

nine week report cards, ThinkLink (grades 3-5) assessment, Star Reading (grades 2-5), Star Math (Grades

K-5), and Star Early Literacy (grades PreK-2). The principal and teachers review this data and make

necessary academic adjustment in program offerings based on this documentation. These adjustments

include both remediation and enrichment opportunities. This work begins during the first term with an

entire day (Data Day) set aside to review, interpret, and set the course for the school year.

Students in grades 3-5 are assessed in September, December, and February using the ThinkLink

Predictive Assessment Series. These results are analyzed by the individual teachers and the intermediate

team after each testing to determine areas of need. Students are grouped for remediation and enrichment

based on the results of these tests.

Fifth grade students take the State Writing Assessment in February. Fourth grade students participate

in the system pre-writing test in April to determine areas of need for teachers intervention prior to the

state test. Instruction in writing is based on the Write From the Beginning Program which is used in

kindergarten through fifth grade.

Students in Pre K-2nd

grade are assessed at the beginning of each school year and every 4 1/2 weeks

throughout the school year using the Star Early Literacy or Star Reading Assessments. These results are

analyzed by individual teachers and the primary team after each testing cycle to determine areas of need.

From these results students are regrouped and instructed on skills needing strengthening.

The school system has purchased the Star Math program. All students in grades K-5 have been

assessed. The system Star Math team has not established a testing frequency for this assessment.

Non-academic data results are used in a variety of ways. The annual State Report Card is reviewed

and this information is added to the school’s Data Analysis Project. This is usually completed in October

or November after the release of the Report Card. This information is then presented and discussed at the

first School Improvement Team and faculty meeting after receiving the information. This information is

compared to the previous year’s report and School Improvement Plan goals and objectives. These results

are then posted on the school’s website.

Other non-academic assessment results, such as attendance and student and staff NSSE and Spring

Parent Survey results are reviewed and compared to the previous year’s results and School Improvement

Plan goals and objectives.


TEMPLATE 1.6: Report Card Data Disaggregation

Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces

for a detailed review. The results would focus on what you learn about the individual data pieces.

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

Report Card Data Disaggregation Due to our small population, we do not have many areas where data disaggregation is possible. We do

have disaggregated information in regard to Title I School Wide Project, Economically Disadvantaged,

Gender, and Ethnicity. Highland School is a Title I School Wide Program, therefore all data reflects

economically disadvantaged students. This disaggregated information is available on TCAP

achievement reports from grades 3-5 in the subject areas of reading/language arts, math, science, and

social studies.

Race/Ethnicity

In analyzing 2007 TCAP disaggregated data regarding race/ethnicity, because of small student

enrollment numbers, no disaggregate data were available for Asian/ Pacific Islanders, African Americans,

Hispanics, and Native Americans. Math results 2007 indicate that the African American population’s

three year proficiency rate was 87% as compared to the states 79% proficiency rate and the white

subgroup’s rate of 85%. The White subgroup outscored the African American 2007 percent advanced

56% to 36%. This is a single year comparison. Both subgroups outscored the state’s single year results.

Reading/Language results, 2007, show the opposite results from the above Math scores. The White

subgroups, three year-average, scored 87% proficient/advanced compared to the African American

subgroup score of 85%. The African American average is one percent above the state three year average

and the White subgroup score is six percent below state average.

No significant trend can be established for the two subgroups relative to Math and Reading/Language

Arts.

Gender

In analyzing 2007 data regarding gender, there were not enough females in the fifth grade for

disaggregation. This was also the trend using 2005 data. In grades three and four where limited data

were available, males at the fourth grade level scored lower in proficiency than females in all academic

areas, Reading/ Language Arts, Math, Science, and Social Studies.

Females outscored males in percent advanced at the third and fourth grade levels in all subject areas.

More males than females are scoring non-proficient at the fourth grade level.

Caution must be used with the above information in establishing trends due to the small number tested.

Special Education/LEP/Gifted

Disaggregated information for these categories is not available. The number of students tested is too

small to calculate progress or trends. In reviewing individual student reports for the Special Education

population, the majority of the 4th grade Special Education students were non-proficient in all subject

areas except science. In grades 3 and 5 the majority of our Special Education students scored proficient


Report Card Data Disaggregation in all areas.

In 2007 we had one LEP student in the fourth grade. This student scored below proficient in all areas

except math.

During the 2007 testing period we had one fourth grader and one fifth grader as gifted. Both of these

scored advanced in all areas.

Growth Differences

According to the growth differences among the different achievers groups, the only comparison can be

made with fifth grade Math. This is the report giving any comparison data for the 2007 testing year. This

report shows that our fifth grade high achiever group made slight improvement over the previous Cohort

groups. Previous Cohort lowest achieving students indicated the highest gains at the fifth grade level.

Fourth grade middle to high achievers, previous Cohort group, made the greatest gains for Math.

Fourth grade middle to high achieve previous Cohort group is making positive gains while low to

middle achievers are making negative gains in Reading/Language Arts. All fifth grade

Reading/Language Arts previous Cohort scores indicate positive gains, with the middle to high achievers

making the greatest gains.

Social Studies fourth grade previous Cohort scores indicate negative gains with the exception of the

middle achievers. Fifth grade previous Cohort scores indicate positive gains in the low to middle group

and negative gains at the low and high levels.

Science previous Cohort scores at the fourth grade level indicate positive gains from middle low to

high achievers. Fifth grade scores were opposite with all scores in the negative range. The lowest area

indicated zero gain.

This data further substantiates the difficulty in using these scores due to low numbers of students and

not enough scores to compare.

Economically Disadvantaged

Highland Elementary School is a Title I Schoolwide Project school. According to the School Report

Card, 86.6% of the students were considered economically disadvantaged. Federal AYP standards were

met in this subgroup and “<45 fewer than 45 students not reported” for Reading/Language Arts and Math.

Data from the School Report Card for Reading/Language Arts and Math for this subgroup does not

indicate any trend when comparing this group with all students. The Math 2007 scores for percent

proficient/advanced three year average were 88% for all students and economically disadvantaged. The

economically disadvantaged percent proficient/ advanced for the state was 83% Reading/Language Arts

scores were 87% for all students and 88% for economically disadvantaged. The state’s economically

disadvantaged percent was 85%.

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)

% NSSE Surveys (National Study of School Evaluation) 2007 of all stakeholders (parents, teachers,

support staff, students, and community) were analyzed. In the area of Quality of Instructional Program,

an overall average score of 91.3% from all stakeholder groups strongly agreed or agreed that our

instructional program is of high quality.

Areas of Strength

Curriculum based on clearly defined learning standards

Teachers using a variety of teaching strategies and learning

Teachers challenge students to do their best

Areas of Need

Students seeing a relationship between what they are studying and their everyday lives

Teaching of career or vocational choices

Teaching health education

In the area of Support for Students Learning, an overall average score of 87.1% strongly agree or

agree that students receive adequate support for learning.

Areas of Strength

Student access to a variety of resources

Student access to a variety of resources including technology

Communication with parents

Area of Need

School facilities are not adequate to support students’ learning needs

In the area of School Climate/Environment for Learning, 89.55% strongly agree or agree that the

environment is conducive for learning.

Areas of Strength

Cheating is strongly discouraged at our school

School provides a safe and orderly environment for learning

Substance abuse is not a problem at our school

Areas of Need

Provide an environment free from bullying

Students respectful of school and community property

In the area of Parent/ Students/ Community/ School Relationships, 90.5% strongly agreed or agreed

that relationships are positive.

Areas of Strength

School rules are clearly communicated

Stakeholders feel welcome at the school


%

Area of Need

Continue to involve community members and all stakeholders in decision making

On the Parent/ community surveys in the area of Resource Management, 83% strongly agreed or

agreed that the school makes effective use of available resources.

Areas of Strength

School and grounds are clean and well maintained

Tax dollars spent on our school are a wise investment for our community

Area of Need

Adequate time, space, and facilities for student activities

In the area of School Organization and Administration, the teachers and support staff approved the

direction of the school. This question was the highest scoring item on the NSSE survey by the teachers

with an average score of 96.9%.

Areas of Strength

School is committed to continued improvement with focus on student learning

Uses data and research to make informed decisions

Opinions of support staff are considered when decisions are made that affect them

Area of Need

Support staff salaries

2006-2007 Spring Parent Program Evaluation Survey

Families at Highland School are given the opportunity to evaluate our program annually. The Spring

2007 Program evaluation return rate was 80.7%, and the evaluation survey indicated the following:

Areas of Strength

Year-round academic calendar

Clean and well maintained building

Preschool Program

Area of Need

Current size of building

TCAP Achievement Test Data

Overall the achievement test results from Spring 2007 for all students were not as positive as desired,

especially with Science. We are beginning to experience a downward trend in this subject. The third

grade scores experienced some growth. Fourth grade scores, regular education students, showed gains

and fifth grade scores, all students, continued to be our top scoring grade. Fourth grade has the highest

number of special education students. This subgroup is not making gains and will be a focus for

improvement. Gains in the area of social studies have increased.

(Cohort, grade, and teacher trends follow.) Our third grade students in 2005-2006 had the lowest


% scores school-wide. This is also the class with the greatest number of special education students. This

group, our current fifth graders, continues to experience low scores. Third grade scores indicate slight

growth in all areas except science. We had two beginning teachers with these students last year.

In comparison to other schools in our system, reading at the fifth grade level was the only area our

students scored above the system. We had 100% proficiency rate compared to the system’s 99%

proficiency.

On comparison to State scores: third grade math scores were at the same level as the state, 89%.

Fourth grade: science above state percentage with an 86% proficiency rate. Fifth grade Math, Reading,

and Social Studies were at or above state proficiency.

In comparison to school expectation of 90% proficient, third and fourth grades all subjects were below

90%. In fifth grade only Math and Reading were above the 90% school expectation.

Disaggregated by Subject Area

Areas of Need (in rank order-high need to low need)

2006 2007

Reading/Language Arts Science

Social Studies Social Studies

Science Reading/Language Arts

Math Math

Disaggregated by Test Strand

(Below are the lowest scoring strands common to each grade level.)

Math:

Real-World Problems and Problem Solving

Reading/Language Arts:

Writing/Organization

Vocabulary

Science:

Matter

Life Cycles and Biological Change

Space, Weather, Climate

Social Studies:

Geography

Disaggregated by Gender/Race/Graduation Path/Other

Due to our small population and number of students tested, we do not receive adequate information to

fully use this information.


% Gender: Data that we have indicates that female test scores are slightly higher than males at the third and

fourth grades. In fifth grade we did not have enough females to report. We cannot establish a trend from

this data.

Race: No significant trend can be established between the African American and white subgroups.

Disaggregated by NCLB Subgroups

Basically, all subgroups, with sufficient data, met AYP goals. Economically disadvantaged scores are

the same as our entire school population.

TCAP Achievement Score Area of Strength

Math proficiency

Positive trends being established with regular education students in Reading and Language

Arts

Social Studies scores are slightly improving

TCAP Achievement Score Area of Need

Focus on needs of Special Education students at all grade levels

Science proficiency scores have decreased for the past two years

School Report Card

Areas of Strength

Math proficiency continues to be the major strength at our school. Reading and Language Arts

proficiency is beginning to show a positive trend. Social Studies proficiency is experiencing some

improvement.

On the 2007 School Report Card math achievement and value-added scores continued to be an A.

Achievement scores for Reading/Language Arts and Social Studies improved from a C to B. Value added

Reading/Language Arts score was again an A. In 2005 the value-added Reading score was a D. Social

Studies value-added scores over the last three tested years were D in 2005, B in 2006, and A in 2007. Our

science scores in achievement continues to score a B and Science value-added score was an A. All of the

above scores represented three year averages.

Areas of Need

Fifth grade writing scores again reported an average score of 3.8 (B) the same as the 2006 score.

The review of data from the past two to three years indicates that Science scores are on a downward

trend. While Social Studies made a slight growth, data shows more work is still needed in this area.

Reading value added scores for 2005-2006 experienced a -1 gain, and in 2006-2007 a -0.4 gain was

indicated. These were single year scores. Even though our three year average was an A in value added

and B in academic achievement, improvement is needed.


TEMPLATE 1.8: Prioritized List of Goal Targets List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this

prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok

would start.

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

Prioritized List of Goal Targets According to the 2007 Highland Elementary School Report Card all No Child Left Behind (NCLB)

benchmarks and Adequate Yearly Progress (AYP) scores were met. Our NCLB status is in Good

Standing. This includes percent tested and percent proficient/advanced for Math and Reading/Language

Arts, writing scores, and attendance rate. Our attendance rate for 2007 was 96 percent.

Goal Targets

Implement RTI program in grades K-5

Science proficiency at all grade levels

Continue upward trends in Reading/ Language Arts and Social Studies

Increase writing proficiency at the fifth grade level

Maintain focus on special education population

School facilities

Maintain current staffing

Reinstate full-time guidance counselor

Upgrade and replace technology as needed

Health education

Career or vocational awareness

Focus on the education and understanding of bullying

Continue stakeholders involvement in all areas of the school

Addendum to Highland School Improvement Plan-Component 1

Due to the downturn in the economy and closure of many factories in Greeneville, the

unemployment rate is 14.3%. We have seen an increase of students on free and reduced

lunch by 1%. Our current free and reduced percentage is 76.83%.

Because of cuts in personnel, Bank of America is not an active partner at this time.

A new housing unit has opened in our district and we have seen a slight increase in students

since 2007. Mobility of students continues to be an issue.

2007-2008 2008-2009 2009-2010

Number of students 171 164 165


% White 77.5 73.5 70%

% Africian

American

17.0 20.9 19%

% Hispanic 5.5 5.6 11%

% Native American

%Asian

%Other

%Male 55% 59% 57%

% Female 45% 41% 43%

% Economically

Disadvantaged

75.97 76.83 86.6%

% Special

Education

15.78% 14.63% 21%

Number of ELL

Students

8 6 4%

Transfer Rate

(Mobility)

Dropped 46,

Enrolled 47

Dropped 56,

Enrolled 52

Dropped 62,

Enrolled 45

Attendance 96% 96.2% 95.9%

Drop-out Rate NA NA NA

Graduation Rate NA NA NA

Based on an analysis of our latest data from the school report card, parent surveys, and ’08

T-CAP tests, our list of goal targets remains basically the same. We have changed the

priority of some goal targets to better match our action plans. Three new goal targets

include maintaining current staffing and reinstating a full-time guidance counselor and

upgrading and replacing technology as needed. Facilities issues are on hold pending

economic considerations. Some repairs are scheduled on the roof.

State Report Card/Value Added Update Academic Achievement scores for Highland have basically continued at the same

level, except for the area of Social Studies. Social Studies fell from a B to a C for the 2008

testing cycle. In 2005 and 2006 Highland also received a score of a C but had brought that

up to a B in 2007. Math continues receiving the score of an A during the last three testing

years. Reading/Language Arts received another B and Science also received a B. Highland

did not fare as well as the system, as the Greeneville City Schools received all A’s in all

categories this year as well as the previous two years. State scores were somewhat better

than Highland also as the state scored A’s in Math and Reading/Language Arts and B’s in

Science and Social Studies.


Value Added scores remained all A’s in all testing categories for the 2008 testing

year. Highland has received all A’s for the past three years in Math and

Reading/Language Arts. In both Science and Social Studies, Highland received B’s in 2006

and has brought them up to A’s in 2007 and 2008. Highland scores were somewhat better

than the system in some areas. In Math and Social Studies, the system received C’s. The

system received a B in Science and an A in Reading/Language Arts. The worry for the

upcoming year is that Highland will be losing favorable gain scores in most all subject

areas. We will lose a score of 14.1 in fourth grade math and 5.9 in fifth grade math. The

fifth grade Reading/Language Arts gains score which will be dropped is 8.6. However, fifth

grade gains have been very positive over the last three years. Hopefully gains scores for the

upcoming year will be comparable. Reading/Writing scores for Highland again have the

average of 3.8. Highland has received this score of 3.8 for the past three years. This is a

positive for Highland staying consistent for the past three years. Our hope will be to move

closer to the state average of 4.1.

State and Federal programs are consolidated and integrated in the school program.

Federal Programs:

Title I Schoolwide Program-Academic success of all students

Title II-A Professional Development

II-D Technology Professional Development

IDEA Funds-Special Education personnel and supplies

Title III ESL-Professional development and materials

Title IV-TEAMS kit-anti-bullying, relationship building

Title V Library materials, dropout liason

Title VI Parenting Fair, parent involvement

State Programs:

Family Resource Center-family and student support

Extended Contract-Afterschool program

Coordinated School Health

DARE-Drug abuse prevention program

BEP-Basic Education Funding Formula

Preschool-Transition from PK to K

Looking at our 2009-2010 demographics, we have seen an increase in our Hispanic

population, percent economically disadvantaged, and percent of special education students.

The rest of the data remains basically the same. Mobility of students continues to be an

issue.

As mentioned above, we have noticed an increase in our Hispanic population (up to 11%

from 5.6 % in 2008-2009). There has also been a slight decrease in our African American

population (down to 19% from 20.9% in 2008-2009). A Diversity Team has been

established system-wide to ensure that our minority population achieves at the highest

academic levels. The Diversity Team will make a presentation to our faculty at our faculty

retreat in July, 2010. One of our faculty members is fluent in Spanish and works closely


with our parents and faculty to translate forms and notes and also help with parent-teacher

conferences as needed.

Due to the economy in the Greeneville area, the unemployment rate as of April 2010 has

risen 15.9%. We have also seen an increase of students on free and reduced lunch by 10%.

Our current free and reduced percentage is 86.6%.

A full-time guidance counselor was reinstated at the beginning of the school year.

Due to cuts in state funding, the After School Program has changed from five days a week

to four days a week (Monday –Thursday). Our Intersession program, which is held during

our fall and spring breaks, has been changed from five days to three days.

Although Angelia Rodriquez still works closely with Highland, the Family Resource

Program has been moved to another location.

Tier II of RTI has been implemented in grades 3-5. Teachers, specialists, and assistants

have participated in trainings for this program.

In 2010, all teachers received a new laptop or tablet. Older computers were refurbished for

use in the school. In addition, our school received a Portable Virtual Classroom. Each

student at Highland has had the opportunity to go on at least one virtual field trip this

school year.

Repairs to our roof have been made.

Tusculum College Women’s Basketball Team has become a “Partner in Education” with

our school. The team has assisted in several programs and fundraisers for our school. They

have also participated in outdoor activities and provided individual tutoring for some

intermediate students.

State Report Card/Value Added Update

Major changes have been implemented for calculating Report Card scores. The

baseline year for comparing student achievement has been reset using 2008-2009 test

scores. A new grade scale is being used therefore we cannot compare last year’s scores to

previous years’ scores. In Math, we received a D, Reading/Language Arts received a C,

Social Studies received a D, and Science received a C. In writing, we received a score of 3.8.

Value Added scores for the school year are Reading/Language Arts a score of D,

Math a score of F, Science a score of D, and for Social Studies the value added score was

the highest for the school remaining constant at a B.

All areas of academic achievement are below annual goals. Of particular concern is

Math both on academic achievement and value added. Based on this data, our goal targets

will remain basically the same with more emphasis in Math.


Component 2 – Beliefs, Common Mission and Shared Vision

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

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

Beliefs

1. Our school will foster a love for learning by supporting and challenging the academic goals of

each child.

2. Students will learn skills to achieve proficiency and beyond through a quality educational

program consisting of technology, various teaching strategies, experiences, and high expectations.

3. Collaboration and communication within a school, system, and community are essential to

making data derived decisions to help with student success.

4. Policies and procedures are aligned to maintain a focus on achievement within a safe

environment.

Common Mission

Shared Vision

Highland Year Round School will be a learning community where;

learning is productive,

achievement gains are evident, and

people are valued.

No updates to Component 2

No updates to Component 2


TEMPLATE 3.1.a: Curricular Practices

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

Current Curricular Practices Curriculum

Development Curriculum Mapping

Textbook-Supported

Curriculum

Evidence of Practice (State in

definitive/tangible terms)

Curricula have been

developed system-

wide for the four

core areas. Teachers

from Highland

participated over a

period of five years

to develop, publish,

and implement these

curricula in the areas

of reading/ language

arts, math, social

studies, and science.

Monitoring is in

place for enhancing

the quality of

curriculum and

instruction through

principal walk-

through evaluations

and support from

Instructional

Coordinator.

K-5 Curriculum

Maps are developed

and revised on a

continuous basis.

Teaching and

learning materials to

support these maps

are correlated to

State standards.

Maps are posted on

the website to

communicate to

stakeholders what

students should

know and be able to

do at each grade

level. Benchmarks

for learning that

correlate with SPI’s

are noted on the

maps. The

Instructional

Coordinator

provides support for

Reliance on

textbooks for

content and pacing

varies with

experience of

teachers.


the curriculum

mapping process.

Is the current practice research-based?

Yes

Yes

Yes

The most recent

adoption, Scott

Foresman’s Reading

Street, provides a

research based

literacy program.

Upcoming textbook

adoptions will be

evaluated for

research-based

programs.

Is it a principle & practice of high-

performing schools?

Yes

90/90/90 Douglas

Reeves Clear

Curriculum Sources

Yes

McREL- Curriculum

Mapping provides a

guaranteed and

viable curriculum

Yes

National Reading

Panel Report, Center

for the improvement

of Early Reading

Achievement By

operating on a “what

works” basis

(phonemic

awareness, phonics,

vocabulary, fluency,

and comprehension),

scientific evidence

can help build a

foundation for


instructional

practice.

Has the current practice been effective

or ineffective?

Effective

Effective

Effective

What data source(s) do you have that

support your answer? (identify all

applicable sources)

TCAP

TCAP

TCAP

Evidence of effectiveness or

ineffectiveness (State in terms of

quantifiable improvement)

State Report Card

Academic

Achievement Scores

07: A- Math, B’s-

Reading/

Language Arts,

Social Studies,

Science, and

Writing. All NCE 3

year average scores

have increased in

2006 and 2007 as

compared to scores

in 2005. Value

Added Scores 07:

All A’s

Value Added Scores

increased from B’s

to A’s in Science

and Social Studies in

2007 and remained

constant as A’s in

Reading/ Language

Arts and Math.

State Report Card

Academic

Achievement Scores

07: A- Math, B’s-

Reading/

Language Arts,

Social Studies,

Science, and

Writing. All NCE 3

year average scores

have increased in

2006 and 2007 as

compared to scores

in 2005. Value

Added Scores 07:

All A’s

Value Added Scores


to A’s in Science


2007 and remained


Reading/ Language,

Arts, and Math.

State Report Card

Academic

Achievement Scores

07: A- Math, B’s-

Reading/

Language Arts,

Social Studies,

Science, and

Writing. All NCE 3

year average scores

have increased in

2006 and 2007 as

compared to scores

in 2005. Value

Added Scores 07:

All A’s

Value Added Scores


to A’s in Science


2007 and remained


Reading/ Language

Arts and Math.


Evidence of equitable school support

for this practice

Representatives

from Highland on all

curricular

development teams,

all teachers received

curriculum

documents and

training.

Maps developed for

every subject and

grade level using

system-developed

curriculum as basis.

All maps correlated

with State Standards.

All teachers

provided text and

ancillary materials.

Texts are current and

are replaced on a

six-year rotation.

Professional

development is

provided as new

texts are adopted.

Next Step (changes or continuations)

Continue to review

and revise core

curricula on a

regular basis. We

are beginning to

prioritize curriculum

standards through

system-wide grade

level meetings.

Continue to review

and revise all

curriculum maps on

a regular basis. This

will be a major point

as the State updates

curriculum standards

(example – science

update 2008).

Continue

collaborative

planning times for

the development of

lesson designs and

evaluations using

textbooks as only

one resource.


TEMPLATE 3.1.b: Curriculum Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we

have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,

or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state

– “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help

school team members discover “What Ought To Be.”

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy

questions relative to curricular practices, also to be recorded in Template 3.1.b.

Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis – Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER

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

1. Current use of : TIME

Teachers meet monthly for an hour as the Primary or Intermediate Team. Part of the

focus of these meetings is to address curricular issues. In addition, grade level teachers

and looping teachers (1-2, 4-5) have common planning times daily to dialogue about the

delivery of the curriculum. Curricular issues are also the focus of system-wide

professional development days.

In addition, Highland’s year round calendar impacts the use of time. Because the

students have shorter breaks, less time is needed to review concepts taught. Thus the

teachers have more time to introduce new subject matter.

2. Current use of: MONEY

In order to provide time for teachers to meet to work on curricular issues and curriculum

mapping, assistants cover for teachers in the regular classrooms. These assistants are

paid through general purpose and federal funds.

Teachers who work during the summers on system level curriculum teams are paid

stipends. The Instructional Coordinator, along with the principal leads curriculum work

at the school level. IC’s are given release time daily to direct curriculum and instruction

duties. Supplements are paid to the IC’s as well as to the instructional assistant who fills

in during release time.

3. Current use of: PERSONNEL

Teaching and administrative personnel are allocated based on enrollment. Since

Highland is a Title I school, additional personnel and resources are provided to support

at-risk populations. Two Special Education assistants are working on a contracted basis

with inclusion classrooms. Highland has an instructional coordinator to lead, along with

the principal, curriculum and instruction initiatives. Instructional assistants work on a

flex schedule to staff the After School Program. Teachers on extended contract staff the

Intersession Program. The Intersession Program allows extended opportunities for

curriculum delivery.

4. Current use of: OTHER RESOURCES


Each school is provided equally with textbooks and materials, curriculum documents,

and time and resources for curriculum mapping. In addition, since Highland is a Title I

school, additional money is available for extra personnel and resources to support the

curriculum. A grant from the Niswonger Educational Foundation provides additional

personnel for our After School Program to serve at-risk population.

“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?)

1. What ought to be: TIME

As the state revises curriculum standards, teachers will need additional time to update

and revise their curriculum maps. In addition, grade level teams will be looking at the

curriculum during professional learning days in 08-09 to begin the process of narrowing

the curriculum.

Another area of focus should be allocating time to examine curriculum as it relates to

our special education population and the new RTI initiative.

2. What ought to be: MONEY

Continue to provide funds for follow-up training on curricular initiatives. Increase

funding to replace two instructional assistant positions eliminated in 07-08 due to

reallocation of Title I funding. The reinstatement of these assistants would make it

easier for classes to be covered while teachers meet to work on curriculum. Also, these

additional assistants would work in the After School Program to serve students who

need remediation.

Investigate funding options to support Response to Intervention (RTI) and skill

development programs for at-risk population.

3. What ought to be: PERSONNEL

Continue to use two contracted Special Education assistants in inclusion classrooms.

Reinstate instructional assistant positions eliminated in 07-08 to provide additional

persons for After School Program and to work with small groups of at-risk students.

Investigate funding options to provide additional personnel for RTI initiative.

4. What ought to be: OTHER RESOURCES

Continue to provide teachers with textbooks, ancillary materials, and professional

learning activities to support curricular initiatives. Continue to explore funding options

to provide additional resources as needed to support new state curriculum standards,

especially in the areas of science and social studies.

Equity and Adequacy:

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

We insure equity through all teachers participating in system-wide initiatives including

curriculum development and curriculum mapping. All teachers also participate in professional

learning activities to support these initiatives. Teachers are given released time from the

classroom to maintain up-to-date curriculum maps and plan and implement curricular

initiatives.

Adequacy of the curriculum is insured as teachers update curriculum maps to reflect


changing state standards. Teachers will also begin the process in 08-09 of prioritizing the

curriculum for each grade level.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in

being effective with all their students?

Since we are Title I School-wide Program, funds and resources are targeted to meet the

needs of all students. This is evidenced by two special education assistants working in

contracted positions with students in intermediate grade inclusion classes. This allows the

curriculum to be modified to meet the needs of this population. Our ELL teacher and low pupil

teacher ratio further allow direct intervention to deliver curriculum in a form for all students to

be successful.

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

After a review of all data and 2007 T-CAP scores, we realized a need for more grade-

level instruction for SPED students. We are providing this through modifications to the

curriculum by SPED assistants within inclusion classrooms. We will continue to examine

curricula to provide all students with the necessary tools for success.


TEMPLATE 3.1.c: Curricular Summary Questions

The following summary questions are related to curriculum. They are designed as a culminating activity for your

self-analysis, focus questions discussions, and findings, regarding this area.

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

Curriculum Summary Questions- Narrative Response Required What are our major 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.)

Major Challenges:

Our curriculum is extremely broad. T-CAP test results identified a need for modifications

of the curriculum for at-risk students. Teachers also need increased time to work on curricular

issues as State Standards are revised.

How we know:

State Standards are changing in 08-09, and this will require considerable time to revise

curriculum maps to reflect these changes. From analysis of T-CAP scores, we have identified

our at-risk and transient population students as needing more modifications. Our broad

curriculum has made it hard to identify school and grade level benchmarks in major academic

areas.

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

Major Strengths:

A major strength in the curriculum area is our process for continuous improvement of

curriculum maps. Maps are updated and revised as State Standards change and as the needs of

our students change. Our curriculum is based on defined Tennessee Department of Education

State approved standards. Curriculum offerings are clearly articulated at different grade levels

to avoid gaps and overlaps. Teachers have scheduled times to collaborate on curricular issues.

How we know:

Teachers color coded maps to ensure that all State Standards are included.

Teachers have scheduled time for team planning (primary or intermediate grades) to

work on curricular issues.

We are seeing positive trends in T-CAP scores in reading/language arts, social studies,

and math.

The highest area on the NSSE Survey of Instructional and Organizational Effectiveness

was “Ensures Effective Implementation and Articulation of the Curriculum”, 100% exemplary

or fully functioning. On the NSSE Teachers Opinion Inventory, 100% strongly agreed or

agreed that “the curriculum at our school is based on clearly defined learning standards.”


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

The system calendar for 08-09 will include one professional development day per month. One

focus of these professional development days will be to prioritize and narrow the focus of the

curriculum. Continue team planning time and grade level common planning times at the school

level to establish curriculum benchmarks. Continue to use Instructional Coordinator to direct

curriculum initiatives. Investigate professional learning opportunities for all staff including

resource and instructional paraprofessionals to work with at-risk students.


TEMPLATE 3.2.a: Instructional Practices

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

Current Instructional

Practices Thinking Maps

Write From

the Beginning

Use of

Technology

Reading

Development

Skills

Development



Thinking Maps

adopted system-

wide in 2001-

2002. All

teachers trained

in use of

Thinking Maps.

Each teacher

received a

notebook and

training and

teachers have

developed

additional

notebooks of

samples used in

the classrooms.

Follow-up

occurs on a

regular basis.

Trained trainers

in our school.

Write From

the Beginning

is our

extension of

Thinking

Maps.

Students use

maps to aid

the writing

process. Each

teacher

received

notebooks,

initial

training, and

follow-up

training.

Trained

trainer in our

school.

Each teacher

has a Gateway

tablet

computer and

LCD projector,

a least five

student stations

in each room,

wireless

internet access

for student use.

Laptop carts

with 25

computers

housed in the

library for

checkout by

teachers.

Computer lab

with 10

computer

stations

available for

large group

Highland had a

school-wide

emphasis on

vocabulary

during 2006-07

school year.

Teachers

developed word

walls and

students kept

vocabulary

journals.

Teachers also

attended

professional

development

based on

Marzano’s

Building

Academic

Vocabulary and

Bick’s Bringing

Words to Life.

Teachers

Teachers

participated in a

Data Day and

analyzed

individual

student scores

on TCAP tests.

Teachers also

administer

quarterly tests

of STAR

Reading and

STAR Math,

and

intermediate

teachers (grades

3-5) administer

ThinkLink tests

in reading and

math. From the

on-going

analysis of

these

assessments,


and training.

Software and

programming:

United

Streaming,

Nettrekker DI,

Thinking Maps

Software, web

pages software,

instructional

software

(Compass,

Thinklink, Star

Reading and

Star Math, and

AR).

participated in a

vocabulary

book study on

Bringing

Words to Life.

A part-time

reading

specialist

continues to

work with

primary

teachers every

other week on

elements of

teaching

reading.

Teachers

attended two

city-wide

inservices on

reading

development.

We adopted a

new reading

series, Reading

Street, by Scott

Foresman. All

teachers

attended in-

service training

on the

components of

this series.

teachers

identify specific

skills needed by

students and

group the

students for

special

instruction. The

teachers have

“Fab Friday”

skills classes

incorporating a

wide range of

research based,

student centered

teaching

strategies.

These strategies

ensure we are

teaching the

established

curriculum and

assuring that

students master

skills as outline

in the

curriculum and

as measured on

TCAP.

The “Fab

Friday” sessions

are activity

oriented and


also

incorporated

higher order

thinking skills.

Through using

instructional

assistants and

teachers to

direct

“Fab Friday”

sessions, groups

remain small

and can meet

different

learning needs

styles of diverse

populations.

These skill

groupings are

across grade

levels.

Is the current practice research-

based?

Yes

Yes

Yes

Yes

Yes

Is it a principle & practice of

high-performing schools?

Yes

Marzano-

Classroom

Instruction That

Works.

Yes

90/90/90

Douglas

Reeves-

Focus on non-

fiction

writing.

Yes

McREL-

Technology in

schools can

increase

student

achievement.

Yes

Florida Center

for Reading

Research-

Professional

development in

essential

components of

Yes

90/90/90

Douglas

Reeves- Strong

emphasis on

data driven

decision

making.


reading is a

critical part of a

school’s

reading

program.

Has the current practice been

effective or ineffective?

Effective

Effective

Effective

Effective

Effective

What data source(s) do you have

that support your answer?

(identify all applicable sources)

TCAP

TCAP

Writing

TCAP

TCAP, STAR

Assessments,

ThinkLink

TCAP, STAR

Reading and

Math,

ThinkLink




State Report

Card Academic

Achievement

Scores 07: A-

Math, B’s-

Reading/

Language Arts,

Social Studies,

Science, and

Writing. All

NCE 3 year

average scores

have increased

in 2006 and

2007 as

compared to

scores in 2005.

Value Added

Scores 07: All

A’s.

Value Added

State Report

Card Writing

Score: 3.8 B.

Writing

scores remain

constant at 3.8

B from 2006

testing.

State Report

Card

Academic

Achievement

Scores 07: A-

Math, B’s-

Reading/

Language Arts,

Social Studies,

Science, and

Writing. All

NCE 3 year

average scores

have increased

in 2006 and

2007 as

compared to

scores in 2005.

Value Added

Scores 07: All

A’s

State Report

Card Academic

Achievement

Score 2007,

Reading/

Language Arts-

B. This is an

increase from

2006 score of

C. Value

Added Score

2007

Reading/Langu

age Arts- A.

Remains

constant from

2006.

Yet to be

determined.

Instructional

practice

instituted in

2007-08 school

year. STAR

Reading and

Math tests

given at end of

9 weeks period

indicate

progress from

initial testing.


Scores

increased from

B’s and A’s in

Science and

Social Studies

in 2007 and

remained

constant as A’s

in Reading/

Language Arts

and Math.

Value Added

Scores

increased from

B’s and A’s in

Science and

Social Studies

in 2007 and

remained

constant as A’s

in Reading/

Language Arts

and Math.

Evidence of equitable school

support for this practice

All teachers

received

notebooks,

initial training,

and follow-up

training.

Trained trainers

in our school.

Each teacher

received

manuals,

initial

training, and

follow-up

training.

Trained

trainer in our

school.

All teachers

provided with

notebook

computer and

LCD projector.

Training in use

of technology

provided to all

teachers.

All teachers

participated in

professional

development

activities and

have new

reading series.

Part-time

reading

specialist works

with all teachers

on components

of teaching

reading.

All teachers

administer same

tests to all

students. All

students

participate in

skills

development

groups.

Students not

needing

remediation

participate in

enrichment

sessions.

Next Step (changes or

continuations)

Continue to use

Thinking Maps

as instructional

tools and as

means of

communication.

Continue to

use Write

From the

Beginning as

method to

teach writing

Continue to

provide

training as

needed in ways

to integrate

technology in

Continue

emphasis on

vocabulary and

reading

development.

Continue to

Continue “Fab

Friday” skills

sessions and

monitor

effectiveness.


Encourage other

teachers to

become trained

trainers.

process.

Encourage

other teachers

to become

trained

trainers.

classrooms.

Provide

training to

instructional

assistants.

develop plans

for RTI with

implementation

for K-2 in 2008-

09.


TEMPLATE 3.2.b: Instructional Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified

through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and

the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help school team members

discover “What Ought To Be.”

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to

be recorded in Template 3.2.b.

Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required


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

5. Current use of TIME:

Teachers have uninterrupted blocks of time for the presentation of core curriculum.

This curriculum is aligned with the Tennessee State Standards. Teachers spend time

collaborating with grade level, primary or intermediate teams, at the school level and

system-wide grade level teams. This collaborative time allows for data analysis and

using this data to support instruction. Time is spent updating curriculum maps to reflect

changes in State Standards. Time is also spent in professional learning activities.

Teachers utilize various instructional strategies to actively engage students in their

learning. These include the use of Thinking Maps, technology, hands-on science and

math activities, and centers. Teachers spend time differentiating instruction for diverse

learners. Learning opportunities and tutoring are offered in the After School program to

allow multiple opportunities for students to succeed.

6. Current use of Money:

Each teacher received a Gateway tablet computer and LCD projector to enhance

instruction. Each classroom has at least five student computer stations and wireless

internet access. Money was also spent for twenty-five laptop computers that can be


checked out of the library for classroom use. Software purchased includes Nettrekker

DI, Thinking Maps, Compass, and United Streaming. Assessments purchased include

ThinkLink, STAR Early Literacy, and STAR Reading and math.

Teachers are given $100 from BEP funds and the GSIA parent group also gives teachers

$100 to spend on instructional materials for each classroom.

Money is spent for professional learning activities such as our vocabulary emphasis in

06-07. Teachers participated in a book study and implemented journals, word walls, and

other techniques to enhance vocabulary development.

Social Studies maps and globes were purchased to support our School Improvement

goal to increase Social Studies scores.

Extended Contract money and a grant from the Niswonger Foundation help pay salaries

for teachers working in the After School and Intersession programs.

7. Current use of PERSONNEL:

Paraprofessionals work on a flex schedule to help staff our After School Program.

Paraprofessionals are assigned to multiple classrooms to assist with instruction and

remediation with small groups of students.

Two contracted Special Education assistants work in intermediate inclusion classrooms

to modify instruction and assessments with at-risk students. A part-time reading

specialist works with primary teachers on reading instruction. New teachers participate

in extra professional development activities throughout the years and have two mentors

(the Instructional Coordinator and a teacher in their grade level or specialty area) to

provide extra help and support.

System-wide personnel provide support for ELL, gifted, and speech.

We have an Instructional Coordinator who is given time each day to work on curriculum

and instruction initiatives.

8. Current use of OTHER RESOURCES:

Teachers have received training in the use of Thinking Maps and Write From the

Beginning. Both of these programs are used to enhance instruction.

Teachers are analyzing data from formative and summative assessments and are using

this data for flexible groupings of students for skills development and remediation.

These “Fab Friday” skills sessions are activity based to engage the students in their

learning.



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

9. What ought to be- TIME:

Continue to protect uninterrupted blocks of time for instruction. Increase collaborative

time for teachers to analyze data and revise curriculum maps to support instructional

decisions. Increase time for professional learning activities especially in the areas of

implementing RTI and working with at-risk subgroups. Provide time for grade level

meetings to allow teachers to set benchmarks to determine proficiency.

10. What ought to be- MONEY:

Continue to provide funds to support the use of technology for instructional purposes.

Increase funding for professional learning activities directly related to instructional

needs such as RTI implementation and working with at-risk subgroups.

Allocate funds to reinstitute two paraprofessional positions. This would allow more

students to be served in the After School and Intersession programs and would provide

additional assistance during the regular day for remediation.

Continue to provide transportation services for the After School Program so at-risk

students can attend remediation sessions.

Investigate other funding sources to provide additional teachers for the After School and

Intersession programs.

11. What ought to be- PERSONNEL:

There is a need for two additional paraprofessionals to work as instructional assistants.

These instructional assistants would help the regular classroom teachers to meet the

needs of at-risk subgroups and would also work in the After School Program. This

would allow our After School Program to serve more students.

Continue the contracted Special Education assistants to work in inclusion classrooms.

Continue the mentoring program to support new teachers.

Continue the Instructional Coordinator to assist with curriculum and instruction

initiatives.

Provide professional learning activities for paraprofessionals to help them provide

instruction to at-risk subgroups.

Add additional personnel to support the implementation of RTI.


12. What ought to be- OTHER RESOURCES:

Continue to use Thinking Maps and Write From the Beginning. Provide follow-up

training in both programs for teachers and instructional assistants.

Provide resources to support School Improvement Plan goals.

Provide resources to support changes in the Tennessee State Standards.



All teachers were provided with notebook computers and LCD projectors to use for

instruction and have access to the same software and assessment packages. All teachers

received manuals and training in Thinking Maps and Write From the Beginning. All teachers

attend professional learning activities supporting instruction. All teachers have time to

collaborate on instructional initiatives.

Adequacy is achieved through providing professional development and follow-up on

instructional programs. We need to reinstitute two para-professional positions to have adequate

numbers of instructional assistants to work with at-risk subgroups and serve all children

wanting to participate in the After School and Intersession programs.



Since we are a Title I School, funds and resources are targeted to help teachers be

effective with all students. Data analysis suggested that our Special Education population was

not progressing as well as other student populations. We have hired two Special Education

assistants on a contracted basis to help with modifications in inclusion classrooms. Professional


development for teachers is related to school goals. There is a need for professional

development for paraprofessionals in instructional initiatives.


The After School Program, tutoring sessions, Fab Friday skills sessions, use of

technology, and Thinking Maps and Write From the Beginning are allowing us to meet the

instructional needs of all our students. Flexible use of assistants, Special Education assistants in

inclusion classrooms, and system provided programs in ELL, speech, and gifted further help us

meet instructional needs. Implementation of the RTI initiative for primary grades in 08-09 will

further help all children succeed.

TEMPLATE 3.2.c: Instructional Summary Questions

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

findings, regarding this area.

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

Instructional Summary Questions- Narrative Response Required


Major Strengths:

One of our major strengths in instruction is the technology component. Each teacher has

a tablet computer and LCD projector. Teachers utilize this technology for active engagement

by the students in the learning process. The Professional Development Center located in

Greeneville provides our teachers with exposure to speakers recognized as experts in their

fields. The Thinking Maps and Write From the Beginning programs provide students with non-

linguistic representations to aid the learning process and structure for effective writing. A part-

time reading specialist is working with our primary teachers on the components of reading.

Students are provided with multiple opportunities to succeed through differentiated instruction



What are our major challenges and how do we know. (These should be stated as instructional



Major Challenges:

Instructional challenges include meeting the needs of diverse students, ELL, SPED,

transient, and at-risk. Another challenge is the implementation of the RTI program in the

primary grades during the ’08-09 school year. Our biggest instructional challenge is facilities

needs. We lack space for conferencing and small group remedial instruction, programs

provided by the system (Speech, Gifted, Spanish) must share space with the computer lab and

TV broadcast site. Special Education and guidance share a room making it difficult to have

individual counseling sessions. Our Family Resource Coordinator and ASP director share a

small office space on the stage area that is also the teacher workroom. Physical Education

shares space with the cafeteria, and art and music share a classroom.

in Fab Friday skills sessions, through high school peer tutors, and in our After School program.

Our ELL program provides support for students from diverse cultural backgrounds.

Use of assistants, differentiated instruction, active learning in centers, and modification of

assignments help at-risk learners succeed.

How we know:

We have Thinking Maps and Write From the Beginning trainers on our staff. These

persons can help new teachers with implementation of these programs as well as provide

support to other teachers. We also have a teacher participating in the SREB (Southern Regional

Education Board) program.

Teachers use data from T-CAP, STAR Reading and Math, and ThinkLink to drive

instruction.

On the NSSE Survey of Instructional and Organizational Effectiveness, 100% of the

respondents said that our instruction “actively engages students in learning and expands

instructional support for student learning.” Also on the NSEE Teacher Opinion survey, 100%

of the respondents said, “teachers use a variety of learning activities and teaching strategies, and

our school offers learning opportunities that support the full range of student abilities.”


How we know:

According to the NSSE Teacher Opinion Survey, 58% disagree or strongly disagree that

our school’s facilities are adequate to support students’ learning needs. The Support Staff

inventory shows 64% disagreeing or strongly disagreeing in this area of adequacy of facilities.

Our RTI plan is just being formulated and will begin in the ’08-09 school year. This plan

will require additional instructional materials and staff for implementation.

Current formative assessments (STAR) indicate a gap in performance by ELL and other

subgroups.


How will we address our challenges?

A system-wide committee is formulating the RTI plan. We have representatives from our

school on this committee.

The Board of Education is developing a facilities plan for the system that will address our

facilities needs.

Continue to refine our Fab Friday skills sessions. Use individual assessments to differentiate

instruction in these sessions to meet the needs of subgroups. Continue to use two contracted

Special Education positions in inclusion classrooms in intermediate grades.


TEMPLATE 3.3.a: Assessment Practices

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

Current Assessment

Practices

Summative

Assessment

(Standardized)

TCAP, TCAP

Writing

Formative

Assessment:

ThinkLink

(Predictive

Assessment Series)

Formative

Assessment: STAR

Early Literacy

Formative

Assessment: STAR

Reading with AR

Enterprise and

STAR Math



State mandated

TCAP tests are

administrated to

students in grades 2-

5. Students in grade

5 take the TCAP

Writing test.

Students in grades

3-5 take the

ThinkLink test in

September,

December, and

February. The

September and

December tests are

administered on-

line and the

February test is

paper-and-pencil as

preparation for

TCAP. Teachers

receive detailed

reports for

Reading/Language

Arts and Math.

These reports are

analyzed to adjust

instruction.

ThinkLink is

correlated to TCAP.

Teachers in pre-K-

2nd

grade

administer the

STAR Early

Literacy on-line

assessment of the

five components of

reading. This on-

going assessment

provides teachers

with information on

skills development

which the teachers

use for flexible

groupings for

instruction.

Teachers in grades

3-5 administer the

STAR Reading and

STAR Math on-line

assessment.

In addition,

students participate

in the Accelerated

Reading Program

by reading and

taking on-line tests

for books read in

their zone of

proximal

development.

These on-going

assessments

provide teachers

with information on

skills development

which the teachers

use for flexible

groupings for


instruction.

Is the current practice research-

based?

Yes

Yes

Yes

Yes

Is it a principle & practice of

high-performing schools?

Yes

90/90/90 Douglas

Reaves- Data driven

decision making.

Yes

90/90/90 Douglas

Reaves- Data

driven decision

making.

Yes

90/90/90 Douglas

Reaves- Data

driven decision

making.

Yes

90/90/90 Douglas

Reaves- Data

driven decision

making.

Has the current practice been

effective or ineffective?

Effective

Effective

Yet to be

determined. This

assessment was

begun during the

second semester of

06-07.

Yet to be

determined. This

assessment was

begun during the

second semester of

06-07.

What data source(s) do you have

that support your answer?

(identify all applicable sources)

TCAP, TCAP

Writing

TCAP Star Early Literacy

Reports, TCAP

STAR Reading and

Math Reports,

TCAP




State Report Card

Academic

Achievement Scores

2007: A-Math, B’s-

Reading/ Language

Arts, Social Studies,

Science, and

Writing; Value

added: all A’s.

Increased in

Reading/Language

Arts, and Social

State Report Card

Academic

Achievement Score

2007: A-Math, B-

Reading/ Language

Arts. All NCE 3-

year average scores

have increased in

2006 and 2007 as

compared to scores

in 2005. Value

Added Scores 07:

Yet to be

determined.

Instructional

practice begun

during second

semester of 06-07.

STAR Early

Literacy tests given

at the end of each

nine-weeks period

indicate progress

from initial testing.

Yet to be

determined. This

assessment was

begun during the

second semester of

06-07. STAR

Reading and Math

tests given at the

end of each nine-

week period

indicate progress

from initial testing.


Studies from 2006

testing; Writing

Scores remain

constant at 3.8- No

change from 2006

testing.

All A’s. Value

Added Scores

remained constant

as A’s in

Reading/Language

Arts and Math.

Evidence of equitable school

support for this practice

Data is analyzed by

grade level and by

teacher. Each

student’s scores are

analyzed to identify

areas of need.

Installation of

Viewpoint software

has aided in this

analysis of skills.

All students in

grades 3-5 are

tested using

ThinkLink.

Teachers use the

reports for flexible

grouping to provide

instruction for areas

of need.

All students in

grades pre-K -2 are

tested using STAR

Early Literacy. All

teachers received

professional

development in the

use of STAR Early

Literacy.

All students in

grades 3 through 5

are tested using

STAR Reading and

STAR Math. All

teachers received

training in the use

of STAR Reading

and STAR Math.

Parents receive

reports each nine

weeks to document

progress in reading

and math.

Next Step (changes or

continuations)

Continue to analyze

data to identify

flexible groups for

skills areas needing

remediation.

Continue to use

ThinkLink and

analyze results for

instructional

purposes.

Continue to

monitor use of

STAR Early

Literacy as an

assessment tool for

flexible groupings

and to vary

instruction based on

needs. Work with

system reading

specialist to

interpret test results

and effectiveness.

Continue to

monitor use of

STAR Reading and

STAR Math as an

assessment tool for

flexible groupings

and to vary

instruction based on

needs. Continue to

communicate

assessment results

to stakeholders.

56 | P a g e

TEMPLATE 3.3.b: Assessment Gap Analysis



or the gap, between the current state – “What Is” –Which is identified in your practices and – and the desired future

state – “What Ought To Be” – which is found in the rubric. Completing Template 3.3.b (the gap analysis) should

help school team members discover “What Ought To Be.”


questions relative to assessment practices, also to be recorded in Template 3.3.b.

Template 3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required


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


At the beginning of the 07-08 school year, teachers attended professional development

on the Viewpoint (data warehouse) program. This program allows teachers to access

information about each child’s performance on the T-CAP test. Teachers spend time

analyzing this data during “Data Day”, a professional development day early in the

school year. This analysis is used to direct instruction for the coming year. The

Assistant Director for Instruction prepares additional reports of standardized tests results

for use by the principal and instructional coordinator.

Time is also spent administering and analyzing formative assessments. The ThinkLink

Predictive Assessment Series is administered three times a year to grades 3-5. This

assessment is administered on-line in September and December and the students take a

paper copy in February. Reports furnish teachers with data on individual and class

performance and offer suggestions for remediation. The ThinkLink assessments are

aligned with the state standards. Other formative assessments used are STAR Early

Literacy, STAR Reading, and STAR Math. These assessments are given each block and

results are used to individualize instruction for each student. Teachers also spend time

discussing assessment options for reading. A part-time reading specialist has been

working with primary teachers on reading assessments. Teachers spend time discussing

assessment results during team planning sessions. These on-going assessments are used

to group students for Fab Friday skill sessions. Individual assessment results are also

considered during School Support Team meetings at which time at-risk students are

referred for further interventions.

14. Current use of MONEY:

The system purchase of Viewpoint (data/ warehouse) allows teachers quick access to

important data to drive instruction. ThinkLink tests are purchased through Title I funds.

STAR Early Literacy, STAR Reading, and STAR Math are funded through local funds.

Money was also spent to hire a part-time reading specialist to provide professional

development on reading assessments. Two contracted Special Education assistants are


providing modifications of assessments in inclusion classrooms for at-risk students.


Our school has an instructional coordinator who is given release time each day to work

on curriculum and instruction initiatives, including assessment issues. Teachers meet on

a regular basis to collaborate and analyze assessments to plan instruction. Primary

teachers meet with the part-time reading specialist for professional development on

reading assessments. Two Special Education instructional assistants provide

modification of assessments for at-risk students in inclusion classrooms. A system

transition team is working on common grading practices between 5th

and 6th

grades.


Teachers were provided with training in the use of Viewpoint (data warehouse).

Teachers also have a Data Day early in the school year to analyze data from summative

assessments to plan instruction. Teachers receive professional development in the use

of STAR Early Literacy, STAR Reading, and STAR Math.


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

17. What ought to be- TIME:

Continue to use formative and summative assessments to address students’ needs.

Continue to provide time for teachers to collaborate on assessment results and use these

results to plan instruction. Provide professional development on reading assessments to

support RTI.

18. What ought to be- MONEY:

Continue to provide funds for ThinkLink, STAR Early Literacy, STAR Reading, and

STAR Math formative assessments.

Provide funds to reinstate two instructional assistant positions. These assistants would

cover classes to allow teachers more time to collaborate on assessment results to plan

instruction. Provide funds to support assessments for RTI.

19. What ought to be- PERSONNEL:

Continue current practices of the instructional coordinator, collaboration by teachers on

data analysis, instructional assistants to modify assessments with at-risk subgroups, and

professional development on assessments by the reading specialist. Provide funding for

additional instructional assistants. Provide funding for personnel to support

implementation of RTI.

20. What ought to be- OTHER RESOURCES:

Continue to provide follow-up training in the use of data from summative and formative

assessments. Investigate other reading assessments to support the implementation of

RTI.




Equity is achieved as all teachers have access to Viewpoint (data warehouse). All teachers use

STAR Early Literacy, STAR Reading, and STAR Math assessments and teachers in grades 3-5

use ThinkLink to monitor student achievement of state standards. All teachers participate in

Data Day to analyze summative test results, note areas of need, and plan for instruction to

address these needs.

We feel that current summative and formative assessments are adequate to determine areas of

need and to drive instruction to meet these needs.



There is a need for additional instructional assistants to provide modifications of assessments

with at-risk students. These additional assistants could cover classes to give teachers additional

time to analyze assessments and plan instruction.

Additional funds and resources will be needed to implement the RTI program in 08-09.


Based on an analysis of T-CAP data, our Special Education subgroup is not progressing as well

as expected. We are addressing this need through inclusion classrooms, Special Education

assistants to modify instruction and assessments for these students, and Fab Friday skills

sessions.


TEMPLATE 3.3.c: Assessment Summary Questions

The following summary questions are related to assessment. They are designed as a culminating activity for your


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

Assessment Summary Questions- Narrative Response Required What are our major challenges and how do we know. (These should be stated as assessment



Major Challenges:

Assessment data (TCAP, ThinkLink, STAR) indicates a need for modification with at-

risk subgroups. Teachers need additional time to analyze data effectively, to look at student

work samples, and to become familiar with the assessments for our new reading series.

We need to use more assessment data in the support team process to identify children for

additional services. Additional professional learning days are needed for teachers in methods of

assessment.

How do we know:

TCAP results indicate subgroups, especially special education students, are not

performing at expected levels. On the NSSE Survey of Instructional and Organizational

Effectiveness, the lowest areas were “collects a comprehensive and representative sample of

student achievement” (48% evidence of progress or low level of development) and “develops

Assessment Summary Questions- Narrative Response Required


Major Strengths:

Our major strength is the use of data for instructional purposes. Teachers analyze TCAP

data during a “Data Day” early in the school year. This formative data analysis, along with a

variety of summative assessments (ThinkLink, STAR Early Literacy, and STAR Reading, and

STAR Math) provides an on-going record of student learning that teachers use to plan

instruction.

Results of assessments are communicated with stake holders through weekly folders,

mid-term and nine-week reports, and parent reports from STAR Early Literacy, STAR Reading,

and STAR Math. Instruction for Fab Friday skills sessions is planned based on assessment

data.

A part-time reading specialist is working with primary teachers on reading assessments.

How do we know:

On the NSSE Survey of Instructional and Organizational Effectiveness, respondents said

that our school “clearly defines the expectations for student learning to be assessed” (100%

exemplary or fully functioning). This survey also found that our school “establishes the

purpose for the assessments” (100% exemplary or fully functioning).

ThinkLink and STAR reports show positive gains. The reading specialist works bi-weekly with

primary teachers on reading assessments.


fair assessments and avoids bias and distortion (30% evidence of progress or low level of

development).

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

We need additional support personnel to modify assessments and provide small group

instruction with at-risk subgroups.

Our new professional learning days scheduled for 08-09 include one day / month for

professional development.

Continue the part-time reading specialist to work with primary teachers on reading

assessments.

61 | P a g e

TEMPLATE 3.4.a: Organizational Practices

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

Current

Organizationa

l Practices

Extra Time

and

Assistance

Flexible

Skills

Groupings

4th

-5th

Departmentalization

Primary and

Intermediate

Looping

Inclusion/

Mainstreaming

SPED Students

Common

Planning

Time

Extended

Learning

Opportunities

Evidence of

Practice (State in

definitive/tangible

terms)

Highland

provides an

after school

program that

includes

tutoring

opportunities.

Bus service is

provided for

students who

need

transportation.

Students are

identified for

afterschool

assistance

based on

grades,

teacher

referral, and

test scores.

During the

first week of

our year-

Following an

analysis of

TCAP tests

results,

ThinkLink

assessments,

and STAR

Early

Literacy,

Reading and

Math reports,

students are

grouped for

an extra hour

per week of

skills

instruction.

These skills

groupings are

across grade

levels to

meet the

needs of

individual

Fourth and Fifth

grades are

departmentalized for

instruction in

writing, math, and

science. This

departmentalization

was done to make it

easier for the

students to transition

from elementary to

middle school.

Departmentalization

was also begun to

capitalize on areas of

expertise as

evidenced by past

test scores.

Teachers and

students in

grades 1st-2

nd

and 4th

-5th

loop so the

students and

teachers

remain

together for

two years.

This allows

for a seamless

delivery of

curriculum

and allows for

differentiated

instruction to

meet

individual

needs of

students.

Special

education

students in

grades 2nd

through 5th

are

mainstreamed in

regular education

classes in core

academic areas.

Special

education

assistants are

placed in these

classrooms to

provide

modification for

SPED students

as needed.

SPED students

were previously

served in pull-

out programs

and were not

receiving

Primary and

intermediate

teachers have

common

planning

times. During

these sessions

teachers

analyze data

and group

students for

skills

development

groups.

Teachers also

collaborate on

units of study

to meet state

standards.

Through the

Family

Resource

Center and the

After School

Program,

parents and the

community

provide

extended

learning

opportunities

for children.

These include

Boy and Girl

Scouts,

nutrition

classes

(SPIFFY),

wellness

opportunities

(swimming-

YMCA), and

enrichment


round

calendar

breaks in

spring and

fall, an

intersession

program also

offers

remedial

opportunities

for students.

students. instruction on

grade level

standards. This

new practice is

intended to

provide this

grade level

instruction.

activities

(drama

classes).

Parents are

also provided

with extended

learning

opportunities

through Parent

Night

activities.

Is the current

practice research-

based?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Is it a principle &

practice of high-

performing

schools?

Yes

McREL

Endorses

After School

Programs.

Yes

McREL

Schools

should

provide high-

quality

education to

all students.

Yes

McREL 90/90/90

Douglas Reeves

Focus on

Achievement.

Yes

McREL

Schools

should

provide high-

quality

education to

all students.

Yes

McREL Schools

should provide

high-quality

education to all

students.

Yes

McREL

Common

planning time

for embedded

on-going

professional

development.

Yes

McREL

Endorses After

School

Programs.

Has the current

practice been

effective or

ineffective?

Effective

Yet to be

determined.

Skill

groupings

began in

Term 2 of

2007-08

school year.

Yet to be

determined.

Departmentalization

begun in 2007-08

school year.

Yes Yet to be

determined.

This practice

was instituted

during the 2007-

08 school year.

Effective

Effective


What data

source(s) do you

have that support

your answer?

(identify all

applicable

sources)

TCAP

TCAP,

ThinkLink,

STAR

Literacy,

Reading and

Math.

TCAP- Science,

Writing, Math

TCAP

STAR Early

Literacy

TCAP TCAP NSSE Surveys

Evidence of

effectiveness or

ineffectiveness

(State in terms of

quantifiable

improvement)

State Report

Card

Academic

Achievement

Scores 07: A-

Math, B’s-

Reading/

Language

Arts, Social

Studies,

Science, and

Writing. All

NCE 3 year

average

scores have

increased in

2006 and

2007 as

compared to

scores in

2005. Value

Added Scores

07: All A’s.

Value Added

Scores

increased

from B’s and

Groupings

are flexible

as

determined

through

mastery of

skills as

evidenced

from on-

going

assessments.

Yet to be

determined. Practice

begun in 07-08

School Year. Scores

in Math, Writing,

and Science in

grades 4 and 5 will

be monitored for

progress on 2008 T-

CAP Testing.

State Report

Card

Academic

Achievement

Scores 07: A-

Math, B’s-

Reading/

Language

Arts, Social

Studies,

Science, and

Writing. All

NCE 3 year

average

scores have

increased in

2006 and

2007 as

compared to

scores in

2005. Value

Added Scores

07: All A’s.

Value Added

Scores

increased

from B’s and

On-going

ThinkLink and

STAR Reading

and Math

Assessments

indicate progress

in this group of

students.

Monitored at end

of each nine-

week period.

State Report

Card

Academic

Achievement

Scores 07: A-

Math, B’s-

Reading/

Language

Arts, Social

Studies,

Science, and

Writing. All

NCE 3 year

average

scores have

increased in

2006 and

2007 as

compared to

scores in

2005. Value

Added Scores

07: All A’s

Value Added

Scores

increased

from B’s and

NSSE, Spring

Parent School

Survey,

Evaluations for

Parent Nights.


A’s in Science

and Social

Studies in

2007 and

remained

constant as

A’s in

Reading/

Language

Arts and

Math.

A’s in Science

and Social

Studies in

2007 and

remained

constant as

A’s in

Reading/

Language

Arts and

Math.

A’s in Science

and Social

Studies in

2007 and

remained

constant as

A’s in

Reading/

Language

Arts and

Math.

Evidence of

equitable school

support for this

practice

All students

have the

opportunity to

attend the

after school

program.

Extended

contract, Title

I funds,

grants, and

flexible work

hours for

assistants are

used to fund

staff for these

programs.

All students

participate in

skills

grouping

activities

sessions.

All students in 4th

and 5th

are

participating in

departmentalization

for Math, Science,

and Writing

instruction.

All students

loop in grades

1st-2

nd and 4

th-

5th

. Common

team planning

time for

teachers in

grades 1st-2

nd

and 4th

-5th

allows for

understanding

of state

standards and

collaborative

planning of

curriculum.

SPED students

are provided

with extra

assistants to help

with

modification

within the

regular

classrooms.

Primary and

intermediate

teachers have

common

planning

times.

All students

and parents

have the

opportunity to

participate in

extended

learning

opportunities.

Bus

transportation

is provided at

the close of

After School

activities and

childcare is

provided so

parents can

participate in

Parent Night

Trainings.


Next Step

(changes or

continuations)

Continue to

provide

opportunities

through the

After School

and

Intersession

programs for

extra

assistance in

mastery of

core subjects.

Increase

staffing to

serve more

students in

these

programs.

Continue to

differentiate

instruction

through

flexible skills

groupings to

meet

individual

needs in core

subject areas.

Continue

departmentalization

in 4th

and 5th

grades

in the areas of Math,

Science, and

Writing.

Monitor progress in

these areas on 2008

T-CAP tests.

Continue

organizational

practices of

looping in

primary and

intermediate

grades.

Monitor TCAP

tests for SPED

students to

determine

progress toward

meeting grade-

level standards.

Continue to

arrange

schedules to

allow

common

planning

times for

primary and

intermediate

teachers.

Continue to

expand

extended

learning

opportunities

for students

and parents.


TEMPLATE 3.4.b: Organizational Gap Analysis



or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state

– “What Ought To Be” – which is found in the rubric. Completing Template 3.4.b (the gap analysis) should help

school team members discover “What Ought To Be.”


questions relative to organizational practices, also to be recorded in Template 3.4.b.

Template 3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required


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


Because our focus at Highland School is on the child, our organizational structure

advances every opportunity to help children be successful. To accomplish this,

instructional time for core academic subjects is protected. Because we have high

expectations for student learning, we are organized to provide students with extra time

and assistance through tutoring and remediation during our After School and

Intersession programs. Teachers are organized in primary or intermediate teams and

spend collaborative time analyzing data and planning instruction to meet student needs.

Grade level teachers also have common planning times to collaborate on units of study

to meet state standards. Looping in primary and intermediate grades (1-2 and 4-5)

offers students extra time to master curriculum and teachers time to know student

learning styles. Departmentalization in grades 4 and 5 allows equal time for instruction

and helps the students make an easier transition to the Middle School. Special

Education assistants provide at-risk students extra time and modifications as needed to

master subject material. We provide parents and students with time for extended

learning opportunities through the Family Resource Center and Parent Nights. Time is

also allocated for continuous professional development for school leaders. Two of our

teachers are Thinking Maps trainers and one teacher is a Write From the Beginning

trainer. One teacher is a technology trainer. These teacher leaders can then help other

staff members with new initiatives.

22. Current use of MONEY:

Title I, extended contract funds, and a grant from the Niswonger Foundation fund our

After School and Intersession programs. Local funding provides bus transportation

home for students participating in the After School Program. Title I funding provides

two Special Education instructional assistants to work in inclusion classrooms with at-

risk students. The Family Resource program is funded through Title I and a Family

Resource grant.


Our faculty is organized into primary (grade PK-2) and intermediate (grades 3-5) teams.

We also have a specialist team (guidance, special education, library, art, music, and

physical education) and a paraprofessionals team (cafeteria workers, custodians,


secretary, directors of ASP and Family Resources, and instructional assistants). This

“team” approach facilitates communication and collaboration. Instructional assistants

work in flexible situations to provide extra help to students and also work one day per

week in the After School program. Instructional assistants also cover classrooms while

teachers meet to analyze data and plan for instruction and participate in professional

learning activities.

A part-time reading specialist works with primary teachers on reading assessments. The

system provides extra personnel for speech, gifted, and foreign language (Spanish)

instruction.


The Family Resource Center and After School program provide extended learning

opportunities for students. These include Boy and Girl Scouts, nutrition classes,

swimming, and drama classes. In addition, the Family Resource Center coordinates

dental care, eyeglasses, lunch buddies, and other special services for students. The

Family Resource Center provides special training for parents including Parent Nights.


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

25. What ought to be TIME:

Continue to protect instructional time and provide students with extra time and

assistance for learning through the After School and Intersession programs. Continue to

provide teachers with collaborative time to support and improve teaching and learning in

every classroom. Continue the practices of 4th

and 5th

grade departmentalization,

primary and intermediate looping, and flexible skills groupings to help every child be

successful.

Teachers need extended time to collaborate on curriculum planning and lesson design.

We have extra professional learning days built into the calendar in ’08-09 to address this

need.

Continue to provide extra assistance and modifications for learning for at-risk

subgroups.

26. What ought to be MONEY:

We have a need for two additional instructional assistants to work in the regular

classrooms and in the After School program. These two positions were cut in ’07-08

due to reallocation of Title I funds. Participation in the After School and Intersession

programs have had to be limited this year because of lower staffing. Additional funds

will be needed as we organize our RTI program to be implemented in the primary

grades in ’08-09.

Continue using extended contract and Title I funds and explore other funding

opportunities to provide extended learning opportunities for our students. Continue to

provide funding for professional learning activities to support curriculum and

instructional initiatives.

27. What ought to be PERSONNEL:

We need two additional instructional assistants to provide assistance in the regular

classrooms to at-risk students and to work in the After School program.

We will need extra personnel to support our RTI program to begin in ’08-09.

Continue the team approach with staff members for communication and collaboration.

28. What ought to be OTHER RESOURCES:


Continue special services for students and parents through the Family Resource and

After School programs.



Equity is achieved by all teachers participating on teams for collaboration and

communication purposes. All classroom teachers have instructional assistants to help part of

the day in working with at-risk students. All grade level teachers have common planning times

to analyze data and plan for instruction.

Adequacy is achieved by all students having access to extra time, assistance, and

extended learning opportunities through the After School and Family Resource programs.



We are targeting funds and resources effectively to meet the needs of all teachers in being

effective with all students. We need to investigate additional funding for two instructional

assistants and additional funding to support our After School programs.


Summative data suggests that our Special Education students are not progressing as well

as expected. We have changed our organizational practices to include extra time and assistance,

flexible skills groupings, and Special Education instructional assistants to meet the needs of this

subgroup.


TEMPLATE 3.4.c: Organization Summary Questions

The following summary questions are related to organization. They are designed as a culminating activity for your


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

Organization Summary Questions- Narrative Response Required

What are our major challenges and how do we know. (These should be stated as organizational

practice challenges identified in the templates above, that could be a cause of the prioritized


Major Challenges:

Due to the reallocation of Title I funding, we lost two instructional assistant positions in

’07-08. This has impacted the staffing of our ASP program because the instructional assistants

work on a flex schedule to help staff the After School program. This has also affected course

offerings, grouping for remediation, and numbers of students served in ASP. Cuts in the

extended contract program have forced limits on students attending the Intersession programs.

As mentioned in Instructional Challenges, facilities needs also impact organizational

practices. We need more space to work with small groups of students for remediation and for

programming provided by the system (speech, gifted, Spanish).



Major Strengths:

Students are provided extra time and assistance for learning through the After School and

Intersession programs and through flexible skills groupings for additional skills instruction.

Special Education students in grades 2nd

through 5th

are mainstreamed in regular education

classrooms for core academic instruction with modifications provided by special education

assistants. Primary and intermediate looping allow students two years with the same teacher for

a seamless delivery of curriculum and differentiated instructional based on individual student

needs. The Family Resource Center and Parent Nights offer extended learning opportunities for

students and parents. Common planning times for teachers allows the opportunity for

collaboration on instructional and assessment methods.

How do we know:

On the NSSE Survey of Instructional and Organizational Effectiveness, respondents said

our school “develops a shared vision, beliefs, and mission” (100% exemplary or fully

functioning). On the NSSE Teacher Opinion Survey, 100% of those surveyed strongly agreed

or agreed that “students who are struggling receive additional support” and “our school offers

learning opportunities that support the full range of student abilities.” On the NSSE Parent

Opinion Inventory, 77% strongly agreed or agreed that “our school offers learning opportunities

that support the full range of student abilities.” This survey further supports “the school

provides sufficient opportunities for parent involvement” (98% strongly agreed or agreed).


How we know:

Our lowest responses on both the NSSE Teacher Opinion Inventory and the Support Staff

Inventory dealt with facilities needs. 58% of the teachers and 64% of the support staff

disagreed or strongly disagreed with “our school facilities are adequate to support student

learning needs.”

Reallocation of Title I funds resulted in the loss of two instructional assistant positions. This

has affected staffing for the ASP program, numbers of students served, and course offerings.

Space constraints affect the ability for small group remedial instruction.


How will we address our challenges?

The Board of Education is developing a facilities plan for the system that will address

facilities needs.

Investigate funding to reinstate two instructional assistants.

Investigate additional funding sources to staff the After School Program.

Addendum to Highland School Improvement Plan-Component 3

Teachers have participated in curriculum work in Math, Reading, and Language

Arts to support new state standards.

This has been the major focus of our Professional Learning Days in 2008-2009.

Reinstate the full time guidance counselor position cut in 2008-2009. Teachers,

principal, and staff are having to take time from instruction to deal with guidance

issues.

Focus groups have been formed for 3-5 Reading/Language Arts to develop common

assessments.

Calendar has included an increased number of professional development days to

work on new state standards.

Professional development days have included learning opportunities for para-

professionals on working with at risk students.

We now have three trained trainers for the Write From the Beginning Program in

our school

Less extended contract money has forced limits on our after school and intersession

enrollments.

Time provided during professional development days to develop common

assessments in Reading/Language Arts.

Cuts in extended contract money and grants have limited the enrollment in our

afterschool program and intersessions.

Strengths and challenges remain the same at this time.


Report Card/Value Added Update

ACADEMIC

ACHIEVEMENT

2005 2006 2007 2008 STATE-08

MATH 54/B 56/A 58/A 57/A 58/A

READING/LA 49/C 51/C 54/B 54/B 57/A

SOCIAL STUDIES 52/C 53/C 54/B 53/C 55/B

SCIENCE 54/B 55/B 57/B 56/B 56/B

WRITING 2005 2006 2007 2008 STATE-08

4/A 3.8/B 3.8/B 3.8/B 4.1/A

VALUE ADDED 2006 2007 2008

MATH A/3.1 A/2.4 A/2.1

READING/LA A/1.9 A/3.1 A/3.0

SOCIAL STUDIES B/0.4 A/2.2 A/2.5

SCIENCE B/0.3 A/3.0 A/2.6

ATTENDANCE 05 06 07 08 STATE

GOAL

Attendance Rate 95.9 96.5 96.0 96.2 93.0

Promotion Rate 100.0 99.3 97.9 100.0 97.0

State Report Card/Value Added Update

Major changes have been implemented for calculating Report Card scores. The

baseline year for comparing student achievement has been reset using 2008-2009 test

scores. A new grade scale is being used therefore we cannot compare last year’s scores to

previous years’ scores. For the 2008-2009 school year, Math received a D,

Reading/Language Arts received a C, Social Studies received a D, and Science received a C.

In writing, we received a score of 3.8.


Value Added scores for the school year are as follows: Reading/Language Arts a

score of D, Math, a score of F, and Science a score of D. Our Social Studies value added

score was the highest remaining constant at a B.

All areas of academic achievement are below annual goals. Of particular concern is

Math both on academic achievement and value added. Based on this data, our goal targets

will remain basically the same with more emphasis in Math.

Other changes in 2008-2009 are:

Intermediate grades 3-5 departmentalized for instruction.

Intermediate teachers are no longer looping.

Due to reorganization, “Fab Friday” was cut.

Due to a transfer in staff, Highland now has two “Write from the Beginning”

Trained Trainers instead of three.

Our Guidance Counselor was reinstated for the 2009-2010 school year.

An Academic Coaching position was created to assist with curricular issues.

Paraprofessionals participated in professional development sessions throughout the

school year.

Due to cuts in Extended Contract, the After-School program was only offered four

days a week instead of five.

Number of students able to attend Intersession was cut due to money for staffing.

Each teacher received a new laptop or tablet.

Each intermediate teacher received a Promethean Board.

Teachers received Promethean Board training.

A Virtual Portable Classroom Projector was purchased through ARRA funds.

All teachers received Professional Development on WFTB.

RTI was implemented in grades 3-5.

Strengths and weaknesses remain the same. Math scores will continue to be monitored

due to the decline this year.


Component 4 – Action Plan Development

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

Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal

statements. How does this goal connect to your system’s five year or systemwide plan?

(Rubric Indicator 4.1)

TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on

curricular, instructional, assessment and organizational practices.)

Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal

targets. The action steps are strategies and interventions, and should be based on scientifically based research where

possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies

are to be included within the action steps of each goal statement.


TEMPLATE 4.3: Implementation Plan For each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the

projected cost(s), funding sources and the evaluation strategy.



GOAL 1 – Action Plan Development

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

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

Goal By June 2011, ninety percent of all students, including all NCLB subgroups, in grades 3-5 will score proficient or advanced in the areas of reading and language arts, science, and social studies through focus on reading in the content areas.

Which need(s) does this Goal address? This goal addresses the need to show continuous student improvement, growth, and the system goal of 90 % proficiency for all subgroups in the areas of reading/language arts, science, and social studies.

How is this Goal linked to the system’s Five-Year Plan? Goal One: Provide excellence in programs Strategy One: Provide rigorous curriculum aligned with performance standards

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

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

Timeline Person(s)

Responsible Required

Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results

/ Outcomes

Action Step

All teachers will attend Houghton Mifflin professional development training on the newly adopted Social Studies textbooks. DELETE-TEXTBOOKS NOT PURCHASED

1st Term

July 2008-Sept. 2008

Classroom Teachers

Principal

Instructional Coordinator

Houghton Mifflin

Consultant

Houghton Mifflin

materials

System Textbook Budget

Teacher Evaluations (walk-throughs)

Survey Attendees following training

100% of regular classroom teachers will participate and

use all new materials

Action Step

All teachers will attend Scott Foresman professional development training. COMPLETED

July ’08- June 09

Classroom Teachers

Principal


System Reading

Specialist

System Reading

Specialist

Scott Foresman materials

Funds provided by the school

system

Teacher Evaluations (walk-throughs)

Survey attendees following training

100 % of regular classroom teachers will participate and

begin using all components of the

series

Action Step

Students will receive enrichment and remediation activities during the Afterschool Enrichment and Intersession programs

Sept. ‘08 Mar. ‘09 Sept. ‘09

Principal Afterschool

Extended Contract Teachers

$44, 000.00 Extended

Intersession Pre and

2 % increase in proficiency in Social Studies and Science


focusing on reading, science, and social studies skills.

Mar. ‘10 Sept.’10 Mar. ‘11

Enrichment Coordinator

Instructional Supplies and Materials

Contract Funds $4,000Title I Funds

Post test Assessments

(TCAP)

Action Step

Students in grades K-5 will use supplemental materials to reinforce reading in the content areas.

July 2008 -June 2011

(weekly

and monthly)

Principal


Weekly Readers

Storyworks

National

Geographic Explorer

Social Studies

Weekly

GSIA

$1800.00

Title I Funds

TCAP

STAR Reading

2 % increased in proficiency rate in

Social Studies (TCAP)

Action Step

Teachers will utilize technology to reinforce reading, science and social studies concepts.

(weekly) July 2008-June 2011

Media Specialist

Classroom Teachers

BrainPop Accelerated Reader

Learn 360

Virtual Field

trips

Compass

Nettrekker DI

$400 Title I Funds

System General Purpose Funding to continue and

maintain technology contracts

Teacher Evaluations

Compass Reports

Log of Virtual Field

Trips

100 % of teachers will use technology as

part of their instruction

Action Step

Stakeholders will receive information and training regarding reading in the content areas through various means of communication.

August 2008-June

2011

Principal

Classroom Teachers

Media

Specialist

Newsletters

Parent Night Activities

School Web

Page

Parent Connect

$500.00

Title I Parent Involvement Funds

Spring Stakeholder Survey

5 % increase in parent participation in

school sponsored events

Action Step

Staff members will participate in a professional learning activity presented by a children’s author. DELETE—FUNDING NOT AVAILABLE

August 2008

System Title I Coordinator

Author

Books

$3,500.00

Title I System Allocation

Survey participants at the end of the

training.

100 % of the teachers will participate and

use literature in their content areas


Action Step

Staff members will develop a science materials inventory and purchase science materials needed to implement the new state science curriculum. COMPLETED

Sept. 2009 December

2009

Classroom Teachers

Instructional coordinator

Updated Science Materials

$3000 ARRA /IDEA

Permissive Use Funds

Completion of an updated science

inventory

Accurate up-to-date inventory of science materials to support

new science curriculum

Action Step

Staff members will develop a social studies materials inventory and purchase needed social studies materials. COMPLETED

Sept. 2009- May 2009

Classroom Teachers


Updated Social Studies

Materials

GSIA -$200

BEP Pooled Funds-$400

Completion of an updated social

studies materials inventory

Accurate up-to-date inventory of social

studies materials and plan for purchase of updated materials

Action Step

Teachers will attend the Ron Clark Academy to gain new ideas and techniques for improving science and social studies teaching.

Sept. 2009 May 2010

Intermediate Classroom Teachers

Substitutes for teachers attending academy

$7200

Title 1 Funds

Follow up at grade level and faculty

meetings

Principal walk through will identify 100% of regular classroom

teachers using new teaching strategies

learned at the academy.

Action Step

Maintain current staffing along with reinstating the full-time guidance counselor. COMPLETED

Sept. 2009 June 2010

Principal System

Leadership Team

Salary for guidance position

System Funding Staffing at current level plus full-time

guidance counselor

Students have access to adequate staff including full-time

guidance counselor

Action Step

Replace and update technology Replace laptop cart computers Addition of portable virtual classroom.


Principal

Media Specialist

School

Improvement Team

Update computers and

software

Purchase portable virtual

classroom

$75/computer for replacement cart batteries $15,000 IDEA Funds

TCAP review

2 % increased in proficiency rate in


Action Step

Update library books with emphasis on science and social studies books for reading in the content areas.

Sept. 2009- May 2011

Media Specialist

Classroom Teachers

Books

$1500 Title I Funds

List of new science and social studies books added to library

2% increase in proficiency in Science

and Social Studies (TCAP)

Action Step

Teachers will conduct universal screenings of students using the NWEA assessment program.

Sept. 2009 May 2011

Principal Instructional Coordinator Classroom Teachers

Software Program

ARRA/IDEA Permissive Use

Funds

Assessment results- 5 times per year

2% increase in proficiency in

Reading, Science, and Social Studies

(TCAP)


Action Step

Teachers will receive professional development on differentiated instruction. Differentiated Instruction will be the focus of Professional Development for the 2010-2011 school year.

Sept. 2009-June 2011

Classroom Teachers


Principal

Academic

Coach

Professional Development

$500 Title I

System Funds

Teacher evaluations (walk-throughs)

100% of teachers will participate in differentiated

instruction professional development

Action Step

Purchase selected books for each classroom to use with Write From the Beginning Program. COMPLETED

Sept. 2009-June 2010

Media Specialist


Classroom Teachers

Books $600 Title I

Funds State Writing Test

State Writing Test Score of 4.0

Action Step

Addition of Academic Coaching position to support professional development implementation and new initiatives and teaching strategies in classrooms.


Principal

Coach

Classroom Teachers

Instructional Coach

$55,000 ARRA Funds

Documentation of instructional coaching

activities, principal evaluation

2% increase in proficiency in all

areas on TCAP test

Action Step

Implement Differentiated Instruction strategies in classrooms.

July 2010-June 2011

Principal

Academic Coach

All Teacher

Professional Development

on Differentiated

Instruction

Academic Coach

System Funds $55,000

ARRA Funds

Pre/Post Rating Scales of DI strategies

Principal Evaluations

100% of teachers will participate in Professional

Development and begin using DI

strategies

Action Step

Teachers will use additional data analysis to plan instruction to meet the needs of students.

July 2010-July 2011

Principal

System Data Coach

Classroom Teachers

System Data Coach

NWEA or Pearson

Assessment System

RTT Federal Funds

Data Analysis Reports

Minutes from grade level team meetings

indicating data analysis driving

instruction

2% increase in proficiency in

Reading/Language Arts, Science, and



Addendum Highland School Improvement Plan-Goal 1

3rd

– made goal of 2% increase in Science (+4%) but not in Social Studies (-4%)

4th

– made goal in Social Studies (+10%) but not in Science (-19%)

5th

- made goal in Science (+14%) but not in Social Studies (-9%)

We will continue to work on this goal.

Due to system-wide budget cuts, we were unable to purchase Social Studies textbooks. Therefore, we did not have training.

Due to lack of funding, we did not purchase Social Studies Weekly this year. We will evaluate the purchase of this material from

our next year’s budget.

Due to lack of funding, we did not have the professional learning activity by a children’s author.

Inventory of Science materials was postponed one year to correlate with new Science textbook adoption and new state standards.

While we did not reach our goal of 5% increase in participation in parental involvement, we did have 141 parents to attend parent

night trainings in 2008-09.

Addendum Highland School Improvement Plan Goal 1

Due to changes in TCAP, 2009 scores will be used as baseline scores and cannot be compared to scores from the previous years.

3rd

-Did not reach goal of 90% proficiency. Reading/Language Arts 87%, Science 67%, Social Studies 71%, and Math 80%

proficient.

4th

-Did not reach goal of 90% proficiency. Reading/Language Arts 86%, Science and Social Studies 76%, and Math 79%

proficient.

5th

-Reached goal of 90% proficiency in Reading/Language Arts and Math. Reading/Language Arts and Math 96%, Science 76%,

and Social Studies 68% proficient.

We will continue to work towards this goal and continue to monitor math scores.


All students have participated in at least one Virtual Field Trip.

Held Open House, two Parent Nights, Read Love Learn Program, and participated in the Parenting Fair. Parents were given

materials at the programs to use at home to work with their children. Parents received Reading Connection and Home and School

Connection newsletters monthly.

Teachers purchased Science materials to complement new Science curriculum. Teachers completed a Science inventory and new

Science books were purchased for grades 3-5.

Five teachers attended the Ron Clark Academy.

Guidance Counselor position reinstated.

Technology updates: New laptop or tablet computers for all teachers, Portable Virtual Classroom, Four Promethean Boards,

batteries for laptop cart computers.

Teacher representatives reviewed assessment programs for purchase.

Teachers participated in a monthly study group on Differentiated Instruction.

Maps and globes were moved from classrooms with Promethean Boards to other classrooms.

Our State Writing Test Score was 3.8. While we did not reach our goal of 4.0 in Writing, more students received a score of 5 or 6.

We had 141 parents participate in Parent Night trainings in 2009-2010. Parental involvement will be a major focus for next year.

GOAL 2 – Action Plan Development

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

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

Goal By June 2011, ninety percent of students in grades K-2, including all NCLB subgroups, will be performing at the Tier 1, responder, level in reading by following the system’s Response To Intervention (RTI) plan.

Which need(s) does this Goal address? This goal addresses the need to use appropriate intervention strategies at the primary level to minimize student failure and the need for special education referrals.

How is this Goal linked to the system’s Five-Year Plan? Goal One: Provide excellence in programs Strategy Two: Provide excellence in instruction including high quality and up-to-date methods and strategies

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

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

Timeline Person(s)

Responsible Required

Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results

/ Outcomes


Action Step

All students in grades K-2 will participate in the system’s RTI program.

July 2008-June 2011

Principal

K-2 Teachers

School RTI

Team

Interventionist

Interventionist

Reading Series

My Sidewalks

Lexia

$25,000.00

System Early Intervention

Services (EIS) Funds

Star Early Literacy Reports AR Reports Benchmark Tests

2 % decline in special education referrals from K-2 students

Action Step

All teachers and instructional assistants will attend ongoing professional learning on how to implement the system’s Response to Intervention (RTI) plan.

Monthly

April 2008-May

2011

Principal

System Reading Specialist


RTI In-service materials and

plan

$50.00

Title 1

Survey all participants at the end of the school year.

100 % of the instructional staff will implement the RTI

program

Action Step

Teachers will conduct universal screenings of students using the Star Early Literacy and Scott Foresman reading series benchmark tests.

Begin July 2008

Every 4 ½

weeks

Principal

School RTI Team

Reading Series Benchmark Tests

Star Early

Literacy Tests

Contract renewal for Star Early

Literacy

System Funds

Star Reports

AR Reports

Benchmark Tests

100 % of the students will be assessed and placed in the three tier system of RTI

Action Step

Stakeholders will receive information and training regarding the RTI program through

various communication strategies.

July 2008-June 2010

Principal

Classroom Teachers

School RTI

Team

Parent Letters

Newsletters

School Web Page

Parent Night

Activities

Star Reports

RTI Information Pamphlet

$250

Title I Parent

Involvement Funds

Spring Parent Satisfaction Survey

100 % of all K-2 parents will receive

information about the RTI program.

90 % of the parents in

K-2 will strongly agree or agree to understanding the

RTI program.

Action Step

Addition of Academic Coaching position to support professional development implementation and new initiatives and teaching strategies in classrooms.

July 2009 June 2011

Principal

Instructional Coach

Classroom Teachers

Instructional Coach

$55,000 ARRA Funds

Documentation of Instructional Coaching activities, principal evaluation

2% increase in proficiency in reading

on TCAP test



Students were tested at the end of each term using STAR Early Literacy. Students scoring below a certain level were recommended for

Tier 2 of RTI which includes an additional 30 minute period daily for intervention strategies. Five 1st graders and five 2

nd graders have

been receiving this extra intervention since Term 2.

These students have continued on Tier 2 for terms 2, 3, and 4. All are making progress except one student.

Those not making progress with the extra interventions are referred for further testing.


Six kindergarten students, eight first grade students, and two second grade students will be continuing in Tier II of the RTI program for

the 2010-2011 school year.

RTI has been implemented in grades 3-5.

Seven third grade students, nine fourth grade students, and nine fifth grade students will continue participating in the RTI program next

school year.

The Academic Coach has led a monthly Professional Development on “Differentiated Instruction” as well as completed classroom

snapshots to help teachers, and the school as a whole, with areas to strengthen including teaching strategies, classroom management, and

differentiated instruction.

The Academic Coaching position will continue for the 2011-2012 school year.

Although we have not met our goal of 90% of students in K-2 working on Tier I in reading, we currently have 76.1% of students working

on Tier I. We will continue to provide interventions in Tier II to help the remaining 23.9% of students reach that goal.

The number of special education referrals in grades K-2 remained the same. Through the implementation of the RTI program, we expect

to see a decline in the number of referrals in the future.

82 | P a g e

Component 5 – The School Improvement Plan and Process Evaluation

TEMPLATE 5.1: Process Evaluation

The following summary questions are related to Process. They are designed as a culminating activity for you to

analyze the process used to develop the school improvement plan.

TEMPLATE 5.1: Process Evaluation (Rubric Indicator 5.1)

Evidence of Collaborative Process – Narrative response required

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

The Highland staff was informed early in the 2007-2008 school year that the Tennessee School

Improvement Planning Process (TSIPP) would be developed by May 15, 2008. The collaborative process

began by placing all staff members on a component team of the School Improvement Plan. Each

component team was comprised of a primary teacher or intermediate teacher, an educational assistant, a

specialist, and a parent. Each component team studied the TSIP rubrics and templates. Each team

completed the assigned section and sent it on to the next component team. Completing each section in a

timely matter was a top priority since each component was linked successively. Some component teams

had to assess data taken from surveys completed by staff, students, parents and community members.

Each completed draft was reviewed and approved by the SIP Leadership Team, which was made up of the

chairmen of the five component teams and the school principal, a parent, the school secretary, a

community representative and the two student representatives of the School Improvement Team. The

complied documentation was discussed and reviewed during in-service days, staff meetings, grade-level

meetings and during teacher planning time. Staff will continue to meet in the future to evaluate the SIP

for alignment and implementation. Data, documents and agendas are on file for review at Highland

Elementary School.

Evidence of Alignment of Data and Goals – Narrative response required

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

Overall, the achievement test results from Spring 2007 for all students were not as positive as desired,

especially science scores. The third grade scores experienced some growth. Fourth grade scores showed

gains and fifth grade was the top-scoring grade. After reviewing and assessing the data from the TCAP

tests it was determined that areas we need to improve were science, social studies, and reading /language

arts. Two goals were developed from this data and various other data. Goal 1: By June 2010, ninety

percent of all students, including NCLB subgroups in grades 3-5 will score proficient or advanced in the

areas of reading and language arts, science, and social studies through focus on reading in the content

areas. Goal 2: By May 2010, ninety percent of students in grades K-2, including all NCLB subgroups,

will be performing at the Tier 1 (responder level) in reading by following the system’s Response to

Intervention plan (RTI). Data to set our goals was also gathered during the Data Analysis Project

completed on Data Day in the fall of 2007. On Data Day professional, para-professional, specialists and

community stakeholders studied data from STAR Early Literacy, STAR Reading, STAR Math, Think

Link, TCAP tests, NSSE surveys and demographic data. Each goal will be assessed during the school

year with clear and relevant data obtained from these sources to monitor student growth and achievement.


Evidence of Communication with All Stakeholders – Narrative response required

What evidence do we have of our communication of the TSIPP to all stakeholders?

The SIP Leadership Team as well as the component teams has met throughout the planning process for

the TSIP. Progress on components has been reported and discussed in the monthly school newsletter,

monthly staff meetings, monthly School Improvement Team meetings, monthly Leadership Team

meetings, Instructional Coordinator meetings, and grade level team meetings. The same groups will be

given updates on the progress of our goals during the school year. In every nine-week term, there will be

a Parent Night for primary or intermediate parents. The principal will present progress on our goals to the

attendees. The schools website will update information twice a year at the end of each semester where a

finalized approved copy of the TSIP will be posted. Teacher web pages will be updated at the end of

each grading period. Copies of the school newsletter are sent to parents, the Director of Schools and his

staff, the School Board members, and various community leaders. Data, documents, and agendas are on

file at Highland School.

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response

required What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in

Component 4?

The mission of Highland School is to reach excellence at each learning level through quality

teaching, educational experiences, measurable achievement, and partnerships with all who are involved in

the student’s lives. This mission addresses our goal that ninety percent of our students will score

proficient or advanced in reading and language arts, science and social studies. We will meet this goal by

focusing on reading in the content areas. We will continue to achieve our goals through quality teaching

and educational experiences. We have available many varied sources of data by which we will measure

student progress and achievement. We will strive to be partners with parents and the school’s community

so we can strengthen our resolve to guide their children to excellence.

Our beliefs state that we will foster a love for learning in our students and provide them the

opportunity to learn skills that will enable them to achieve. We will collect and analyze data that will

support student success and we will be focused on policies and procedures that will nurture excellence in

our students and school.

Our shared vision sees Highland School as a productive learning community where achievement

is attainable and people are valued. By putting our Action Steps for each of our goals in motion, we will

be actively providing teaching strategies that enable our children to experience progress and success.

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization

– Narrative response required What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of

curriculum, instruction, assessment and organization in Component 3?

Our analyses of the areas of curriculum, instructional assessment and organization in Component 3

revealed areas that were strengths and areas that need attention. Our action steps for each of the goals

were based on the data collected and studied. The action steps will enable teachers to select lessons and

strategies that will aid in targeting the areas that will increase student proficiency. Component 3 looked

at current instructional practices. In the breakdown of some of our major practices, we were able to

determine if the practice was a sound one or needed modification. Asking the question, “What is” in

Component 3, encourages our staff to look at our current practices and guide us to “What ought to be”, a

higher standard of meeting the needs of our students.


Suggestions for the Process – Narrative response required

What suggestions do we have for improving our planning process?

Clearer, earlier communication regarding procedures, changes, and guidelines for the TSIP would be

beneficial to the process. We need to receive data earlier than in the past so that planning can begin

sooner in the school year. The staff and other stakeholders need to use the SIP as a reference, not just a

document. There needs to be honest discussion and evaluation of progress or lack of progress. Each

component needs to be discussed and guided by someone who sees the process as a whole. That person

needs knowledge of interpretation of statistics. The principal needs to ensure all stakeholders understand

their role in achieving the school’s goals. The principal needs to map a master calendar for a time frame

for completion of action steps. The principal needs to continue to inform, recruit and involve stakeholders

in our school.


TEMPLATE 5.2: Implementation Evaluation

The following summary questions are related to TSIPP Implementation. They are designed as a culminating

activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are

implemented.

TEMPLATE 5.2: Implementation Evaluation (Rubric Indicator 5.2)

Evidence of Implementation – Narrative response required

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

A final copy of the SIP presented and discussed with the staff and other stakeholders will ensure

understanding of the TSIP. Teachers will attend professional development focused on the goals of

student progress in reading/language arts, science, and social studies, especially the system’s Response to

Intervention (RTI) plan. We will identify students who are in need of interventions based on collected

data. Strategies, timelines and evaluations will be discussed and implemented for in grade level meetings.

Resources that are needed will be obtained. Teachers will continually review and record student progress.

Teachers will determine if modifications to strategies are needed. The timeline, persons responsible,

resources needed, funding sources, and evaluation strategies are all listed in the action steps for each goal

in Component 4.

Evidence of the Use of Data – Narrative response required

What is the plan for the use of data?

The teachers will use data generated from TCAP, Think Link, STAR Early Literacy, STAR reading,

STAR math, Compass, and benchmark tests to determine if a student has reached his or her specific skill

goal and to evaluate effectiveness of strategies. The evaluation data from these sources and the frequency

of collection are stated in Component 4 of our plan. As new assessment data is received, we will analyze,

disaggregate, compare and organize it to previous information. We will regularly be comparing data to

determine student successes and future needs.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation


The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a

culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan

leads to effectively supporting and building capacity for improved student achievement for all students.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3)

Evidence of Monitoring Dates – Narrative response required

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

Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role

they will play in the monitoring process.

The School Leadership Team will meet December 9, 2008 and May 12, 2009 with the School

Improvement Team to monitor and sustain the School Improvement Plan. The principal is responsible for

communicating the meeting time, location and providing the agenda. Each Action Step in Component 4

lists the person(s) responsible for monitoring each step. If data collected is positive, the Action Step will

continue until the goal is reached. If the data is negative, the Action Step will be evaluated and modified.

Evidence of a Process for Monitoring Plan – Narrative response required

What will be the process that the School Leadership Team will use to review the analysis of the data from the

assessments and determine if adjustments need to be made in our plan?

Data analysis is ongoing in our school. The major review of all summative data will be on our annual

data day, Friday, August 29, 2008. When data is obtained, it will be analyzed and compared to previous

data by the principal and Instructional Coordinator and/or those persons identified in Component 4. They

will meet with grade level teams to present, discuss, develop and implement needed strategies or

modifications. The information is then presented to the School Leadership Team for clarity, input and

approval. This will be the basis for determining the success or lack of, of our Action Steps in

Component 4. As conclusions are made, the strategies will be modified.

Evidence of a Process for Adjusting Plan – Narrative response required

What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,

timeline, actions steps, resources, evaluation strategies) when needed?

The School Leadership Team will meet during the school year to review any new pertinent information to

our TSIP. If data indicates a need to adjust our plan or modify Action Steps, the appropriate Component

chair will meet with their team to address changes. All meetings and changes or modifications will be

documented.


Evidence of a Plan for Communicating to All Stakeholders – Narrative response required

How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit

ongoing input from stakeholders?

The School Leadership Team will communicate and share information to faculty through grade level

meetings, School Improvement Teams, and faculty meetings. The school will communicate with

stakeholders in the school newsletter and on the school’s website. The website will have a link for

stakeholders to go to for information, to give feedback and to view a copy of the TSIP. Copies of the

TSIP will be available in the school office for anyone who wants to view a copy. Progress will also be

communicated by grade cards and mid-term reports. Think Link reports, STAR math, STAR reading, and

STAR Early Literacy reports will be sent home to parents each term. Students making progress will be

recognized at school assemblies and Awards Night in June. Celebration of successes will be posted on

the school’s website and in the local newspaper.

Addendum Highland School Improvement Plan-Component 5

While we did not reach the goal of 90% of all students in grades 3-5 scoring

proficient or advanced in Reading/Language Arts, Science, and Social Studies, two

groups did achieve this goal. Fifth grade reading/language arts was 100% and fifth

grade science was 94%.

Primary grades have implemented Tier 2 of RTI and five 1st and five 2

nd graders are

currently receiving an additional 30 minute period daily for intervention strategies.

TCAP Proficient and

Advanced

2007

2008

READING/LA

3rd

83% 88%

4th

76% 81%

5th

100% 100%

SOCIAL STUDIES

3rd

78% 74%

4th

66% 76%

5th

87% 78%

SCIENCE

3rd

73% 77%

4th

86% 67%

5th

80% 94%


Teachers participated in Data Day and analyze current data at monthly team

meetings. Action plan steps are monitored and adjusted regularly at faculty

meetings.

The updated SIP was discussed at the May 09 faculty meeting and School

Improvement Team meeting.

Addendum Highland School Improvement Plan-Component 5

Since the TCAP Test has changed, the scores from 2009-2010 will be used as

benchmark scores and cannot be compared with previous years’ scores.

While we did not reach our overall goal of 90% of students in grades 3-5

scoring proficient or advanced in Reading/Language Arts, Science, and

Social Studies, two groups did achieve this goal. Fifth grade

Reading/Language Arts and Math were 96% proficient. We plan to continue

working toward this goal during the 2010-2011 school year. Third Grade

Proficiency Scores: Reading/Language Arts 87%, Science 67%, Social

Studies 71%, and Math 80%. Fourth Grade Proficiency Scores:

Reading/Language Arts 86%, Science 76%, Social Studies 76%, and Math

79%. Fifth Grade Proficiency Scores: Reading/Language Arts 96%, Science

76%, Social Studies 68%, and Math 96%. Based on this analysis, Science

and Social Studies seem to be the areas of greatest need. We will continue to

work on Reading/Language Arts and monitor Math scores.

Primary grades will continue Tier II of the RTI program. Six kindergarten

students, eight first grade students, and two second grade students are

currently receiving an extra 30 minutes of intervention. We will continue

working during the 2010-2011 school year toward our goal of 90% of

students in grades K-2 working on Tier I in Reading.

Teachers analyze data at monthly team meetings using the TVAAS website

and ViewPoint. Action Plan steps are monitored and adjusted regularly at

faculty meetings.

A new goal was added this year to reflect the Academic Coaching initiative.

The updated SIP was discussed at the May, 2010 faculty meeting and School

Improvement Team meeting.


Title II-A Required Components

Yes No N/A

33. Each schoolwide program has implemented a

comprehensive school improvement plan which

addresses the 10 required elements:

Schoolwide Plan/TSIP Page #s TCSPP=TSIP in State Special Schools

*(a.) a comprehensive needs assessment of the

entire school using data analysis of NCLB subgroups.

Link TSIP Pg#

20,21,22,34_____ to

activities

*(b.) schoolwide reform strategies with emphasis

on improved achievement of the lowest achieving

students;

Link TSIP Pg#

47,50,51,61,62,80 _____ to

activities

*(c.) instruction by highly qualified staff as

addressed in NCLB;

Link TSIP Pg# 11_____ to

activities

*(d.) highly quality and ongoing professional

development activities;

Link TSIP Pg#

39,40,44,56,70,80_____ to

activities

*(e.) strategies to attract highly qualified teachers

to high needs schools;


activities

*(f.) strategies to increase effective parental

involvement;

Link TSIP Pg#

_15,64,75,80____ to activities

*(g.) plans for assisting preschool children from

early childhood programs to elementary school

programs;

Link TSIP Pg# _12____ to

activities

*(h.) measures to include teachers in assessment

decisions regarding the use of assessment in improving

student performance and instructional programs;

Link TSIP Pg#

_18,19,41,53,56,59,61,77,80,82____

to activities

*(i.) strategies for providing timely additional

assistance to students experiencing difficulties

mastering standards; and

Link TSIP Pg# _13,64____ to

activities

*(j.) coordination and integration of federal, state,

and local services and programs

Link TSIP Pg#

_28,75,76,77____ to activities

34. The schoolwide program includes a list of the state

and federal programs that are consolidated and

integrated into the schoolwide plan.


activities

35. The schoolwide plan ensures that the intent and purposes

of each federal categorical program is included. .

Link TSIP Pg# __28___ to

activities

36. Parents are involved in the development and

review of the Title I schoolwide plan.

Link TSIP Pg#

_3,4,5,6,82,83____ to

activities

Documents

Tennessee School Improvement Planning Process (TSIPP)images.schoolinsites.com/SiSFiles/Schools/TN/GreenevilleCity/... · Tennessee School Improvement Planning Process (TSIPP) SIP