11-12 Wes Tsipp

Tennessee School Improvement Planning Process (TSIPP) SIP Templates
Tennessee Department of Education August, 2011
Tennessee School Improvement Planning Process (TSIPP) Assurances

with Signature of Principal
I certify that _______________________________________________________ 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
Tennessee School Improvement Planning Process Templates August, 2007
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Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.
The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of this team.
TEMPLATE 1.1: SIP Leadership Team Composition

(Rubric Indicator 1.1) Leadership Chair? (Y/N)
SIP Leadership Team Member Name
Position
Name of Subcommittee(s) (when applicable)
Sandra Morris Tom Jacobs Deidra Goins Holly Hayse Chastity Crosslin Sherry Freeman Bridgette Lewis Edith Zeigler Sandy and Tim Brown Monica Trail
School Principal Assistant Principal 5th Grade Reading Teacher 3rd Grade Teacher School Librarian Special Education Teacher Kindergarten Teacher President of Parent Organization Community MemberParent Browns Dentistry Non-certified staff member
Subcommittee 2 Subcommittee 1 Subcommittee 2 Subcommittee 3 Subcommittee 4 Subcommittee 5
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Component 1a - School Profile and Collaborative Process

TEMPLATE 1.2: Subcommittee Formation and Operation
Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge. If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team. In completing the templates that name the members of the subcommittees, be sure to indicate each members position within the school or stakeholder group. Indicate which member serves as the subcommittee chair. After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file.
TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2) Subcommittee for COMPONENT 1 Member Name Deidra Goins Cathy Hand Anita Royster Nancy Harris Amy Whitsett Courtney Blackburn Donna England Elizabeth Eaton Lindsey Anderson Arcana Barnard Amanda Sullivan Brad Goodwin Sally Steele
(tab in last cell to create a new row as needed)
School Profile and Collaborative Process

Position 5 Grade Reading Teacher
th
Chair Yes No No No No No No No No No No No No
Preschool Teacher Preschool Teacher ESL Teacher Speech Pathologist 2nd Grade Teacher Kindergarten Teacher 6th Grade Teacher Special Education Teacher Grades 3 and 4 Parent Parent/6 grade RLA teacher Community Businessman Educational Assistant
th
Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. Subcommittee 1 Chair Signature
YES
NO
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Subcommittee for COMPONENT Member Name Holly Hayse Rachel Wells Deb Wimberley Tom Jacobs Nancy Forras Beth Allen Wendy Patton Karen Franklin Kelley Felice
2 Beliefs, Mission and Vision

3
rd/4th
Position Grade Teacher
Chair Yes No No No No No No No No
3rd Grade Teacher 5 /6 Grade Science Teacher Assistant Principal Educational Assistant Gifted Education Teacher Physical Education Teacher Educational Assistant Kindergarten Teacher
th th
Subcommittee for COMPONENT 3 Member Name Chastity Crosslin Mary Jane Crites Chris Mills Shanna Pannell Karen Besheres Rita Pope Amy Chance Melinda Simmons Belinda Goodwin Ramona Underwood Connie Rynd Veronica Starr Cindy Whitham Stacy Southard
YES
NO
Curricular, Instructional, Assessment, and Organizational Effectiveness

Position School Librarian Reading Specialist Music Teacher
3rd
Chair Yes No No No No No No No No No No No No No
Grade Teacher
School Nutrition Worker 1 Grade Teacher 2nd Grade Teacher 1 Grade Teacher 4th Grade Teacher Educational Assistant 1st Grade Teacher 2 Grade Teacher Educational Assistant ESL Teacher
nd st st
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YES
NO
Subcommittee for COMPONENT 4 Member Name Sherry Freeman Bobbie Elrod Kim Davis Susan Hawkins Lesli Sherrill Christie Manous Kathy Vargas Melanie Roberts Barbara Walker Freddie Fibelkorn Elise Layne Lana Arnold Misty Crosslin Janice Holt
Action Plan Development

Position Special Education Teacher 1st Grade Teacher 5th/6th Language Arts Teacher 4 Grade Teacher Developmental Kindergarten Teacher Special Education Teacher Deaf Interpreter Educational Assistant Educational Assistant 5 /6 Grade Math Teacher Special Education Teacher Educational Assistant Preschool Teacher Educational Assistant
th th th
Chair Yes No No No No No No No No No No No No No
YES
NO
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Subcommittee for COMPONENT 5 Member Name Bridgette Lewis Teresa Bellamy Helen Blackburn Martha Hodges BJ Fann Hilary Florence Susan Reavis Amanda Sullivan LaKeisha Bryson Rachel Sain
The School Improvement Plan and Process Evaluation

Position Kindergarten Teacher 3rd Grade Teacher Special Education Teacher 6th Grade Reading Teacher FRC Director Kindergarten Teacher Educational Assistant 6th Grade R/LA and Social Studies Behavior Modification Teacher School Guidance Counselor Chair Yes No No No No No No No No No
YES
NO
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Component 1a - School Profile and Collaborative Process TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
TEMPLATE 1.3.1: Data Sources (Including surveys) Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors: Mobility of student families Grade span served (if you serve only three grades, you could have a complete turnover of parents every three years) Change in leadership Change in organizational practice. A school will rarely have each of the surveys listed here, but at least one survey should be administered and evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate surveys. Staff Development SACS Surveys (NSSE).
TEMPLATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)
Data Source TN report card
Relevant Findings School AYP Summary---Westwood has >45 in three subgroups. These groups all met the Federal Benchmark. The subgroups are white, economically disadvantaged, and students with disabilities. Although the report is not out for 2011, we do know that we made our AYP. Our attendance rate is 97.8% for 2010. The state goal is 93%. In math, 46% of all students were proficient or advanced. 37% of the economically disadvantaged score proficient or advanced. In reading/LA, 58% of all students tested scored proficient or advanced. On the 2010 report card, in TVASS we had the following scores: Math B Reading/LA B Social Studies A Science B In Achievement on the report card we had the following scores: Math B Reading/LA B Social Studies A Science B In fifth grade Writing, the school score was 4.1 and an A.
Title I Needs Assessment (Parent Involvement Survey)
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Data Source
Relevant Findings
The school conducted a Title I Needs Assessment during the spring of 2011. The information has been used to help make decisions regarding the academic achievement of children at Westwood Elementary and assess how closely our curriculum meshes with core standards and the I CAN statements developed by teachers in the district. Based on the results of this survey: 95 % of the parents responding indicated they have visited their childs school during the school year. 62% talked with their childs teacher at parent/teacher conferences. 99% think the school program provides materials appropriate for both males and females, and opportunities to learn about culture and race. 88% think the school does an adequate job in relaying achievement test results to parents. Academic Needs Survey Grades 3-6 Based on the following surveys taken online: 80.4 % of respondents strongly agree school is a safe environment 50% agree and 45.7 strongly agree teachers and principal can explain the schools curriculum. 47.8 % agree and 32.6% strongly agree teachers communicate often about student learning. 47.8% agree and 37% strongly agree it is easy to communicate with teachers, administrators and staff. 86.9% understand the TCAP testing program and what my child must accomplish (the standards). 68.7% of parents appreciate help given to students in after school programs. 46% agree and 47% strongly agree that the technology programs available at Westwood have helped improve their childs reading skills. 44% of the parents agree and 43% strongly agree that the school entrance is inviting and friendly. 92% agree they are treated courteously when visiting the school. 91% agree the school administration is helpful and friendly. 34.8% agree and 56.5 strongly agree teachers are approachable and helpful. 36% said if they needed help with translating, it is available. 64% had no opinion.
Family Engagement Survey Grades K-3
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Data Source
Relevant Findings 95% of respondents felt welcome to visit and eat lunch in the school. 74% agree the school website was current and kept updated 93% of parents said they were involved in school in ways that were important to them. 78% said they understood their childs school was nationally recognized for its programs.
TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted your school..
TEMPLATE 1.3.2: School and Community Data

Narrative and analysis of relevant school and community factors:
Student Characteristics: Westwood Elementary serves a school population which is composed of 76% Caucasians, 5% African-American, 16.4% Hispanic, and 1% Asian and 1% Multiracial and 1% Hawaiian-Pacific. Ninety-one percent of the student body is reported to be fluent in the English language. The subgroups of African-American, Hispanic, Native American, Asian/Pacific Islander, Students with disabilities, and Limited English Proficiency are not addressed on the Tennessee Report Card. Westwood Elementary is a Title I school with 84% of the student population qualifying for free or reduced lunch. On the 2010 Report Card, 74% of the students were reported as Economically Disadvantaged. Of those ED students, 37% were proficient or advanced on TCAP Math and 48% were proficient or advanced in Reading/LA/Writing. Our largest subgroup by ethnicity is white. This subgroup had 48% proficiency/advanced scores in math and 61% in Reading/LA/Writing. The second largest subgroup is disaggregated on the Tennessee Report Card. During the 2010-11 school year 17% of our student body transferred into our school from another school system while 27% of our students transferred out of our school to another school system. Ten percent of these students transferred in and then transferred out during the school year. The current attendance rate is 96.7%. The promotion rate is 97%.
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Staff Characteristics: Westwood Elementarys instructional staff is composed of a principal, an assistant principal, twenty-seven (27) regular education classroom teachers, a reading specialist(paid for thru Title I funds), seven special education learning lab or comprehensive development teachers, a behavior modification teacher, and one speech pathologist. All instructors are teaching courses within their area(s) of certification. In addition, there are full-time teachers in the following areas: library, music, art, one full-time and one part-time physical education (P.E.), and two full-time and one part-time ELL. There are part-time teachers in the following areas: guidance, gifted,. The average years of experience for teachers at Westwood is 14.2 and 65% hold a masters degree or higher. Five teachers are Career Ladder Level II or Level III. Disaggregation of the data by gender shows that forty-eight (48) are female and two2) are male, and all are Caucasians. One Hundred percent (100%) of the teachers who instruct students at Westwood are Highly Qualified as required by NCLB. Highly qualified teachers are attracted to Westwood Elementary because of its history of high achievement and success as a Title I schoolwide school. The turnover rate of teachers is low and primarily due to retirement. New teachers are supported at WES by an ongoing induction program. They also receive high salaries and have effective mentors. The local parent organization supports teachers through an annual allocation of $100 and by honoring specific supply and material requests made by teaches in writing. New teachers are supported by the administration and made to feel an integral part of the school family.In addition, all teachers receive high quality and ongoing professional staff development that is aligned with the goals of the TSIPP one-half day monthly. Beginning of school staff development and half days this year focused on implementation of Singapore Math, IXL Math computer program, analyzing data and making revisions to the TSIPP. On half-days students are released early and teachers also meet by grade level or by subject area. Handwriting W/O Tears training is already scheduled for this year and plans are to send new teachers to Accelerated Reader training. Teachers have been trained in the TEAM Evaluation Model. Teachers have been instructed in RTI training, recognizing and preventing suicide, blood borne pathogens, Handle w/Care restraint training. CPR, and MSDS training. Teachers have also been trained for one-day on the new TEAM evaluation and are required by the district and FTTT to complete 4 training modules online at Battele for Kids website. The modules involve instruction and assessment. Also, 4 personnel from Westwood will attend the East TN Title I Conference in Gatlinburg this December. The principal attended Bill Daggetts Model School Conference in Nashville this summer as well as 4 days of Teacher Evaluation Training at MTSU. Because we are a full
Tennessee School Improvement Planning Process Templates August, 2007 Page 11 of 80
inclusion school, inclusion assistants, lead teachers, and grade level teachers meet daily from 2:30-3:00 pm. Working closely with the instructional staff, are forty-two (42) support staff members. These include a registered nurse, two office staff, an EIS part-time clerk, an interpreter for the deaf, three custodians, twenty-two (22) educational assistants, one computer lab manager, six food service employees and the director of the Family Resource Center (FRC) for Westwood Elementary School. Our school has five inclusion assistants paid through the CHANGE grant. In addition, our Extended School Program (ESP) employs four full-time personnel. Additional support personnel are provided as funds allow from Tennessee Opportunity Programs for Seasonal Farmworkers, Inc. (TOPS). All support staff are deemed Highly Qualified as required by NCLB by having at least 2 years of college or having taken the Parapro Test. Forty (40) support staff members are female and two are male. Six of these are Hispanic and thirty-six (36) are Caucasian. Westwood Elementary has established its improvement plan based upon need and it is knowledgeable about and uses resources available to the school to meet its goals. It coordinates and integrates local, state, and federal programs and monies into the instructional program. The schools Title I allocation is used to fund the salaries of the reading specialist and two reading assistants. These personnel serve the school in a schoolwide Title I program, work in the Fast Forward Lab, and help to administer the RTI program. Additional Title I funds are used for supplies and staff development. Career Ladder funds are used for personnel to conduct afterschool programs and summer camps. The JOBS federal monies have allowed us to hire additional teaching assistants. The BEP funds that come to the school are used by teachers to purchase classroom supplies. BEP pooled money goes for copy paper, laminating film, and subscriptions to BrainPop, etc. The Family Resource Center Director has her salary paid through a state initiative. She conducts the Backpack program funded by SecondHarvestFood Bank. Funding for Coordinated School Health pays for a director and part-time secretary to serve the system. Local funding comes from businesses (American City Bank, Roberts Nissan, Bonnaroo, Interstate Studios, etc) and the PAT (parent organization). Many teachers write grants for funds or supplies and equipment. The most popular source currently is Limeades for Learning. School Characteristics Westwood Elementary School was constructed in 1967 by the Manchester City School System to serve children in grades kindergarten through six. Enrollment the
first year was 384 pupils. Since its inception, Westwood has had three principals, with the current principal having served in this capacity since the 1996-97 school year. The school footprint has changed over the years to accommodate a growing student population with diverse educational needs. Presently, Westwood Elementary provides services for 600 students in grades Pre-K through six. For the 2010-11 school year (the most recent figures available) the average per pupil expenditure was $8,240.00, while the average for Tennessee schools was $7,469.00. The 2005-06 school year saw the completion of an extensive building expansion. New additions included twelve classrooms, a gymnasium, a cafeteria, computer lab, and an office suite. Presently, all rooms are filled and we are faced with overcrowding. Because of the budget constraints of the city and school system, Westwood Elementary and College Street Elementary will become PreK-5 schools with Westwood Jr. High becoming Westwood Middle School and the ninth grade will move to Coffee County Central High School. Westwood Elementary has twice been a national Title I Distinguished School and twice a TN Title I Distinguished School. It was also named a TN State Dept. of Education Exemplary Inclusion School for 2010-11. The school has a well-defined process that is currently being implemented to identify low-achieving students experiencing difficulty mastering the state and/or core standards. RTI (Response to Intervention) is the process used in K-2 to identify and improve reading skills. Teacher identification through formative assessments helps to identify low achieving math students. Summative data from TCAP and Discovery Assessment are used in grades 3-6 to identify students who need remediation. Our SPED department accepts referrals for testing from teachers who have students not performing at grade level when a learning disability or other handicapping condition is suspected. The guidance counselor conducts S Teams. Timely, effective, and additional assistance is given students experiencing difficulty or nonmastery in academic areas. Strategies include: K Tutorial-sessions conducted afterschool that review and reinforce skills not mastered during the regular school day. ESL Tutorial-ESL teacher conducts afterschool sessions for students that need extra help with language skills. STARS-afterschool tutorial for students deemed nonproficient on the TCAP. Circle of Friends-weekly sessions to help ESL students (99 enrolled) with
homework and basic skills. Geography Club-sessions reinforce social studies skills and helps students prepare for Geography Bee. Spelling Club-students meet weekly to study the spelling words in the Scripps Spelling Bee lists. Best spellers participate in school spelling bee. Science Club-students assist Ms. Wimberley in taking care of the environmental center and Schoolyard Habitat. These students also improve science knowledge. Summer Camps-themed camps held during the summer to remediate or enrich students knowledge of interesting topics. Most are math and science related. Supervised Study-students needing assistance with homework or mastering skills may come to supervised study daily between 2:30 and 3:00. Sixth grade teachers rotate conducting the sessions. IXL, Study Island, and Acceleraterated Reader-computer programs that can be accessed at home by students and parents to broaden knowledge in math, reading, science and social studies. SPED services-This can be consultation, inclusion, pull-out, or self contained classes. Providing a safe learning environment is a high priority at Westwood Elementary. The external doors of the school are locked during the day and visitors are admitted only through the front office, which is equipped with security cameras. Additional cameras have been installed in the hallways. Employees and visitors are required to wear identification badges, and all employees are in OSHA compliance. All visitors to the school sign in electronically and have their picture made. Every classroom is equipped with a telephone, and teachers are provided two-way radios to allow for communication when out of the classroom. The school has a schoolwide emergency plan in place and students go through practice drills for disasters such as fire, tornado, bomb threats, and events of a similar nature. Manchester City Schools operate on an academic calendar that is comprised of four nine-week quarters, with a break of approximately ten weeks in summer. The academic day is seven and one-half hours long. Currently, there are one-week breaks during the fall and spring quarters, and a two-week break during winter
quarter. Afterschool tutorials are held on Tuesday, Wednesday, and Thursday throughout the school year for members of the target population. Qualifying students from selected populations benefit from academic afterschool remediation and enrichment programs throughout the year. An Extended School Program (ESP) is in operation year-round, and provides supervision for children from 6 a.m. to 6 p.m. each weekday. Parental involvement is encouraged at Westwood Elementary. Strategies used to increase parent involvement are conducting our annual Open House, Title I meeting and cookout. The school has an informative website where the parent involvement policy is posted. Many teachers have their own webpages for parents. The parent organization posts announcements and fundraising information on its webpage. WES stresses that parents are always welcome for lunch and Grandparents Week brings many parents and grandparents. Parents are invited to school to volunteer, help with parent organization activities, and to attend PAT meetings. Teachers are always available from 3:00 to 3:15 to talk with parents. Parents are always welcome as classroom speakers.. Parents are encouraged to establish a home environment that supports children in all aspects of life, especially education. There are parent education classes offered, family support programs, and home visits that are made to encourage a healthy home environment. The ESL program offers parenting classes for Hispanic parents weekly, and an annual ESL night where parents are given information in their native language concerning the school and activities, as well as how to access jobs and/or services in the community.. Bilingual staff is always available to translate for our Spanishspeaking parents at school and in the community.
The Family Resource Center (FRC) provides clothing, food, financial support, and eyeglasses to families in need. Additional services of the FRC include transportation to and from dental and doctor appointments, helping complete job applications, and assisting parents with finding adequate housing. The FRC sponsors WE CARE, a childrens resource event held annually and supported by the community.
Parent/Guardian Demographics In order to be less intrusive and to respect the privacy of our parents, we referred to the latest information available at www.citi-data.com. This data is an accurate reflection of our parent demographics due to the fact that there are only two elementary schools serving our community. This data is
based on the 2000 Census and is the most up to date information available. The data shows that 90.8% of residents are Caucasian, 3.9% are African American, 3.3% are Hispanic, and 2.6% are listed as other. It was also reported that 55.4% of the community are married while 12.4% are divorced. In addition, 19.8% indicated they had never married. Eighty five percent of the community is employed with an estimated household income of approximately $31,200 in 2005. This is down from $31,983 in 2000. Of the respondents 71.6% are high school graduates and 18% hold a college degree. To assist parents, Westwood offers parenting classes, Loving Solutions, twice annually. Out Title I coordinator is also available to help locate GED classes or access Partners with Healing, the local library, etc. Our Family Resource is also available as a liaison for our parents. Community Characteristics Based on information from City-Data.com and the 2000 census, Manchester, Tennessee has a population of 9,143. According to records from 2006 the population was listed at 9,671. Current census records indicate there are 3,326 households out of which 27.8% had children under 18 years of age. The average estimated household income was $31,200. In Manchester two hospitals and three nursing homes represent the health care industry. There are 36 churches, two golf courses, one private school, and one public library. Major employers in the area include AEDC, M-Tek, Batesville Casket Company, VIAM, MCA Fabrication, CK Electronics, and Bridgestone Tire Company. The Manchester area has a variety of educational, recreational, and cultural activities available to all residents. Community organizations such as Boy Scouts, Girl Scouts, 4-H, Manchester Recreation Complex, Manchester Arts Center and Theater Old Stone Fort State Park, and others provide programs, retreats, and training. . Preschool children are assisted in transitioning from preschool programs to Westwood Elementary. Noah Headstart annually is invited to visit our kindergarten program and bring the preschoolers from their program that will be entering our school. Students from the Volunteer Preschools visit the kindergarten classrooms in the spring and meet all kindergarten teachers. A kindergarten parent meeting is held each fall to orient all incoming parents of expectations, rules and procedures. Preschool teachers hold an annual Childfind and screening in March of each year to identify potential students for both the Volunteer Preschools and to
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identify preschoolers that may be eligible for our special education preschool. The Special Education Preschool also visits area preschools to screen potential students and also conducts screenings throughout the year on an appointment basis. WE CARE, the annual resource event that provides clothing, school supplies, toiletries, and services includes students going to kindergarten from our preschools.
Component 1b Academic and Non-Academic Data Analysis/Synthesis

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures Refer to Component 1 Academic/Nonacademic Helpful Hints.
TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

List Data Sources
Stakeholders of Westwood Elementary School believe that accurate, timely data is essential for effective planning. In order to meet the needs of a diverse student population, a team of teachers and the school administration participate in the selection, use and interpretation of schoolbased assessments. Student performance drives modifications and improvements in the selection of assessments. Before school assessments are purchased, teachers are allowed to preview. Also, training is provided in how to use and interpret data from the assessment. Since data drives instruction it is important the tests are given accurately and the data analyzed and used effectively. Many assessments, both academic and non-academic, are utilized at Westwood. The assessments provide both qualitative and quantitative data used in decision-making when teachers have grade-level meetings. This data is used by teachers and administrators in making decisions regarding instruction and program improvements. The principal also discusses subgroup analysis with classroom teachers, ESL instructors, and counselors. As a result of meetings and discussions, strategies are implemented to improve and/or maintain high achievement. The following is a list of assessments
teachers have collectively examined and decided to use to evaluate the needs and progress of students and the overall instructional program: Tennessee Comprehensive Assessment Program (TCAP) Grades 3-6 TCAP Writing Assessment Tennessee Report Card STAR Reading STAR Early Literacy Compass Learning Accelerated Reader Accelerated Vocabulary Accelerated Math Fast ForWord
Dial 3 for kindergarten (Dynamic Indicators of Accelerated Learning)
Math Facts in a Flash Saxon Phonics

Study Island
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Discovery Assessment
RTI- Response to Intervention Speed DIAL (Development Indicators for the Assessment of Learning) K Screening instrument 9 Weeks tests Report Cards/Midterm reports Textbook Unit Tests TCAP-Alt PA
Formative and Teacher Made Assessments
TEMPLATE 1.5: Data Collection and Analysis Describe the data collection and analysis process used in determining your strengths and needs. Collection refers to the types of data gathered. Analysis would be the process used for the full review of all data gathered.
TEMPLATE 1.5: Data Collection and Analysis

Describe the data collection and analysis process used in determining your strengths and needs.
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TCAP Every spring students in grades three through six participate in TCAP testing. The Mean Normal Curve Equivalent scores are used for normreferenced information when interpreting scores and assessing the progress and educational needs of students. Performance level scores and objective performance ratios are used for the interpretation of criterion referenced information.
TCAP Writing In February of each year, students in fifth grade participate in the TCAP Writing Assessment. Writing Scores are analyzed in order to determine instructional strengths and weaknesses in language arts, and to determine instructional strategies for the following year. STAR Reading Three times throughout the year, students in 2nd through 6th grades are given the STAR Reading assessment. These tests are typically administered at the beginning of the school year, midway through the year and at the conclusion of the year. Scores are examined for proof of appropriate academic growth and areas of strength and weakness. Data from the STAR Reading assessment on individual students includes instructional reading level, zone of proximal development, national percentile rank, and normal curve equivalent. This information is used by the teacher to determine appropriate reading levels of printed material for students to read and reading level placement in the classroom. It can also determine if the child should have further testing if the reading level does not improve while all methods and materials are being used for progress to take place. This information is particularly useful in assuring that students reading difficulties are addressed in a timely manner. After testing in STAR, the students can receive extra help in the classroom, be referred for further testing, or get help in an after-school tutorial.
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Compass Learning Compass Learning is a computer based program designed to give students the opportunity to work on specific skills in reading, language arts, and math. Compass Navigator enables the educator to create pretest and posttest on particular skills. These tests are given at the beginning and conclusion of each nine-week grading period. It can also be given at other times during the nine weeks when determined necessary by the instructor. Teachers can generate Student Data Reports or Quiz Reports to view individual student results. Other reports are also available, including the Lesson Report, Activity Report, and Student History Report. Reports can also be generated for an entire class in order to help determine appropriate instruction goals and strategies for the group as a whole. Again, these reports help us to assess where students are academically and adjust teaching to improve the achievement of individual students or accelerate the learning of the average or advanced student. The students are also provided additional assistance such as peers tutors, after-school tutorials, or additional work in the Compass Lab as a result of these assessments. Accelerated Reader The Accelerated Reader program is used schoolwide to encourage and foster daily reading at school and at home. Each grading period, teachers assign each student a point goal, book level goal, and percent correct goal based on information gleaned from diagnostic tests and informal assessments. Students use classroom computers to test on books they have read (as indicated on their daily reading log, which is signed by a parent or guardian each day). A variety of diagnostic reports can be generated from these tests. Reports include individualized information such as the number of books read by a given student within a specific time period; average book -level tested on, and the average test score. In addition, data on the type of literature tested (nonfiction or fiction) is available to aid teachers in guiding students on book selection. The reports also indicate students who are identified as being at risk due to low percent of correct answers on tests, low average reading level of books, or low number of books read and passed on tests.
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Accelerated Vocabulary The Accelerated Vocabulary program is a Renaissance Learning companion piece to Accelerated Reader. This program helps students to learn and retain the rich vocabulary they encounter while reading. Students have the option of printing a listed of targeted words before they actually begin reading their chosen books. As students read, they encounter those targeted words. Through context, they are able to determine word meaning. As the book is completed, students may test on the vocabulary. The assessment measures word recognition and word knowledge. Reports are available which include a mastery list of tested words. Non-mastered words can be explored and reassessed. Accelerated Math Accelerated Math was implemented in the fall of 2002. It provides individualized diagnostic tests that target individual student strengths and weaknesses. The program enables the teacher to tailor individual math instruction and practice based upon those identified needs. Students then work at their own pace on individualized objectives. As each student completes his targeted objectives, he is allowed to test on them. If his score shows that he has mastered the objectives, a new diagnostic test is given and the student begins a new cycle of instruction and practice. If test results indicate that an objective has not been mastered, new practice on the same objective is created. Teachers can generate reports that show the number of objectives mastered and the number of practices completed. Reports also give the students average score on practices, quizzes, and tests. Fast ForWord Westwood Elementary is a model school for the Fast ForWord (FFW) Program designed and marketed by Scientific Learning. All students at Westwood complete FFW training, which is a language- training program that helps students connect and master the language skills necessary for learning to read. The program is computer-based and uses intensive shortterm training exercises that change the way the brain processes information. The exercises enhance critical skills such as auditory discrimination, working memory, phonological awareness, and listening / reading comprehension. A variety of reports in both text and graphic format can be generated to provide in-depth analysis of student performance within specific exercises. By reviewing these reports, the teacher is able to
key into each participants specific areas of strengths and weaknesses. From these, additional practices and activities can be used to strengthen those weak areas.
Math Facts in a Flash Math Facts in a Flash is utilized in grades one through five. Students complete an initial forty-minute baseline test in order to determine the first assignment level. As soon as the test is completed, immediate feedback is provided on the computer screen. Next the program automatically creates a series of assignments that correlate with the identified needs of the student as established by the baseline test. After the student successfully completes the series of practice items, he takes another forty-minute test. After each test, the computer updates the students practice set so that the items missed are included on new practice set. Students are identified as having mastered a level when they achieve 100% mastery with the time set for that goal. Tools available with the program include reports that indicate the amount of time a student took to complete a particular goal as well as the number of goals mastered. Reports can give individual student snapshots or show progress for the entire class. Math charts and tables can also be printed that correlate with particular lessons. These can be used during class instruction to reinforce the practice skills and goals. Saxon Phonics and Spelling Saxon Phonics and Spelling is a series used in Kindergarten through second grade. It employs a method of intense systematic phonics instruction. The Saxon method is based on incremental development, continuous review, and frequent cumulative testing. The program also provides a phonemic awareness pre-assessment that is used to determine if students possess the sound awareness to begin phonics instruction. Saxon Phonics insures student success through the frequent testing of concepts and skills. This testing is cycled in four to six week intervals and is both written and oral. These assessments are designed to meet screening, diagnostic, instructional, and evaluative objectives. Both classroom and individual assessment recording forms are used to chart results and identify students who are at risk in particular areas.
Study Island Study Island is an instructional and diagnostic tool that enables teachers to help students master the Tennessee State Curriculum Standards and prepare students for the Tennessee Comprehensive Achievement Test (TCAP). Students in grades 2-6 participate in the Study Island Program. The program is divided into sections based on subject (math, reading, etc.). Each section is made up of approximately 30 topics. Each topic corresponds to a Tennessee State Curriculum Standard. Topics consist of a lesson and a bank of practice questions with explanations. The goal of the program is to pass every topic. If a student passes every topic, he or she has demonstrated proficiency in all areas tested and is very well prepared for the TCAP. Teachers are able to get a diagnostic report to determine the skills students need more practice on in specific subject areas. The more time students spend using the Study Island Program, the better they will understand the material for their respective grade level. Students can access Study Island from any computer that is connected to the Internet. Response to Intervention (RTI) The Response to Intervention (RTI) is a three-tiered program that identifies struggling readers in the first grade. The students are identified based on the DIBELS assessment and are then provided with scientifically based reading strategies. All students are considered to be Tier I as they receive 90 minutes per day of uninterrupted research based instruction from Saxon Phonics and Scott Forsman. Students are moved to Tier II when they are assessed with DIBELS, determined to be at risk and are then given an additional 30 minutes per day of research based instruction from either the classroom teacher, the reading specialist, or a well trained teaching assistant. Tier II students are progressed monitored every two weeks to check for progress. After several weeks of intensive Tier II instruction the student is not making adequate progress or meeting benchmarks, a
Literacy Team decision will be made to place that student in to Tier III. Here the student will receive intensive research based instruction for an additional 30-45 minutes beyond the initial 90 minutes of instruction.
Speed Development Indicators for the Assessment of Learning (DIAL) Speed DIAL is a quick screening test administered to incoming Kindergartners at the beginning of the school year. It is an individually administered screening test consisting of ten items that measure various areas of development. The Motor portion assesses gross and fine motor development. The Concepts portion evaluates the childs use of receptive and expressive language. This instrument measures areas mandated by federal law for preschool assessment. There is also a behavioral observation form, and the test is available in both English and Spanish. Nine Week Tests Westwood Elementary operates on four nine week grading periods. Teachers in the upper grades (4-6) give comprehensive tests over material covered during the nine week period.
Textbook Unit Tests Once a teacher has taught the skills in a unit to mastery, he/she will often administer a unit test that accompanies the textbook. This test is comprehensive but does not cover other materials the teacher may have brought in to supplement the unit.
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Report Cards As mentioned previously, Westwood is on four-nine week grading periods. Report cards are sent home at the end of each nine-week grading period. Report card grades are a reflection of student progress throughout the nine weeks. For students in grades 3-6, grades are a combination of student work, goal completion, homework, on-going skill assessment, and unit tests. Students are required to have report cards signed by parents and returned to their homeroom teacher. Basal Assessments The reading basal adopted at Westwood Elementary is Scott Foresman. Saxon is used for phonics instruction. Both series have frequent assessments, (weekly, end of story, end of unit, etc.) Areas tested include phonemic, awareness, phonics, vocabulary, comprehension, and oral reading fluency. Formative and Teacher Made Assessments In each grade K 6th, teachers assess students with test they have made and tests that are available from publishers or on-line. By pulling from a variety of sources teachers can make sure students are reaching mastery on grade appropriate skills that are addressed in the TN curriculum framework. TCAP Alt PA TCAP Alt PA is the alternate assessment part of TCAP, which is administered annually to students 3-6 at Westwood. It is designed for students with moderate, severe, or profound disabilities who cannot participate in the regular testing program, even with accommodations. The TCAP Alt is a performance-based assessment of student academic progress in the content area of Reading/Language, Math, Science and Social Studies. It is the decision of an IEP team whether a student participates in a TCAP - Alt assessment.
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Strengths All As in Achievement on TDOE Report Card 2007 All As in Value Added on TDOE Report Card 2007 School made AYP Economically Disadvantaged Students Prof/Ad in Math 90% 89%R/LA LEP students Prof/AD in Math 94% White students Prof/Ad 95% in Math, 95% in R/LA Writing 4.1 A 2007 5th grade reading 86% of students in Middle and high sub-groups Weaknesses Economically disadvantaged students non-proficient in 4th grade: 15% in Math, 15% in reading. Decline in Writing scores 2005 (4.5), 2006 (4.2), 2007 (4.1). LEP in R/LA 2007 71% prof/Adv. With target goal of 83%. 4th (8.3), 5th (.8), 6th (.3), Little or no gains in high sub group in Math Decline in Value Added Scores in 4 & 6th Grade Math Decline in Value Added in 6th grade Social Studies Negative scores in Value Added in 6th grade Science Attendance decline in 2007 from 95.6 (in 2006) to 94.9 (in 2007) 4th grade Math Middle and High subgroups have losses of 2.9 and 8.3 respectively.
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TEMPLATE 1.6: Report Card Data Disaggregation Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces for a detailed review. The results would focus on what you learn about the individual data pieces.
TEMPLATE 1.6: Report Card Data Disaggregation

Report Card Data Disaggregation
Tennessee Report Card

Westwood received all As on the 2007 State of Tennessee TVAAS Report Card with mean gains of 3.3 to 5.1. On the Criterion Reference Academic Achievement State Report Card, Westwood earned A in all subjects. In addition, WES students met all federal benchmarks for Math and Reading/Language Plus writing in the all students group, the White group, and the Economically Disadvantaged group. Disaggreagation of AYP Indicators for 2007 Race & Ethnicity On the TDOE Report Card for Westwood Elementary School for 2007, this is the ethnic breakdown for proficient and advanced in Math: The target was 79%. Hispanic 93% White 95% African American 86% Asian 0% Native American 0% This is the ethnic breakdown for proficient and advanced in Reading/Language Arts/Writing: The target was 83%. Hispanic 82% White 95% African American 86% Asian 0% Native American 0% Economically Disadvantaged Math Proficient & Advanced = 90% Target 79% Reading/Language & Writing Proficient and Advanced = 89% Target 83% In fourth grade, both male and female students score lower than the other grades with less than 45% reported. 15% total nonproficient in Math and 25% in Reading/Language Arts. Special Education Math Proficient and Advanced = 81% Target 79% Reading/Language & Writing Proficient / Advanced = 87% Target 79%
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Report Card Data Disaggregation LEP Math Proficient & Advanced = 94% Reading/Language/Writing Proficient & Advanced = 71% Target 83% Proficiency Levels All groups met proficiency levels except for the Limited English. proficient students in Reading/Language Arts/Writing. They scored 71% with a target score of 83 %. 29 % scored below proficient. There were less than 45 to report for AYP. Gender In grade 3 Reading / Language Arts with a total of 77 students taking TCAP, 98% of males were proficient/advanced and 94% of females were proficient/advanced. Only 1 male and 2 females were non-proficient. In Math, 100% of males and 91% of females were proficient taking the test was 77. Three females were non-proficient. In grade 4 there are a total 72 students who took the TCAP. In Reading/Language Arts, 90% of males and 5 females were proficient/advanced. 4 males and 5 females were non-proficient. In Math, 87% of males and 91% of females were proficient/advanced. 5 males and 3 females were below proficient. In grade 5 there are a total of 66 students who took the TCAP. In Reading/Language Arts, 100% of males and 97% of females were proficient or advanced. 1 female was non-proficient. In Math, 100% of males and 91% of females were proficient or advanced. 3 females were nonproficient. In grade 6 there are a total of 62 students who took the TCAP. In Reading/Language Arts 100% of males and 96% of females were proficient or advanced. 1 female was non-proficient. In Math, 100% of males and 87% of females were proficient or advanced. 3 females were non-proficient. Conclusion: Males out performed females in grades 3,5,and 6 by 9%, 9% and 13% respectively. In grade 4, females slightly surpassed males by 4%. In grade 6 Math, males significantly out performed females by 13%. Growth Differences / Gap Analysis In grade 4 Reading/Language Arts, 24 students were in the low sub group, 31 in the middle and 13 in the high. The gains of the middle sub group exceeded the low subgroup by 5 to 1. The gains of the high group exceeded the middle group by 6.5. The high group exceeded the low group by 11.6. Conclusion: The 13 students in the high sub group had the highest gains. In grade 5 Reading/Language Arts, 15 students were in the low sub groups, 28 in the middle and 20 in the high. The gains of the middle subgroup exceeded the low subgroup by 10.8. The gains of the middle subgroup exceeded the gains in the high group by 24.9. The low group exceeded the high by 14.1. Conclusion: Overwhelmingly, the 28 students out of 56 or 50% had the highs and gains in the middle sub group. There were also 20 students out of 56 or 36% in the high sub group. Awesome! 86 % of 5th grade students are in the middle or high subgroup!!
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Report Card Data Disaggregation In grade 6 Reading /Language Arts, 7 students were in the low subgroup, 34 in the middle, and 20 in the high group. The gains of the middle subgroup exceeded the low subgroup by 8.4. The gains of the middle subgroup exceeded the gains the high subgroups by 3.9. The high group exceeded the low group by 4.5. Conclusion: Only 1 % of students were in the low subgroup with no loss or gain. 33% of students were in the high subgroups with 4.5 gain. In Grade 4 Math, 26 students were in the low subgroups and 30 in the middle and 12 in the high group. The gains of the low group exceed the middle subgroups by 2.7. The middle and high subgroups have losses of 2.7 and 8.3 respectively. Conclusion: Grade 4 Math is a weak area with 62% in subgroups reporting losses. In the low group 38% report 5.4 gain. In grade 5 Math, 15 students were in the low subgroup and 31 in the middle subgroup and 15 in the high subgroup. The gains of the middle subgroup exceed the low by 4.9. The middle exceeded the high by 12.1. The low achievers exceeded the high in gains by 7.2. Conclusion: There is a true bell curve in proportion of students with 25% in high and 25% in low and 50% in the middle. All subgroups showed gains with the middle subgroups showing the most with 12.9. In grade 6 Math, there are 60 total students. 19 are in the low subgroup (32%), 29 in the middle (48%) and 12 in the high (20%). The gains of the low group are 8.5, the middle are .6, and the high are .3. The low group exceeded the middle by 7.9. The middle exceeded the high by .3 and the low exceeded the high by 8.2. Conclusion: The low subgroup exceeds the middle and high subgroup in gains. The high subgroup made the least gain with 0.3. Note: For AYP calculations in 2006-2007, Westwoods population of Hispanic, AfricanAmerican, Native American/Alaskan, Asia/Pacific Islander, and Limited English Proficient student populations were less than 45 in each particular subgroup. In addition, there were less than 45 students with disabilities.
2006-2007 TVAAS(Value Added) Three Year Average Gains

Reading/Language Arts The three year average gain for fourth grade in reading/language arts for 2007 was 4.2 which exceeded the state average of 1.2. The fifth grade had an average gain of 14.6 while the state average was 4.7. The sixth grades average gain was 3.2. The state average three year gain for sixth grade was 4.9.
Math
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Report Card Data Disaggregation The fourth grade average math gain was 4.0 which doubled the state average of 2.0. The fifth grade three year average was 3.1 which exceeded the states 2.0. The sixth grade three year average in math was 5.7 which surpassed the states 1.9. Science The three-year average for fourth graders at WES in science was 6.9 while the state three-year average was 3.7. The fifth grades three-year average was 8.6 with the state average being only 1.4. The sixth grade had a three-year average of 1.4 compared to the state average of 0.3. Social Studies The social studies average three year gain in fourth grade was 13.1 while the state three-year average was a 4.7. In fifth grade the average three-year gain was 5.3 with the state average being a 2.4. The sixth grade average gain was -0.7, but the states three year average for the same grade and subject was a -0.5.
School Wide Disaggregation and Three Year Average Criterion Referenced Academic Achievement Reading/Language Arts and Math Performance
Note: In 2006-2007, Westwoods population of Hispanic, African-American, Native American/Alaskan, Asia/Pacific Islander, and Limited English Proficient student populations were less than 45 in each particular subgroup. In addition, there were less than 45 students with disabilities. Therefore, no disaggregation is given for any of these subgroups. Reading/Language Arts In reading/language arts for WES, the All Students group had 93% testing advanced/proficient with only 7% scoring below proficient for the 2007 scores. The three-year average was similar for this group with 91% reaching proficient/advanced. In addition, students in the White subgroup did very well. In 2007, 95% of the White population scored proficient/advanced. Only 5% scored below proficient. The three-year average for this subgroup was 94% scoring in the proficient/advanced categories. In the economically disadvantaged subgroup, the 2007 scores showed 87% testing proficient/advanced with 11% of this subgroup falling to below proficient. Math In math, the All Students category had 94% of students reaching the proficient/advanced levels for 2007. The three-year average had 91% of students at proficient/advanced in math. In 2007 the White subgroup scored 95% proficient/advanced with only 5% of this population at below proficient. Three year averages indicated 93% of White WES students score proficient/advanced in math. The economically disadvantaged subgroup had lower scores in math with only 90% of this subgroup scoring in the proficient/advanced levels. This same population had 10% scoring below proficient. Three year averages indicate that 84% of this subgroup reaches the proficient/advanced
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TEMPLATE 1.7: Narrative Synthesis of All Data Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.
TEMPLATE 1.7: Narrative Synthesis of All Data

Narrative Synthesis of Data Summary of Schoolwide Performances for 2007 based on AYP Indicators All ethnic subgroups met the target for 79% in Math and 83% in Reading for proficient and advanced. All economically disadvantaged students scored 90% proficient or advantaged with a target of 79% in Math. Students scored 89% proficient and advanced in Reading/Language/Writing with a target of 83%. In special education, students scored 881% proficient and advanced but did not have enough in the subgroup to report. Students scored 87% in Reading/Language Arts and Writing but also had less than 45 students to report. Limited English proficient students scored 94% in Math and 71 % in Reading/Language Arts and Writing. Again, there were less than 45 students to report for AYP. Gender In all grades 3-6, males in reading/language arts out performed females. In most grades in math, males out performed females. Proficiency Levels All groups with 45 or more students met or exceeded proficiency levels to make AYP. Growth Differences In Reading/Language Arts, grade 4 high subgroup made the most gains and in grade 5 and 6 the middle subgroup make the most gains. In Math, grades 4 and 6 low subgroups made the highest gains and grade 5 middle subgroup also made high gains. Grade 4 Math appears to be a weak area. School Wide Performance TVAAS Three Year Gains An area of strength for WES has consistently been reading/language arts. In 2006-2007, the three-year gains for this subject was 7.3, which doubles the state three-year average gain of 3.6. The only area of concern is in the sixth grade category. This grade level had a three-year average gain of 3.2 which falls below the state average gain of 4.9. One factor that is likely a contributing factor to the small gain in sixth grade is the high scores in fifth grade. These high scores make it more difficult to attain a large gain the following year. In fourth grade reading/language arts those students testing advanced had an average gain of 5.5 while proficient students had again of 3.6. In fifth grade, there was a significant difference in gains between middle achievers and high achievers. Middle achieving or proficient students had an average gain of 18.9 compared to advance students who had an average gain of 6.7. Sixth grade gains in reading/language arts were comparable to fourth grade scores. Middle achievers had an average gain of 5.8 while high achievers had an average gain of 3.4.
Narrative Synthesis of Data The math scores also indicate another area of strength. The three-year averages in math gains show WES students attaining an average gain of 4.3. The state average is only 1.9 for this subject. None of the math scores are below the state average for the three-year gain. However, fourth grade students fell to -0.4 for the 2006-2007 year, which will effect the three-year average for the upcoming test year. In fourth grade math, proficient students had an average gain of 3.1. Those students on the advanced category had an -8.2 gain. In fifth grade middle achieving students once again had higher gains than students testing advanced did. Middle achievers had an average gain of 10.4 compared to 2.2 for high achievers. In sixth grade, proficient students had an average gain of 2.1 while advanced students had an average gain of 0.3. Science scores for the three-year gain were 5.6. The state three-year gain for this subject was only 1.8. An area to watch is sixth grade. Although the scores improved for the 2006-2007 year, these students still scored a -0.5. At the same time, the state three-year average for this grade level was only 0.3. Fourth grade science students in the middle-achieving category had an average gain of 2.1, which was very similar to the 3.3 gain of advanced students. In fifth grade, middle achievers had a 13.2 gain, which doubled the 6.4 gain of the high achieving students. In sixth grade, middle achievers had an average gain of 4.5 while high achievers had an average of -1.8. Social studies gains for the three years average were 5.9. The state three-year average for this subject was 2.2. Again, sixth grade students had the most difficult time with their 2006-2007 gain being -4.8. This score fell from 0.8 the prior year. This drop will affect the three-year average for the next two years. In fourth grade social studies that middle achievers had an average gain of 8.8 while the advanced students had an average gain of 18.8. Fifth grade social studies students in the middle-achieving category had an average gain of 6.1 compared to -1.8 for high achievers. Sixth grade social studies students in the middle-achieving group had a -3.7 gain, and the high achievers had a -1.7. TCAP Writing Assessment Writing continues to be an area of strength with WES students. From 2005 to 2007, our writing scores average 4.3. Our students have earned As in writing on the State Report card for the last three years. In 2007, students received a 4.1. These type scores are expected to continue as writing is practiced in all grades and teachers receive additional training on creative writing instruction. Subgroup Performance Our economically disadvantaged students score below our All Students and White student categories in reading/language arts and math. In 2007 reading/language arts, the average for these disadvantaged students was 89% proficient/advanced as compared to 93% for All Students or 95% White students. However, this is an improvement from the previous year when only 86% of the economically disadvantaged subgroup was proficient/advanced. In math, 90% of the economically disadvantaged were proficient/advanced as compared to 94% of All Students and 95% for White. Again, this is an improvement from the previous year when 87% of economically disadvantaged students scored proficient/advanced.
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TEMPLATE 1.8: Prioritized List of Goal Targets List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok would start.
TEMPLATE 1.8: Prioritized List of Goal Targets

Prioritized List of Goal Targets The following goal targets were determined and established after all data was collected and analyzed. To decrease the number of 4th grade economically disadvantaged students who were nonproficient in Math and Reading/Language Arts in 2009 and 2010 by 3% each year. To increase the value added scores of 6th grade Math students to meet or exceed the state 3 year gain by increasing the growth standard by .5 in 2009 and 2010. To increase the writing scores of 5th graders (4.1) by .1 in 2009. To increase the proficiency level of LEP students from 71% in 2007 in Reading/Language Arts to the target goal of 89% in 2009-2010 in order to meet NCLB Benchmark. To increase the gains of the high achieving subgroups in Math in grades 4th, 5th, and 6th by .5 by 2009.
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Component 2 Beliefs, Common Mission and Shared Vision

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

(Rubric Indicators 2.1 and 2.2)
Beliefs We, the members of the Component 2 team met, collaborated, with staff and other stakeholders and came to a consensus on the following dates: (Nov 20, 2007, Dec. 11, 2007, Jan. 15, 2008, Feb 15, 2008 and Feb 18, 2008). We first reviewed our beliefs, mission, and vision to ensure a link existed among the three We then formulated a questionnaire that was sent to all staff members via email. The survey was also given to parents and business leaders in the community. Results were compiled and used to formulate belief and mission statements that align with those of the Manchester City School District. In this way, all stakeholders came to a consensus on the belief, mission, and vision statements of Westwood Elementary School. We feel that these statements provide a clear purpose and direction for our school. We believe students learn most effectively when they demonstrate exemplary attendance, are challenged academically, engage in active learning opportunities, and are supported by dedicated educators striving for a quality education for all students. We believe all stakeholders hold high expectations for all students. Instruction should focus on a variety of research-based strategies and differentiated approaches that are data-driven and include opportunities for learning relevant life skills. We believe when making decisions research-based information should be utilized and we must involve all stakeholders, be progressive yet prudent, utilize any relevant data, and decisions be data driven when considering the individual needs of students. We believe the school leadership must set policy that is broad-minded, and enables staff and students to achieve the schools goals for learning. We believe that by establishing both internal and external communication that there will be the transfer of both adequate and appropriate information to all stakeholders.
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Common Mission
The mission of WES is

To educate students in a safe, supportive, learning environment; to help students obtain the skills and knowledge needed to achieve academic proficiency and beyond; and to be successful, responsible citizens.
Shared Vision We envision Westwood Elementary School to be a high performing, learning culture within a safe environment, which provides quality education for all students.
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TEMPLATE 3.1.a: Curricular Practices
Template 3.1.a: Curricular Practices

School has implemented a grade appropriate cohesive standards based model for literacy. -Use of a variety of teaching tools for literacy School has implemented a grade appropriate cohesive standards based model for mathematics. -Use of a variety of teaching tools for mathematics School has implemented formative assessment aligned with the school benchmarks. -Formative assessment conducted through various means Support system is in place for enhancing the quality of curriculum and instruction. -Use of a variety of different mediums to provide support systems Monitoring is in place for enhancing the quality of curriculum and instruction. -Formal and informal teacher observations 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. -Use a variety of media forms.
Current Curricular Practices
Curriculum is prioritized and mapped -Tennessee Blueprint for Learning -Sequenced curriculum mapping -Monthly staff meetings to monitor and adjust Yes
Evidence of Practice (State in definitive/tangible terms)
Is the current practice researchbased? Is it a principle & practice of high-performing schools? Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? (identify all applicable sources)
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Teachers consult Tennessee Department of Education's website for objectives and standards. Asked to map out for the year, the objectives they will teach each nine weeks. Monthly staff development meetings are held to monitor and adjust
RTI-Grade 1 Study IslandGrades 3-6 STAR-Grades 1-6 STAR Early LiteracyKindergarten Accelerated Reader-All grades
Study IslandGrades 3-6 Computer Lab offers various grade level programs.
Formative assessment conducted through TCAP-Grades 3-6 TCAP Writing Assessment-Grade 5 GRADE testGrades K-2
Mentors for new teachers Feedback on teacher observations Teachers offered opportunity to observe other teachers. Monthly Staff Development
Observations performed by the principal, assistant principal, and the Director of Instruction.
Monthly PAT Meetings Teachers send home grade-level newsletters Each grade hosts a Parent Meeting at the beginning of the school year. ESL has an ESL night Weekly Friday Folders-Grades K
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Adopted new Scott Forseman reading series
Reading LogsGrades 5 & 6 Monthly Faculty Meetings Each nine weeks, Report Cards All Grades Parent Teacher Conferences-All Grades School-wide assemblies, programs and concertsAll Grades Phone calls STAR reports-Grade 3 Individual Parent Notes Assignment Folders-Grades 2 & 3 Title I Parent Meeting OT/PT Reports-Grades K-2 E-mails School website Monthly calendars Home visits
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for this practice Next Step (changes or continuations)
Meet AYP benchmarks
Meet AYP benchmarks
Meet AYP benchmarks
Meet AYP benchmarks
Highly Qualified Teachers
Highly Qualified Teachers
Translators for ESL Family Friendly Survey SIP Survey
Equitable distribution of all necessary resources and training Continuation of effective practices
Equitable distribution of all necessary resources and training Provide more training in curriculum and instruction
Equitable distribution of all necessary resources and training
Continuation of effective practices
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TEMPLATE 3.1.b: Curriculum Gap Analysis Setting priorities is one way to narrow a schools improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state What Is which is identified in your practices and the desired future state What Ought To Be which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help school team members discover What Ought To Be. Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to curricular practices, also to be recorded in Template 3.1.b.
Template 3.1.b: Curriculum Gap Analysis Curriculum Gap Analysis - Narrative Response Required
What is The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?) As we discussed the issue of time, we found that we are allocating sufficient time for the following: Prioritizing and mapping the curriculum. As we discussed the issue of money, we found equitable distribution of all necessary resources and training. As we discussed the issue of personnel, we found that personnel usage focused on: Developing and monitoring programs Meeting federal and state compliance standards As we discussed the issue of other resources, we found that we are providing assistance and building capacity for high quality curriculum practices through: Provide more support for teachers to enhance the quality of curriculum and instruction.
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What Ought to Be How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?) As we discussed the issue of personnel, we found that personnel usage should be focused on: Having a full-time curriculum specialist to provide staff development, mentoring and instructional support.
As we discussed the issue of other resources, we found that we ought to be providing assistance and building capacity for high quality curriculum practices through: More training in formative assessment Allocating additional funding for materials and technology Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? We are providing equity and adequacy to all our teachers through: Equitable distribution of all available resources Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? We are targeting funds and resources effectively to meet the needs of our teachers through: Providing all teachers equal availability to all available teaching tools. Based on the data, are we accurately meeting the needs of all students in our school? We are accurately meeting the needs of our students in our school based upon AYP.
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TEMPLATE 3.1.c: Curricular Summary Questions The following summary questions are related to curriculum. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.1.c: Curricular Summary Questions

Curriculum Summary Questions- Narrative Response Required 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 What are our major strengths and how do we know? above, that could be a cause of the prioritized needs identified in component 1.) Based upon data analysis of the 007 System Report Card and the TVASS Restricted website, major strengths include the following: AYP data suggests a need to address the areas of Math and Reading/Lang. Arts for the Limited English proficient subgroup. Meeting AYP benchmarks Allocating additional funding for materials and replacing out dated classroom computers Sufficient time for professional development for all teachers Continuing to meet AYP benchmarks Equitable distribution of necessary resources and training Addition of a full-time curriculum specialist to provide staff development, mentoring and instructional support. Writing scores, grade5 Value added data suggests a need to address 4th grade Math and 6th grade Science and Social Studies
Curriculum Summary Questions- Narrative Response Required

How will we address our challenges? Based upon available funds and priorities, challenges will be addressed by: Hiring a full-time curriculum specialist Increasing the number of classroom computers to improve student academic achievement Adding to or the number of ELL teachers and support staff, at least, maintaining
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices

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Current Instructional Practices
Classroom Instruction is aligned with standards-based curriculum Blueprint for Learning Textbooks Study Island
Classroom instruction is aligned with the assessments Blueprint for learning Tennessee Curriculum Standards
Students are actively engaged in high quality learning environments as supported by higher order thinking skills Blueprint for learning Highly Qualified Personnel
Teachers incorporate a wide range of research based, student centered teaching strategies Blueprint for learning Fast Forward Study Island Accelerated Reader Yes
Is the current practice researchbased? Is it a principle & practice of high-performing schools? Has the current practice been effective or ineffective?
Yes
Yes
Yes
Students are provided with multiple opportunities to receive additional assistance to improve their learning beyond the initial classroom instruction RTI STARS Computer labs (Fast Forward and Study Island) Supervised Study Hall Yes
Classroom instruction supports the learning of students with diverse cultural and language backgrounds and with different learning needs and learning styles Differentiated Instruction ELL Resource classes Circle of Friends STARS Yes
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Effective
What data source(s) do you have that support your answer? (identify all applicable sources) Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for this practice
School Report Card Progress Reports
School Report Card TCAP scores
Lesson plans Teacher Observations
Report Cards Fast Forward Logs AR Logs
Report Cards Fast Forward Logs TCAP scores
ELL curriculum SPED curriculum
Met all benchmarks for AYP Staff development Equitable
Met all benchmarks for AYP Equitable distribution of all necessary
Classroom assessments TCAP assessments Equitable distribution of all necessary
Results of assessments and evaluations Equitable distribution of all necessary
97% promotion rate TCAP assessments Equitable distribution of all necessary resources and
ELDA assessments TCAP assessments Schoolwide ELL and Special Education services
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Next Step (changes or continuations)
distribution of all necessary resources and training Continuation of effective practices
resources and training Continuation of effective practices
training
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TEMPLATE 3.2.b: Instructional Gap Analysis Setting priorities is one way to narrow a schools improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state What Is which is identified in your practices and the desired future state What Ought To Be which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help school team members discover What Ought To Be. Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to be recorded in Template 3.2.b.
Template 3.2.b: Instructional Gap Analysis Instructional Gap Analysis - Narrative Response Required
What is The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)
TIME MONEY PERSONNEL OTHER RESOURCES
What Ought to Be How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)
TIME MONEY PERSONNEL OTHER RESOURCES
Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Based on the data, are we accurately meeting the needs of all students in our school?
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Instructional TIME Gap Analysis - Narrative Response Required

What is The Current Use of: TIME
(How are we currently allocating our time around understanding and implementing high quality instructional practices?)
It was determined, through various meetings, that we are allocating sufficient time for implementing research-based instructional practices through the following: Support and assistance to students based on additional needs. High interest creative lessons with lots of student interaction to facilitate cooperative learning environments, thereby allowing time to assist individual needs. Computer programs that supplement classroom instruction.
What Ought to Be How Should we be Using Our: TIME

Our time should be used to continue to offer students opportunities for high quality classroom learning instruction and promote lifelong learning skills.
Instructional MONEY Gap Analysis - Narrative Response Required

What is The Current Use of: MONEY
(How are we currently allocating our money around understanding and implementing high quality instructional practices?)
As we discussed the issue of money, we found equitable distribution of necessary resources for use in classroom instruction as well as supplemental instruction.
What Ought to Be How Should we be Using Our: MONEY

We find that if more funding were allotted to the school, from local as well as state, we could purchase more research-based supplemental materials, i.e. Field trip opportunities, software programs, state of the art technology hardware, and additional classroom resources. These would better prepare our students for the 21st century.
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Instructional PERSONNEL Gap Analysis - Narrative Response Required

What is The Current Use of: PERSONNEL
(How are we currently allocating personnel around understanding and implementing high quality instructional practices?)
As we discussed the issue of personnel, we found that personnel usage focused on: Developing and/or monitoring research-based instructional programs Meeting federal and state compliance standards Offering assistance to students with varied learning styles Offering assistance to students who are scoring below proficiency on TCAP
What Ought to Be How Should we be Using Our: PERSONNEL

We believe that more time should be allotted for personnel to learn new and varied instructional techniques that can enable them to teach a wider variety of learning abilities inherent in our student body.
Instructional MONEY Gap Analysis - Narrative Response Required

What is The Current Use of: OTHER RESOURCES
(How are we currently allocating our other resources around understanding and implementing high quality instructional practices?)
As we discussed the issue of other resources, we found assistance is provided to help implement high quality instructional practice through the following: ELL classes for non-English learners. SPED classes for students in need of extra assistance. Technology research-based programs that offer students other avenues of learning instruction. Staff development for teachers to better understand emerging technologies and new high quality instructional practices available for use in the classroom.
What Ought to Be How Should we be Using Our: OTHER RESOURCES

Resources should be used to provide students and teachers with materials and up-to-date technologies. Increased training opportunities should also be given for classroom teachers in research-based ELL instructional strategies.
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TEMPLATE 3.2.c: Instructional Summary Questions The following summary questions are related to instruction. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.2.c: Instructional Summary Questions

Instructional Summary Questions- Narrative Response Required

What are our major strengths and how do we know? Our major strengths are: Providing assistance to students with diverse cultural and language backgrounds through a variety of programs. We know this because of the performance of the ELL subgroup on the annual TCAP test and the ELDA (English Language Development Assessment). Highly qualified teachers incorporating researched student center activities. We know this because of teacher performance on annual evaluations and student performance on TCAP and GRADE annual evaluations. Other evidence includes ongoing assessments such as STAR and DIBELS.

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.)
How will we address our challenges?

To address our ELL challenge, training opportunities in ELL instruction should be provided on staff development days. Grants are being offered through our school system over the next few years. These grants are focusing on new technologies in the classroom. Training is needed to implement the use of these technologies with students.
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TEMPLATE 3.3.a: Assessment Practices
Template 3.3.a: Assessment Practices

Uses student assessments that are aligned with the Tennessee Department of Education standards based curriculum Uses student assessments that are aligned with the Tennessee Department of Education standards based curriculum Yes Ensures that the appropriate assessments are used to guide decisions relative to student achievement Ensures that the appropriate assessments are used to guide decisions relative to student achievement Yes Provides assessment information to communicate with students, parents, and appropriate stakeholders regarding student learning Provides assessment information to communicate with students, parents, and appropriate stakeholders regarding student learning Yes
Current Assessment Practices
Uses a variety of data points for decision making relative to students achievement Uses a variety of data points for decision making relative to students achievement
Assesses all categories of students Assesses all categories of students
Uses a wide range of assessments, CRT, NRT, portfolio, curriculum based assessments, etc. Uses a wide range of assessments, CRT, NRT, portfolio, curriculum based assessments, etc.
Provides support and technical assistance to teachers in developing and using assessments Provides support and technical assistance to teachers in developing and using assessments
Is the current practice researchbased? Is it a principle & practice of high-performing schools? Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? (identify all applicable sources)
Yes
Yes
Yes
Yes
Yes Effective CRT portion of TCAP Portfolio Curriculum based, teacher-made tests
Yes Effective TCAP grades 3-6 GRADE K-2 Speed Dial -K Brigance - K Renaissance
Yes Effective STAR 3 or more times each year Fast Forward Daily Progress Tracker TCAP End of Year Grades 3-
Yes Effective TCAP results are disaggregated and reported by subgroups AYP Report Tennessee Report Card
Yes Effective Portfolio Curriculum based, teacher-made tests GRADE - NRT Speed Dial -
Yes Effective Agendas Sign-in sheets for national, state, and local workshops
Yes Effective 9 week progress reports (report cards) 9 week Individualized Education Plan (I.E.P) progress reports
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GRADE Speed Dial Brigance Renaissance Learning Assessments Study Island Scott Foresman Reading Online Assessment & Data Management System CRT Gains: 2006, 3.3 mean gain in Math 2007 4.2 mean gain in Math 2006 5.1 mean gain in R/LA 2007 7.3 mean gain in R/LA
Learning Assessments Study Island Scott Foresman Reading Online Assessment & Data Management System 40.9 of 5th grade scored at or above the 50th percentile on STAR Literacy in 8/07 6% percentile gainin 6th grade STAR Literacy from 8/07 to 1/08 11% percentile gain in 4th grade STAR Literacy from 8/07 to 1/08
6 TCAP Writing Assessments Grade 5 midyear GRADE annually Grade K-2 Curriculumbased end-of chapter & endof unit assessments ELDA DIBELS 85% of students show daily gains with FFW Progress 16% decreasing 1st graders showing a need for biweekly progress monitoring 50% of 4th grade Ell students reached English Proficient
ELDA
NRT Brigance
Friday folders TCAP parent information sheets School newsletters Banners & signs Telephone calls STAR Reports Reading Logs 13% of faculty attended National Title I Confer. in Jan 08 100% attendance is mandatory for day PD 8 x /yr. 43% of faculty attended Study Island training. Academic Needs Survey Gr. 3-6 * 81% of parents agree that teachers communicate often about their childs learning. Family Engagement Survey K-3 * 87% of parents agree that the school helps them understand what their child must learn. Title 1 & SIP Surveys
2007 TCAP disaggregation report shows: 92% of ED 3rd graders P/A in R/ LA and 92% P/A in Math & 92% of ED 5th graders P/A in R/LA and 91% in Math 2007 ELDA: 36% of students K-6 English proficient
Renaissance Learning Assessments CRT Study Island CRT Scott Foresman Reading Online Assessment & Data Management System - CRT ED 90% Math Pro/Adv. and 89% R/LA Prof/Adv. SPED 81% Math Prof./Adv. and 87% R/LA Prof./Adv. >45 LEP 71% R/LA Prof./Adv. and 94% Math >45
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
GRADE GSV both 1st and 2nd grade exceeded the National Man by 23 and 11 points respective ly
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Evidence of equitable school support for this practice
Equitable distribution of all necessary resources and training Continuation of effective practices For 1st grade use STAR Early Literacy at beginning and mid year then STAR Literacy mid and end of year
Equitable distribution of all necessary resources and training Continuation of effective practices Add K Level to RTI
Equitable distribution of all necessary resources and training Provide more training in assessment monitoring
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TEMPLATE 3.3.b: Assessment Gap Analysis Setting priorities is one way to narrow a schools improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state What Is Which is identified in your practices and and the desired future state What Ought To Be which is found in the rubric. Completing Template 3.3.b (the gap analysis) should help school team members discover What Ought To Be. Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to assessment practices, also to be recorded in Template 3.3.b.
Template 3.3.b: Assessment Gap Analysis Assessment Gap Analysis Narrative Response Required
What is The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES As we discussed the issue of time we found that we are not allocating sufficient time for implementing research-based assessment practices through the following: Providing some technical assistance opportunities to teachers and staff in creating, utilizing, and interpreting assessment As we discussed the issue of money, we found equitable distribution of all necessary resources and training for research-based assessment practices. As we discussed the issue of personnel, we found that personnel usage focused on: Providing technical assistance to teachers in creating, utilizing, and interpreting assessment Meeting federal and state compliance standards Providing some staff development opportunities in creating, utilizing, and interpreting assessment As we discussed the issue of other resources, we found that we are providing high-quality research-based assessment practices through: Providing assistance in distributing and processing test materials Mentoring of both regular and special education teachers in assessment practices
What Ought to Be How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality assessment practices?) As we discussed the issue of time, we found that we would benefit from allocating more time for implementing research-based assessment practices through the following: Provide more technical assistance training and support to teachers and staff in creating, utilizing & interpreting assessments. Providing staff development inaddregation, disaggregating and interpreting assessment results. As we discussed the issue of money, we found that local funds ought to be used to provide on-going and updated technical training and support for assessments that are already in place. As we discussed the issue of personnel, we found that personnel would benefit from on-going, updated training and support for assessments that are already in place. As we discussed the issue of other resources, we found that teachers would benefit from additional training and assistance in testing security. Results of a teacher survey indicate that although most of the teachers are satisfied with current staff development opportunities, there is a need to better address the relevancy and benefit of the present staff development topics. Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? We are providing equity and adequacy to all or out teachers through: Equitable distribution of materials and training Providing equal opportunities to attend workshops and conferences Continuing to add various assessment and computer programs and training to address grade level needs Based on data collected through a Curricular, Instructional, Assessment, and Organizational Effectiveness teacher survey, we found that areas of need in regard to equity and adequacy to all
of our teachers include: 28% of teachers felt that school wide staff development topics were not relevant and beneficial 24% of teachers felt that our system would benefit from increased training and support to teachers and staff in creating various assessments. 19% of teachers felt that our system would benefit from increased training and support for teachers and staff in utilizing assessment data. 25% of teachers felt that our system would benefit from increased training and support of teachers and staff in disaggregating assessment data. 19% of teachers felt that our system would benefit from increased training and support for teachers and staff in interpreting assessment data. Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? We are targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students through: Providing workshop opportunities that meet the needs of all students both regular and special needs Based on the data, are we accurately meeting the needs of all students in our school? We are accurately meeting the needs of the students in our school based upon AYP data; however, AYP data suggests a need to address the areas of Math, Reading, and Language Arts for the Limited English Proficient subgroup. Also those few students who scored below proficient in any subject have been targeted and intervention strategies are in place.
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TEMPLATE 3.3.c: Assessment Summary Questions The following summary questions are related to assessment. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.3.c: Assessment Summary Questions

Assessment Summary Questions- Narrative Response Required

What are our major strengths and how do we know?
Formal end of year assessments in K-6. Meeting federal and state compliance standards. Providing technical assistance and professional development to teachers and staff in creating, utilizing, and interpreting assessment. Beginning of year assessments to determine placements. Teachers who are knowledgeable about assessment data and apply that data to develop individualized academic plan for each student.

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.)
Major challenges include: AYP data suggests a need to address the areas of Math, Reading, and Language Arts for the Limited English Proficient subgroup. Value-added suggests a need to address 6th gr. Math, Social Studies and Science Provide staff development in aggregating, disaggregating and interpreting assessment results. Provide staff development in the areas of creating, utilizing and implementing assessments. Provide staff development time without students for teachers to analyze and plan for utilizing student assessment data to develop individualized academic plans.

Based upon available funds and priorities, challenges will be addressed by: Hiring a full-time curriculum specialist. Providing Staff development time during which building-level teachers can work together on assessment data analysis to develop individualized academic plans.
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TEMPLATE 3.4.a: Organizational Practices
Template 3.4.a: Organizational Practices

(Rubric Indicators 3.7and 3.8)
Current Organizational Practices
Based on the analysis of the 2007 System Report Card, major strengths include:
Collaborative development of beliefs, mission and shared vision among stakeholders.
Grades 3 6 achieveme nt (all areas)

Bluepri nt for Learning TN Department of Education website for performance indicators
Writing, grade 5
Monthly faculty meetings Conferences and workshops Monthly staff development meetings On-going grade level meetings Webinars Professional Journals
Meeting federal and state compliance standards

Teaching Assistants in classrooms Blueprint for Learning Grade level skill agenda for each nine weeks Strategic itinerant schedule Parent Conferences RTI (DIBELS and Progress Monitoring)
Providing technical assistance and professional development to teachers and staff in creating, utilizing, and interpreting assessment
Theme days Summer camps Grade level meetings Daily supervised study period STARS after school program Parent/Student /School compact Extended school Programs Parent/Teacher conferences Internet, research-based programs available at home (Study Island, Harcourt Math, etc.)
Is the current practice research-based? Is it a principle & practice of high-performing schools? Has the current practice been effective or ineffective?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
School/Parent Compact TSIPP System/School Handbook What data source(s) do you have that support your answer? (identify all applicable sources)
TDOE report card TCAP resultsIndividual and Schoolwide
Agendas and sign-in sheets for monthly meetings Conference handouts Reports on training sessions
300 parents of 600 students attended Oct. 07 Parent Conferences Inform parents of school performance indicators schedule to be taught School master schedule
Sign-in sheets Parent signatures Community guest speakers Extended contract data collection
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5% decrease in behavioral referrals and ED subgroups with 9095% prof./Adv. in Math Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) 67% signed compacts 2% increase in attendance
Meet AYP benchmarks in white Two time state and national Title I Distinguishe d School one of 42 in the nation
100% required attend for day SD meetings Informative sharing with appropriate stakeholders required of 100% of workshop attendees
67% signed parent compacts High-stake test Reports/Class Record Reports and Individual Profile Reports (TCAP data) for 100% of students tested
Returned parent signatures Translated parent information Improved student performance 100% of upper grade teachers brought in community guest speakers.
Evidence of equitable school support for this practice
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TEMPLATE 3.4.b: Organizational Gap Analysis Setting priorities is one way to narrow a schools improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state What Is which is identified in your practices and the desired future state What Ought To Be which is found in the rubric. Completing Template 3.4.b (the gap analysis) should help school team members discover What Ought To Be. Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to organizational practices, also to be recorded in Template 3.4.b.
Template 3.4.b: Organizational Gap Analysis Organizational Gap Analysis Narrative Response Required
What is The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?) As we discussed the issue of time, we found that there is not enough time allocated for implementing the training we are given. There is a variety of research-based training available; however, more follow-up time for implementation and collaboration is inadequate. Present organizational practices include: Specific agenda-driven monthly staff development meetings Specific agenda-driven monthly faculty meetings Pre-service teacher training Workshop and Conference opportunities As we discussed the issue of money, we found equitable distribution of all necessary resources and training for research-based organizational practices. As we discussed the issue of personnel, we found that personnel usage focused on: Providing highly qualified personnel to support a diverse learning community. Using support personnel to focus on working with students as opposed to focusing on record keeping and making materials As we discussed the issue of other resources, we found that we are providing assistance and building capacity for high quality research-based organizational practices through: Extended school day Grade level curriculum mapping Cross Content Area instruction STARS after school program Mentoring for new teachers
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h What Ought to Be How Should we be Using Our: TIME, MONEY, PERSONNEL and OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?) As we discussed the issue of time, we found that we need to continue with the high-quality, research-based training with consideration given to implementation and collaboration time. As we discussed the issue of personnel, we found that personnel usage could be improved by:

Providing more teacher-aide time for upper grades. Providing a full-time curriculum specialist/grant writer Providing part-time personnel to assist with RTI instruction, progress monitoring, and benchmark assessments
As we discussed the issue of other resources, we found that we ought to be providing assistance and building capacity for high quality research-based organizational practices through: Providing more teacher-aide time for upper grades Providing a full-time curriculum specialist/grant writer Providing part-time personnel to assist with RTI instruction, progress monitoring and benchmark assessments
Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? We are providing equity and adequacy to all of our teachers. Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? We are targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students. Based on the data, are we accurately meeting the needs of all students in our school? We are accurately meeting the needs of all students in our school.
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TEMPLATE 3.4.c: Organization Summary Questions The following summary questions are related to organization. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.4.c: Organization Summary Questions

Organization Summary Questions- Narrative Response Required

What are our major strengths and how do we know?
AYP data suggests a need to further address the areas of Math, Reading, and Language Arts for the Limited English Proficient subgroup. DIBELS benchmark assessments suggest a need to increase the number of students meeting mid-year benchmarks. Provide additional personnel to address the needs of Tier II and III students

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.)
Based upon analysis of the 2007 System Report Card, major strengths include:

Grades 3-6 achievement in all areas Writing scores, grade 5 Attendance 94.9% Personnel to support a growing ELL population A in all reported areas Meeting AYP benchmarks After-school programs Cross Content Area instruction Appropriate differential instruction
Based upon participation and feed back from parents and community we know that: Parents believe their children receive high quality education at Westwood Elementary School. There is a high percentage of parent and family involvement at Westwood Elementary School.

Based upon available funds and priorities, challenges will be addressed by: Requesting staff development and in-service time for implementation of new programs and training that are provided. Hire at least part-time personnel to assist with RTI implementation and possibly teaching assistant time for upper grades.
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Component 4 Action Plan Development

TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.) Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal statements. How does this goal connect to your systems five year or systemwide plan? (Rubric Indicator 4.1)
TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on curricular, instructional, assessment and organizational practices.) Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal targets. The action steps are strategies and interventions, and should be based on scientifically based research where possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies are to be included within the action steps of each goal statement. (Rubric Indicator 4.2)
TEMPLATE 4.3: Implementation Plan For each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the projected cost(s), funding sources and the evaluation strategy. (Rubric Indicator 4.3)
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GOAL 1 Action Plan Development

Template 4.1 (Rubric Indicator 4.1) Revised DATE: ______8-28-09____________________ Section A Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the systems Five-Year Plan? ACTION STEPS Template 4.2 (Rubric Indicator 4.2) 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. To Maintain a score of 4.2 on the 5th grade TCAP Writing Test through 2010-2011 Writing skills addressed at all grade levels Maintain current levels of performance. IMPLEMENTATION PLAN Template 4.3 (Rubric Indicator 4.3) Section C For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance 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
Students at all grade levels will spend a minimum of one 30-min. session per week involved in creative writing.
2010-2011
Classroom Teacher
Step Up to Writin g
Write from the Beginning
Grade appropriate Rubrics
75% of students products score 80%
Action Step
A writing folder will be developed in 1st grade and maintained through 6th gr. With a min. of 3 samples per year.
2010-2011
Classroom Teacher
Portfolios (folders)
Monitor folders
100% of folders have 3 samples per year
Action Step
Students will edit their own writing, with teacher assistance and orally present to peers.
2010-2011
Classroom Teacher
Step Up to Writin g
Write from the Beginning
Teacher Monitoring of writings
Mastery of rubric skills 65% scoring 4,5, or 6 on TCAP Writing Assessment 100% of 4th and 5th will give an oral presentation
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Action Step
Students will demonstrate grade appropriate penmanship and spelling
2010-2011
Classroom Teacher
Weekly monitoring by teacher
Completion of HWT program 80% Mastery of grade appropriate vocabulary

Template 4.1 (Rubric Indicator 4.1) Revised DATE: __________________________ Section A Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the systems Five-Year Plan? ACTION STEPS Template 4.2 (Rubric Indicator 4.2) 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. Action Step English Language Class for parents of ELLs To Increase the proficiency level of English Lang. Learning students to the target goal of 89% in 2009-2010 in order to meet the NCLB benchmark. To meet the NCLB benchmark if subgroup has >45. Improve students performance IMPLEMENTATION PLAN Template 4.3 (Rubric Indicator 4.3) Section C For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) Timeline 2009.2010 Person(s) Responsible Holly Florence Required Resources Bilingual Materials, shacks Jr. & Sr. High students Action Step Circle of Friends tutorial program 2009.2010 Nancy Harris Duplicating materials Action Step Add technology to ELL Classrooms 2009.2010 Bill Holt Laptops, Elmo, digital projector $20,000 ESL Funds $3,000 ESL Funds Projected Cost(s) & Funding Sources $300 ESL funds Evaluation Strategy Parent Evaluations ELDA Student progress reports Report Cards Teacher Usage Student Usage 85% of ELLs to score 89% in Reading/LA Performance Results / Outcomes 5% improvement in Pre/post tests
5% improvement in Pre/post tests
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Action Step
Conduct annual. ESL Parent Night
2009.2010
Nancy Harris
-Interpretation -Refreshments -Goody Bags
$300 ESL Funds
Parent Evaluations
5% increase in attendance over 2008-2009 50% increase in implementation as evidenced in Pre/post evaluation
Action Step
Provide professional development for teachers to give successful strategies in working with ELLs
2009.2010
Nancy Harris & Anita Westberry
Handouts, use of presentation Equipment
$20 School Funds
Teacher Evaluations

Template 4.1 (Rubric Indicator 4.1) Revised DATE: __________________________ Section A Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the systems Five-Year Plan? ACTION STEPS Template 4.2 (Rubric Indicator 4.2) 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. Teachers will be provided with and utilize technology such as computer projection elmos, school pad and classroom performance system to present and evaluate lessons To focus on strategies and methods to increase students gains in fourth and sixth grade math by one growth standard each year through 2012 To improve gains of fourth and sixth grade students in math Improve student performance IMPLEMENTATION PLAN Template 4.3 (Rubric Indicator 4.3) Section C For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance 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 Students will be more engaged in classroom activities and be more exposed to more real world situations in instruction & make gains on evaluations Students will be able to complete assignments and improve performance Instruction will become more diversified enabling teacher to more effectively instruct students of varying learning styles
Action Step
2009-2011
Dyer Jacobs Mills
Laptops, projectors, elmos & school pads
Inspect and maintain equipment and monitor teacher use of equipment
Action Step
Provide math help lab for 4th & 6th grade students after school using teacher, parents, community volunteers.
2009-2010
Fibelkorn Layne Goodwin Pannell
Tutors place Parent & Community Volunteers Discovery Assessment pre, mid-post test
Action Step
Provide professional development for teachers on effective search based math strategies
2009-2011
Morris Jacobs
Ron Walker Power of 10
Observation of teachers use of strategies
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Action Step
Utilize on-line resources such as Study Island, BrainPop, and Math help sites
2009-2011
Fibelkorn Goodwin Pannell
Computers Internet connection
Compile results on testing and compare with 2008-2009
Engaging students in learning math skills
Action Step
Mid-term reports sent home to communicate progress between report cards
2009-2010
4th & 6th grade teachers
Mid Term Report
Compile results on testing and compare with 2008-2009
Parents and students will be better informed regarding Math progress thereby increasing knowledge of what study strategies are effective

Template 4.1 (Rubric Indicator 4.1) Revised DATE: __________________________ Section A Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the systems Five-Year Plan? ACTION STEPS Template 4.2 (Rubric Indicator 4.2) 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. Action Step Upgrade computers and software in 6th grade classrooms. To increase the gains of high achieving students of each subgroup in 6th grade science and social studies by 1. each year through 2012. To improve the gains of high achieving students in 6th grade science and social studies To improve students performance IMPLEMENTATION PLAN Template 4.3 (Rubric Indicator 4.3) Section C For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) Timeline 2009-2010 Person(s) Responsible Dyer Holt Mills Dyer Holt Mills Daniels Elrod/England Pannell/Hayse Required Resources Software Computers Elmos, digital projectors sound systems laptops Science lab equipment Projected Cost(s) & Funding Sources $10,000 BEP 2.0 Evaluation Strategy Teacher Evaluations Performance Results / Outcomes 5% gain in TCAP scores for 6th grade science & S.S. students To Extend use and mastery of technology 5% gain in TCAP scores for 6th gr. Science & S.S. in high group students
Action Step
Meet additional technology needs in K-6 classrooms
2009-2010
$100,000 BEO 2.0
100% Teacher usage
Action Step
Enrichment for high achieving students, including geography club and spelling club and summer science enrichment camps.
2009-2012
$3,000 BEP
Student evaluations TCAP Scores
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Scientific Learning Action Step Teacher participation I various webinars and workshops. 2009-2012 Renaissance Learning MTSU Sponsored Action Step Invite guest speakers to talk about a variety of science and social studies topics 2009-2012 Daniels Fulks Community Volunteers None Student evaluations Increased student interest and knowledge as reflected in test scores Program subscriptions computers $2,000 LEA Funding Webinar Evaluations Incorporation of new learning into the classroom.,

Template 4.1 (Rubric Indicator 4.1)
Revised DATE: __________________________ Section A Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal Which need(s) does this Goal address? How is this Goal linked to the systems Five-Year Plan? ACTION STEPS Template 4.2 (Rubric Indicator 4.2)
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.
To focus on strategies and methods that will bring the gains of high achieving students in each grade and subject in line with the gains of middle achievers. To improve the gains of high achieving students. Improve student performance
IMPLEMENTATION PLAN Template 4.3 (Rubric Indicator 4.3)

Section C For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline 2008-2009
Person(s) Responsible Mr. Fibelkorn Mrs. Davis Mr. Dyer Mr. Holt Mr. Mills
Required Resources New software Equipment, laptops, classroom performance system
Projected Cost(s) & Funding Sources
Evaluation Strategy Updating and upgrading equipment, technology pro Teacher evaluations of technology, Pre-test and Post-test
Performance Results / Outcomes TCAP scores or gains Students ability to manipulate technology
Action Step Action Step
Honors classes for 5th / 6th grade students in English and math. Additional technology, including laptop computers for all 6th grade students.
2008-2009
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Action Step Action Step
Additional technology needs in K-2 classrooms to prepare for upper grades. Enrichment for high achieving students, including math club, science club, Beta club, art enrichment club, and summer enrichment programs.
2008-2009
2008-2009
Mr. Dyer Mr. Holt Mr. Mills Mrs. Fulks Mr. Fibelkorn Mrs. Davis Mr. Jacobs
Elmos, digital projectors, sound systems Science lab. equipment
Monitor student use of equipment Participation (evaluate how many)
To lay the foundation for mastering technology Feedback, portfolios
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Component 5 The School Improvement Plan and Process Evaluation

TEMPLATE 5.1: Process Evaluation The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process used to develop the school improvement plan.
TEMPLATE 5.1: Process Evaluation

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 evidence which shows that a collaborative process was used throughout the entire planning process is as follows: Sign-in sheets Notice of meetings by e-mails and morning/afternoon announcements Meeting agendas
Evidence of Alignment of Data and Goals Narrative response required

What evidence do we have that proves alignment between our data and our goals? What evidence do we have that proves alignment between our data and our goals? The data which proves alignment is found in Component One, Template 1.7 (Narrative Synthesis of All Data). The information ascertained in the synthesis of data is used to formulate goals. These goals are found in Component One, Template 1.8 (Prioritized List of Goals). In addition, Template 4.1 relates the goals derived in Template 1.8 to the Manchester City Schools Five-Year Improvement Plan.
Evidence of Communication with All Stakeholders Narrative response required

What evidence do we have of our communication of the TSIPP to all stakeholders? Communication of the TSIPP to all stakeholders is evidenced by the following: Grade Level Open House meetings Westwood Elementary School website School faculty/staff meetings Publicized at public school board meetings
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? Following is the evidence that our beliefs, shared vision and mission in Component 2 align with our goals as presented in Component 4: LEARNING Goal 1 bring economically disadvantaged student scores in line with non-disadvantaged students Goal 1, Action Steps 1 & 2 tutoring after school (Stars Program, Circle of Friends) Goal 4 maintain high scores LEARNING Belief We believe students learn most effectively when challenged academically Belief engage in active learning opportunities supported by dedicated educators involved in the teaching/learning process Belief students learn most effectively whenchallenged academically INSTRUCTION Goal 5 bring the gains of high achieving students in line with the gains of middle achievers Goal 5, Action Step 4 enrichment for high achieving students Goal 1, Action Step 3 improve the progress of economically disadvantaged students (Computer Lab[Compass, Study Island, Fast Forward]) INSTRUCTION Belief We believehold high expectations for all students Belief research-based strategies and differentiated approaches that are data-driven and include opportunities for learning relevant life skills Belief instruction should focus on a variety of research-based strategies that are data-driven ASSESSMENT Goal 1, Action Steps 1-4 to improve the progress of economically disadvantaged students (Fast Forward, Stars Program, Compass, Study Island, Circle of Friends, Library Study Time) Goal 4 sustaining advanced student proficiency and avoiding regression Goal 2, Action Step 3 teachers will use new technology such asclassroom performance system to present and evaluate lessons POLICY Goal 1, Action Step 1 to improve the progress of economically disadvantaged students (Stars Program, implemented by Mrs. Morris) Goal 2, Action Steps 1 & 2 to improve the gains of sixth grade students (install new electronic equipment/provide professional development to train teachers to use the new equipment)
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Goal 4, Action Step 1 sustaining advanced student proficiency and avoiding student regression (enrichment activities) Goal 5, Action Steps 1-4 to improve the gains of high achieving students (honors classes, additional technology in the classrooms, enrichment provided by extracurricular clubs) ASSESSMENT Belief ongoing assessment of students is vital Belief ongoing assessment is vitalin evaluating student progress Belief ongoing assessment is vitalin evaluating student progress POLICY Belief the school leadership must set policy that enables students to reach their full potential Belief school leadership must set policy thatenables staff and students to reach their full potential Belief school leadership must set policy that is broad-minded and enables students to reach their full potential Belief set policy that is broadminded and enablesstudents to reach their full potential COMMUNICATION Goal 1, Steps 1-3 to improve the progress of economically disadvantaged students (Stars program, Circle of Friends, Computer Lab [ Compass, Study Island, Fast Forward], Accelerated Reader), i.e., the reports generated from these programs and set home to parents Goal 4, Action Step 3 Teachers will use new technology such as laptops with wireless connections to email parents, broadcast podcasts on the school website, etc. COMMUNICATION Belief ensure internal and external communication results in effective transfer ofinformation to all stakeholders Belief WES must ensure internal and external communication results in the effective transfer ofinformation to all stakeholders W.E.S.SCHOOL MISSION Goal 3, Action Step 4 to continue with new strategies and techniques to maintain our exemplary scores in writing (students will edit their own writing and orally present to peers) Goal 4, Action Step 4 Sustaining advanced student proficiency and avoiding student regression ( tutoring after school for all interested students) Goal 1, Action Steps 1 & 2 to improve the progress of economically disadvantaged students (Stars program and Circle of Friends) W.E.S. SCHOOL VISION Goal 5, Action Steps 1-4 to improve the gains of high achieving students (honors classes, additional technology,
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extracurricular clubs) Goal 4, Action Steps 1 & 4 sustaining advanced student proficiency and avoiding student regression (enrichment activities, tutoring after school) Goal 1, Action Step 2 to improve the progress of economically disadvantaged students (Circle of Friends) W.E.S.SCHOOL MISSION Belief to educate students in a sate, supportive environment, help students obtain the skills and knowledge needed to achieve academic proficiency Belief - to educate students in a sate, supportive environment, help students obtain the skills and knowledge needed to achieve academic proficiency Belief - to educate students in a sate, supportive environment, help students obtain the skills and knowledge needed to achieve academic proficiency W.E.S. SCHOOL VISION Belief encourages all students to reach their full potential Belief a safe and supportive environment that enables and encourages all students to reach their full potential Belief safe and supportive environment thatencourages all students to reach their full potential and.all stakeholders work together to facilitate our vision
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? Goal 1: To focus on strategies and methods to bring economically disadvantaged students scores in line with non-disadvantaged students scores in all subject areas. Component 3.5 Decisions regarding student placement is free from student category bias, but rather made with regards to students performance and ability. All students are given an equal opportunity to perform to the highest level of their ability on state level testing as well as classroom and school level testing. On state level testing, or TCAP, results are disaggregated and reported by subgroups. Data is then analyzed at the school level, and individual progress is continually monitored to determine where students are in relation to the content standards. Component 3.2a Using Differentiated instruction, ELL, Resource Classes, Circle of Friends, STARS. Goal 2: To focus on strategies and methods to bring sixth grade student gains in line with gains achieved in fourth and fifth grades. Component 3.2a Using STARS, Fast Forward and Study Island, Differentiated Instruction, ELL, Resource Classes. Component 3.5 Student classroom performance, at rare times, may dictate that students be assessed with out of level assessments. Assessments are closely monitored and tracked, teachers gain insight into student knowledge acquisition. It is clear with skills have been mastered and which ones have not. Disaggregated data is used in a timely manner to ensure that all students are making adequate academic growth. Student performance on curriculum
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Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization Narrative response required
aligned assessments is an appropriate indicator of student understanding. For those skill performance indicators not mastered, there will be a period of remediation and review. A variety of differentiated instructions will be used to reach all students. Furthermore, disaggregated data will be used to determine program eligibility, both remedial and enrichment. Goal 3: To continue with new strategies and techniques in order to maintain our exemplary scores in writing. Component 3.5 Teachers collect data as they monitor student performance. Typical classroom assessments from the Scott Foresman reading/language arts series include, but are not limited to literature selection tests, which provide data for reading comprehension progress, baseline group tests, which provide data for strategic intervention, and student self assessments. Other classroom assessments that are used include peer and group assessments and students portfolios, which provide an-going concrete examples of student progress toward the state standards in various areas. Classroom teachers also utilize writing rubrics/assessments, grammar and spelling monitor ELL student progress in reading, writing, speaking and listening. Portfolio assessments and a variety of teacher-made assessments are also used for data collection and analysis. Goal 4: To continue with new strategies and collaboration to maintain our high scores on the Tennessee State Report card in both Academic Growth and Academic Achievement areas. Component 3.5: In addition to the curriculum-based assessments, the computer-based assessment programs that Westwood has implemented are also closely aligned, if not entirely based upon the Tennessee Department of Education standards. For example, Study Island, which is a web-based program that can be accessed at home as well as at school, has an assignment menu that includes the standards divided by grade level and content area. Teachers select the skills to be assessed by clicking on a Tennessee State standard, thus ensuring that student assessments are aligned with the Tennessee Department of Education standards based curriculum. A variety of data collections are used to guide the decision making pertaining to student achievement and is collected in a variety of ways. Students are given beginning of the year baseline tests, teacher made tests, basal end of chapter and end of unit tests. Daily work, teacher observation and project presentations provide additional data to help make decisions relative to skill application and mastery. Goal 5: To focus on strategies and methods that will bring the gains of high achieving students in each grade and subject in line with the gains of middle achievers. Component 3.5: As assessment outcomes are closely monitored and tracked, teachers gain insight in to student knowledge acquisition. It is clear which skills have been mastered and which ones have not. Disaggregated data is used in a timely manner to ensure that all students are making adequate academic growth. Appropriate stakeholders are given assessment results and there is a collaborative process in place to determine any necessary interventions or special programs both gifted and remedial. A network of communication channels keeps information flowing back and forth between stakeholders. One trait of highly effective schools is a solid academic curriculum that is focused on students learning.
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Suggestions for the Process Narrative response required

What suggestions do we have for improving our planning process?
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TEMPLATE 5.2: Implementation Evaluation The following summary questions are related to TSIPP Implementation. They are designed as a culminating activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are implemented.
TEMPLATE 5.2: Implementation Evaluation

Evidence of Implementation Narrative response required

What is our plan to begin implementation of the action steps? The timeline for implementation of action plans as presented in component 4 is as follows: Goal 1 To improve the progress of economically disadvantaged students Action steps 1 through 4: 2008-2009SY Goal 2 To improve the gains of sixth grade students Action steps 1 and 2: Sprint 2008 Action steps 3 and 4: 2008-2008 SY Goal 3 Writing skills need to be addressed at each grade level to prepare for fifth grade TCAP writing assessment Goal 4 Sustaining advanced student proficiency and avoiding student regression Action steps 1 though 4: 2008-2009 SY Goal 5 To improve the gains of high achieving students Action steps 1 though 4: 2008-2009 SY Formative assessments (see Component 1) to be used and their projected dates of implementation are: Progress reports sent home weekly/bi-weekly Pre/post tests evaluating units, skills instruction TCAP Spring 2009 TCAP Writing Assessment Spring 2009 STAR Reading August 2008, January 2008 and May 2009 Compass Learning throughout 2008 2009 SY Accelerated Reader throughout 2008 2009 SY Accelerated Vocabulary throughout 2008 2009 SY Accelerated Math throughout 2008 2009 SY Fast Forward G.R.A.D.E. Math facts in a flash throughout 2008 2009 SY Saxon Phonics and Spelling testing cycles are every 4 to 6 weeks throughout 2008-2009 SY Study Island throughout 2008-2009 SY RTI throughout 2008-2009 SY Speed DIAL fall 2008 The data collected from the formative assessments includes the following: Progress reports student academic standing at that particular point in the nine weeks Pre/Post tests level of mastery of skills TCAP criterion referenced and norm referenced scores STAR Reading Grade equivalency, instructional level and zone of proximal development Compass Learning Level of mastery of skills programmed by the teacher Accelerated Reader percent correct in testing, book level, type of literature Accelerated Vocabulary success at defining words from context clues Accelerated Math level of mastery of targeted objectives. Fast Forward identify areas of weakness among auditory discrimination, working memory, phonological awareness, and listening/reading comprehension.
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G.R.A.D.E. reading evaluations expressed in a standard score, stanine, and percentile (the test is norm and referenced). Math Facts in a Flash level of mastery for individualized objectives Saxon Phonics individual assessment of incremental concepts and skills Study Island level of mastery of skills assigned by the teacher TRI daily informal assessment via teacher observation; formal assessment at the completion of each tier. Speed DIAL individual mastery of motor and concept skills mandated for preschool assessment
Evidence of the Use of Data Narrative response required

What is the plan for the use of data? The formative data delineated in Component 1 is gathered according to the timelines previously stated. Grade level and staff development meetings are held to analyze the data with the view to tailoring instruction to meet student needs. This analysis also targets students who need additional, after school assistance. Leadership Team meets periodically to ensure that continuous monitoring of the instructional process results in effective teaching and learning.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan leads to effectively supporting and building capacity for improved student achievement for all students.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation

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. Calendar dates: Nov. 13, 20, Dec. 4, 11 May 7, 14 Persons Responsible: Sandra Morris, Principal Thomas Jacobs, Vice Principal These persons are responsible for calling the meetings, renewing the commitment of the school leadership team, and getting the team started in the collecting and analysis of new data in order to make decisions regarding student learning.
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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? Once the leadership team, led by Mrs. Morris and Mr. Jacobs, has collected the data they make sure the assessments used within the school are aligned with the goals in the school improvement plan. They make sure there an appropriate number of assessments and that there is a balance of standardized and local assessments. They use the review of the analysis of data to make changes in instructional practices and/or curriculum if needed. This may lead to adjustments in the TSIPP.
Evidence of a Process for Adjusting Plan Narrative response required

What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed? The school leadership team will agree on proposed changes to the plan and Mr. Jacobs or Mrs. Morris will take the changes to the entire staff for approval. The steps for making the adjustments to the plan will be the same as for developing a goal. The persons responsible will be designated, a timeline of one year will be allotted, action steps will be developed, resources will be required, and evaluation steps will be developed, resources will be required, and evaluation strategies will be used to determine effectiveness. Once the process of adjustment of the goal/plan is complete it is presented to the faculty and staff and becomes a part of the TSIPP.
Evidence of a Plan for Communicating to All Stakeholders Narrative response required

How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders? The school leadership team will agree on proposed changes to the plan and Mr. Jacobs or Mrs. Morris will take the changes to the entire staff for approval. The steps for making the adjustments to the plan will be the same as for developing a goal. The persons responsible will be designated, a timeline of one year will be allotted, action steps will be developed, resources will be required, and evaluation steps will be developed, resources will be required, and evaluation strategies will be used to determine effectiveness. Once the process of adjustment of the goal/plan is complete it is presented to the faculty and staff and becomes a part of the TSIPP.
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11-12 Wes Tsipp

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Tennessee School Improvement Planning Process (TSIPP) SIP Templates

Tennessee Department of Education August, 2011

Tennessee School Improvement Planning Process (TSIPP) Assurances

__________________________________________ Signature of Principal

______________________ Date Signed

Tennessee School Improvement Planning Process Templates August, 2007

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition

SIP Leadership Team Member Name

Name of Subcommittee(s) (when applicable)

Subcommittee 2 Subcommittee 1 Subcommittee 2 Subcommittee 3 Subcommittee 4 Subcommittee 5

Tennessee School Improvement Planning Process Templates August, 2007

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.2: Subcommittee Formation and Operation

School Profile and Collaborative Process

Tennessee School Improvement Planning Process Templates August, 2007

2 Beliefs, Mission and Vision

Position Grade Teacher

Curricular, Instructional, Assessment, and Organizational Effectiveness

Tennessee School Improvement Planning Process Templates August, 2007

Action Plan Development

Tennessee School Improvement Planning Process Templates August, 2007

The School Improvement Plan and Process Evaluation

Tennessee School Improvement Planning Process Templates August, 2007

TEMPLATE 1.3.1: Data Sources (including surveys)

Data Source TN report card

Title I Needs Assessment (Parent Involvement Survey)

Tennessee School Improvement Planning Process Templates August, 2007

Family Engagement Survey Grades K-3

Tennessee School Improvement Planning Process Templates August, 2007

TEMPLATE 1.3.2: School and Community Data

Narrative and analysis of relevant school and community factors:

Tennessee School Improvement Planning Process Templates August, 2007

Tennessee School Improvement Planning Process Templates August, 2007

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

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

List Data Sources

Dial 3 for kindergarten (Dynamic Indicators of Accelerated Learning)

Math Facts in a Flash Saxon Phonics

Tennessee School Improvement Planning Process Templates August, 2007

Formative and Teacher Made Assessments

TEMPLATE 1.5: Data Collection and Analysis

Tennessee School Improvement Planning Process Templates August, 2007

Tennessee School Improvement Planning Process Templates August, 2007

Tennessee School Improvement Planning Process Templates August, 2007

Tennessee School Improvement Planning Process Templates August, 2007

Tennessee School Improvement Planning Process Templates August, 2007

Tennessee School Improvement Planning Process Templates August, 2007

TEMPLATE 1.6: Report Card Data Disaggregation

Report Card Data Disaggregation

Tennessee Report Card

Tennessee School Improvement Planning Process Templates August, 2007

Tennessee School Improvement Planning Process Templates August, 2007

2006-2007 TVAAS(Value Added) Three Year Average Gains

Tennessee School Improvement Planning Process Templates August, 2007

Tennessee School Improvement Planning Process Templates August, 2007

TEMPLATE 1.7: Narrative Synthesis of All Data

Tennessee School Improvement Planning Process Templates August, 2007

TEMPLATE 1.8: Prioritized List of Goal Targets

Tennessee School Improvement Planning Process Templates August, 2007

Component 2 Beliefs, Common Mission and Shared Vision

Template 2.1: Beliefs, Common Mission and Shared Vision