Tennessee School Improvement
Planning Process (TSIPP)

SIP Templates

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007

Tennessee School Improvement Planning Process

(TSIPP)

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)

*SIP Leadership Team Member Name*	*Leader-* *ship Chair? (Y/N)*	*Position*	*Name of Subcommittee(s) (when applicable)*
Susan Trent		Principal	Leadership Team & Component IV
Amy McFarland	Y	Kindergarten Teacher	Component I
Shasha Laster		1^st Grade Teacher	Component III
Susanna Hauk		2^nd Grade Teacher	Component IV
Sarah Evans		3^rd Grade Teacher	Component V
Amanda Spears		4^th Grade Teacher	Component I
Rhonda Lipe		Special Education	Component V
Patsy Allen		Librarian	Component II
Lori Weems		Paraprofessional	Component III
Wayne Haun		Community Leader	Component I
Rebecca Trent		Parent/PTSO President	Component III
Jared Greer		Student	Component IV
Perry Dykes		School Board Member	Component II

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 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*
Amy McFarland	Kindergarten Teacher	Y
Amanda Spears	4^th Grade Teacher	Y
Jane Ann Lanning	1^st Grade Teacher
Ellen Brumett	1^st Grade Teacher
Susan Jones	Kindergarten Teacher
Mindy Hunley	2^nd Grade Teacher
Bethany Musslewhite	3^rd Grade Teacher
Carrie Smith	3^rd Grade Teacher
Minnie Bates	Music Teacher
Linda Winegar	Special Education Assistant
Shona Barrett	Special Education Assistant
Theresa Eidson	Computer Assistant
Sarah Clifton	2^nd Grade Assistant
Melissa Smith	4^th Grade Assistant
Betty Sandidge	Cafeteria Manager
Bill Christian	Custodian
Vickie Byington	Secretary/Bookkeeper
Kathy Dykes	Parent
Wayne Haun	Community Leader
Jodi Horton	Student

(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*
Patsy Allen	Librarian	Y
Cathy Milligan	2^nd Grade Teacher
Betty Brown	3^rd Grade Teacher
Betsy Fritts	4^th Grade Teacher
Susan Bell	Guidance Counselor
Tyra Arnold	Kindergarten Assistant
Lori Weems	1^st Grade Assistant
Lori Lane	Special Education Assistant
Sharon Berry	Parent
Jeff Hesoun	Community Leader
Matt Johnson	Student

(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*
Shasha Laster	1^st Grade Teacher	Y
Karen Hostetler	Kindergarten Teacher
Stacy Christian	2^nd Grade Teacher
Ben Armstrong	Special Education Teacher
Kim Barton	4^th Grade Teacher
Elaine Olinger	Art Teacher
Dorinda Carpenter	Kindergarten Assistant
Debbie Greer	3^rd Grade Assistant
Dawn Manis	Data Entry Clerk
Lucia Price	ELL
Heidi Hesoun	Parent
Mary Nancy Thurman	Community Volunteer
Rylie Housewright	Student

(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*
Susanna Hauk	2^nd Grade Teacher	Y
Bobbi Wilson	Kindergarten Teacher
Jacki Dickerson	1^st Grade Teacher
Amy Christian	4^th Grade Teacher
Jayne Smith	Physical Education Teacher
Connie Smith	Speech Pathologist
Sandra Henderson	3^rd Grade Assistant
Keri Masters	School Nurse
Becky Lane	Special Education Assistant
Deb Willis	Parent
Linda Skelton	Community Volunteer
Alexis Mauk	Student

(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*
Sarah Evans	3^rd Grade Teacher	Y
Susan Trent	Principal
Kristi Cardenas	Kindergarten Teacher
Rhonda Brownlee	2^nd Grade Teacher
Rhonda Lipe	Special Education Teacher
Barbara Williams	4^th Grade Assistant
Denise Fugate	2^nd Grade Assistant
Annette Ringley	1^st Grade Assistant
Tammy Robins	Project Basic
Cynthia Ragsdale	Parent
Wayne Thurman	Community Volunteer
Tori Gossett	Student

(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:

Mobility of student families
Grade span served (if you serve only three grades, you could have a complete turnover of parents every three years)
Change in leadership
Change in organizational practice.

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

TEMPLATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)

Data Source	Relevant Findings
Surgoinsville Elementary Title I Parent Survey	Surgoinsville Elementary parents completed a needs assessment on October 22, 2007 that indicated 96% of those surveyed agree that they are pleased with the school. 93.2% of those surveyed agree that teachers are willing to help their child succeed. 89.2% of those surveyed agree their child was making adequate progress in reading. 85.5 % of those surveyed agree their child was making adequate progress in math. 80.6% of those surveyed agree their child was making adequate progress in science 94.7% of those surveyed agree that art and music are an important part of the school curriculum. 98.4% of those surveyed agree that their child has good attendance.
Surgoinsville Elementary School Student Survey	Surgoinsville Elementary students completed a school-wide survey on October 22, 2007. 87% of the students enjoy school 60.1% of the students think they are a good reader. 60.5% of the students think they are good in math. 94% said they have studied and tried to make progress in school 87.4 % said their parents help them with their homework 94.8% said their parents care about their progress in school 92.9% said that their teacher sends home newsletters to their parents 84.7% think they have good attendance
Surgoinsville Elementary School Personnel Survey	Surgoinsville Elementary teachers completed a personnel survey on October 24, 2007. The majority of teachers believe we are above average in helping improve student progress in reading. The majority of teachers believe we are above average in helping improve student progress in math. The majority of teachers believe that reading skills need to be emphasized in early grades. The majority of teachers believe that staff development programs are adequate. The majority of teachers believe that we are above average at identifying students at-risk. The majority of teachers believe we are above average in utilizing every minute of time during the day for maximum teaching and instruction of skills. · The majority of teachers believe we are above average in assessing students' needs and abilities and provide classroom instruction that meets all students' need and abilities. The majority of teachers believe we are above average in helping students learn how to think and solve problems. · The majority of teachers believe we are above average in providing quality research-based instruction in all curriculum areas.

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

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

TEMPLATE 1.3.2: School and Community Data

(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:

School Characteristics

Surgoinsville Elementary School is a public, elementary school nestled in rural central Hawkins County. Surgoinsville Elementary School was established in 1958 under the supervision of the Hawkins County Board of Education. Building renovations and additions to Surgoinsville Elementary school were completed in 2003. The one level building accommodates: twenty-two kindergarten through fourth grade classrooms, two special education classrooms, a reading intervention room, a speech pathologist’s room, guidance and Project Basic rooms, a gymnasium, a library, a computer lab, art and music rooms, student restrooms, a clinic, and one teacher’s lounge with lavatory facilities. A science lab is located in a modular unit attached to the school by a covered walkway. The science lab is surrounded by a garden that is maintained by students. The garden is registered with the National Wildlife Federation as a backyard wildlife habitat. The main office area contains the principal’s office, the secretary’s office and a reception area.

The staff continually addresses environmental and safety conditions. The state health department comes biannually to inspect the buildings while school is in session. Our rating is 93. The school nurse has instructed all faculty and staff on the TOSHA Blood borne pathogens. Regular unannounced fire and tornado drills are held during the year along with lockdown drills. The office staff and school nurse has emergency contact numbers for all students, which are frequently updated. A safety team, including the principal and nine teachers, are trained to handle emergencies. Two-way radios are located in the classrooms for emergency use. We have 20 staff members trained in CPR. We also have a new School Health Team who will complete the required components of the School Heath Index and implement a plan for improving student and staff health.

The school is a new member of the district’s school-wide positive behavior support team. Our school was given a full-time guidance counselor this year to address the emotional/behavioral needs of our students.

Students attend school seven hours for 180 days as required by the state. There are six six-weeks grading periods in the school year, with a two week Christmas break, a one week spring break, and a two month summer break.

Staff Characteristics

All of our competent professional teachers and paraprofessionals are highly qualified. This includes one administrator, twenty-two teachers in self-contained kindergarten through fourth grade classrooms, one physical education teacher, one library media specialist, one music teacher, one art teacher, one guidance counselor, two special education resource teachers, one speech pathologist, and two part-time ESL/ELL instructors. Frontier Health provides a Project Basic counselor. Paraprofessional staff includes 17 assistants, one school nurse, a secretary/bookkeeper, and a data entry clerk. Support staff includes two custodians, a maintenance technician, and six food service employees. A reading interventionist also works to provide reading intervention. Each member of the staff volunteers to serve on two to three of the school’s ten committees. A chairperson for each committee and a team leader for collaboration are chosen from each grade level, related arts, and special education.

To attract high-quality, highly qualified teachers, we have seven teachers who have had mentor training to provide guidance to the new teachers who are hired. More are being trained in the summer of 2008. Numerous staff development/professional growth activities are offered at no cost to the teacher. There is a significant salary step at Batchelor’s 30. There is also a Praxis reimbursement for additional highly qualified areas. Recruitment is done through our county’s website, postings within system buildings, the State Dept. of Ed. website, ETSU career placement website, college job fairs, and minority recruitment through magazine ads and websites.

The principal has 22 years of educational experience. She attends the district’s leadership classes monthly along with scheduled principal’s meetings. She conducts staff meetings each month and staff development as needed. She meets and greets students each morning to promote the school’s mission of a positive and caring environment. The principal is our instructional leader. She requires skills checklists, benchmarks, progress monitoring, interventions, collaborations, communication folders, and Weeks in a Peek to be completed. She conducts frequent walk-throughs along with formal and informal assessments. She promotes teamwork and problem solving. She has organized a Parent Advisory Council. A principal’s newsletter is sent home each month. Discipline follows the district’s School-wide Positive Behavior Plan. The principal promotes excellence and high expectations.

Teaching Experience:

Teachers years of service
- 7 teachers with 0-5 years
- 6 teachers with 6-10 years
- 4 teachers with 11-15 years
- 3 teachers with 16-20
- 5 teachers with 21-25 years
- 3 teachers with 26-30
- 3 teachers have 31+
100 % of our faculty is white.
99% of our faculty is female and 1% is male.
65% of our faculty has an advanced degree.

100% of our faculty teach in their certificated area

Our teachers have received several grants. We have received $5000 from Dollar General, $500 from Eastman Chemical, $2500 from Toyota TAPESTRY, and the school received $2000 from the Community Clothes Closet. At this time we are waiting to hear replies from Dollar General, Lowe’s and My Hometown Helper to see if we have received grants. Also, one teacher received $1000 from Wal-Mart for “Teacher of the Year” to spend in her classroom.

Student Characteristics

Surgoinsville Elementary is a K-4 school that has an enrollment of 430 students from a variety of backgrounds. Student demographics categories are race/ethnicity and gender. At this time 94.35% are white, 2.59% are African-American, 2.59% are Hispanic (ESL/ELL), and .47% are American Indian. Currently the male-female population is 218 females and 212 males. 250 students, or 61.63%, of our student population are economically disadvantaged. This number qualifies Surgoinsville Elementary as a Title I school. We have .05% of our students qualifying for Special Education and .07% of our students are served by our Speech Pathologist. Our attendance rate for the 2006-2007 was 95% and our promotion rate was 93.8%. The transfer rate of students is .05%. Grades K-3 have a per pupil expenditure of $17.50 and grade 4 is allotted $14.50.

Parent/Guardian Demographics

According to the 2007 parent survey 78.3% of our students live in two parent homes while 21.7% live in a single parent home. 44% of parents have completed high school, 29.5% have some college education, and 24% have graduated from college with associates, bachelors or masters degrees. The average income is $31,300.

Parents at Surgoinsville Elementary are actively involved in our PTSO, classrooms, tutoring program, and other student activities. Each grade level and related arts class hosted a parent engagement night throughout the year with activities such as our heritage, measurement, science experiments, and writing books. Each grade level also presented a program ranging from square dancing to sign language to our PTSO each month to encourage more parent participation. Parents are encouraged to attend parent-teacher conferences, assembly programs, and award ceremonies. Parents help with fundraisers and TCAP testing. One parent from each classroom is on the Parent Advisory Committee which meets monthly to address the concerns and needs of the school. Parental support is a crucial part of Surgoinsville Elementary School’s success.

Community Characteristics

Surgoinsville is a community within Hawkins County, Tennessee. Hawkins County is 2000 square miles and has a population of 55,851 (Census 2000). The diversity of Surgoinsville is made up of several economic, religious, social, cultural and ethnic groups. The ethnic breakdown includes, White, Hispanic, African-American, and American Indian. Many families in our community work as farmers. Other families are employed by AFG, Eastman, Phipps Bend Industrial Park, IPC, and TRW.

Surgoinsville Elementary has many community volunteers. The M&M’s (Methodist Mentors) are citizens that work with kindergarten students twice a week for an hour on reading and academic skills. The Christian Women’s Fellowship Organization taught third grade students etiquette skills. Two businesses, William’s Drug Store and Mr. Cash, sponsored a coloring contest for our students. Projects, such as bike safety and Santa letters, are provided to kindergarten through fourth grade by the Key Club from Volunteer High School. Surgoinsville Middle School’s seventh grade language arts students come during Dr. Seuss week to read to the kindergarten and first grade students. Fourth grade students at our school participate in 4-H programs and a soil conservation program that was held at Laurel Run Park.

Several local businesses have formed partnerships with our school. Eastman Chemical Company has provided judges for science fairs, grants, and materials for classroom use. The Community Clothes Closet has provided the school with monetary help to buy needed supplies for the school. Both the Methodist and Baptist churches in Surgoinsville help to provide needed supplies for the children as well as clothing. Davidson’s Farm, LaFollette’s Greenhouse, and Lowe’s provide plants for our science garden and school enhancement. TRW and Cooper’s Standard have provided monetary donations for the library (AR reading program). Food City has contributed items for the PTSO. Rogersville Review provides weekly newspaper through the Newspapers for Education program.

There is a relationship between the school and local Head Starts, preschools, and daycares. They are encouraged to schedule a day in the spring to bring their students into the school to meet faculty and tour the building. Kindergarten teachers hold a scavenger hunt for the incoming students and parents to familiarize themselves with their new environment. Also, the outgoing fourth graders are invited to tour the middle school at the end of the year to become acquainted with middle school procedures.

The community uses our school for Girl Scouts and Boy Scouts meetings. Surgoinsville Parks and Recreation uses our facilities for Tee-ball/Baseball/Softball and Little League Basketball. Surgoinsville Middle School also uses our facilities for softball and baseball.

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

In preparing Component 3 data analysis, Surgoinsville Elementary School reviewed the following information regarding academic achievement:

ESI Screening for all Kindergarten students

TCAP scores for all first and second grade students (This testing is required by

Hawkins County Schools.)

TCAP scores for third and fourth grade students (This testing is required by the

state.)

§ Disaggregation Summary Reports

§ Performance Percentage Proficient

§ Class Record Sheets

§ Performance Level Summary Reports

§ Performance Index Report

State of Tennessee School Report Card

§ School Profile

§ Student Academic Achievement

§ TVAAS (Value Added)

§ Benchmarks

§ Tennessee 2007 NCLB Results

Hawkins County Language Arts Curriculum Pacing Guides for Grades

Kindergarten through 4^th

Hawkins County Math Curriculum Pacing Guides for Grades Kindergarten

through 4^th.

Mid- term and Six Weeks Report Cards and Progress Reports

Teacher Observations

Textbook Diagnostic Assessments

Accelerated Reader Reports

System Wide Attendance Reports

School Wide Attendance Reports

Weekly Grade Level Teacher Collaborations

System-Wide grade level meetings

Classroom teachers also use unit, chapter, and benchmark tests to assess student mastery.

The following non-academic data was also considered in reviewing our students:

Attendance Rates

School Wide Parent Surveys

Free and Reduced Lunch Reports

Ethnic Demographics

Suspension Information

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.

The Tennessee Curriculum Framework defined the learning expectations for our students.

Technological resources were used to determine performance levels including Accelerated Reader, Performance Series, Anywhere Learning System, and STAR Reading.

Performance levels were also determined by teacher observations, teacher input, parental observations, parental input, classroom assessments, and textbook assessments. Other assessment methods include TCAP achievement scores, Early Screening Interventions for kindergarten, and the Tennessee State Report Card.

Data was collected from all available 2007 reports.

Non-academic Profile:

In 2007, Surgoinsville Elementary School’s student population was 384 in grades K-4, with 67.4% classified as economically disadvantaged. The population was 95.8% white, 2.0% Hispanic, 1.5% African American, and 0.7% Native American/Alaskan. Our school’s attendance rate was 95%, which exceeded the state goal of 93%. The promotion rate was 93.6%, which did not meet the state goal of 97%. This is an area of concern for improvement at our school.

Student Academic Achievement:

Student academic achievement scores were compared from 2006 and 2007. Surgoinsville Elementary School exceeded state scores in every subject except reading/language arts for 2006.

In 2006, our school scored a 61(A) in math, compared to the state score of 57(A). Reading/language arts score was a 54(B) compared to the state score of 56(B). Social studies score was a 56(B) compared to the state score of 54(B). Science score was a 57(B) compared to the state score of 55(B).

In 2007, our school scored a 64(A) in math, compared to the state score of 57(A). Reading/language arts score was a 57(A) compared to the state score of 56(B). Social studies score was a 57(B) compared to the state score of 54(B). Science score was a 58(B) compared to the state score of 55(B).

Kindergarten, First, and Second Grade Trends:

At the beginning of each year, kindergarten students are screened using the Early Screening Inventory (ESI). Students scoring below level are reevaluated in six weeks. Students must show mastery of all skills by the end of the year.

In 2007, first and second graders scored average in math, reading/language arts, science, and social studies. Test scores are only disaggregated at the school and county levels since they are not required to be administered by the state to first and second graders.

Grade cards are sent home each six weeks to notify parents of their child’s progress.

Third Grade Trends:

In 2007, 96.2% of students were proficient or advanced in math, 97.8% in reading/language arts, 86.1% in science, and 84.8% in social studies. Of the economically disadvantaged students, 93.3% were proficient or advanced in math, 97.8% in reading/language arts, 82.2% in science, and 77.8% in social studies.

Summary of Strengths and Needs

Strengths in Grades 3 and 4:

Math:

Students were above the system average for percent proficient or advanced in grades 3 and 4.

Reading/Language Arts:

Students were above the system average for percent proficient or advanced in grade 3.

Science:

Students were above the system average for percent proficient or advanced in grade 3.

Social Studies:

Students were above the system average for percent proficient or advanced in grade 3. Students met the system average for percent proficient or advance in grade 4.

Needs in Grades 3 and 4:

Reading/Language Arts:

Students in 4^th grade were below the system average.
4^th grade was 88.1% proficient or advanced compared to the system average of 90%.

Science:

Students in 4^th grade were below the system average.
4^th grade was 85.1% proficient or advanced compared to the system average of 86.5%.

Promotion Rate: Our school did not meet the state promotion rate of 97%.

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

The following information has been compiled from the 2007 Tennessee State Report Card and TVAAS. 146 students in grades 3 and 4 took the TCAP test in 2007.

Race/Ethnicity - 2% of the third and fourth graders are of race/ethnicity other than white.

Economically Disadvantaged –

In 2007, 63% of third and fourth graders tested received free or reduced lunch.
93% of our economically disadvantaged third grade students scored proficient or advanced in math.
89% of our economically disadvantaged fourth grade students scored proficient or advanced in math.
98% of our economically disadvantaged third grade students scored proficient or advanced in reading/language arts.
85% of our economically disadvantaged fourth grade students scored proficient or advanced in reading/language arts.

Students with Disablities –

10% of the third and fourth grade population was special education students.
In math, 36% scored below proficient, 50% scored proficient, and 14% scored advanced.
In reading/language, 14% scored below proficient, 79% scored proficient, and 7% scored advanced.

Limited English Proficiency - 1% of student population tested was categorized as ELL. Disaggregation of this information was not available on the NCLB/AYP school summary report.

Gender-

Gender differentiation in 2007 showed that:

In 3^rd grade, 97% of all males and 95% of all females scored proficient or advanced in mathematics.
In 4^th grade for 2007, 90% of all males and 96% of all females scored proficient or advanced in mathematics.
In 3^rd grade, 97% of all males and 100% of all females scored proficient or advanced in reading/language arts.
In 4^th grade for 2007, 85% of males and 93% of females scored proficient or advanced in reading/language arts.

Proficiency Level Disaggregation-

96% of all 3^rd grade students and 93% of all 4^th grade students scored proficient or advanced in mathematics. Both of these were above the state average of 89% for 3^rd grade and 90% for 4^th grade for proficiency.
99% of all 3^rdgrade students and 88% of all 4^th grade students scored proficient or advanced in reading/language arts. In 3^rd grade, this was above the state average of 92%. In 4^th grade, this met the state average of 88%.

Growth Differences between High, Middle, and Low Achievers-

In the 2007 TVAAS Report for Surgoinsville Elementary School, there was a significant difference (-14.2) between low (Quintile 1) and middle achievers (Quintile 3) in 4^th grade mathematics. We received a score of -10.2 for high achievers (Quintile 5).
In reading/language arts for 4^th grade, there was a gain of 2.9 for high achievers (Quintile 5). We received -7.7 for the middle achievers (Quintile 3) in 4^th grade reading/language arts. There was not enough data to disaggregate for low achievers in mathematics or reading/language arts due to low number of students in this category.

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

Through complete review of the previously discussed data in Component 1b, Surgoinsville Elementary School’s areas of strength are as follows. In 3^rd grade, 96% of students were proficient or advanced in mathematics and 99% were proficient or advanced in reading/language arts. In 4^th grade, 93% of students were proficient or advanced in mathematics and 88% were proficient or advanced in reading/language arts. In 2007, students in grades 3 and 4 met or exceeded the state’s average of proficiency in both mathematics and reading/language arts. From 2006 to 2007, we raised Academic Achievement Scores in all subject areas except reading/language arts, and in 2007, exceeded state scores in all subject areas. In 2007, our attendance rate of 95% exceeded the state’s attendance rate of 93%.

According to data collection, areas that need to be strengthened are as follows. Students in 4^th grade did not meet the system average for proficient or advanced in reading/language arts and science. The state promotion rate of 97% was not met by our school. On the TVAAS (Value Added) Report, our school declined in both math and reading/language arts for 2006-2007.

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

The following targeted goals were based upon research from test data such as TCAP scores and the TVAAS (Value Added) Report:

Goal 1: Continue to meet and exceed NCLB benchmarks in all subgroups/areas of the TCAP

test.

Goal 2: Improve the TVAAS (Value Added) Report in the areas of mathematics

and reading/language arts for all subgroups or meet safe harbor.

Goal 3: Improve our school’s promotion rate of 93%.

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

Guiding beliefs and core values for Surgoinsville Elementary School are:

Learning

We believe students learn best in a disciplined environment with high

expectations for learning while using varied instructional strategies.

Teaching/Excellence in Education

We believe excellence in education occurs when each student is offered an individualized, data driven, and challenging curriculum by highly qualified educators using research based strategies/best practices with continuous assessment while following policies and procedures.

Students

We believe in a student centered educational approach where all students are excited and motivated to learn.

Teamwork/Collaboration

We believe the responsibility for student learning is shared by the student, family, school, and community.

Diversity

We believe each stakeholder should be treated with dignity and respect while meeting individual needs.

Values

We value and expect honesty, integrity, punctuality, responsibility, and respect for others in students, faculty, staff, and all other stakeholders.

Communication

We value open, honest, and respectful communications between all stakeholders.

Common Mission

The mission of Surgoinsville Elementary School is to educate with excellence by meeting all state standards in a caring, positive, and safe environment.

Shared Vision

The vision for Surgoinsville Elementary School is to Be the Best in all areas of education.

TEMPLATE 3.1.a: Curricular Practices

Template 3.1.a: Curricular Practices

(Rubric Indicators 3.1 and 3.2)

Current Curricular Practices

SES has a Reading/Language Arts and Math curriculum that is prioritized and mapped.

SES has implemented a grade appropriate cohesive standards-based model for literacy.

SES has implemented a grade appropriate cohesive standards-based model for math.

SES has implemented formative assessments aligned with the school’s benchmarks.

SES has a support system in place for enhancing the quality of curriculum and instruction.

Monitoring is in place at SES for enhancing the quality of curriculum and instruction.

SES communicates a shared vision of learning goals to all stakeholders through a variety of media formats.

Evidence of Practice (State in definitive/tangible terms)

· TN Blueprint for Learning

· Pacing Guides

· Scope/

Sequence

Charts

· TN Blueprint for Learning

· Fluency Checks/

Fresh

Reads

· Three Tier Model

· 8 Steps to Student Success

· Five Components of Reading

· Intervention

· Progress Monitoring

· Literacy Centers

· Mountain Language

· Skills Checklists

· Scott Foresman reading series (2007)

· TN Blueprint for Learning

· Intervention

· Chapter/

Unit Tests

· Quick Checks

· Skills Checklists

· Progress Monitoring

· 8 Steps to Student Success

· Mountain Math

· Houghton Mifflin mathematics series (2006)

· Pacing Guides

· Accelerated Reader

· Ed Performance

· STAR

· ALS

· Benchmarks

· Fluency Checks/Fresh Reads

· Quick Checks

· Chapter/Unit Tests

· Three Tier Model

· Intervention

· Horizontal/

Vertical

Alignment

· Collaboration

· Staff Development

· Integrating Technology

· Differentiated Instruction

· Use of Manipulatives

· Evaluations

· Cooperative Learning

· Week in a Peek

· Collaboration Notes

· Benchmark Tests

· Fluency Checks

· Walk-throughs

· Informal/

Formal

Assessments

· Pacing Guides

· Data Analysis

· Week in a Peek

· School Newsletters

· Principal Newsletters

· School Website

· Classroom

Web-pages

· Communication Folders

· Planners

· E-mail

· Progress Reports

· Report Cards

· School Marquee

· School Handbook

Is the current practice research-based?

yes

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

yes

Has the current practice been effective or ineffective?

effective

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

TCAP

TVAAS

Report Card

Benchmark Tests

TCAP

TVAAS

Report Card

Benchmark Tests

TCAP

TVAAS

Report Card

Benchmark Tests

TCAP

TVAAS

Report Card

Benchmark Tests

TCAP

TVAAS

Report Card

Benchmark Tests

TCAP

TVAAS

Report Card

Benchmark Tests

TCAP

TVAAS

Report Card

Benchmark Tests

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

Increase in Performance Scores

Evidence of equitable school support for this practice

All teachers are given the TN Blueprint for Learning and Pacing Guides.

All teachers are given the TN Blueprint for Learning. 8 Steps to Student Success is implemented school-wide. All classroom teachers, including Special Education, use the same reading curriculum. All classroom teachers provide intervention

All teachers are given the TN Blueprint for Learning. All classroom teachers, including Special Education, use the same math curriculum. 8 Steps to Student Success is implemented school-wide. All classroom teachers provide intervention

All teachers are given Pacing Guides. Assessments are administered K-4.

The following practices are implemented school-wide: Intervention

Horizontal/Vertical Alignment

Collaboration

Staff Development

Integrating Technology

Differentiated Instruction

Use of Manipulatives

Evaluations

Cooperative Learning

The following practices are implemented school-wide:

Week in a Peek

Collaboration Notes

Benchmark Tests

Walk-throughs

Informal/Formal Assessments

Pacing Guides

Data Analysis

The following practices are implemented school-wide:

Week in a Peek

School Newsletters

Principal Newsletters

School Website

Communication Folders

Planners

E-mail

Progress Reports

Report Cards

School Marquee

School Handbook

Next Step (changes or continuations)

We will continue the practice, updating as the state mandates.

We will implement DIBELS for Kindergarten and at-risk students. We will continue to have a part-time reading interventionist.

We will use appropriate assessment to guide decisions relative to student achievement. We will strive to obtain a part-time math interventionist.

We will implement more formative evaluations in Kindergarten.

Staff Development days will be used for more training of research-based strategies.

Continue the use of these practices.

Continue to improve and up-date classroom web-pages and school website.

TEMPLATE 3.2.a: Instructional Practices

Template 3.2.a: Instructional Practices

(Rubric Indicators 3.3 and 3.4)

Current Instructional Practices

Classroom instruction is aligned with the standards based curriculum.

Classroom organization and management techniques support the learning process.

Students are provided with multiple opportunities to receive additional assistance.

Teaching process is data-driven.

Teachers use a wide range of research based, student centered teaching strategies

Students are actively engaged in high quality learning environments supported by higher order thinking skills.

Evidence of Practice (State in definitive/tangible terms)

· Reading & Math

· Checklists

· All skills are divided into six week increments as they are to be taught, then checked and dated.

· 90 Minute Reading Blocks

· Class Schedule

· Literacy Centers

· Mountain Language

· Intervention time logs

· Reading Interventionist

· Two paraprofessionals per grade level

· Peer tutoring

· Disaggregation of test data

· Analyzing test scores

· Literacy Centers

· Technology

· Cooperative Learning

· Peer Tutoring

· Use of Manipulatives

· Rubrics

· Technology

· Accelerated Reader(AR) Advanced Learning System(A+), United Streaming, educational websites (Starfall.com and funbrain.com)

Is the current practice research-based?

yes

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

yes

Has the current practice been effective or ineffective?

effective

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

Tennessee Blueprint for Learning

TCAP Reports

Benchmark Tests

STAR

ALS

Accelerated Reader

TCAP Reports

Benchmark Tests

Fluency Checks

ALS

Math Quick Checks

STAR

TCAP Reports

Benchmark Tests

ALS

Math Quick Checks

STAR

TCAP Reports

Benchmark Tests

ALS

STAR

Accelerated Reader

Improved TCAP scores in reading and math. United Streaming also works well for supplementing science and social studies instruction.

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

School report card shows an “A” in Reading/Language Arts and an “A” in Mathematics

Students have more time to cover all five components of reading. Weekly assessments reflect skill mastery.

At-risk readers receive small group instruction on their level. Those who attend have shown an increase in reading and skills mastered, as is reflected in their grades.

Student test scores improve and show gains.

These programs demonstrate their effectiveness through increased scores as progress is tracked throughout the year.

Evidence of equitable school support for this practice

School-wide practice.

School-wide practice. Each teacher has two 45 minute blocks per week for intervention.

School-wide practice.

Each class has a minimum of 45 minutes per week allotted for instruction using computers. Each classroom has a

Computer station.

Next Step (changes or continuations)

Continue practice, ensuring that all skills are taught and reviewed regularly with a focus on higher order thinking skills.

Continue practice, making sure that the five components of reading are included in each lesson.

Continue practice, assessing regularly and changing students as necessary.

Continue the practice, documenting the strengths and weaknesses over a greater period of time (one full school year).

Provide more staff development for implementing these practices.

Continue practice for different skills as needed by classroom 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?)

TIME
MONEY
PERSONNEL
OTHER RESOURCES

Time:

Block of 90 minutes of uninterrupted reading
Reading and math intervention for 45 minutes twice a week by the classroom teacher
Reading interventionist provides 30 minutes of Tier II instruction daily
Librarian provides 30 minutes of Tier III instruction to first grade
45 minute weekly horizontal collaboration to discuss instructional strategies and student needs
Protection of instructional time

Money:

Instructional supply money used to enhance student achievement
BEP funds used for technology in the classroom
Title I funds used for reading interventionist, staff development, parent engagement, technology, and instructional supplies
Grant money awarded to provide additional instructional supplies

Personnel:

Part-time reading interventionist
Additional teaching assistants (two per grade level)
Weekly computer class with a full time assistant who facilitates age appropriate programs that work on higher order thinking skills
ELL and ESL interpreters provide additional assistance for instruction

Other Resources:

A community group called the Methodist Mentors (M & M’s) read with the Kindergarten students once a week and work with the students one-on-one to review reading and math skills
School Wide Positive Behavior program is being implemented this year to support classroom instruction
Staff development has been provided to enhance instructional strategies using the skills checklists

“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

Time:

Additional 30 minutes of instruction with a math interventionist

Money:

Seek other grant money for additional instructional materials and technology

Personnel:

Additional paraprofessionals are needed

Other Resources:

More training of all personnel with differentiated instructional strategies, higher order thinking skills, and classroom management strategies.

Equity and Adequacy:

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

All grade level teachers have the same planning time, which allows time for horizontal and vertical collaboration to discuss instructional strategies. Scheduling allows for a 90 minute reading block daily in all grade levels. Paraprofessionals are used in all classrooms to help with student intervention and instruction. All classroom teachers use reading/language arts and math checklists to ensure that all assessed skills are taught.

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

Each teacher receives the same amount of money through BEP to spend on instructional supplies. Kindergarten has textbook money based on enrollment to be spent on workbooks or any other hands-on materials. Funds are also allocated to provide necessary technology to enhance student achievement. Title I funds have allowed for a part-time reading interventionist to provide instructional support to struggling students. Funds have also been allocated for staff development of instructional strategies.

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

Based on our assessment data, we monitor, assess needs, and adjust instruction accordingly. TVAAS gains from third to fourth grade have not improved, and we are currently making all efforts to address this issue. Data has been analyzed to locate areas of weakness, and strategies have been implemented to make gains.

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

(Rubric Indicator 3.4)

Instructional Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

The data analysis of our TCAP scores for 2007 show that Surgoinsville Elementary exceeded the state scores in all areas (Mathematics, Reading/Language Arts, Science, and Social Studies). The instructional practices listed above have helped us to make this progress. The 90 minute reading block allows us the time we need to focus on the five components of reading: phonics, phonemic awareness, comprehension, vocabulary, and fluency. We utilize technology programs, such as STAR, Accelerated Reader, and Advanced Learning System, to monitor and track student success. During intervention teachers provide additional instruction of assessed skills to students that have not yet mastered these skills. Also, our county-wide checklists are provided so that teachers are able to track assessed skills that need to be taught and mastered before TCAP testing. The use of these practices by everyone at our school is our greatest strength and is reflected in the exceptional TCAP scores that our students made in 2007.

Instructional Summary Questions- Narrative Response Required

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

According to the data analysis results in Component 1b, our major challenges are:

v Data shows the highest achievers in the classroom are making the least gains.

v Students in grade 4 did not meet the system average for proficient or advanced in reading/language arts and science.

v On the TVAAS Report, our school declined in both math and reading/language arts.

Instructional Summary Questions- Narrative Response Required

How will we address our challenges?

We have modified our schedule this year, using “The Eight Steps to Student Success” as our guideline. Every classroom implements a 90 minute reading block, during which the instruction is geared towards the Tennessee Blueprint for Learning. The assessed skills were divided into six-week increments and placed on a checklist for each teacher to follow (county wide), to ensure that each skill has been addressed and reviewed before the TCAP testing begins. If a student does not master a skill, the classroom teacher will reteach the skill during a time allocated for “intervention.” Those students, who continue to struggle in the area of reading, may be referred to one of our two reading coaches, for a more focused small group instructional lesson. We plan to provide more instructional enrichments within the instructional day. In return, these gains should be reflected in our test scores.

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007

TEMPLATE 1.1: SIP Leadership Team Composition

TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

Amy McFarland

Amanda Spears

Jane Ann Lanning

Ellen Brumett

Susan Jones

Mindy Hunley

Bethany Musslewhite

Carrie Smith

Minnie Bates

Linda Winegar

Shona Barrett

Theresa Eidson

Sarah Clifton

Melissa Smith

Betty Sandidge

Bill Christian

Vickie Byington

Kathy Dykes

Wayne Haun

Jodi Horton

Patsy Allen

Cathy Milligan

Betty Brown

Betsy Fritts

Susan Bell

Tyra Arnold

Lori Weems

Lori Lane

Sharon Berry

Jeff Hesoun

Matt Johnson

Shasha Laster

Karen Hostetler

Stacy Christian

Ben Armstrong

Kim Barton

Elaine Olinger

Dorinda Carpenter

Debbie Greer

Dawn Manis

Lucia Price

Heidi Hesoun

Mary Nancy Thurman

Rylie Housewright

Susanna Hauk

Bobbi Wilson

Jacki Dickerson

Amy Christian

Jayne Smith

Connie Smith

Sandra Henderson

Keri Masters

Becky Lane

Deb Willis

Linda Skelton

Alexis Mauk

Sarah Evans

Susan Trent

Kristi Cardenas

Rhonda Brownlee

Rhonda Lipe

Barbara Williams

Denise Fugate

Annette Ringley

Tammy Robins

Cynthia Ragsdale

Wayne Thurman

Tori Gossett

TEMPLATE 1.3.1: Data Sources (including surveys)

TEMPLATE 1.3.2: School and Community Data

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

TEMPLATE 1.5: Data Collection and Analysis

Non-academic Profile:

Student Academic Achievement: