Chimneyrock Elementary School
Tennessee School Improvement Planning Process
(TSIPP)
Tonya Cooper, Principal Shannon Cotton and Crystal Andrews, Assistant Principals
Dr. Kriner Cash, Superintendent
Chimneyrock Elementary 2011-2012 2
Tennessee School Improvement Planning Process
(TSIPP)
Assurances with Signature of Principal
I certify that Chimneyrock 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
Chimneyrock Elementary 2011-2012 3
Table of Contents Component 1a – School Profile and Collaborative Process
1.1 SIP Leadership Team Composition 5
1.2 Subcommittee Formation and Operation 6
1.3 Collection of Academic and Nonacademic Data and Analysis/
Synthesis
11
1.3.1: Data Sources (including surveys)
Comprehensive Needs Assessment (School Climate Survey)
11
1.3.2: School and Community Data
Instruction by highly qualified staff
13
16
Component 1b – Academic and Non-Academic Data Analysis/Synthesis
1.4: Variety of Academic and Non-Academic Assessment Measures 24
1.5: Data Collection and Analysis 25
1.6: Report Card Data Disaggregation 31
1.7: Narrative Synthesis of All Data 33
1.8: Prioritized List of Goal Targets 34
Component 2 – Beliefs, Common Mission and Shared Vision 35
Component 3 – Curricular, Instructional, Assessment, Organizational
Effectiveness
Schoolwide reform strategies based on scientific research
38
3.1.a: Curricular Practices 39
3.1.b: Curriculum Gap Analysis 43
3.1.c: Curricular Summary Questions 45
3.2.a: Instructional Practices
Offer timely assistance to students experiencing difficulty
46
3.2.b: Instructional Gap Analysis 50
3.2.c: Instructional Summary Questions 52
3.3.a: Assessment Practices
Measures to include teachers in assessment decisions to
improve student performance
53
3.3.b: Assessment Gap Analysis 56
3.3.c: Assessment Summary Questions 58
3.4.a: Organizational Practices
Assistance to pre-school children from early childhood
programs to elementary
59
3.4.b: Organizational Gap Analysis
Strategies to attract high quality, highly qualified teachers
62
3.4.c: Organization Summary Questions 64
Chimneyrock Elementary 2011-2012 4
Component 4 –Action Plan
High-quality, on-going professional development
Strategies to increase parental involvement
65
66-75
Goal 1 66
Goal 2 70
Goal 3 74
Component 5 – The School Improvement Plan and Process Evaluation 76
5.1: Process Evaluation 77
5.2: Implementation Evaluation
Measures to include teachers in decisions regarding assessment
results
79
5.3: Monitoring and Adjusting Evaluation 80
Title I Addendum 83
Title I Assurance Page 84
Family Engagement Plan 85
Pre-school Transition Plan 86
Professional Development Plan
High quality, on-going professional development
88
Intervention Plan 96
Teacher Mentoring Plan 98
Technical Assistance Report 99
List of State and Federal Programs 100
Parent-Teacher Compact 101
AYP Letter 102
Chimneyrock Elementary 2011-2012 5
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)
Tonya Cooper Principal
Cynthia Brewer Y Instructional Facilitator Component 4
Courtney Vickers Orff Music Teacher Component 1
Johna Williams Special Education CDC
Teacher Component 3
Jamie Kennedy Teacher Component 2
Suzanne Williams School Counselor Component 5
Lynn Grayson Parent
Juliet Colanero Financial Secretary
Diara Clark Interventionist
Jan Nixon Teacher
Ron Coe Community Stakeholder
Sheila Velasquez Teacher’s Assistant
Gail Brown Parent
Chimneyrock Elementary 2011-2012 6
TEMPLATE 1.2: Subcommittee Formation and Operation (Rubric Indicator 1.2)
Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name Position Chair
Courtney Vickers Orff Music Teacher Y
Corey Jones Teacher
Vicki Bailey Teacher
Janet Brown Teacher
Karen Hughes Teacher
Melanie Simmons Teacher
Theresa Gasinski Teacher
Dorcea Brown Teacher
Cynthia Brewer Instructional Facilitator
Kaleigh Donnelly Special Education Teacher
Todd McGaughey ESL Teacher
Rosie Lopez General Secretary
Amy Shackleford SMS Secretary
Marcie Thomason Teacher’s Assistant
Ester Agyemang Café Manager
Pam Bergsmith Parent
Berthilde Bank 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
Chimneyrock Elementary 2011-2012 7
Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name Position Chair
Jamie Kennedy Teacher Y
Peggy May Teacher
Lauren Weatherford Teacher
Adeola Panox Teacher
Latisha Brown Teacher
Jacqueline Ridout Teacher
Chandre Hill Teacher
Nancy Binkley Teacher
Shannon Cotton Assistant Principal
Laura Dalton Special Education Teacher
Jawanna Pernell Teacher’s Assistant
Eddie Cornelious School Building Engineer
Ashley Gerst Art Teacher
Christopher Garry P.E. Teacher
Aimee Hurley Parent
Jan Knight Special Education Assistant
Stephen Vale Community Stakeholder
Matthew Wynne Orff Music Teacher
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 2 Chair Signature
Chimneyrock Elementary 2011-2012 8
Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name Position Chair
Johna Williams Special Education CDC Teacher Y
Lauren Nugent Teacher
Kimberly Jones Teacher
Sheria Hall Teacher
Kimberly McClure Teacher
Michelle Reynolds Teacher
Tracie Young Teacher
Natasha Britton Teacher
Kelly Donnelly Teacher
Crystal Andrews Assistant Principal
Paula Payne Pre-K – 2 CLUE Teacher
Barbara Crane Art Teacher
Gloria Wood SMS Secretary
Erica Kones Technology Assistant
Gloria Pogue Teacher’s Assistant
Jess Wellington Parent
Gentlemen’s Academy Community Stakeholder
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 3 Chair Signature
Chimneyrock Elementary 2011-2012 9
Subcommittee for COMPONENT 4 Action Plan Development
Member Name Position Chair
Cynthia Brewer Instructional Facilitator Y
Richard Deising Teacher
Denoya Mans Teacher
Michelle Woody Teacher
Joy McCollum Teacher
Misty Boone Teacher
Nashwa Hanna Teacher
Karen Wheat Teacher
Maude Wayne Librarian
Teresa Eskew CLUE Teacher
Kristi Medford Pre-K Special Education CDC
Teacher
Heather Adams Parent
Kathi Graham Speech Therapist
Jennifer McCleary Teacher
Elvia Vierya Bilingual Mentor
Cheri Neal Parent (tab in last cell to create a new row as needed)
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 4 Chair Signature
Chimneyrock Elementary 2011-2012 10
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name Position Chair
Suzanne Williams School Guidance Counselor Y
Jesse Bass P.E. Teacher
Carmen Blatteis ESL Teacher
Michelle Taylor Records Secretary
Kristi Jackson Teacher
Shannon Emmons Teacher
Kathleen Bennett Teacher
Amy McCann Teacher
Robyn Green Teacher
Lauren Halyard Teacher
Denise Bernil Parent
Lorna Brown CLUE Teacher
Rachel Roesslein Special Education Teacher
Laura Gehring Teacher
Shana McDougle Parent
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 5 Chair Signature
Chimneyrock Elementary 2011-2012 11
FORM 1.3.2 Other Data Sources (including surveys) (Rubric 1.3)
Data Source Relevant Findings
On-Line Surveys for Parents
& Faculty
This year we had the opportunity to do all of these surveys on-line
with data being tallied automatically. Below are the results from
the Parent and Faculty on-line surveys.
School
Climate
Survey for
Parents
Parents were given an on-line survey in the Spring of 2011. They were asked
a variety of questions about their thoughts about the school, the leadership,
and the teachers, as well as suggestions for spending district funds.
Parents scored Chimneyrock the highest on providing school notices in a
language that is easy to understand and understanding the ratings of
the new Standards Based Report to Families
Parents scored Chimneyrock to lowest on the effectiveness of the
Standards Based Report to Families and inviting the parents that
responded to this survey an opportunity to serve on school committees
Parents believe that most district money should be spent on helping
them understand what their child needs to learn to be able to succeed
at their grade level
The 2nd
choice for parents regarding the spending of District funds is
providing tutoring help with homework
TELL
Tennessee
Survey for
Teachers
(Teaching,
Empowering
Leading, and
Learning
Survey)
This is the first year that the State of Tennessee Department of Education
utilized this survey for Teachers. Teachers responded to this survey in the
Spring of 2011 (May). Questions focused on time, facilities and resources,
community support and involvement, student conduct, teacher leadership,
school leadership, professional development, and finally, instructional
practices and support.
Time:
o Highest – Teachers have time to collaborate with colleagues
(86.2% agree)
o Lowest – Efforts are made to minimize the amount of routine
administrative paperwork teachers are required to do (36.2%
agree)
Facilities and Resources:
o Highest – The physical environment of classrooms supports
teaching and learning (91.5% agree) and The reliability and
speed of internet connections are sufficient to support
instructional practices (91.5% agree)
o Lowest – Teachers have sufficient access to instructional
technology, including computers, printers, software, and
internet access (69.5% agree)
Community Support and Involvement:
o Highest – Teacher provide parents with useful information
about student learning (88.1% agree)
o Lowest – Parents support teachers, contributing to the success
with students (70.7% agree)
Chimneyrock Elementary 2011-2012 12
Managing Student Conduct:
o Highest – The faculty work in a school environment that is
safe (93.2% agree)
o Lowest – Students at this school follow rules of conduct
(63.8% agree)
Teacher Leadership:
o Highest – Teachers are encouraged to participate in school
leadership roles (75% agree)
o Lowest – Teachers have an appropriate level of decision
making in this school (45.6% agree)
School Leadership:
o Highest - The school leadership facilitates using data to
improve student learning (94.8% agree)
o Lowest – Teachers feel comfortable raising issues and
concerns that are important to them (54.2% agree)
o Teachers felt that the leadership makes a sustained effort to
address teacher concerns about facilities and resources (80.7%
agree); however, teachers felt less sustained effort was used to
address the use of time in the school (60.0% agree)
Professional Development:
o Highest – Teachers are encouraged to reflect on their own
practice (88.1% agree)
o Lowest – Professional development provides teachers with
strategies to involve families and other community members as
active partners in their children’s education (56.9% agree)
Instructional Practices and Support:
o Highest - Teachers in this school use assessment data to inform
their instruction (89.5% agree)
o Lowest – Teachers have autonomy to make decisions about
instructional delivery (50.8% agree)
Chimneyrock Elementary 2011-2012 13
Component 1 - School Profile and Collaborative Process (Climate and Safety)
FORM 1.3: Collection of Demographic Data and Analysis
FORM 1.3.1: School and Community Data (Rubric 1.3)
FORM 1.3 Narrative and analysis of relevant school and community factors:
SCHOOL CHARACTERISTICS
Historical Background
Chimneyrock Elementary School (CES) is a public, suburban elementary school located in
Cordova, Tennessee. It is one of more than 100 Memphis City Schools. There have been eight
principals since the school’s opening in 1990: Mrs. Elizabeth Lane (1990-1995), Mrs. Pat Ashcraft
(1995-2000), Mrs. Sherry Roper (2000-2005), Dr. Cathy Wilson (2005), Mrs. Patti Russell (2006),
Mrs. Daphanie Swift (2007), Mrs. Marie DeLockery (2009), and Mrs. Tonya Cooper (2010).
In the past nine years the school has dealt with a variety of situations that have impacted planning
at the school level. On Tuesday, November 19, 2002, a car struck seven students as they waited to
be picked up in front of the school. A child’s grandmother lost control of the car, running over the
curb striking the children. A Crisis Team was called in from Central Office to help the faculty,
students, and community recover from this accident. Fortunately, all of the children survived,
although several had serious injuries. This caused the school and system leadership to take a long,
hard look at safety and dismissal, and a number of changes were made in our procedures and in our
handbook. The entire community was traumatized by the event and recovery was slow.
The following year the school was given a date for annexation into the Memphis City Schools of
July 2007. Annexation had been discussed for some years as Cordova had already been annexed
into the city. Annexation has always been an emotional issue in the Memphis area. A number of
meetings had been held to see if system boundaries would be frozen. This did not occur. Due to the
imminent likelihood of annexation, a number of senior teachers left the school due to transition
uncertainties regarding insurance, involuntary transfer status, and other issues. The annexation
finally took place June of 2010.
Facilities, Environmental, and Safety Conditions
The school is located on a beautiful 22.5-acre tract of wooded property nestled behind a wooded
hill in the middle of the Countrywood subdivision. Dr. James Mitchell, who was then Operations
Director for Shelby County Schools, and the principal, Mrs. Liz Lane, saw in this site an
opportunity to create a school setting like no other. This unique setting, in which 11 distinct
outdoor classroom sites and gardens were developed, was designated as an Outdoor Classroom for
the State of Tennessee. It has been a leader in environmental education statewide and nationwide.
Chimneyrock’s Outdoor Classrooms were also featured in 2002 in Southern Living Magazine.
In the summer of 2010, the main hallways were completely repainted by a contractor to correspond
with other MCS facilities and the environmental murals remained in tact. The murals are a part of
the school history as were painted by high school art students. The school has had difficulties for a
number of years with a severely leaking roof. In 2006, the County Commission approved funding
to replace the roof at an estimated cost of 1 million dollars. The roof was replaced during the
Chimneyrock Elementary 2011-2012 14
summer of 2006.
Safety issues are constantly monitored. Our Crisis Manual was updated in 2010 to reflect the
changes in district, administration, and staff. This was presented to the staff at one of our in-service
meetings. SERT training was made available. Staff members who work with students with special
needs received training in Crisis Prevention Intervention. Weekly safety checks are conducted to
ascertain any safety conditions on the campus.
Grade Distribution, Length of School Year, Length of School Day
Chimneyrock Elementary serves approximately 1,060 students from Pre-Kindergarten to Fourth
Grade. In the 2007-2008 school year each grade level had approximately 9-11 sections with
student and teacher ratios in compliance with state mandates.
GRADE DISTRIBUTION
GRADE (SECTIONS) 2011-2012
Pre-school SPED (1) 12
Pre-kindergarten (1) 20
Kindergarten (8) 156
First (6) 114
Second (7) 148
Third (7) 147
Fourth (6) 142
Fifth (6) 152
Total 891
School hours for Chimneyrock are 8:30 AM- 3:15 PM for a seven-hour school day. The school
calendar includes 180 teaching days, 5.0 in-service days, 4.0 administrative days, 1 day of
parent/teacher conferences (o.5 days twice a year), and 10 vacation days for a total of 200 days.
Operating Budget Distribution Equity
Memphis City Schools equally distributes all instructional and operational allocations on a per
pupil basis. Per pupil expenditures for Memphis City Schools are $10,767. Chimneyrock
Elementary School distributes its site-based budget ($38,883.58) under the guidelines of Memphis
City Schools. For example, each teacher received $300 per year for classroom materials and
supplies. Every classroom, including the Special Education classrooms, is stocked with textbooks
in every subject for every student. All students have the workbooks that accompany the current
series’ adoption.
Administration, Faculty, and Staff Demographics (race, gender, ethnicity)
There are 3 full time administrators:
1 principal (1 female Black)
2 assistant principals (2 female Black)
Chimneyrock Elementary 2011-2012 15
1 Instructional Facilitator
Our faculty consists of the following:
40 classroom teachers (2 male Caucasian, 29 female Caucasians, 9 female Blacks)
28 specialty teachers (7 of whom also work in other schools and are itinerant - 4 male
Caucasians, 5 female Blacks, 18 female Caucasians, 1 female Hispanic, 1 female Asian).
This includes 1 SPED pre-school class, 1 Race To The Top pre-kindergarten class, 1 CDC
class, 3 resource classes, an OT and a PT class, 2 Speech classes, 2 Art classes, 2 Music
teachers, 2 PE teachers, 2 Guidance counselors, 3 C.L.U.E teacher, 2 ESL teacher, and 1
librarian.
Other staff members include the following:
1 ESL translator (1 Hispanic female)
4 Office staff members (2 Caucasian females, 1 Hispanic female, 1 Black female)
1 Financial Secretary (1 Caucasian female)
1 Plant Manager (1 Black male)
3 Academic Interventionist (3 Black female)
6 Teacher Education Assistants (2 Caucasian females, 4 Black females)
7 Special Education Assistants (2 Caucasian females, 4 Black female, 1 Hispanic female)
7 Cafeteria Employees (1 Asian female, 6 Black females)
A new principal was appointed for the 2010-2011 school year. This was due to the transition from
Shelby County Schools to Memphis City Schools. With the annexation of Chimneyrock, several
teachers remained with Shelby County Schools while others chose to stay at Chimneyrock through
the transition. In years prior to the annexation turnover had been high due to the unknown date for
the transition. It is projected for the teacher and staff retention rates to level off as employees
become more acquainted with the Memphis City Schools system.
TEACHER DEMOGRAPHICS
2011-2012
White 78%
Black 20%
Hispanic 1%
Asian 1%
Native American 0%
With the anticipation of annexation, Chimneyrock Elementary experienced several years of high
turnover, leaving principals to hire less experienced teachers. There was no request from other
Shelby County teachers for transfer to Chimneyrock. Although some of the teachers were hired
from outside the system with experience, a large majority of teachers hired were new to the
teaching profession. The 2005, 2006, and 2007 school years experienced the most drastic changes,
showing a significant increase in teachers with less than 10 years of experience and a drastic
decrease in teachers with more than 10 years of experience. A benefit of annexation has been the
opportunity to add teachers with more experience. Two teachers with the most years of experience
have been with Chimneyrock since its’ opening in 1990. Currently, 65% of our teachers have 10
Chimneyrock Elementary 2011-2012 16
years or less of experience, leaving 36% with more than 10 years experience. This is a tremendous
increase from 2009 when 71% of the teachers had less than 10 years experience.
TOTAL YEARS OF TEACHING EXPERIENCE
2011-2012
5 years or less 33.3%
6-10 years 31.7%
11-15 years 18.3%
16-20 years 3%
< 20 years 15%
Total years of teaching experience at Chimneyrock had been anticipated to decline in the previous
TSIPP, due to the number of new teachers hired. However, with several teachers choosing to
remain at Chimneyrock through the transition, the years of experience at Chimneyrock is
increasing specifically in the 6-10 years range. There is also a significant decrease in the
percentage of teachers with less than five years experience. The chart below shows the increase
within those years. Most teachers are credentialed and hold highly qualified status. There are
four teachers that are not highly qualified yet. They are part of Teacher for America and
Teaching Fellows. Once they complete their course work and their Praxis tests, they will
achieve highly qualified status. These teachers are in the mentoring program for extra
support.
TOTAL YEARS OF TEACHING EXPERIENCE AT THIS SCHOOL
2007-2008 2009-2010 2011-2012
1-5 years 87% 84% 66.7%
6-10 years 6% 10% 28.3%
11-15 years 3% 3% 2%
>15 years 3% 3% 3%
Despite, the overall decline in teachers’ experience, a large number of our current faculty has either
received and/or is working on Masters Degrees or post-graduate studies. Chimneyrock also has two
candidates working on doctoral degrees.
TEACHERS HOLDING DEGREES ABOVE MASTERS LEVEL
Bachelor’s 59.32% EDS 7%
Masters Degree 25.42% EdD/PhD 0%
Masters Degree +45 8.5%
Enrollment Data
Chimneyrock serves approximately 891 students from Pre-Kindergarten through Fifth Grade.
Currently there are 20 students in the Race To The Top funded Pre-Kindergarten, 12 students in
the Special Education Pre-School, 156 Kindergarten students, 114 students in first grade, 148
Chimneyrock Elementary 2011-2012 17
students in second grade, 147 students in third grade, 142 students in fourth grade, and 152.
Chimneyrock is currently a part of Memphis City Schools.
Curriculum Offerings State and district guidelines mandate the course offerings at Chimneyrock. The curriculum is
guided by the following: state/national standards, GLE’s, SPI’s, grade level/subject area state
accomplishments. The academic curriculum at Chimneyrock consists of a highly-integrated
Reading and Language Arts program based on the Scott Foresman series, the Envision
Mathematics series by Scott Foresman, the McGraw-Hill Science series, and the Houghton Mifflin
Social Studies series. In addition to the academic curriculum, students also attend Music, Art, and
P.E. classes once a week for 50 minutes. Students go to the Library and Computer Lab for 50
minutes every other week. Guidance classes are offered once a month for 50 minutes as well.
Chimneyrock also offers a wide variety of accommodations for special needs students. There is
one special education teacher for pre-school, in which those students spend all day with that
teacher as well as two full-time assistants. We have 3 regular resource teachers. One resource
teacher instructs both Kindergarten and first grade students, while another teacher instructs only
second and third grade students. The remaining resource teacher instructs fourth and fifth grade
students. Finally, there is 1 CDC teacher for grades K-5. Students in CDC receive all academic
content in the resource room and attend specialists’ classes, lunch, and recess with their homeroom
class.
Chimneyrock has 1 full-time and 1 part-time Speech Therapists, 1 part-time Occupational
Therapist, and 1 part-time Physical Therapist who work with special needs students in our school
and community. In addition, Chimneyrock has 1 part-time psychologist and 1 part-time Social
Worker.
Level 1 and 2 ELL students receive instruction from an ESL teacher for one hour a day.
Chimneyrock has two full-time ELL teachers on staff, as well as one full-time Bi-lingual Mentor.
Academic enrichment at Chimneyrock is comprised of C.L.U.E classes for pre-kindergarten
through fifth grade students. Chimneyrock has 1 full-time C.L.U.E teacher and 2 itinerant teachers
that meet with each small group of advanced students for four hours per week.
Unique Programs Through the transition between districts, Chimneyrock has changed its offerings of programs for
extra-curricular opportunities. Many of these activities are academic in nature and promote
leadership, undertaking challenges, and acceptance of others. New programs include orchestra
classes for fifth grade students, class piano, and ESL classes for parents and families.
Academic Offerings
Students in third through fifth grade take Discovery Education Assessments three times a
year to assess grade level skills in math and reading.
AIMS Web testing is administered to all students in grades kindergarten through five for
Reading and grades three through five in Math. AIMS Web is given every two weeks and
once per week for students who are in need of intervention. This testing tracks academic
Chimneyrock Elementary 2011-2012 18
growth for students.
Ed Plan is also used to track interventions and RTI. Stanford Math is also available for
interventions for all grades and is mandated for grades two through five. Stanford LA&W
is also mandated for grades two through five.
Most classrooms have 3 to 5 desktop computers. There is 1 laptop cart for each grade-level
to share.
BrainPop is used with teacher discretion across grade levels to enhance classroom
instruction.
Before and after school tutoring is offered to students in most grades who need extra
practice and instruction with reading and math skills.
Community members and parents are invited to participate in tutoring and to read in the
classrooms on Read Across America day every year.
All students in grades kindergarten through fourth participate in the annual district
ThinkShow! With fifth graders participated in the Capstone Project.
Offerings through Professional School Counselors
Students attend guidance classes once a month.
Career Day is an annual event that teaches students about a wide variety of careers.
Parent seminars are offered 2 times a year to offer help to parents (study skills, discipline,
etc.)
A No Bullying Program encourages students to maintain a safe and secure environment by
not being a bully and reporting bully behavior.
Special counseling groups are made available to students with special emotional needs
based on a needs survey given at the beginning of the school year. Examples of groups
offered this year are anger management, children of divorced parents, sharing problems,
etc.)
Individual sessions, peer mediation and conflict resolution is also offered through School
Counselors.
Contests
Citizenship Essay
Cultural Arts – Composition, poetry, drawing, creative writing
Safety Poster
Environmental Poster
Big Shoe Award for responsibility and behavior in P.E. classes
Service Projects
Classes select names for participation in the Angel Tree program, which benefits
economically disadvantaged families at Chimneyrock.
Students and faculty collect soft drink tabs to help support St. Jude Children’s Research
Hospital.
Student collect non-perishable food items to donate to Kids Kan.
BoxTops for Education
Environmental Club also takes care of the school grounds as well as providing bird food for
local birds.
Chimneyrock Elementary 2011-2012 19
Jump Rope for Heart is held annually to educate students about the heart and to raise funds
for the American Heart Association.
Students are encouraged to have a benevolent spirit towards others. They raised money by
collecting pocket change for an anonymous student from another school that was recently
diagnosed with cancer.
Honors Classes
Chimneyrock uses the C.L.U.E. (Creative Learning in an Unique Environment) program for state-
identified gifted students in third, fourth, and fifth grades, as well as students in pre-kindergarten
through second grade who read at least two grades above grade level and have a recommendation
from teacher. Students in C.L.U.E work on a wide variety of enrichment projects that enhance
SPI’s. A gifted student attends C.L.U.E for 4 hours per week.
Parental Involvement The PTA (Parent Teacher Association) at Chimneyrock is a viable and important part of the school
and has had a strong tradition of support in the past. However, parent involvement had been
steadily declining during the years prior to the annexation. This year the PTA has 100%
participation and is increasingly gaining more interest from Chimneyrock parents.
2011-2012
100%
The PTA is actively involved in activities within the school and provides substantial financial
support for school endeavors. They have also won many awards at across the state. Below is a list
of activities provided and/or funded by the PTA as well as recognition and awards received by
Chimneyrock’s PTA:
Every holiday season, the PTA organizes the Angel Tree Adoption program that helps to
provide gifts to Chimneyrock families in need.
At Open House, PTA provides a dinner at Open House for families to come together at the
school.
In the fall, PTA’s main fundraiser was the Entertainment Books.
Currently, PTA is organizing a marathon for the Countrywood subdivision in efforts to
raise money for the school.
PTA is actively seeking school adopters to provide monetary, academic, and other supports
for faculty and students.
PTA operates the school bookstore every morning for students.
In 2007, PTA won the Early Membership Award.
Also in 2007, PTA had 100% Teacher Membership.
In 2006, PTA won first place for Reading and Library Services at the State Convention.
Also in 2006, PTA received the Mary Jo Clark Volunteer Service Award for having 12,000
hours of parent volunteering at Chimneyrock.
For 2002-2006, PTA received the Lois Jean White Leadership Enhancement Award.
Drug, Alcohol, or Tobacco Incidents
Chimneyrock Elementary 2011-2012 20
Chimneyrock is a drug free school. We have not had any drug, alcohol, or tobacco incidents.
School Business Partnerships
Currently, Chimneyrock does not have official school adopters. However, many local companies
support our school in various ways as “Friends of Chimneyrock”.
“Friends of Chimneyrock” include: Ann Taylor Loft Oak Court, Best Buy, Walgreens, and
Target.
Best Buy has donated school and office supplies.
Chick-Fil-A, and Sweet CeCe’s Frozen Yogurt provides fundraisers by hosting a
Chimneyrock Family night throughout the year where a portion of the profits go to the
school.
Target Credit Card Services provides a percentage of credit card sales when a Target Card
Member signs up for this program.
CiCi’s Pizza offers a School Night program, which gives a percentage of sales of
Chimneyrock families to CES one night per month.
STUDENT CHARACTERISTICS
According to our latest 2011 20-Day Report, the total student population was 891 students with
447 male students (50.16%) and 444 females (49.83%). The BEP average number of students per
class in grades K-3 is 20 and 25 in fourth and fifth grades. Chimneyrock class sizes are in
accordance with BEP requirements.
Student Demographics
Demographics indicate that the ethnicity of the area is changing with significantly more Black
students being served than in previous years. The enrollment of Black students has increased from
22.1% in 2004 to 47% in 2009 and 54.77% in 2011. The Hispanic population has shown a small
increase as well. The number of Asian and Native American students has remained the same.
CES
2011-2012
White 33.22%
Black 54.77%
Hispanic 8.42%
Asian 3.93%
Native American < 1%
Native Hawaiian/
Pacific Islander
< 1%
A majority of our students are car riders (326). 313 students are bus riders. The remaining students
are bikers, walkers, in Y-Care, or in Daycare.
English Proficiency/ English as a Second Language (ESL)
Chimneyrock Elementary 2011-2012 21
The Primary Home Language form (completed at registration) asks three questions:
1. What was the first language that your child learned to speak? 2. What language does your child speak most often outside of school? 3. What language does your child use to speak to adults in your home?
If any of the three answers is other than English- then the student is given the TELPA test
(Tennessee English Language Proficiency Assessment). Their scores from that assessment are
calculated and the student is given a level. Levels 1 and 2 qualify for daily ESL services.
Chimneyrock Elementary currently has a total of 123 ESL Students. 74 students receive daily ESL
services. There are 13 different languages represented at Chimneyrock:
- Spanish - Arabic - Russian - Oromo - Khmer - Vietnamese - Persian - Chinese - Laotin - Korean - Telugu - Hinong - Japanese
Two full-time Highly Qualified ESL Teachers and one full-time Bi-lingual Mentor work with
Level 1 and 2 students for one hour a day. One ESL Teacher works with grades K-2, while the
other ESL Teacher serves grades 3-5. Each teacher utilizes the Longman Cornerstone Series as
well as other resources- to offer daily lessons involving listening, speaking, reading and writing
skills.
The ESL Teachers work cooperatively with the classroom teachers, counselors and staff to increase
the student’s English language proficiency and ensure their future academic success.
Free and Reduced Lunch Rates
The free and reduced lunch rate has increased in recent years. This is due to the real estate changes
within the neighborhood, the addition of four apartment complexes, and the current state of the
economy. For the 2011-2012 school year, 71.5% of Chimneyrock students receive free lunch or
reduced rate lunches.
Students Scheduled in Classes Without a Credentialed Teacher
All students receive instruction from a credentialed teacher in the regular, special education, and
specialist classrooms. An Educational Assistant operates the computer lab and students attend lab
twice a month for 50 minutes.
Attendance & Promotion Rates
Chimneyrock Elementary School’s attendance rate was 95.7% in 2010. Chimneyrock exceeded the
State goal of 93% in each year.
Chimneyrock Elementary 2011-2012 22
The promotion rate at Chimneyrock Elementary School was 99.5% in 2010. The majority of
students who have been retained were in Kindergarten.
Suspensions & Expulsions
The principal, assistant principals and teachers maintain discipline at Chimneyrock. Cafeteria,
playground, and school rules have been established and are provided to parents through the
Chimneyrock handbook. Classroom rules are established in each classroom and provided to
parents at the beginning of each school year. The Student-Parent Handbook describes the system’s
code of Acceptable Behavior and Discipline and is distributed to parents during registration.
Chimneyrock has noticed an increase in the number of suspensions. There have been 42
suspensions for the current year, and 68 in 2010. There was one expulsion at Chimneyrock for the
2010 year and one for the current year.
Retention Rate
The Retention Rate is 1% with most retentions occurring in Kindergarten due to parental requests
for their child’s lack of maturity or young age.
Transfer Rate
The transfer rate had been increasing over the years as concerns regarding annexation grew. With
the annexation to Memphis City Schools and the rezoning for the Riverwood subdivision transfers
are no longer an issue for Chimneyrock.
Dropout/Graduation Rate
Because of the grade structure of the school, the drop out rate and graduation rate are not
applicable.
COMMUNITY CHARACTERISTICS
Size of Community
Our student population resides in the Countrywood subdivision and areas east of the subdivision.
An overwhelming majority of our students live in the 38016 zip code. The current population of
the 38016 area is 49, 964 with 46% of households having children.
Demographic Breakdown of the Populous
The following table shows the breakdown of the 38016 zip code. The ethnic composition of the
community is 78.14% Caucasian, 12.07% African-American, 3.66% Hispanic, 5.34% Asian.
Average Income or Economic Level
Demographics for the area indicate a mostly white and black, middle class, some college-education
population. Most homes have both parents and the median age is in the mid 30’s. The ethnicity of
the school population is more diverse however. The following chart gives a breakdown of our
community’s demographics in 2008.
Chimneyrock Elementary 2011-2012 23
Population of 49, 964
White 78.14%
Black 12.07%
Hispanic 3.66%
Asian 5.34%
Native American <1%
Pacific Islander <1%
Male 48.75%
Female 51.25%
Median Age 34 Shelby County
AVG 34.5
Median Household Income $79,883 Shelby County
AVG $46,573
% of Family Households
68.06% Shelby County
AVG 56.85%
Avg Household size 2.42 Shelby County
AVG 2.57
% College or better 47.06% Shelby County
AVG 28.1%
% of Families with children 46.13% Shelby County
AVG 42.3%
% White Collar 87.81% Shelby County
AVG 63.4%
Chimneyrock ES has maintained a steady mobility rate until the city annexed the area and the
threat of annexation occurred. As a result, a number of families began to leave the area to move to
incorporated townships. The school grade span is K-5 and many families had been affiliated with
the school for a number of years with growing children.
The school became a part of Memphis City Schools in June of 2010 and with the annexation
experienced teachers due to retirement (3), transfers to other SCS schools, and the birth of their
own children with a desire to stay at home. Due to the system change the administration, faculty
and staff of the school has experienced a lot of personnel turnovers. Over the last seven years five
principals have been appointed to Chimneyrock.
Chimneyrock Elementary 2011-2012 24
Component 1b – Academic and Non-Academic Data Analysis/Synthesis
1.4: Variety of Academic and Non-Academic Assessment Measures
List Data Sources
TCAP Data (2011)
TCAP Writing Assessment (2011)
TVAAS Data (2011)
Formative Assessment Data (2011)
Pre-K Testing Data (Initial Brigance scores for 2011)
AIMSweb data for grades K-5 (Reading)
AIMSweb data for grades K-5 (Math)
Attendance Data (2010-11, 2011-12)
Chimneyrock Elementary 2011-2012 25
1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs. TCAP Data (Grades 3-5)
Total School Percent of Students Scoring Proficient/Advanced 2010-2011
Reading/Language Arts 50.4%
Mathematics 46.9%
Third Grade 2010-2011 TCAP Data
Percent
Proficient/Advanced
Reading/Language Arts 38.7%
Mathematics 52.4%
Science 42%
Social Studies 79%
The lowest percent of students scoring proficient/advanced in the reporting categories for
Reading/Language Arts:
Literature – 33%
The lowest percent of students scoring proficient/advanced in the reporting categories for Math:
Geometry and Measurement – 46%
Fourth Grade 2010-2011 TCAP Data
Percent
Proficient/Advanced
Reading/Language Arts 42.8%
Mathematics 33.3%
Science 37%
Social Studies 83%
The lowest percent of students scoring proficient/advanced in the reporting categories for
Reading/Language Arts:
Chimneyrock Elementary 2011-2012 26
Informational Text – 39%
The lowest percent of students scoring proficient/advanced in the reporting categories for Math:
Geometry and Measurement – 29%
Fifth Grade 2010-2011 TCAP Data
Percent
Proficient/Advanced
Reading/Language Arts 54.1%
Mathematics 57.8%
Science 42%
Social Studies 94%
Writing 94%
The lowest percent of students scoring proficient/advanced in the reporting categories for
Reading/Language Arts:
Logic – 48%
The lowest percent of students scoring proficient/advanced in the reporting categories for Math:
Geometry and Measurement – 55%
6.5%
23.1%
63.9%
4.1%1.9% 0
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
6 5 5 3 2 1
5th Grade Writing Scores
10-11
Chimneyrock Elementary 2011-2012 27
TVAAS Data
The 2011 Mean NCE gain for Chimneyrock:
4
th grade 5
th grade
Reading/Language Arts +0.9 +2.8
Math +1.2 +7.8
Science -3.2 -3.8
Social Studies -6.4 -0.9
In 4th
grade Reading/Language Arts, the 1st, 2
nd, 3
rd, and 4
th percentile cohorts had negative
growth while the 5th
percentile cohort experienced a growth of +3.8. 4th
grade Math showed
positive growth for the lowest three percentile cohorts, but negative growth for the highest two
percentile cohorts.
In 5th
grade, students in all percentile cohorts showed positive growth except the lowest cohort (-
2.8) for Reading/Language Arts. Students in 5th
grade Math showed growth in all percentile
cohorts, except the highest (-0.1).
Formative Assessments (Grades 3-5)
Students in 3rd
, 4th
, and 5th
grades were assessed three times last year using the district approved
formative assessment test in the areas of Reading, Language Arts, and Math. These assessments
are comprehensive and assess every tested skill on each grade level. The available reports from
this assessment provide mastery information every skill. Teachers meet in professional learning
communities for one-half day sessions to analyze results and determine strengths and
weaknesses. This information in turn is used to plan instruction and interventions.
3rd
Grade Test A
Prof/Adv
Reading 46.6%
Math 50.4%
Third Grade Reading strengths:
Literature – 81.5% o Setting, Characters, and Plot – 81%
Third Grade Reading weaknesses:
Writing/Research – 33.56% o Reference Sources – 20%
Third Grade Math strengths:
Data Analysis – 72.41% o Data Tables and Graphs – 77%
Chimneyrock Elementary 2011-2012 28
Third Grade Math weaknesses:
Math Processes – 57.24% o Appropriate Units/Tools – 36%
4th
Grade Test A
Prof/Adv
Reading 51.9%
Math 62.9%
Fourth Grade Reading strengths:
Logic – 88.15% o Sequence of events – 78%
Fourth Grade Reading weaknesses:
Information – 38.53% o Text Features – 49%
Fourth Grade Math strengths:
Math Processes – 84.44% o Correct Change – 79%
Fourth Grade Math weaknesses:
Geometry and Measurement – 49.62% o Identify Angles - 22%
5th
Grade Test A
Prof/Adv
Reading 54.9%
Math 58.6%
Fifth Grade Reading strengths:
Logic – 79.86% o Fact/Opinion and Reality/Fantasy – 74%
Fifth Grade Reading weaknesses:
Language and Vocabulary – 26.39% o Run-on Sentences – 24%
Fifth Grade Math strengths:
Data Analysis – 86.21% o Various Representations of Data – 81%
Fifth Grade Math weaknesses:
Math Processes – 49.65%
Chimneyrock Elementary 2011-2012 29
o Estimations of Fractions and Decimals – 41%
Brigance (Pre-K)
The Pre-K students are tested using the Brigance test at the beginning of the school year and at
the end of the year. This data is used to create an educational plan for the students. Students are
tested on gross motor skills, fine motor skills, self-help skills, speech and language, and general
knowledge.
Tested Skills Initial Average Score Highest possible score Percent
Personal Data 3.3 8 41.3%
Color Recognition 4.7 10 47%
Picture Vocabulary 3.8 8 47.5%
Visual Discrimination 0.25 10 2.5%
Visual Motor Skills 0.5 10 5%
Gross Motor Skills 1.9 5 38%
Rote Counting 3.6 5 72%
Identifies Body Parts 7.1 16 44.4%
Follows Verbal Directions 6 4.8 80%
Number Concepts 0.4 12 3.3%
Syntax and Fluency 5.25 10 52.5%
Pre-K students accepted into the program are scoring highest in rote counting and lowest in
visual discrimination.
AIMSweb (K-5)
In all grades, students are assessed three times each year using the AIMSweb benchmark
assessment system. The classroom teachers conference with the Instructional Facilitator about
the results. The scores are used to determine which students receive Tier 2 or Tier 3
intervention. Students scoring Below Basic are assigned to Tier 3 Intervention. Those students
scoring Basic are assigned to Tier 2 Intervention. It is up to the Instructional Facilitator and
Teacher, after analyzing other work samples, to determine if some Low Proficient students
require Tier 2 Intervention.
Kindergarten Letter Naming Oral Counting
Below Basic 13.0% 13%
Basic 9.8% 12.2%
Low Proficient 26.6% 15.3%
Proficient 21.6% 29.1%
Advanced 28.5% 30.0%
Chimneyrock Elementary 2011-2012 30
Kindergarten students were tested on Letter Naming Fluency for Reading and Oral Counting
Fluency for Mathematics.
1st Grade Letter Sound Number Identification
Below Basic 6% 7%
Basic 15% 20%
Low Proficient 26% 28%
Proficient 26% 20%
Advanced 27% 25%
1st Grade students were tested on Letter Sound Fluency for Reading and Number Identification
for Mathematics.
2nd
Grade Oral Reading M-CAP
Below Basic 14% 14%
Basic 14% 10%
Low Proficient 22% 27%
Proficient 29% 38%
Advanced 21% 11%
2nd
Grade students were tested on Oral Reading Fluency and Mathematics Concepts and
Applications.
3rd
Grade Oral Reading Maze M-CAP
Below Basic 11% 15% 12%
Basic 17% 18% 24.6%
Low Proficient 25% 26% 30%
Proficient 22% 21% 18.6%
Advanced 25% 20% 14.6%
3rd
Grade students were tested on Oral Reading Fluency and MAZE Comprehension for Reading.
Students were tested on Mathematics Concept and Applications.
4th
Grade MAZE M-CAP
Below Basic 5% 13%
Basic 12.3% 7%
Low Proficient 27% 25%
Proficient 29.1% 20%
Advanced 26.2% 35%
Chimneyrock Elementary 2011-2012 31
4th
Grade students were tested on the MAZE Comprehension test for Reading and Concepts and
Applications for Mathematics.
5th
Grade MAZE M-CAP
Below Basic 8.4% 10.5%
Basic 14.7% 12%
Low Proficient 12% 22.6%
Proficient 23.8% 24.7%
Advanced 40.7% 29.7%
5th
Grade students were tested on the MAZE Comprehension test for Reading and Concepts and
Applications for Mathematics.
Unit Skills Benchmark Test – Reading (Grades 1-5)
Students are assessed every six weeks in Reading using the Scott Foresman Unit Skills
Benchmark test. Grade-level professional learning communities meet with the Instructional
Facilitator to determine whole class strengths and weaknesses. This information is used to
determine which skills need to be re-taught from the previous six weeks’ curriculum through
whole group or small group instruction. This data allows for differentiated instruction to meet all
students’ needs.
First grade showed strength in Author’s Purpose, but scored low on forming plurals (with –es).
Second grade showed strength in using high frequency words, but scored low on sequencing
events in a story.
Third grade exhibited strength in subject and object pronouns, however, they scored low on
author’s purpose.
Fourth grade students scored high on pronouns and antecedents, but scored low on compare and
contrast.
Fifth grade students scored high on setting, but scored low on subject-verb agreement.
Attendance Data (Total School)
Chimneyrock Elementary had an attendance rate of 95.2%. As of this 20-day attendance period,
Chimneyrock has an attendance rate of 97%.
Chimneyrock Elementary 2011-2012 32
1.6: Report Card Data Disaggregation
Report Card Data Disaggregation Chimneyrock Elementary met adequate yearly progress (AYP) last year in all 2010-2011 Detail
Report, Chimneyrock is only held accountable for the following subcategories: All, Black,
White, Economically Disadvantaged, and Special Education. As stated earlier, Chimneyrcok
Elementary is considered a new school since the merger with Memphis City Schools, as the state
issued the school a new state ID number.
In the area of Reading/Language Arts, 100% of All, Black, White, Economically Disadvantaged,
and Special Education students were tested. The proficient/advanced scores for all subgroups
are listed below.
3rd
Grade Gap Analysis All Black White Econ Disadv Special Ed
Reading/LA 35% 28% 43% 29% 36%
Mathematics 48% 37% 65% 39% 36%
Science 42% 27% 60% 25% 40%
Social Studies 79% 75% 85% 73% 56%
4th
Grade Gap Analysis All Black White Econ Disadv Special Ed
Reading/LA 41% 30% 57% 26% 54%
Mathematics 30% 12% 59% 18% 54%
Science 37% 23% 61% 24% 23%
Social Studies 83% 78% 87% 82% 46%
5th
Grade Gap Analysis All Black White Econ Disadv Special Ed
Reading/LA 52% 46% 67% 39% 50%
Mathematics 57% 51% 73% 53% 60%
Science 42% 35% 61% 30% 50%
Social Studies 94% 94% 97% 95% 40%
When evaluating the data of the current population, there were no achievement gaps between
male and female students in any subjects.
Chimneyrock ended the 2010-2011 school year with a 95.2% attendance rate, which exceeded
the NCLB requirement of 93%.
Chimneyrock Elementary 2011-2012 33
1.7: Narrative Synthesis of All Data
Narrative Synthesis of Data Reading/Language Arts Strengths
According to the TCAP, the strengths in Reading/Language Arts are in the Logic Reporting
Category. The formative assessment results showed strengths in the same reporting category,
also.
Reading/Language Arts Weaknesses
The weaknesses in Reading/Language Arts, according to the TCAP, are in the Literature
Reporting Category. The formative assessment showed weaknesses in the Language and
Vocabulary Reporting Category.
Mathematics Strengths
For Math, the TCAP revealed the Data Analysis reporting category as the strength. The
formative assessment analysis also found that the Data Analysis reporting category was the
strength.
Mathematics Weaknesses
The weakness for Math according to TCAP was the Geometry and Measurement Reporting
category. The weakness according to the formative assessment was the Math Processes
Reporting Category.
Science
The weakness for Science according to TCAP was Cells, Flow of Matter and Energy, and
Heredity. The strength for Science was Interdependence, Biodiversity, and Change.
Social Studies
Economics was a strength for the students of Chimneyrock according to the TCAP. The
weakness in Social Studies according to TCAP was Geography.
Chimneyrock Elementary 2011-2012 34
1.8: Prioritized List of Goal Targets
Prioritized List of Goal Targets 1) During the 2011-2012 school year, the percent of all students and student subgroups
(White, economically disadvantaged, African American, and students with disabilities)
scoring proficient or advanced on the TCAP Math assessment will meet or exceed the
state AMO goal of 60%
2) During the 2011-2012 school year, the percent of all students and student subgroups
(White, economically disadvantaged, African American, and students with disabilities)
scoring proficient or advanced on the TCAP RLA assessment will meet or exceed the
state AMO goal of 66%
3) During the 2011-2012 school year, the number of office referrals will decrease by 25%
Chimneyrock Elementary 2011-2012 35
TSIPP Component 2: Beliefs, Common Mission and Shared Vision
Chimneyrock Elementary 2011-2012 36
Component 2 – Beliefs, Common Mission and Shared Vision Template 2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicators 2.1 and 2.2)
Beliefs
Building on a strong history of pride and excellence from our community, we believe that
students provided with a safe, supportive, and enriched learning environment will allow the
opportunity for students to achieve their highest potential intellectually, emotionally, physically,
and socially.
We believe students should be provided an environment that is conducive to learning and include
a culturally diverse curriculum that integrates the use of technology, the humanities, sciences,
mathematics and physical education.
Student instruction should be aligned with the state standards, reflecting individual learning
styles, is teacher monitored and data driven to allow students to exceed or reach proficiency of
state standards.
We strive to build students’ self-esteem and confidence by encouraging positive relationships
with peers and staff through character education leading students to become confident and self-
directed life-long learners.
We value commitment from administrators, teachers, staff and stakeholders who have a
partnership that actively participates in implementing a high quality educational program with
high expectations for all involved.
We believe commitment to continuous school improvement and staff development is imperative.
Common Mission
The mission of Chimneyrock Elementary is to prepare all students to be successful citizens and
workers of the 21st Century. A partnership of administration, teachers, students, and parents will
successfully educate our students to read with comprehension; write clearly; compute accurately;
think; reason; and use information to solve problems.
Chimneyrock Elementary 2011-2012 37
Shared Vision
The faculty and staff of Chimneyrock Elementary want to provide a safe, positive, inviting,
challenging and supportive environment that allows for multiple opportunities to develop
strengths and interests. Faculty and staff will effectively communicate and collaborate with
parents, students and the community to achieve high academic and behavior standards for
optimum life-long learning. All students will be challenged intellectually and inspired to become
productive citizens.
Chimneyrock Elementary 2011-2012 38
TSIPP Component 3: Curricular, Instructional, Assessment, Organizational
Effectiveness
Chimneyrock Elementary 2011-2012 39
3.1.a: Curricular Practices
Current
Curricular
Practices Curriculum is
prioritized and
mapped.
Formative
Assessment
aligned with
state
benchmarks
Teaching and
learning
materials are
correlated to the
state standards
and distributed to
staff
School
communicates a
shared vision of
what students
should know and
be able to do at
each grade level to
stakeholders
through a variety of
media formats
School uses the
Tennessee
Department of
Education state
approved standards
and provides
training to staff in
the use of the
standards.
School has
implemented a
grade appropriate
cohesive standards
based model for
literacy
School has
established
schoolwide student
achievement
benchmarks
Evidence of
Practice (State
in
definitive/tangib
le terms)
Mapped: All
teachers have
access to each
subject’s
Memphis City
Schools’
curriculum
guide through
Learning
Village
Prioritized: State
Performance
Indicators are
prioritized for
instruction
based on
formative
assessment test
data.
All students are
assessed three
times each year
in order to
assess progress
on state accomplishments and
performance
indicators.
Textbook
series are
aligned with
Tennessee
standards.
Teachers have
individual
classroom kits
composed of
teaching and
learning
materials.
All stakeholders
are invited to
monthly parent
meetings to
discuss grade
level
expectations.
Weekly grade-
level
newsletters are
sent to parents
to highlight
skills.
All teachers use
the State of
Tennessee
Curriculum
Standards
manual in grade
level
professional
learning
communities to
focus weekly on
using the
standards and
the data to drive
instruction.
All classrooms
adhere to the
Scott Foresman
core reading
curriculum. It is
a scientifically
research-based
program. It is
also correlated
to the state
standards as
outlined in the
State of
Tennessee
Curriculum
Standards.
Student
achievement
benchmarks are
established
according to the
No Child Left
Behind law for
grades 3-5.
Students in grades
K-2 have
established
benchmarks
according to
AIMS Web.
Benchmarks are
communicated to
all stakeholders as
well as posted in
the school.
Is the current
practice
research-based?
Yes Yes Yes Yes Yes Yes Yes
Chimneyrock Elementary 2011-2012 40
Is it a principle
& practice of
high-performing
schools?
Yes Yes Yes Yes Yes Yes Yes
Has the current
practice been
effective or
ineffective?
Effective Effective Ineffective Effective Effective Effective Effective
What data
source(s) do
you have that
support your
answer?
(identify all
applicable
sources)
Formative
Assessment
results
Unit Skills
Tests
TCAP
Assessment
Formative
Assessment
results
(Grades 3-5)
AIMS Web
results
(Grades K-2)
Check-out
logs
TCAP
Reading and
Math
Scores
Signed weekly
communication
folders
Grade level
Newsletters
Parent sign-in
sheets
Formative
Assessment
results
Unit Skills
Tests
TCAP
Assessment
Professional
Learning
Communities’
Agendas
Lesson plans
Requisitions for
supplemental
materials
Monthly
newsletters
Postings in
school lobby
and classrooms
Evidence of
effectiveness or
ineffectiveness
(State in terms
of quantifiable
improvement)
Students are
showing
improved test
scores as the
year progresses.
Teachers use
data to drive
instructional
decisions
Special
Education
teachers are
not provided
with all
supplemental
materials for
reading and
math series.
Students are
showing
improved test
scores as the
year progresses.
Students are
showing
improved test
scores as the
year progresses.
Students are
showing
improved test
scores as the
year progresses.
The state of
Tennessee
assigned
Chimneyrock
Elementary a new
state ID number
which caused us
to receive new
school status.
Therefore, 2010-
11 TCAP scores
will serve as
baseline.
Currently we are
in good standing
with the state of
Chimneyrock Elementary 2011-2012 41
Tennessee.
Evidence of
equitable school
support for this
practice
All grade level
professional
learning
communities
are scheduled
weekly in order
to plan for
prioritized
skills.
Administration
protects that
time from
interruptions.
All students,
including
special
education
students, are
assessed using
the formative
assessment.
All regular
classroom
teachers have
all teaching
materials and
supplements.
Special
Education
teachers have
to share
supplemental
materials.
All grade levels
provide
newsletters to
all parents.
Copies are
submitted to
principal for
review.
All teachers are
provided with
the State of
Tennessee
Curriculum
Standards. All
teachers are
required to use
the manual
during planning
and
Professional
Learning
Community
Meetings.
All teachers
submit lesson
plans to the
principal for
review to
ensure
compliance
with standards
coverage.
All students have
benchmarks in
every grade.
Benchmarks are
posted in
classrooms and
school lobby.
Next Step
(changes or
continuations)
All teachers
will continue to
use the
curriculum
guides for
planning
instruction. All
teachers will
continue to use
data to
prioritize state
performance
indicators.
Teachers will
receive
professional
development on
the proposed
formative
assessment
program for the
2011-12 school
year
Evaluate site-
based budget
to find
funding for
Special
Education
teachers to
have all
supplemental
materials.
Analyze
schedules for
reading and
math
instruction.
All teachers
will continue
weekly
newsletters and
monthly parent
meetings will
continue to
highlight skills.
All grade level
professional
learning
communities
will continue to
focus on skills
that are outlined
in the State of
Tennessee
Curriculum
Standards in
order to teach
skills better.
All teachers
will continue to
use the Scott
Foresman core
reading
program. All
teachers will
continue to
submit lesson
plans for
review. Any
new
supplemental
programs will
be evaluated to
Benchmarks will
continue to be
posted in every
classroom and
school lobby.
Chimneyrock Elementary 2011-2012 42
ensure
compliance
with
scientifically
research-based
and standards
coverage.
Chimneyrock Elementary 2011-2012 43
3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES?
TIME
We are currently allocating our time by utilizing weekly grade level meetings, faculty meetings,
and additional times as required based on our school’s curriculum needs. Weekly grade level
meetings give teachers the opportunity to enhance the quality of curriculum instruction by
prioritizing standards based on the needs of the students. Scheduling for support teachers is
utilized to ensure common planning time for grade level teachers. Faculty meetings are also
used to train staff on the use of standards. Teachers meet the required 90 minutes to cover
reading curriculum and 75 minutes to cover math curriculum. The remaining time is used to
cover Tier II intervention, science, social studies, and grammar/writing. Often times, the
writing curriculum is sacrificed.
MONEY
The Memphis City Schools district provides funding for the core programs that are
scientifically research based. Title I funding ($114,738.) provides support for literacy and math
for all grades, and a Instructional Facilitator. Title I monies are used to communicate
achievement benchmarks.
PERSONNEL
District funds pays for three reading interventionists. Title I pays for a Instructional Facilitator.
Scheduling for support teachers is utilized to ensure common planning time for teachers.
OTHER RESOURCES
We also have technical support from the district to assist with curriculum implementation which
includes a Literacy Coach, Math Coach, Science Coach Instructional Technology Coach,
Academic Superintendent, Academic Coordinator, and Title I Supervisor.
Chimneyrock Elementary 2011-2012 44
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES?
TIME
Although we use our time effectively, our teachers still find it difficult to cover the curriculum,
as outlined by the state, especially as it relates to writing.
MONEY
The textbook funding needs to include supplemental materials such as leveled readers and
manipulatives for the special education teachers.
PERSONNEL
Current personnel resources are being used appropriately at this time.
OTHER RESOURCES
No other resources are needed at this time.
Chimneyrock Elementary 2011-2012 45
3.1.c: Curricular Summary Questions
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.)
Although the curriculum is prioritized for each grade level, lack of time continues to be a
challenge. As it relates to reading and math, it does not address the achievement gap between
black, white, or socioeconomic challenged sub groups and it is evidenced by the decrease in the
TCAP Assessment.
Curriculum Summary Questions- Narrative Response Required What are our major strengths and how do we know?
We use a formative assessment that is aligned with state standards three times each year to
assess students’ progress. Another strength of Chimneyrock is our use of a standards based
model for literacy. All materials purchased with District and Title I funds must be scientifically
research based. These are effective practices as evidenced by increases in TCAP scores.
Curriculum Summary Questions- Narrative Response Required How will we address our challenges?
We will analyze schedules again for time to cover reading and math standards. We will also
evaluate the reading and math curriculum for more opportunities to integrate a variety of
instructional methods to address the achievement gap.
Chimneyrock Elementary 2011-2012 46
3.2.a: Instructional Practices
Current Instructional
Practices Classroom instruction
is aligned with the
standards based
curriculum
Classroom
instruction is
aligned with the
assessments Teaching process is
data-driven
Teachers
incorporate a wide
range of research
based, student
centered teaching
strategies
Students are provided
with multiple
opportunities to receive
additional assistance to
improve their learning
beyond the initial
classroom instruction.
Classroom organization
and management
techniques support the
learning process
Evidence of Practice (State in
definitive/tangible terms)
Textbooks are
aligned with the
Tennessee
standards.
Teachers use
the State of
Tennessee
Curriculum
Standards while
planning. The
Memphis City
Schools’
curriculum
guides highlight
the standards to
be covered each
week.
All teachers
use TCAP
formatted
tests from the
test generator
that the
textbook
series offers
to create tests.
All teachers
also use the
Tennessee
Benchmark
tests from the
Reading
series.
Grade level
Professional
Learning
Communities
analyze data
and plan
based on the
results of
assessments.
Teachers
create small
groups for
instruction
based on the
data.
Workstations
are also
created based
on the data.
All grade
level teachers
use activities
from the
Florida Center
for Reading
Research
website to use
in reading
workstations
and small
group
instruction.
Teachers use
differentiated
instruction to
reach all
students at all
levels.
Teachers
incorporate
manipulative
and
All teachers use
small group,
guided instruction
for students that
are struggling.
Workstations are
used during the
reading and math
blocks to
reinforce skills.
Students that are
Tier II or Tier III
in reading are
involved in
Stanford LAW,
Headsprout and
Reading Plus.
Students that are
identified as Tier
II and Tier III in
math are assigned
to Stanford Math.
Students in grades
Every teacher
has his/her own
Classroom
Behavior Plan.
All teachers are
trained in
Responsive
Classroom
strategies. All
classrooms are
set-up as student-
centered and
friendly.
Chimneyrock Elementary 2011-2012 47
technology as
often as
possible.
3-5 that are
struggling in
reading and/or
math are offered
after-school
tutoring up to 4
days each week.
Is the current practice
research-based?
Yes Yes Yes Yes Yes Yes
Is it a principle & practice of
high-performing schools?
Yes Yes Yes Yes Yes Yes
Has the current practice been
effective or ineffective?
Effective Effective Effective Effective Effective Effective
What data source(s) do you
have that support your
answer? (identify all
applicable sources)
Curriculum
Guides
Lesson plans
Textbooks
Lesson plans
Assessments
Lesson plans
Professional
Learning
Communities
Minutes
Lesson plans
Classroom
observations
Lesson plans
Intervention Plan
Attendance
Progress
Monitoring
Formative
assessment
results
Stanford Math
reports
Classroom
behavior plans
Classroom walk-
through
Evidence of effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
The state of
Tennessee
assigned
Chimneyrock a
new state ID
number which
caused us to
receive new
The state of
Tennessee
assigned
Chimneyrock
a new state ID
number which
caused us to
receive new
The state of
Tennessee
assigned
Chimneyrock
a new state ID
number which
caused us to
receive new
The state of
Tennessee
assigned
Chimneyrock
a new state ID
number which
caused us to
receive new
The state of
Tennessee
assigned
Chimneyrock a
new state ID
number which
caused us to
receive new
Decrease in the
number of office
referrals
Chimneyrock Elementary 2011-2012 48
school status.
The 2010-11
TCAP scores
will serve as
baseline.
Currently we
are in good
standing with
the State of
Tennessee.
school status.
The 2010-11
TCAP scores
will serve as
baseline.
Currently we
are in good
standing with
the State of
Tennessee.
school status.
The 2010-11
TCAP scores
will serve as
baseline.
Currently we
are in good
standing with
the State of
Tennessee.
school status.
The 2010-11
TCAP scores
will serve as
baseline.
Currently we
are in good
standing with
the State of
Tennessee.
school status. The
2010-11 TCAP
scores will serve
as baseline.
Currently we are
in good standing
with the State of
Tennessee.
Evidence of equitable school
support for this practice
All teachers
have access to
all textbooks,
curriculum
guides and
Blueprint for
Learning
Manuals.
All teachers in
all grade
levels have
access to the
test generators
and
benchmark
tests.
All teachers
use data to
plan for
instruction.
All teachers
use effective
brain-based
strategies that
are student
centered to
teach
students.
Every teacher
offers small group
instruction and
workstations.
Every teacher
offers Stanford
LAW. Teachers
in grades 3-5 and
Special Education
teachers offer
Stanford Math.
Every student is
offered after-
school tutoring in
grades 3-5.
All teachers
incorporate
responsive
classroom
strategies. All
teachers are
required to
submit classroom
behavior plans.
All teachers
walk-through
with the
Academic
Support Team to
examine room
set-up.
Next Step (changes or
continuations)
All teachers
will continue to
use approved
texts, Blueprint
for Learning
Manuals, and
curriculum
All teachers
will continue
to use test
generators
and
benchmark
tests to assess
All teachers
will continue
to use data to
drive planning
for whole
group and
small group
All teachers
will continue
to incorporate
scientifically
research-
based
teaching
All interventions
will continue to
be offered as
described above.
The plan is to
expand the use of
Stanford Math to
During in-service
week for the
2011-2012
school year all
teachers will
revisit the
responsive
Chimneyrock Elementary 2011-2012 49
guides for
planning.
students’
progress on
standards.
instruction
and
workstations.
strategies.
The computer
lab needs to
be updated in
order to
incorporate all
technology
components.
include all
students in grades
1-5.
classroom
strategies that
need to be
strengthened.
Classroom
behavior plans
will be revised
and re-submitted.
Chimneyrock Elementary 2011-2012 50
3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES?
TIME
All grade level professional learning communities meet three times each week to align
assessments with instruction and analyze data in order to make instructional decisions. Faculty
meetings, twice each month, are devoted to each grade level sharing research based, student-
centered teaching strategies. This allows us to provide adequate and equitable time to all
teachers.
Students in Tier II and Tier III intervention for reading receive an additional 30 minutes of
instruction daily. Students in Tier II intervention for math receive an additional 20 minutes of
technology-based instruction daily. Students enrolled in extended learning and primetime
programs receive 90 minutes of additional instruction up to four times each week.
The district and regional office provides professional development to the all teachers. Title I
provides professional development to all teachers continuously during grade level professional
learning communities and faculty meetings based on a variety of data sources. Topics include
scientifically research based teaching strategies, data analysis, and assessments.
MONEY
District funds provide extended learning monies for a total of $9,357.60 for salaries. Title I and
prime time provide all the materials for after-school tutoring. Reading first provides the
funding for materials for reading intervention. Reading First and Title I fund all of the
professional development materials for teachers, paraprofessionals, and administrative staff.
PERSONNEL
Six teachers provide after-school tutoring for extended learning. Title I fund one Instructional
Facilitator who is responsible for professional development school-wide in all subject areas.
OTHER RESOURCES
Chimneyrock Elementary has a partnership with several community volunteers. This district
initiative provides for six tutors that come to the school during the school day and engage in
one-to-one tutoring with students struggling in reading or math. We also have technical support
from the district to assist with instructional strategies which includes a Literacy Coach, Math
Coach, Science Coach, Instructional Technology Coach, Academic Superintendent, Academic
Coordinator, and Title I Supervisor.
Chimneyrock Elementary 2011-2012 51
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES?
TIME
Most of our professional development activities focus in the area of reading and math
instruction. Since we have already identified writing as one of our goals for the upcoming year,
more professional development time needs to be spent addressing writing strategies that are
scientifically research based and effective for our population.
In addition to allotting more professional development time to reading and math, students need
to be allowed time to engage in reading and math strategies that they are learning.
MONEY
More money is going to have to be directed toward obtaining resources for students and
teachers to learn effective instructional strategies. The Title I budget must reflect funding
allowances in the area of materials and professional development.
PERSONNEL
The Instructional Facilitator will provide resources in the area of developing instructional
strategies with the teachers.
OTHER RESOURCES
We are in need of instructional materials to assist teachers with grade level common planning.
Instructional materials would enable the teachers to plan more effectively.
Chimneyrock Elementary 2011-2012 52
3.2.c: Instructional Summary Questions
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.)
Our challenge would be to address achievement gap among black, white, and socio economic
students in the areas of reading and math. We know this because of the decrease in the TCAP
Reading and Math scores.
Instructional Summary Questions- Narrative Response Required What are our major strengths and how do we know?
Our strength is in the area of using data to drive instruction. Teachers work very diligently with
the data in order to determine strengths and weaknesses for the students so they can make
instructional decisions.
Data driven instruction is evidence by the classroom observations, lesson plans, grade level
minutes, and TCAP scores.
Instructional Summary Questions- Narrative Response Required How will we address our challenges?
Teachers will continue to review data and continue to incorporate reading and math strategies
that are scientifically research based. Upon ownership of these strategies teachers will utilize
the allotted time available to close achievement gaps.
Chimneyrock Elementary 2011-2012 53
3.3.a: Assessment Practices
Current Assessment
Practices Uses student assessments
that are aligned with the
Tennessee Department of
Education standards based
curriculum Assesses all
categories of students
Provides assessment
information to
communicate with
students, parents and
other appropriate
stakeholders
regarding student
learning
Ensures that the
appropriate
assessments are
used to guide
decisions relative
to student
achievement
Uses a wide range
of assessments,
CRT, NRT,
portfolio,
curriculum based
assessments, etc.
Provides
professional
development in
the appropriate
use of assessment
Evidence of Practice (State
in definitive/tangible
terms)
Teachers use
assessments from
the textbook series
which is aligned
with state
standards. Also,
the formative
assessments are
aligned with state
standards.
All students are
assessed. This
includes Black,
Students with
Disabilities
(SWD), and
Economically
Disadvantaged
(ED) students
as described by
the NCLB law.
Teachers use
weekly
communication
folders to
inform parents
of assessment
information.
All stakeholders
are notified at
the beginning of
the year of the
school’s AYP
status by letter.
The school’s
TCAP
information is
also posted
prominently in
the lobby.
Teachers meet
in grade level
Professional
Learning
Communities
to analyze test
data and plan
instruction
based on the
needs of the
students.
Teachers use
weekly
assessments,
six weeks
assessments,
AIMS Web,
and formative
assessments
to analyze
data in order
to plan for
instruction
(small group,
whole group,
workstations,
and
interventions).
The 2nd
Grade
TCAP is
norm-
referenced.
The TCAP in
grades 3-5 is
Grade level
professional
learning
communities
meet for ½
day
professional
development
to analyze
data and how
to use that
data to make
instructional
decisions.
The teachers
in K-3 receive
professional
development
in the use of
the AIMS
Web
assessment.
Chimneyrock Elementary 2011-2012 54
criterion
referenced.
Is the current practice
research-based?
Yes Yes Yes Yes Yes Yes
Is it a principle & practice
of high-performing
schools?
Yes Yes Yes Yes Yes Yes
Has the current practice
been effective or
ineffective?
Effective Effective Effective Effective Effective Effective
What data source(s) do you
have that support your
answer? (identify all
applicable sources)
Student
assessments
Lesson Plans
Formative
assessments
TCAP Data
Formative
assessments
AYP report
Posted TCAP
scores
AYP letter
Weekly folders
Grade level
minutes
PLC data
analysis
Lesson plans
Lesson plans Sign-in sheets
Grade level
minutes
Lesson plans
Evidence of effectiveness
or ineffectiveness (State in
terms of quantifiable
improvement)
Mastery of
standards
Met AYP is all
subcategories
Signatures on
weekly folders
Increase in
TCAP scores
The state of
Tennessee
assigned
Chimneyrock
a new state ID
number which
caused us to
receive new
school status.
The 2010-11
TCAP scores
will serve as
baseline.
Currently we
are in good
standing with
the State of
The state of
Tennessee
assigned
Chimneyrock
a new state ID
number which
caused us to
receive new
school status.
The 2010-11
TCAP scores
will serve as
baseline.
Currently we
are in good
standing with
the State of
The state of
Tennessee
assigned
Chimneyrock
a new state ID
number which
caused us to
receive new
school status.
The 2010-11
TCAP scores
will serve as
baseline.
Currently we
are in good
standing with
the State of
Chimneyrock Elementary 2011-2012 55
Tennessee. Tennessee. Tennessee.
Evidence of equitable
school support for this
practice
All teachers use the
textbook
assessments and
formative
assessments.
All teachers
assess all
students in all
subjects.
All teachers use
the weekly
folders to
communicate
with all parents.
All stakeholders
are sent the
AYP letter.
All teachers
use data to
drive
decisions
about
instruction.
Teachers also
use the data to
differentiate
instruction as
needed.
All teachers at
all grade
levels analyze
and use all
available data
to make
decisions
regarding
student
achievement.
All teachers at
all grade
levels
participate in
professional
development
regarding data
analysis
several times
each school
year.
Next Step (changes or
continuations)
All teachers will
continue to use the
assessments created
by the textbook
companies and the
formative
assessments
provided by the
district. Our school
needs to improve in
the assessment of
Science and Social
Studies skills.
All teachers
will continue to
assess all
students in all
subjects.
All teachers
will continue to
use weekly
folders. A letter
regarding AYP
status will
continue to be
sent.
All teachers
will continue
to use data to
make
decisions for
student
achievement.
All teachers at
all grade
levels will
continue to
analyze all
available data
to make
decisions
regarding
student
achievement.
All teachers
will continue
to receive
professional
development
on data
analysis and
the use of
assessments.
3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES?
TIME
Teachers spend their common planning time to align assessments with the standards.
Professional Learning Communities and faculty meetings are used to analyze test data that can
be used to guide instructional decisions for students. This allows us to provide adequate and
equitable time to all teachers.
MONEY
Title I provides funding for substitutes for teachers to attend ½ day sessions to analyze
assessment data. Teachers use this information to make decisions relative to student
achievement.
PERSONNEL
Title I funds the Instructional Facilitator to assist with analyzing test data and aligning the
assessments with the standards. District funds the Instructional Facilitator to assist with AIMS
Web assessments and analyzing that data to drive instruction. We also have technical support
from the district to assist with assessment strategies which includes a Literacy Coach, Math
Coach, Science Coach, Instructional Technology Coach, Academic Superintendent, Academic
Coordinator, and Title I Supervisor.
OTHER RESOURCES
The district provides for the formative assessment that is given three times each year. A
committee for the district is currently evaluating a new formative assessment.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES?
TIME
Teachers need to receive professional development in assessing achievement gaps in reading
and math among sub groups. Unfortunately, not all students’ needs are being met in the area of
reading and math.
Chimneyrock Elementary 2011-2012 57
MONEY
Title I funding needs to allow for professional development in assessing reading and math as
well as materials for teachers to use as resources.
PERSONNEL
Current personnel resources are being used appropriately at this time.
OTHER RESOURCES
The district needs to provide a new formative assessment for the upcoming school year.
Chimneyrock Elementary 2011-2012 58
3.3.c: Assessment Summary Questions
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.)
Currently our major challenge is assessing the achievement gap in reading and math. Some
teachers continue to struggle with differentiating instruction based on the assessment data, and
properly meeting the needs of our lowest performing students. We know this is a weakness
because of the achievement gap in TCAP Scores.
Assessment Summary Questions- Narrative Response Required What are our major strengths and how do we know?
Our teachers are very skilled in aligning assessments with the state standards. The teachers are
able to analyze the assessment data and determine strengths and weaknesses in order to drive
instruction. This is displayed through assessments that teachers use and the increase in TCAP
scores.
Assessment Summary Questions- Narrative Response Required How will we address our challenges?
Teachers will engage in on-going professional development sessions related to assessing
achievement gaps in reading and math. Teachers will continue their on-going professional
development in the area of differentiating instruction based on assessment data.
3.4.a: Organizational Practices
Current
Organizational
Practices
School provides
continuous professional
development for school
leaders
School is organized to be
proactive in addressing
issues that might impede
teaching and learning
School is organized to
engage the parents and
community in providing
extended learning
opportunities for children.
Organizational practices
and processes promote the
effective time-on-task for
all students
School’s beliefs, mission
and shared vision define
the purpose and direction
for the school
Evidence of Practice (State
in definitive/tangible
terms)
The Principal and
Instructional
Facilitator are
required to attend
all District
professional
development
sessions at the
school as well as
at the state level.
All administrators
attend the faculty
professional
development
sessions held for
the teachers.
The Academic
Support Team
(Principal and
Instructional
Facilitator ) meets
weekly to discuss
problems and
solutions in order to
maintain the fidelity
of the instructional
day (i.e., behavior,
attendance, staffing
issues).
The Academic
Support Team (AST)
and Kindergarten
faculty have
developed a pre-
school transition
plan. With the help
of the 5th
grade
faculty, a middle
school transition plan
has also been created.
Parents are notified
of after-school
tutoring opportunities
through Extended
Learning and Prime
Time programs.
Several community
organizations
volunteer time to help
with tutoring and
mentoring through
the Prime Time
program. Parents are
also invited to
participate in Family
Math and Science
Activity Days that
meet after-school
twice each year.
The Academic
Support Team
monitors the
students’ time on
task. Teachers post
schedules that they
adhere to in order
to maintain
students’ time on
task. The principal
only makes
announcements at
the end of the day
to minimize
interruptions during
instructional time.
The school’s
beliefs, mission,
and vision are
posted in the
hallways and in
every classroom.
The Academic
Support Team
refers to the beliefs,
mission, and vision
when making
decisions. The
leadership council
reviews the beliefs,
mission, and vision
when making
decisions.
Chimneyrock Elementary 2011-2012 60
Is the current practice
research-based?
Yes Yes Yes Yes Yes
Is it a principle & practice
of high-performing
schools?
Yes Yes Yes Yes Yes
Has the current practice
been effective or
ineffective?
Effective Effective Effective Effective Effective
What data source(s) do you
have that support your
answer? (identify all
applicable sources)
Professional
Development
sign-in sheets
Agendas for AST
meetings
Transition Plans for
pre-school and
middle school
After-school tutoring
rosters
Parent sign-in sheets
Class schedules
School Calendar
Agendas
Minutes
Evidence of effectiveness
or ineffectiveness (State in
terms of quantifiable
improvement)
Increase in TCAP
scores
Fewer interruptions The state of
Tennessee assigned
Chimneyrock a new
state ID number
which caused us to
receive new school
status. The 2010-11
TCAP scores will
serve as baseline.
Currently we are in
good standing with
the State of
Tennessee.
Fewer interruptions Improved school
climate survey
scores
Evidence of equitable
school support for this
practice
All administrative
team members
(Principal,
PDSCC, Literacy
Leader, School
Counselor) must
participate in
Each of the AST
members is assigned
certain grade levels
that they are
responsible for
overseeing so all
teachers have
All grade levels
participate in Y-Care
before and after
school and Family
Math and Science
Activity Days. Only
grades 3-5 participate
The Academic
Support Team
observes all
teachers on all
grade levels. All
teachers are
required to post and
All teachers are
required to post
beliefs, mission,
and vision.
Chimneyrock Elementary 2011-2012 61
professional
development
activities.
administrative
support at all times.
in the Extended
Learning program.
follow current
schedules.
Next Step (changes or
continuations)
All administrative
team members
will continue to
participate in
professional
development
activities.
The Academic
Support Team will
continue to function.
Transition plans will
be revisited for
revisions as
necessary.
All grade levels will
continue to
participate in Y-Care
before and after
school, Family Math
and Science Activity
Days. A Family
Reading Activity Day
needs to be included
next year.
The Academic
Support Team
needs to discuss
school-wide events
being planned to
determine its
impact on students’
time on task.
All teachers will
continue to post
beliefs, mission,
and vision
statements. These
will also be posted
in the main lobby.
The Academic
Support Team and
Leadership Council
will continue to
refer to the beliefs,
mission, and vision
when making
decisions.
Chimneyrock Elementary 2011-2012 62
3.4.b: Organizational Gap Analysis
Organizational Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES?
TIME
The Academic Support Team meets every Monday morning to address issues that may impede
teaching and students’ time on task. Faculty meetings are used to discuss organizational
expectations. The Academic Support Team represents all of the teachers on all of the grade
levels when making organizational decisions.
MONEY
District and Title I provide on-going professional development for administrative staff.
PERSONNEL
The Academic Support Team (Principal, Instructional Facilitator, and School Counselor) helps
with the organizational practices to maintain the fidelity of the instructional time. The
Leadership Council (Teachers, Parents, Staff) evaluates organizational practices also. We also
have technical support from the district to assist with organizational strategies which includes a
Literacy Coach, Math Coach, Science Coach Instructional Technology Coach, Academic
Superintendent, Academic Coordinator, and Title I Supervisor.
Chimneyrock Elementary School has the following strategies in place to attract high
quality, highly qualified teachers:
Support for uncertified personnel to gain certification
Collaboration with colleges and universities
On-going professional development
Mentoring program
Participation in new teacher recruitment fairs
OTHER RESOURCES
As mentioned earlier, the school improvement plan is used as the primary guide to direct our
time, money, personnel, and other resources. For example, when fund raising money is
collected, organizational procedures, like the Leadership Council deciding where monies should
be directed, are in place to ensure the best use of all available resources.
Chimneyrock Elementary 2011-2012 63
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES?
TIME
The Academic Support Team needs to meet regularly every Monday morning regardless of
other school events. Fewer events need to be scheduled during the reading or math instructional
blocks. All events that are being planned need to be approved by the Academic Support Team
to maintain the students’ time on task.
MONEY
No additional funds are required at this time for organizational practices in order to meet the
needs of all students.
PERSONNEL
Current personnel resources are being used appropriately at this time.
OTHER RESOURCES
No other resources are needed at this time.
Chimneyrock Elementary 2011-2012 64
3.4.c: Organization Summary Questions
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.)
Lack of coordination and communication of all events interferes with time on task for students
and teachers. A few activities have been scheduled during reading and math times during the
current school year.
Organization Summary Questions- Narrative Response Required How will we address our challenges?
The Academic Support Team will address the lack of coordination and communication through
consistent Monday morning meetings to make school wide decisions on events.
Organization Summary Questions- Narrative Response Required What are our major strengths and how do we know?
Our administrative staff is very proactive in addressing issues that may impede teaching and
learning (i.e., behavior problems, attendance concerns, and staffing issues). There are fewer
classroom interruptions related to behavior problems, make-up work, and lack of substitutes.
Chimneyrock Elementary 2011-2012 65
TSIPP Component 4: Action Plan
Chimneyrock Elementary 2011-2012 66
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: 10/01/11
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
During the 2011-2012 school year, the percent of all students and student subgroups (White,
economically disadvantaged, African American, and students with disabilities) scoring proficient
or advanced on the TCAP Math assessment will meet or exceed the state AMO goal of 60%
Which need(s) does this Goal address? This goal addresses the new AMO goal for Math.
How is this Goal linked to the system’s Five-Year Plan?
This goal is linked to goal one of our District Master Plan, which seeks to create academically
challenging, safe, supportive and effective learning environments.
This goal is linked to goal five of our District Master Plan, which seeks to establish high levels
of accountability for academic and fiscal performance throughout the system.
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
The school will provide a scientifically
research-based math program with a
developmental design to the students
on a daily basis.
August
2011 –
May
2012
T. Cooper,
principal;
S. Cotton
and C.
Andrews,
Asst
Principals,
C.
Brewer,
Facilitator;
Classroom
Teachers
enVision core
mathematics
program
District
textbook
funds for
Math Practice
books,
consumable
textbooks
Classroom
observations;
MCS Formative
Assessment
scores
At least 60% of
students will
achieve proficient
or advanced on
the TCAP Math
assessment.
Action
Step
All teachers will implement Calendar
Math daily.
August
2011 –
May
Principal,
Assistant
Principals,
Calendar
Math Teacher
Kits
Replacement
Calendar
Math Kits
Classroom
observations;
MCS Formative
At least 60% of
students will
achieve proficient
Chimneyrock Elementary 2011-2012 67
2012 Classroom
Teachers,
Math
Specialists
($300 ea.) Assessment
scores
or advanced on
the TCAP Math
assessment.
Action
Step
Teachers will participate in on-going
professional development sessions provided by the Instructional
Facilitator related to scientifically
research based instructional strategies,
analyzing data, and using data to make
instructional decisions. Teachers and
Administrators will attend workshops
and conferences focused on math.
August
2011 –
May
2012
Principal,
Assistant
Principals,
Classroom
Teachers,
Math
Specialists
Formative
Assessment
Data; weekly
tests; progress
monitoring;
substitutes
Title I funding
for substitutes
($1000);
Instructional
Facilitator
($65,000)
Professional
Development
sign-in sheets
At least 60% of
students will
achieve proficient
or advanced on
the TCAP Math
assessment.
Action
Step
All students will participate in small,
flexible math groups to target
weaknesses on skills determined by the
data analysis two times each week.
September
2011 –
May 2012
T. Cooper,
principal;
C.
Brewer,
Facilitator;
Classroom
Teachers
Student
manipulative
kits;
cardstock,
laminating
film, white
boards, dry
erase markers,
folders, timers
Title I funds
for materials
and supplies
($2500)
Classroom
observations;
lesson plans;
MCS Formative
Assessments
(Grades 3-5);
AIMSweb Math
Benchmark tests
(Grades K-3)
At least 60% of
students will
achieve proficient
or advanced on
the TCAP Math
assessment.
Action
Step
All students will participate two to
three times weekly in workstations to
reinforce skills previously taught.
September
2011 –
May 2012
T. Cooper,
principal;
C.
Brewer,
Facilitator;
Classroom
Teachers
Cardstock,
laminating
film, white
boards, dry
erase markers,
pocket folders,
timers, pencils,
markers,
Velcro, copy
paper and
notebook
paper,
Title I funds
for materials
and supplies
($2500)
Classroom
observations;
lesson plans;
MCS Formative
Assessments
(Grades 3-5);
At least 60% of
students will
achieve proficient
or advanced on
the TCAP Math
assessment
Chimneyrock Elementary 2011-2012 68
construction
paper, Ziploc
bags, paper
plates, sentence
strips, index
cards, manilla
folders,
calculators,
Versatiles
Action
Step
All economically disadvantaged
students, especially African
american students, will have the
opportunity to participate in before
or after-school tutoring (Grades 3-5)
two to three times each week.
October
2011 –
April
2012
T. Cooper,
principal;
C.Brewer,
Facilitator;
Extended
Contract
Teachers
TCAP Coach
Practice
Books
Extended
Contract
funds
($9357);
TCAP Coach
books (Title I-
$1500)
Classroom
Observations;
Tutoring rosters;
Attendance sheets
The percent of
economically
disadvantaged
students,
especially African
American
Students, scoring
proficient or
advanced will
increase by 10%.
Action
Step
Students in Tier II will receive
intervention daily in addition to the 90
minutes of core math instruction.
September
2011 –
May
2012
T. Cooper,
principal;
C.Brewer,
Facilitator;
Classroom
Teachers
Student
licenses for
Stanford
Math;
AIMSweb
benchmark
tests; progress
monitoring
District funds
Usage reports
from Stanford
Math
100% of Tier II
students (Grades
2-5) will use
Stanford Math
daily for 20
minutes.
Action
Step
All students and their
parents/guardians will be invited to
participate in a Family Math/Science
Night once each year.
April
2012
T. Cooper,
principal;
C.
Brewer,
Facilitator;
Classroom
Teachers
Door prizes;
and
Refreshments
Title I funds
($200) Sign-in sheets
There will be a
15% increase in
the number of
parents in
attendance.
Chimneyrock Elementary 2011-2012 69
Action
Step
All teachers will provide weekly
communication to all parents
regarding their students’ progress and
opportunities for involvement.
August
2011 –
May
2012
T. Cooper,
principal;
C.
Brewer,
Facilitator;
Classroom
Teachers
Nicky
Folders;
Monthly
Calendars;
Progress
reports;
graded
papers; copy
paper
Title I funds
($1000)
Signed Nicky
Folders
100% of all
weekly folders
will be signed and
returned.
Action
Step
All students will be instructed in the
area of visual arts once each week in
order to support math skills instruction.
August
201–
May
2012
T. Cooper,
principal;
Art
teachers
Art Teachers BEP 2.0 funds
($65,000 x 2)
Art Support
Schedule, report
card grades
At least 60% of
students will
achieve proficient
/advanced on the
TCAP Math
Action
Step
All students, without IEPs, will have a
Response to Intervention Plan –
Academic in order to monitor students’
progress and will be updated three
times per semester.
Septemb
er 2011
– May
2011
T.Cooper,
principal;
C.Brewer,
Facilitator;
Guidance
Counselor,
Classroom
Teachers
EdPlan
website and
training
District Funds Heads Up Reports
100% of students
will have green
on the Heads-up
reports
GOAL 2 – Action Plan Development
Chimneyrock Elementary 2011-2012 70
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: 10/01/11
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
During the 2011-2012 school year, the percent of all students and student subgroups (White,
economically disadvantaged, African American, and students with disabilities) scoring proficient
or advanced on the TCAP RLA assessment will meet or exceed the state AMO goal of 66%
Which need(s) does this Goal address? This goal addresses the new AMO goal for Reading/Language Arts.
How is this Goal linked to the system’s Five-Year Plan?
This goal is linked to goal one of our District Master Plan, which seeks to create academically
challenging, safe, supportive and effective learning environments.
This goal is linked to goal five of our District Master Plan, which seeks to establish high levels
of accountability for academic and fiscal performance throughout the system.
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
Classroom teachers in grades 3-5 will
use Discovery Education Assessment
data to identify proficiency levels to
differentiate instruction to enhance
student performance in Reading.
August
2011 -
May
2012
Principal,
Assistant,
Principal,
Classroom
Teachers
Discovery
Education
Assessment
Data
District funds
Analyze
Discovery
Education
Assessment Data
three times per
year
At least 66% of
students will
achieve proficient
or advanced on
the TCAP RLA
assessment.
Action
Step
Teachers will participate in on-going
professional development sessions
provided by the Instructional
Facilitator related to scientifically
research based instructional strategies,
vocabulary, analyzing data, and using
data to make instructional decisions.
Teachers and Administrators will
attend workshops and conferences
focused on Reading.
August
2011 –
May
2012
Principal,
Assistant
Principals,
Classroom
Teachers,
Facilitator
RLA
Coaches
Formative
Assessment
Data; weekly
tests; progress
monitoring;
substitutes
Title I funding
for substitutes
($1000);
Instructional
Facilitator
($65,000)
Professional
Development
sign-in sheets
At least 66% of
students will
achieve proficient
or advanced on
the TCAP RLA
assessment.
Chimneyrock Elementary 2011-2012 71
Action
Step
Students in the subgroups of African
American and/or Economically
Disadvantaged that are scoring basic
on the formative assessments will be
involved in before or after-school
tutoring to improve RLA performance
November
2011-
May
2012
Discovery
probes,
Reading plus,
TCAP Coach
books
Extended
Contract
funds
($9357);
District funds;
Title I
($1000)
Attendance
rosters
At least 66% of
students will
achieve proficient
or advanced on
the TCAP RLA
assessment.
Action
Step
All students will participate in small,
flexible reading groups to target
weaknesses on skills determined by the
data analysis two times each week.
September
2011 –
May 2012
T. Cooper,
principal;
C.
Brewer,
Facilitator;
Classroom
Teachers
Student
manipulative
kits;
cardstock,
laminating
film, white
boards, dry
erase markers,
folders, timers
Title I funds
for materials
and supplies
($2500)
Classroom
observations;
lesson plans;
MCS Formative
Assessments
(Grades 3-5);
AIMSweb
Reading
Benchmark tests
(Grades K-3)
At least 66% of
students will
achieve proficient
or advanced on
the TCAP RLA
assessment.
Action
Step
All students will participate four to five
times weekly in workstations to
reinforce skills previously taught.
September
2011 –
May 2012
T. Cooper,
principal;
C.
Brewer,
Facilitator;
Classroom
Teachers
Cardstock,
laminating
film, white
boards, dry
erase markers,
pocket folders,
timers, pencils,
markers,
Velcro, copy
paper and
notebook
paper,
construction
paper, Ziploc
bags, paper
plates, sentence
strips, index
cards, manilla
Title I funds
for materials
and supplies
($2500)
Classroom
observations;
lesson plans;
MCS Formative
Assessments
(Grades 3-5);
common weekly
assessments
At least 66% of
students will
achieve proficient
or advanced on
the TCAP RLA
assessment
Chimneyrock Elementary 2011-2012 72
folders,
calculators,
Versatiles
Action
Step
Students in Tier 2/Tier 3 will receive
intervention daily in addition to the 90
minutes of core Reading instruction.
September
2011 –
May
2012
T. Cooper,
principal;
C.Brewer,
Facilitator;
Classroom
Teachers
Student
licenses for
Headsprout;
Reading Plus;
Sidewalks;
AIMSweb
benchmark
tests; progress
monitoring
District funds; Interventonists
(x3) Usage reports
100% of Tier 2
and 3 students
(Grades K-5) will
receive
intervention.
Action
Step
All students and their
parents/guardians will be invited to
participate in a Family Reading Night
once each year.
November
2011
T. Cooper,
principal;
C.
Brewer,
Facilitator;
Classroom
Teachers
Door prizes;
and
Refreshments
Title I funds
($200) Sign-in sheets
There will be a
15% increase in
the number of
parents in
attendance.
Action
Step
All teachers will provide weekly
communication to all parents
regarding their students’ progress and
opportunities for involvement.
August
2011 –
May
2012
T. Cooper,
principal;
C.
Brewer,
Facilitator;
Classroom
Teachers
Nicky
Folders;
Monthly
Calendars;
Progress
reports;
graded
papers; copy
paper
Title I funds
($1000)
Signed Nicky
Folders
100% of all
weekly folders
will be signed and
returned.
Action
Step
All students will be instructed in the
area of visual arts once each week in
order to support reading skills
instruction.
August
2011–
May
2012
T. Cooper,
principal;
Art
teachers
Art Teachers BEP 2.0 funds
($65,000 x 2)
Art Support
Schedule, report
card grades
At least 66% of
students will
achieve proficient
/advanced on the
TCAP RLA
Chimneyrock Elementary 2011-2012 73
Assessment
Action
Step
All students, without IEPs, will have a
Response to Intervention Plan –
Academic in order to monitor students’
progress and will be updated three
times per semester.
Septemb
er 2011
– May
2011
T.Cooper,
principal;
C.Brewer,
Facilitator;
Guidance
Counselor,
Classroom
Teachers
EdPlan
website and
training
District Funds Heads Up Reports
100% of students
will have green
on the Heads-up
reports
Chimneyrock Elementary 2011-2012 74
GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: 10/01/11
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal During the 2011-2012 school year, the number of office referrals will decrease by 25%.
Which need(s) does this Goal address? Discipline problems
How is this Goal linked to the system’s Five-Year Plan? This goal is linked to goal one of our District Master Plan, which seeks to create academically
challenging, safe, supportive and effective learning environments.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure you will
be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and
include professional development, technology, communication, and parent
and community involvement initiatives within the action steps of each goal.
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources,
evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline Person(s)
Responsible
Required
Resources
Projected Cost(s)
& Funding Sources Evaluation Strategy
Performance Results /
Outcomes
Action
Step
All students, without IEPs, will have a
Response to Intervention Plan –
Behavior in order to monitor students’
progress and will be updated three
times per semester.
September 2011 –
May
2011
T.Cooper,
principal;
C.Brewer,
Facilitator;
Guidance
Counselor,
Classroom
Teachers
EdPlan
website and
training
District Funds Heads Up Reports
100% of students
that are referred
to the office will
have a behavior
screening
Action
Step
All teachers will implement the
Schoolwide PBIS plan, including the
flowchart for dealing with problem
behaviors
September 2011 –
May
2011
T.Cooper,
principal;
Assistant
Principals;
C.Brewer,
Facilitator;
Guidance
Counselor,
Classroom
Teachers
Schoolwide
PBIS Plan None PBIS reports
25% decrease in
the number of
office referrals
Chimneyrock Elementary 2011-2012 75
Action
Step
All teachers will participate in ongoing
professional development focused on
classroom management strategies and
the responsive classroom initiative.
October 2011 –
May
2011
T.Cooper,
principal;
Assistant
Principals;
C.Brewer,
Facilitator;
Guidance
Counselor,
Classroom
Teachers
PBIS reports PD Materials
($500) PD sign-in sheets
25% decrease in
the number of
office referrals
Action
Step Teachers will use classroom incentives
to encourage positive behavior
September 2011 –
May
2011
T.Cooper,
principal;
Assistant
Principals;
Guidance
Counselor,
Classroom
Teachers
Incentives PBIS funds
($100) PBIS reports
25% decrease in
the number of
office referrals
Action
Step
In order to address referrals from the
cafeteria, more staff and volunteers
will be monitoring student behavior.
Classes with no behavior incidents will
receive a reward.
November 2011 –
May
2011
T.Cooper,
principal;
Assistant
Principals;
Guidance
Counselor,
Volunteers
Volunteers,
incentives
PBIS funds
($500) PBIS reports
25% decrease in
the number of
office referrals
Action
Step
In order to address referrals from the
buses and the cafeteria, students will
participate in No Bullying and
Character Education classes
August 2011 –
May
2011
Guidance
Counselor,
Classroom
Teachers
Curricula District funds PBIS reports
25% decrease in
the number of
office referrals
Chimneyrock Elementary 2011-2012 76
TSIPP Component 5: The School Improvement Plan and Process Evaluation
Chimneyrock Elementary 2011-2012 77
Component 5 – The School Improvement Plan and Process Evaluation TEMPLATE 5.1: Process Evaluation (Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire
planning process?
The TSIPP and its process are supported by the faculty organizational structure of the school.
This committee structure includes the Principal’s Advisory Council, SACS Committees, and
Grade Level Teams. This team provides exemplary communication and feedback regarding
TSIPP implementation for monitoring and needed adjustments throughout the school year. At the
beginning of the school year, teachers are assigned to committees with specific job
responsibilities including leadership. These strategies are used to communicate, implement,
debrief and evaluate/monitor school plans and action steps.
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
A number of data systems such as TCAP Disaggregated Data, State Report Card, and TVAAS
along with a number of assessment instruments such as Discovery Education Assessment and
AIMSweb are used throughout the year to assess student growth and the merit of academic
programs. According to the information provided by such data, Chimneyrock is able to identify
areas of strengths and areas to strengthen. After analyzing the assessment data, the goals were
written as areas to strengthen. The areas we identified are addressed in our prioritized goals
along with the action steps that will be taken and evaluated for the upcoming school years.
Evidence of Communication with All Stakeholders – Narrative response required
Communication is provided to all stakeholders in a variety of ways. A number of instruments
are used to implement communication: Class newsletters, parent meetings, Parent Teacher
Conferences, principal call-outs, PTA Newsletters, phone calls, E-mails, and notes are used to
communicate with parents. Power Teacher provides immediate access to grades and attendance.
Our website also provides additional information. Faculty e-mails, notices, and announcements
are used to communicate with the faculty. When necessary, local businesses are contacted to
help disseminate information concerning school - wide needs such as registration, etc. A series of
surveys are conducted to provide feedback from all stakeholders. There are on-line surveys that
provide input and suggestions. Parents may also contact the school via e-mail, letter, or phone.
Staff will be debriefed in meaning and content of these assessments. Monitoring will be
ongoing through the School Improvement Team and adjustments made on recommendation of
the Leadership Council.
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative
response required
Chimneyrock Elementary 2011-2012 78
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?
Our shared beliefs and mission incorporate the expectations for our students to meet or exceed
all standards of NCLB, demonstrate competency in problem solving skills, and to increase
student achievement in environments that are conducive to learning and diverse in curriculum.
Using these standards our prioritized goals have been identified to improve performance. Using
these beliefs Chimneyrock shares, along with the identified prioritized goals, actions steps have
been designed to carry out, or exceed our beliefs and shared vision. Using such assessments as,
Discovery Education, common weekly assessments, and Unit Tests, and providing varied
enrichment opportunities, we are carrying out the mission, vision, and beliefs of Chimneyrock
Elementary.
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and
Organization – Narrative response required
What evidence do we have that shows our action steps in Component 4 align with our analyses of the
areas of curriculum, instruction, assessment and organization in Component 3?
Our goals and action steps, as defined in Component 4, were identified based on the strengths
and weaknesses from our Prioritized List of Target Goals. In turn, these goals from Component 1
were used to create our action steps in Component 4. Component 3 presents a detailed analysis
of the types of curriculum, instruction, organization, and assessment used at Chimneyrock
Elementary to provide the data for Component 4.
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
To improve our planning process our School Leadership Team along with our administration
will implement strategies to communicate, debrief, evaluate and monitor our action steps. These
strategies include deliberating at monthly meetings over general concerns, evaluating current
practices, and identifying current strategies in place. Once ideas are communicated, the School
Leadership Council will then delegate new findings to the Administrative Team and then to the
Grade Level Teams. Each committee will then in turn provide any feedback regarding further
action step implementation, or TSIP adjustments.
Chimneyrock Elementary 2011-2012 79
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?
Process to begin implementation of the action steps:
School committees and responsible parties will review the goals and action steps of the
School Improvement Plan, determine their responsibilities, and develop an
implementation calendar due to the principal before the beginning of the 2010-2011
school term.
The professional development plan will be created and used to help teachers develop and
enhance knowledge, attitudes and skills relating to the goals and action steps in
Component 4
Grade level meetings and planning days will be scheduled to allow for common planning
times and data-analysis of formative assessments, benchmark tests, and weekly tests
Data analysis results will be used to determine intervention plans
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
The teachers at Chimneyrock Elementary pride themselves in the use of data to drive instruction.
With the help of the Instructional Facilitator, teachers analyze data constantly in order to make
the best decisions for student achievement. The following are the data sources and how that data
information is used to make instructional decisions:
AIMSweb – This formative assessment for K-2 students is used to determine which
students receive Tier 2 and Tier 3 intervention for reading. AIMSweb is administered
three times each year (August, January, and April). This assessment also has a progress
monitoring component that allows the teachers to track improvements or plan for
modifications if improvements are not made. The progress monitoring checks are
administered every 10 days for Tier 2 students, and every 5 days for Tier 3 students.
Reading Benchmark Tests – The Reading Benchmark tests are used to determine initial
student placement in flexible reading groups. Once the formative assessment data and
weekly test data is available the teacher is able to make more informed decisions
regarding group placement. This assessment is given the first week of school and then at
the end of every six weeks.
Formative Assessments – This district made assessment for students in grades 3, 4, and 5
is used to determine progress towards mastery of student performance indicators that
students are tested on for TCAP in Reading, Language Arts, and Math. Teachers use the
data from these assessments to plan for small group instruction, workstations, re-
teaching, and whole group instruction. Through the data analysis, teachers are able to
determine which skills the whole class is struggling with or which skills only a few
students may need help with. The teachers are also able to determine which skills the
whole class has mastered so that limited, valuable instructional time is spent wisely.
Common Weekly Assessments– These skill based tests are used to track students’
progress on skills that are taught weekly. Teachers use this information when planning
Chimneyrock Elementary 2011-2012 80
for small group instruction and workstation activities.
Writing Assessments – Students in fifth grade will be assessed twice (October and
January) using the district made writing formative assessment.
Teachers meet three times for ½ day professional development sessions to analyze formative
assessment data (AIMSweb and district formative assessments). These sessions are used to
determine grade level strengths and weaknesses, classroom strengths and weaknesses, and
individual student’s strengths and weaknesses. Once the strengths and weaknesses are
determined the teachers plan for whole group or small group instruction and workstations.
Teachers also meet for 45 minutes up to three times each week to analyze weekly test grades and
plan for re-teaching and small group instruction.
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.
Monitoring Plan Person(s) Responsible Monitoring Dates
The entire school’s
faculty and staff will
review the school
improvement plan
and come to
consensus prior to
submitting the
document.
SIP Leadership Team:
Tonya Cooper, Principal
C. Brewer, Instructional Facilitator
Courtney Vickers, Teacher
Johna Williams, SpEd Teacher
Jamie Kennedy, Teacher
Suzanne Williams, School Counselor
Lynn Grayson, Parent
Juliet Colanero, Financial Secretary
Diara Clark, Interventionist
Jan Nixon, Teacher
Ron Coe, Community Stakeholder
Sheila Velasquez, Teacher’s Assistant
Gail Brown, Parent
November 2011
Data analysis of
2010-2011 TCAP
data
T. Cooper, principal
C. Brewer, Instructional Facilitator
Grade Level Chairpersons
July 2011
Review Action Plan
and Monitoring Dates
during in-service
SIP Leadership Team:
Tonya Cooper, Principal
C. Brewer, Instructional Facilitator
Courtney Vickers, Teacher
Johna Williams, SpEd Teacher
Jamie Kennedy, Teacher
Suzanne Williams, School Counselor
Lynn Grayson, Parent
August 2011
Chimneyrock Elementary 2011-2012 81
Juliet Colanero, Financial Secretary
Diara Clark, Interventionist
Jan Nixon, Teacher
Ron Coe, Community Stakeholder
Sheila Velasquez, Teacher’s Assistant
Gail Brown, Parent
Data analysis of
formative
assessments
(DIBELS for K-2;
Reading, Language
Arts, and Math for 3-
5)
C. Brewer, Instructional Facilitator
Classroom Teachers
September 2011
December 2011
March 2012
Revise action steps as
needed based on data
analysis
SIP Leadership Team:
Tonya Cooper, Principal
C. Brewer, Instructional Facilitator
Courtney Vickers, Teacher
Johna Williams, SpEd Teacher
Jamie Kennedy, Teacher
Suzanne Williams, School Counselor
Lynn Grayson, Parent
Juliet Colanero, Financial Secretary
Diara Clark, Interventionist
Jan Nixon, Teacher
Ron Coe, Community Stakeholder
Sheila Velasquez, Teacher’s Assistant
Gail Brown, Parent
September 2011
December 2011
March 2012
Data analysis of
2011-2012 TCAP
data
T. Cooper, principal
C. Brewer, Instructional Facilitator
July 2012
Any time that the SIP Leadership team meets, C. Brewer, Instructional Facilitator, will be
responsible for communicating the time and location of the meeting to all members.
Chimneyrock Elementary 2011-2012 82
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?
The principal and the Instructional Facilitator will meet during the summer to analyze TCAP
data. Teachers will meet three times each year after the formative assessments are scored.
Teachers meet for ½ day professional development sessions to analyze the formative assessment
data (AIMSweb and district formative assessment). These sessions are used to determine grade
level strengths and weaknesses, classroom strengths and weaknesses, and individual student’s
strengths and weaknesses. The teachers and Instructional Facilitator then submit this
information to the School Leadership Council after each session. The team reviews the data
analysis to determine if revisions need to be made to the action steps in order for students to meet
the goals. The School Leadership Team would then present the recommendations to the SIP
Leadership Team for review. Adjustments will be made after the SIP Leadership team
determines the best revised action steps.
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 SIP Leadership Team, involving all stakeholders, will meet a minimum of three times per
year to compare updated data and our action plan. The team will review, discuss, and come to a
consensus regarding recommended changes based on our current needs as determined by the data
from the TCAP and formative assessments. The SIP Leadership Team will meet in September,
December, and March (more if the data determines it necessary). C. Brewer, Instructional
Facilitator, will be responsible for communicating the time and location of the meeting to all
members. She will present all data analysis and conclusions to date. After changes are made to
the plan, the revised SIP will be presented to all stakeholders.
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?
C. Brewer, Instructional Facilitator, will be responsible for assigning someone to take minutes
during the SIP Leadership Team meetings. The minutes will be distributed to all faculty and
staff, as well as the school leadership team. The School Improvement Plan will be available for
viewing on the school website. Whenever revisions are made to the school improvement plan,
the school website will be updated and all stakeholders will receive written notification that
changes have been made.
All stakeholders will take part in an annual school climate survey in order to offer input.
Stakeholders will also have available to them a form in the office in which they can submit input
in writing for the SIP Leadership Team to review.
Chimneyrock Elementary 2011-2012 83
Title I Addendum
Chimneyrock Elementary 2011-2012 84
Assurance Page
I, Tonya D. Cooper, principal of Chimneyrock Elementary, give assurance that this Title I
Schoolwide Plan was developed during a one-year period with parents and other members of the
community. This plan is available to the local educational agency, parents, and the public.
The intent and purpose of each federal categorical program is included. When appropriate there
is coordination with programs under Reading First, Early Reading First, Even Start, Carl D.
Perkins Vocational Act, and Head Start.
____________________________________ November 15, 2011
Principal Signature Date
High Priority Schools Only
_________________________ School is on the “High Priority”list. Therefore, I understand that
I must not spend less than 10% of the Title I funds for professional development.
____________________________________ ____________
Principal Signature Date
Chimneyrock Elementary 2011-2012 85
Chimneyrock Elementary
No Child Left Behind
2011-2012 Family Engagement Plan
Parental Involvement provides active participation of parents in the education of their
child/children. Our Parental Involvement policy at Chimneyrock Elementary was prepared
jointly with our parents. Our goal is to prepare parents to be knowledgeable of the skills and
information needed to help their children to be successful in school.
Chimneyrock Elementary School pledges to eliminate barriers to parental involvement in
the following ways:
1. Consistently acknowledge and greet parents in a friendly and welcome manner, by office staff, when
visiting the school.
2. Provide meetings at various times that allow all parents to participate.
3. Clarify terms using simple and direct language.
4. Have written materials printed in English and Spanish.
5. Provide interpreter services when necessary.
6. Provide website information and e-mail addresses.
7. Express ideas, concerns, and suggestions and to receive a timely response.
8. Continue to have daily dialogue throughout the school to ensure success for all students (Staff and Support
Staff).
9. Develop jointly with parents a school/parent compact and engagement plan.
10. Parents are provided an opportunity to communicate concerns/problems with the principal by submitting
suggestions, concerns, and problems in the Parents’ Box located in the office.
Chimneyrock Elementary School will encourage parents to become meaningfully involved
and promote the capacity for strong parental involvement in the following ways:
1. To participate on the Site-based Decision Making Council, PTO, Room Parents, Watch D.O.G.S. (Dads of
Great Students), ThinkShow! Student Exhibition Jurors Council, and Parent-Teacher conferences.
2. To attend and participate in conferences, workshops, and instructional activities to educate parents on the
curriculum and assessments surrounding their children’s education.
3. Conduct regular and flexible parent meetings to keep parents informed of current events and issues, timely
progress reports, and conduct parent/teacher conferences to discuss their child’s progress.
4. Convene an annual meeting at flexible times and invite all parents. During this annual meeting, Title I and
NCLB programs, activities, and curriculum will be explained.
5. Provide Family Literacy and family services to improve parents’ ability to help with their child’s education.
6. Provide an information board of current events with a monthly calendar to inform parents of school
activities; receive notices and communication timely, in order to respond and/or participate.
7. Provide a Parent/Student Handbook covering school rules, policies, and procedures.
8. Parents will participate in revising the Family Engagement Plan and the Home/School Compact; sign and
receive a copy of both at the beginning of the school year.
9. Utilize partnerships with community organizations, adopters, and businesses.
10. Utilize Parent Resource Center to coordinate and integrate parent involvement programs and activities.
11. Inform parents of curriculum, academic assessments, and proficiency levels
July 2011
Chimneyrock Elementary 2011-2012 86
Pre-School Action Plan
Chimneyrock Elementary houses an on-campus Pre-K program. The following activities have
been planned to ensure its success, increase parental involvement and assist these students as
they transition to Kindergarten.
Action Steps
Timeline
Required Resources
Person(s)
Responsible
Parent Involvement
1. Use approved
curriculum to teach
pre-school skills.
Begin
8/11
End
5/12
MCS Instructional
Maps
Teacher Created
Activities
Ms. Elam,
preschool teacher
Parents will help
students with
homework.
Parents will borrow
materials from the
Lending Library to
help reinforce skills.
2. Conduct
regularly
scheduled parent
meetings.
Begin
8/11
End
5/12
Speaker/Consultant
Informational
Pamphlets
Door Prizes
Ms. Elam,
Preschool Teacher
Principal,
Tonya D. Cooper
Parents are required
to attend monthly
parent meetings.
3. Conduct
Collaborative
meetings with
Kindergarten and
Preschool
Teachers
Begin
8/11
End
5/12
Kindergarten
Teachers
(Ms. Cooper,
Ms. Hardwick, Mrs.
McClure, Mrs.
Hall)
Ms. Elam,
Preschool teacher
Kindergarten
Teachers
(Ms. Cooper,
Ms. Hardwick,
Mrs. McClure,
Mrs. Hall)
Ms. Elam,
Preschool teacher
Parents will receive a
monthly newsletter
of planned pre-
school activities.
Feedback from
parents will be
encouraged.
4. Provide
parents with a
brochure and
checklist of
Kindergarten
expectations.
Begin
4/12
End
5/12
Kindergarten skills
checklist
Kindergarten
Brochure
Ms. Elam,
Preschool Teacher
Mrs. Brewer,
Instructional
Facilitator
Parents will be
informed about
Kindergarten
expectations and
skills.
5. Attend
Professional
Development
workshops with
Daycare
Directors
Begin
1/12
End
4/12
Pre-K Prerequisite
Skills Assessment
Form
Informational
Pamphlets and
brochures
MCS and TDOE
Head Start
Directors
Principal Cooper
Preschool Teacher
Preschool Parent
Parent representative
will be invited to
attend professional
development
workshops.
6. Pre-school
students will
spend a “Day in
Kindergarten”
one at a time.
Begin
4/12
End
5/12
Kindergarten
teachers
Kindergarten
classrooms
Supplies and
Pre-School
Teacher
Kindergarten
Teachers
Parents will be
notified when their
child will spend a
day with the
Kindergarten class.
Chimneyrock Elementary 2011-2012 87
activities
7. Update
website with
Pre-K
information
2/12 School Website
Instructional
Facilitator
Parents and
stakeholders may
read information
about the
Chimneyrock
preschool program
and may download
registration forms
and activities for
students to complete.
8. Conduct early
registration for
PreK students
living in the
Chimneyrock
Elementary
district.
3/12 Registration
materials
Students birth
certificates/SS#
Proof of residence
Chimneyrock
Elementary Office
Personnel
Preschool Parents
Preschool Teacher
Parents will be able
to register
preschoolers during
the Spring semester,
obtain supplies, and
meet Kindergarten
teachers before the
school year begins.
Chimneyrock Elementary 2011-2012 88
2011 – 2012
Professional Development Plan
School:
Chimneyrock Elementary School
Principal:
Tonya Cooper
PD Budget:
$3024
Date:
September 30, 2011
Academic Supt:
Kevin McCarthy
PDSCC:
Cynthia Brewer
Professional Development Plan Overview Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable goals by subgroups
in our School Improvement Plan as follows:
Goal 1: During the 2011-2012 school year, the percent of all students scoring proficient or advanced on the TCAP Math assessment will
increase to the AMO goal of 60%.
Goal 2: During the 2011-2012 school year, the percent of all students scoring proficient or advanced on the TCAP Reading/Language Arts
assessment will increase to the AMO goal of 66%.
Goal 3: During the 2011-2012 school year, the percent of office referrals for all students will decrease by 25%.
The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet
our identified objectives:
Goal 1: Increase all students’, Caucasian students’, African American students’, economically disadvantaged students’, and students’ with
disabilities math skills
Goal 2: Increase all students’, Caucasian students’, African American students’, economically disadvantaged students’, and students’ with
disabilities reading skills
Goal 3: Decrease all students’ office referrals.
Action Plans The following plans describe our professional learning activities/events, the content, process and context we plan for each, our implementation
timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.
Chimneyrock Elementary 2011-2012 89
Goal 1: Increase all students’, Caucasian students’, African American students’, economically disadvantaged students’, and students’ with
disabilities math skills
Content: What will be learned?
Small group math instruction and math
workstations
Differentiated Instruction
Process: What effective processes will be used?
Presentations by regional district and school staff
Coaching and modeling
Teachscape Videos
Context: What aspects of our learning
environment will support this goal?
Whole faculty PD
PLC – Grade levels
Classroom visits by teachers
Professional Learning
Activities/Events Presenters/Leaders
Implementation
Timeline
Expected
Outcomes
What data sources will
you use to evaluate
effectiveness? (i.e., teacher
data, student data)
$3024 Total
PD Budget
Balance Regional Math Coach to present to
whole faculty on the math block:
Calendar Math
Technology support
Math Lesson Structure
Small Group Instruction
Workstations
in order to meet the higher proficiency
cut scores in Math
Teachers (Grades K-3) will review
using the AimsWeb system to monitor
progress on Benchmark scores for all
students.
Marcia White
District Staff
Instructional
Facilitator
Grade Chairpersons
October,
November,
January (1 hour
each topic = 5
hours)
September,
January, April (2
hours)
1) Increase frequency
of small group
instruction and
workstations in math
2) Increase in use of
calculators during
instruction and
workstations
3) Increase in
performance on
formative
assessments and
TCAP
4) Consistent use of
Stanford Math for
Tier II intervention
Teachers will learn
how to use/interpret
the AIMSweb
benchmark reports
Lesson plans
PLC minutes and
agenda
Classroom
observations
Students’ scores on
Formative
Assessments and
TCAP
Stanford Math
reports
Benchmark results
Data analysis
$0
$0
Chimneyrock Elementary 2011-2012 90
Teachers will learn to analyze data from
Formative Assessments.
Instructional
Facilitator
½ day session after
each Formative
Assessment
(10 hours)
Teachers use
Formative
Assessment data to
drive instruction
Formative
Assessment results
Workstation and
small group lesson
plans
½ day subs for
teachers in
grades 3-5
(7 subs x 1.5
days x $96 x3
sessions=$3024
Grade level teams will model
differentiated small group lessons and
workstation activities to the whole
faculty for math
Grade level teams will learn strategies
for implementing technology integration
successfully into the math and science
block by using the Pasco SPARK
systems
Grade level PLCs will study gender-
equitable teaching methods and
techniques
Grade Level Teams
Instructional
Facilitator
Instructional
Facilitator
Instructional
Facilitator
District Math Coach
October,
November,
December
(6 hours)
September (3
hours)
October,
November,
December (3
hours)
All small group and
workstation activities
will be differentiated
to three levels for
math
Teachers will
integrate technology
into math and
science lessons at
least two times each
month
Teachers will use
gender-equitable
practices in the
classroom more
frequently
Whole faculty PD
agendas
Lesson plans
Hotlists Webquests Lesson Plans Classroom
observations
PLC minutes
Classroom
observations
Lesson plans
$0
$0
$0
All faculty in grades 3-5 will be trained
on the use of the Classroom
Performance Systems for use during the
Math/Science block for quick
assessments.
Instructional
Facilitator
December (2
hours)
Teachers will use
CPS assessments in
the class to assess
SPIs more frequently
and use results to
drive instruction
Lesson plans CPS reports Classroom
observations
$0
All teachers will learn to use Stanford
Math Browser features and assignments.
They will review reports to monitor
progress of students.
EPGY Staff
Instructional
Facilitator
October
November (2
hours)
Teachers will use the
Stanford Math
reports to assist with
data driven
instruction and
Stanford Math Reports
Lesson plans Classroom
observations
Balance=$3024
Chimneyrock Elementary 2011-2012 91
decision making
All teachers will receive on-going
professional development on the TEM
rubric and support for receiving
acceptable scores for evaluations
Principal, Assistant
Principal,
Instructional
Facilitator, District
Staff
August,
September,
October,
November,
December
Teachers will be
trained on the new
evaluation system
and how to interpret
the evaluation rubric.
Teachers will be
offered professional
development per
their professional
growth plans as
needed.
Professional Groth Plans
PLC Minutes Avatar transcripts
$0
Chimneyrock Elementary 2011-2012 92
Goal 2: Increase all students’, Caucasian students’, African American students’, economically disadvantaged students’, and students’ with
disabilities reading skills
Content: What will be learned?
Scientifically research based best practices
in reading instruction
Process: What effective processes will be used?
Presentations by school staff
Examining student work
Coaching and Modeling
Teachscape Videos
Context: What aspects of our learning
environment will support this goal?
PLCs – Grade levels
Study Groups
Whole Faculty Professional Development
Professional Learning
Activities/Events Presenters/Leaders
Implementation
Timeline
Expected
Outcomes
What data sources will you
use to evaluate
effectiveness? (i.e., teacher
data, student data)
Total
PD Budget
Balance
Teacher leaders to present to whole
faculty on the reading block:
Whole group lessons
Technology support
Social Studies Integration
Small Group Instruction
Workstations
.
All teachers will review using the
AimsWeb system to progress monitor
Tier II and Tier III students in reading
Follow up with grade level PLCs
Administrative and
Grade Level Teams;
Regional Coaches
Instructional
Facilitator
PDSCC
Grade Level PLCs
Beginning August
2011: Weekly at
PLCs, twice
monthly at whole
faculty
professional
development
sessions
(6 hours)
October,
November,
December (2
hours)
Bi-monthly at PLC
meetings
(30 minutes twice
per month=8
hours)
Teachers will learn
better planning and
integration strategies.
Teachers will learn
how to use/interpret
the progress
monitoring tools
1) Instructional
Facilitator will share
information from
classroom
observations
Lesson plans
Formative
Assessment
Classroom
observations
Progress monitoring reports
Benchmark Tests
Lesson plans
Agendas
Classroom
observations
$0
$0
$0
Chimneyrock Elementary 2011-2012 93
Teachers will learn to analyze data from
Formative Assessments
Instructional
Facilitator
October, January,
and March (4
hours)
Teachers will learn
how to interpret the
formative assessment
data and use the
information to drive
instruction
PLC minutes and
agendas
Formative
assessment results
$0
All teachers will have the opportunity to
visit other classrooms that use
workstations and small group instruction
with the highest quality and fidelity
Principal
Instructional
Facilitator
Partnering Schools
September,
December, March
(1 hour each)
Teachers will learn
how to implement
and manage small
group instruction and
workstations
appropriately
Meeting Agendas Meeting minutes Presentations
before the grade level PLCs and whole faculty
$0
Teachers in Grades K-2 will learn how
to implement Headsprout Early Reading
correctly
Regional Staff
Instructional
Facilitator
September, and
October (2 hours)
Teachers will use
Headsprout Early
Reading as an
intervention in 2nd
grade, just on time
instruction for 1st
grade, and
Enrichment for
Kindergarten
PLC Agendas PLC Minutes Headsprout
Reports Benchmark scores
$0
Teachers in Grade 3 will learn how to
implement Headsprout comprehension
correctly.
Regional Staff
Instructional
Facilitator
September, and
October (3 hours)
Teachers will use
Headsprout
Comprehension as
just in time
instruction for 3rd
graders
PLC Agendas PLC Minutes Headsprout
Reports Benchmark scores
$0
Teachers will learn how to use the
EPGY LA&W program and Reading
Plus as interventions with Tier II
students in grades 3-5
EPGY staff
Instructional
Facilitator
October,
December, and
February (3 hours)
Teachers will use the
EPGY LA&W and
Reading Plus reports
to assist with data
driven instruction and
decision making
Agendas PLC Minutes LA&W results Reading Plus
reports
$0
Chimneyrock Elementary 2011-2012 94
Teachers in grades K-2 will become
familiar with Destination Reading and
use it regularly for whole group
instruction and intervention
Destinations Staff
Instructional
Facilitator
September,
December (2
hours)
Teachers will use
Destination Reading
as a supplemental
tool for Reading
whole group
instruction as well as
an alternative Tier II
intervention
Agendas PLC Minutes Destination
Reading Reports
$0
All teachers will receive on-going
professional development on the TEM
rubric and support for receiving
acceptable scores for evaluations
Principal, Assistant
Principal,
Instructional
Facilitator, District
Staff
August,
September,
October,
November,
December
Teachers will be
trained on the new
evaluation system
and how to interpret
the evaluation rubric.
Teachers will be
offered professional
development per their
professional growth
plans as needed.
Professional Groth Plans
PLC Minutes Avatar transcripts
$0
Chimneyrock Elementary 2011-2012 95
Goal 3: Decrease all students’ office referrals
Content: What will be learned?
Scientifically research based best practices
in PBIS
Process: What effective processes will be used?
Presentations by school staff
Book study
Video presentations
Context: What aspects of our learning
environment will support this goal?
PLCs – Grade levels
Study Groups
Whole Faculty Professional Development
Professional Learning
Activities/Events Presenters/Leaders
Implementation
Timeline
Expected
Outcomes
What data sources will you
use to evaluate
effectiveness? (i.e., teacher
data, student data)
$0 Total
PD Budget
Balance Teachers will create schedules and plans
for implementing routines and
procedures in the classroom.
Responsive
Classroom Team
Guidance Counselors
Instructional
Facilitator
District Staff
August (2 hours) Teachers will use
routines and
procedures from Day
1 as a way to
maintain a controlled
classroom
Classroom
observations
Schedules for
practicing routines
and procedures
$0
Teachers will attend district and regional
PD sessions on Classroom Management
District and Regional
Staff
September,
February (3 hours)
Teachers will have a
greater variety of
classroom
management
strategies to use
Classroom
observations
SMS reports
$0
All teachers will receive initial training
in the Responsive Classroom movement.
Responsive
Classroom Team
Guidance Counselors
Instructional
Facilitator
District Staff
August,
September,
December,
January, April
(6 hours)
Teachers will use
Morning Meetings
with Morning
Messages as the
initial benchmark in
the training
Classroom Observations
Morning messages
$0
Chimneyrock Elementary 2011-2012 96
SCHOOLWIDE ACADEMIC INTERVENTION PLAN Directions: Complete the form to articulate the programs, models, and strategies which clearly define your school’s intervention plan. What
strategies have you incorporated in your school improvement plan to ensure that students experiencing difficulties are identified on a timely
basis? How do you provide additional support to these students? These activities should provide students with additional services that increase
the amount and quality of instructional time.
SCHOOL: Chimneyrock Elementary SCHOOL YEAR: 2011-2012
Effective Programs, Models, and Strategies (Ex. Differentiated instruction, Voyager, Stanford Math, Course
Recovery, Classroom Libraries, Thinking Maps, ACT/SAT Prep, cooperative learning, STAR, etc.)
Extended Day/Year
(Before, during, after school, summer, year round, STAR, SES)
Identify the name of the extended day/year program, date & time. Ex. After-school tutoring or Homework Center, Saturday School
Home-School Connection
Ex. Community Volunteers
List the name of the organization, church, adopter,
parent/community group.
90 minute uninterrupted Reading block Program Name Date & Time
90 minute Math and Science block Increase TCAP
Achievement after-
school tutoring
Beginning 11/11
Monday, Tuesday,
Thursday 3:30 – 5:00
Parent and Community Volunteers
Small group differentiated instruction
(Reading and Math)
District sponsored
Summer School for
intervention and
promotion
Beginning 6/11
Monday-Friday
8:00 – 12:00
PTA
Workstation activities with cooperative
learning (Reading and Math)
Memphis Literacy
Corp
Beginning 3/11
Monday-Friday
Bailey’s Bookhouse/Destination Reading for
Pre-K to 2nd
grade (enrichment/intervention)
Classroom libraries (various levels, fiction
and non-fiction)
Discovery Education’s formative assessments
(3 times/year) in grades 3-5
AIMSweb Reading Benchmark for grades K-
5 (3 times/year)
Headsprout (all 1st grade students;
intervention for struggling 2nd
/3rd
grade
students)
Chimneyrock Elementary 2011-2012 97
Headsprout Comprehension (all 3rd
grade
students)
Scott Foresman (Tier II-Reading) grades K-5
Reading Plus (Tier II Reading) grades 4-5
My Sidewalks (Tier III-Reading) for grades
K-3
AIMSweb Progress Monitoring (every 5-10
days) for Tier II/Tier III students in grades K-
5
AIMSweb Math Benchmark for grades K-5 (3
times/year)
Stanford Math (Tier II/Tier III-Math) for
grades 2-5
Chimneyrock Elementary 2011-2012 98
Teacher Mentoring Program
There are currently 8 teachers that meet the requirements for needing a mentor. In addition, through principal, assistant principal and
instructional facilitator observations, if a teacher is determined to need mentoring in order to grow professionally the following plan will take
place.
Action Steps
Timeline
Required Resources
Person(s) Responsible
1. Identify, set goals, purpose, and methods of observation to provide feedback to mentor and mentee.
2. Mentor will provide guided
instruction for planning lessons,
classroom management, teacher
evaluations, and professional
development.
3. Weekly meetings will be conducted
to discuss issues, concerns, and
successes.
4. Mid-year evaluation will be
conducted to make modifications
and adjustments.
5. End of year evaluation conducted to
assess program effectiveness.
Start date:
August 2011
Start Date:
August 2011
Start Date:
October 2011
January 2012
May 2012
Evaluation Instrument
Monthly paperwork
Evaluation Instrument
T. Cooper, Principal
S. Cotton and C. Andrews, Asst
Principals
C. Brewer, Instructional Facilitator,
Mentor Coordinator
Mentor Teacher
T. Cooper, Principal
S. Cotton and C. Andrews, Asst
Principals
C. Brewer, Instructional Facilitator,
Mentor Coordinator
Mentor Teacher
Mentor Teachers and Proteges
Assistant Principals, Mentor
Coordinator, and Mentor Teachers
C. Brewer
Chimneyrock Elementary 2011-2012 99
Technical Assistance Report
In order to ensure effective implementation of the Memphis City Schools’ curriculum and
initiatives, Chimneyrock Elementary receives technical assistance from the following:
Dr. Geralyn Seals, Title I Supervisor
Kevin McCarthy, Northeast Region Academic Superintendent
Terry Brown, Academic Director
Dr. Angela Nichols, Academic Coordinator
Terri Arnett, Regional Literacy Specialist
Terry NeSmith, Regional Instructional Facilitator
Will Williams, Regional Science Coach
Anthony Coleman, Regional Math Coach
Marcia White, Curriculum Specialist – Math
Instructional Technology Specialists
Chimneyrock Elementary 2011-2012 100
List of State and Federal Programs
List all State educational programs and other Federal programs that are consolidated in this plan.
1. Title I Funds
2. Site-Based Budget –Memphis City Schools
3. Free and Reduced Lunch Program
4. PBIS Incentives
5. Race to the Top Pre-School Program
6. Raising the Bar New Teacher Mentor Program
7. Raising TCAP Achievement Scores After-School Tutoring Program-Extended Contract
Chimneyrock Elementary School No Child Left Behind Parent-Teacher Compact
Chimneyrock Elementary 2011-2012 101
2011-2012
The compact has been jointly developed and agreed upon by the staff, parents, and students of Chimneyrock
Elementary School in order to develop a partnership to help our children achieve the State’s high standards. We will
share the responsibility for improving academic achievement.
School’s Responsibility
I, the undersigned partner in the education of children at Chimneyrock Elementary School, commit to the following:
Providing a safe environment that encourages positive communication between the teacher, parent, and
student
Stressing to teachers the importance of providing regular homework assignments to reinforce classroom
instruction
Monitoring and rewarding the attendance of students and teachers
Providing parent activities to support the instructional program and enhance student academic achievement
Providing a high-quality curriculum and instruction to all students
Giving parents reasonable access to staff in order to volunteer, participate, and observe in their child’s
classroom
Holding semi-annual parent-teacher conferences to discuss the student’s achievement
Principal’s Signature ___________________________________________________
Teacher’s Agreement
I, the undersigned partner in the education of children at Chimneyrock Elementary School, commit to the following:
Providing weekly progress reports and communication regarding student progress
Providing homework that reinforces skills taught in the classroom
Providing a welcoming, developmentally appropriate atmosphere that is conducive to learning
Providing ongoing communication with parents through Wednesday folders and weekly newsletters
Continuing to strive to meet and accommodate the needs of each student
Focusing on skills to promote academic growth
Dedicating our time to receiving professional development to gain knowledge which will ensure student
achievement
Teacher’s Signature ____________________________________________________
Student’s Agreement
I will strive to do the following to the best of my ability:
Wear uniforms everyday
Follow the student’s rules of conduct
Complete and return homework assignments
Come to school everyday, on time, with the supplies needed for class work
Attend school daily and complete all assignments
Student’s Signature _____________________________________________________
Parent’s Agreement
I, the undersigned partner in the education of my child, commit to the following:
Getting my child(ren) to school everyday and on time, dressed in a uniform
Reviewing my child’s homework and other papers on a regular basis
Providing a place to study in a safe and loving environment and encouraging my child’s efforts
Working cooperatively with the school to maintain proper discipline
Providing supplies and necessary materials for school
Returning report cards and attending parent-teacher conferences
Parent’s Signature ____________________________________________________
July 2011
Chimneyrock Elementary School
Chimneyrock Elementary 2011-2012 102
8601 Chimneyrock Blvd
Cordova, TN 38016
(901) 416-2067 office
(901) 416-3791 fax
August 18, 2011
To Parents, Stakeholders, And All Community Members:
As you know, our school and district are dedicated to ensuring that our students succeed.
The federal No Child Left Behind Act of 2001 (NCLB) sets standards for our students to meet
every year in Reading, Language Arts, Writing, Mathematics, and attendance.
The state of Tennessee released the changes in the cut scores required to meet proficiency
for this year. Chimneyrock Elementary remains in “Good Standing” status with the state.
Let’s renew our commitment to our students to maintain this status and help our students
continue to show improvement. I am firmly committed to achieving our goal of success for
every child, and I recognize that we must continually improve. As always, I welcome your
comments, suggestions, and involvement in our school.
Sincerely,
Tonya Cooper,
Principal
Chimneyrock Elementary School