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Tennessee School Improvement Planning Process (TSIPP)

SIP Templates

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2009

Tennessee School Improvement Planning Process Templates – August, 2007 Page 2 of 114

Tennessee School Improvement Planning Process

(TSIPP)

Assurances with Signature of Principal

I certify that Fairview 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)

Carolyn Cummings

Grade 5 Teacher

Brandi Long Grade 2 Teacher

Denise Crawhorn Reading Recovery

Kristen Miller Guidance Counselor

Jenny Paynter Librarian

Karen Cupples Principal

Jeannette Mulholland Reading Recovery

Theresa Barrington Grade 4 Teacher

Tammy Milen parent

Sharon Capshaw parent



TEMPLATE 1.2: Subcommittee Formation and Operation

Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to

include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate

committees based on strength, skills and knowledge.

If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives

on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and

implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the

progress to the SIP Leadership Team.

In completing the templates that name the members of the subcommittees, be sure to indicate each member‘s position

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

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

Denise Crawhorn Reading Recovery Teacher

Jeannette Mulholland Reading Recovery Teacher

Karen Cupples Principal

Brandi Long Teacher

Carolyn Cummings Teacher

Jessica Carringer Teacher

Joe Combs Teacher

Judy Coffman PE teacher

Lori Dison computer

Tammy Milen parent

(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


Heather Cantrell Teacher Yes

Margaret Coker Teacher

Sarah Vaughn Teacher

Teresa Christie Special Ed.

Amanda Parrott Teacher

Shelley Mangold Art Teacher

Tracy McAfee Paraprofessional

Beth Carter Paraprofessional





Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and

Organizational Effectiveness


Karen Cupples Principal Yes

Teresa Christie

Jacqueline Cofer Literacy Coach

Angela Williams Teacher

Jennifer Yankee Teacher

Karen Traylor Music teacher

Lori Dison Computer teacher

Tammy Milen parent






Subcommittee for COMPONENT 4 Action Plan Development


Karen Cupples Principal Yes

Teresa Duncan Teacher

Jacqueline Coffer Teacher

Theresa Barrington Teacher

Angela Williams Teacher

Teresa Christie

Karen Traylor

Judy Coffman PE teacher

Tammy Milen Parent/Community Rep.





Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation


Jenny Paynter Librarian Yes

Ann McMurray Speech/Language Therapist

Rachel Blakney Special Ed. Teacher

Carolyn Cummings Teacher

Tabitha Harmon Teacher

Leslie Goins Special Ed. teacher

Tammey Milen Parent/Community Rep.

Jeannette Mulholland Reading Recovery

Denise Crawhorn Reading Recovery







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

Attendance Data

Office Referral Log

96.4% Higher than State Goal of 93%

2 Office Referrals for bullying 2008

School Climate Survey Fairview Elementary School utilized the Survey Suite Opinion

Inventories to collect data relative to the perspectives of students,

parents, teachers and members of the local community on the

quality of the school. An updated survey will be given to all

stakeholders in the winter of 2009. The survey will be posted on

the school website and paper copies will also be available. Results

will be included in revisions of this document.

School Safety Audit Report Paying careful attention to additional staff training

and drilling regularly to help compensate for the distance

emergency vehicles will need to travel to reach FES in an

emergency.

Updated entrance sign to reflect no trespass laws, safe and drug

free schools has been posted. Efforts will be made in 2009 to

improve exterior lighting around steps to the lower parking area

will be. A maintenance request was submitted Spring 2008. SRO

officer visibly conducts walk-through visits daily.

AED mounted and posted at front entrance and all staff members

have been trained. All staff have been given updated red

Emergency Manuals by Safety Chairperson at the beginning of

the 2008-2009 school year.



BMI and Mile Run Data Of the 38 students tested in Grade 2 in 2007, 19 were below the

50% benchmark and 19 were below 20%. In Grade 4, 37 students

were tested, 17 students were below 50% and 17 were below

30%. This data indicates the need for increased physical activity

for our students. According to the Blue Cross Walking Works for

Schools program, every class needs an additional 10 minutes or

walking each day. On the BMI distribution in 2007, 37% of our

students in grades 2 and 4 are overweight or at risk of being

overweight. The Mile Run and BMI distribution data will be

gathered in Fall 2008 and results will be included in revisions.

In fall 2008, for FES, 2% of our K, 2, 4 students were

underweight, 17% are at risk and 23% of our kids in grades K, 2,

4 were overweight. Only 58% are of healthy weight, which is

about average for the county. (In 2007, 37% were at risk while in

2008 23% were overweight or at risk for being overweight.).

For 2009, 72% of the girls were at 50% or higher on the Mile Run

48% of the boys were at 50% or higher on the Mile Run. Second

Grade girls scored the highest and second grade boys scored the

lowest. In general, girls outscored the boys at FES 72% to 48%.

Total school was 60% at 50% or higher on the Mile Run for 2009.

State Report Card 2009

CRT Achievement

Math Target: 86% Prof./Adv.

78 %Prof/Adv in Math Grade 3 County: 87% State: 88%

88% Prof/Adv in Math Grade 4 County: 88% State: 90%

91% Prof/Adv in Math Grade 5 County: 93% State: 95%

Reading/Lang.Arts Target: 89% Profic/Adv.

95%Prof/AdvReading/Lang ArtsGrade 3 County: 92% State:90%

96% Prof/AdvReading/Lang. Grade 4 County: 92% State: 90%

96%Prof/AdvReading/Lang./WritingGrade5 County:97%

State:95%

Grade 5 Writing Assessment : In 2009, 34 non-Special education

–regular prompt students were tested. 20.5% scored outstanding

29.4% scored strong and 44.1% scored a competent 5.8% limited.

Among the non-special education students having a regular

prompt, there were seven 6‘s. There were ten special education

students. Of those, 30% scored competent, 40% scored limited,

20% scored flawed, and 10% were deficient.

Social Studies:

88%Prof/AdvSocial Studies in Grade 3 County: 82% State:80%

82% Prof/AdvSocial Studies in Grade 4 County: 85% State: 84%

80% Prof/AdvSocial Studies in Grade 5 County: 83% State: 82%



Science:

92% Prof/AdvScience in Grade 3 County: 84% State: 81%

77% Prof/AdvScience in Grade 4 County: 86% State: 82%

82% Prof/Adv Science in Grade 5 County: 85% State 81%

TVAAS Value Added 2009

Grade 4 Math 2009 Mean NCE Gain: -4.3 (3yr. avg.-4.5 )

Grade 5 Math 2009 Mean NCE Gain: 14.7 (3 yr. avg. 10.8)

Grade 4 Reading/Lang. Arts 2009 Mean NCE Gain: -0.2 (3 yr.

avg. -1.2)

Grade 5 reading/Lang. Arts 2009 Mean NCE gain: 7.4 (3 yr. avg.

7.4)

Grade 4 Science Mean NCE Gain: -5.4 (3 yr. avg. -1.5)

Grade 5 Science Mean NCE Gain: 4.8 (3 yr. avg. 5.7)

Grade 4 Social Studies Mean NCE gain: -7.4 (3 yr. avg. -4.5)

Grade 5 Social Studies Mean NCE Gain: 2.8 (3 yr. avg. 2.5)

DRA Literacy Assessments

All grades are instructed to use small flexible guided reading

groups as part of the core reading program. All grades indicate a

wide range in text levels. Text levels range by grade level: Grade

1 A-J, Grade 2 H-O, Grade 3 J-S, Grade 4 N-U, and Grade 5 M-

V+.

Spring 2008 DRA Assessments indicate percentage meeting

benchmark by grade level:

K: 78%

1: 85%

2: 62%

3: 88%

4: 87%

5: 89%

Fall 2008 DRA Assessments indicate percentage of students

meeting the benchmark by grade level:

Kindergarten: 82% proficient 18% non-proficient

Grade 1: 54% proficient 46% non-proficient


Grade3: 55% proficient 45% non-proficient



Winter Assessments (Mid-Year)

Kindergarten: 84% Proficient 6% non-proficient








Writing Assessment

Grade 5 Writing Assessment

2007 Grade 5 Writing 53% adv. 34% Proficient. 2% Non-

proficient 4.1 A

In 2008, 27 non-Special education –regular prompt students were

tested. 37% scored strong and 56% scored a competent. Among

the non-special education students having a regular prompt, there

was one 6. There were no non-special education students having a

regular prompt scoring limited or deficient. Four Special

Education students had a regular prompt with accommodations.

Two special education students having a regular prompt scored

limited. 50% of the white students scored competent and 37% of

the white students scored a strong. One Hispanic student scored

competent.

57% of the Economically disadvantaged students scored

competent. There were no ELL students.

67% of the boys scored competent. 42% of the girls scored strong

and 42% of the girls scored competent.

In 2009, 33 non-Special education-regular prompt students were

tested. 21% scored outstanding, 30% scored strong, and 42%

scored competent. Ten Special Education students had a regular

prompt with accommodations. One Special Education student did

not have accommodations. Four scored competent. 41% of the

white students scored competent and 23% scored strong.

50% of the Economically disadvantaged students scored

competent. There were no ELL students.

Nineteen out of the 26 boys (73%) tested scored competent,

strong, or outstanding. Sixteen out of the 18 girls tested (88%)

scored competent, strong, or outstanding.

Reading Recovery Annual

Report from NDEC 2008

From the combined total of 40 first grade students in two

classrooms at Fairview Elementary School, 17 students, or 40%

of the students were served in the Reading Recovery program

during the 2008-2009 school year. The 2008-2009 school year

had an unusually low enrollment and one first grade teacher was

moved to second grade. Of the 17 students served, two students

moved before completing the program. Of the remaining 15

students, 12 students successfully discontinued from the program

(80%). This demonstrates a substantial improvement from last

year‘s discontinuing rate of 23.5%. Two students were

recommended to the RTI Team after completing the 20 week

program. One of the two students was referred for OT, Speech



and Language, and Special Education services.

Alt..Portfolio 2009 Only one student was eligible for an ALT. Portfolio:

1 student proficient or advanced in all areas.

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:

Fairview Elementary is a public school that is part of the Anderson County School System.

Fairview opened in 1908 housing grades 1-8. The original building was located on land acquired

by Jake Woliver. In 1997, the original building was dismantled and a new facility built on

adjacent property.

Fairview Elementary is a unique school designed to be responsive to the challenges of today‘s

elementary education program. The school was designed using concepts from widely varying

environments to produce a facility that could change and evolve with today‘s dynamic and

diverse educational programs while presenting the psychological stability so needed by young

students and the fiscal economy required by educational systems of today. The school is

organized to facilitate both ―way-finding‖ by young students and management by educational

staff. Separate drop-off canopies are provided for car and bus lines. Bright colors and landmark

spaces such as media centers and cafeterias mark corridor intersections and lend identity to

distinct areas of the building while corridors are arranged to eliminate blind spots and reduce the

number of staff persons required to monitor them. Staff and Grade 5 Safety Patrol Squads

facilitate dismissal of car riders each day.

The facility houses twenty-four classrooms and one workroom, four office areas, one

conference/planning room, a cafeteria, a multipurpose room/gymnasium with a stage, library,

computer classroom, kitchen and four storage areas. The main office area is well lighted and

central to the building, facing the front door. The full size gymnasium features a stage, high

impact school-pride graphics, and an integrated public address system. A climbing wall has been

installed for student use during physical activity classes. A lighted access walkway is provided

above corridors for future technology changes, with access to wiring, and HVAC without

disturbing classroom functions. Seamless chemical resistant flooring is used in all individual

classroom toilets to minimize maintenance and eliminate odor problems. Epoxy painted

concrete block is used throughout to minimize maintenance. All windows are double glazed


tinted glass and the roof is insulated to R28 to conserve energy. All classrooms feature in-room

storage for teaching materials, dry erase marker boards, and pre-wiring for computers. Each

classroom is equipped with a teacher‘s station computer and large screen monitor. Each grade

level shares a computer station with a projection unit. One unit is also available for teachers to

check out from the library. Digital cameras and video recorders are also available for teacher

check out from the library. These and other features mark Fairview Elementary School as a

facility designed today for the needs of tomorrow.

In order to ensure that our school is a safe place to attend and work, we adhere to policies

outlined in our Anderson County safety manual developed by our school system.

Our own school developed a plan, which details procedures for emergencies within our building.

A certified teacher is designated to be the contact for making sure that each staff member has an

updated copy of the manual (a red notebook).

Each teacher is required to review and practice the plan of procedures with the

students. This plan is reviewed each year with all teachers and staff.

The Plan includes procedures for: Crisis Management, Evacuation, Tornado or Severe

Weather, Death Management, Medical Emergency, Major Student Disruption, School Safety,

Preparedness Checklist. A Chain of Command is specified in the Plan.

Evacuation Procedures are posted on the wall in each classroom and other designated

areas. These plans and procedures are updated each year.

Fairview Elementary School is a public school located in the rural community of Heiskell in the

northeastern part of Anderson County. The school is in close proximity to Andersonville

Elementary and Norris Elementary. Our student population consists of students from those areas.

Within the community, there is one private school, Apostolic Christian School, Norris Middle

School, and Anderson County High School. An industrial park includes businesses such as

Clayton Homes, Carton Services, Advanced Auto Parts, and Formal which help to provide jobs

for the local citizens.

The total population of Heiskell is approximately 4,595 people. The median household income

for families in the Fairview community is $36,038.

The parents and guardians of Fairview Elementary students have little diversity.

The majority of our parents are European /white. Sixty-two percent of Fairview students come

from a dual parent home while only 38% live in a single parent home.

The academic level of achievement for the parents indicate that 42% are high school graduates ,

15% have attended vocational, 34% have completed or attended college, while 1% report an

advanced or higher level degree. Only 6% of the parents/ guardians did not complete high

school.

At Fairview Elementary, there is a variety of community involvement. Our PTO holds monthly

meetings with parents and staff. Fairview PTO is a part of funding at our school with activities

such as Fall Carnival, December Secret Santa Shop, Scholastic Spring and Fall Book Fair , and

the Run-Walk-a-Thon. Our parent volunteers also play a vital role in the school‘s success.

Parents assist the art teacher, conference and help fifth grade students in the writing process,


tutor at-risk children, read to and with children, prepare and assist with Science Fair, partner with

Grade 5 students for Junior Achievement, chaperone students on field trips, supply snacks for

school parties, and provide clothing for children and families in need. The PTO provides

breakfast and luncheons throughout the year for teachers and staff members during in-service

days. Parents are involved in the beautification and upkeep of our school grounds. Monies raised

by the PTO help provide needed items such as library books, computers, auditorium drapes and

playground equipment. The following community organizations provide Fairview Elementary

School with donations and services: Mount Pleasant Baptist Church, Dodson‘s Atlas Moving

Company, and Miller‘s Refrigeration Company.

An annual Title One Parent Meeting was held this year on August 20, 2009. On September 11,

2009 a committee of parents met and reviewed the school compact. All parents were given

copies of the Compact to be signed and returned on September 25, 2009. Signed copies of the

Compact are kept on file by each classroom teacher.

The Fairview Elementary Parent Involvement Plan was developed by a team of teachers and

parents. The plan is reviewed yearly by the SIP Team. The Parent Involvement Plan is available

to the public for review upon request from the school principal. A copy is kept in the school

library. In addition, a copy of the current School Involvement Plan will be posted by the

Computer Lab Facilitator on the school website.

The Fairview certified staff is comprised of one full time administrator and twenty-six full time

teachers. The classified staff is made up of three custodians, one secretary, four food service

staff, three educational assistants, and six special education assistants. Services are provided by

two physical therapists, four occupational therapists, one school psychologist, one

speech/language specialist, two fulltime Reading Recovery teachers, two autism teachers, one

CDC special education teacher and one full time Literacy Coach. One hundred percent of the

faculty is Highly Qualified with 20% having an ED.S, 20% having a Masters Degree, and 60%

having either a BS or a BA.

Experience levels of certified teachers is as follows:

32% have 0-5 years experience

27% have 6-20 years experience

41% have over 21 years experience

Administration actively strives to attract highly qualified teachers to join the FES staff as

openings become available. FES has a collaborative relationship with UTK, TTU, Roane State

and Pellissippi State providing interns, student teachers and possible teacher candidates

whenever possible.

Average class sizes and pupil-teacher ratios are as follows:

Kindergarten (2 classes) 24:1

First Grade (2 Classes) 21:1

Second Grade (2 Classes) 21:1

Third Grade (3 Classes) 16:1

Fourth Grade (2 Classes) 21:1

Fifth Grade (2 Classes) 21:1

The school year for students is 180 days. The school year for faculty is 200 days, which includes

in-service days, administrative days, and holidays. School hours are 7:25 AM until 2:25 PM. All

K-5 teachers have planning times of 5.25 hours per week.


Teachers are required to have at least two conferences per year with parents. Reading Recovery

Teachers have two conferences and three parent observations with each student during the 20-

week program. Teachers at this school have as many conferences as deemed necessary during

the school year. RTI team and designated teachers are in attendance at all the conferences for

RTI meetings, which are held weekly.

The per pupil expenditure of $8,347, which is right at the national average of $8345.

The total student population at Fairview Elementary for 2009-2010 is 296, which includes 17

Head Start per-school students. Demographics include:

100% of students are White

53% of the student body is female and 47% is male.

88% of students are on free or reduced lunch. Fairview is a School-wide Title One school.

In order to ensure a positive transition from preschool to kindergarten, Fairview kindergarten

teachers meet with parents and students for an early registration in the spring. In May, parents

can register their preschool child for the upcoming school year. Kindergarten teachers share daily

routines, procedures and curriculum with the parents and address concerns they may have.

Parents and students can visit classrooms and tour the school to become familiar with the

building and ease anxieties about school enrollment. The Keep Book program, paid for with

Title I funds, is another cooperative effort between Kindergarten teachers and parents. These

books are designed to reinforce and strengthen early reading behaviors. During the course of the

year, 32 different titles will be sent home for students to keep and enjoy a reading partnership

with a significant adult at home.

Students in grades K-5 participate in DRA Literacy Assessments and students in grades 3-5

participate in Tennessee Comprehensive Assessment Program (TCAP).Attendance rate is 95%

(2008) and promotion rate for 2008 was 99%. The percentage of students with special needs is

23% which includes Speech/Language services, two self-contained autism classrooms, a CDC

class, physical and occupational therapy, and a combination of inclusion and pull-out services.

Fairview Elementary School is in ―Good Standing‖ with SACS (July 20, 2009) and

NCLB. We look forward in continuing to serve our community with the same high standards that

have governed our school through the years.


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

TN State Report Card

School Safety Audit

Office Referral Logs Staff Development Survey

TVAAS (Value Added ) Alt Portfolio Assessment

School Climate Survey Attendance Rate (State Report Card)

DRA Literacy Assessments Promotion and Retention Rates(State

Report Card)

Reading recovery Annual Report from NDEC

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.

Fairview Elementary School utilizes multiple methods of assessment and analysis in

order to determine school-wide academic performance, student performance, academic

strengths and weaknesses, and develops target goals through a collaborative team process.

The FES administration and faculty collect and compile the standardized testing reports

provided by the State of Tennessee. The data is given to each grade level teacher for data

analysis and identification of subject strengths and weaknesses and target goals. Each

teacher assesses student standardized testing data to identify strengths and needs for each

individual student. The analysis of the three-year NCE average helps to establish each

child‘s performance. The teachers create and collect additional materials that are aligned

with the curriculum benchmarks in the Blue Print for Learning for use with students

needing remediation, interventions, and enrichment and share at grade level meetings. All

teachers have attended recent district-wide and school-wide professional development

sessions to learn about updates to state standards. Professional Development will be offered

to address the new standards and state assessments.

The RTI team meets weekly to discuss data collected on each student and to plan

interventions. Benchmark data, such as DRA benchmarks, Running Records, Reading

Recovery Observation Survey data, CIM Tier Two progress monitoring data and classroom

progress monitoring data are reviewed for individual students struggling to meet the

benchmarks as part of the RTI process.

Professional development time is provided for teachers to analyze State Report Card data.

The following analysis can be concluded as teachers and administrators review scores for

2009.

In Math, although FES exceeded the target goal of 86% proficient in all grades but grade 3,

FES (all grades) fell below the state and county CRT average scores in math.

78%Prof/Adv in Math Grade 3

88% Prof/Adv in Math Grade 4

91% Prof/Adv in Math Grade 5

In Reading/Language Arts/Writing, all grades at FES exceeded the target goal of 89%

proficient. In addition, all grades met or exceeded the state and county CRT average scores

in Reading/Language Arts.

95% Prof/Adv in Reading/Lang Arts Grade 3

96% Prof/Adv in Reading/Lang. Grade 4

96% Prof/Adv in Reading/Lang./Writing Grade 5

Grade 5 Writing Assessment : In 2009, 33 non-Special education-regular prompt students

were tested. 21% scored outstanding, 30% scored strong, and 42% scored competent. Ten

Special Education students had a regular prompt with accommodations. One Special

Education student did not have accommodations. Four scored competent. 41% of the white

students scored competent and 23% scored strong.


50% of the Economically disadvantaged students scored competent. There were no ELL

students.

Nineteen out of the twenty-six boys (73%) tested scored competent, strong, or outstanding.

Sixteen out of the eighteen girls tested (88%) scored competent, strong, or outstanding.

In Social Studies, Grade 3 exceeded both the state and the county average CRT scores.

However, both Grade 4 and Grade 5 fell slightly behind both the county and the state

average CRT scores.

88% Prof/Adv in Social Studies in Grade 3

82% Prof/Adv in Social Studies in Grade 4

80 % Prof/Adv in Social Studies in Grade 5

In science, Grade 3 significantly exceeded both the state and the county average CRT

scores. In Grade 5, students exceeded the state average CRT score, but did not meet or

exceed the county average CRT score in science. In science for Grade 4, average CRT

scores for both state and county were not met.

92% Prof/Adv in Science in Grade 3



Only one student was given the Alt. Portfolio and the student scored proficient or advanced

in all areas.

In Special Education, Grade 5 Reading/Language Arts 82% of students were proficient. In

Grade 5 Math, 64% of the special education students were proficient. In Grade 5 science

and social studies, 45% of students in Special education scored proficient. In Grade 4

Reading/Language Arts, nine special education students were non-proficient. In Grade 4

math, nine special education students were non-proficient. In Grade 4 science and social

studies, nine special education students were non-proficient. In Grade 3 Reading/Language

Arts, 90% of the special education students were proficient. In Grade 3 math, 60% of the

especial education students were proficient. In science and social studies, 90% of the special

education students were proficient in science and 80% were proficient in social studies.

In reviewing the 2009 Value Added scores, the following findings were discussed.

Grade 5 met or exceeded state growth standards in Math, Reading, Language Arts, Science,

and Social Studies. Grade 4 fell below the state growth standard in Math by more than 2

standard errors. Grade 4 fell below the state growth standard in Reading/Language Arts by

1 or less standard error. In grade 4 Science and Social Studies, students fell below the state

growth standard by more than 2 standard errors.

The School Climate Survey in 2007 indicated a perceived lack of respect for self and others.

A current School Climate Survey will be given in Spring 2009 and results will be analyzed

for the upcoming year by the SIP Teams. A review of the data will be included in

subsequent revisions of this document. Teacher observations have indicated in the past a

concern about student bullying as indicated by the FES student office referrals for 2006-

2007. There were ten office referrals in 2007 for being discourteous or disrespectful to

peers. In 2008, the number of Office Referrals for bullying dropped to only 2 referrals. In


2007 and 2008, all staff participated in staff development regarding bullying. A student

survey on bullying was given by the School Counselor to a random sample of students in

grades 2-5 mid-year, 2008. Results indicate that 66% of the students felt that they were

never or seldom bullied at school. Forty percent of the students felt that they were never or

seldom ―put-down‖ verbally or felt left out. Most students indicated on the survey that they

felt safe enough at school to tell an adult if they were being bullied. Areas of concern, as

indicated on the survey, appear to be safety on the playground and on the school bus. A

committee will be formed to review all responses and the results will be shared at a staff

meeting. The committee will present findings to the SIP Leadership team for review. The

school principal will review the survey results and an improvement plan will be developed

by the committee.

The School Safety Audit is conducted by Anderson County Central Office. Data remains

the same as last year because it has not been updated through Central Office at this time.

FES also reviewed the physical fitness, health and well-being of the students. All Grade 2

and 4 students are tested on a mile run. The county has set a benchmark of 50% or above as

proficient. Of the 38 students tested in Grade 2 in 2007, 19 were below the 50% benchmark

and 19 were below 20%. In Grade 4, 37 students were tested, 17 students were below 50%

and 17 were below 30%. This data indicates the need for increased physical activity for our

students. According to the Blue Cross Walking Works for Schools program, every class

needs an additional 10 minutes or walking each day. On the BMI distribution in 2007, 37%

of our students in grades 2 and 4 are overweight or at risk of being overweight. The Mile

Run and BMI distribution data will be gathered in Fall 2008 and results will be included in

revisions.

For FES in the fall of 2008, 2% of our K, 2, 4 students are underweight, 17% are at risk and

23% of our kids in grades K, 2, 4 are overweight (which is down from 2007). Only 58% are

of healthy weight. We are about average for the county.

T Two reading Recovery teachers provide one-to-one tutoring support in Reading and Writing.

S small group support is also provided in small groups for Kindergarten and Grade 2. Both

Re Reading Recovery teachers, as well as the Literacy Coach were trained in CIM this year

and provide Tier Two Interventions and progress monitoring for RTI. According to the Annual

Reading Recovery NDEC 2009 Report, 17 students were served by two Reading Recovery

teachers. Nine boys and eight girls were served. 100% of the students were white, non Hispanic.

60% of the Reading Recovery students were classified as Economically Disadvantaged. 80% of

the students were successfully discontinued. One student was placed in Special Education. Five

out of 17 students (29%) received Speech and Language services from the Speech/Language

teacher in small group instruction. One student that was recommended was placed in Special

Education resource and one student is currently in the RTI process. Of the 17 students served,

no students will be retained in Grade 1 due to overall lack of academic progress. However, one

student was considered for retention.

Eight students were recommended for continued small group support. By year end, only

four continued to require additional support for reading. The importance of early

intervention in grades K-2 and strong early literacy skills is an important strength at FES.


Strengths

Teachers are able to analysis data, discuss interventions and share resources to maximize

student achievement. An additional strength is the weekly RTI meetings where data is

analyzed by stakeholders and the needs of each individual student are addressed.

Professionals such as the speech and language therapist, sped teacher, literacy professionals,

administrators, parents and classroom teachers meet collaboratively to analyze progress

monitoring data.

Extra classroom support given in grades K-2 by the Literacy Coach and Reading Recovery

teachers is strength. Early intervention is a major emphasis at FES.

The county also provides in-service training for teachers to review changes in the standards

and state assessments.

All teachers have viewed the bullying and diversity professional development training on

the Safe Schools website.

Book studies and workshops have been provided for staff on diversity and working with

children of poverty, to provide teachers with a more in-depth understanding of student

needs.

There is a strong alliance between the FES staff and PTO. Several members of the FES staff

are board members of the PTO. The PTO discusses monthly the needs of students at FES.

A Parent Involvement Plan is updated and posted on the school website. The Parent

Compact is reviewed at the annual Title I parent meeting.

Our school wide program ensures that state and federal programs are consolidated and

integrated into our school wide plan. The following programs include: Head Start, Special

Education, Title I, RTI, After School Care, Speech/Language Services, Free and Reduced

Lunch, OT/PT, and BEP funding, and technology funding.

A full time technology instructor is available to work with groups of students and classroom

teachers to integrate technology into the curriculum and to extend lessons. Teachers are able

to sign up for additional technology lab time and to conference with the technology

instructor to enhance classroom activities. Beginning in the fall of 2008, the technology

instructor will send out a weekly email with pertinent websites to help teachers integrate

technology into the content areas, especially in math and social studies.

To address bullying, Grade 5 Safety Patrol was expanded in order to provide positive role

models for younger students and to enlist ownership on behalf of our student body.

Professional development was provided for all staff on dealing with bullying. In 2008, only

2 Office Referrals were made for student bullying.

Professional development plays a key role at Fairview Elementary School. According to the

Teacher Professional Development Questionnaire, 100% of the teacher had at least one

professional development activity. 52% of the teachers participated in 7 or more

professional development activities. 30% participated in 5-6 activities. 61% of the teachers


participated in a training program or institute lasting more than one day in total time. 57%

of the teachers were coached or mentored by another teacher and 57% of the teachers

reported being coached or mentored by a specialist, administrator, or expert other than a

peer. The questionnaire reflected that 96% of the teachers felt that the professional

development activities improved their knowledge of the academic subjects taught. 91% felt

that the professional development activities were part of a school wide or district wide

improvement plan. 90% of the teachers felt that the professional development activities

were aligned with state standards or state assessments.

.

Needs

One of the needs at FES is additional time for RTI planning and preparation. Additional

personnel are needed to collect and compile progress monitoring data. Available trained

personnel needed to provide interventions for students in the RTI process are limited.

Further clarification as to procedures for RTI is needed.

Classroom teachers find it difficult to squeeze an additional ten minutes into the academic

day for walking. There is a need for parents and staff to be educated as to the need for

walking daily (even with young children) to reduce the risk of obesity.

Additional professional development workshops and discussions are needed to address the

need to make additional gains with advanced students in the upper grades. There is a need to

explore additional technology programs and applications that are still age appropriate,

which would extend the learning of higher level students in core areas. Scheduling may

need to be reviewed and alternative plans may need to be investigated in the upper grades so

as to maximize instructional time.

According to the Teacher Professional Development Questionnaire several areas in need of

improvement included: 83% felt that more training was needed to help teachers effectively

use technology in the classroom to improve instruction and learning. More professional

development opportunities need to be held with teachers at the school level. Only 39% of

the teachers felt that professional development was designed to increase the success of

teachers providing instruction to limited English Proficient students. Although there is little

diversity at FES and no ELL students currently enrolled, this is an area that may reflect a

change in demographics in the future. Only 60% of the staff felt that professional

development was provided in ways of working more effectively with parents. Teachers

expressed a desire to have additional training and discussions in this area, similar to the

Ruby Paine book study done at the school in the summer of 2008.


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 According to the 2009 TN Report Card data, 99% of all students at FES are white. 50 % of the

students are classified as Economically Disadvantaged. 49% of the student body is female and

51% is male. The percentage of students receiving Special Education services in 2008-2009 was

24%. 21 students receive Resource services which include a combination of inclusion and small

group pull-out. Students include SLD, Autism students, and Other Health Impaired. In addition,

students are enrolled in a self-contained CDC class and students are enrolled in a self-contained

Autism Class and students are enrolled in the Pre-School Autism class. In the Fall of 2008 a

second self-contained Autism class for pre-schoolers with 1 teacher and two paraprofessionals

was added. 56 students are currently receiving Speech and language services provided by one

Speech/Language therapist. FES does not currently have any ELL students being served.

Attendance rate for 2009 was 95.8 %, while the state goal is 93%.

Promotion/retention rate is 100 % and the state promotion rate is 97%.

In Special Education, 100% of the students were test in Math and Reading/Language Arts (one

student was given the TCAP ALT. Portfolio).

In Math, although FES exceeded the target goal of 86% proficient in all grades but grade 3, FES

(all grades) fell below the state and county CRT average scores in math.

According to the 2009 TCAP data, 78% of the students were Prof/Adv in Grade 3 (below the

target goal of 86%). Grade 3 math scores also fell below state (88% proficient) and county (87%

proficient) average CRT scores. Fewer FES students scored advanced and about 10% more

students scored non-proficient than the state average. 60% of the special education students

scored proficient in Grade 3 math. 78% of students that were proficient were white and 74%

were classified as economically disadvantaged. About 6% fewer girls were proficient than boys.

Weakest areas in math for Grade 3 seemed to be in Geometry and computation.

Although Grade 4 FES Math (88% Proficient/Advanced) met the target goal of 86% proficient,

and met the county average(88%), FES was slightly behind state(90%) scores. 88% were

Prof/Adv. About 10% more of the females scored proficient than the males in Grade 4. All of the

88% proficient students were white and 85% were classified as economically disadvantaged.

Nine fourth grade students in special education were not proficient in math. Scores were weaker

in the areas of geometry and computation. Stronger scores were evident in algebraic thinking and

measurement.

Although Grade 5 met the target goal (86% proficient) in math, FES did not meet the county

(93% proficient) or state (95% proficient) CRT average scores in math for Grade 5. 91% of the

students were Proficient or Advanced in Math Grade 5. However, of the 91% Proficient or

advanced, 78% scored advanced. Although Grade 5 at FES had about 20% more students scoring


Report Card Data Disaggregation in the advanced group than the state or the county, FES had more students scoring in the below

proficient level than the state or the county. All of the students scoring proficient were white.

83% were classified as economically disadvantaged. 7% more girls scored proficient than boys.

64% of the special education students scored proficient. Grade 5 students in math at FES scored

slightly higher in computation. Otherwise, scores were fairly balanced across the board.

In Reading/Language Arts/Writing, all grades at FES exceeded the target goal of 89% proficient.

In addition, all grades met or exceeded the state and county CRT average scores in

Reading/Language Arts.

In Reading/Language Arts, the 2009 data indicates that 95% of the students were Prof/Adv in

Grade 3. Scores in Grade 3 exceeded the county (92% proficient) and state (90% proficient)

average CRT scores. Although at FES in Grade 3 there were significantly fewer students scoring

below proficient, there were also fewer students scoring advanced in Grade 3. Areas in

grammar/writing indicated slightly lower scores. 90% of the students in special education in

Grade 3 scored proficient. One hundred percent of the boys and 90% of the girls were proficient.

All 95% proficient students were white. 89% were classified as economically disadvantaged.

In Grade 4 Reading/Language Arts, 96% of the students were Proficient or Advanced. Grade 4 at

FES scored significantly higher than both the state (90%) and the county (92%) CRT averages.

Fewer students in Grade 4 at FES scored below proficient than state or county scores. One

hundred percent of the females scored proficient. All proficient students were white and 90%

were classified as economically disadvantaged. Nine special education students in Grade 4 were

not proficient in Reading/Language Arts.

Students in Grade 5 at FES scored higher than the state average (95% proficient) but slightly less

than the county average of 97% proficient. 96% of the students were Proficient or Advanced in

Grade 5. 82% of the especial education students in grade 5 were proficient in Reading/Language

Arts. All proficient students were white and 92% of the students were classified as economically

disadvantaged. One hundred percent of the females were proficient or advanced. Lowest scores

appeared to be in Writing/Organization.

Grade 5 Writing Assessment. In 2009, 33 non-Special education-regular prompt students were

tested. 21% scored outstanding, 30% scored strong, and 42% scored competent. Ten Special

Education students had a regular prompt with accommodations. One Special Education student

did not have accommodations. Four scored competent. 41% of the white students scored

competent and 23% scored strong.

50% of the Economically disadvantaged students scored competent. There were no ELL

students.

Nineteen out of the 26 boys (73%) tested scored competent, strong, or outstanding. Sixteen out

of the 18 girls tested (88%) scored competent, strong, or outstanding.

In Social Studies, Grade 3 exceeded both the state and the county average CRT scores. However,

both Grade 4 and Grade 5 fell slightly behind both the county and the state average CRT scores.

In Social Studies for 2009, 88%of the students in Grade 3 were Proficient or Advanced. Grade 3

at FES scored significantly higher in social studies than the state (80% proficient) and the county

(82%). 80% of the special education students in Grade 3 were proficient. All proficient students

were white and 79% were classified as economically disadvantaged. More males were proficient


Report Card Data Disaggregation (100%) than females (75%) in social studies in Grade 3. Highest scores were in physical

geography and the lowest scores for Grade 3 social studies were in economics.

In Grade 4 in social studies, 82% of the students were Proficient or Advanced. This was slightly

behind the state average (84% proficient) and the county average (85% proficient). All students

scoring proficient were white. 74% were classified as economically disadvantaged. More

females were proficient than males in Grade 4. In Grade 4 social studies, fewer students scored

in the advanced category and more students scored below proficient than the state or county.

Nine students in special education scored below proficient. Scores in social studies for Grade 4

appeared to be stronger in economics. Weakest scores were in governance and civics.

In Grade 5 social studies, 80% of the students were Proficient or Advanced. This score was

slightly behind both the state (82% proficient) average and the county (83% proficient) average.

All proficient students were white. 71% were classified as economically disadvantaged. 45% of

the special education students in grade 5 were proficient in social studies. A higher percentage of

the females (89%) were proficient or advanced as compared to the males (73%) in grade 5.

Slightly higher scores were found in U.S. History 1890-present and economics.

In science, Grade 3 significantly exceeded both the state and the county average CRT scores. In

Grade 5, students exceeded the state average CRT score, but did not meet or exceed the county

average CRT score in science. In science for Grade 4, average CRT scores for both state and

county were not met.

For science 2009 data indicates 92% of the students were Proficient or Advanced in Grade 3.

This significantly exceeded both the state (81% proficient) and the county (84% proficient)

scores. 90% of the special education students in Grade 3 were proficient in science. All

proficient students were white. 84% of the students were classified as economically

disadvantaged. One hundred percent of the males were proficient or advanced and 85% of the

girls. Scores were highest in the category Matter. Scores were lowest in the area of Life

Cycles/Biological Change.

In science for Grade 4, average CRT scores for both state (82% proficient) and county (86%

proficient) were not met. In Grade 4, 77% of the students were Proficient or Advanced. All

proficient students were white. 84% were classified as economically disadvantaged. Only 59% of

the boys were proficient or advanced as compared to 91% of the girls in Grade 4. Nine students

in special education were below proficient in Grade 4. Scores were strongest in Life

Cycles/Biological Change and lowest in Ecology.

In Grade 5, students exceeded the state average CRT score (81% Proficient), but did not meet or

exceed the county average CRT score (85% Proficient) in science. In Grade 5, 82% of the

students scored Proficient or Advanced in science. 45% of the special education students in

Grade 5 scored Proficient. All Proficient or Advanced students were white. 75% of the students

were classified as economically disadvantaged. Slightly fewer boys were Proficient or Advanced

than girls (77% compared to 89% of the girls). Lowest scores for Grade 5 were in the areas of

Life Cycles/Biological Change. The highest scores appear to be in Structure and Function of

Organisms.

No other race/ethnicity areas were represented at FES in 2009. There were no ELL students at

FES in 2009.


Report Card Data Disaggregation

TVAAS Scores at Fairview Elementary School in the areas of Reading/Language Arts for fourth

grade displayed the three year mean NCE gain in 2009 was -1.2. Although the 3 yr.avg. NCE

Gain was -1.2; it was below the state mean NCE gain of 3.2. The gain was below the growth

standard by less than 1 standard error. The fifth grade showed mean NCE gain of 7.4 and the

three year average NCE gain of 7.4, which was higher than both the state and the growth

standard of 3.2. A conclusion can be made based on this data that the fifth grade students‘

performance exceeded the required standard. However, fourth grade performance is in need of

continued improvement.

In the area of mathematics, the students in grade went from a -13.7 in 2008 to -4.3 in 2009.The

average NCE gain for grade 4 mathematics was -4.5, indicating a need of additional

improvement.. The 3 yr.avg. NCE growth standard was 3.1. In Grade 5, the 2009 mean NCE

gain was 14.7. The mean NCE gain for Grade 5 math in 2008 was12.2. The 3 yr. NCE average

gain for Grade 5 math is 10.8 and exceeds the growth standard of 3.1. The lowest students made

the least amount of gain in math. The most gains were made in Grade 5 math among the highest

and middle groups of students.

In Science the 2009 NCE mean gain for grade 4 was -5.4. The 3 year average NCE gain was -

1.5, below the growth standard of 2.1 and the state mean NCE of 2.4. In grade 5 the 2009 mean

NCE gain was 4.8 and the 3 year average NCE gain was 5.7, above the growth standard and the

state mean by more than one standard error. In Science the lowest students made the least

amount of gains in grade 5. In grade 4 the highest students showed the least amount of gain..

Girls scored higher in science in grade 4 and 5. However, boys scored higher in science in grade

3.

In Social Studies the 2009 NCE mean gain for grade 4 was -7.4. The 3 year average NCE gain

was -4.5, below the growth standard of -1.0 and the state mean NCE of -.8. In grade 5 the 2009

mean NCE gain was 2.8 and the 3 year NCE average gain was 2.5, higher than the growth

standard of 2.0. In social studies the lowest students made the least amount of gains. Girls

scored higher in social studies in grades 4 and 5. However, boys scored higher in Social studies

in grade 3.


TEMPLATE 1.7: Narrative Synthesis of All Data

Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to

give the big picture.

TEMPLATE 1.7: Narrative Synthesis of All Data

(Rubric Indicator 1.7)

Narrative Synthesis of Data

Desegregation of the quantitative data provided by the TVAAS reported by gain, content, and

grade has been analyzed.

Fairview Elementary has met all federal benchmarks and made adequate yearly progress

(AYP) for the reported sub-groups. The 2006 School Report Card reports FES as a Safe School

in Good Standing. Fairview Elementary School has identified from the comprehensive academic

and non-academic data analysis that our strengths include a strong academic program with a

100% promotion rate and a 96 % attendance rate. Analysis of the TVAAS 3-year average score

indicates that:

Academic Assessments for TCAP tests are administered to 3rd, 4th, and 5th grade students. The

number of students scoring proficient or advanced in each subgroup exceeds or meets the target

in all areas and all grades except, Grade 3 Math. Grade 3 demonstrated strengths in

reading/language arts, social studies and science but a need in Math.

Grade 4 demonstrated some improvement in reading/language arts and math but a need in

science and social studies. An improvement was noted in Grade 4 math, but more improvement

is needed. In grade 4 the lowest students, including special education students, made the least

amount of gains except in science. In science the highest students made the least amount of gain

for grade 4.

Grade 5 demonstrated a strength in the number of students scoring advanced (78%) in math.

However, the lowest students made the least amount of gain, especially students in special

education. Although 78% of the students scored advanced, (91% scored proficient or advanced)

the overall percentage of students scoring Proficient or Advanced was behind the state and

county average. Reading/Language Arts/Writing appear to be a strength. Science and social

studies appear to be slightly behind state and county averages scores for Grade 5.

The DRA benchmark is given to every grade level to monitor progress three times each year.

Analysis of the DRA Spring 2009 benchmark as reported by the FES Literacy Coach:

Spring/2009

Kindergarten: 87% proficient 13% non-proficient

Grade 1: 74 % proficient 26% non-proficient

Grade 2: 83 % proficient 17% non-proficient

Grade3: 98 % proficient 2% non-proficient



The assessments do not include special education students who are not in the classroom for the

Core.

Extra support given in grades K-2 by the Literacy Coach and Reading Recovery teachers is a



strength. The number of students not meeting the DRA benchmarks in all grades shows a

significant decline from kindergarten to grade 5. In grades 3, 4 and 5 the number of students

proficient on the DRA has reached 98-100%.Students not meeting the DRA benchmarks will be

referred to the RTI team and CIM intervention plans will be created for individual students to

be provided in small groups by trained CIM specialists. Progress will be monitored by

classroom teachers and the CIM tier II specialists and reported back to the RTI team.

FES has a HeadStart Program with 17 students. FES does not have the Governor‘s Pre-K

Program based here at the school. As reported by the Kindergarten teachers, 30% of the current

students in the Kindergarten population here at FES have had some previous Pre-K school

experience. (Based on an informal survey conducted with the Kindergarten teachers.)

Only one student was given the Alt. Portfolio and the student was proficient or advanced in all

areas.

The Parent School Climate Survey indicated a perceived lack of respect for self and others. An

updated Parent School Climate Survey will be given in the winter of 2010. Results will be

analyzed in subsequent revisions of this document.

FES also reviewed the physical fitness, health and well-being of the students. All Grade 2 and 4

students are tested on a mile run. The county has set a benchmark of 50% or above as proficient.

In Grade 2 in 2009, 50% of the girls and 50% of the boys met the 50% or above benchmark on

the mile run. In Grade 4 in 2009, 71% of the girls and 43% of the boys met the 50% or above

benchmark on the mile run. Totals for FES indicated that 59% of the girls and 46% of the boys

met the 50% benchmark on the mile run. This data indicates the need for continued physical

activity for our students. According to the Blue Cross Walking Works for Schools program,

every class needs an additional 10 minutes or walking each day. For FES in the fall of 2008, 2%

of our K, 2, 4 students are underweight, 17% are at risk and 23% of our kids in grades K, 2, 4 are

overweight (which is down from 2007). Only 58% are of healthy weight. We are about average

for the county.

Professional development plays a key role at Fairview Elementary School. According to the

Teacher Professional Development Questionnaire, 100% of the teacher had at least one

professional development activity. 52% of the teachers participated in 7 or more professional

development activities. 30% participated in 5-6 activities. 61% of the teachers participated in a

training program or institute lasting more than one day in total time. 57% of the teachers were

coached or mentored by another teacher and 57% of the teachers reported being coached or

mentored by a specialist, administrator, or expert other than a peer. The questionnaire reflected

that 96% of the teachers felt that the professional development activities improved their

knowledge of the academic subjects taught. 91% felt that the professional development activities

were part of a school wide or district wide improvement plan. 90% of the teachers felt that the

professional development activities were aligned with state standards or state assessments.

According to the questionnaire several areas in need of improvement included: 83% felt that

more training was needed to help teachers effectively use technology in the classroom to

improve instruction and learning. Only 39% of the teachers felt that professional development



was designed to increase the success of teachers providing instruction to limited English

Proficient students. Only 60% of the staff felt that professional development was provided in

ways of working more effectively with parents. However, after reviewing the results of this

questionnaire, the administration at FES met with a committee of teachers to provide a workshop

and book study on working with children and families of poverty. A book study on Ruby Paine‘s

Understanding Poverty was held during the summer of 2008 for all staff at FES.

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


Prioritized List of Goal Targets

1. By the end of the 2010 school year grade 4 students will reflect a gain from -4.3 to 1.0 in

math. Value added 3 year gains for grade 4 will improve from -4.5 to 3.3 to meet the

projected state growth standard. All students in Grade 3-5 will meet or exceed the 86%

target level for proficient or advanced in math. All special education students will meet

the targeted goal with appropriate accommodations.

2. By the end of the 2011 school year all grade 4 and 5 will increase scores by 3% on the

social studies component of the TCAP. All special education students will meet the

targeted goal with appropriate accommodations. Grade 4 will improve from 82%

proficient or advanced to 85% proficient or advanced (meeting the county average).

Grade 5 will improve for 65% proficient or advanced to 83% proficient or advanced

(meeting county and state levels.)

3. By the end of the 2010 school year 4th

grade science will increase percentage of

proficient and advanced students by 5% from 77% to 82% proficient and advanced. All

students in each subgroup will meet standard growth mean gain. Enrichment activities

will be offered to students in the highest group.


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

The faculty and staff at Fairview Elementary School believe:

The learning environment must be safe, stimulating and nurturing.

Each student is a valued individual with unique physical, social, emotional and

intellectual needs.

A student‘s self-esteem is enhanced by positive relationships and mutual respect among

and between students and staff.

All students are given the opportunity to learn and to develop his/her strengths and talents

to meet the high expectations which are held for all students.

The community, parents, teachers, and students share in the responsibility for developing

productive citizens.

Students learn in different ways and should be provided with a variety of instructional

approaches to support their learning.

All students will have instruction based on performance data, driven by research-based

practices.

Student academic achievement is assessed in a variety of ways based on individual

learning styles.

Students are given opportunities to develop appreciation for and tolerance of individual

differences and beliefs through a variety of activities.

Students are encouraged to exhibit a healthy balance of mind and body through a

program of fitness, involvement in the arts, and the use of technology.

All school policies and procedures are developed to focus on the safety and academic

success of all students, in accordance with the school‘s goals for learning.


Common Mission

Fairview Elementary School, in partnership with the parents and community, will provide a

positive, challenging, and disciplined learning environment where students will be motivated to

participate in activities that will give them the necessary skills to become responsible, self-

directed adults who are able to compete in the world while meeting and exceeding state

performance goals.

Shared Vision

Fairview Elementary School will be an academic environment where students are cared for and

challenged to succeed to their fullest potential in academic and social areas while using an

integrated curriculum that includes technology, hands-on experiences, and other resources. We

intend to teach, motivate, and inspire our students to reach the highest level of achievement and

encourage them to strive for excellence.


TEMPLATE 3.1.a: Curricular Practices

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

Current Curricular

Practices TN State

Standards (identify practice)

Curriculum

Mapping (identify practice)

Balanced

Literacy and

Benchmarks

(identify practice)

Reading

Recovery

(identify practice) Math

(identify practice)

Social

Studies/

Science (identify practice)

Special

Programs (identify practice)

Evidence of Practice (State

in definitive/tangible terms)

Blue Print

for Learning

Review of

the new

standards

Grades K-5

district-wide

are assessed

3 times per

year, using

DRA

Literacy

assessments

Balanced

Literacy is

implemente

d

throughout

Fairview

Elementary.

McGraw

Hill basal

series

Leveled

readers

Treasures

Intervention

Marie

Clay‘s

Observation

Survey

given

bottom third

of incoming

first grade

students

(based on

teacher

recommend

ation and K

literacy

assessments

) and again

at

completion

of the

program

Follow up

monitoring

at the

beginning

Hands-On

Math

manipulativ

es Harcourt

Brace Saxon

Math

Integration

of science

and social

studies in

art, music,

and library.

A new

Social

Studies

textbook has

been

adopted this

year

Harcourt

Brace). In

science the

county

textbook is

McMillan

and

supplemente

d by Scott

Foresman.

Science/Art

Lab,

Reading

Recovery,

special area

classes,

teachers‘

assistants,

math

acceleration,

Junior

Achievemen

t, Scholars

Bowl, 4-H,

Safety

Patrol,

Clover

Bowl, music

and

movement

program,

Special

Education

Autism


and end of

school year

with all

former RR

students

New

nonfiction

trade books

have been

purchased

and added

to the

bookroom

to correlate

with topics

taught in

each grade

level from

the TN

Blueprint

for

Learning.

Grades 3-5

participate

in the

annual

science fair.

Grade 5

conducts an

annual

electricity

fair. A

wetlands

environment

is being

designed

and created

for authentic

classes


learning

experiences

for all

students.

Character

actors

performing

historical

skits offer

enrichment

activities to

our social

studies

curriculum.

Is the current practice

research-based?

Yes,

NCREL,

The Center

for Research

in

Educational

Policy State

of TN

Center of

Excellence.

Yes

The Center

for Research

in

Educational

Policy State

of TN

Center of

Excellence.

Yes

National

Reading

Panel

report,

What Works

Clearinghou

se.

Yes

What Works

Clearinghou

se,

NDEC

Yes

Scientific

Research

Base for

Saxon Math

K-12

Foundationa

l Research

and Efficacy

Studies,

What Works

Clearinghou

se

Materials

listed on the

state

approved

textbook

adoption list

Yes

NCREL

What Works

Clearinghou

se

Yes


Is it a principle & practice

of high-performing schools?

Yes.

One of 9

characteristi

cs of high

performing

schools—

Curriculum,

instruction,

and

assessments

aligned with

state

standards.

Yes.

Two of 9

characteristi

cs of high

performing

schools—

Clear and

shared

focus.

High levels

of

collaboratio

n and

communicat

ion.

Yes.

Two of 9

characteristi

cs of high

performing

schools—

Frequent

monitoring

of learning

and

teaching.

High

standards

and

expectations

for all

students.

Yes.

Two of 9

characteristi

cs of high

performing

schools—

Frequent

monitoring

of learning

and

teaching.

Focused

professional

developmen

t.

Yes.

One of 9

characteristi

cs of high

performing

schools—

Curriculum,

instruction,

and

assessments

aligned with

state

standards.

Yes.

One of 9

characteristi

cs of high

performing

schools—

Curriculum,

instruction,

and

assessments

aligned with

state

standards.

Yes.

Three of 9

characteristi

cs of high

performing

schools—

High levels

of

collaboratio

n and

communicat

ion.

A

supportive

learning

environment

.

High levels

of parent

and

community

involvement

.

Has the current practice

been effective or

ineffective?

Effective Effective Effective Effective

but has been

previously

under-

implemente

d at FES

Effective Effective Effective

What data source(s) do you

have that support your

answer? (identify all

applicable sources)

TCAP

Assessment

Scores

2008 AYP

TCAP

Assessment

Scores

2008 AYP

TCAP

Assessment

Scores

2008 AYP

NDEC data

DRA

assessments

TCAP

TCAP

Assessment

Scores

2008 AYP

TCAP

Assessment

Scores

2008 AYP

TCAP

Assessment

Scores

2008 AYP


Report

Literacy

Assessment

Scores

Report

Cards

Report

Literacy

Assessment

Scores

Report

Cards

Report

Literacy

Assessment

Scores

Report

Cards

scores

2007 AYP

Report

Report

Report

Cards

Report

Report

Cards

Report

Report

Cards

School

Climate

Survey, and

TCAP-Alt

Assessment

Evidence of effectiveness or

ineffectiveness (State in

terms of quantifiable

improvement)

FES has

made AYP

in all

subgroups

by aligning

the

curriculum

with the

state

standards

and the

following

the TN

Blueprint

Learning

DRA

Midyear

Data:

K: 33%

proficient

27%

nonproficie

nt

Grade 1:

FES has

made AYP

in all

subgroups

by aligning

the

curriculum

with the

state

standards

and the

following

the TN

Blueprint

Learning

DRA

Midyear

Data:

K: 33%

proficient

27%

nonproficie

nt

Grade 1:

FES has

made AYP

in all

subgroups

by aligning

the

curriculum

with the

state

standards

and the

following

the TN

Blueprint

Learning

In math

80% of

special

needs

students

were

proficient or

advanced

(State Avg.

IN 2006-

2007 with

only one RR

teacher,

19% grade 1

students

served

10%

discontinue

d but 30%

did not

finish the

program in

20 weeks

For 2007-

2008 there

will be one

trained

teacher and

one teacher

in training

to serve the

lowest 28%)

93%

Prof/Adv in

Math

Grade 4

94%

Prof/Adv in

Math

Grade 5

97%

Prof/Adv in

Math

Grade 3

91%

Prof/Adv in

Social

Studies in

Grade 3

90%

Prof/Adv in

Social

Studies in

Grade 4

90%

Prof/Adv in

Social

Studies in

Grade 5

94%

Prof/Adv in

Science in

Grade 3

90%

Prof/Adv in

Science

Grade 4

90%

Reading

Recovery

10%

completed a

successful

program.

30% did not

complete

full 20 week

program.

Special

Education

has made

AYP for the

school.


73%

proficient

27%

nonproficie

nt

Grade 2:

60%

proficient

40%

nonproficie

nt

Grade 3:

61%

proficient

39%

nonproficie

nt

Grade 4:

80%

proficient

20%

nonproficie

nt

Grade 5:

75%

proficient

24%

nonproficie

nt

73%

proficient

27%

nonproficie

nt

Grade 2:

60%

proficient

40%

nonproficie

nt

Grade 3:

61%

proficient

39%

nonproficie

nt

Grade 4:

80%

proficient

20%

nonproficie

nt

Grade 5:

75%

proficient

24%

nonproficie

nt

58%) In

reading and

lang. arts

84% of

special

needs

students

were

proficient or

advanced

(State avg.

68%)

DRA

Midyear

Data:

K: 33%

proficient

27%

nonproficie

nt

Grade 1:

73%

proficient

27%

nonproficie

nt

Grade 2:

60%

proficient

40%

nonproficie

nt

Prof/Adv in

Science in

Grade 5


Grade 3:

61%

proficient

39%

nonproficie

nt

Grade 4:

80%

proficient

20%

nonproficie

nt

Grade 5:

75%

proficient

24%

nonproficie

nt

Evidence of equitable

school support for this

practice

All teachers

have

county-wide

professional

training

Implement

standards in

classroom

instruction

All teachers

are

evaluated

according to

Teacher

participation

in

professional

developmen

t activities

district wide

and site

based

Maps are

reviewed

and updated

throughout

Full time

Balanced

Literacy

Coach to

provide

training and

best

practices in

Balanced

Literacy.

School has a

book room

for all

Every K and

Grade 1

teacher

ranks her

students and

meets with

RR teacher.

The RR

teacher

administers

the

Observation

Survey to

Technology

has made

available

online math

resources

and

activities for

all

classroom

teachers.

All students

in grades 3-

5 are

required to

participate

in the

Science

Fair. All

students will

have access

to the

wetlands

environment

Extended

contracts are

offered to

teachers for

Scholar‘s

Bowl,

Safety

Patrol,

Spelling

Bee,

Science

Fair, Music

and


the TN

Professional

Growth

Framework

the year. teachers. All

teachers are

able to

observe best

practices in

Balanced

Literacy at

Grand Oaks

Elem.

Regional

Professional

Developme

nt Center

every

student

ranked in

the bottom

third of the

incoming

Grade 1

class. A

meeting is

held with

the district

teacher

leader to

select the 4

lowest

students.

This process

occurs twice

each year.

All students

are eligible,

including

ELL and

Sped.

Movement.

A part-time

art teacher

was added

this year. A

second

Reading

Recovery

teacher was

added this

year. Parent

volunteers

and

community

members

worked with

students this

year in

Junior

Achievemen

t activities

and the

Science

Fair.

Next Step (changes or

continuations)

TN

Curriculum

Standards,

Blue Print

for Learning

will

continue to

guide

instruction

All teachers

are currently

updating

curriculum

maps and

adding

resources

and lesson

plans

The

Literacy

Coach will

be working

in one

primary

grade

(Grade 2)

and one

Two

Reading

Recovery

teachers will

continue to

provide

instruction

to the

lowest

Math

workshops

will be held

throughout

the year for

all teachers.

Professional

Developme

nt will be

held to help

teachers

integrate

content

areas of

science and

Related arts,

literacy

specialists,

and special

education

teacher will

be included

in common

grade level


for all grade

levels

aligned to

the state

standards.

intermediate

grade

(Grade 4) to

model and

train

teachers in

differentiati

ng

instruction

according to

best

practice.

She will

also work

with small

groups of

students

(remedial

and

enrichment

in flexible

leveled

reading

groups).

students in

Grade 1

(minimum

number will

be 8

students per

year—two

20 week

sessions per

RR teacher.)

Teachers

will also

work with

students in

small

groups for

additional

support in

grades K

and 2.

social

studies with

art, music,

PE, and

library.

planning.

Enrichment

activities,

such as

History

Day, will be

included

with

Scholar‘s

Bowl,

Safety

Patrol,

Spelling

Bee,

Science

Fair, Music

and

Movement.


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?)

TIME: At FES we are using time efficiently to provide instruction to students. In-service

time for teachers is dedicated for Curriculum Mapping. Four hours of common planning

time is provided for each grade level for collaboration on curriculum. 2 1/2 hours per

day are designated as instructional time for balanced literacy.

MONEY: All available funds, including Title 1 monies, are used to purchase necessary

books and materials for classroom instruction. The PTO provides monies for

supplementary materials to enhance curriculum. Small grants have been awarded to

individual teachers to provide additional funds for enrichment materials, such as art

supplies. Funding has been provided through Special Education for a CDC class,

including students with Autism.

PERSONNEL: A full time Literacy Coach and two full time Reading Recovery teachers

provide remedial help for struggling students. Seven educational assistants work with

struggling students throughout the day. FES shares one art teacher, one music teacher,

one PE teacher, and one guidance counselor. A full time librarian is available for staff

and student services and support.

OTHER RESOURCES: Parent volunteers provide help in areas such as the Art Room,

small group support in Kindergarten, and Grade 5 writing conferences. Parent

volunteers also help with Junior Achievement in Grade 5 and help to judge activities

such as the Science Fair.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL

And OTHER RESOURCES

(How should we be allocating our time, money, personnel and other resources and building

capacity around understanding and implementing high quality instructional practices?)


TIME: We should have more time for additional small group instruction. Students

require additional instruction time in enrichment and intervention. Teachers would also

benefit from common planning time to work across grade levels and to collaborate with

special area teachers, Reading Recovery teachers and Special Education. Additional

time is needed for RTI Teams to meet to discuss student progress.

MONEY: Additional money is needed to provide substitutes for teachers so they may

observe at the Regional Development Center. Also, additional monies are needed to

provide opportunities for classroom teachers to attend conferences and workshops in

literacy and social studies. Monies for Intervention materials are needed for the RTI

Team members for support and for progress monitoring.

PERSONNEL: Support personnel needs to be utilized more efficiently to provide

professional development in the use of technology. Additional personnel are needed to

assist teachers with small group instruction, especially to meet the additional small

group additional support time for the RTI process. Personnel are needed to provide

progress monitoring for students referred to the RTI Team and to document progress.

With the addition of a second Reading Recovery teacher, we will be able to serve more

struggling students.

OTHER RESOURCES: Additional professional development is needed to provide teachers

with effective best practices for those struggling and for those requiring enrichment.

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. More funds may be needed to provide additional

personnel to work with remediation and enrichment in small groups.

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


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.)

One of our major challenges at FES is improving Reading/Language Arts for Grade 4, as

indicated by the TVAAS 3-year analysis. This instructional area will require additional funds

for materials and personnel which will need to be in place to provide intervention for struggling

students who are below proficient, as well as, providing enrichment to students in the Advanced

category. Another challenge will be to increase scores in Social Studies, grades 3-5. Administration at

FES will need to allocate funding to purchase additional materials to teach specialized topics to

students. Personnel and staff development time will need to be in place to provide professional

development on integrating Social Studies into the literacy block and providing workshops on

specialized topics and the use of technology.

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

One of our major strengths at FES is a strong academic curriculum that is aligned with State

Standard in Reading/Language Arts, Math, Social Studies and Science. Our strengths are

evidenced by having met all federal benchmarks and making adequate yearly progress (AYP)

for the reported sub-groups.

FES‘s support system is also strength. Intervention is provided for struggling students through

Reading Recovery, Title 1, and Special Education. Special area classes such as Library, Music,

Art Computer Lab and Physical Education are provided, students benefit from special area and

classroom teacher collaboration on content area to provided an integrated curriculum for all

students.

The administration at FES provides support in the form of fund allocation, and personnel to

promoting high quality curricular practices. FES will be fully implemented with Reading

Recovery by having a second Reading Recovery teacher to provide intervention. Our school

has a literacy coach in training to provide support for teachers in implementing the Balanced

Literacy Framework. Next year after completion of training the Literacy Coach will work with

upper grade in addition to lower grades.


A final challenge at FES will be continued implementation of high quality scientifically based

instruction using the problem solving method of Response to Intervention for all FES students

who are struggling in academic achievement, based on assessments and classroom work

samples. The administration at FES will need to provide funds, personnel and professional

development for our challenges which in turn will allow us to implement Response to

Intervention as mandated by the federal government requirements.

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

The administration at FES will utilize personnel by having a trained Literacy Coach to work

with small groups of 4th

grade struggling readers, as well as, groups targeted for enrichment.

The Literacy Coach will also provide assistance in using the Three-Tiered model as specified by

Anderson County regarding intervention for struggling readers in all grades.

Personnel such as Literacy coach, reading specialists and Reading Recovery teachers will be

utilized to provide on-going professional development on integrating content areas into the

balanced literacy framework and providing specialized workshops on such topics as note taking

and analysis of running records. Support personnel will be utilized to provide additional

professional development in technologies such as United Streaming to supplement Social

Studies.

Funds will be allocated for materials such as USA Weekly to be used for enrichment in Social

Studies, and Mountain Language Daily Review for supplement to Reading /Language Arts for

grades 3-5.

.


TEMPLATE 3.2.a: Instructional Practices

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

Current Instructional

Practices Curriculum

Mapping (identify practice)

TN State

Standards (identify practice)

Balanced

Literacy (identify practice)

Math (identify practice)

Learners

With

Special

Needs (identify practice)

Reading

Recovery (identify practice)

Assessment

s (identify practice)



Our

classroom

instruction

learning

activities

and

assessments

are aligned

to the state

curriculum

standards

written in a

scope and

sequence in

our

curriculum

maps.

Curriculum

Mapper

software is

used to

make maps

accessible to

Our

classroom

instruction

learning

activities

and

assessments

are aligned

to the state

curriculum

standards.

The

balanced

literacy

components

cover each

aspect of

instructing

in the

reading

process as

outlined by

The

National

Reading

Panel and

the

Tennessee

Reading

Collaborativ

e.

Components

include

phonemic

Classroom

teachers

utilize

Sexton

Math,

Harcourt

Brace, and

the Hands-

on Math

manipulativ

e provided

by Harcourt

Brace.

Online

Skills Tutor

is also used

in

classrooms

and in the

Computer

Lab to

reinforce

math skills.

Our school

provides the

following

educational

support to

diverse

learners:

special

education,

reading

recovery,

ELL

services,

occupationa

l and

physical

therapy, and

speech &

language

therapy. In

addition,

FES has one

CDC class

Reading

Recovery is

utilized in

our school

in Grade 1

and Reading

Recovery

teachers

provide

small group

and teacher

support in

Grades K

and 2.

All skills

required by

state

standards

are assessed

through

curriculum

based

measuremen

t, classroom

assessments,

textbook

unit tests,

Balanced

Literacy

benchmarks,

Observation

Survey, and

standardized

tests.

Individual

students not

meeting the


teachers.

Mapping

documents

the

standards

that are

introduced,

developed,

and

mastered for

each core

academic

area. The

maps are in

the process

of being

aligned

county wide

for all

grades and

subject

areas.

Lesson

Plans and

resources

are being

developed

and added

to the

website

which is

posted

online and

awareness,

phonics,

fluency,

comprehens

ion, and

vocabulary.

The AC

Balanced

Literacy

Model is

also aligned

with

Reading

skills

addressed in

the state

standards.

and one

autism

class. The

Special

Education

program at

FES is

predominate

ly inclusion

with some

small group

pull-out

support.

benchmarks

are referred

to the RTI

Team. The

RTI Team

reviews all

student

work,

confers with

classroom

teacher,

parents, and

students.

The RTI

Team

members

examine

data to

determine

an

appropriate

intervention

plan to meet

the specific

needs of the

child. The

RTI Team

monitors

weekly

progress.

The RTI

Team

members


available for

all teachers.

determine

additional

intervention

s and/or

assessments.


research-based?

All

classroom

instruction

activities

and

assessments

are research

based.

The state of

Tennessee

Department

of

Education

provides us

with a

teacher‘s

guide to the

Tennessee

curriculum.

(TN

BluePrint

for learning)

Each

teacher has

a copy that

is readily

accessible.

Teacher

evaluations

reflect

adherence to

the

standards.

Yes.

All balanced

literacy

classroom

instruction

activities

and

assessments

are research

based.

Yes.

Harcourt

Brace and

Saxon Math

are both on

the TN state

list of

approved

textbooks

and

resources.

Yes. Yes. All testing

instruments

are

recommend

ed by the

state of

Tennessee

and are

research

based.



Yes. One of

nine

characteristi

Yes. One of

nine

characteristi

Yes. Three

of nine

characteristi

Yes. Two of

nine

characteristi

Yes. Three

of nine

characteristi

Yes. Three

of nine

characteristi

Yes. One of

nine

characteristi


cs of high

performing

schools.

Curriculum

instruction

and

assessments

aligned with

state

standards.

cs of high

performing

schools.

Curriculum

instruction

and

assessments

aligned with

state

standards.

cs of high

performing

schools.

Curriculum

instruction

and

assessments

aligned with

state

standards.

Frequent

monitoring

of learning

and

teaching.

Focused

professional

developmen

t.

cs of high

performing

schools.

Curriculum

instruction

and

assessments

aligned with

state

standards.

High

standards

and

expectations

for all

students.

cs of high

performing

schools.

Curriculum

instruction

and

assessments

aligned with

state

standards.

High

standards

and

expectations

for all

students. A

supportive

learning

environemnt

.

cs of high

performing

schools.

Curriculum

instruction

and

assessments

aligned with

state

standards.

Focused

professional

developmen

t. Frequent

monitoring

of learning

and

teaching.

cs of high

performing

schools.

Frequent

monitoring

of learning

and

teaching.


been effective or

ineffective?

Yes.

Teachers are

provided

with a scope

and

sequence for

their

curriculum.

Yes.

According

to the state

report card,

FES is in

good

standing in

all

subgroups.

Yes.

DRA

assessments

given three

times each

year in all

grades K-5

monitor

ongoing

effectivenes

s.

Yes.

FES has

made gains

in all

subgroups

in math and

has made or

exceeded

the state

target of

percentage

of students

scoring

Our school

is

effectively

implementin

g these

programs to

meet the

needs of

diverse

learners.

Yes.

Although,

Reading

Recovery

has been

under

implemente

d in FES.

Reading

Recovery

targets the

lowest 28%

of students

Yes.

Assessment

s (placement

assessments,

ongoing

progress

monitoring,

diagnostic

testing, and

end of the

year testing

drive

classroom


proficient or

able on the

TCAP

testing in

Grades 3-5.

in Grade 1

based on

teacher

rankings

and the

Observation

Survey. All

students are

included in

the selection

process.

Because

only trained

Reading

Recovery

teacher has

been

available,

only 8

students

have had

access to the

20 week

program.

Several

students last

year were

unable to

complete

the full 20

week

program at

the end of

instruction,

guide plans

for

intervention

or

enrichment,

and help

FES

evaluate the

effectivenes

s of

instructional

activities.


the year.




applicable sources)

TCAP

scores and

literacy

assessments

drive

instruction

and decision

making for

individual

students.

The

Tennessee

State Report

Card and

Value

Added

Report.

TCAP

scores in

Grades 3-5.

Value added

scores.

Grade 5

Writing

Assessment

scores DRA

benchmark

scores

classroom

assessments.

The

Tennessee

State Report

Card and

Value

Added

Report.

Diverse

learners

with

individualiz

ed education

plans

progress is

measured

through data

collection

and

assessment.

All diverse

learners are

tested with

standardized

tests,

including

Alt.

Portfolio

assessments,

curriculum

based

assessments,

and

balanced

literacy

benchmarks.

Nationally,

79% of

reading

recovery

have been

successfully

discontinue

d. Reading

Recovery

has proven

to be highly

effective.

(What

Works

Clearing

House) for

the lowest

performing

28% of the

first grade

population.

Reading

Recovery

NDEC

National

data base

tracks all

Reading

Recovery

students.

TCAP

scores, State

Report

Card, Value

Added

Report,

DRA/Litera

cy

assessments,

classroom

assessments,

unit tests

provided by

the

textbooks,

classroom

projects,

Observation

Survey,

Writing

Assessment,

student

report cards,

ALT.

Portfolios,

all provide

evidence

that

assessment

practices are


FES has a

10%

discontinue

rate, but

70% of the

former

Reading

Recovery

students that

did not

discontinue

are now

making the

DRA

Literacy

Benchmarks

.

effective.




improvement)

TCAP

scores and

literacy

assessments

drive

instruction

and decision

making for

individual

students.

FES has

made AYP

in all

subgroups

by aligning

the

The

Tennessee

State Report

Card shows

evidence of

growth in

all

subgroups.

Only

Reading/La

nguage Arts

Grade 4

showed

slightly

below

targeted

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage Arts

Scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

math.

Meets or

exceeds all

Special

Education

students are

assessed

annually on

present

levels of

performance

and IEPs are

also updated

at that time.

The

majority of

our diverse

learners are

meeting

Nationally,

79% of

Reading

Recovery

have been

successfully

discontinue

d FES has a

10%

discontinue

rate, but

70% of the

former

Reading

Recovery

students that

TCAP

scores and

the State

Report Card

indicates

that FES

meets or

exceeds all

state CRT

average

scores. All

subgroups

have made

AYP in

reading/Lan

guage Arts


curriculum

with the

state

standards

and the

following

the TN

Blueprint

Learning

Meets or

exceeds all

state

CRTaverage

scores.

97%

Prof/Adv in

Math Grade

3

93%

Prof/Adv in

Math Grade

4

94%

Prof/Adv in

Math Grade

5

97%

Prof/Adv in

Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

gains in

AYP.

Meets or

exceeds all

state

CRTaverage

scores.

97%

Prof/Adv in

Math Grade

3

93%

Prof/Adv in

Math Grade

4

94%

Prof/Adv in

Math Grade

5

97%

Prof/Adv in

Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

Reading/La

ng. Grade 4

96%

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Meets or

exceeds all

state

CRTaverage

scores.

97%

Prof/Adv in

Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

Reading/La

ng. Grade 4

96%

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

Tracking of

DRA

benchmarks

in all grades

indicates

growth in

reading

state

CRTaverage

scores.

97%

Prof/Adv in

Math Grade

3

93%

Prof/Adv in

Math Grade

4

94%

Prof/Adv in

Math Grade

5

proficiency

on TCAP

exams,

including

Alt.

Portfolios.

In math

80% of

special

needs

students

were

proficient or

advanced

(State Avg.

58%) In

reading and

lang. arts

84% of

special

needs

students

were

proficient or

advanced

(State avg.

68%)

did not

discontinue

are now

making the

DRA

Literacy

Benchmarks

. Students

that

successfully

complete

the Reading

Recovery

program

progress at a

proficient

level

through the

regular

education

program.

tracking of

DRA

benchmarks

in all grades

indicates

growth.

Meets or

exceeds all

state

CRTaverage

scores.

97%

Prof/Adv in

Math Grade

3

93%

Prof/Adv in

Math Grade

4

94%

Prof/Adv in

Math Grade

5

97%

Prof/Adv in

Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

Reading/La

ng. Grade 4

96%


Reading/La

ng. Grade 4

96%

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

91%

Prof/Adv in

Social

Studies in

Grade 3

90%

Prof/Adv in

Social

Studies in

Grade 4

90%

Prof/Adv in

Social

Studies in

Grade 5

94%

Prof/Adv in

Science in

Grade 3

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

91%

Prof/Adv in

Social

Studies in

Grade 3

90%

Prof/Adv in

Social

Studies in

Grade 4

90%

Prof/Adv in

Social

Studies in

Grade 5

94%

Prof/Adv in

Science in

Grade 3

90%

Prof/Adv in

Science in

Grade 4

90%

Prof/Adv in

Science in

levels.

DRA

Midyear

Data:

K: 33%

proficient

27%

nonproficie

nt

Grade 1:

73%

proficient

27%

nonproficie

nt

Grade 2:

60%

proficient

40%

nonproficie

nt

Grade 3:

61%

proficient

39%

nonproficie

nt

Grade 4:

80%

proficient

20%

nonproficie

nt

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

91%

Prof/Adv in

Social

Studies in

Grade 3

90%

Prof/Adv in

Social

Studies in

Grade 4

90%

Prof/Adv in

Social

Studies in

Grade 5

94%

Prof/Adv in

Science in

Grade 3

90%

Prof/Adv in

Science in


90%

Prof/Adv in

Science in

Grade 4

90%

Prof/Adv in

Science in

Grade 5

DRA

Midyear

Data:

K: 33%

proficient

27%

nonproficie

nt

Grade 1:

73%

proficient

27%

nonproficie

nt

Grade 2:

60%

proficient

40%

nonproficie

nt

Grade 3:

61%

proficient

39%

Grade 5

DRA

Midyear

Data:

K: 33%

proficient

27%

nonproficie

nt

Grade 1:

73%

proficient

27%

nonproficie

nt

Grade 2:

60%

proficient

40%

nonproficie

nt

Grade 3:

61%

proficient

39%

nonproficie

nt

Grade 4:

80%

proficient

20%

nonproficie

Grade 5:

75%

proficient

24%

nonproficie

nt

Grade 4

90%

Prof/Adv in

Science in

Grade 5

DRA

Midyear

Data:

K: 33%

proficient

27%

nonproficie

nt

Grade 1:

73%

proficient

27%

nonproficie

nt

Grade 2:

60%

proficient

40%

nonproficie

nt

Grade 3:

61%

proficient

39%

nonproficie

nt

Grade 4:


nonproficie

nt

Grade 4:

80%

proficient

20%

nonproficie

nt

Grade 5:

75%

proficient

24%

nonproficie

nt

nt

Grade 5:

75%

proficient

24%

nonproficie

nt

80%

proficient

20%

nonproficie

nt

Grade 5:

75%

proficient

24%

nonproficie

nt



practice

Curriculum

mapping

ensures that

all required

skills are

covered,

and our

county has a

cohesive

scope and

sequence to

prevent gaps

in learning.

All teachers

and parents

are made

aware of the

school

performance

on the State

Report

Card.

Teachers

and

administrato

rs make

informed

instructional

decisions

based on

Teachers

use

evidence,

supplied by

the balanced

literacy

assessment

results, to

drive

instruction

in

Reading/La

nguage Arts

and to make

decisions

regarding

individual

All teachers

use research

based best

practices in

math

instruction.

This

practice is

implemente

d school

wide, K-

Grade 5.

All students

incoming to

Grade 1 are

considered

for the

selection,

including

ELL,

Special

Needs,

Speech/Lan

guage

students,

etc. as long

as the

receive

reading

Through

professional

developmen

t, all

teachers are

trained to

utilize

testing

instruments

with the

results

driving their

instruction.

The

Literacy

Coach

supports the


individual

student

needs as

reflected by

performance

on the State

Report

Card.

student

needs in

intervention

or

enrichment.

instruction

in the

classroom.

Reading

Recovery

ranks and

selects the

bottom 28%

of the Grade

1

population.

Reading

Recovery

continually

analyzing of

all literacy

assessments

and helps

teachers to

work with

small

flexible

groups for

intervention,

acceleration,

and

enrichment.


continuations)

Additional

professional

developmen

t is needed

to provide

ongoing

guidance for

teachers in

understandi

ng and

aligning

curriculum

to state

standards

and to make

curriculum

changes that

are driven

by

State

Standards

will

continue to

be used to

drive

instruction.

FES will

continue to

implement

Balanced

Literacy

school-

wide.

Additional

training and

modeling of

best practice

will be

provided by

the Literacy

Coach,

especially

Grade 3-5.

The

Literacy

Continuatio

n of current

research

based best

practices.

Additional

professional

developmen

t as

warranted

by

assessments.

In specific

areas of

need.

Continuatio

n of current

research

based best

practices.

Additional

professional

developmen

t to be

provided in

inclusion

practices

and autism

training for

all staff.

A second

trained

Reading

Recovery

teacher will

be added so

FES will be

fully

implemente

d, thereby

improving

discontinue

rates and

servicing all

students in

need of

services.

Reading

Current

assessment

tools will

continue to

be used to

drive

instruction.

Ongoing

progress

monitoring

assessments

will used to

guide

intervention

and monitor

progress of

students as

part of the

RTI process


assessment

and based

on research

based best

practice.

Online

lesson plans

and

resources

tied to the

curriculum

maps are

needed.

Common

planning

time within

and across

grade levels

is needed to

ensure

ongoing

transitions.

Coach will

work with

small

groups for

intervention

and

enrichment

as needed.

Recovery

practices

have been

proven to be

so

successful

that

strategies

may be used

in working

with

struggling

readers in

other

grades.

of in

moving

students in

the three tier

process.


TEMPLATE 3.2.b: Instructional Gap Analysis







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



TIME: At FES we are using time efficiently to provide instruction to students. A full

time Literacy Coach works in FES to model lessons and to provide training and support

in Balanced Literacy. A fulltime Reading Recovery teacher provides individual lessons

in the morning and provides small group support in Kindergarten and in Grade 2 during

the afternoon. Professional development is provided at the school and county level for

all teachers in research based best practices.

MONEY: All available funds are used to purchase necessary books and materials for

classroom instruction. PTO and small individual grants provide additional funding for

supplemental items. Additional funds have been allocated for more leveled readers in

the bookroom. A new Reading series has been adopted by the county for Grades K-5,

PERSONNEL: An additional Grade 1 teacher was added this year to provide early

intervention and to meet the accepted teacher-pupil ratio in the primary grades. A part

time art teacher was added this year. FES currently shares the art teacher, music teacher,

PE teacher and Guidance Counselor with other schools.

OTHER RESOURCES: Other resources, such as community and parent volunteers are

used on a limited basis. Grade 5 Safety Patrol, while learning hands-on leadership and

safety skills help to safely dismiss students at the end of the day.


And OTHER RESOURCES



TIME: We should have more time for additional small group instruction. Students


require additional instruction time in enrichment and intervention.

MONEY: Additional money is needed to provide time, training, and materials for small

group intervention and enrichment as part of the RTI process.

PERSONNEL: Support personnel needs to be utilized more efficiently to provide

professional development in the use of technology. Additional personnel are needed to

assist teachers with small group instruction and progress monitoring. With the addition

of a second Reading Recovery teacher, we will be able to serve more struggling

students.

OTHER RESOURCES: Additional professional development is needed to provide teachers

with effective best practices for those struggling and for those requiring enrichment. Training in

the documentation of progress is also needed as part of the RTI process.




being effective with all their students? Yes. Due to under-implementation in 2006-2007, an

additional Reading Recovery Teacher will be added in 2007-2008 school year. A part time art

teacher will also be added.

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

Yes, we feel we are meeting the needs of our students and are teaching them based upon the

Tennessee Curriculum Standards/Blueprint for Learning and our school wide benchmarks.


TEMPLATE 3.2.c: Instructional Summary Questions

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


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

Instructional Summary Questions- Narrative Response Required What are our major challenges and how do we know. (These should be stated as instructional

practice challenges identified in the templates above that could be a cause of the prioritized

needs identified in component 1.)

Instructional challenges at FES include providing additional professional development to

teachers in understanding how assessment can drive instruction. The administration will need

to provide time and personnel for staff development.

There is a need for additional small group instruction for below proficient students and for the

advanced group as noted by TVAAS 3-year analysis, which presents an instruction challenge

for FES. Additional professional development will be needed to provide teachers with effective

best practices for those struggling and for those requiring enrichment. The literacy coach will

continue to provide instructional support to grades K-2. Next year, the coach will provide

additional support to grades 3-5, especially to struggling groups and groups targeted for

enrichment. The system will need to provide the additional personnel and training for the

Literacy Coach.

A fully implemented in Reading Recovery Program at FES will provide instructional assistance

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

Our strengths at FES are classroom instructional practices, learning activities and assessments

that are aligned to the state curriculum standards. Curriculum standards are written in the scope

and sequence with Curriculum Mapper software provided by the county. The Balanced

Literacy Framework that FES teachers utilize is research based and covers each aspect of

instruction in the reading process as outlined by the National Reading Panel. FES is in good

standing on all subgroups according to the State Report Card and District wide assessments are

given 3 times per year to monitor ongoing effectiveness of instruction.

Math instruction is strength, in that FES teachers utilize textbooks approved by the Tennessee

State Dept. of Ed., hands-on manipulatives and the use of technology to reinforce math

instruction.

Our school is especially strong in providing educational support for diverse learners, through

Special Education, (Speech /Language, CDC class, Autism class, OT, PT and Vision) Reading

Recovery, and English Language Learner services.


by the addition of a 2nd

Reading Recovery teacher. The second teacher will allow the Reading

Recovery program to serve twice as many at-risk first graders, as well as, provide additional

support to Kindergarten and 2nd

grade struggling readers. The system will need to provide the

additional personnel and training for the Reading Recovery teacher.

The Literacy Coach and Reading Recovery teacher will be crucial in the school Response to

Intervention process.

Instructional Summary Questions- Narrative Response Required

How will we address our challenges?

The administration at FES will utilize personnel by having a trained Literacy Coach to work

with small groups of 3-5 struggling readers, as well as, groups targeted for enrichment. The

Literacy Coach will also provide assistance in using the Three-Tiered model as specified by

Anderson County regarding intervention for struggling readers in all grades. Funds will also be

necessary to purchase any books or materials needed for professional development.

The Literacy Coach, Special Education teachers, and Reading Recovery teacher s will assist at-

risk 1st grade students, as well as, targeted K and 2 struggling readers as part of the RTI process.

Personnel such as Literacy coach, reading specialists and Reading Recovery teachers will be

utilized to provide on-going professional development on integrating content areas into the

balanced literacy framework and providing specialized workshops on such topics as note taking

and analysis of running records. Support personnel will be utilized to provide additional

professional development in technologies such as United Streaming to supplement Social

Studies.


TEMPLATE 3.3.a: Assessment Practices

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

Current Assessment

Practices

TCAP (identify practice)

Writing

Assessment (identify practice)

Literacy

Assessment (identify practice)

Classroom

Assessment

s/Student

Work and

Teacher

Observation (identify practice)

Reading

Recovery

Observation

Survey (identify practice)

Evidence of Practice (State in

definitive/tangible terms)

Tests given

annually in

the spring to

assess

student

achievement

of our

Tennessee

State

Standards.

Any student

with special

needs is

given the

accommoda

tions stated

on their IEP

Classroom

teachers

meet to

analyze and

TN Writing

Assessment

is given to

all Grade 5

students in

February.

As part of

the DRA

Literacy

Assessment

s, writing

Prompts are

given to all

grade levels

K-5 three

times during

the year.

The writing

papers are

scored using

a six trait

Fall, Winter

and Spring

assessments

for each

grade level

K-5.

Assessment

s include the

DRA

(Developme

ntal Reading

Assessment)

The DRA

assesses

student

reading

level,

accuracy,

fluency,

writing, and

reading

Based on

classroom

assessments

and student

work,

students are

given report

cards four

times each

year and

midterm

progress

reports are

given in

grades 1-5

three times

each year.

Parent

Conferences

are held a

minimum of

Observation

Survey is

given to

lowest 30%

of incoming

Grade 1

students in

August.

(Students

are ranked

from highest

to lowest by

outgoing

Kindergarte

n teacher

and current

Grade 1

teacher.)

Marie

Clay‘s

Observation


discuss

information

reported

back on test

score

results.

Results of

tests are

used to

make

curricular

and

instructional

decisions.

After needs

are

identified,

teachers and

administrato

rs plan

together as

to how we

can make

changes for

improvemen

t as

reflected by

the SIP.

Rubric. All

grades have

a ―Writers

Workshop.‖

Students are

using the

state

approved

Writing

Process,

including

brainstormi

ng, drafting

(using a

graphic

organizer),

revising,

editing and

publishing.

All students

have

individual

conferences

with the

classroom

teacher,

literacy

coach,

parent,

volunteer,

or

instructional

assistant as

comprehens

ion.

Running

Records are

also used by

teachers to

monitor

reading

levels.

twice each

year with

every

student and

more often

if needed,

Reading

Recovery

students

have

required

parent

conferences

twice and

two parent

observations

during the

twenty week

period for

each

student. In

Reading

Recovery,

detailed

daily and

weekly

progress

notebooks

and running

records are

kept for the

entire

twenty week

survey is

given by

trained

Reading

Recovery

teachers.

Lowest 4

students are

selected for

an intense

one-on-one

twenty week

intervention

program to

accelerate

learning and

bring

targeted

students to

average

performance

of peers

within the

classroom.

A second

observation

survey is

given

midyear to

select (using

the same

procedure)

four


part of the

―Writer‘s

Workshop.‖

Students

share their

writing

pieces with

an authentic

audience.

program. additional

students for

the second

twenty

weeks. A

portion of

the

observation

survey is

given to

students to

monitor

progress

yearly up to

the end of

Grade 2.

Is the current practice research-

based?

Yes.

The Center

for Research

in

Educational

Policy State

of TN

Center of

Excellence.

Yes.

NCREL,

What Works

Clearinghou

se.

Yes.

National

Reading

panel report,

NCREL,

What Works

Clearinghou

se. The

Center for

Research in

Educational

Policy State

of TN

Center of

Excellence.

Yes. Yes.

What works

Clearinghou

se, National

Data

Evaluation

Center

(NDEC)


Is it a principle & practice of

high-performing schools?

Yes, one of

the nine

practices of

high

performing

schools.

Assessment

s aligned

with state

standards.

Yes, three

of the nine

practices of

high

performing

schools.

Assessment

s aligned

with state

standards.

High

standards

and

expectations

for all

students.

Frequent

monitoring

of learning

and

teaching.

Yes, three

of the nine

practices of

high

performing

schools.

Assessment

s aligned

with state

standards.

High

standards

and

expectations

for all

students.

Frequent

monitoring

of learning

and

teaching.

Yes, three

of the nine

practices of

high

performing

schools.

Assessment

s aligned

with state

standards.

High

standards

and

expectations

for all

students.

Frequent

monitoring

of learning

and

teaching.

Yes, three

of the nine

practices of

high

performing

schools.

Assessment

s aligned

with state

standards.

High

standards

and

expectations

for all

students.

Frequent

monitoring

of learning

and

teaching.

Has the current practice been

effective or ineffective?

Yes. Yes.

According

to the What

Works

Clearinghou

se, the

writing

components

and

assessments

used in the

balanced

Yes.

Our

program is

based on the

five

essential

components

of reading

(phonemic

awareness,

phonics,

fluency,

Yes.

Teacher

grade book,

report cards

reflect

student

progress and

mastery in

individual

areas.

Yes.

What Works

Clearinghou

se has

determined

that Reading

Recovery is

one of the

most

effective

intervention

s. At FES,


literacy

program

have proven

to be

effective.

vocabulary

and reading

comprehens

ion) as

outlined by

the National

Reading

Panel.

Reading

Recovery

has been

highly

effective.

However,

because we

have been

under

implemente

d, we have

not been

able to

reach all

students that

need

Reading

Recovery

services.

What data source(s) do you have

that support your answer?

(identify all applicable sources)

TN State

Report card

value added

AYP Report

Writing

Scores for

FES are

above the

state avg. on

the State

Report

Card.

Balanced

Literacy

progress

monitoring

demonstrate

ongoing

TN State

Report card

value added

AYP Report

DRA

benchmarks

are

monitored.

And tracked

by class.

TN State

Report card

value added

AYP Report

DRA

benchmarks.

NDEC

(National

Data Base

for Reading

Recovery).

TN State

Report card

value added

AYP Report

DRA

benchmarks.


progress and

emphasis in

all grade

level in

writing.


ineffectiveness (State in terms of

quantifiable improvement)

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage Arts

and Math in

all

subgroups.

.

97%

Prof/Adv in

Math Grade

3

93%

Prof/Adv in

Math Grade

4

On the 2007

State Report

Card in

writing

Grade 5 at

FES scored

53%

Advanced,

34%Profeci

ent, and 2%

Non

Proficient.

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage Arts

in all

grades.

(Exception

being Grade

4 in 2007)

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage Arts

and Math in

all

subgroups.

scores.

97%

Prof/Adv in

Math Grade

3

93%

Prof/Adv in

Math Grade

4

2007 State

Report card

for FES in

Reading/La

nguage

Arts: 97%

Prof./Adv.

In Grade 4

96%

Prof./Adv.

In Grade 5.


94%

Prof/Adv in

Math Grade

5

97%

Prof/Adv in

Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

Reading/La

ng. Grade 4

96%

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

91%

Prof/Adv in

Social

Studies in

Grade 3

90%

Prof/Adv in

Social

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage

Arts.

97%

Prof/Adv in

Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

Reading/La

ng. Grade 4

96%

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

DRA

94%

Prof/Adv in

Math Grade

5

97%

Prof/Adv in

Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

Reading/La

ng. Grade 4

96%

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

91%

Prof/Adv in

Social

Studies in

Grade 3

90%

Prof/Adv in

Social


Studies in

Grade 4

90%

Prof/Adv in

Social

Studies in

Grade 5

94%

Prof/Adv in

Science in

Grade 3

90%

Prof/Adv in

Science in

Grade 4

90%

Prof/Adv in

Science in

Grade 5

Midyear

Data:

K: 33%

proficient

27%

nonproficie

nt

Grade 1:

73%

proficient

27%

nonproficie

nt

Grade 2:

60%

proficient

40%

nonproficie

nt

Grade 3:

61%

proficient

39%

nonproficie

nt

Grade 4:

80%

proficient

20%

nonproficie

nt

Grade 5:

75%

Studies in

Grade 4

90%

Prof/Adv in

Social

Studies in

Grade 5

94%

Prof/Adv in

Science in

Grade 3

90%

Prof/Adv in

Science in

Grade 4

90%

Prof/Adv in

Science in

Grade 5


proficient

24%

nonproficie

nt

Evidence of equitable school

support for this practice

All students

in grades 3-

5 participate

in the state

testing.

Grades 3-5

have a

TCAP

practice

book which

includes all

areas of the

testing.

Professional

developmen

t time is

spent

analyzing

scores and

planning to

meet

specific

objectives in

each subject

and grade

level.

A full time

Literacy

Coach

works with

writing

instruction.

Two full

time

Reading

Recovery

teachers

support

writing in

Grades K-2.

Trained

parent

volunteers

and

instructional

assistants

help with

conferencin

g and

provide and

audience for

student

writing.

Balanced

A full time

Literacy

Coach

works with

training of

staff and

works

within the

classroom.

A leveled

bookroom is

provided

with access

for all

teachers.

Reading

Recovery

teachers

provides

support for

Grade K-2.

Parent

participation

at Parent

Teacher

Conferences

(logs kept)

Report

Cards kept

on file for

all students

Science Fair

projects,

Spelling

Bee,

Scholar‘s

Bowl,

Student

performance

productions

in the arts.

All

incoming

Grade 1

students are

ranked by

Grade 1 and

Kindergarte

n teacher.

The lowest

30% are

assessed and

selection is

made based

on taking

the students

demonstrati

ng the

greatest

need.


Literacy

provides for

daily

writing in

every grade.


continuations)

Continue to

make

informed

decisions on

curriculum

and

instructional

practices

based on in

depth

analysis of

state test

scores.

Increase the

percentage

Proficient or

Advanced to

89% by

2009 in

Reading/La

nguage

Arts.

Increase the

percentage

Proficient or

Advanced in

Social

Studies by

Continue

daily

writing in

all grades

following

the Writing

process

Model in

Writer‘s

Workshop.

Conference

individual

students to

meet

individual

needs.

An

additional

Reading

Recovery

teacher to

provide

support in

Grades K-2.

Literacy

Coach and

Reading

Recovery

teachers to

provide

small group

and

individual

intervention

to struggling

readers as

part of RTI

process and

to raise

percentage

of students

scoring

proficient or

advanced on

Create

portfolios

showcasing

student

work to

review

during

parent

conferences.

Students

select and

review work

with parents

during the

conference.

Addition of

second

trained

Reading

Recovery

teacher for

full

implementat

ion at FES.

Support by

Reading

Recovery

teachers for

intervention

of

struggling

students in

Grades K-2

as part of

the three

tiered model

in the RTI

process.


2% Strive to

meet the

NCLB

mandates

and

benchmarks

set for

percentage

of students

scoring

proficient

and

advanced in

each core

subject

(100% by

2010.)

the state

TCAP.

Literacy

Coach to

work with

small group

of students

in

enrichment

to raise

percentage

of students

scoring

advanced in

Grade 4.

Arrange for

teachers to

visit the

Regional

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


capacity around understanding and implementing high quality assessment practices?)

TIME: Time is required to administer, score, compile, track, and analyze assessments on

every student. Teachers collaborate and use assessments to meet the needs of every

individual student and to drive their instruction. The RTI Team uses assessments to plan

intervention and to assess progress. Assessments also help to provide suggestions for

appropriate placement, such as Reading Recovery services. Assessment results are

communicated to parents and appropriate stakeholders through report cards, parent

conferences, phone calls, RTI meetings, and teacher-parent written correspondences.

MONEY: Materials, such as DRA kits, are provided for each classroom teacher. Special

Education assessments are provided with funds from Special Education.

PERSONNEL: The Literacy Coach, classroom teachers, Reading Recovery,

Instructional Assistants, Speech Language Teachers, and Special Education Teachers all

work to administer, score, compile, track and analyze assessments.

OTHER RESOURCES: Other resources for assessment include classroom assessments,

anecdotal records, Alt. Portfolios, TCAP, classroom projects, TCAP Success Practice

Books for Grades 3-5.


And OTHER RESOURCES


capacity around understanding and implementing high quality assessment practices?)

TIME: After school and extended school year time (summer camp) to provide small

group support for remediation and enrichment in Math/Language Arts. Writer‘s

Workshop or Poetry Workshop for enrichment or a Science Club would provide

enrichment and further challenge high performing students.

MONEY: Extended contracts for teachers to implement after school and extended

school year time (summer camp) to provide small group support for remediation and


enrichment in Math/Language Arts. Writer‘s Workshop or Poetry Workshop for

enrichment or a Science Club would provide enrichment and further challenge high

performing students.

PERSONNEL: Continue to offer an application process for teacher to submit proposals

for extended contract opportunities.

OTHER RESOURCES: Provide additional professional development time and resources

for understanding progress monitoring assessments and developing plans to guide

instruction driven by assessments, especially for remediation as mandated through the

RTI process. Provide professional development in helping diverse learners reach the

benchmarks, using references such as Ruby Paine‘s work with children of poverty.




being effective with all their students? Yes, but an additional Kindergarten teacher, and full

time special area teachers would maximize learning experiences at FES

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

according to the AYP Report for 2007 we are making progress in all subgroups.


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 practice challenges

identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

Challenges in assessment at FES are providing on-going professional development for teachers

in the analysis of the reading process using Running Records to guide instruction. The

administration will need to provide personnel and time for this professional development.

Additional professional development is needed for educational assistants and parent volunteers

to help with conferencing and providing an audience for student writing. The Administration

will need to provide personnel, and time to accomplish this goal.

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

Assessment is viewed as a strength at FES. Student achievement is tested annually using the

Tennessee Comprehensive Achievement Test (TCAP) in which FES have met all federal

benchmarks and have made adequate yearly progress (AYP) for the reported sub-groups.

Test results are analyzed and plans are developed to make curricular and instructional

decisions. In February, fifth grade student participate in the required state writing assessment.

Throughout the year students are provided with instruction in Writer‘s workshops during the

Literacy Block and writing prompts are scored three times per year with rubrics. The

Developmental Reading Assessment (DRA) is given to students K-5 tri-annually to determine

reading level, accuracy, fluency, reading comprehension and writing and is used to monitor

progress. Classroom teachers, as well as, Reading Recovery teachers use Running Records to

analyze a student‘s reading process and to determine the next step of instruction. Reading

Recovery uses the Observation Survey by Marie Clay to assess the bottom 30% of the 1st grade

at FES, and then the lowest four students are selected for one-on-one tutoring in reading to

accelerate those students to the average of the class. Reading Recovery students are assessed at

the beginning and at the end of their program and longitudinal test data is also collected at the

beginning and end of 2nd

grade.

An additional strength is the use of assessment based on classroom testing, student‘s work and

teacher observation. At FES students receive report cards four times per year, and mid-term

reports (Grades1-5) are sent home three times per year. Parent conferences are held a minimum

of twice each year, and more often as needed.


Alternate forms of assessments, such as student portfolios need to be developed at FES, as a

step beyond report cards, which would allow for student selection and reflection on their

academic process. The administration would need to provide personnel, time and funds.

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

The administration at FES will need to use personnel and time by having a trained Literacy

Coach and Reading Recovery teachers to provide professional development to teachers on the

analysis of Running Records to drive instruction with all students. The Literacy Coach will also

provide assistance in using the Three-Tiered model as specified by Anderson County regarding

intervention for struggling readers in all grades. Anderson County will provide training for the

Literacy Coach and the second Reading Recovery teacher. Funds (approximately $200-300)

will also be necessary to purchase any books or materials needed for professional development.

The administration at FES will utilize personnel by having a trained second Reading Recovery

teacher to assist at-risk 1st grade students, as well as, targeted K and 2 struggling readers.

Personnel and time will also need to be allocated to train educational assistants and parent

volunteers to help with conferencing and providing an audience for student writing. This could

be accomplished through providing teachers with substitutes for their class and then current

staff could demonstrate best practices to educational assistants and parent volunteer in writing

strategies.

The administration at FES will need to use funds, time and personnel to explore alternate forms

of assessment such as portfolios. Funds could be used to visit schools that use portfolios as

assessment tools. Funding would include finding and paying for substitute teachers while

teachers were on school visits. Personnel would be needed to provide professional development

and cost analysis of materials needed to develop portfolio assessment. Personnel could include

current staff that would be responsible for providing information and instruction. The

administration would need to use personnel, time and possibly funds to provide community

education on the importance of alternate assessment in addition to report cards. Current staff

would be responsible for providing information to parents and additional costs would be

approximately $500 in copying cost and in buying supplies, like folders, to store portfolio

samples.

TEMPLATE 3.4.a: Organizational Practices

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

Current Organizational

Practices RTI Team

(identify practice)

Common

Grade Level

Planning

Period (identify practice)

Special

Areas and

ART/Scienc

e Lab (identify practice)

Teacher

Teams (identify practice)

Community

Support (identify practice)

Small

Learning

Communitie

s (identify practice)



An RTI

(Response

to

Intervention

) has been

created at

FES to offer

support to

teachers,

parents, and

students that

need

academic or

behavioral

assistance.

The RTI

Team meets

weekly to

monitor

progress and

plan

intervention

s for

Each grade

level has the

same

planning

time which

allows

teachers to

collaborate

and share

―best

practices.‖

Special

Education

teachers,

Literacy

Coach,

Reading

Recovery

teachers,

Speech/Lan

guage

teacher and

others also

All students

attend

special area

classes for

Art, Music,

P.E.,

Technology,

and Library.

Each week,

al students

are given

one

additional

thirty

minute

enrichment

class in art

and

Guidance at

FES.

Throughout

the year, the

Art teacher

The Music

and PE

teachers

have formed

a team to

offer an

enrichment

class after

school in

Music/Mov

ement as an

extended

contract.

The special

education

teacher

teams with

classroom

teachers as

part of an

inclusion

team for

special

Our active

PTO at FES

meets

monthly.

The PTO is

instrumental

in raising

funds to

help support

student

activities

such as the

Fall

Festival,

Santa‘s

Store, and

several book

fairs

throughout

the school

year.

Community

members

Several

extended

contracts

have been

given to

teachers to

build small

learning

communitie

s. Extended

contracts

offer

opportunitie

s for both

enrichment

and

remediation.

Small

Learning

Communitie

s include:

Grade 5

Safety


students not

meeting the

academic

benchmarks

designated

by the

school

system. The

RTI Team

includes:

Principal,

Reading

Recovery

Teacher,

Literacy

Coach,

Guidance

Counselor,

School

Psychologis

t,

Speech/Lan

guage

Therapists,

Classroom

Teacher,

Parents, and

other

stakeholders

.

meet with

specific

grade levels

as needed.

and the

Music

teacher

provide

several

opportunitie

s for

students to

showcase

their talents

at school

assemblies

or on

Bulletin

Board

displays

throughout

the school.

needs

students.

The

Reading

Recovery

teacher and

the Literacy

Coach

teams with

teachers to

help with

intervention

s for

struggling

students.

Students

with special

needs have

teacher

teams that

may

include, but

are not

limited to,

teams of

Speech

Therapist,

Physical

Therapist,

School

Psychologis

t, Guidance

Counselor,

serve on

committees

such as

TSIPP to

help make

decisions

which

support our

school‘s

beliefs,

mission and

shared

goals.

Several

community

members

also serve

on

committees

to address

issues that

might

impede

teaching and

learning and

make

improvemen

ts.

An after

school

daycare

with 30

Patrol

Spelling

Bee

Music/Mov

ement Class

Scholar‘s

Bowl

Science

Fair.


ESL teacher

Nurse, and

Special

Education

teacher.

Teachers in

Grades 3-5

team teach

in the areas

of science,

social

studies, and

math. In

Grade 5,

one teacher

works with

Writer‘s

Workshop

with all

students.

students is

located at

FES.

Community

groups such

as Norris

Basketball

League, the

Anderson

County

Dance

Team, and a

local Baton

Twirling

group have

used the

facility for

functions.


research-based?

Yes. Yes.

Effective

School‘s

Research,

2002

Yes. What

Works

Clearinghou

se

Yes.

Effective

School‘s

Research,

2002

Yes.

Effective

School‘s

Research,

2002

Yes.

Effective

School‘s

Research,

2002



Yes. Three

of nine

characteristi

cs of high

performing

schools.

Clear and

shared

Yes. Two of

nine

characteristi

cs of high

performing

schools.

Clear and

shared

Yes. One of

nine

characteristi

cs of high

performing

schools.

Curriculum

instruction

Yes. Two of

nine

characteristi

cs of high

performing

schools.

Clear and

shared

Yes. One of

nine

characteristi

cs of high

performing

schools.

High levels

of parent

Yes. Three

of nine

characteristi

cs of high

performing

schools.

Clear and

shared


focus. High

levels of

collaboratio

n and

communicat

ion.

Frequent

monitoring

of learning

and

teaching.

focus. High

levels of

collaboratio

n and

communicat

ion.

and

assessments

aligned with

state

standards.

focus. High

levels of

collaboratio

n and

communicat

ion.

and

community

involvement

.

focus. High

levels of

collaboratio

n and

communicat

ion. A

supportive

learning

environment

.


been effective or

ineffective?

Just began

this year

and

effectivenes

s is to be

determined.

Effective,

but time for

common

planning is

often

limited.

Effective. Effective. Effective. Effective.




applicable sources)

RTI

Monthly

Logs

submitted to

CO.

School

climate

survey.

School

Climate

Survey The

2007

Annual

Yearly

Progress TN

State Report

Card.

The 2007

Annual

Yearly

Progress TN

State Report

Card 9

Week

Report

Cards IEP

Progress

Reports.

Minutes of

PTO

meetings.

School

Climate

Survey TN

Report Card

Annual

Yearly

Progress

value added

report 9

Week

Report

Cards and

midterm

progress

reports.





improvement)

To be

determined.

This process

has just

begun.

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage Arts

and Math in

all

subgroups.

97%

Prof/Adv in

Math Grade

3

93%

Prof/Adv in

Math Grade

4

94%

Prof/Adv in

Math Grade

5

97%

Prof/Adv in

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage Arts

and Math in

all

subgroups.

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage Arts

and Math in

all

subgroups.

97%

Prof/Adv in

Math Grade

3

93%

Prof/Adv in

Math Grade

4

94%

Prof/Adv in

Math Grade

5

97%

Prof/Adv in

Funds

provided by

PTO in

2007: $1365

was raised

by Fall

Festival

$1290 was

given by the

PTO to help

publish the

school

yearbook.

Monies

raised by

the Run-

Walk-A-

Thon will

help with

maintenance

for the

playground.

$1000 was

generated

from the

book fair

which was

given to the

school

librarian to

purchase

additional

books and

TCAP

scores and

the State

Report Card

indicate that

FES meets

or exceeds

all state

CRT

average

scores. All

subgroups

have made

AYP in

Reading/La

nguage Arts

and Math in

all

subgroups.


Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

Reading/La

ng. Grade 4

96%

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

91%

Prof/Adv in

Social

Studies in

Grade 3

90%

Prof/Adv in

Social

Studies in

Grade 4

90%

Prof/Adv in

Social

Studies in

Reading/La

ng Arts

Grade 3

90%

Prof/Adv in

Reading/La

ng. Grade 4

96%

Prof/Adv in

Reading/La

ng./Writing

Grade 5

Grade 5

Writing

53% adv.

34%

Proficient.

2% Non-

proficient

91%

Prof/Adv in

Social

Studies in

Grade 3

90%

Prof/Adv in

Social

Studies in

Grade 4

90%

Prof/Adv in

Social

Studies in

resources

for the

school.


Grade 5

94%

Prof/Adv in

Science in

Grade 3

90%

Prof/Adv in

Science in

Grade 4

90%

Prof/Adv in

Science in

Grade 5

Grade 5

94%

Prof/Adv in

Science in

Grade 3

90%

Prof/Adv in

Science in

Grade 4

90%

Prof/Adv in

Science in

Grade 5



practice

All schools

in AC are

required to

have in

place an

RTI Team

as part of

IDEIA and

the 3 Tier

Model.

Daily

planning

time is

scheduled

by the

administrati

on. All

teachers

receive 3.5

hours of

common

planning

time each

week

Grades K-2

share a

common

lunchtime.

Grades 3-5

Administrati

on provides

qualified

teachers and

an

organized

schedule.

Every

student has

the

opportunity

to be

involved in

related arts

activities (at

least one

activity per

day.)

Pupil-

Teacher

ratios are in

compliance.

All students

benefit form

monies

raised by

the PTO

The

Anderson

County

Chamber of

Commerce

also

awarded a

grant to the

teacher for

students at

FES.

Participatio

n is optional

and open to

all eligible

students.


share a

common

lunchtime.

Grades are

located

adjacent to

each other

within the

building.

Grades K

and 1;

Grades 2

and 3;

Grades 4

and 5 are

located in

the same

hall which

maximizes

opportunitie

s for

collaboratio

n within

grades and

across grade

levels.


continuations)

The RTI

Team will

continue to

meet.

Individual

intervention

plans will

Professional

developmen

t

opportunitie

s to

maximize

planning

FES will

continue to

provide

related arts

taught by

highly

qualified

An

enrichment

team

collaboratio

n will be

formed with

the school

Other

community

partnerships

will be

actively

sought out

next year.

Additional

small

learning

communitie

s will be

explored

and


be created

collaborativ

ely by the

Team to

help

individual

students not

meeting the

benchmarks.

A research

based

intervention

will be

designated

with a

person

responsible

for

documentin

g progress.

The Team

will

reconvene

to discuss

progress. Or

further

recommend

ations.

across

consecutive

grade levels.

Include

special area

teachers

such as PE,

Art, Music,

Library, and

Guidance to

integrate

with content

areas, such

as Social

Studies for

activities

such as

History

Day.

teachers to

optimize

learning

opportunitie

s. Content

areas, such

as Social

Studies will

be

integrated

the arts

curriculum.

(History

Day will be

held

annually

and will

include

participation

by the art,

music

teacher, and

the school

librarian.)

librarian and

the music

teacher to

offer

enrichment

activities in

the content

areas. All

special area

teachers will

participate

in History

Day to

integrate the

arts with the

content

area. The

administrati

on will

continue to

monitor the

effectivenes

s of all

existing

collaborativ

e teams.

Many

educational

grants are

awarded to

schools

from Food

Lion,

Goody‘s,

Sun Trust

Bank,

ORAU, and

Wal-Mart.

opportunitie

s will be

examined to

provide

additional

enrichment

opportunitie

s for all

students at

FES. A

wetlands

will be

created with

support

from parent

volunteers,

the PTO,

and

community

members.


TEMPLATE 3.4.b: Organizational Gap Analysis







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


capacity around understanding and implementing high quality organizational practices?)

TIME: Fairview Elementary School is in session daily from 7:30AM-2:30PM.

Instructional organization of the school includes thirteen self-contained regulation

education classes, some grade level team teaching, inclusion classes, and some pull-out

programs. Each day contains a literacy block, a 45 planning block/special areas time,

organized daily exercise time in each classroom, 30 minute recess time (outdoor,

weather permitting), uninterrupted instructional times in all core areas, and a 30 minute

lunch period. Enrichment activities include: Scholar‘s Bowl, Clover Bowl, Spelling

Bee, Science Fair, Safety Patrol and a music/Movement class. Teachers and parents

also participate in frequently scheduled, extended day conferences, PTO meetings, and

school fund raisers and events. Our school endeavors to provide a safe and

academically challenging environment. Professional development opportunities are

provided by our Central Office and school leaders.

MONEY: We have spent resources on the literacy bookroom, books for the library,

professional development for teachers, computer lab updates and security updates.

PERSONNEL: We have a full-time principal, eighteen highly qualified teachers and

three special needs teachers, a literacy coach, two Reading Recovery teachers, a

technology Instructional Assistant, and a Speech/Language Therapist. Special area

teachers for Art, Music, PE, Guidance, Physical and Occupational therapists and the

school nurse are shared with other schools. A school psychologist is at the school one

day each week, Six instructional assistants, a cafeteria staff of six and one lunchroom

monitor, a custodial staff of three, substitute teachers, and volunteers are all part of the

FES Team. All school personnel participate in staff and professional development

activities designed to promote improved teaching and learning.

OTHER RESOURCES: A Speech/Language therapist from Project TEACH is at FES

three days each week. An SRO officer is at the school daily.



And OTHER RESOURCES


capacity around understanding and implementing high quality organizational practices?)

TIME: Extra time should be available for cross grade level common planning.

Opportunities need to be afforded to special area teachers and classroom teachers to

collaborate and plan for integration of social studies and science across the disciplines.

We need to creatively design and organize RTI Team meetings to make maximum use

of the time needed to collaborate on and plan for quality research based interventions for

students.

MONEY: A RIF program for getting books into the hands of children during summer

vacation would be important in helping to improve literacy experiences in the primary

grades. This, in turn, would raise assessment scores in reading for all subgroups.

Incentives for participation in activities such as History Day, Science Fair, Scholar‘s

Bowl, Safety Patrol, would be given at the school level to promote student involvement.

Extended contracts could be offered to teachers for enrichment activities such as

ThinkQuest.

PERSONNEL: Fulltime teachers in special areas, such as Guidance, music and PE are

vital to the curriculum. A full time school nurse is needed at FES. An additional

Kindergarten teacher would lower the pupil-teacher ratio from 1:22 to 1:16 which would

optimize early learning intervention.

OTHER RESOURCES: Lighting in the lower parking lot needs to be updated for

safety. Security cameras at the front entrance and in the hallways are needed for safety.

Electronic keypads at each door would be important for additional security for students

and teachers.


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


being effective with all their students?

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


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 needs identified in component

1.)

Our organizational challenges at FES are in developing a Response to Intervention (RTI) Team

that offers support to teachers, parents and students, when students are in need of academic or

behavioral assistance. The RTI team meets weekly to monitor progress and plan for student

interventions as needed. The administration at FES will need to creatively design and organize

RTI team meetings to make maximum use of the time needed to collaborate on and plan for

quality research based interventions for students. The administration will need to seek out

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

Organization is viewed as a strength at FES. Teachers have common planning times to

collaborate and share ‗best practices‖. Special area teachers (music, art, library, technology, and

physical ed.), special education staff, and literacy personnel often meet with classroom teachers

to plan and organize ways to integrate curriculum and teaching strategies to benefit students.

Teacher teams are often formed to provide enrichment for students, such as the Music and

Movement class offered by the PE teacher and music teacher. In addition extended contracts

are used to form small learning communities, which offer opportunities for leadership skills,

enrichment and remediation, such as, Safety Patrol, Scholar‘s Bowl, Science Fair, Spelling Bee,

Clover Bowl and Music and Movement class. Our strengths are evidenced by having met all

federal benchmarks and making adequate yearly progress (AYP) for the reported sub-groups.

An additional organizational strength noted at FES is community support. FES has an active

PTO (one of the 9 characteristics of high performing schools) that meets on a monthly basis and

is instrumental in raising funds for various school needs, such as increasing the size of the

school library and providing supplemental test-taking practice books for students. The school

plays an integral part in the community providing facilities for after school care, meeting areas

for groups such as, Norris Basketball League, AC Dance Team, and a local baton twirling

group. Various PTO events such as annual Fall Festival, Secret Santa Shop, Book Fairs, Family

Movie Night, and Run-Walk-Thon, not only provide financial support for the school, but allow

for community and school to show common support for one another.


additional ―best practices‖ to provide for interventions. Personnel will need to be utilized to the

fullest extent to provide intervention for struggling students.

Additional challenges include providing opportunities for special area teachers and classroom

teachers to collaboratively plan on ways to integrate Science and Social studies across all

disciplines. The administration at FES could consider additional professional development or

provide time for classroom teachers and special area teachers to meet. The administration will

need to encourage all teachers to actively seek out educational grants to supplement funding, as

well as, participate in an annual History Day.

Organization Summary Questions- Narrative Response Required

How will we address our challenges?

To meet the organizational challenges the administration at FES will need to provide personnel

and time for continued implementation of an effective Response to Intervention Team. Some of

the allotted professional development time should include educating staff on the 3-Tier model

as well as, topics related to RTI and its implementation. Professional leave could be granted to

team members to visit other area schools to view interventions. The administration will need to

provide personnel and a consistent weekly meeting time to staff an efficient team.

The administration at FES will need to develop and encourage more Teacher Teams with

representatives from each grade, as well as, special areas, sped., and literacy to meet bi-weekly

and develop ideas and activities to integrate science and social studies across the disciplines.

The administration will need to secure funding from PTO and community members to provide

awards and recognition for participation in Art International Day and Veteran‘s Day.

The administration should seek help from community sponsors and/or PTO to obtain funding

for a Reading Is Fundamental Program at FES.

Additional small Learning communities should be developed in addition to the ones already in

place. The administration could utilize personnel to form an exploratory committee to research

and seek out possible options such as: ThinkQuest, Exploravision, Kids Are Authors,

Destination Imagination and CyberFair. The administration could seek out additional extended

contracts ($500-$1000) to foster these small learning communities.


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?


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: 3/6/09

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

Goal

The Value Added 3 year gain in Grade 4 Reading and Language Arts will improve from .4 to 3.2 by 2010. Teachers

will concentrate on making gains with the higher achieving students and students classified as Advanced will meet

the state targeted NCE Mean gains. Advanced students will improve from -2.4 to 1.0. All students in all subgroups

(grades 3-5) will meet or exceed the NCLB required target level of 89% proficient and above.

Which need(s) does this Goal address?

The school will meet the required targeted value added gains as required by NCLB, TVAAS Scores 2008, and

reflected on the state report card. As indicated by our shared vision, FES will challenge students to succeed to their

fullest potential in academics and social areas while using an integrated curriculum that includes technology, hands-

on experiences and other resources. We intend to teach, motivate and inspire our students to reach the highest level

of achievement, and encourage our students to strive for excellence.

How is this Goal linked to the system’s Five-Year Plan?

All students are given the opportunity to learn and to develop his/her strengths and talents to their highest

potential. Students will demonstrate life skills necessary to become productive citizens. All primary and middle

grade students will achieve world class standards and enter high school ready for rigorous study. Adopting and

implementing best practices based on the idea of continuous improvement as validated by statistical data.

ACS District 5 Year Plan: Improved Reading Proficiency – Each student in K-12 will increase reading

proficiency on TCAP and Gateway by 1% annually, until Anderson County Schools‘ proficiency level is 100%.

Improved Writing Proficiency – Students will improve their writing score one level annually until Anderson

County improves overall writing scores to 4.5 for elementary and 4.0 for high schools.

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

Align curriculum with state standards. A

team meeting will be held with all teachers

and the administrator to review TCAP scores

July 2008-

May 2010 S. Patton

TCAP summary

scores and

individual

-0-

Teachers prepare a

plan to bring non-

proficient students to


and Value Added 3 Year Report. student scores proficiency.

Action Step

A Book Club will be formed as an enrichment

activity to read and to discuss above grade

level books of high interest with higher

achieving students as designated by the

classroom teacher and the TCAP assessment

scores in Reading/Language Arts.

Book

Club will

meet

twice

weekly in

the

computer

lab during

afternoons

2/2009-

5/2010

L. Dyson,

Computer

Lab

Facilitator

Classroom

teachers

Literacy

Coach

Students will

publish online

book reviews of

the material read

to share with a

global audience,

thereby

integrating

technology into

the

Reading/languag

e Arts

curriculum and

providing a

challenge for

above grade

level students.

Computer Lab

$50.00 from

fundraising and

the PTO will be

used to buy book

study trade

books.

Rubric to be used to

score book reviews.

Anecdotal notes of

student participation.

Improvement of the

continued growth of

higher achieving

students as noted on

the Value added

scores of this group

on the state

assessments in

Reading/language

Arts.

(NCE Mean Gains)

of higher achieving

students in Grades 4

and Grade 5.

Action Step

Classroom teachers will be provided with an

expanded selection of non-fiction and

historical trade books to integrate content areas

into Reading/Language Arts.

March 1,

2009

S. Patton

County

Curriculum

Coordinator

Literacy

Coach

Kids Discover

Permabound

Newbridge

National

Geographic

Heineman

DK

Trade books

$4000 from Title

1 funding

Classroom teacher

feedback

Improvement of the

continued growth of

higher achieving

students as noted on

the Value added

scores of this group

on the state

assessments in

Reading/language

Arts.

(NCE Mean Gains)

of higher achieving

students in Grades 4

and Grade 5.

All students will

improve on the state

assessments in Social

Studies by 2%.


Action Step

A Professional development workshop will be

held with all staff on conducting Literature

Circles and Book Clubs. (Engaging students in

discussions to enhance reading

comprehension.)

March 2009

August 2009

S. Patton

B.Long

Balanced

Literacy

materials

Guiding Readers

and Writers

(Fountas and

Pinnell)

Literature

Circles

Book Clubs

-0-

Evaluation by

participants (survey

on effectiveness and

usefulness)

Improvement will be

noted by the

performance and

interest of students on

online book reviews,

state standardized test

scores, and classroom

assessments.

A Wetlands Area will be developed to

integrate Hands-on science observations with

writing activities in all grade levels.

Aug. 2008-May

2010

S. Patton

T. Harmon

Classroom

teachers

Literacy

Coach

J. Byrd

(Community

member and

science

consultant)

Hands-on

Wetland project

on school

grounds

Journals

Field Guides

Digital Cameras

Digital Voice

Recorders

Bird, Bat and

Owl Houses

Native wetland

plants

Data Input

Probes

$5000 Grant

from Lowes

$500 from the

school PTO

Classroom teacher ,

student and

community feedback

TCAP scores

Writing Assessments

Value Added Report

in science and

Language arts

Classroom

Assessments, Interest

Survey,

Community support

Action Step

Students in each grade level not meeting the

benchmark and not making progress with the

additional instruction will be reviewed by the

RTI team for additional intervention using

research-based practices.

Classroom teachers, the Literacy Coach,

Reading Recovery teachers, or designated

others, as determined by the RTI Team, works

with a small group for an additional 30 minutes

of intervention with struggling readers.

(Progress is documented for discussion with

the RTI Team.) This is in addition to the core

literacy program.

Aug 07- May 2010

RTI Chair

Classroom

teachers

S. Patton

B.Long

Leveled Readers

from

the bookroom

Leveled Literacy

Intervention

Manual

Title 1

DRA Assessments

Running Records

Progress Monitoring

from RTI Reports

TCAP scores

Literacy Assessments

Value Added Report

Classroom

Assessments


Action Step

All grades 3-5 will supplement Language

Arts with Oral Daily Language Review.

August 2007-May 2010

Classroom

teachers

Oral Daily

Language

Review

$200 Assessments

Principal evaluations

Weekly classroom

test

TCAP scores

Value Added Report

Action Step

A small enrichment group of higher achieving

students will be formed in grade 4 to foster

vocabulary development.

August 2008-May 2009

Grade 4

Classroom

teachers

Supplementary

classroom

teacher activities

and materials.

0

Teacher created

materials

Authentic classroom

assessment

Value added scores

(NCE Mean Gains)

for advanced students

in Reading/Language

Arts

Action Step

An annual Read Across America School-wide

Celebration will be held to in honor of Dr.

Seuss. Community members will read aloud to

students during the week. All students will

read Dr. Seuss books provided by the librarian

and the classroom teachers and participate in a

Dr. Seuss Scavenger Hunt to foster reading for

fun.

March 2-6/2008

J. Paytner

Classroom

teachers

Dr. Seuss books

Classroom

activities

$85

Funded by BEP

funds

Classroom

assessments and

projects

Scavenger Hunt

Community Members

to be volunteer

readers

TCAP scores


Value Added Report

Classroom

Assessments

Action Step

Professional development sessions will be

provided to all classroom teachers in grades K-

5 in cross-curricular strategies integrating

literacy with social studies.

8/24/09 11/30/09 2/1/10 4/26/10

CO Literacy

Team

CO Social

Studies

Coordinator

Materials

provided by CO

Materials

provided by CO

PD teacher

evaluations

TCAP scores


Value Added Report

Classroom

Assessments





Goal

The school will establish a ―Coordinated School Health Plan‖ as mandated by Anderson County Schools, based on

a need as indicated by the Mile Run and the BMI testing. . The percentage of students in grades 2 and 4 passing the

county benchmark on the Mile Run will increase from 50% to 60% by 2009. On the BMI distribution for grades 2

and 4, the percentage of students designated as at risk for being overweight will decrease from 37% to 25% by

2010.


Mandate by the AC School Board and the State Department of Education. As stated in our beliefs, each student is a

valued individual with unique physical, social, emotional and intellectual needs. All school policies and procedures

are developed to focus on the safety and academic success of all students, in accordance with the school‘s goals for

learning. According to data on the Mile Run and BMI testing, the percentage of students in grades 2 and 4 passing

the 50% county proficiency benchmark on the mile run is only 50% and in 2007, 37% of our students tested on the

BMI are designated as being at risk for being overweight. Only 58% of the students were determined to be of

healthy weight according to the BMI data for 2008.

How is this Goal linked to the system’s Five-Year Plan? Students will demonstrate life skills necessary to become productive citizens. All students and school personnel will

have teaching and learning environments that are safe, disciplined, and healthy.




Timeline Person(s)


Resources



/ Outcomes

Action Step

District-wide meeting by Central Office

personnel presenting guidelines for

coordinated school health plan.

7/9/07 Kim Guin County Funding District Funded Evaluation sheet

Individual plan

developed for each

school.

Action Step

In service at FES to develop plans for each

individual classroom for

an additional 15 minutes daily of physical

activity for all students. Updated yearly

Required Physical Activity Plan will be

submitted to the Physical Education Teacher

and the school principal by each classroom

teacher by August of each school year.

8/2/07-

5/2010

S. Patton

J. Coffman

Classroom

teachers

None -0-

Classroom schedules

submitted to principle

Inservice evaluation

sheets

Principal Walk-

throughs

Improvement of

student‘s over-all

wellness

Reduction in the

number of students

considered to be at

risk for obesity at

FES as indicated by


the Mile Run and the

BMI testing.

Action Step

All daily activity plans will be submitted to the

Physical Education teacher and approved by

the administrator.

8/2/07

thru

5/2010

J. Coffman None -0-

Plans will be

reviewed by the

administrator and

monitored by ‖ walk

throughs‖

Healthier student

body as indicated by

the mile run and the

BMI index

Action Step

A Climbing Rock Wall will be added to the

school gym for classroom physical education

classes.

8/2008-

3/2010 J. Coffman

Basic Rock Wall

Kit $2000

Climbing

Equipment

Parents and

Community

volunteers will

install

Kit is funded

through Box

Tops for

education,

Blocks

purchased to

fundraise,

Change Drive

Pictures of students

participating in Rock

Wall climbs will be

posted at the FES

website.

Healthier student



BMI index

Increase awareness of

the importance of

physical activity

Action Step

Annual Run Walk-A-Thon held as a fundraiser

for FES by PTO. 4/09

A. Ridenour

(PTO)

Parent volunteers

Community

members

Timers

trophies

Funded by FES

PTO

Pledge Logs

Number of laps for

each student

participant will be

submitted to PE

teacher as record of

physical activity

Increase awareness of

the importance of

physical activity

Action Step

Creation of a Music/Movement Class after

school.

Weekly

Nov.

2008thru

Apr. 2009

K. Traylor

J. Coffman $1000

Funded by BEP

Extended

contract

Seasonal program

performance for

parents, staff and

student body

Enrichment

Action Step

Reminders of the importance of healthy eating

habits and physical activity will be posted for

parents and stakeholders on the school website

and in classroom newsletters.

2/08-

5/2010 L. Dyson None None

Principal will

approve newsletters

Technology teacher

will monitor website

Healthier student



BMI index






Goal

By the end of the 2010 school year all grades 3-5 will increase scores by 2% on the social studies component of the

TCAP Assessment. The percentage of students that are designated as proficient and advanced in social studies will

increase by 2%. Enrichment activities will be offered to promote acceleration of proficient students to the advanced

level.


The school will meet the required targeted value added gains as required by NCLB, TVAAS Scores 2008, and

reflected on the state report card. .Improvement is needed as indicated on the 2008 Grades 3-8 TCAP Criterion

Referenced Academic Achievement score in Social Studies of 59 or a Grade of B with NC. The Social Studies

Value Added 3 year gain for Grade 4 was 3.6 compared to the state 3 year gain of 4.9. As indicated by our shared

vision, FES will challenge students to succeed to their fullest potential in academics and social areas while using an

integrated curriculum that includes technology, hands-on experiences and other resources. We intend to teach,

motivate and inspire our students to reach the highest level of achievement, and encourage our students to strive for

excellence.







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.


Timeline Person(s)


Resources



/ Outcomes

Action Step

Align curriculum with state standards. A

team meeting will be held with all teachers

and the administrator to review TCAP scores.

August

2008 S. Patton

TCAP summary

scores and

individual

student scores

0

Teachers prepare a

plan to bring non-

proficient students to

proficiency and FES

will move from an

achievement grade of

B NC to an A on the


State Report Card.

Action Step

After school ―Get Acquainted With Our Non-

Fiction books‖ resource consultation session.

4/09

8/09

Classroom

teachers

B. Long

J. Paynter

S. Schmidt

Kids Discover

Permabound

Newbridge

National

Geographic

Heineman

DK

Trade books

$4000 funded

through Title I

Number of books

checked out

Teachers will be

more familiar with

nonfiction books and

will be able to

integrate and use the

books to differentiate

instruction and to

integrate science and

social studies in the

curriculum

throughout the day.

Action Step

Teachers will be provided periodical sources to

be used in teaching specialized Social Studies

topics, such as USA Weekly or TN Social

Studies.

8/8/08

thru

5/22/09

Classroom

teachers

B. Long

J. Paynter

USA Weekly

TN Social

Studies

4.50/student

$200.00 PTO

funding monies

and BEP funds

Assessments are

provided within the

periodical.

TCAP scores

Literacy assessments

Value Added Report

Action Step

Use of instructional technology resources such

as Learn 360, Maps 101 provide enrichment

activities for students and background for the

Veterans‘‘ Day Program interviews.

An Annual Veterans‘ Day program will be

held where students in grades 3-5 interview a

veteran from the community and write an essay

about the veteran. All students, parents and

community members honor their veteran

guests with a breakfast and an assembly.

Essays are read aloud and posted in the halls

throughout the school.

Annual

Veterans‘

Day

11/11/08

L. Griffith

S. Patton

Classroom

teachers

K. Miller

(Guidance)

K.Traylor

(Music)

Computers

Internet

Research

materials

County funded-

computer

sources.

$150.00 for

Veterans‘ Day

funded by

community and

staff donations

for breakfast,

pins and

certificates for

veterans, gift

certificates and

decorations.

Classroom

assessments

Student essays

Veterans‘ Day

Program

TCAP scores


Value Added Report

Action Steps

An Art International Celebration week will be

held to expose children to Asian, Middle

Eastern, and African cultures. Art, music,

dance, stories and artifacts will be on display

for all grade levels, integrating Social Studies

across all content areas and in all grade levels.

4/27/2009

-5/1/09

S. Mangold

(ART)

J. Coffman

(PE)

K. Traylor

(Music)

Books from the

Library

Computer Lab

Artifacts and art

displayed from

community

$200 for guest

speakers, potter,

storyteller and

opera funded by

school general

funds.

Student International

Projects on display

TCAP scores


Value Added Report


Classroom

teachers

J. Paytner

(Librarians)

members

Action Step

Grade 5 Safety Patrol students will attend the

East TN AAA trip to Washington, DC to learn

about our capital, including historical

monuments, figures in history, and

government. Informational study guides will

be given to all participants.

5/29/09-

6/1/09

J.Mulhollan

d Study guides

$410 per student

-Trip costs are

funded by

parents

$1000 extended

contract

$50 Copy costs

for study guides

provided by

school general

funds

Parent and student

feedback

TCAP scores


Value Added Report

Action Step

Students in Grades 4 and 5 participate yearly in

the 4 H Clover Bowl which provides

enrichment opportunities in social studies.

2/09-4/09

4H Leaders

and

community

members

Classroom

teachers

Study guides $150 for awards

and refreshments

Performance on the

Clover Bowl

Competition (locally

and regionally)

Parent and student

feedback

TCAP scores


Value Added Report

Classroom

Assessments

Action Step

Each year all Grade 5 students engage in a JA

Biz Project with Junior Achievement studying

economics, government, and authentic banking

and life skills. After 21 lessons, the fifth grade

students, along with their classroom teachers,

attend a hands-on program at the Junior

Achievement Building on N.Charles Sevier

Blvd.Clinton, TN.

4/2008-

5/2009

4/09-5/09

Classroom

teachers

Volunteers

Community

leaders

Student Study

Guides

Teacher manual

$160 bus for the

trip

$300 teacher

manual

$900 disposable

student study

guides

All materials and

costs are funded

through

Anderson

County Schools

Teacher and student

surveys

TCAP scores

Value Added Report

Classroom

Assessments

Action Step



5 in cross-curricular strategies integrating

literacy with social studies.

8/24/09 11/30/09 2/1/10 4/26/10

CO Literacy

Team

CO Social

Studies

Coordinator

Materials

provided by CO

Materials

provided by CO

PD teacher

evaluations

TCAP scores


Value Added Report

Classroom

Assessments


Action Step



2 in social studies by the CO curriculum team.

8/3-4/09 8/31/09 9/1/09 10/5-6/09 11/2-3/09 1/11-12/10 2//8-9/10 3/29-30/10

CO Social

Studies

Coordinator

Materials

provided by CO

Materials

provided by CO

PD teacher

evaluations

TCAP scores


Value Added Report

Classroom

Assessments

Action Step


provided to all classroom teachers in grades 3-

5 in social studies by the CO curriculum team.

8/17-18/09 9/14-15/09 10/19-20/09 11/16-17/09 1/25-26/10 2/22-23/10 3/19-20/10

CO Social

Studies

Coordinator

Materials

provided by CO

Materials

provided by CO

PD teacher

evaluations

TCAP scores


Value Added Report

Classroom

Assessments





Goal

By the end of the 2010 school year, Grade 4 students will reflect a gain from -12.6 to 1.0 in math on the State

TVAAS Value Added. Value Added 3 year gains for Grade 4 will improve in math from 3.1 to 5.0. Students

classified as proficient and advanced in math will reach the state targeted NCE Mean gains. Proficient gains will

improve form -8.7 to 1.0 and advanced will improve from -17.9 to 1.0. All students in all subgroups (grades 3-5)

will meet or exceed the NCLB required target level of 86% proficient and above (including students with

disabilities).


As stated in our beliefs, students learn in different ways and should be provided with a variety of instructional

approaches to support their learning. All students will have instruction based on performance data, driven by

research-based practices. As stated in our Common Mission, FES in partnership with the parents and community

will provide a positive, challenging, and disciplined learning environment where students will participate in

activities that will give them the necessary skills to become responsible, self-directed adults who love learning and

are ready to compete in the world while meeting and exceeding state performance goals. The school will meet the

required targeted value added gains as required by NCLB, TVAAS 2008, and reflected on the state report card.






According to the ACS District 5 Year Plan: Improved Math Proficiency – Each student in K-12 will increase

math proficiency on TCAP and Gateway tests by 1% annually, until Anderson County proficiency level is

100%.




Timeline Person(s)


Resources



/ Outcomes


Action Step

Staff development to be offered by county

math coordinator for classroom teachers on

current strategies and materials in teaching

math.

11/08/08

2/13/09 K. Strunk Handouts

Supplied by

district

Principal will

conduct walk-

throughs to determine

effective use of math

strategies and

materials

TCAP scores

Value Added Report

Action Step

All students will be instructed on the use of

calculators in problem solving as aligned with

the TN State Math Standards. Calculators will

be used by all Grade 4 and Grade 5 students in

the classroom and on the state assessments as

allowable. Scholar‘s Bowl participants will

utilize the handheld calculators in district

competition.

2/08 S. Patton

TI 15 Math

Explorer (80

with storage

caddies and

teacher manuals)

$1200 provided

by school funds

Proficiency of

students in the use of

calculators in solving

common math

problems and multi

step math problems.

Performance of high

level students in

Scholar‘s Bowl.

TCAP scores

Value Added Report

Classroom

assessments

Action Step

Monthly emails with suggested math websites

will be emailed to all faculty members by the

Computer Lab Facilitator.

8/08-

5/2010 L. Dyson

Computer

teacher stations

Supplied by the

district Teacher evaluation

TCAP scores

Value Added Report

Classroom

assessments

Action Step

Advanced students in math participating in

Scholar‘s Bowl in Grades 4 and 5 will spend

20 minutes each week studying problem

solving and mental math strategies with the

Scholar‘s Bowl study materials.

11/08-

5/09

J.

Mulholland

Campbell‘s 2601

Quiz Questions

$26.00 provided

by school

general funds

$400 extended

contract

Anecdotal records

from practice

sessions

Student/parent

feedback

Performance at

Scholar‘s Bowl

Action Step

An after-school math enrichment class will be

offered to students in grades 2 and 3 to

exploring number sense, problem solving and

the use of math manipulatives.

1/2009-

5/2009 T. Harmon

Navigation series

from NCTM

Pattern blocks

Counters

Base 10 Blocks

$500 grant from

ACEA for math

manipulatives

$500 extended

contract

Informal teacher

assessments at the

end of the units

TCAP scores

Value Added Report

Classroom

assessments

Action Step

Skills Tutor will be used in grades 4 and 5 for

supplementary practice in math. 8/08-5/09

Classroom

teachers

Skills Tutor

Computer

Program

Supplied by the

district Teacher evaluation

TCAP scores

Value Added Report

Classroom

assessments

Action Step



2 in math by the CO curriculum team.

8/3-4/09 8/31/09 9/1/09 10/5-6/09

CO Math

Coordinator

Materials

provided by CO

Materials

provided by CO

PD teacher

evaluations

TCAP scores

Value Added Report

Classroom

Assessments


11/2-3/09 1/11-12/10 2//8-9/10 3/29-30/10

Action Step


provided to all classroom teachers in grades 3-

5 in math by the CO curriculum team.

8/17-18/09 9/14-15/09 10/19-20/09 11/16-17/09 1/25-26/10 2/22-23/10 3/19-20/10

CO Math

Coordinator

Materials

provided by CO

Materials

provided by CO

PD teacher

evaluations

TCAP scores

Value Added Report

Classroom

Assessments

Action Step



5 in cross-curricular strategies integrating math

with science.

9/21/09 12/14/09 3/1/10 5/10/10

CO Math

CO Science

Coordinator

s

Materials

provided by CO

Materials

provided by CO

PD teacher

evaluations

TCAP scores

Value Added Report

Classroom

Assessments

Action Step

Supplementary materials will be provided for

teachers K-5. 2/27/2009-5/2010

CO Math

Coordinator

Literacy

Coach

NCTM

Heinemann

$865 funded by

Title I Teacher evaluations

TCAP scores

Value Added Report

Classroom

Assessments

Action Step

Supplementary hands-on kits will be used in

science to integrate with data collection and

math strategies.

2/27/2009-5/2010

CO Math

CO Science

Coordinator

Literacy

Coach

Carolina

Biological Inc.

$2000 funded by

Title I Teacher evaluations

TCAP scores

Value Added Report

Classroom

Assessments



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


Goal






Timeline Person(s)


Resources



/ Outcomes

Action Step

Action Step

Action Step

Action Step

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?

In July, 2008 TCAP scores were reviewed with all staff and analysis of all scores were

completed in cross curricular grade level meeting. A meeting was held in August with all 3,4,

and grade 5 teachers, including related arts to discuss possible action steps. A meeting was held

with the PE teacher to discuss data from BMI and Mile Run testing and brainstorming sessions

were held to expand the 10 minute classroom exercise plans. The PE teacher collected classroom

plans and shared ideas with the staff. Planning meetings were held by the administrator every

nine weeks with members of the SIP leadership team and individual chair people for

collaboration and monitoring of progress. Planning meetings began in August. The Literacy

Coach presented the faculty with DRA benchmark schedules and trends. Teachers discussed

plans to help individual students meet the DRA benchmarks. Teams of teachers were involved in

the development of the action plan after reviewing data. A rough draft of each component was

given to team members to review and provide feedback three weeks before the due date of each

component. Subsequent drafts were developed incorporating suggestions and comments. Revised

drafts were given back to designated participants for additional feedback. Several meetings were

held with key team members for input. Revisions and updates were incorporated after feedback

from team members. Revised drafts were approved by the Leadership team parent representative

and community representative. The completed and approved SIP will be posted on the school

website for all stakeholders to view.

The collaborative process is evidenced by sign-in sheets and feedback notes. The SIP

Chairpersons will provide monthly updates to the School Administrator on SIP progress.

Evidence of Alignment of Data and Goals – Narrative response required

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

Goal 1 is aligned with our Vision statement which states that FES will challenge students to

succeed to their fullest potential in academics and social areas while using an integrated

curriculum that includes technology, hands-on experiences and other resources. We intend to

teach, motivate and inspire our students to reach the highest level of achievement, and encourage

our students to strive of excellence. The Value Added 3 year gain in Grade 4 Reading and

Language Arts will improve from .4 to 3.2 by 2010. Teachers will concentrate on making gains

with the higher achieving students and students classified as Advanced will meet the state

targeted NCE Mean gains. Advanced students will improve from -2.4 to 1.0. All students in all

subgroups (grades 3-5) will meet or exceed the NCLB required target level of 89% proficient



and above. Goal 1 is aligned with our data and assessment needs as evidenced by AYP Value

Added 2008 Report, and FES Report Card Achievement Scores which indicates that all

subgroups have made anticipated gains with the exception of Grade 4 3 year Gains in

Reading/Language Arts. The school will meet or exceed the required targeted valued added

gains as required by NCLB.

Goal 2 is aligned with our beliefs that each student is a valued individual with unique physical,

social, emotional and intellectual needs. All school policies and procedures are developed to

focus on the safety and academic success of all students, in accordance with the school‘s goals

for learning. According to the Anderson County School district goals, students will demonstrate

life skills necessary to become productive citizens. All students and school personnel will have

teaching and learning environments that are safe, disciplined, and healthy.

Goal 2 is aligned with our data and assessment needs in that Grade 2 and 4 students are tested on

a mile run and BMI testing. The county has set a benchmark of 50% or above as proficient. The

percentage of students in grades 2 and 4 passing the county benchmark on the Mile Run will

increase from 50% to 60% by 2009. On the BMI distribution for grades 2 and 4, the percentage

of students designated as at risk for being overweight will decrease from 37% to 25% by 2010.

According to data on the Mile Run and BMI testing, the percentage of students in grades 2 and 4

passing the 50% county proficiency benchmark on the mile run is only 50% and in 2007, 37% of

our students tested on the BMI are designated as being at risk for being overweight. Only 58% of

the students were determined to be of healthy weight according to the BMI data for 2008.

This data indicates the need for increased physical activity for our students. According to the

Blue Cross Walking Works for Schools program, every class needs an additional 10 minutes or

walking each day. On the BMI distribution, 37% of our students in grades 2 and 4 are

overweight or at risk of being overweight. Our goal is to improve this percentage to 25% by

2010.

Goal 3 is aligned with our district and school beliefs that all students are given the opportunity to

learn and to develop his/her strengths and talents to their highest potential. Students will

demonstrate life skills necessary to become productive citizens. All primary and middle grade

students will achieve world class standards and enter high school ready for rigorous study,

adopting and implementing best practices based on the idea of continuous improvement as

validated by statistical data. The school will meet the required targeted value added gains as

required by NCLB, TVAAS Scores 2008, and reflected on the state report card. .Improvement is

needed as indicated on the 2008 Grades 3-8 TCAP Criterion Referenced Academic Achievement

score in Social Studies of 59 or a Grade of B with NC. The Social Studies Value Added 3 year

gain for Grade 4 was 3.6 compared to the state 3 year gain of 4.9. By the end of the 2010 school

year all grades 3-5 will increase scores by 2% on the social studies component of the TCAP

Assessment. The percentage of students that are designated as proficient and advanced in social

studies will increase by 2%. Enrichment activities will be offered to promote acceleration of

proficient students to the advanced level.

As indicated by our shared vision, FES will challenge students to succeed to their fullest

potential in academics and social areas while using an integrated curriculum that includes

technology, hands-on experiences and other resources. We intend to teach, motivate and inspire

our students to reach the highest level of achievement, and encourage our students to strive for

excellence.



Goal 4 is aligned with our beliefs that students learn in different ways and should be provided

with a variety of instructional approaches to support their learning. All students will have

instruction based on performance data, driven by research-based practices. All students are

given the opportunity to learn and to develop his/her strengths and talents to their highest

potential. Students will demonstrate life skills necessary to become productive citizens. All

primary and middle grade students will achieve world class standards and enter high school

ready for rigorous study.

FES will support learning by adopting and implementing best practices based on the idea of

continuous improvement as validated by statistical data. According to the ACS District 5

Year Plan: Improved Math Proficiency – Each student in K-12 will increase math proficiency

on TCAP and Gateway tests by 1% annually, until Anderson County proficiency level is

100%.

Data from State Assessments indicate the need for the following goal: By the end of the 2010

school year, Grade 4 students will reflect a gain from -12.6 to 1.0 in math on the State

TVAAS Value Added. Value Added 3 year gains for Grade 4 will improve in math from 3.1

to 5.0. Students classified as proficient and advanced in math will reach the state targeted

NCE Mean gains. Proficient gains will improve form -8.7 to 1.0 and advanced will improve

from -17.9 to 1.0. All students in all subgroups (grades 3-5) will meet or exceed the NCLB

required target level of 86% proficient and above (including students with disabilities).

As stated in our beliefs, students learn in different ways and should be provided with a

variety of instructional approaches to support their learning. All students will have

instruction based on performance data, driven by research-based practices. As stated in our

Common Mission, FES in partnership with the parents and community will provide a

positive, challenging, and disciplined learning environment where students will participate in

activities that will give them the necessary skills to become responsible, self-directed adults

who love learning and are ready to compete in the world while meeting and exceeding state

performance goals. The school will meet the required targeted value added gains as required

by NCLB, TVAAS 2008, and reflected on the state report card.


Evidence of Communication with All Stakeholders – Narrative response required

What evidence do we have of our communication of the TSIPP to all stakeholders?

Fairview Elementary School has many varied ways that the school effectively communicates to

all stakeholders throughout the school year. For example attendance logs for all school parent

meetings are kept on file. At the Annual Title 1 meeting, information about the SIP is presented.

Additional information and updates also are provided at the initial meeting of the PTO. Parent

and community representatives provide valuable input for the SIP and comments are kept on file.

Other means of communication include, newsletters home to parents, the displaying of TVASS

results in the front breezeway of the school, and the posting of the School Improvement Plan on

the school website. Grade level meetings, School Improvement Leadership team meetings, and

component committee meetings were held throughout the school and participants were required

to sign in. Copies of the updated SIP are available for review by all stakeholders in the FES

school library and in the front office. Effective communication with all stakeholders is vital to

the success of our SIP.

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?

According to our common mission statement FES in partnership with the parents and

community, will provide a positive, challenging, and disciplined learning environment where

students will participate in activities that will give them the necessary skills to become

responsible, self-directed adults who are able to compete in the world while meeting the high

expectations of our school.

FES has a shared vision that will be an academic environment where students are cared for and

challenged to succeed to their fullest potential in academic and social areas while using an

integrated curriculum that includes technology, hands-on experiences and other resources. We

intend to teach, motivate, and inspire our students to reach the highest level of achievement and

encourage them to strive for excellence.

As stated in our beliefs, the learning environment must be safe stimulating and nurturing. A

student‘s self-esteem is enhanced by positive relationships and mutual respect among and

between students and staff.

As stated in our beliefs, students learn in different ways and should be provided with a variety of

instructional approaches to support their learning. All students will have instruction based on

performance data, driven by research-based practices. As stated in our Common Mission, FES

in partnership with the parents and community will provide a positive, challenging, and

disciplined learning environment where students will participate in activities that will give them

the necessary skills to become responsible, self-directed adults who love learning and are ready

to compete in the world while meeting and exceeding state performance goals.


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?

We will meet one of our challenges at FES by improving Reading/Language Arts for Grade 4,

with a focus on raising the gains of the higher achieving students, as indicated by the TVAAS 3-

year analysis. This instructional area will require additional funds for materials and personnel

which will need to be in place to provide intervention for struggling students who are below

proficient, as well as, providing enrichment to students in the Advanced category. Opportunities

such as Book Clubs will be available to expand the learning and critical thinking skills through

discussion. Technology will be used to conduct research and to publish to a global audience. Another challenge will be to increase scores in Social Studies, grades 3-5. Administration at

FES will need to allocate funding to purchase additional materials to teach specialized topics to

students. Personnel and staff development time will need to be in place to provide professional

development on integrating Social Studies into the literacy block and providing workshops on

specialized topics and the use of technology. The Wetlands Project will integrate science and

social studies with language arts by providing students with an interesting, relevant focus for

writing. Additional non-fiction and historical trade books will also integrate the content areas and

provide multiple sources of information for students. All classroom teachers including teachers

of related arts will collaborate and plan to integrate social studies into the content areas, with

activities such as International Day. School-wide activities such as Read Across America and

Veteran‘s day provide students opportunities to celebrate literacy with parents and community.

All instructional activities will be aligned to the TN standards.

A final challenge at FES will be continued implementation of high quality scientifically based

instruction using the problem solving method of Response to Intervention for all FES students

who are struggling in academic achievement, based on assessments and classroom work samples.

The administration at FES will need to provide funds, personnel and professional development

for our challenges which in turn will allow us to implement Response to Intervention as

mandated by the federal government requirements.

Action steps for goal 2 are aligned with our beliefs that each student is a valued individual with

unique physical, social, emotional and intellectual needs. All school policies and procedures are

developed to focus on the safety and academic success of all students, in accordance with the

school‘s goals for learning. Goal 2 is aligned with our data and assessment needs in that Grade 2

and 4 students are tested on a mile run. The county has set a benchmark of 50% or above as

proficient. This data indicates the need for increased physical activity for our students. On the

BMI distribution for grades 2 and 4, the percentage of students designated as at risk for being

overweight will decrease from 37% to 25% by 2010. According to the Blue Cross Walking

Works for Schools program, every class needs an additional 10 minutes of walking each day. On

the BMI distribution, 37% of our students in grades 2 and 4 are overweight or at risk of being

overweight. All classroom teachers will be involved in attaining the goal by having an

individual class plan for 15 minutes of increased physical activity daily. The addition of the

Climbing Wall will provide additional motivation and opportunities for Authentic exercise.

With the integration of Social Studies across the curriculum students will raise test scores as

indicated on the TCAP. Supplementary activities such as International Day and JA Biz will offer

enrichment activities for students.


Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and

Organization – Narrative response required

All activities will be aligned with the TN Standards and will afford an opportunity for all

students to reach high expectations with a variety of instructional approaches to their learning.

Goal 4 is aligned with the FES Action Plan and will reflect a gain in math on the State TVAAS

value added in Grade 4 from -12.6 to 1.0 by 2010. Students classified as proficient and advanced

in math will reach the state targeted NCE Mean gains. All students in all subgroups (grades 3-5)

will meet or exceed the NCLB required targeted level of 86% proficient and above, including

students with disabilities. Classroom teachers will be required to attend professional

development sessions provided by CO staff to improve math instruction and strategies, with an

emphasis on critical thinking and problem solving skills to align with new TN standards.

Enrichment opportunities such as Scholar‘s Bowl and After School Math Enrichment Class will

be made available throughout the year. Monthly emails with relevant math websites will be

offered to teachers to supplement math curriculum. Technology programs such as Skills Tutor

will be utilized in Computer Lab and in the classrooms. Hands-on opportunities to master

authentic tasks, such as using a calculator and working with measurement, will be practiced, as

aligned with the TN standards. Supplementary materials will be purchased to provide students

current, interesting, and motivational hands-on opportunities to problem solve and to think

critically.

Suggestions for the Process – Narrative response required

What suggestions do we have for improving our planning process?

The SIP planning process will begin at the start of the school year with all stakeholders. The

entire planning process and timeline will be spread out in increments throughout the year. The

finished draft will be scheduled for completion by Spring Break. We will monitor the progress at

monthly intervals by requiring each chairperson to report progress or changes at a monthly SIP

meeting. The Computer Lab Facilitator will complete updates on the SIP posted on the school

website at the beginning of each school year. A School Climate Survey will be given at the Title

1 Meeting each year to parents. Faculty will participate in a School Climate Survey during the

first week of the new school year. A School Climate Survey will be given to students in the

spring of each year. The SIP Leadership Team and the principal will review results of the

surveys and suggest changes to the Action Plans at the next monthly progress monitoring

meeting. Additional parents and community members will be solicited for input on the SIP

Leadership Team. Resources and information could be made available by the first of the year in

order to incorporate the information in a timely manner.


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 schedule will be given to all staff outlining a list of required professional development topics

and dates to be covered during the school year. The Literacy Coach will continue to provide

training in the AC Balanced Literary Best Practices in the three tier reading model. The Literacy

Coach will offer professional development on using Book Clubs and Literature Circles to

enhance instruction and critical thinking through student discussion. Every nine weeks the

literacy coach will offer an after school ―Get Acquainted with Non-Fiction Books‖ to all staff.

Individual classroom coordinated health plans will be reviewed by the administrator in Aug. and

approved plans will be submitted to he PE teacher to be turned into the State in March. An

updated School Climate Survey will be given randomly to students, parents, and staff. Results of

the surveys will be discussed at staff meetings and in planning sessions with t he school SIP

Leadership Team. Office Log referrals will be checked by the principal weekly. Classroom

―walk throughs‖ will be done monthly to monitor the TSIP goals.

Formative assessments will be given throughout the year to monitor progress. DRA assessments

will be given by classroom teachers to all students in grades K-5 in Oct. Jan. and May. The

principal and literacy coach will monitor students not making the benchmarks. Progress

monitoring for any students not meeting the benchmarks will be conducted weekly by the

literacy coach, Reading Recovery teachers and/or classroom teachers. A list will be provided to

RTI team and the team will develop appropriate intervention. Flexible groups will be formed

based on the DRA‘s. Literacy Coach will meet with struggling readers and will provide

suggestions for enrichments for students reading above grade levels. The Literacy Coach and

Computer Lab Facilitator will conduct Book Clubs weekly with higher achieving students in

grades 4 and 5. The school principal will monitor classroom programs for the Coordinated

health Plan. Collaborative teams, including classroom teachers and special area teachers, will

meet to develop enrichment plans for International Day, Read Across America Veteran‘s Day,

JA Biz and Scholar‘s Bowl.

Daily Oral Language assessment and math assessments will be given weekly by the classroom

teachers to monitor progress. Rubrics for online book reviews will be used by the Literacy Coach

to assess Book Clubs.

The school principal will monitor the timeline closely for each goal and its action steps.

The leadership team will meet with the school principal to discuss progress three times during

the year. The Leadership Team Members and Chairperson for each Component of the SIP will

report progress monthly to the SIP Chairpersons.


Evidence of the Use of Data – Narrative response required

What is the plan for the use of data?

Each student individual‘s TCAP scores will be analyzed by teams of teachers in August. A

review of the school report card and AYP data will be used by teachers to collaborate and plan

instruction. Based on TCAP scores spring DRA benchmark assessments all students will be

placed in flexible groups at the beginning of the year and progress monitored through classroom

assessments. DRA classroom assessments, Words Their Way Assessments, Running Records

teacher assessments and classroom assessments will be analyzed and will guide instruction. The

literacy coach will collect and analyze literacy assessments 3 times per year. The literacy coach

and principal will report at faculty meeting and a pie chart will be posted to track progress of

each grade to track percentage of students proficient each benchmark. The principal will monitor

the RTI process and monthly RTI Progress Monitoring Log. The PE teacher will post the

percentage of students meeting the Mile Run and BMI benchmarks on the school website. The

school principal will present to the faculty the results of the parent, student, and faculty School

Climate Survey.

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 FES School Improvement Team will meet on Nov. 9, 2009; Dec. 15, 2009 and May 5, 2010

to review progress. The School Leadership Team will meet to review progress of the action plan

and goals. The following people will be responsible for monitoring the process: Carolyn

Cummings/teacher, Amanda McAmis/teacher, Brandi Long/Literacy Coach, Denise

Crawhorn/Reading Recovery teacher/Chair, Jeannette Mulholland/Reading recovery

teacher/Chair, Kristen Miller/School Counselor, Jenny Paynter/Librarian, Sandra

Patton/Principal, Sharon Capshaw/Community member and Tammy Milen/parent.

The principal and Chairs will be responsible for communicating time and location for each

meeting which will be held to monitor and make any necessary adjustments to the timetable as

outlined in the Action Plan. The principal and the Leadership team will review adherence to the

process as stated in each goal. The team will also review any data related to the progress in each

goal. The team will determine progression toward completion of each goal, as well as, make

recommendations or additional action steps if needed. The team will also monitor progress of

designated persons responsible for seeing that all needed materials and resources are provided.

Recommendations/evaluations are then returned to committees for additional review or input.



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?

Steps are currently underway to implement the SIP for the 2007-2008 school year. We are

pleased with the improvements in our student achievement but realize that we need to

continually re-evaluate and make necessary changes to meet the needs of the students and the

community. Each teacher will have access to a copy of the current SIP plan; it will also be

posted on the school website.

At the beginning of the 2008 school year, a meeting will be conducted by Sandra Patton,

principal, with all faculty to review the timeline and responsibilities for the upcoming year. To

evaluate the School Improvement Plan, monthly monitoring of goals and student progress will

take place with the leadership Team and the school principal, Sandra Patton.

The Principal, Sandra Patton, will organize school-wide staff meetings during which teachers

will meet to discuss implementation strategies and evaluate students‘ achievement. Teachers

will also discuss planning and adjusting pace of curriculum and instruction to best implement

goals during daily common grade level planning times. Sandra Patton, principal, will continue to

conduct monthly ―walk-throughs‖ to determine if there is consistent implementation of the SIP

throughout the school, including related arts.

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 principal, Sandra Patton, and faculty will continue to monitor student progress by using the

benchmark data and all assessments to monitor progress and to make adjustments as needed. A

meeting will be held so that all stakeholders will review TCAP data for 2008. Trends will be

reviewed for grades 3-5 in all subgroups. Adjustments will be made ensuring that the percentage

of students proficient and advanced is met according to the state guidelines. Using all collected

data, the goals of the School Improvement Plan will be analyzed to determine progress and to

outline steps toward continued progress.

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?

All stakeholders at Fairview Elementary School will be informed of progress in the SIP, which

will be posted on the school website. This information will be communicated to teachers and

other stakeholders through various forms of communication including staff meetings, PTO

meetings, newsletters, websites, local media, parent-teacher conferences, annual Title 1 meeting

and a ―Coming Events‖ display in the front lobby of the school. All stakeholders will be

encouraged to provide input regarding ongoing progress toward the goals as listed in the FES

School Improvement Plan. However, the school cannot accomplish our goals without the active

participation of all stakeholders. Together we can accomplish great things!


Date post:	06-Apr-2020
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