Tennessee School Improvement
Planning Process (TSIPP)

 

SIP Templates

 

 

 

 

 

 

 

 

 

 

 

 

 

Tennessee Department of Education

Commissioner Lana C. Seivers

 

August, 2009

 


 

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

 

 

 

 


 

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)

 

School Improvement Team:

            The Grassy Fork School Improvement Team is designed to represent aspects of the educational process.  We have included teachers, teaching assistants, parents community members, students, and central office personnel.  This team was selected by the faculty.  The make-up of this group will be the following:

 

SIP Leadership Team Member Name

Leader-

ship Chair? (Y/N)

Position

Name of Subcommittee(s) (when applicable)

Dr. Shannon Grooms

 

Principal

Component 1 & 5

Jamie Clark

Y

Principal Designee/Teacher

Component 1 Chair

Elizabeth Gates

 

Resource Teacher

Component 1

Amy Moore

 

Parent

Component 1

Harold Woody

 

Community Member

Component 1

Keenan Phillips

 

Student

Component 1

Angela Self

Y

Teacher – 1st & 2nd Grades

Component 2 Chair

Mallory Nelson

 

Teacher –5th & 6th Grade

Component 2

Barbara Holt

 

Teacher Assistant

Component 2

Donna Lanzon

 

Parent

Component 2

Wayne Sumrall

 

Community Member

Component 2

Katie Mae Lanzon

 

Student

Component 2

Heather Ball

Y

Teacher – Kindergarten

Component 3 Chair

Brenda Wilburn

 

Community Member

Component 3

Martin “Chipper” McGaha

 

Parent

Component 3

Angie Pack

 

Community Member

Component 3

Dakota Moore

 

Student

Component 3

Sandra Knight

Y

Teacher – 2nd & 3rd grade

Component 4 Chair

Angela Shults

 

Teacher Assistant

Component 4

Jamie Webb

 

Parent

Component 4

April Smith

 

Community Person

Component 4

Dillan Shults

 

Student

Component 4

Abby Swanger

Y

Teacher – 4 & 5th  grades

Component 5 Chair

Wendy Ball

 

Teacher – 7 & 8th  grades

Component 5

Alma Green

 

Secretary

Component 5

April Groat

 

Parent

Component 5

Richard Coggins

 

Community/Board Member

Component 5

Peyton Johnson

 

Student

Component 5

Vida Williamson

 

School Personnel

Component 5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

9Component 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 member’s position within the school or stakeholder group.  Indicate which member serves as the subcommittee chair.

 

After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file. 

 

TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

 

Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name

Position

Chair

Jamie Clark

Principal Designee/Teacher

Yes

Dr. Shannon Grooms

Principal

 

Elizabeth Gates

Resource Teacher

 

Alma Green

Secretary

 

Amy Moore

Parent

 

Keenan Phillips

Student

 

Harold Woody

Community Person

 

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

 

 

 

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

 FORMCHECKBOX  YES

 FORMCHECKBOX  NO

 

 

Subcommittee 1 Chair Signature

 


 

 


 

Subcommittee for COMPONENT 2  Beliefs, Mission and Vision

Member Name

Position

Chair

Angela Self

Teacher – 1st & 2nd Grades

Yes

Mallory Nelson

Teacher – 5th & 6th Grades

 

Barbara Holt

Teacher Assistant

 

Donna Lanzon

Parent

 

Katie Mae Lanzon

Student

 

Wayne Sumrall

Community Member

 

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

 

 

 

 

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

 FORMCHECKBOX  YES

 FORMCHECKBOX  NO

 

 

Subcommittee 2 Chair Signature

 

 

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

Member Name

Position

Chair

Heather Ball

Kindergarten

Yes

Brenda Wilburn

Community Member

 

Martin “Chipper” McGaha

Parent

 

Dakota Moore

Student

 

Angie Pack

Community Member

 

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

 

 

 

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

 FORMCHECKBOX  YES

 FORMCHECKBOX  NO

 

 

Subcommittee 3 Chair Signature

 

 

 

 

 

Subcommittee for COMPONENT 4 Action Plan Development

Member Name

Position

Chair

Sandra Knight

Teacher – 3rd grade

Yes

Angela Shults

Teacher Assistant

 

Jamie Webb

Parent

 

Dillan Shults

Student

 

April Smith

Community Person/Former Teacher

 

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

 

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

 FORMCHECKBOX  YES

 FORMCHECKBOX  NO

 

 

Subcommittee 4 Chair Signature

 

 

 

 

 

 

Subcommittee for COMPONENT 5  The School Improvement Plan and Process Evaluation

Member Name

Position

Chair

Abby Swanger

Teacher – 4 & 5th grades

Yes

Dr. Shannon Grooms

Principal

 

Wendy Ball

Teacher – 7 & 8th grades

 

April Groat

Parent

 

Peyton Johnson

Student

 

Richard Coggins

Board Member/Community Member

 

Alma Green

Secretary

 

 

 

Vida Williamson

School Personnel

 

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

 

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

 FORMCHECKBOX  YES

 FORMCHECKBOX  NO

 

Subcommittee 5 Chair Signature

 

 

 

 

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:

 

A school will rarely have each of the surveys listed here, but at least one survey should be administered and evaluated.  Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate surveys. Staff Development SACS Surveys (NSSE).

 

 

 

TEMPLATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)

 

Data Source

Relevant Findings

Faculty Survey

Strengths

  • We are proactive rather than reactive in identifying the current needs and interests of parents and community members. 
  • Collaborative activities are well organized and structured to make the best use of everyone’s time and energy.
  • The results of collaborative activities are generally perceived to be valuable and effective.
  • We as a faculty are growing in our ability to collaborate productively with others.

Challenges

  • We solicit the perceptions of community members and others interest stakeholders.
  • When we do gather perceptions, we make sure that we have heard from all groups within our school.
  • We involve interested stakeholders in establishing priorities and developing plans for the targeted conditions.

Student Survey

Strengths

  • I have friends at school.
  • I know how to study and learn.
  • My teacher helps me learn new things.

Challenges

  • Students in my class follow the teachers’ directions.
  • Students in my class are nice to each other.
  • The school has a good selection of books for me to read.

Parent Survey

Strengths

  • The school provides a clean, attractive, and enjoyable setting for learning.
  • School personnel respect my opinion and try to understand my point of view.
  • My child is held to reasonable and challenging expectations for learning and behavior.
  • The school provides opportunities for students to use technology.
  • The school uses different methods to communicate with me.

Challenges

  • The school has a good selection of books for my student to read.

Community Survey

Strengths

  • Students represent the school well when they are involved in community activities.
  • School personnel appear to be positive role models for children.
  • There is a great deal of school pride in the community.
  • This school in known throughout the community as a good school.

Challenge

  • I am as involved in school activities as I want to be or am able to be.

Title I Survey

Strengths

  • I believe that the school is a safe place for my child to attend.
  • The school invites and encourages me to attend teacher directed conferences about my child at least once a year.
  • I feel that my child’s teacher has helped his/her academic progress in reading/language and mathematics.
  • My child’s school sends me a school newsletter in my native language on a monthly basis.

Challenges

  • My child’s school and teaching staff keep me informed about my child’s progress on a weekly basis.
  • My child’s teacher communicates grades and student assignments on a daily and weekly basis.
  • I attend the Title I meeting at my child’s school or I received a parent handbook at the meeting.

State Report Card

Strengths

  • Reading/language arts and math

Challenges

  • To move students from proficient to the advanced level in reading/language arts and math.
  • To increase social studies achievement.

TCAP Writing Scores

Strength

  • The scores have remained consistent for the past 3 years.

Challenge

  • To increase students’ proficient levels in writing.

 

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

Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted your school.

 

TEMPLATE 1.3.2: School and Community Data

(Rubric Indicator 1.3)

 

Narrative and analysis of relevant school and community factors:

Collection of Academic Non-Academic Data and Analysis/Synthesis (Indicator 1.3)

 

Student Characteristics:

            The current enrollment at Grassy Fork is 108 students, including 55% males and 45% females.  The students at Grassy Fork are 76.19% free/reduced lunches and 100% caucasian.

          

            Kindergarten – 7

            1st grade – 13

            2nd grade – 11

            3rd grade – 13

            4th grade – 13

            5th grade – 12

            6th grade – 12

            7th grade – 16

            8th grade – 11

 

            In January 2006, stakeholders were surveyed in order to gather information using, the following assessment instruments:

  • Elementary Student School Climate Questionnaire (used with grades 2 to 8).

 

            A student survey was also conducted in January 2006.  Students (93.82%) feel that teachers help them learn new things.  A majority of the students (88.89%) know how to study and learn.  It was found that few students (12.19%) feel that others do not follow the teachers’ directions.  Students in classes are nice to each other (37.03%). 

 

 

 

 

 

 

 

 

 

 

 

 

Staff Characteristics:

 

Administration, Faculty, and Staff Demographics:

·        Race:                            Administration – 100% Caucasian

Faculty – 100% Caucasian

Staff – 100% Caucasian

 

·        Gender:                        Administration – 1 male

Faculty –4 males,          12 females

Staff – 1 male, 8 females

 

School Staff Includes:

·        Office Personnel – Principal and Secretary

·        Teachers – six regular full-time education teachers.  1 full-time – reading/math teacher through Title I funds.

·        Related Arts Team – part-time Library, part-time Music, part-time Band, part-time Art, part-time Physical Education teachers

·        Special Services – full-time Resource teacher, part-time Speech Therapist, part-time gifted teacher.

·        Clerks – part-time School Nurse and part-time Guidance Counselor

·        Teaching Assistants –Two full-time assistants

·        Support Team – two full-time custodians, one full-time and two part-time food service staff members.

 

Sixty-seven percent of the faculty and administration hold advanced degrees and presently less than one percent (.06) is teaching outside of his/her area of certification. 

 

Years of Experience

 

Total Number of Teachers/Administration

0 – 3 years

5

4 – 5 years

2

6 – 10 years

3

11 - 15 years

4

16 – 20 years

1

21- 30 years

2

In January 2006, stakeholders were surveyed in order to gather information using the following assessment instruments:

  • Educator Reflection Survey:  Gathering Perceptions and Collaborating on Results 

 

Survey Results:  (included at end of Component 1)

            A survey conducted in January 2006 revealed that the majority (100%) of the faculty feel that we are growing in our ability to collaborate productively.  Faculty members (82%) also feel that interested stakeholders are involved in establishing priorities and developing plans for targeted conditions. 

School Characteristics:

 

Historical Background:

The school opened its doors in 1963 housing grades one through eight.  Many community members and parents of today’s students attended Grassy Fork School. 

            Recently, the school has undergone major architectural renovations to better serve the growing community.  With a population of 117 students, Grassy Fork School is one of the eight elementary schools in Cocke County. 

 

Staff Characteristics:

  • Six Classrooms (K-8)
  • Special Education Services – Fulltime classroom/speech/language therapy
  • Related Arts Areas – media center and gymnasium
  • Student Services – cafeteria and school counseling office
  • School Administrative Office
  • Title I Services – Fulltime teacher/reading and math
  • Multipurpose Rooms – conference room and staff workroom
  • Cafeteria/Kitchen
  • Custodian’s storage

 

Environmental and Safety Conditions:        

  • Intercom system and surveillance cameras throughout the building
  • Routine safety drills (fire, tornado, lockdown)

 

Grade Distribution:

            Kindergarten – 8th grade

 

Length of School Year:

            180 days

 

Length of School Day:

            8:30 a.m. – 3:00 p.m.

 

Operating Budget and Per Pupil Expenditures:

The allocation of state and local funds to the elementary schools is based on average daily attendance and the percentage of low socio-economic students.  The Cocke County School system spent $5,556.00 per child during the 2004 – 2005 school year.

 

 

 

 

 

 

 

 

Curriculum Offerings:

            We believe that an effective elementary school program enables each child to reach his/her potential to become a productive citizen.  The curriculum at Grassy Fork Elementary addresses all areas of a child’s development.  We address the physical, intellectual, social, and emotional modalities of all students at Grassy Fork Elementary School.  This is accomplished through the usage of our state standards and accomplishments in relation to our planning for daily lessons.  It is important that our students have and attain academic goals, and we structure our classrooms and our instruction to meet our students’ developmental needs. 

·        Integrated Curriculum -Standards and achievement are taught in ways that allow them to be addressed in multiple academic areas.  This allows students to learn a skill in multiple disciplines rather than learning a skill in isolation. 

 

·        Thinking maps-This is a school-wide effort to establish a common visual language in our learning community, to transfer thinking processes, integrated learning, and continuously assess student progress. 

 

·        Reading Instruction-We use many approaches to teach the reading process at Grassy Fork Elementary School.  Our goal is for every child to be a fluent reader by the end of his/her elementary experience.  Teachers use basal textbooks and partner reading.  The Title I and primary assistant read with each primary student daily.  Teachers also incorporate the Accelerated Reading Program into the reading process.  Students are given the STARR (Star Reading Assessment) to evaluate progress throughout the year.

·        Cooperative Learning-Cooperative learning is the division of tasks in a small group setting as the learners work toward a common learning goal.         

 

Technology:

            Technology is an area that has improved greatly.  During the 2002-2003 school year, we added a computer lab with 26 student computers and one teacher station.  We are presently using a prescriptive program called Orchard.  This program collects and produces data that will help teach students in areas that need strengthening. 

            Destination Reading is an early intervention program to assist students in building the skills necessary for reading.  This program includes phonics, phonemic awareness, and comprehension. 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is an assessment tool that was implemented during the fall of 2005.  It measures letter naming, initial sounds, phoneme segmentation, nonsense words, oral reading/retell and word use fluency. Students are assessed three times a year for a total of 4 years during grades K-3.  

            Yearly Progress Pro (YPP) has also been implemented to assist in math, language, and reading skills.  Teachers are able to assign additional practice on specific skills.

 

Extra Curricular Activities:

            Grassy Fork Elementary School offers many extra curricular activities such as Drama Club.  This allows students to express themselves through the arts.  Band, Music, Art, and First Priority are offered weekly to afford students the opportunities to take part in varied areas of interest.  Basketball is the only school sponsored sport at Grassy Fork Elementary School.  There are two varsity teams that represent our school.  The boy’s varsity team was Small School County Co-Champion in 2003.  The school does allow its gym facility to be used for recreation basketball to serve boys and girls in the lower grades.  Students in the third grade and up can participate on the junior varsity basketball team.

            The Scholars Bowl Team is comprised of sixth, seventh, and eighth graders who are knowledgeable in various subject matters.  The school competes with all other schools in the county.  Grassy Fork Elementary School was the 2003 County Champion and placed second in the 2005 county competition.  They achieved first place in 2006 county competition.

            Grassy Fork also participates in the county-wide Academic Olympics.  Four of our top seventh and eighth graders were selected to represent our school.  Grassy Fork received 3 bronze medals in the 2005 competition.  We also received awards in 2006.  This year we had two County Wide Spelling Bee winners. Our third place winner was Wayne Brandon and fifth place was Alex Adkins.   Also this year one of our students, Dillan Shults, won first place in the 4-H Speaking Contest.

            We have many other annual competitions and learning experiences for the student at Grassy Fork Elementary School such as the Modern Woodmen Speech Contest, School Spelling Bee, Adventure Quest, Language Arts Fair, Science Fair and Community Involvement Day. 

 

School-Business Partnerships:

            Grassy Fork participates in the Adopt-A-School program.  At present, the school has six adopters, Black’s Market, Downtown Hartford CITGO, Grassy Fork Community Club, Newport Federal Bank, Terry’s Garage, State Farm, Farm Market, and Ribbons and Roses.  The Community Club helps meet the needs of the school by having fundraisers.  The Rural Medical Services of Grassy Fork also supports the school by providing physicals for athletic participants each school year.

 

Report Card for 2004-2005

            The Tennessee State Report Card for the 2007-2008 school year reported that Grassy Fork School served grades K-8 with a total enrollment of 117 students.  Value-added scores were exemplary in math and reading, with above average scores in science and social studies.  The writing assessment showed exemplary scores in both fifth and eighth grade.  Ninety-nine percent of the students scored proficient or advanced in math.  This left 3% of the students scoring below proficiency.  Ninety-seven percent of the students scored proficient or advanced in reading and language. 

           

Attendance/Promotion Rate:

Grassy Fork’s attendance for the past three years was as follows:

2005-2006                   95.5 %

2006-2007                   95.7%

2007-2008                   96.3%

 

Grassy Fork’s promotion rate for the 2006-2007 school year was 99% and the promotion rate for the 2005-2006 school year was 99%. 

 

 

 

Discipline:

During the 2006 - 2007 school year, the discipline referrals included three that resulted in out-of-school suspension.  During the 2007-2008 school year, Grassy Fork decided to do a more specific tracking of specific behaviors.  There were 86 behavioral referrals made.  These consisted of 1 in-school suspension, and 85 other discipline actions.  We will continue monitoring behavioral referrals. 

 

Parent/Guardian Demographics:

Forty-six percent of Grassy Fork Elementary students reside in a traditional two-parent home; forty-three percent reside in a single-parent home.  The remaining eleven percent resides with a guardian or both grandparents.  One hundred percent of the school population are Caucasian and receive free and reduced lunch. Sixteen percent of the student population is identified as having disabilities, and five percent are identified as intellectually gifted.  

Parental Support:                  

            Grassy Fork maintains an “open-door” policy with parents and encourages parent participation in all aspects of our school.  Our school has exceptional parents that are very involved with their children and are in the school on a regular basis. 

 

            In January 2006, stakeholders were surveyed in order to gather information using the following assessment instruments:

 

  • Building Community Strengthening Partnerships ( parent/community survey)

 

The parent survey was conducted in January 2006.  It revealed that (98.94%), an overwhelming majority of parents, feel welcome in the school.  Parents (94.68%) feel school personnel are willing to listen to concerns.  Many parents (98.94%) feel their child is recognized for his/her accomplishments and contributions. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community Characteristics:

            Newport, Tennessee is a town of approximately 33,565 people according to the 2000 census.  It is located in Cocke County along the eastern border of the state.  Grassy Fork School is located in the Grassy Fork Community, approximately 20 miles east of town.  See the tables below for a breakdown of the population by age, gender, and race.  There are 4,592 family households with children under the age of 18.  The average family size is 2.87.  Newport has 3,113 married-couple families with children less than 18 years of age.  There are 1,108 female-householders, no husband present, with children under 18 years of age.  The per capita income for Newport is $18,280. 

 

Age

Number

Percent

Under 5 years

 

2,991

 

5.9

5 to 9 years

2,158

6.4

10 to 14 years

2,191

6.5

15 to 19 years

2,128

6.3

20 to 24 years

1,993

6.0

25 to 34 years

4,499

13.4

35 to 44 years

5,154

15.2

45 to 54 years

5,042

15.0

55 to 59 years

2,096

6.2

60 to 64 years

1,738

5.2

65 to 74 years

2,720

8.1

75 to 84 years

1,389

4.1

85 years and over

466

1.4

Median age (years)

38.6

--

 

Gender

Number

Percent

Male

16,321

37.5

Female

17,244

39.5

The community survey was conducted in January 2006.  Community members (94.44%) feel when attending school-sponsored events such as athletic events, plays, and concerts, school personnel and students make them feel welcome.  Community members (100%) feel former students have learned skills that are necessary for success in life.  One area that needs to be strengthened is that some community members do not know if our school’s vision or mission reflects community input. 

In January 2006, stakeholders were surveyed in order to gather information using, the following assessment instruments:

 

  • Building Community Strengthening Partnerships ( parent/community survey)

 

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

 

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

Refer to Component 1 Academic/Nonacademic Helpful Hints.

 

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

(Rubric Indicator 1.4)

 

List Data Sources

State Report Card

TCAP Writing Scores

State Assessment

STAR Student (Mobility)

Discipline Sheets

Yearly Progress Pro (YPP)

Accelerated Reader (AR)

STAR Reading

Grade Cards

DIBELS

Orchard

Attendance

Promotion

 

 

 

 

 

 

 

 

 

 

 

 

TEMPLATE 1.5: Data Collection and Analysis

Describe the data collection and analysis process used in determining your strengths and needs.  Collection refers to the types of data gathered.  Analysis would be the process used for the full review of all data gathered.

 

TEMPLATE 1.5: Data Collection and Analysis

(Rubric Indicator 1.5)

 

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

Grassy Fork Elementary School

Grades 3-8:  Criterion Referenced Academic Achievement

Grassy Fork Compared to System and State

 

 

Grassy Fork

2007-2008

Cocke

County

2007-2008

State of TN

2007-2008

 

Score

Grade

Score

Grade

Score

Grade

Math

63

A

57

A

58

A

Reading/Language Arts

62

A

55

B

57

A

Social Studies

58

B

51

C

55

B

Science

60

A

54

B

56

B

Grassy Fork Elementary School has significantly higher scores than the Cocke County School System and the State of Tennessee in all academic areas in the 2007-2008 school year.  According to the data from the Criterion Referenced Test, Grassy Fork Elementary School scored the lowest in social studies.  However, the scores are above county and state performance.  The faculty and staff at Grassy Fork Elementary School express their desire to obtain A's in all subject areas.

                                                                                                                   

                                              Grassy Fork Elementary School     

Grades 3-8:  Criterion Referenced Academic Achievement

 

 

2005-2006

 

2006-2007

 

2007-2008

 

 

Score

Grade

Score

Grade

Score

Grade

Math

60

A

62

A

63

A

Reading/Language Arts

58

B

61

A

62

A

Social Studies

56

B

58

B

58

B

Science

58

B

60

A

60

A

Grassy Fork Elementary School has shown improvements in all subject areas.  The school has consistently improved since the 2005-2006 school year.  Our lowest scores have consistently been in social studies, although scores have increased each year. The faculty and staff have discussed ways to increase student performance in social studies as well as the continual progress in other academic areas.

 

Grassy Fork Elementary School

A Two Year Average of Proficient and Advanced Students

 

 

Grassy Fork Elementary

Adequate Yearly Progress

Percent of Students Tested

Math

100%

86%

100%

Reading/Language Arts

99%

89%

100%

 

Grassy Fork Elementary School has outperformed the No Child Left Behind Adequate Yearly Progress (AYP) goals.  The math two year average for Grassy Fork Elementary of 100 percent exceeded the AYP goal of 86 percent by 14 percent.  The reading/language arts scores at Grassy Fork Elementary of 99 percent exceeded the AYP goal of 89 percent by 10 percent.

 

Grassy Fork Elementary School

TVAAS (Value Added)

 

 

2005-2006

 

2006-2007

 

2007-2008

 

 

Score

Grade

Score

Grade

Score

Grade

Math

1.5

B

2.6

A

0.8

B

Reading/Language Arts

2.4

A

3.4

A

2.4

A

Social Studies

0.3

 

A

2.1

A

0.7

A

Science

0.1

 

A

1.5

A

1.5

A

 

Grassy Fork Elementary School has shown significant improvement in Value Added scores in all academic areas from 2005 – 2008.  The increasing trend is shown most in social studies and science achievement.  The faculty and staff have increased their awareness of Value Added scores and are implementing more individualized instruction in math and reading to maximize student performance.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grassy Fork Elementary School

TVAAS (Value Added)

Gains by Year, Grade, and Content Compared to a Three Year Average

 

Math

 

 

2005-2006

2006-2007

2007-2008

3-year Average

4th Grade

-7.2

1

-1.7

-2.6

5th Grade

-3.3

4.5

-3

0.6

6th Grade

-1.2

7.4

2.1

2.8

7th Grade

-0.8

6.5

0.7

2.1

8th Grade

-1.1

5.4

3.2

2.5

 

  When looking at the data, the staff found that there are a large percentage of students who are performing in the advanced levels.  Due to students’ performance at the advanced level, gains are more difficult to achieve.

 

Reading/Language Arts

 

 

2005-2006

2006-2007

2007-2008

3-year Average

4th Grade

-0.4

4.9

1.4

2

5th Grade

4.4

3.2

5.6

4.4

6th Grade

-1.6

5

3.5

1.8

7th Grade

-2.4

7

-0.1

0.1

8th Grade

-4.4

5

6.7

3.9

 

The three year averages in reading/language arts have the highest Value Added scores.  The higher scores are attributed to more individualized reading instruction for all students at Grassy Fork Elementary School.

 

 

 

 

 

 

 

 

 

 

 

Social Studies

 

 

2005-2006

2006-2007

2007-2008

3-year Average

4th Grade

5.5

9.9

7.5

7.6

5th Grade

3

0.8

-3.7

-0.2

6th Grade

-3.9

-1.4

-2.4

-2.6

7th Grade

-4.6

6.7

0.7

0.9

8th Grade

-2.8

1

-6.6

-1.2

 

Grassy Fork Elementary feels that there is a need to focus more on this subject area in the fifth and eigth grades.

 

Science

 

 

2005-2006

2006-2007

2006-2007

3-year Average

4th Grade

-1.3

4.9

4

2.5

5th Grade

-0.5

0

1.6

0.4

6th Grade

-7.1

-4.2

-2.4

-4.6

7th Grade

2.8

7

7.5

5.7

8th Grade

-0.6

5.9

4.7

3.3

 

The science Value Added scores have continually increased.  However, Grassy Fork Elementary feels that there is a need to focus more on this subject area in the fifth and sixth grades.

 

Grassy Fork Elementary School’s Value Added scores were at a low level for the 2005-2006 school year.  In the 2005-2006 school year, it is suspected that changes in the state achievement testing and staffing at Grassy Fork Elementary School affected these scores.  In the 2006-2007 school year, Value Added scores reflect a positive trend when compared to the previous year’s scores.  The 2007-2008 scores were an overall increase with the focus of Grassy Fork instruction on math.

 

 

 

 

 

 

 

 

 

 

Grassy Fork Elementary School

TCAP Writing Scores

 

2005-2006

 

2006-2007

 

2007-2008

 

Cocke Co.

2007-2008

 

State

2008-2009

 

 

Score

Grade

Score

Grade

Score

Grade

Score

Grade

Score

Grade

5th Grade

4.2

A

4.1

A

4.2

A

4

B

4.1

A

8th Grade

4.2

A

4.3

A

4.5

A

4.2

A

4.2

A

 

 

            The fifth and eighth grade writing grades have been sustained since 2005-2006.  Grassy Fork Elementary School received scores above the county average and has been on target with the state scores.  When looking at individual scores, the faculty and staff have found an increasing need to aid students in moving from proficient to advanced in their writing assessments.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Non-Academic Indicators

Grassy Fork Elementary School

 

Attendance

 

2005-2006

2006-2007

2007-2008

State Goal

95.5%

95.7%

96.3%

93.0%

 

            Attendance at Grassy Fork Elementary School is above the state goal.  Grassy Fork Elementary School staff feels that the climate of the school contributes to student attendance and therefore student performance.  Grassy Fork Elementary School, during the 2007-2008 school year, won the small school attendance award with a 96.3 percent attendance rate.

 

Promotion

 

2005-2006

2006-2007

2007-2008

State Goal

98.3%

98.3%

100%

97.0%

 

            The promotion rate at Grassy Fork Elementary School is on target with the state goals.

 

Mobility

 

            Grassy Fork Elementary School has a stable student population of 86 percent in grades K-8.  Fourteen percent of the school’s population is mobile.  Of the 14 percent mobile population, 71 percent of those students were enrolled and withdrawn in the same fiscal year. 

 

Suspensions

 

            Grassy Fork Elementary School suspended a total of one student in the last school year.  With such a low number of students being suspended, we, as a school, feel that suspensions do not have a significant effect on our students’ performance.

 

 

 

 

 

 

 

 

 

 

 

 

 

Formative Assessments

 

Yearly Progress Pro

(YPP)

 

            Grassy Fork Elementary school uses the technological software, YPP, to assess student progression in math, language, and reading vocabulary.  This program holds cumulative data for four weeks.  Because of this, a summative report cannot be written for an entire year.  However, each time students are assessed, a new report is given with each individual student’s strengths and challenges.  Teachers use this ongoing assessment data to differentiate instruction to enhance student performance in and retention of core concepts and skills, and to evaluate the teachers’ performance in the classroom.  The following are examples of our students’ strengths and challenges for the last four weeks.

 

Language

 

Grades 2nd - 4th

Areas of Challenge

Areas of Strength

Language

Reference Skills

Reading Comprehension

Reading Vocabulary

 

 

Grades 5th - 8th

Areas of Challenge

Areas of Strength

 Reading Comprehension

Reference Skills

Spelling

Reading Vocabulary

 

Language

 

Math

 

Grades 2nd - 4th

Grades 5th - 8th

 

Areas of Challenge

Areas of Challenge

Areas of Strength

Areas of Strength

 

Geometry

Geometry

Fractions

Simple Addition

 

Subtraction w/Regrouping

Algebra

Decimals

Number Concepts

 

Properties of Addition

Ratios/Proportions

Number Concepts

Simple Subtraction

 

Simple Multiplication

Integers

 

 

 
           

 

 

 

 

 

 

 

 

 

 

Dynamic Indicators of Basic Early Literacy Skills

(DIBELS)

 

 

 

Goal: Benchmark

Percent of Students
Tested

Percent at
Risk

Percent at
Some Risk

Percent at
Low Risk

Kindergarten

25 letter/sound

100%

10%

10%

80%

1st Grade

40 words/min.

100%

13%

25%

62%

2nd Grade

90 words/min.

100%

25%

19%

56%

3rd Grade

110 words/min

100%

0%

36%

64%

 

According to the DIBELS testing for Grassy Fork Elementary School, 80 percent of kindergarten students are at a low risk of falling behind in basic reading skills.  First grade has 62 percent of the students reading at their current grade level.  Second grade has 56 percent of the students reading at their current grade level, with 19 percent at risk of performing below grade level in reading skills.  Third grade has the majority of 64 percent of its students identified as low risk of performing below grade level.  In conclusion, students seem to be performing better in the lower primary grades.  Staff at Grassy Fork Elementary must seek a way of increasing reading fluency to foster students’ basic reading abilities. 

 

Orchard

 

            Orchard is a computer software program that is used at Grassy Fork Elementary School to assess and guide students in reading, math, and science.  This formative assessment uses games and research based strategies to engage students in meaningful learning activities.  Students can be assigned specific skills that provide tutorials, practice and testing.  Grassy Fork Elementary School uses this software as an intervention for students when direct instruction has proven ineffective.  The students are assigned to these skills once a week for areas which may need reteaching or strengthening. 

 

Destination Reading

 

            Destination Reading is a modeled, specific intervention skill for students in need of individualized instruction in reading/language arts.  In this program, students cannot move on to other skills until they have mastered the skills that were specifically designed for them.  This program is used extensively in kindergarten through third grade, but the program has some skills available for students through sixth grade.

 

 

 

 

 

 

Accelerated Reader

 

            Accelerated Reader is used in grades three through eight at Grassy Fork Elementary School.  Kindergarten, first, and second grades also use Accelerated Reader but not to the same extent as grades three through eight.  Accelerated Reader is a research based program that requires students to read and pass tests on at least six books on their individualized reading level.  This encourages students to read outside of the classroom to increase reading comprehension and reading fluency.  At the end of the nine weeks grading period, individualized summative reports are sent to parents, teachers and the administration with ideas and strategies to improve the particular student’s overall reading skills.

 

Standardized Testing for Assessment of Reading (STARR)

 

            The students at Grassy Fork Elementary School are required to participate in STARR testing in August, December, and May.  This program allows students, parents and teachers to know the grade level of each individual child so that he or she may read the Accelerated Reader books that are on his or her academic grade level.  This program serves as a way to measure each individual student’s growth in the academic area of reading.

 

Grade Cards and Progress Reports

 

In the 2006-2007 school year, the students and parents received grade cards every six weeks.  At this time, the parents received one midterm report between the report cards.  At the beginning of the 2007-2008 school year, the school board adopted a new schedule for reporting grades.  This schedule was generated by teacher collaboration and board policy to change the reporting of grades to a nine week term to coincide with the high schools’ reporting terms.  Now, parents receive a progress report every three weeks and a grade card every nine weeks.  With the increased frequency of communication between parents/guardians and teachers, the parents/guardians have more opportunity to express their concerns and feelings about their children’s education.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students Achieving Honor Roll or High Honor Roll

 

Honor and High Honors

Grading Period

Percentage Honors and High Honors

First

56%

Second

59%

Third

61%

Fourth

63%

Students at Grassy Fork Elementary School have made gains in the percentage of students that made honors or high honors on their nine weeks report cards.  The school had a high percentage, 63 percent, of the student population achieving honors or high honors on their report cards by the end of the 2008-2009 school year.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TEMPLATE 1.6: Report Card Data Disaggregation

Provide narrative analysis of disaggregated Report Card data.  Disaggregation is the separating of data into pieces for a detailed review.  The results would focus on what you learn about the individual data pieces.

 

TEMPLATE 1.6: Report Card Data Disaggregation

(Rubric Indicator 1.6)

 

Report Card Data Disaggregation

Report Card Data Disaggregation (Indicator 1.6)

 

Grassy Fork Elementary does not have subgroups except for the following: white, economically disadvantaged, special education, and gender.  There are extremely low student numbers in other subgroups.  The school has less than 45 students in the given subgroups.  Therefore no data is reported.  There are zero percent: African American students, Asian/Pacific Highlander students, Hispanic students, or Native American students.

 

Race/Ethnicity

 

 

2006-2007

 

 

2007-2008

 

 

 

Non-Proficient

Proficient

Advanced

Non-Proficient

Proficient

Advanced

Math

1%

38%

61%

0%

42.3%

57.7%

Reading/Language Arts

3%

48%

49%

1%

40.9%

58.5%

 

            Grassy Fork Elementary has a student population composed of 100 percent white students.  The trend in mathematics at Grassy Fork Elementary is shown to be moving more students to the advanced level. Grassy Fork Elementary reading/language arts trends are maintaining in advanced placements.

 

Economically Disadvantaged

 

 

2006-2007

 

 

2007-2008

 

 

 

Non-Proficient

Proficient

Advanced

Non-Proficient

Proficient

Advanced

Math

1%

38%

61%

0%

42.3%

57.7%

Reading/Language Arts

3%

48%

49%

1%

40.9%

58.5%

 

            Grassy Fork Elementary School was listed as a school with 82.9 percent of its student population as economically disadvantaged.  The data shows this disaggregated group to be progressing in mathematics and maintaining in reading/language arts. 

 

 

 

 

Special Education

 

 

2005-2006

 

 

2006-2007

 

 

 

Non-Proficient

Proficient

Advanced

Non-Proficient

Proficient

Advanced

Math

15%

71%

14%

5%

63%

32%

Reading/Language Arts

19%

62%

19%

12%

64%

24%

 

            There are 21.5 percent of students with disabilities at Grassy Fork Elementary School.  Those students have shown improvement across the subject areas for proficient and advanced.  Two students scored advanced on their TCAP alternative assessment.

 

Limited English Proficiency

 

            There are zero percent students with Limited English Proficiency at Grassy Fork Elementary School.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grassy Fork Elementary School

Grades 3-8:  Proficiency Levels

 

2005-2006

 

Non-Proficient

Proficient

Advanced

Math

3%

53%

44%

Reading/Language Arts

4%

45%

51%

 

 

 

2006-2007

 

Non-Proficient

Proficient

Advanced

Math

1%

38%

61%

Reading/Language Arts

3%

48%

49%

 

 

 

 

2007-2008

 

Non-Proficient

Proficient

Advanced

Math

0%

42.3%

57.7%

Reading/Language Arts

1%

40.9%

58.5%

 

 

            The goals of Grassy Fork Elementary School have been accomplished by moving more students from proficient to advanced in math and reading/language arts.  It is the desire of the Grassy Fork Elementary School staff to meet the needs of all students and to help them progress in their proficiency levels.

 

 

 

 

 

 

 

 

 

 

 

TEMPLATE 1.7: Narrative Synthesis of All Data

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

 

TEMPLATE 1.7: Narrative Synthesis of All Data

(Rubric Indicator 1.7)

 

Narrative Synthesis of Data

According to the Criterion Referenced Academic scores, Grassy Fork Elementary School is lowest in social studies.  It is important to the school to continue increasing in reading/language arts scores.  The Academic Achievement scores mirrors all other data in proving that our school is strongest in reading and language arts. 

            Grassy Fork Elementary School has shown increases in all academic areas during the 2006-2007 school years.  The school outperformed the county and state in all academic areas in 2008. The greatest increase in achievement occurred in the academic areas of reading/language arts.  Even with the current gains, the Grassy Fork staff believes there is still room for improvement in the area of social studies. 

            Grassy Fork Elementary School’s two year average in proficient/advanced levels well surpassed the Adequate Yearly Progress percentage set by No Child Left Behind.  The percentage of students performing at proficient/advanced levels was 100 percent in math and 99 percent in reading/language arts. 

            According to the TVAAS (Value Added) data, the increases in science and social studies have brought our school’s scores out of the negatives.  It is important to Grassy Fork Elementary School to take notice of the above results and understand that our school still has to improve in science and social studies.  The scores dropped in math and reading/language arts in the 2005-2006 school year. However, Grassy Fork Elementary School’s scores were brought back up so that our school has all A’s in Value Added scores in all subject areas in the 2006-2007 school year. 

            The TVAAS (Value Added) scores show a snapshot of Grassy Fork Elementary by content and grade. Math scores as a whole have improved since the 2005-2008 school year.  However, the fourth grade exhibited the least gains.  The students at Grassy Fork Elementary School all showed gains in reading/language arts.  Fifth grade students displayed the least gains in comparison to scores from previous years.  In the area of social studies, the sixth grade classroom seems to be in need of improved strategies and additional time on task to bring their scores out of negatives.  The sixth grade classroom has had a high turnover rate for teachers.  There has been a new teacher each year for the past few years.  Therefore, the teachers have not been suitably acclimated with the sixth grade curriculum.  In science, TVAAS scores have the same problem as social studies.  The sixth grade classroom needs to be more attentive to the areas of science and social studies in order to bring the TVAAS three year average out of the negative. 

            The writing grades are A’s in both fifth and eighth grades.  The school has maintained A’s from 2005-2007.  It is important for writing to be taught at all grade levels for the above scores to be sustained.  Grassy Fork Elementary School needs to strive to move more students from proficient to advanced in writing.

            The attendance and promotion rates are excellent at Grassy Fork Elementary School.  The faculty does not feel that the school’s scores suffer because of the number of suspensions in the school population. Only 1 percent of students was suspended in 2008.

            Grassy Fork Elementary School uses many forms of formative assessments such as the following:  Yearly Progress Pro (YPP), DIBELS, Orchard, Destination Reading, and STAR reading.  These assessments are allowing teachers to differentiate their instruction to meet the individual needs of students.  Grade cards and progress reports provide parents ample opportunity to express their concerns. There are also two parent/teacher conferences throughout the school year to allow for a more detailed discussion of student progress.

            When the data is disaggregated by race, ethnicity, and economically disadvantaged, scores were the same as reported on the grade card.  Grassy Fork Elementary School’s population is considered 100 percent white and 82.9 percent economically disadvantaged.  Students with disabilities have improved their percentage in non-proficient and there is a considerable increase in the percentage of students scoring advanced from the 2005-2006 school year to the 2006-2007 school year.  There are no students at Grassy Fork Elementary School who have limited English proficiency.  The number of students that are proficient and advanced has been consistent for the past three years.  The greatest achievement of Grassy Fork Elementary School is in the area of reading and language arts.  The staff has academically challenged the students, and by the 2008 school year, our school showed the most AYP progress in advanced placement. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TEMPLATE 1.8: Prioritized List of Goal Targets

List in priority order your goal targets.  The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets.  Prioritized goals would identify the most critical areas of need and where your wok would start.  

 

TEMPLATE 1.8: Prioritized List of Goal Targets

(Rubric Indicator 1.8)

 

Prioritized List of Goal Targets
  • According to No Child Left Behind the proficient and advanced scores from TVAAS in reading/language arts are at 99 percent for Grassy Fork. The No Child Left Behind benchmark for 2007 – 2008 is 89 percent. The benchmark for the 2010 -2011 school year will be 94 percent.  By the 2013 – 2014 school year, the benchmark will rise to 100 percent of students at proficient and advanced.  Since our score is at 99 percent, we wish to maintain our score and strive to increase our percentage of proficient and advanced to 100 percent by the 2013 – 2014 school year.
  • According to No Child Left Behind the proficient and advanced scores from TVAAS in math are at 100 percent for Grassy Fork. The No Child Left Behind benchmark for 2007 – 2008 is 86 percent. The benchmark for the 2010 -2011 school year will be 94 percent.  By the 2013 – 2014 school year, the benchmark will stay at 100 percent of students at proficient and advanced.  Since our score is at 97 percent, we wish to maintain our score and strive to keep our percentage of proficient and advanced to 100 percent by the 2013 – 2014 school year.
  • Grassy Fork Elementary School has a B on the State Report Card in the academic area of social studies. It is a goal of Grassy Fork School to have an A on the State Report Card in social studies by the 2010 – 2011 school year.

 

 

 

 

 


 

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)

 

In October of 2007, Grassy Fork Elementary School initiated the process of revising their mission and belief statements.  Representatives from the following stakeholder groups participated in the first planning meeting:  Angie Self, Heather Ball, Donna Lanzon, Katie Mae Lanzon, and Barbara Holt.  Members reviewed the current belief statements and discussed State Department of Education Reviewer Comments from the 2005 TSIP submission. 

The consensus of all members present was to revise both the belief statements and the mission so they could be more easily understood by all stakeholders.  The initial draft of the revised mission and belief statements was distributed to all stakeholder groups in October of 2007.  Feedback from the drafts indicated overwhelming approval for the revisions.

 

Beliefs

  • All students can succeed and learn.
  • High standards and expectations for student learning are among the top priorities for Grassy Fork School.
  • Good school attendance increases student achievement.
  • High expectations increase student achievement.
  • A safe and orderly environment promotes learning.
  • Students learn best when instruction requires active engagement in the learning process.
  • Through research based data, we believe students will be assessed in a manner to understand and advance individually through intervention activities and the use of the following: Accelerated Reader, STARR, YPP, Standardized Testing, DIBELS Testing, Orchard Programming, Destination Reading and teacher made assessments.  Decisions are based on the aforementioned assessments in order to ensure that data driven decisions are made for each individual child.
  • The school staff, students, parents, and the community all share the responsibility for the continuous improvement of Grassy Fork School by providing resources necessary for decision making that promote higher student achievement.  It is the procedure and policy at Grassy Fork Elementary School to communicate and use all resources necessary to ensure that student learning occurs.
  • Positive relationships and respect among staff, parents, students, and community encourage the advancement of learning and enhance the learning environment.

 

 

 

 

 

Common Mission

The mission of Grassy Fork School is to empower students to succeed as they pursue goals while providing individualized academic experiences, which will nurture lifelong learning.

 

Shared Vision

Grassy Fork School will enable each child to envision his/her academic future to become a successful, productive citizen.

 

 

At Grassy Fork Elementary School it is important that beliefs and attitudes are focused around the vision and mission statements so that Grassy Fork Elementary School staff can maintain a streamlined focus to do what is best for each individual student.


 

 

TEMPLATE 3.1.a:  Curricular Practices

Template 3.1.a: Curricular Practices

 (Rubric Indicators 3.1 and 3.2)

Current Curricular Practices

Curriculum Frameworks

(identify practice)

Textbooks

(identify practice)

Blueprints for Learning

(identify practice)

Four Blocks Writing

(identify practice)

Character Counts

(identify practice)

Yearly Progress Pro

(identify practice)

Thematic Units

(identify practice)

Evidence of Practice (State in definitive/tangible terms)

Plan books with SPI numbers

Plans of Teachers with use of textbooks

Teachers have a copy  for reference

Plan book

Guidance Counselor Plans

Plan book

Plan book

Is the current practice research-based?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Is it a principle & practice of high-performing schools?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Has the current practice been effective or ineffective?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

What data source(s) do you have that support your answer? (identify all applicable sources)

Tennessee Achievement test scores

Tennessee Achievement test scores

Tennessee Achievement test scores

Tennessee Writing Test

Discipline Data

Tennessee Achievement test scores

Tennessee Achievement test scores

Evidence of effectiveness or ineffectiveness (State in terms of  quantifiable improvement)

2006-2007

TVAAS scores

Academic Achievement increased

Higher achievement than county or state

Writing test scores are A’s

Percent of discipline problems have decreased

Y.P.P. assessment scores

Primary grades scoring well on DIBELS

Evidence of equitable school support for this practice

All teachers use SPI’s in plan books

Use of text books in plans

Teachers must teach assessed skills

Grades 4-8 use Four Block Writing Program

Guidance classes

All teachers use as a teaching tool

Primary grades use themes to team teach

Next Step (changes or continuations)

Tennessee Department revising of standards for 2009-2010

Make sure new text support new standards

Continue to teach assessed standards

Provide training for primary grades

Continue

Continue

Evaluate and revise themes

 

 

TEMPLATE 3.1.b: Curriculum Gap Analysis

 

Setting priorities is one way to narrow a school’s improvement focus.  As we know, we have more needs than we have resources.  Priority needs can be identified through a Gap Analysis.  The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric.  Completing Template 3.1.b (the gap analysis) should help school team members discover “What Ought To Be.” 

 

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to curricular practices, also to be recorded in Template 3.1.b.

 

Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required

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

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

 

     Grassy Fork Elementary School staffs time is used to maximize learning potential.  Teachers spend time to acquaint themselves with the Tennessee Frameworks Standards, Blueprints for Learning, and text to implement the best practices for teaching their identified curriculum.  Most teachers have one hour of planning time each day.  During this time, teachers review student work, state performance indicators, and plan for their students to have meaningful fun lessons and activities.  Our staff has been trained in the Four Blocks Writing Program to incite the best writing possible.  Title II and Title VI monies are spent to better enhance our knowledge of the standards and benchmarks through professional and staff development.  The purchase of Yearly Progress Pro and Orchard with Title 1 and Niswonger grant money has greatly enhanced student performance in reading/language arts and math.  The BEP money is used to purchase supplies, workbooks, and other ancillary materials to support the curriculum.  Teachers have classroom funds to purchase any other curriculum needs.  Personnel at Grassy Fork Elementary School are sometimes in short supply, but the staff is used at their maximum potential in every aspect of teaching.  The staff does not only have one job, most staff members have dual responsibilities. The text book committee selects highly qualified researched based texts.  The text along with vertical planning provides the student with the best available education.  The GEAR-UP program has purchased calculators and materials to further increase our student comprehension of math skills.  There have been guest speakers from WBIR meteorology department to enhance the science skills involved in the science curriculum, as well as two guest speakers from Northern and Southern Ireland to enhance social studies curriculum.

 

 

 

 

 

 

 

 

“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?)

 

     Due to Grassy Fork Elementary School performing in the top ten percent of the state of Tennessee.  The faculty and staff feel that money, time, personnel, and other resources are being used to implement high quality curricular practices.  However, due to state standards being revised the faculty and staff feels there is a need to use our resources to become familiar with the new standards by the 2009-2010 school year.   As the Adequately Yearly Progress Percentage continue to rise, it is important to the staff to allocate time and resources to meet the identified needs.  The use of Destination Reading is a way that our school can increase reading success.  Another program that may be used to increase our reading skills is provided by the reading text.  The Triumphs series is used to aid special education students that are more than two grade levels below proficiency.  Our staff is now-equipped with two staff members that are receiving their reading specialist endorsements.  These teachers will greatly strengthen our reading curriculum.  This year social studies is being adopted and professional development will be needed for beneficial implementation.

Equity and Adequacy:

The curriculum is enhanced for all groups of Grassy Fork Elementary School by purchase of Yearly Progress Pro.  Orchard is also used as a way to provide fairness to all students.

 

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

The use of Title I teacher allows teachers to have grade level instruction in reading and math.  With grade level instruction the reading and math scores will increase.

 

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?

Yes, we are targeting funds and resources effectively to meet the needs of all teachers in being effective with all students.  This is evidence in our reading and math scores.  The percentage of students scoring in proficient in reading/language arts and math.  Reading/language arts are at 97% and math proficiency levels are at 98%.

 

 

 


 

 

TEMPLATE 3.1.c:  Curricular Summary Questions

 

The following summary questions are related to curriculum.  They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area. 

 

Template 3.1.c: Curricular Summary Questions

 (Rubric Indicator 3.2)

 

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

 

     Our major strength is the staff is well acquainted with Tennessee Curriculum Standards.  Grassy Fork Elementary School also has strength in the teaching of writing due to Four Blocks Writing Program.  The data from Tennessee Achievement Test Scores proves this is where our strengths lie.  Yearly Progress Pro, Accelerated Reader, and Destination Reading are used effectively to strengthen individual student performance.

 

Curriculum Summary Questions- Narrative Response Required

What are our major challenges and how do we know. (These should be stated as curricular practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)

    

    Tennessee curriculum standards have been revised and will be effective in 2009-2010.  Our staff will have to take time to acquaint themselves with the new standards and benchmarks in order to teach students on new levels of performance.  Professional Development will be provided through our district to provide support with implementing revised standards.

 

Curriculum Summary Questions- Narrative Response Required

How will we address our challenges?

     As the curriculum standards change there will be a need for Grassy Fork Elementary School staff meetings and shared planning to discuss revisions and to plan instructions based on new standards.  Initial training for the district will be in July 2008.  Possible curriculum prioritizing will be necessary for grade levels to map their course of teaching for the year, so all student needs are achieved during the school year.  Grassy Fork Elementary School is a true professional learning community.  The smallness of the staff lends itself to a collaborative culture.  Through daily contact, vertical planning is embedded.

 

 

 

 

 

 

 


 

TEMPLATE 3.2.a:  Instructional Practices

Template 3.2.a: Instructional Practices

 (Rubric Indicators 3.3 and 3.4)

Current Instructional Practices

Differentiated Instruction

(identify practice)

Graphic Organizers

(identify practice)

Readers Theatre

(identify practice)

Technology

(identify practice)

Centers

(identify practice)

Small Group Instruction

(identify practice)

Inclusion

(identify practice)

Evidence of Practice (State in definitive/tangible terms)

Test Variation

Plan book

Primary grade plans

Computer Lab Schedule

Plan book

Plan book

Special Education Plan book

Is the current practice research-based?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Is it a principle & practice of high-performing schools?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Has the current practice been effective or ineffective?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

What data source(s) do you have that support your answer? (identify all applicable sources)

TVAAS Scores

Formal Assessment

DIBELS

Tennessee Achievement Test

Tennessee Achievement

Teacher made rubric

Tennessee Achievement Test

Tennessee Achievement Test

Evidence of effectiveness or ineffectiveness (State in terms of  quantifiable improvement)

Individual student achievement increase in 2006-2007

Students able to compare/contrast more effectively

More fluent readers by third grade

Increased math and reading scores

More student engagement

Ninety-eight percent math and ninety-seven percent reading proficient

From disaggregated data Special Ed students increased in proficiency

Evidence of equitable school support for this practice

Teachers must follow IEP

Teachers must use one per week

All primary teachers use Readers Theatre

All teachers scheduled for one and half hour per week

Allows students to work at performance levels

Use of inclusion teachers

Teacher and Assistant in classroom with students

Next Step (changes or continuations)

Staff Development

Train any new personnel

In school staff development and more time for performance

Updated Orchard program and technology plan

More staff development

Continuation

More time of Special Ed teacher as lead teacher

 

 

TEMPLATE 3.2.b:  Instructional Gap Analysis

 

Setting priorities is one way to narrow a school’s improvement focus.  As we know, we have more needs than we have resources.  Priority needs can be identified through a Gap Analysis.  The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric.  Completing Template 3.2.b (the gap analysis) should help school team members discover “What Ought To Be.” 

 

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to be recorded in Template 3.2.b.

 

Template 3.2.b: Instructional Gap Analysis

 

Instructional Gap Analysis - Narrative Response Required

“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?)

 

     Grassy Fork Elementary School uses a variety of instructional practices.  The use of Differentiated Instruction allows students to work and grow at their own level of performance.  Personnel is most crucial to this process because of students working on different levels.  The use of graphic organizers has increased our students recall and understanding of process and skills.  The use of graphic organizers allows students to visual perceive and retain information.  Teachers use graphic organizers at least once a week to effectively maintain use of organizer skills.  Teachers spend enormous amounts planning instruction using the instructional practices of centers, small group, and reader’s theatre.  The inclusion process is a great instructional practice that aids in the instruction of all students.  Inclusion is designed for special education by Grassy Fork Elementary School uses the inclusion teacher to help all students succeed. The money from Title II and Title VI for staff development to increase the effectiveness of Grassy Fork Elementary staff.  With Readers Theatre and the use of technology, bought with Title I money, the students are becoming more fluent and comprehensive readers.  Many of Grassy Fork Elementary Staff use the instructional practice of centers and small group instruction.  These practices may call the need for more personnel to effectively maximize teaching time.  Personnel at Grassy Fork Elementary School are sometimes in short supply, but the staff is used at their maximum potential in every aspect of teaching.  The staff does not only have one job, most staff members have dual responsibilities.  The centers need more time for students to become effective in their use.  These instructional practices work coinciding with differentiated instruction.  Inclusion is an important factor at our school.  The special education teacher is effectively used to add incite and alternative strategies to guide and enhance student learning. The GEAR-UP program has purchased calculators and materials to further increase our student comprehension of math skills.  Community Days provides instructional practices that give students multiple learning opportunities from many different teaching styles.

 

 

 

 

“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?) 

   

      Teachers are provided planning time to plan for effective instructional practices.  Staff development would be effective to study different practices that are being used in high performing schools.  Grassy Fork Elementary Staff has a high teacher turnover rate.  So, Title II and Title IV money needs to be spent to train new teachers on many of the instructional practices used at Grassy Fork Elementary School.  Title I money should be allocated to improve student engagement and educational experiences.  The Title I money is also used to engage parents in school activities such as the welcoming activity and BINGO for books.  The technology money should be allocated to update the technology programs and the technology plan.  Personnel within the school have become specialized in specific instructional practices.  Staff development should be scheduled to have teachers demonstrate and discuss planning for these instructional practices with other personnel in their respective disciplines.  The inclusion practice should be expanded and reused to allow the special ed teacher more time to be the lead teacher. 

Equity and Adequacy:

With the many different instructional practices at Grassy Fork Elementary School students have the potential to excel.  The many instructional practices are used so that no child is left behind.

 

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

The use of Title I teacher allows teachers to have grade level instruction in reading and math.  With grade level instruction the reading and math scores will increase.

 

Are we targeting funds and resources effectively to meet the needs