Tennessee School Improvement
Planning Process (TSIPP)

SIP Templates

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007

Tennessee School Improvement Planning Process

(TSIPP)

I certify that ___________Collinwood 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

TEMPLATE 1.1: SIP Leadership Team Composition

*SIP Leadership Team Member Name*	*Leader-* *ship Chair? (Y/N)*	*Position*	*Name of Subcommittee(s) (when applicable)*
Vickie Butler	Y	Librarian	Component Four
Laura Ownby		Pre-K Teacher	Component Five
Serena Pierce		Kindergarten Teacher	Component Five
Bridgette Howe		First Grade Teacher	Component One-B
Ginger Holt		Second Grade Teacher	Component Three
Deneal Stricklin		Third Grade Teacher	Hospitality
Celisa Hatcher		Fourth Grade Teacher	Component One-A
Misty Caperton		Special Education Teacher	Documentation
Gloria Whitehead		Title I Reading Specialist	Component One-B
Judy England		Principal	Component Two
Sherry Marks		Literacy Leader	Component Two
Sandra Villines		Consulting Teacher	Component Two
Beverly Daniel	Y	Parent	Third Grade Advisory
Gina Brewer		Parent	Third Grade Advisory
Lillie Ruth Brewer		Parent	Kindergarten Advisory
Sherry Heard		Parent	Fourth Grade Advisory
Tammy Hollis		Parent	First Grade Advisory
Christy Littrell		Parent	PreK Advisory
LaDonna Weaver		Parent	Second Grade Advisory

Component 1a 1b - School Profile and Collaborative Process

TEMPLATE 1.2: Subcommittee Formation and Operation

TEMPLATE 1.2: Subcommittee Formation and Operation

*Subcommittee for COMPONENT 1 School Profile and Collaborative Process*
*Member Name*	*Position*	*Chair*
Celisa Hatcher	Teacher	Y
Martha Helton	Teacher
Angie Brewer	Teacher
Kristi Tingle	Teacher
Bridgette Howe	Teacher	Y
Dee Butler	Teacher
Abree Haddock	Teacher
Kim Whitten	Teacher
Susan Grinder	Teacher
Gloria Whitehead	Reading Specialist	Y
Susan Camfield	Reading Specialist
Rebecca Lee	Reading Specialist
Myra Reaves	Reading Specialist

Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 1 Chair Signatures

______________________________________________________________________

*Subcommittee for COMPONENT 2 Beliefs, Mission and Vision*
*Member Name*	*Position*	*Chair*
Judy England	Principal	Y
Sherry Marks	Literacy Leader
Sandra Villines	Consulting Teacher

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

Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 2 Chair Signature

*Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness*
*Member Name*	*Position*	*Chair*
Ginger Holt	Teacher	Y
Tabitha Holt	Teacher
Annette Jones	Teacher
Mindy Hunt	Teacher

Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 3 Chair Signature

*Subcommittee for COMPONENT 4 Action Plan Development*
*Member Name*	*Position*	*Chair*
Vickie Butler	Teacher	Y
Joy Stults	Teacher
Suzanne Roberts	Teacher
Suzanne Walker	Teacher
Brent Littrell	Teacher

Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 4 Chair Signature

*Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation*
*Member Name*	*Position*	*Chair*
Laura Ownby	Teacher	Y
Serena Pierce	Teacher	Y
Emily Robertson	Teacher
Janice Sinclair	Teacher
Sherry Horton	Teacher
April Reaves	Teacher
Kristi Gobbell	Teacher
Beverly Franks	Teacher

Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 5 Chair Signatures

Component 1a - School Profile and Collaborative Process

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

TEMPLATE 1.3.1: Data Sources (Including surveys)

TEMPLATE 1.3.1: Data Sources (including surveys)

Data Source	Relevant Findings
Parent/Student/Stakeholder Survey	More than 90% of parents believe that students demonstrate functional skills in reading, writing, speaking, mathematics, science, and social studies. Community members also believe that the educational program offered to students at our school is of high quality, students have access to a variety of resources to help them, and school officials welcome visits from members of the community. Student surveys revealed that students were satisfied with the amount of art, music, physical education, computer, and library opportunities. They also feel that the school has equipment for them to use such as computers, learning games, and other video equipment. Students were least satisfied with feeling safe at school, being comfortable asking adults for help at school, and did not feel encouraged to learn by their teachers.
Tennessee State Report Card	The Tennessee State Report Card indicates that Collinwood Elementary received a grade of B for Math, Reading/Language, and Science for the 2006-2007 school year. The scores for each of these subjects increased from the 2005-2006 school year. Collinwood Elementary earned a C for Science. This score also increased from the previous school year.
DIBELS Results	The performance-based DIBELS (Dynamic Indicators of Basic Early Literacy Skills) was administered to all kindergarten through fourth grade students three times during the year. The results of this reading assessment for the mid-year grading period of the 2007 school year indicate that 65.8% of these kindergarten through third grade students reached benchmark.
Tennessee No Child Left Behind School Report	Collinwood Elementary is currently in good standing with No Child Left Behind. Our school has remained in good standing since 2004.
2006-2007 TCAP Scores	The TCAP test was administered to all students in the third and fourth grades at Collinwood Elementary. Our TCAP scores indicate that 79% of our students were proficient and advanced in math. In Reading/Language plus Writing, 83% of our students scored proficient and advanced.
STAR STUDENT	STAR STUDENT records indicate our school has gained 25 new students for our current school year, while 30 students have transferred from our school.
Center for Research in Educational Policy (CREP)	Reading First K-3 Teacher Questionnaire for the 2006-2007 school year recorded many positive results. The majority of the questions received 100% strongly agree or agree. Teachers indicate that they have a thorough understanding of our school’s Reading First Program, scientifically-based instructional materials needed to implement our Reading First Program are readily available, and the elements of our Reading First Program are effectively integrated to help us meet school improvement goals. Some of the items with the most improvement are our Reading First Program has changed my reading instruction activities a great deal, professional development provided by the Tennessee Department of Education has been valuable, and our Reading First program adequately addresses the requirements of needs.
Success For All Foundation	The Success For All Foundation research findings indicate that Collinwood Elementary students in third and fourth grade gained 10.4% in reading and language arts on TCAP as compared with the state of Tennessee, who gained only 6.2%.

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

TEMPLATE 1.3.2: School and Community Data

Narrative and analysis of relevant school and community factors:

The newly constructed Collinwood Elementary School opened its doors to students on August 17, 2001, replacing the one that had housed children for over 50 years. The state-of-the- art building was completed in just over 14 months and was quickly filled with excited students, parents, and faculty. The sprawling building was at first maze-like as everyone quickly found their way around the new learning environment.

For the first time in over a decade, Collinwood Elementary has changed administrators. Mrs. Gail Bell left the leadership position in 2007. Mrs. Judy England was appointed to this position for the 2007-2008 school year. The faculty and staff are looking forward to Mrs. England at the helm.

Community Characteristics

In Wayne County, there are currently two elementary schools, two middle schools, two high schools, and one K-12 school. Wayne County consists of 741 square miles and is home to the cities of Clifton, Collinwood, and Waynesboro. Collinwood is the second largest incorporated community and third in population (1,024) in Wayne County according to the 2000 census.

The Wayne County School System began a major building and renovation project in the year 2000. Two new elementary schools were built within the county to alleviate overcrowding and to replace the dilapidated existing schools. Existing middle and high school buildings were renovated to meet safety guidelines.

The new Collinwood Elementary School opened its doors to students for the first time on August 17, 2001. It then served only one preschool class and multiple classes K-4. CES is located east of US Highway 13 in south Wayne County, which happens to be the second largest county in land area in the state of Tennessee.

Student Characteristics

Enrollment of Collinwood Elementary has decreased slightly over the last few years. The gender mix for the past few years has remained constant, with only a slight increase in the population of Hispanic students. According to our free and reduced meal status, more than 60% of its enrollment is considered economically disadvantaged.

During the 2007-2008 school year, 23 students receive special education services, 42 receive speech and/or language therapy, 6 students are in the gifted program, and 1 student receives vision/hearing impairment services.

Parent/Guardian Demographics

Collinwood Elementary School is a pre-kindergarten through fourth grade school and is one of three elementary schools in the Wayne County school system. Our students are drawn from two-thirds of the area of Wayne County, which ranks second in land area in the state of Tennessee. Lumber related industries provide most of the employment opportunities in this area for the parents of our students. Over 90% of the parents are Caucasian, with less than one percent being African American or Asian and about 3 percent Hispanic. The average per capita income for families in our area is around $17,000 resulting in over 60% of our students being classified as economically disadvantaged. According to the 2007 Middle Tennessee Industrial Development Association Community Profile this community had a 12.3 percent unemployment rate.

(See attached documents).

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

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

(

List Data Sources

TCAP

DIBELS

GRADE

TDOE Report Card

Surveys

TEMPLATE 1.5: Data Collection and Analysis

TEMPLATE 1.5: Data Collection and Analysis

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

Data was collected from various sources including TCAP, DIBELS, TDOE Report Card, and surveys.

TCAP is an outcome assessment given at the end of each school year to students in third and fourth grades. The results are compiled by the state department of education and reported to individual schools. Teachers and administrators use the results to determine areas of need for the next school year. Lowest scores are given priority.

DIBELS is an SBRR Benchmark and Progress Monitoring assessment given to all students K-4. This test is given bi-monthly as progress monitoring and is given at the beginning, middle, and end of the year as a benchmark assessment. The data is entered into a national database which compiles the scores and provides information to teachers about students’ performance in reading. The scores help determine student placement in the 3 tiers of the Reading First model and help drive instruction.

Group Reading Assessment and Diagnostic Evaluation (GRADE) exam is given as an outcome assessment to students K-2 in the month of April. This assessment is used to evaluate student performance in the areas of reading comprehension, vocabulary, sentence comprehension, and listening comprehension. Teachers use the results of this exam to determine strengths and needs of students who may need extra support for the following year.

The Tennessee Department of Education Report Card is an annual evaluation of the academic progress made by each school in Tennessee. This evaluation is used by our teachers and administrators to identify which subject areas pose the greatest need for improvement for the upcoming school year. The results are used to help drive curriculum and instruction, as well as providing helpful information for teachers.

Surveys are derived by our School Improvement Committee. Parent surveys are sent home periodically with students and returned promptly. Student surveys are administered in class and taken up for tallying. Community Stakeholder surveys are mailed to participating businesses and are sent back promptly. The survey results are tallied and analyzed by a separate committee to determine strengths and needs for the upcoming school year. Teachers also take the CREP survey twice a year for the Reading First Grant. This survey evaluates the effectiveness of the Reading First module. These surveys provide a valuable assessment of the school’s overall performance.

The results of these tests and surveys determine the goals and curriculum emphasis for the next school year.

TEMPLATE 1.6: Report Card Data Disaggregation

TEMPLATE 1.6: Report Card Data Disaggregation

Report Card Data Disaggregation

Data was collected from various sources including TCAP, DIBELS, TDOE Report Card, and surveys.

The results of these tests and surveys determine the goals and curriculum emphasis for the next school year.

TEMPLATE 1.7: Narrative Synthesis of All Data

TEMPLATE 1.7: Narrative Synthesis of All Data

Narrative Synthesis of Data
A review of all the data presented vividly portrays attendance as a strength at CES. We have consistently maintained attendance levels above the state goal. TVAAS data indicates that our highest achieving students are consistently making gains across all subject areas. This is particularly important because lack of gains for these students was identified as an area of need previously. Because of our history of performing at increasingly higher levels in Reading, we have identified this subject as an area of strength, as well. When considering areas of need, we identified a level of student performance, rather than a subject area. Students performing at Below Proficient in all subject areas, while decreasing, continue to be a significant number.

Narrative Synthesis of Data

A review of all the data presented vividly portrays attendance as a strength at CES. We have consistently maintained attendance levels above the state goal. TVAAS data indicates that our highest achieving students are consistently making gains across all subject areas. This is particularly important because lack of gains for these students was identified as an area of need previously. Because of our history of performing at increasingly higher levels in Reading, we have identified this subject as an area of strength, as well.

When considering areas of need, we identified a level of student performance, rather than a subject area. Students performing at Below Proficient in all subject areas, while decreasing, continue to be a significant number.

TEMPLATE 1.8: Prioritized List of Goal Targets

TEMPLATE 1.8: Prioritized List of Goal Targets

Prioritized List of Goal Targets
In reading, students will meet or exceed 88.55% proficiency on TCAP. In math, students will meet or exceed 86.2% proficiency on TCAP. In science and social studies, the number of students scoring proficient on TCAP will increase.

Prioritized List of Goal Targets

In reading, students will meet or exceed 88.55% proficiency on TCAP.
In math, students will meet or exceed 86.2% proficiency on TCAP.

In science and social studies, the number of students scoring proficient on TCAP will increase.

Component 2 – Beliefs, Common Mission and Shared Vision

2.1: Beliefs, Common Mission and Shared Vision

Beliefs

1. Commitment to continuous improvement is imperative in enabling students to become confident, self-directed, life-long learners.

2. Schools must provide a safe, orderly environment in which students can learn and can develop self-discipline and respect for authority.

3. All children learn, achieve, and succeed in different ways and should be provided with a variety of instructional approaches to achieve proficiency.

4. Teachers should create an interest in learning by connecting activities to prior experiences.

5. Schools must re-evaluate and revise the curriculum and objectives as needed to meet the students’ needs.

6. The most important influence in the classroom is the teacher.

7. Instruction and decision making must be data driven and research based.

8. Technology implementation is beneficial to produce well-rounded, experienced students.

9. Schools should provide a curriculum, an atmosphere, and meaningful experiences which maintain sequential growth patterns for the individual students.

10. Schools must have effective leaders.

11. Teachers, administrators, parents, students, and the community share the responsibility for advancing the school’s mission and vision.

12. Schools must maintain avenues of communication within the school and school community including all stakeholders.

13. Assessments of students’ learning should provide students with a variety of opportunities to demonstrate their achievement of the expectations for their learning.

14. Schools should provide experiences in which each child is aware of his/her uniqueness as an individual.

15. Schools must assist students in understanding and appreciating their own heritage as well as the heritage of others.

Common Mission

The mission of Collinwood Elementary School is to ensure that students have the skills necessary to become productive citizens and lifelong learners through a safe, nurturing, positive, interactive environment.

Shared Vision

The shared vision of Collinwood Elementary is to create a center of learning which promotes the overall growth of each student by empowering students to demonstrate productive actions, attitudes, and academic achievement.

Component 3

Part 1: Curricular Practices

In analyzing our curriculum practices, we included seven activities.

Professional Development, Success For All Reading, Saxon Math, Common Planning, Scientifically Research Based Materials, Communication, and Benchmarks, represent our effective curricular practices.

Our school uses the Tennessee Department of Education state approved standards and provides training to staff in the use of the standards. “The Blueprint for Learning: A Teacher’s Guide to the Tennessee Curriculum” is located on each teacher’s desk for easy access and reference. Objectives are documented and labeled within the teacher’s plan book to show the correlation between the objective and lessons. The Tennessee Academic Vocabulary terms are incorporated throughout the grade levels to ensure the maximum amount of exposure to word usage.

Training for the curriculum practices is provided through extensive Professional Development programs which are required and documented. Our school uses the Tennessee Department of Education state approved standards and provides training to staff in the use of the standards. The current high-performing practices are researched based and are effective for teacher training. Teaching strategies, learning activities, and assessments are aligned to the Tennessee Department of Education state approved standards. TCAP, DIBELS, and TVAAS are the data sources that support our Professional Development practices. Reported data and results of these sources measure the effectiveness of each research based program incorporated at our school. With state and county support, our school receives recommendations and feedback on current curriculum practices. Our next step is to continue to implement the curriculum practices set in place.

Our current research based reading instruction is SFA (Success For All). Materials and training are readily available to teachers for support and implementation. Our reading data sources include the GRADE, DIBELS, and TCAP. Student achievement is monitored closely by using the progress monitoring evaluation techniques required by Reading First. State and county support for this valuable program is readily available. Our school will continue to implement the program and monitor the progress of the students.

Saxon Math provides the curricular practices for our school’s mathematics instruction. Third and fourth grades level the students according to their performance on the pre-test. The practice of leveling the students provides an academically challenging environment for all students. This practice also offers articulation at different grade levels to avoid redundancy and gaps in student learning. Saxon math lessons are aligned with the state’s curriculum guide and are research based. Professional Development sessions are scheduled and attended by personnel to ensure that revised editions and materials are implemented into daily math instruction. Saxon test grades, pre and post tests, TCAP and TVAAS results indicate the effectiveness of the program. Websites, materials, and new organization techniques are all highly supported by the state and county administrators. Our school will continue to implement the Saxon Math program and update practices as needed.

Common planning time provides valuable time for teachers and administrators to articulate data results, grade level programs, and learning activities which will help prevent redundancy and gaps in student learning. This time allows teachers to prioritize and map the curriculum. Collaboration occurs daily, weekly, and monthly. This practice is research based and highly effective because it allows teachers to combine teaching techniques and practices. This process allows teachers to continuously improve the curriculum. Curriculum that needs to be adapted and utilized for students with disabilities is evaluated and consulted upon during this collaboration planning period. Documentation of formal and informal collaboration is recorded by the Literacy Team. Because of the success and effectiveness of the common planning time, schedules will continue to follow this pattern.

Research Based materials will continue to be implemented in all academic areas. State and county support for the integration of research based items is overwhelming. State grades, TCAP scores, TVAAS data, DIBELS, and CREP survey results support the use of such materials as successful and important to the implementation of the highly effective programs practiced at our school.

We are able to effectively communicate with our stakeholders through the use of Student Agendas, grade cards, newsletters, and website sources. The stakeholders have a shared vision for what students should know and be able to do at each grade level. Our school effectively communicates with parents, daily in agenda messages sent home with the students, weekly in the form of a parent informative newsletter, and at mid-term as well as report card periods throughout the year. The school website contains information concerning events and policies as they relate to the effectiveness of the school’s progress. We would like to improve our methods of disseminating information to our stakeholders.

Benchmarks, as provided by DIBELS and TCAP, are mandatory for the effectiveness of the programs implemented into our school’s curriculum. Continuous support from the state and local administrators encourages our school to continue using the steps mentioned in our curricular practices.

The strengths of our program include the fact that materials and training are readily available and encouraged. The programs implemented in our school are research based and highly effective. The effectiveness is evident in the results of the formal and informal assessment of the students as well as the assessment of the teachers as provided by frequent teacher observations.

Teaching time within the classroom is extremely valuable and it is sometimes a challenge to schedule all of the required objectives and programs into one day. Time also presents a problem when striving to meet the objectives before the TCAP testing period. To meet these challenges, we will continue to preserve our common planning time and constantly monitor and adjust the time allotted to fill in gaps and avoid redundancy in student learning.

Our biggest challenge is to find time to address the SPIs for Science and Social Studies. Incorporating more non-fiction into our protected reading time to address this issue is encouraged.

TEMPLATE 3.1.a: Curricular Practices

Template 3.1.a: Curricular Practices

Current Curricular Practices	Professional Develop- ment	Success For All Reading	Saxon Math Program	Common Planning Time	Use of SBR Materials	Commun-ication	Benchmarks
Evidence of Practice (State in definitive/tangible terms)	Required & Documented	SBRR Material	SBR Texts & Materials	Weekly & Monthly Collabora-tion	Correlated to SPIs	Agendas Grade Cards Newsletters Website	DIBELS TCAP
Is the current practice research-based?	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective	Effective	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	TCAP DIBELS TVAAS	CREP DIBELS TCAP	Pre/Post Tests TCAP	Implemen-tation	TVAAS TCAP DIBELS	Surveys	DIBELS
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Participa-tion/Surveys	Academic Achieve-ment grades	Academic Achieve-ment grades	Participa-tion/Surveys	TVAAS	Surveys	TVAAS DIBELS Reports
Evidence of equitable school support for this practice	Sign-in Logs	L.L. distri-butes mater-ials to all	Saxon mat-erials sup-plied by co.	Scheduled	Made avail-able to all	Made avail-able to all	Mandatory
Next Step (changes or continuations)	Continue	Continue	Continue	Continue	Continue	Improve dissemination of information	Continue

TEMPLATE 3.1.b: Curriculum Gap Analysis

Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required

“What is”

· TIME: CES has scheduled two hours of protected time for its reading instruction plus time for RTI. We have scheduled common planning time for all levels. We are required to devote 90 hours for professional development above and beyond the state’s requirements and all K-3 reading teachers are required to attend the RF Summer Academy.

· MONEY: The reason we have been able to provide the PD and all the materials for our SBRR program is that we have been awarded a Reading First Grant. That, along with the state funded BEP and board funds has enabled us to equip and furnish our school with just about everything our teachers require and desire.

· PERSONNEL: CES has been able to keep the teacher-pupil ratio within state guidelines and even reduce that ratio with our reading classes. We have four reading specialists who instruct, remediate, and test our students. We also are able to offer computer instruction, art, music, and physical education to enrich our curriculum. Our full-time librarian guides the students in their use of the library. We have on staff twenty full-time teacher assistants who give aid directly to the students and help the teachers. Our custodians and cafeteria personnel support us in our programs.

· OTHER RESOURCES: CES has a beautiful building, a caring community of stakeholders, and a wonderful student body.

“What ought to be”

· TIME: Our faculty spends hours before and after school to accomplish all they do—there is not enough time in the school day.

· MONEY: We are all concerned about the day the RF Grant is over and we will need to rely on other sources of funding.

· PERSONNEL: We could not ask for more.

· OTHER RESOURCES: Again, we could not ask for more.

Equity and Adequacy:

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

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

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

TEMPLATE 3.1.c: Curricular Summary Questions

Template 3.1.c: Curricular Summary Questions

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

Curriculum Summary Questions- Narrative Response Required

What are our major challenges and how do we know.

Teaching time within the classroom is extremely valuable and it is sometimes a challenge to schedule all of the required objectives and programs into one day. Time also presents a problem when striving to meet the objectives before the TCAP testing period. Our biggest challenge is to find time to address the SPIs for Science and Social Studies.

Curriculum Summary Questions- Narrative Response Required

How will we address our challenges?

To meet these challenges, we will continue to preserve our common planning time and constantly monitor and adjust the time allotted to fill in gaps and avoid redundancy in student learning. We will encourage teachers to incorporate more non-fiction into our protected reading time to address Science and Social Studies SPIs.

Part 2: Instructional Practices

Classroom instruction, learning activities, and assessments are aligned to the standards based curriculum. Curriculum mapping and monitoring are constantly discussed during common planning time, profession development sessions, and grade level meetings. Teachers’ instructional and assessment functions are integrated to support data-driven instruction and decision making.

Classroom instruction is aligned with the assessments as written in lesson plans. Teachers are constantly matching objectives with the state assessments to ensure students are aware of the Tennessee Academic Vocabulary and SPIs. Students are assessed to determine the weak areas and those areas are addressed immediately. By discussing and analyzing data with administrators, the Literacy Leader, and Reading Specialists, classroom teachers are given an opportunity to develop in-depth knowledge of individual student’s abilities.

Test results and progress monitoring results are consistently analyzed and discussed in order to monitor and adjust instructional objectives to meet the needs of students. This data-driven process also assesses the effectiveness of the classroom instruction. TCAP scores, progress monitoring, and DIBELS results dictate teacher instruction.

Implementation of Tier II and Tier III as well as RTIs influence student monitoring. Based on the evidence of increased test scores, this process is effective.

Due to the leveled groups of the SFA research based reading program, and the Saxon Math program, students are instructed at the levels that actively engage them in meaningful and challenging learning activities. We will encourage first and second grade to consider leveling their math groups.

Teachers incorporate a wide range of research based, student centered teaching strategies. The implementation of cooperative groups creates a classroom environment which supports the development of student abilities. SFA team score sheets and team points promote the feeling of success within the cooperative learning group. The teaching and learning environment provide students with multiple opportunities to succeed.

Classroom management and organizational strategies implement a common structure provided by SFA training and the school wide discipline plan which is printed in the student agendas. For example, all students in our school are aware that when an adult or child raises his/her hand that is a sign to finish a thought or sentence and wait until all hands are raised and all students are quiet. This procedure is especially evident during assemblies. SFA provides us with several research based classroom management techniques.

Throughout the school day, students are highly engaged in learning activities, making contributions, asking questions, participating in discussions, and using technology to learn. Our After School Program provides multiple opportunities to receive additional assistance to improve learning beyond the initial classroom instruction. Students can receive additional help with specific needs as indicated by individual test results, grades, and progress monitoring. An enrichment program is offered in our After School Program to students who seek additional high-order thinking activities.

The strengths of our instructional practices are evident in the amount of time teachers collaborate to ensure that current information and test results are addressed. The resources provided by our school’s Literacy Leader are extremely valuable. The unification of materials, instruction, and data, strengthen our practices.

Designing instruction to address the needs of students with diverse cultural and language backgrounds is a challenge for our school at this time. With the addition of a Spanish tutor, we are making progress in that area.

TEMPLATE 3.2.b: Instructional Gap Analysis

Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required

“What is”

TIME: Each teacher has planning time daily to align lessons with the SPIs and design lesson plans. Teachers also use this time for analyzing data, collaborating with their peers, and making instructional adjustments. Schedules protect reading time and allow time for math, science, and social studies. Students determined to be in need of tier three intervention have an extra period of time for this.
MONEY: Our RF Grant along with the state funded BEP and board funds has enabled us to equip and furnish our school with just about everything our teachers require and desire.
PERSONNEL: CES has adequate personnel to carry out our instructional practices.
OTHER RESOURCES: Our building, our student body, and our stakeholders are additional resources that enable us to implement our instructional practices.

“What ought to be”

TIME: Our faculty spends hours before and after school to accomplish all they do—there is not enough time in the school day.
MONEY: We are all concerned about the day the RF Grant is over and we will need to rely on other sources of funding.
PERSONNEL: We could not ask for more.
OTHER RESOURCES: Again, we could not ask for more.

Equity and Adequacy:

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

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

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

TEMPLATE 3.2.c: Instructional Summary Questions

Template 3.2.c: Instructional Summary Questions

Instructional Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

Instructional Summary Questions- Narrative Response Required

What are our major challenges and how do we know.

Designing instruction to address the needs of students with diverse cultural and language backgrounds is a challenge for our school at this time.

Instructional Summary Questions- Narrative Response Required

How will we address our challenges?

With the addition of a Spanish tutor, we are making progress in that area.

Part 3: Assessment Practices

The assessments of student learning are aligned with Tennessee Department of Education standards based curriculum. DIBELS, 4 Sight, GRADE, Pre-Post tests, and TCAP are current assessment practices. These are appropriate assessment strategies and instruments used to obtain information about students and their ongoing progress and to make instructional decisions.

A wide range of assessments engages teachers in a collaborative process to use data effectively to drive instruction. The combination of the assessments provides the classroom teacher with a wealth of information from which to guide instruction to meet the needs of students. Due to the progress monitoring and DIBELS testing, teachers are regularly updated with changes in student performance. DIBELS is a research based assessment tool utilized to make decisions based on a fair and equitable manner that eliminates any source of bias or distortion which might interfere with the accuracy of results. This assessment also serves to inform teachers and administrators of decisions such as promotion and placement.

Assessment methods such as multiple-choice, open-ended items, and written responses help teachers accurately measure the desired results for student learning. A variety of sources about students’ experiences, learning behaviors, needs, and attitudes, are analyzed when making initial and ongoing instructional decisions.

Professional Development is provided in the appropriate use of assessments. TCAP data is reported, reviewed, and analyzed with central office personnel as a component of staff development needed to ensure teachers develop the skills and knowledge needed to make data-driven instructional decisions.

Assessment information provides an avenue of communication for students, parents, and other appropriate stakeholders regarding student learning. Assessment results are promptly communicated through newsletters, newspaper articles, school bulletins, and posters. Parents and stakeholders are aware of the importance of the results of assessments because our objectives and instructional methods are data-driven. Research based programs such as SFA and Saxon Math are terms that stakeholders are familiar with because students’ vocabulary includes terms and phrases related to the programs.

The variety of assessments administered to students is strength for our school. All of the assessment results combined complete an accurate view of student achievement and performance as it relates to curriculum and instruction. The effectiveness of the assessments is evident in the results which are received and reported.

Due to the large number of students who need to be tested, it is a challenge to test the students and record the results in the timeline set by Reading First. Teachers continue to strive to get the testing done as quickly as possible and get the reports filed in the structured time limit. We hope to improve on the frequency of sending the home reports of testing out to the appropriate stakeholders.

Current Instructional Practices	Lesson Plans	Using SPIs	SBR Math & Reading Programs	Cooperative Learning	RTIs	Use of Assessment data
Evidence of Practice (State in definitive/tangible terms)	Plan books	Curriculum Guide	Materials Provided	Classroom Observation	Teacher Schedules	Regrouping & Teacher Collaboration
Is the current practice research-based?	Yes	Yes	Yes	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	Plan books on file	Curriculum Guides Supplied	TCAP TVAAS	Team Score Sheets	Progress Monitoring	DIBELS Reports CREP
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	TCAP TVAAS	TCAP TVAAS	TCAP TVAAS	TCAP TVAAS	TCAP TVAAS	TCAP TVAAS
Evidence of equitable school support for this practice	Required	Provided	Required &Provided	Required	Mandatory	Collabora-tion/planning
Next Step (changes or continuations)	Continue	Continue	Continue and expand ability grouping to lower grade math.	Continue	Continue	Continue

Current Assessment Practices	DIBELS	4Sight, GRADE Pre-Post Tests	Collabora-tion	Home Reports	Professional Develop-ment	TCAP
Evidence of Practice (State in definitive/tangible terms)	Reports	Reports	RTI & Grouping	Agendas Report Printouts	Training in Interpreting Data	Mandated
Is the current practice research-based?	Yes	Yes	Yes	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	DIBELS Reports	Test Reports	Documen-tation	Copies of Reports	Documented	CRT data AYP report
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Benchmark	TCAP TVAAS	TCAP TVAAS	TCAP TVAAS	TCAP TVAAS	School Report card
Evidence of equitable school support for this practice	Required	Provided	Scheduled	Required	Required	Mandated
Next Step (changes or continuations)	Continue	Continue and increase the rigor of our questioning	Continue	Increase fre-quency of reporting	Continue	Continue

Current Organizational Practices	Safety	Scheduling	Conferences	PACLA	Centers & Cooperative Learning
Evidence of Practice (State in definitive/tangible terms)	Drills, School nurse Safety plan posted rules Locked doors	Protected Reading time	Title I SFA RF LEAD TEA	Parent meet-ings, daily read and respond forms	Observed daily
Is the current practice research-based?	Yes	Yes	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes	Yes	Yes
Has the current practice been effective or ineffective?

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007

TEMPLATE 1.1: SIP Leadership Team Composition

TEMPLATE 1.2: Subcommittee Formation and Operation

Celisa Hatcher

Martha Helton

Angie Brewer

Kristi Tingle

Bridgette Howe

Dee Butler

Abree Haddock

Kim Whitten

Susan Grinder

Gloria Whitehead

Susan Camfield

Rebecca Lee

Myra Reaves

Judy England

Sherry Marks

Sandra Villines

Ginger Holt

Tabitha Holt

Annette Jones

Mindy Hunt

Vickie Butler

Joy Stults

Suzanne Roberts

Suzanne Walker

Brent Littrell

Laura Ownby

Serena Pierce

Emily Robertson

Janice Sinclair

Sherry Horton

April Reaves

Kristi Gobbell

Beverly Franks

TEMPLATE 1.3.1: Data Sources (including surveys)

TEMPLATE 1.3.2: School and Community Data

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

TEMPLATE 1.5: Data Collection and Analysis

TEMPLATE 1.6: Report Card Data Disaggregation

TEMPLATE 1.7: Narrative Synthesis of All Data

TEMPLATE 1.8: Prioritized List of Goal Targets