3.1.a: Curricular Practices

Transcription

1 COMPONENT 3 CURRICULUM, INSTRUCTION, ASSESSMENT, AND ORGANIZATIONAL EFFECTIVENESS 46

2 3.1.a: Curricular Practices Current Curricular Practices Evidence of Practice (State in definitive/ tangible terms) TN Dept. of Ed. Stards Utilize TN Department of Education State Stards MCS correlates state stards with Literacy Math Programs Staff is trained on a regular basis in the use of stards based in PLT Teacher Weekly Lesson Plans are driven by stards Stards are identified posted in the classrooms, in Curriculum Mapped & Prioritized Curriculum is mapped by each grade level in grade level curriculum maps project maps Daily is guided by the TN Blueprint for Learning Learning Village SPI s are posted in the classroom noted on Lesson Plans to drive Teachers implement effective methods daily in Reading, Language Arts, Math, Science Social Studies Teachers meet Benchmarks Established Baseline s are administered by the teachers to students three times a year to monitor student progress track student performance using a variety of s Data is gathered analyzed to form student grouping provide appropriate intervention Data is also utilized to Formative Aligned with Benchmarks TCAP is analyzed as a form of formative to drive Renaissance Formative is administered three times a year is aligned with state benchmarks Data from Formative is used to drive, plan for grouping, intervention Support for C&I Professional Development is provided by weekly Professional Learning Community led by the Principal PDSCC to provide support for programs that drive curriculum Teachers participate in District Training Technology is utilized daily to support curriculum Monitoring is in Place for Quality Instruction monitoring forms are utilized to track student progress on baseline s in literacy math Formative Reports are used to monitor student progress Intervention strategies are monitored for effectiveness Progress Monitoring teacher observation Teaching Learning Materials Correlated to Stards Instructiona l materials are correlated with the curriculum distributed to the staff Materials purchased by Title I are distributed as needed Curriculum guides are used for lesson planning along with TN Blue Print for Learning, Learning Village, Teacher Communication of a Shared Vision Mission & Vision shared with the school community various methods Curriculum Maps & Project Guides are sent home every six weeks by grade level School Website Grade Level NCLB Curriculum Parent twice a year Monthly NCLB Parent Progress Reports Parent/Teacher contact Logs Parent/Teacher Conferences Grade Level 47

3 Is the current practice researchbased? Is it a principle & practice of highperforming schools? lesson plans curriculum guides Teachers utilize SPI s that are provided by the administration to guide Math Literacy Blocks are implemented a stards based curriculum during 90 minutes of uninterrupted for Literacy 60 minutes of Math on grade level during common planning times to map curriculum. Differentiated is utilized to ensure that students receive appropriate in Reading & Math curriculum on an individual basis. make a prioritized list of performance objectives to ensure that best practices are used to meet stard benchmarks Literacy stards are integrated using AIMSWEB Testing Benchmarks progress monitoring on grade level to ensure cohesive is being implemented AIMSWEB is utilized in Kindergarten, 1 st Grade & 2 nd Grade Interventions are utilized to support C&I New teacher mentoring supports curriculum SPI Books Intervention materials are utilized to support Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Support Team EXCEL Plans District Parent Workshops TCAP Parent Reports 48

4 Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? (identify all applicable sources) Evidence of effectiveness or ineffectivenes s (State in terms of Effective Effective Effective Effective Effective Effective Effective Effective Lesson Plans Professional Development Meeting Minutes TCAP Data Houts from Professional Development Evaluations Surveys NCLB Benchmarks for AYP Met Exceeded Benchmarks by 96% in Lesson Plans TCAP Data Curriculum Maps Project Guides Teacher Schedules Progress Reports Report Cards TCAP Data reveals that the curriculum is effective Renaissance Formative TCAP Data Formative Reports Monitoring Form in Reading, Math & Writing Unit Skills in Reading Ways to Assess in Math DIBELS Data AIMSWEB data reveals growth from benchmark to benchmark TCAP Data Formative Reports Monitoring Form in Reading, Math & Writing Unit Skills in Reading Ways to Assess in Math DIBELS Data Formative results reveal student mastery of Professional Development Minutes, Agendas & Sign In Sheets Teacher Evaluations Lesson Plans reflect evidence of support Student Progress Reports AYP Data Monthly Mentoring Logs Baseline growth increased Decrease in the number AIMSWEB Progress Monitoring & Benchmark Reports Monitoring Forms Walk Through Evaluations Renaissance Reports Stanford Math Monitoring Data Teacher Evaluations Student Progress Reports Progress on benchmark & baseline Stards Curriculum Maps Project Guides Assessmen t Data Teacher observation of the use of materials equipment purchased by sitebased budget & Title I Budget Classroom s equipped with necessary materials to guide Surveys to all stakeholders Data Posted in the school visible for all to see Written Notification of AYP Status Parent/Student Hbook Evaluations from Parent Professional Development Sessions School Calendar sent home monthly School Newsletter School Leadership Council Meeting Curriculum Map & Project Guide sent home each six weeks by grade level Parent & Teacher evaluations during teacher parent professional 49

5 quantifiable improvement) Evidence of equitable school support for this practice Next Step (changes or continuations) Reading/ Language Arts 95% in Math TVAAS indicates growth in Reading/ Language Arts Grade Level Common Planning Times Professional Development Weekly Agendas, Minutes, Sign In Sheets Lesson Plans Maintain stards driven that results indicate progress the year DIBELS & VIP results increased over three benchmarks Reading & Math Unit Skills Tests Results indicate mastery of skills taught District Wide Pacing Guide Curriculum Guides Grade Level Common Planning Time Professional Development Weekly District Support on site monitoring professional Posted in the classrooms daily Lesson Plans reflect SPI s Continue grade level common planning to ensure that (Fall to Spring) Baseline results from fall to spring reveal growth Benchmark Tests monitor student progress Voyager, DIBELS, Formative Baseline Unit s Continue analysis of benchmark data to SPI s increased over the course of the three tests administered during the school year Instruction Formative is aligned very closely to SPI s for the state District Formative in grades 3-5 Voyager in grades 2-5 DIBELS in K-1 Baseline Monitoring Form Data Analysis in PLT Monitor the analysis of Formative of referrals Decrease in STAR Reports TCAP Data Shows growth AIMSWEB Growth on Benchmarks is positive Formative Growth After-School Saturday Intervention Program NCLB Parent Parent Conferences Student Progress Reports Mentoring Continue Professional Development that supports mastered on Formative Student Progress Reports reflect student achievement increased from progress report to progress report Interventions appropriately administered Formative Reports Grade Level Professional Development Data Analysis Session Minutes, Sign In Sheets Agendas Grade Level Monitoring Report Teacher Observations monitor baseline forms Assessme nts reflect that money is being utilized for the appropriat e reasons Materials provided to classrooms to support curriculum Title I Purchased Materials District, State Federal Funding utilize site based & Title I Calendar Newsletters School Climate Survey Results School Website Monthly Newsletters send parent & community communications 50

6 reflects differentiated al strategies & best practices that support student achievement Continue data analysis to ensure that stards are addressed curriculum is monitored Increase cross grade level planning to monitor close any gaps in the curriculum Continue Professional Development that promotes best practices data analysis provide appropriate intervention Maintain high expectations Data on a continual basis Track student progress using Monitoring Form Maintain alignment of with formative classroom, analysis of data, alignment of stards Maintain the support system support team meetings parent conferences Maintain appropriate technology use research based best practices in order to provide appropriate intervention monitor progress using formative reports Increase communication between grade levels to close gaps Budget to support best practices stards based Survey parents to schedule meetings at times that meet parent needs 51

7 3.1.b: Curriculum Gap Analysis Curriculum Gap Analysis Current Utilization of Resources Federal, state, district guidelines mate the structure of the courses at Rozelle Creative Performing Arts Elementary School. The Blueprint for Learning: A Teacher s Guide to the Tennessee Curriculum guides providing the Student Performance Indicators, SPIs, Teacher Performance Indicators, TPIs, organized by grade level subject. Rozelle is an optional school that focuses on the performing arts. The performing arts program creates a stimulating environment that ensures that students receive adequate reinforcement of the core curriculum in a creative manner. Research indicates that students that receive arts training correlated with a strong curriculum achieve at higher levels. Along with timely assistance to students that need extra help, Rozelle is maximizing its resources to assure student achievement. Time Utilization Rozelle teachers are provided with common planning daily to work in a cooperative setting to ensure student achievement. Teachers are involved in Professional Development once a week in Professional Learning Teams to analyze data, evaluate current classroom practices, learn new skills needed to support classroom. Professional Learning Teams collaborate across grade levels to evaluate current curriculum make necessary changes that will close any gaps that are identified. Teachers are involved with district on-site professional focused on implementation of the curriculum after school during summer months. All teachers including support team members consistently seek new strategies to improve the school climate to increase student achievement. Class schedules include all content areas as well as, the arts. Schedules reflect 90 minute literacy blocks 60 minute blocks for math daily. Encore classes are scheduled in 50 minute blocks. Encore classes include: Art, Music, Dance, Library, Creative Writing. All students receive arts in addition to the core curriculum each day. Intervention is implemented daily using Voyager Stanford Math for 45 minutes. Scheduling allows teachers to meet on grade level daily for PLT meetings weekly. After-School Saturday tutoring classes are offered to students in grades 3-5 from October to April. Budget Utilization Rozelle Elementary School funding sources come primarily from Site-Based Title I budget allocations. Student enrollment determines site-based allocations the Title I budget is derived from the number of students that are economically 52

8 disadvantaged in the school. The site-based budget is utilized to purchase furniture, al materials, equipment, computers, supplies needed. Each teacher receives an additional $300 from the state to purchase extra materials for the classroom. Title I budget provides additional resources for the school. Additional personnel, materials, supplies, parent communication efforts, professional needs may be purchased to supplement the school learning environment. Extended Contract funds are utilized to support the after-school Saturday tutoring program. Teacher salary for the program is supported the Extended Contract Office. Human Resources Rozelle Faculty consists of 19 regular education teachers, five support teachers, one special education teacher. There are three part-time one full time paraprofessionals assisting with certified personnel. All employees are highly qualified. Support to families is offered the aid of the Guidance Counselor, School Psychologist, Social Worker. Often families have issues with basic educational needs our support team provides our families community with this character education, anger management, college, career awareness. The Instructional Facilitator leads PLT meetings provides professional on the use of al strategies best practices. The Instructional Facilitator also provides data analysis sessions on all forms of data. District support is provided Optional Schools Staff, Exceptional Children, Math/Literacy Leaders. This method of support brings expertise to the school from different areas of the district. Adopters provide support in-school tutoring extra personnel when needed. First TN also offers our fifth grade students a financial literacy program. 53

9 3.1.c: Curricular Summary Questions What are our major strengths how do we know? According to analysis of the current state of the school, the data indicated the following strengths: The current curriculum being implemented strongly correlates with state stards benchmarks. Rozelle targets SPIs for understing very thoroughly to ensure student performance. This is evident in AYP Data, Formative Data, Benchmark Data. The faculty staff implement strategies that encourage critical thinking skills integration of the core curriculum with the arts. This is evident in lesson plans, formal/informal observations, promotion rate, student achievement, TCAP data. The curriculum is monitored supported thoroughly for effectiveness. This is evident in lesson plans, classroom observations, monitoring forms, student performance data. Faculty, staff, parents, community members are dedicated to engaging in continuous professional. This is evident in professional teacher logs professional sign in sheets agendas. What are our major challenges how do we know? According to the analysis of the data, our curricular needs are: Teachers need more time to implement the various strategies curriculum mated by the district. This is evident in the teacher evaluations, surveys, classroom observations, PLT meeting minutes. Support paraprofessionals is needed to implement curriculum effectively. Our paraprofessional staff has decreased significantly within the past several years. It is evident this is needed due to comments on teacher evaluations, surveys, classroom observations. 54

10 How will we address our challenges? The following strategies will be utilized to address the curricular challenges facing Rozelle: Teachers will be trained in professional on time management strategies in order to implement the curriculum effectively. Seek additional funding in order to provide more personnel paraprofessionals. Seek additional volunteers for tutoring small group neighboring colleges. 55

11 3.2.a: Instructional Practices Current Instructional Practices Evidence of Practice (State in definitive/tangible terms) Alignment of Stards Based Curriculum with Classroom Instruction Instruction is Aligned with stards based curriculum Lesson Plans reflect stards based Student Performance Indicators (SPIs) Teachers post SPIs daily to ensure the alignment of Classroom Instruction is in Alignment with s are aligned with curriculum taught on each grade level SPIs are tested each six weeks for mastery which aligns with stards Teaching Process is Data Driven Teachers consistently analyze data to assist in differentiated student grouping for al delivery Teachers utilize intervention strategies as data is analyzed Students are Engaged in a High Quality Learning Environment Mapping concepts are utilized in grade K-5 Thinking Maps in all content areas Project Based Instruction is emphasized Project descriptions reflect Bloom s Taxonomy s Highest Levels Learning Centers are incorporated into Technology infused in each Wide Range of Research Based Teaching Strategies Class schedules reflect the incorporation of literacy math blocks for maximum learning time Thinking maps are utilized in all subject areas Project based The Arts are incorporated into teaching strategies Centers are incorporated into each classroom Responsive Classroom strategies Classroom Organization & Management Techniques Support the Learning Process School wide procedures are in place consistently enforced Learning centers are utilized Responsive Classroom strategies are incorporated to defuse situations before they occur morning meetings Peaceable School techniques provide teachers with a structure to create class Students are Provided with Multiple Opportunities for Additional Assistance All teachers offer multiple opportunities to provide students with additional assistance to improve student learning After School Tutoring Saturday Tutoring Program Voyager Reading Intervention Program Math intervention Stanford Math s web based program EXCEL Plans Support Team Classroom Instruction Supports Diversity Differentiate d Instruction supports different learning styles individual student needs Lesson Plans reflect plans for diverse to meet the needs of students Formal Informal Observations Inclusion implementati on IEPs meet students individual needs Small group 56

12 Is the current practice researchbased? Is it a principle & practice of highperforming schools? Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? (identify all applicable sources) classroom are incorporated Morning, environment organization & Peaceable Schools management techniques rules reward systems Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Effective Effective Lesson Plans SPIs posted in the classrooms TCAP results Formative Results SPI tracking form Formative used to identify SPIs needed to reteach TCAP PLT meeting minutes, agenda sign in sheet monitoring form Benchmark reports Grade Level Meeting Notebooks Student work displays with rubrics project descriptions Lesson Plans Classroom Observations Results Lesson Plans Classroom observations Organization of classrooms Class Schedules PLT meeting minutes, agendas & sign in sheets results Time on task observed schedules rotation of centers Student referral to office report Student Hbook Posted Procedures, Rules, consequenc es & rewards monitoring form STAR Folders Voyager Progress Monitoring AIMSWEB Benchmark reports Tutoring Monitoring Forms IEP & Support Team Meeting Minutes STAR Folders Support Team Meeting Minutes My Sidewalks reading intervention Stanford Math Intervention Arts that aligns with 57

13 Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for this practice AYP Data reflects an increase in reading scores TVAAS Report shows As Bs consistently All teachers participate in PLT weekly to align stards All teachers utilize Learning Village to complete lesson plans which is aligned to stards Increase in the number of students scoring proficient or advanced Formative Scores show an increase each All students are assessed, including Special Education, for mastery of SPIs All students, K-5, including special education, are assessed three times a year in all 100% of the teachers analyze data in order to drive All teachers participate in data analysis professional sessions regularly All teachers are provided with Notebooks in order to track student progress using various forms of 100% of the teachers utilize learning centers, Thinking Maps, word walls to create a high quality learning environment All teachers are provided with learning environment training in PLTs summer professional All teachers have received the materials necessary to create high quality learning Consistent increase in the number of students scoring proficient advanced Increase in the number of students mastering grade level expectations All teachers participate in professional opportunities that are research based Teachers use Learning Village to access objectives teaching strategies Walks are Consistent increase in the number of students scoring proficient advanced Increase in the number of students mastering grade level expectations Professional is provided to teachers on the implementati on of learning centers Responsive Classroom training was received by all teachers Guidelines are given to teachers 92% of students were proficient or advanced in Math 96% were proficient or advanced in Reading/Langu age Arts An increase in the number of students with disabilities scoring proficient Students are provided with during, afterschool, Saturday tutoring programs to provide additional assistance Mainstreaming students is used in 5 th grade Title I Fee waiver funds curriculum Professional Development focused on differentiated 100% of faculty participates in diversity training differentiated Students with Disabilities proficiency increased Materials are provided to meet students individual needs The learning environment supports small group 58

14 Next Step (changes or continuations) focus on stards driven alignment of lesson plans support teachers professional needs PLT Reading, Math, Writing, Science Social Studies in alignment with stards All students, K-5, including special education, are assessed three times a year using benchmark baseline s for Reading align data to drive make modifications using data s environment performed by peers, administratio n district personnel in order to ensure that classrooms are equipped with the knowledge of research based best practices use data to make al decisions analyze data to drive in professional sessions implement best practices in classroom maintain high expectations for learning provide professional addressing Bloom s Taxonomy implement that effectively engages students in the learning process provide professional which promote effective research based about Walks prior to the actual visit provide professional in classroom organization & the use of learning centers share the walk process with the staff on a regular basis are used to provide additional assistance to students IEP support team meetings are attended by administrative team All K-5 students utilize Voyager for Reading Intervention Stanford Math for Math Intervention track student progress in order to give timely assistance to students offer tutoring in-school intervention strategies Allocate funding to provide additional teacher assistants utilize data to meet the individual needs of all the students Provide extra support to al resource teacher in order to align with needs 59

15 strategies 60

16 3.2.b: Instructional Gap Analysis Instructional Gap Analysis Current Instructional Allocations Teachers staff implement research based al strategies that focus on student achievement. Rozelle has aligned research based strategies with state stards Responsive Classroom strategies, differentiated, Thinking Maps applications. Instruction is aligned in order to meet federal guidelines set by the NCLB federal benchmarks. Time Allocation All teachers attend district on-site professional focused on the use of research based data driven. Teachers are given opportunities to visit other schools during the school day on planning time in order to observe other schools best practices. Each grade level is provided with common planning time daily in order to plan on grade level. Teachers also meet in PLTs weekly in order to analyze data plan differentiated to meet individual student needs. Teachers also work together to refine the use of research based strategies best practices. Classes are scheduled to include of all content areas. Literacy blocks of 90 minutes are scheduled daily to ensure students receive uninterrupted in literacy. Morning meetings are implemented at the beginning of each day as a part of Responsive Classroom strategies. Math literacy intervention is provided daily for 45 minutes to students that are identified Voyager Passport Stanford Math. After-school tutoring Saturday tutoring program is offered for additional assistance to students in grades 3, 4, 5. Support classes are scheduled in Art, Music, Dance, Library Creative Writing in 50 minute blocks. Budget Allocation Rozelle Elementary School funding sources come primarily from Site-Based Title I budget allocations. Student enrollment determines site-based allocations the Title I budget is derived from the number of students that are economically disadvantaged in the school. The site-based budget is utilized to purchase furniture, al materials, equipment, computers, supplies needed. Each teacher receives an additional $300 from the state to purchase extra materials for the classroom. Title I budget provides additional resources for the school. Additional personnel, materials, supplies, parent communication 61

17 efforts, professional needs may be purchased to supplement the school learning environment. Extended Contract funds are utilized to support the after-school Saturday tutoring program. Teacher salary for the program is supported the Extended Contract Office. Human Resources Rozelle Faculty consists of 19 regular education teachers, five support teachers, one special education teacher. There are three part-time one full time paraprofessionals assisting with certified personnel. All employees are highly qualified. Support to families is offered the aid of the Guidance Counselor, School Psychologist, Social Worker. Often families have issues with basic educational needs our support team provides our families community with this character education, anger management, college, career awareness. The Instructional Facilitator leads PLT meetings provides professional on the use of al strategies best practices. The Instructional Facilitator also provides data analysis sessions on all forms of data. District support is provided Optional Schools Staff, Exceptional Children, Math/Literacy Leaders. This method of support brings expertise to the school from different areas of the district. Adopters provide support in-school tutoring extra personnel when needed. First TN also offers our fifth grade students a financial literacy program. 62

18 3.2.c: Instructional Summary Questions What are our major strengths how do we know? According to the data analysis in 3.2a, the following strengths were identified: Teachers utilize research-based al practices that actively engage students in the learning process. Project-based is used for students to learn inquiry method. This aids students in taking ownership of their learning. Data analysis is utilized to drive in a formalized systematic process. Administration staff work together in meetings to formally analyze data solve problems that may occur. Rozelle provides continual opportunities for teachers to participate in job-embedded professional in order to improve the quality of that teachers provide. What are our major challenges how do we know? As Rozelle faculty staff completed the gap analysis,3.2, the following challenges were identified: Teachers need more time to implement the various strategies curriculum mated by the district. This is evident in the teacher evaluations, surveys, classroom observations, PLT meeting minutes. Support paraprofessionals is needed to implement curriculum effectively. Our paraprofessional staff has decreased significantly within the past several years. It is evident this is needed due to comments on teacher evaluations, surveys, classroom observations. 63

19 How will we address our challenges? The following strategies will be utilized to address the al challenges facing Rozelle: Teachers will be trained in professional on time management strategies in order to implement the curriculum effectively. Seek additional funding in order to provide more personnel paraprofessionals. Seek additional volunteers for tutoring small group neighboring colleges. 64

20 3.3.a: Practices Current Practices Evidence of Practice (State in definitive/ tangible terms) Student s are Aligned with Stards s are aligned with the TN Dpt. Of Ed. Stards out the curriculum Teachers utilize SPIs in TN Blue Print for Learning to create s in various forms s are included in Lesson Plans aligned to SPIs Ensures that s are Appropriate to Guide Decisions s are utilized weekly to guide teacher planning each week Instruction is guided which is directly aligned with the curriculum Uses a Variety of Data Points for Decisions Various forms of data are used in decision making such as; attendance, behavior, previous s, benchmarks, daily s, teacher observations Assess all Student Categories All students are assessed including special education out the school in grades K- 5 Accommod ations are made for students with special needs Uses a Wide Range of s All teachers use various s to ensure student achievement using: rubrics for project based ; student portfolios; teacher-made tests; teacher observations; Unit Skills Tests; AIMSWEB Benchmark s Provide PD for Appropriate Use of Teachers are consistently involved in ongoing professional to ensure that s are aligned with the state curriculum, benchmarks the needs of the students Provides Support & Technical Assistance for Development & Use of s PLT meetings allow for technical support for the of appropriate s use of s on a weekly basis professional sessions District support is provided teacher training & math/literacy specialists assigned to the school Provides Communication of Information Parents community are provided with notices of status in newsletters bulletins concerning school-wide results/ayp Status Schoolwide AYP data is available on the school website, data bulletin board, student hbook local 65

21 news Is the current practice researchbased? Is it a principle & practice of highperforming schools? Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? (identify all applicable sources) Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Effective Effective SPIs are identified for every s correlate with SPIs to ensure that stards are aligned TCAP, DIBELS, VIP, Baseline, Formative, Unit Skills Tests & Teachermade Tests Lesson Plans PLT Meeting minutes, Agendas, Sign In Sheets Teacher Notebooks with all reports Baseline Monitoring Form STAR Reports Student IEPs Teacher Observations Intervention monitoring Student Report Cards School Report Card Attendance Data Behavioral Data School Climate Survey Cumulative Record All sub groups are assessed tracked AYP data SPI Tracking Form Baseline Assessmen t Monitoring Form TCAP Data Instructional Resource Students assessed tracked TCAP TCAP ALT Portfolios TVAAS data Weekly s AIMSWEB Benchmark Data Progress Monitoring Unit Skills s IEPs Cumulative Record PLT & PLC Meeting Minutes, Agendas & Sign In Sheets Evaluations of Teacher Notebooks Teachers maintain individual PD Logs PLT & PLC minutes, agendas, & Sign In Sheets Evaluations Teacher Notebooks Teacher maintains individual PD Log Sign In Log of District Support School Website Newsletters School Marquee Report Cards Conference Minutes & Sign In Sheets STAR Folders Data Bulletin Board Display Student Hbook 66

22 documentat ion Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Evidence of equitable school support for this practice Number of students performing at proficient/ advanced on TCAP increased Increased Promotion Rate Attendance Teachers correlate SPIs with in Lesson Plans s are identified in lesson plans that skills have been taught TCAP/AYP data increased significantly Promotion Rate Attendance Rate Increased All teachers cooperatively work together on weekly common planning times to analyze A variety of s are utilized to track student achievement in order to make decisions All committees including Leadership Council minutes reflect evidence of effectiveness Non- Academic data is used to make necessary changes that may effect achievement All students including SWD are monitored forms weekly All students All subgroups on AYP data increased in proficiency Increase in Students with Disabilities subgroup proficiency levels All student are assessed monitored using various forms of AYP status of good sting Increase in proficiency advanced students in Reading Teacher Notebooks All teachers use a wide variety of tools All of the al staff attends professional in implementing The al staff supports the use of daily to ensure master of skills Professional Development provided weekly to support the appropriate use of All of the al staff receives technical assistance for the use of s monitoring forms allow teachers to have extra assistance needed to provide differentiated Weekly support technical assistance is provided for all staff for teacher support Positive feedback climate surveys community feedback of school performanc e Increased number of volunteers Minutes from School Leadership, IEP, Support Team All students receive weekly folders with progress reports Test Scores are sent 67

23 Next Step (changes or continuations) Continue alignment of s with TN Dept. of Education stards data use SPI mastery to guide decisions using s are monitored academic attendance data use all data, academic nonacademic to set achievement goals to meet the needs of all the students data implement various s to all students in order to provide differentiate d use a wide range of formative summative s to provide appropriate intervention strategies make appropriate changes in plans tools provide appropriate professional that focuses on use of various strategies Continue providing adequate support technical assistance in the use of strategies individual guidance PLT weekly meetings home school reports Progress reports every three weeks concerning academic progress inform all stakeholder s of AYP Status inform parents of information individual student reports 68

24 3.3.b: Gap Analysis Gap Analysis Current Instructional Allocations Rozelle Elementary School strives to consistently provide students with quality on a daily basis the implementation of a variety of non-bias tools. s are administered daily in order to make the necessary changes to al strategies in order to meet the needs of all of the students. s are aligned with state stards administered to all of the students to ensure that student performance is improved. Time Allocation All teachers attend district on-site professional focused on the use of research based data driven. Teachers are given opportunities to visit other schools during the school day on planning time in order to observe other schools best practices. Each grade level is provided with common planning time daily in order to plan on grade level. Teachers also meet in PLTs weekly in order to analyze data plan differentiated to meet individual student needs. Teachers also work together to refine the use of research based strategies best practices. Kindergarten Readiness Inventory is administered at the beginning of the year as a baseline to track student progress. Baseline s are given to students in grades one five to determine students ability levels at the beginning of the yea. These s are administered three times a year, beginning, middle, end of the year in order to track student progress. The grades are recorded on a baseline monitoring form. Teachers utilize various s on a weekly basis that are designed to correlate with classroom. These s monitor the teaching structure student mastery of skills taught. The skills are aligned with SPIs. Unit Skills Tests are administered each six weeks in Reading, Writing, Math in order to guide in teacher planning to support mastery of objectives. The tests contain skills that should be mastered each six weeks. Formative s in Reading, Language Arts, Math are administered three times a year. The test is a cumulative that is correlated with all of the state stards for each grade level. This serves as a tracking tool to determine student performance on the TCAP.

25 AIMSWEB is a reading diagnostic administered in Kindergarten Fifth Grade that monitors student progress in Reading Math three times a year. AIMSWEB Progress Monitoring is an administered in grades kindergarten five in order to track reading progress weekly for Tier III students bi-weekly for Tier II students. A state mated, TCAP, is administered in the spring of each school year in grades two five in order to determine students mastery of grade specific skills. The skills are directly aligned with state stards. This test is criterion referenced. Budget Allocation Rozelle utilizes various budgets to support the effective implementation of s. Site-based funds are used as well as Title I funding to support the administration analysis of data. Teachers are offered on site professional technical support to ensure that faculty staff underst how to effectively analyze data use s to guide in the classroom. Sessions are funded the use of the Title I Budget. Title I budget provides additional resources for the school. Additional personnel, materials, supplies, parent communication efforts, professional needs may be purchased to supplement the implementation data analysis of s. District funding supports the use of Formative in grade three five. The district funds the administration of the TCAP in grades two five. Human Resources Rozelle Faculty consists of 19 regular education teachers, five support teachers, one special education teacher. There are three part-time one full time paraprofessionals assisting with certified personnel. All employees are highly qualified. Support to families is offered the aid of the Guidance Counselor, School Psychologist, Social Worker. Often families have issues with basic educational needs our support team provides our families community with this character education, anger management, college, career awareness. The Instructional Facilitator leads PLT meetings provides professional on the use of al strategies best practices. The Instructional Facilitator also provides data analysis sessions on all forms of data. 70

26 District support is provided Optional Schools Staff, Exceptional Children, Math/Literacy Leaders. This method of support brings expertise to the school from different areas of the district. Adopters provide support in-school tutoring extra personnel when needed. First TN also offers our fifth grade students a financial literacy program. 71

27 3.3.c: Summary Questions What are our major strengths how do we know? According to the data in Table 3.3a, the following strengths were identified: The school utilizes a focused comprehensive system that has clear measures of performance. Instruction is aligned with s that are stards-based high quality. Teachers are involved in professional that offers data analysis on grade level cross grade level collaboration in Professional Learning Teams. It is focused on student achievement that is prescriptive in format. s are aligned with the stards which align directly with. Monitoring of the effectiveness of s is carefully noted tracked out the school year to ensure student achievement. AYP, Adequate Yearly Progress, is analyzed to determine the needs of all students. School data is posted on a bulletin board display, posted on-line, in the school newsletters, hbooks, school report card in order to communicate with all stakeholders Rozelle s progress. s are created on a weekly basis which aligns with SPIs by teachers during PLT meetings. Professional Development play a key role in ensuring that is appropriately administered analysis of data is thorough. Data on school level is compared with past scores, district state performance. What are our major challenges how do we know? In analyzing data in 3.3b, the following challenges were noted in the gap analysis: Although students with disabilities proficiency scores increased, this subgroup remains a challenge due to the significant problems these students face. Appropriate implementation utilization of district mated initiatives used out the school year to support TCAP testing. Teachers need more time more human resource aid in order to effectively implement the numerous programs. Teacher classroom observation survey information supplied this data. Technology must consistently by updated in order to support all of the programs in order to support the numberous programs. 72

28 How will we address our challenges? In order to address these challenges, the following strategies may be utilized: Continue the use of a comprehensive system to measure student performance. Monitoring the s student receive is of vital importance to track monitor student progress. Professional Development Sessions that incorporate high quality stards will be lead by the PDSCC. administer s that are of high quality are aligned with state stards. Volunteers for in-school tutoring will be utilized more effectively. Additional paraprofessionals will be budgeted into the Title I budget to support the programs at Rozelle. Updating current technology purchasing new technology will be budgeted Title I. 73

29 3.4.a: Organizational Practices Current Organization al Practices Evidence of Practice (State in definitive/tangible terms) School s Beliefs, Mission, Shared Purpose Rozelle has maintained a high commitment level by all of the stakeholders that share the purpose of the school. The school mission is collaborativel y developed shared by all stakeholders School pride purpose due to optional school status Organizational Process Increase Opportunity for Success The organizationa l process increases opportunities for success Rozelle s community of learners is nurtured : PLTs PLCs; Peer Coaching; Raising the Bar Mentoring; grade level common planning time Organizational Practices Processes Promote Effective Time- On Task SPIs are posted in each classroom Literacy Math blocks are set aside each day to ensure adequate Responsive Classroom strategies are implemented daily Learning Centers are incorporated into the day to enhance learning Intervention schedules are in place on a school-wide level School Provides Continual Professional Development All faculty staff participate in professional jobembedded practicesbook studies peer evaluations PLT PLC on a weekly basis Minutes, Agendas, Sign In Sheets from meetings School is Organized to be Proactive in Issues Rozelle actively addresse s concerns that may interfere with the learning process Peaceabl e Schools Concepts are used school wide in each classroom Multi- Hazard Emergenc y Plan is in place understoo d by all Keyless School is Organized to Support a Diverse Learning Community Programs are designed so that all students participate in grades K-5 Differentiated guides the implementati on of all for all students The arts creates an environment that explores the needs of the diverse learning community in a creative manner School is Organized to Engage Parents Community After-school Saturday tutoring program offers students an extended learning time daily Parent NCLB allows parents to underst the organizatio nal practices of the school Support Team IEP

30 entry video surveillan ce at entrances Is the current practice research-based? Is it a principle & practice of highperforming schools? Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? (identify all applicable sources) Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Effective Effective Effective Effective Effective Effective Effective NCLB Parent Leadership Council PTA Administrativ e Team School Climate Survey Support Class Schedule PLT/PLC Meeting Minutes Teacher Resource Books Mentoring Logs Intervention Schedule Morning Learning Environments Thinking Map integration Lesson Plans Classroom Observations Behavior Data Data PLT/PLC Meeting Minutes, Agendas, Sign In Sheets Teacher Resource Notebooks PD Logs Parent/ Student Hbook Multi- Hazard Plan Safety Drill Schedule Peaceabl e Schools Behavior Data Posting of Rules Support Team Monitoring Forms Data Resource Notebooks School Report Card TCAP Data Parent Evaluations of School Climate Survey Attendance Report Pre/Post Tests in Tutoring IEPs STAR Folders Evidence of effectiveness or ineffectiveness (State in terms of Increased student enrollment Increased planning time Cohesiveness of the faculty Increased Increase in performance data Decrease in referrals An increase of the number of students Progress make in pre/psot 75

31 quantifiable improvement) due to optional status Public knowledge of school mission vision Increased community support due to adopters professional Increased best practice support Proficiency Rate Lesson plans target SPIs correlate with the Decrease in behavior problems Increase of teacher faculty knowledge of best practices to the office Status of safe school no violent crimes scoring proficient in subgroups tests Increase parental involvement awareness Evidence of equitable school support for this practice Met AYP Goals set by NCLB Met NCLB Compliance Stards All teachers are supported in the organizationa l process Professional Development in PLC/PLT School-wide literacy math blocks are scheduled PD supports the school on a school-wide program All staff members are involved in on-site professional Shared responsibility is distributed among staff for presentations Safety issues are consistent ly being addresse d in order to practice drills to be prepared Procedur es for safety are distribute d to all parents stakehold ers in hbook All subgroups are included in all programs practices All subgroups are represented in data analysis School Report Card reflects all subgroups All school programs are publicized the school newsletter, monthly calendar, website, flyers All students receive intervention differentiate d 76

32 Next Step (changes or continuations) share the vision purpose of the school with all stakeholders Consistently evaluate school focus lead PLTs/PLCs during common planning time use peer evaluations implement best practices that increase time on task plan PD that supports the school focus Continue to review crisis plan in order to be prepared for crisis situations Continue professional that emphasizes data analysis for individual student performance offer extended learning opportunitie s to students community Offer tutoring for K-2 students 77

33 3.4.b: Organizational Gap Analysis Organizational Gap Analysis Current Organizational Practices Rozelle Elementary School s organizational practices processes promote quality by fostering an academic learning environment. The vision purpose are aligned with current research based best practices to focus on student learning. Policies, procedures, organization ensure equity of learning opportunities. The leadership offers opportunities for effective decision making to all faculty staff in a collaborative environment for improvement. The school goals established by the school support the vision. These goals guide teaching, learning, the climate of the school. Time Allocation Teachers are provided with common planning time to work in PLTs. PLTs focus on data analysis to drive research best practices that will improve student achievement. The school s mission vision are incorporated into the learning environment to drive the organizational practices the parent/student hbook, website, morning announcements, calendars, newsletters, posted out the school. The daily schedule for each teacher includes organizational practices that offer the maximum amount of teaching time. Literacy blocks of 90 minutes of uninterrupted reading time minutes of math time to ensure students get the most out of the school day. Intervention is scheduled 45 minutes minimum a day. Professional Development is offered to all stakeholders in the school. Parents, community members, teachers, students are offered training times to enhance their knowledge of various skills including technology. Conferences, workshops support meetings are offered to all parents community to extend learning. Budget Allocation Rozelle utilizes various budgets to support the effective implementation of s. Site-based funds are used as well as Title I funding to support the administration analysis of data. Teachers are offered on site professional technical support to ensure that faculty staff underst how to effectively analyze data use s to guide in the classroom. Sessions are funded the use 78

34 of the Title I Budget. Title I budget provides additional resources for the school. Additional personnel, materials, supplies, parent communication efforts, professional needs may be purchased to supplement the implementation data analysis of s. District funding supports the use of Formative in grade three five. The district funds the administration of the TCAP in grades two five. Human Resources Rozelle Faculty consists of 19 regular education teachers, five support teachers, one special education teacher. There are three part-time one full time paraprofessionals assisting with certified personnel. All employees are highly qualified. Support to families is offered the aid of the Guidance Counselor, School Psychologist, Social Worker. Often families have issues with basic educational needs our support team provides our families community with this character education, anger management, college, career awareness. The Professional Development School Compliance Coach, PDSCC, leads PLT meetings provides professional on the use of al strategies best practices. The PDSCC also provides data analysis sessions on all forms of data. District support is provided Optional Schools Staff, Exceptional Children, Math/Literacy Leaders. This method of support brings expertise to the school from different areas of the district. Adopters provide support in-school tutoring extra personnel when needed. First TN also offers our fifth grade students a financial literacy program. 79