Sevierville Primary School Improvement Plan
2014-2015
SCHOOL INFORMATION School District: Sevier County
Superintendent: Dr. Jack Parton
School Name and Number: Sevierville Primary 060
Phone: 865-453-2824
School Address: 1146 Blanton Drive, Sevierville, TN 37862 Principal: Harriet L. Berrier
Fax: 865-428-5443
Check one: ☐Reward School
☐Priority School
Email:
[email protected]
☐Focus School
Check if applies:
☐Continuous Improvement School
☒Schoolwide plan (Title I)
SCHOOL IMPROVEMENT PLAN Template: This Word document will guide leadership implementation teams in completing school improvement plans in accordance with the ESEA Flexibility Request. This may also serve as the Title I Schoolwide plan for schools served through Title I, Part A. Directions: In order to align with the district strategic plan, school plans are to be developed in consultation with the district, parents, community members and staff carrying out the plan. Begin by examining multiple data sources to determine strengths and areas of need for subgroups of students. List in priority order the most critical instructional needs apparent and identify priority goals (SMART goals) for school improvement. It is highly recommended to limit the number of goals (three-five) to ensure effective plan implementation.
PLANNING FOR SUCCESS: THE CRITICAL ELEMENTS Organizing: Federal law requires that the improvement planning team include, at a minimum- parents, school staff, district staff, students and community members. A well represented improvement planning team ensures that all perspectives and expertise are represented and facilitates effective improvement plan implementation. Assessing Needs: Collecting and analyzing data to look at the school’s challenges and strengths is essential to identify what to work on. The Team should address the following questions:
How will needs be identified?
What data will be collected? (multiple data sources)
How will data be collected?
How will data be presented? (disaggregated by school, grade level, subject areas, mandated subgroups, other)
What are the unmet objectives from previous improvement plans?
Planning for Improvement: A comprehensive plan should be one that is strategically aligned with the district improvement plan and addresses:
student achievement priorities and objectives
the use of data in needs analysis, goal setting, and evaluation of outcomes
goals and standards, including the student performance standards,
clear priorities, objectives, and strategies
evaluative features such as outcomes, timelines, responsibilities, and resources
goals that will lend themselves to implementing school programs and shaping educators’ individual professional development plan
Elementary School Improvement Plan 1| Page
Sevierville Primary School Improvement Plan
2014-2015
SCHOOL LEADERSHIP IMPLEMENTATION TEAM Leadership Implementation Team membership must represent identified school needs: Principal, staff, data coach, parent representatives, student representatives and community members. Name
Role
1. Harriet L. Berrier
Principal
2. Dr. Tammy C. Valentine
Assistant Principal
3. Candace Moon
Kindergarten Teacher
4. Mark Mundo
Kindergarten Teacher
5. Sarah Mundo
Kindergarten Teacher
6. Ursula Stinnett
First Grade Teacher
7. Aletha Myers
First Grade Teacher
8. Sarah Green
Second Grade Teacher
9. Lisa Campbell
Second Grade Teacher
10. Kathy Porter
Second Grade Teacher
11. Bobby Norwood
PE Teacher
12. Amy Julian
Music Teacher
13. Glenda Parrish
Guidance Counselor
14. Julie Fox-Williams
PE Teacher
15. Nicole Pelletier
Resource Teacher
16. Jaymie Woods
Parent Representative
17. Kindall Hickman
Parent Representative
Include the dates of meetings of the Leadership Implementation Team and topics discussed. Date
Topics discussed
9/8/2014
PLCs met and reviewed parent involvement and TSIPP action plans
9/8/2014
POD meetings within grade levels to review data analysis
9/22/2014
POD meetings within grade levels to review data analysis
10/6/2014
Second – grade-level meeting, data anlysis
10/6/2014
School Leadership PLC – review TSIPP and data
10/20/2014
POD meetings within grade levels to review current student data POD meetings within grade levels to review current student data and instruction
Elementary School Improvement Plan 2| Page
Sevierville Primary School Improvement Plan
% Growth 2013
2012-13 Target
6.3% 2.3% 3.3% 2.8% 6.3% 2.2% 1.2% 1.7%
6.3% 65.0% 50.3% 57.6% 6.3% 67.3% 82.1% 74.6%
2012Percent 2013 Met/Miss Annual Actual % 2013 Change P/A
36.5% 56.0% 53.1% 47.7% 61.2% 58.9% 73.8% 63.9%
36.5% -6.7% 6.1% -7.1% 61.2% -6.2% -7.1% -9.0%
Elementary School Improvement Plan
Met MISS Met MISS Met MISS MISS MISS
2014-2015
% Growth 2014
2013 -14 Target
4.0% 2.8% 2.9% 3.3% 2.4% 2.6% 1.6% 2.3%
40.5% 58.8% 56.0% 51.0% 63.6% 61.5% 75.4% 66.2%
2014 Met/ Miss Actual % 2014 P/A
42.40% 59.80% 53.90% 52.50% 64.80% 65.50% 69.80% 66.70%
Met Met MISS Met Met Met MISS Met
Target 2015
46.00% 62.30% 56.80% 55.50% 67.00% 67.70% 71.70% 68.80%
3|Page
Sevierville Primary School Improvement Plan
2014-2015
AMO Targets for (2014-2015) Elementary Achievement Targets Grade/ Subject
# # # students students students % P /A B e lo w B a s ic P R OF (Previous Year) B a s ic (Previous (Previous
K Reading
# students ADV
# of students tested
(Previous Year)
Year)
Year)
(Previous Year)
(Previous Year)
120
63
52
53
288
% P /A (Previous Year)
T a rge t % P /A (Previous Year)
M et (Y/N)
# of students B e lo w
# of # of students B a s ic students P R OF
# of students ADV
# of students tested
% P /A
2014
T a rge t % P /A M e t (Y/N)
2014
New Target
2014
2014
2014
2014
2 0 14
36.5% ##### ######
75
61
45
55
236
42.4%
40.5%
Y
46.0%
1st Grade Reading
54.6%
58
53
68
73
252
56.0% 57.4%
N
48
64
71
96
279
59.9%
58.8%
Y
62.4%
2nd Grade Reading
46.4%
57
43
69
44
213
53.1% 49.8%
Y
76
37
73
59
245
53.9%
56.0%
N
56.8%
K-2 Aggregate Reading
50.5%
235
159
189
170
753
47.7% 53.6%
N
199
162
189
210
760
52.5%
51.0%
Y
55.5%
71
40
98
77
286
61.2% ##### ######
60
21
84
65
230
64.8%
63.6%
Y
67.0%
56
50
87
65
258
58.9% 67.6%
N
43
53
97
85
278
65.5%
61.5%
Y
67.6%
210
73.8% 79.5%
N
40
34
46
125
245
69.8%
75.4%
N
71.7%
754
63.9% 73.5%
N
143
108
227
275
753
66.7%
66.2%
Y
68.8%
259
58.3% 60.9%
N
49
83
88
57
277
52.3%
60.9%
N
55.3%
212
79.2% 77.0%
Y
37
32
87
87
243
71.6%
80.5%
N
73.4%
471
67.7% 68.9%
N
86
115
175
144
520
61.3%
69.7%
N
63.8%
K Math 1st Grade Math 2nd Grade Math k-2 Aggregate Math 1st Lang 2nd Lang 1-2 Lang Aggregate
65.4%
78.1%
34
21
35
120
71.7%
161
111
220
262
58.3%
56
52
101
50
75.5%
26
18
76
92
66.8%
82
70
177
142
Elementary School Improvement Plan
4|Page
Sevierville Primary School Improvement Plan
SIP 1-2 Data Analysis/Synthesis Worksheet Measure/Data Source
Needs/Concerns
State Report Card “Accountability” tab State Report Card “Achievement” tab State Report Card Value Added Tab
TVAAS Trends
2013 TVAAS Composite, Literacy, Numeracy, and Literacy/Numeracy are reported as 5 in each area. Second year for SAT 10 growth indicates a trend of 1st grade achieving above growth standard in reading, math and language… 1st Grade Reading was above the growth standard ( 7.2) 1st Grade Math was above the growth standard (6.7) 1st Grade Language was above the growth standard (8.8) READING: Sevierville Primary School was above the state average. Students made substantially more progress (7.2) than the Standard for Academic Growth. Students in 2nd-5th quintiles were above standard for academic growth.
1st Grade
By Grade
Progress/Gain (Value Added)
Schoolwide Population
Across Grades (Schoolwide)
NCLB
Strengths
2014-2015
LANGUAGE: Sevierville Primary School was above the state average. Students made substantially more progress (8.8) than the Standard for Academic Growth. Students in each quintile were above the standard for academic growth. MATH: Sevierville Primary School was above the state average. Students made substantially more progress (6.7) than the standard for Academic Growth. Students in 1st- 4th quintiles were above the standard for academic growth.
TVAAS
2nd Grade
Second year trend is that 2nd Grade scores in all areas had no detectable difference in all subject areas…. Reading had No Detectable Difference in the growth standard (1.6) 2013-201; 2nd Grade Math was above (8.6) and 2013-2014 No Detectable Difference in the growth standard for (1.9); 2nd Grade Language had No Detectable Difference in the growth standard (1.9) READING TVAAS Diagnostic Report indicates students in 1st quintile were below the standard for academic growth.
MATH TVAAS Diagnostic Report indicates students in 5th quintile were below the standard for academic growth.
READING: Students met the Standard for Academic Growth (1.6). Students in 3rd-5th quintiles were above standard for academic growth.
READING TVAAS Diagnostic Report indicates students in 1st and 2nd quintiles were below the standard for academic growth.
LANGUAGE: Students met the Standard for Academic Growth (1.9). Students in 2nd-4th quintiles were above the standard for academic growth.
LANGUAGE TVAAS Diagnostic Report indicates students in 1st and 5th quintiles were below the standard for academic growth.
MATH: Sevierville Primary met the Standard for Academic Growth (1.9). Students in 3rd-5th quintiles were above the academic growth standard.
MATH TVAAS Diagnostic Report indicates students in 1st and 2nd quintiles were below the standard for academic growth.
SAT 10 GRADES 1 AND 2 DATA ANALYSIS/SYNTHESIS WORKSHEET Elementary School Improvement Plan
5|Page
Sevierville Primary School Improvement Plan
Strengths
Needs/Concerns
Grade 1 System Summary Report
System
Grade Kindergarten
Grade 2 System Summary Report
NCE 46.1, GE K.7 (NCE needs to be = or > 50) This is the second year that kindergarten has taken the SAT-10. NCE score is an increase from 2013 score of 41.2; GE was one month less (K.6). Kindergarten exceeded AMO Target for 2013-2014. However, this is an area of concern since 42.4% of our K students were proficient/advanced.
Reading
Math
NCE 50.2, GE K.9. This is the second year that kindergarten has taken the SAT-10. NCE score is an increase from 2013 score of 48.8, GE is = to 2014. Kindergarten met AMO Target for 20132014. This is an area of strength as 64.8% of our K students were proficient/advanced. NCE 48.9, GE 1.9 (NCE needs to be = or > 50) NCE score is an increase from 2013 score of 45.9, GE increased by one month (1.9). First Grade met the AMO Target for 2013-2014 with 59.9% students proficient/advanced.
Grade 1
Reading
By Subject
SAT 10 for Grades 1 and 2
Disaggregated Population: School Wide
Across Grades (Schoolwide)
Measure/Data Source
2014-2015
Math
Language
NCE 53.8, GE 2.0 -- increase form 2013. NCE 49.8, GE 1.9. First Grade exceeded AMO Target for 2013-2014. This is an area of strengths as 65.5% of our 1st grade students were proficient/advanced. NCE 51.7, GE 1.9; NCE increase from 2013 (50.1) GE is a decrease (2.0); Although NCE was >50, first grade did not meet AMO Target of 60.9% for 2013-2014 with 52.3% students proficient/advanced. NCE 49.5, GE 2.9; Scores are comparable to 2013 scores (NCE 49.1; GE 2.9); Although NCE would round to 50, second grade did not meet AMO Target of 56% for 20132014 with 53.9% of our students proficient/advanced.
Grade 2
Reading
Math
NCE 55.2; GE 3.3; Although the NCE is >50, the scores are a decrease from 2013 (NCE 57.4; GE 3.4); Second grade did not meet AMO Target of 75.4% for 2013-2014 with 69.8% of our students proficient/advanced.
Language
Elementary School Improvement Plan
NCE 49.1, GE 2.8; Scores reflect a decrease from 2013 scores; NCE 51.7, GE 3.1; Second Grade did not meet AMO” Target of 80.5% for 2013-2014 with 71.6% of our students proficient/advanced.
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Sevierville Primary School Improvement Plan
STAR Early Literacy – Benchmark Assessments
2014-2015
Number of students tested/Percent of students at each level
20142015
Early Literacy Categories and Levels
Fall
239/20%
Tier 3 Urgent Intervention 10 PR & below
Tier 2 Intervention 25 PR and Below
239/18%
The results of the testing are indicated in the charts to the left. The results were indicative of a need for intense Tier 1 instruction with students in all grades.
239/15%
Winter
Dec.
2014
Spring
May
2015
20142015
Early Literacy Categories and Levels
On Watch 40 PR and Below
Tier 2 Intervention 25 PR and Below
Tier 3 Urgent Intervention 10 PR and Below
254/61%
254/13%
254/15%
254/11%
Winter
Dec.
2014
Spring
May
2015
Test Dates
To meet the needs and requirements outlined by the state for fidelity of implementing RTI with our intervention and urgent intervention students, more personnel would be needed. Therefore, our district’s criterion for Tier 3 RTI is 0-5% and our Tier 2 criterion is 6%-10%. This change significantly reduced our number of students in Tier 2 and Tier 3. In Kindergarten Tiers 2 and 3 were reduced to 03% students requiring intense intervention. Tier 2 has 7 students and Tier 3 has 8 students.
At/Above Benchmark 40 PR & Above
First Grade
239/47%
On Watch 40 PR and Below
Test Dates
At/Above Benchmark 40 PR & above
Kindergarten
STAR was administered as an online benchmark assessment to all students in Kindergarten through Second Grade within a few days of beginning school 2014. It is noteworthy that this is the first year all students in each grade level have taken an online assessment within 10 days of school starting.
In First Grade percent of students scoring in Tiers 2 and 3 or Early Literacy was reduced to 2% and 3%, respectively. This group of students requires intense intervention. Our school leadership understands that our students (11%) scoring between 11th and 25th percentiles on benchmark assessments also need intense interventions. Each POD of teachers in First Grade is providing small group intense interventions to these students during RTI2 implementation.
Fall
Elementary School Improvement Plan
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Sevierville Primary School Improvement Plan
Spring
May
20142015
Math Categories and Levels
Test Dates
Tier 3 Urgent Intervention 10 PR
Dec.
Fall
243/62%
243/17%
243/14%
243/6%
Winter
Dec.
Spring
May
Elementary School Improvement Plan
In Second Grade Reading Tiers 2 and 3 were reduced to 8% and 4%, respectively. These groups of students require intense intervention. Our school leadership understands that our students (9%) scoring between 11th and 25th percentiles on benchmark assessments also need intense interventions. Each POD of teachers in Second Grade is providing small group intense interventions to these students during RTI2 implementation.
243/14%
Tier 2 Intervention 25 PR
Winter
Tier 3 Urgent Intervention 10 PR
Tier 2 Intervention 25PR
243/14%
243/59%
On Watch 39 PR and below
STAR Math
243/13%
Fall
At/Above Benchmark 40 PR & Above
2nd Grade
On Watch 39 PR and below
Test Dates
Reading Categories and Levels
At/Above Benchmark 40 PR & above
20142015
STAR Reading
2014-2015
In Second Grade Math Tiers 2 and 3 were reduced to 7% (17 students). These students’ needs are addressed through school-wide systematic math RTI2 groups in the afternoon.
NOTE: Many ELL students are receiving intense interventions from their ELL program and not placed in a general education RTI2 group for reading/language arts. They do receive math RTI2 intervention in the general education classroom. SPED students receive interventions based on their Individual Education Plans and SPED services.
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Sevierville Primary School Improvement Plan
2014-2015
Conclusions from the data above: List in priority order the most critical instructional needs: 1. Improve reading and language arts core instruction to enhance students understanding and mastery of Common Core State Standards in each grade level. 2. Using journals in all academic areas to improve, calculation, problem-solving and critical thinking skills in all grade levels. 3. Use data analysis from formative, summative, common, and authentic assessments to identify students’ strengths/challenges and inform weekly instruction. 4. Use collaborative plan time within grade levels for lesson planning using curriculum correlations and pacing guide. Identify priority goals (SMART Goals) for school improvement: (Minimum of 2 goals with a recommendation of no more than 3academic goals) 1. Improve reading and language arts core instruction to increase achievement of students scoring proficient and advanced to 75% based on benchmark assessment data analysis. 2. Improve math core instruction with emphasis on problem-solving and critical thinking skills to increase achievement of students scoring proficient and advanced on benchmark assessments to 75%. 3.
Implement systematic school-wide RTI and collaborative plan time within the school day which provides opportunities for teachers to discuss data analysis from progress monitoring tools and other forms of assessments to identify students’ strengths and challenges.
SMART Goals: Specific – must be clear. Measureable – What good is a goal that you can’t measure? If your goals are not measurable, you never know whether you are making progress. Attainable – Goals must be realistic and attainable. The goals are neither out of reach nor below standard performance. Goals that are set too high or too low become meaningless, and people naturally come to ignore them. Relevant – Goals must be an important tool in the grand scheme of reaching your school’s mission and vision. Time-bound – Goals must have starting points, ending points, and fixed durations.
Elementary School Improvement Plan
9|Page
Sevierville Primary School Improvement Plan
2014-2015
COMPREHENSIVE NEEDS ASSESSMENT SUMMARY After thorough needs analysis, the leadership implementation team should summarize the information, quantitative/qualitative data (including demographic), and needs that have emerged. This information should be shared with all stakeholders in as many ways as possible because it will be used as the basis for the goals and interventions. Once this sharing has taken place, the team will work with the school staff to prioritize needs and determine interventions. Address the following questions below: 1. What are the strengths and the challenges that emerged from the Comprehensive Needs Assessment? Progress Gain/Value Added (TVAAS) indicates progress gain in grade 1 and No Detectable Difference in grade 2 in all three areas: reading, language, Strengths and challenges emerged from the Comprehensive Needs Assessment are as follows: Kindergarten strengths – Math: SAT-10 NCE score is >50, percent of students scoring proficient/advanced was above the AMO Target of 64.8%. Kindergarten challenges – Reading: SAT-10 NCE score is <50, percent of students scoring proficient/advanced did not meet the AMO Target of 42.4%. First Grade strengths – Reading: students in the 2nd through 5th quintiles; Language: students in all quintiles; Math: students in 1st through 4th quintiles scored above the standard for academic growth. First Grade challenges – Reading: students in the 1st quintile; Math: students in the 5th quintile scored below the standard for academic growth. Second Grade strengths – Reading: students in 3rd through 5th quintiles; Language: students in the 2nd through 4th quintiles; Math students in the 3rd through 5th quintiles scored above the standard for academic growth. Second Grade challenges- Reading: students in the 1st and 2nd quintiles; Language: students in the 1st and 5th quintiles; Math: students in the 1st and 2nd quintiles scored below the standard for academic growth. 2. What does the evidence/data reveal about student strengths and needs in reading/math/science? NOTE: Science is not a tested area for Kindergarten, 1st grade and 2nd grade. Further analysis of the SAT-10 data reveal strengths and needs in reading/language/math: Kindergarten students’ strengths were math and listening with NCE scores > 50. Kindergarten students had needs in total reading, sounds/letters, word reading, and sentence reading with NCE scores <50. First Grade students’ strengths were in sentence reading, reading comprehension, total math, math problem solving, math procedures and language with all NCE scores >50. First grade students had needs in word study skills and word reading with NCE scores <50. Second Grade students’ strengths were in word study skills, total math, math problem solving, and math procedures with NCE scores >50. Second grade students had needs in total reading, reading vocabulary, reading comprehension, and language with NCE scores <50.
3. What priority needs does the data suggest? What research-based interventions will be selected based on needs? Elementary School Improvement Plan
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Sevierville Primary School Improvement Plan
2014-2015
The data suggest our priority needs are in reading, specifically in word study skills, word reading, sentence reading, and reading comprehension. Based on this analysis Response to Intervention has been implemented systematically school-wide for the second year. Teachers have been grouped in PODS and are given an uninterrupted hour per week to collaboratively plan for individual students based on data and progress monitoring. Research-based interventions address the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Research-based interventions include resources from our adopted reading series and math curriculum. Students’ progress monitoring data is based on benchmark assessments and classroom assessment. Every student receives 30-45 minutes/day of activities matched to their learning. 4.
What does the evidence data reveal about mandated subgroups of students? (ED,SWD, ELL, White, Black, Hispanic, Native American) SAT-10 reports do NOT provide disaggregated data on mandated subgroups of students for Kindergarten, First, and Second Grade.
What significant strengths and areas of need are indicated by climate/need survey results?
Elementary School Improvement Plan
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Sevierville Primary School Improvement Plan
2014-2015
The TELL Tennessee Survey administered over a four-week window provides educators with data, tools, and direct support to facilitate school improvement. Every school that reached the minimum response rate threshold of 50% (and a minimum of 5 respondents) is able to use its own data in school improvement planning. Sevierville Primary School had 100% participation in 2011 and 2013. TELL Tennessee topics and results for SPS are as follows: TOPICS: Community Engagement and Support
Teacher Leadership
DATA Analysis: Strengths In 2013, the percent of teachers in agreement stakeholders are involved in decision-making process and contribute to students’ success ranged from 85.7% (parents/guardians are influential decision makers in school) to 100% (teachers provide parents/guardians with useful information about student learning). The percent of teachers in agreement with all statements were above the district and the state. In comparison to 2011 SPS results, 7/8 statements increased in percentages with one equal to percentage.. In 2013, the percent of teachers in agreement that teachers participate in decision-making process and are effective leaders range from 86% (teachers are relied upon to make decisions about educational issues) to 93% (teachers are encouraged to participate in school leadership roles). Results indicated 2/7 statements were above the district, 5/7 were above the state, and 1 was equal to state percentages. In comparison to 2011 SPS results, 5/7 statements increased and 2/7 decreased in percentages.
School Leadership
Managing Student Conduct
Areas of Need
In 2013, the percent of teachers in agreement that school leadership makes a sustained effort to address teacher concerns range from 58.6% (teachers feel comfortable raising issues and concerns that are important to them) to 91.4% (the faculty and leadership have a shared vision). In comparison to 2011 SPS results 7/20 statements increased in percentages, 13/20 statements decreased in percentages. In 2013, the percent of teachers in agreement our school environment is safe and students understand and follow school rules ranged from 75.4% (school administrators consistently enforce rules for student conduct) to 98.2% (faculty work in a school environment that is safe). Results indicated 6/7 statements were above the district percentages and 6/7 were above the state percentages. In comparison to 2011 results, 6/7 statements increased in percentages and 1 statement decreased in percentage.
Use of Time Elementary School Improvement Plan
In 2013, the percent of teachers in agreement were below the district and state percents with use of time in 12 | P a g e
Sevierville Primary School Improvement Plan
the school meeting the needs of students and teachers. The one statement resulting in below 50% was “teachers have time available to collaborate with colleagues”. The percentage of teachers in agreement with this statement increased from 21.2% in 2011 to 43.1% in 2013. In comparison to 2011, SPS results 5/7 statements increased in percentages. In 2013, the percent of teachers in agreement with professional development meets the needs of teachers and ranged from 60% (PD is differentiated to meet the needs of individual teachers) to 94.8% (teachers are encouraged to reflect on their own practices). Results indicated 5/13 statements were above the district percentages, and 8/13 were above the state percentages. In comparison to 2011 results, 4/13 statements increased in percentages.
Professional Development
Facilities and Resources
Instructional Practices and Support
In 2013, the percent of teachers in agreement that our facilities and resources meet the instructional needs of our students ranged from 70.2% (school environment is clean and well maintained) to 100% (access to reliable communications). SPS percentages were higher than the district and state percentages on 6/9 questions. In comparison to 2011 SPS results, 6/9 statements decreased in percentages and 3/9 increased. In 2013, the percent of teachers in agreement that our instructional practices and support meet the needs of our teachers and students ranged from 53.8% (teachers are assigned classes that maximize their likelihood of success with students) to 100% (the curriculum taught is aligned with CCSS). SPS percentages were higher than district and state percentages on 6/9 questions. In comparison to 2011 SPS results, 6/8 statements increased and 2/8 statements decreased.
New Teacher Support
Overall:
2014-2015
In 2013, the percent (74%) of teachers agreed school leadership makes a sustained effort to address new teacher concerns. This is significantly lower that district and state but an increase from SPS 2011 results. 89.7% of teachers rate our school as a good place to work and learn. This percentage is higher than state and district. It is also an increase over 2011 percent of 81.1%
Elementary School Improvement Plan
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Sevierville Primary School Improvement Plan
2014-2015
Sevier County School System and Sevierville Primary School are continually working to improve ways in which our school and families can work together to help all children succeed in school. Annually, a random group of parents were asked to participate in a Family and Community Engagement Survey. The topics and results of the surveys completed in 2013 and 2014 are shown below: Topics: Welcoming All Families in the School Community
Communication
Supporting Student Success
Speaking-up for Every Child
Sharing Power
Data Analysis: Strengths In 2014 the percent of parents in agreement that SPS was welcoming to all families ranged from 90% to 95%. In comparison to 2013 results, all statements increased in percentage of parents agreeing that SPS welcomes all families in the school community. Percents in 2013 ranged from 88% to 91%. In 2014 the percent of parents in agreement that SPS communicates well with parents increased slightly with percents ranging from 89% to 98%. In comparison to 2013 results, percents ranged from 85% to 96%. In 2014 the percent of parents in agreement that SPS supports student success increased slightly with a range from 82% to 98%. In comparison to 2013 results, percents ranged from 81% to 98%. In 2014 the percent of parents in agreement that SPS speaks up for every child decreased slightly with a range from 82% to 95%. In comparison to 2013 results, percents ranged from 84% to 95%. In 2014 the percent of parents in agreement with SPS sharing power and decision-making with parents range from 80% to 96%. In comparison to 2013 results with percents ranging from 77%-98%.
Collaborating with Community
Elementary School Improvement Plan
Areas of Need
In 2014 the percent range (78%-88%) of parents in agreement that SPS collaborates with community increased on each statement In comparison to 2013, results ranged from 77% to 88%. 14 | P a g e
Sevierville Primary School Improvement Plan
In your opinion, did any barriers and/or obstacles prevent you from greater parent involvement?
2014-2015
The percent (82%) of parents in disagreement that the only barrier or obstacle preventing more parent involvement was childcare remained the same as 2013. A statement with a significant percentage responding yes as a barrier preventing parent involvement (19%) was “Times and/or dates of meetings/workshops did not work with my schedule”. SPS has a large population of ELL students. Based on this survey 13% of parents indicated language barrier/absence of a translator as an obstacle to prevent parent involvement. In 2014 the percent range (70%-82%) decreased slightly in comparison to 2013 results, percents ranged from 75% to 87%.
Describe the strategies in place to address the needs of “at risk” students, especially migrant students. If there are no migrant students in the school, a statement should be included that indicates “There Are No Migrant Students In School.” (Dr. Jennifer Younger can provide the names of any migrant students) There are no migrant students in our school. The following strategies have been put in place to address the needs of “at-risk” students. Pre-K: As part of the governor’s initiative for providing a Pre-Kindergarten program, a federally-funded Title 1 preschool program is offered to at-risk, 4-year old students. The Pre-Kindergarten program is a satellite program of SPS and is housed at Trula Lawson Early Childhood Center (TLECC). DK: Developmental Kindergarten is a class designed for kindergarten age students who scored significantly below the average range on the Pre-K Brigance and provides opportunity for students to develop academically and socially. This program is also housed at TLECC due to lack of space and need for students in their programs to be with non-disabled peers. ELAP: English Language Acquisition Program is a language-based program for English Language Learners which prepares them for the general education classroom. This program is designed for incoming kindergarten students whose English is very limited. They are immersed in the English language and vocabulary for two semesters prior to being mainstreamed into a general education classroom with English speaking peers. ELL: English Language Learner students must be provided with alternative services until they are proficient in English to participate meaningfully in the regular program. To determine whether a child is ready to exit, a district must consider such factors as the student’s ability to keep up with their non-ELL peers in the regular education program and their ability to participate successfully without the use of adapted or simplified English materials. Elementary School Improvement Plan
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Exit criteria must include some objective measure of a student’s ability to read, write, speak and comprehend English. Parents can opt to not have their children enrolled in an ELL program. When a parent declines participation, the district retains a responsibility to ensure that the student has an equal opportunity to have his or her English language and academic needs met. Our teachers have received professional development in using modifications with ELL students. RTI2: Response to Intervention and Instruction is a reform strategy our district has implemented based on a state mandate to use this model in determining if students meet criteria for specific learning disability. SPS has implemented RTI 2 systematically school-wide to identify and meet at-risk students’ needs. Each student participates in small groups addressing reading and math needs for 30-45 minutes daily. General education teachers have an hour of uninterrupted collaborative plan time per week to discuss interventions, student groupings, and progress monitoring data. RTI2 School-Level/Support Team meets at a minimum of one time per month. The team members are representatives from kindergarten, first grade, second grade, school psychologist, resource teacher, speech therapist, ELL teacher, and administrator. Based upon the teacher’s concerns, student’s progress, and response to interventions that have been used a decision is made to refer for evaluation, continue interventions, change interventions, or discontinue interventions. Special Education: SPS offers a continuum of special education programs from inclusion to two comprehensive development classrooms (CDC). Inclusion services are provided to special education students within the general education classroom. These students are generally within one year of closing their academic achievement gap. All other special education programs require students to receive direct instruction in their deficit areas outside of the general education classroom.
Elementary School Improvement Plan
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ACTION PLAN DEVELOPMENT The action plan outlines how the school will support effective instructional, scientifically-based strategies thato o o
Give primary consideration to providing extended learning time (i.e. extended school year, before- and after-school, and summer programs and opportunities) Help provide an accelerated, high-quality curriculum Minimize removing children from the regular classroom during regular school hours for instruction
Goals included in the Action Plan should address each of the following areas: academic improvements, increased family and community engagement and coordinated school health. The action plan specifies what the goal is, how it will be measured, what the steps are for reaching the goal, who is responsible, what the timeline is, and which resources will be utilized. It should include SMART [specific – measurable – achievable – realistic – time related] goals for continuous and substantial progress by each group of students enrolled in your school. {Copy and paste additional goal tables as needed.}
Elementary School Improvement Plan
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GOAL 1 – Action Plan Development Revised DATE: _____November 2014_____________________
Section 1- Describe your goal and identify which need(s) it addresses. (Remember to link to identified strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
Improve reading and language arts instruction to increase student achievement of students scoring proficient and advanced on benchmark assessment to 75%. Kindergarten: NCE 46.1, GE K.7 (NCE needs to be = or >50) – This is the second year that Kindergarten has taken the SAT-10. There was a 4.9 point increase. First Grade: NCE 48.9, GE 1.7 (NCE needs to be = or >50) – This was a 3 point increase from 2013 scores. Second Grade: NCE 49.5, GE 2.9 (NCE needs to be = or >50) – Although the NCE would round to 50, it is also indicative of a 3.6 point increase. However, growth showed No Detectable Difference. 1) Reading and Language Arts: All students will reach high standards, at a minimum attaining proficiency or better in language arts. 1.5) Standards Based instruction: Align scientifically-based curriculum and instructional methods with the State’s challenging academic content standards. 1.6) Provide academic interventions and other focused supplemental supports to close gaps in reading/language arts.
ACTION STEPS – Section 2 – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.
Action Step
SPS will implement professional learning communities and professional development activities that include scientifically based strategies, materials, and equipment that address specific language arts deficiencies as determined by systematic data analysis in order to increase the number of students scoring proficient and advanced on achievement/benchmark assessments.
Elementary School Improvement Plan
IMPLEMENTATION PLAN –– Section 3 – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
Ongoing – Aug.2014Aug. 2015
Person(s) Responsible
Harriet Berrier Tammy Valentine
Required Resources Time to conduct and participate in professional development activities related to: --Adopted Reading Series Resources --Curriculum Strategies --Data Analysis of Summative Assessments
Projected Cost(s) & Funding Sources
PD360 – provided by SCBOE Materials are available based upon teacher and school needs.
Evaluation Strategy/Timeline
Performance Results / Outcomes
The number of teacher response in agreement with statements related to professional development on a school-level survey will increase by 5% as compared to the 2013 TELL Survey.
All grade level Reading Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets.
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Interactive Boards Document Cameras
Action Step
SPS will implement web-based programs and other curricular strategies that integrate technology effectively into reading and language arts instruction to increase student achievement.
Ongoing – Aug.2014Aug. 2015
All Certified Teachers
Replacing Student-used computers with current Window Operating system using SCBOE technology bids
IXL Language Arts ~ $199/ teacher for 30 students Education CitySchool License $2500 $760-$1,000 for desktop or laptop computers
The number of teacher response in agreement with statements related to professional development on the school-level survey will increase by 5% as compared to the 2013 TELL Survey.
All grade level Reading Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets.
The number of teacher response in agreement with statements related to professional development on a school level survey will increase by 5% as compared to the 2013 TELL Survey
All grade level Reading Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets.
Tablets Running Records Teacher-Made Assessments
Action Step
Teachers will use formative and summative assessments to identify students’ strengths and weaknesses in reading/language arts for small group instruction and to communicate with parents in parent-teacher conferences.
Ongoing – Aug.2014Aug. 2015
All Certified Teachers
Unit/Benchmark Assessments aligned with CCSS and RTI2 Screening & Progress Monitoring Data
SPS Webmaster
Action Step
SPS will continue to communicate and encourage parent involvement by maintaining and updating its website and sending weekly classroom newsletters that includes information related to reading and language arts instruction. Additionally, monthly office newsletters and posting on marquee will provide stakeholders information of all school activities.
Classroom Teachers Ongoing – Aug.2014Aug. 2015
Harriet Berrier Tammy Valentine
Universal Screener / Benchmark / Progress Monitoring Assessments provided by SCBOE
SPS Website sps.sevier.org Classroom newsletters Monthly Cub Chat from Administration School Marquee
Elementary School Improvement Plan
$400 for Tablets Journey’s Reading Resources provided by SCBOE
Materials are available
The number of teacher response in agreement with statements related to professional development on a school level survey will increase by 5% as compared to the 2013 TELL Survey. Parents’ response to statements related to communication on Family and Community Engagement survey will increase by 5%.
All grade level Reading Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets.
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GOAL 2 – Action Plan Development Revised DATE:
November 2014 Section 1- Describe your goal and identify which need(s) it addresses. (Remember to link to identified strengths and challenges/needs.)
Goal
Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan?
Improve math instruction with emphasis on computation, problem-solving, and critical thinking skills to increase achievement of students scoring proficient and advanced to 75% on benchmark assessment. Second grade: NCE 55.2; GE 3.3; Although the NCE is >50, the scores are a decrease from 2013 (NCE 57.4; GE 3.4); did not meet AMO Target of 75.4% for 2013-2014 with 69.8% of our students proficient/advanced Fall 2014 STAR Math assessment indicates only 62% of our second grade students are at or above benchmark. 2) Mathematics: All students will reach high standards, at a minimum attaining proficiency or better in mathematics. 2.4) Standards Based Instruction: Align scientifically-based curriculum and instructional methods with the State’s challenging academic content standards.
ACTION STEPS – Section 2 – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.
Action Step
SPS will implement professional learning communities and professional development activities that include scientifically-based strategies, materials, and equipment that address specific math deficiencies as determined by systematic data analysis to increase the number of students scoring proficient and advanced on achievement test.
Elementary School Improvement Plan
IMPLEMENTATION PLAN –– Section 3 – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
Person(s) Responsible
Required Resources Time to conduct and participate in professional development activities related to:
Ongoing Aug. 2014 to Aug. 2015
Harriet Berrier Tammy Valentine
--Adopted Math Program and Supplemental Resources --Curriculum Strategies --Data Analysis of Summative Assessments
Projected Cost(s) & Funding Sources
PD 36 – provided by SCBOE Materials are readily available in our school based upon teacher and school needs
Evaluation Strategy/Timeline
Performance Results / Outcomes
The number of teacher response in agreement with statements related to professional development on a school level survey by 5% as compared to the 2013 TELL Survey.
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
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2014-2015
Interactive Boards Document Cameras
Action Step
SPS will implement web-based programs and other curricular strategies that integrate technology effectively in weekly math instruction to increase academic achievement.
August 2014 To August 2015
All Certified Teachers
Replacing Student-used computers with current Window Operating System using SCBOE technology bids
IXL Math – School License $3300 Education City – School License $2500 $760-$1,000 for desktop or laptop computers
The number of teacher response in agreement with statements related to professional development a school level survey will increase by 5% as compared to the 2013 TELL Survey.
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
Tablets
Action Step
Action Step
Teachers will use formative and summative assessments to identify students’ strengths and weaknesses in math for small group instruction and to communicate with peers in parentteacher conferences.
SPS will continue to communicate and encourage parent involvement by maintaining and updating its website and sending weekly classroom newsletters that includes information related to math instruction. Additionally, monthly office newsletters and -posting on marquee will provide stakeholders information of all school activities.
August 2014 To August 2015
All Certified Teachers -
SPS Webmaster August 2014 to 2015
Classroom Teachers Harriet Berrier Tammy Valentine
envision Math Resources provided by SCBOE
Fluency Tests Benchmark Assessment – provided by SCBOE
SPS website Classroom Newsletters Monthly Cub Chat Newsletter from Administration
Materials are available
School Marquee
The number of students requiring Tier 2 and Tier 3 RTI2 grouping will decrease by 5% school-wide.
The percent of teacher responses in agreement with community engagement and support on a school level survey will increase by 5% as compared to the 2013 TELL Survey. The percent of parents in agreement with statements related to communication on Family and Community Engagement Survey will increase by 5%.
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
GOAL 3 – Action Plan Development
Elementary School Improvement Plan
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Revised DATE: _November 2014 Section 1- Describe your goal and identify which need(s) it addresses. (Remember to link to identified strengths and challenges/needs.)
Goal
Implement systematic school-wide RTI and collaborative plan time within the school day which provides opportunities for teachers to discuss progress monitoring of students and assessments to identify students’ strengths and challenges.
Which need(s) does this Goal address?
TELL Survey: In 2013, the percent of teachers in agreement were below the district and state percent with use of time in the school meeting the needs of students and teachers. The one statement resulting in below 50% was “teachers have time available to collaborate with colleagues”. The percentage of teachers in agreement with this statement increased from 21.2% in 2011 to 43.1% in 2013. In comparison to 2011, SPS results 5/7 statements increased in percentages.
How is this Goal linked to the system’s Five-Year Plan?
1.5.4; 2.4.4) Collaborative Planning: Emphasize collaborative planning between and among grade levels via an electronic planning process that establishes a focus on critical instructional content. 1.6) Provide academic interventions and other focused supplemental supports to close gaps in reading/language arts. 2.5.2) Tier-Based Instruction: With the goal of early intervention in numeracy, the system will channel at-risk students into additional academic support programs that provide explicit, research-based instructional strategies in a data-based framework that are correlated to students’ individual learning needs.
ACTION STEPS – Section 2 – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.
Action Step
SPS will implement professional learning communities and professional development activities that include scientifically based academic interventions to close gaps in reading/language arts and math.
Elementary School Improvement Plan
IMPLEMENTATION PLAN –– Section 3 – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
Ongoing Aug.2014 -Aug. 2015
Person(s) Responsible
Harriet Berrier Tammy Valentine
Required Resources Time to participate in professional development activities related to: --Curriculum Strategies -- Data Analysis of Formative and Summative Assessments
Projected Cost(s) & Funding Sources
pd360- provided by SCBOE Materials are available based upon teacher and school needs
Evaluation Strategy/Timeline
Performance Results / Outcomes
The number of teacher responses in agreement with statements related to professional development on a school level survey will increase by 5% as compared to the 2013 TELL survey.
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
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Action Step
Action Step
SPS teachers will participate in weekly collaborative planning among grade levels via an electronic planning process and/or face to face that focuses on critical instructional content.
Teachers will use data analysis and formative/ summative assessment practices to inform instruction with application of scientifically based instructional strategies for small group instruction to close gaps in reading/language arts and math.
Aug. 2014 – Aug.2015
Time in weekly schedule to participate in collaborative plan All Certified Teachers
Harriet Berrier Aug. 2014 Aug. 2015
2014-2015
Tammy Valentine
Computer to complete electronic instructional plans
Computer 1/teacher $800$1,000/teacher
Reading and Math Unit Tests Benchmark Assessments
Materials are available
Brigance All Certified Teachers
Teacher Made Tests Classroom Newsletters Monthly Cub Chats from Administration
Action Step
Teachers will communicate with RTI2 SchoolLevel Team and parents regarding students’ academic strengths and needs based on assessments and progress monitoring.
August 2014 August 2015
Classroom Teachers Harriet Berrier Tammy Valentine
Parent-Teacher Conferences Letters to Parents indicating level of Tier instruction and progress Monthly RTI2 Monthly SchoolLevel Team Meetings
Elementary School Improvement Plan
Materials are available
The percent of teachers in agreement with statement “teachers have time available to collaborate with colleagues” in use of time category on the TELL survey will increase to 50%.
The number of students requiring intense interventions in Tier 2 and Tier 3 RTI2 groups will decrease by 5% school-wide.
The percent of teacher responses in agreement with community engagement and support on a school level survey will increase by 5% as compared to the 2013 TELL survey. Family and Community Engagement Survey percent of parents in agreement with statements on categories Supporting Student Success and Communication will increase by 5%.
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
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GOAL 4 – Action Plan Development Revised DATE: _____November 2014 Section 1- Describe your goal and identify which need(s) it addresses. (Remember to link to identified strengths and challenges/needs.)
Goal
Increase the engagement of all stakeholders in the educational processes of Sevierville Primary to 82% as measured by Family and Community Engagement Survey school year 2014-2015. Family Engagement and Community Survey: In 2014 the percent of parents in agreement with SPS sharing
Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan?
power and decision-making with parents range from 80% to 96%. In comparison to 2013 results with percents ranging from 77%-98%.
5.3) Early Literacy: Implement a variety of delivery systems to support early learning (i.e. Pre-k to second grade) students and their parents in helping their children learn foundational literacy and numeracy skills.
ACTION STEPS – Section 2 – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.
Action Step
Sevierville Primary will host parent meetings to discuss curriculum, academic achievement, health issues, and student/family services, which include provisions for homeless and Child Find.
Elementary School Improvement Plan
IMPLEMENTATION PLAN –– Section 3 – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
August 2014 to August 2015
Person(s) Responsible
Required Resources
Projected Cost(s) & Funding Sources
Resources will vary depending upon the activity Parental Involvement PLC groups
Representatives from Community Agencies will be invited to attend meetings
Local and State funds, school fundraiser, PTO support
Evaluation Strategy/Timeline Parents will participate in a minimum of two parent and/or community meetings. These will be held per year and documented through agendas and sign-in sheets. Parents will attend parent/teacher conferences.
Performance Results / Outcomes
The percent of parents in agreement that SPS collaborates with community will increase on each statement by 5% on the Family and Community Engagement Survey 2015.
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ELL Teachers
Action Step
Sevierville Primary will communicate information on programs, meetings, and other activities to parents in a language that is easy to understand.
August 2014 To August 2015
Classroom Teachers
2014-2015
School webpage Classroom Newsletters
Harriet Berrier Tammy Valentine
Local and State funds, school fundraiser, PTO support
The percent of parents in agreement that SPS communicates well with parents will increase by 2% on each statement on the Family and Community Engagement Survey 2015.
The percent of parents in agreement that SPS collaborates with community will increase on each statement by 5% on the Family and Community Engagement Survey 2015.
Local and State funds, school fundraiser, PTO support
The percent of parents in agreement that SPS shares power and decisionmaking with parents will increase on each statement by 2% on the Family and Community Engagement Survey 2015.
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
Front Office Newsletters
PLCs will include parent representatives
Action Step
Sevierville Primary School will involve stakeholders in school-wide planning focused on parent engagement, shared decisionmaking, and program prioritization.
August 2014 to August 2015
School-wide Event Committees
Resources will vary depending upon the activity
ELL & Parental Involvement Committees
Action Step
SPS stakeholders will be given opportunities to strengthen their knowledge and skills to support learning at home through professional development activities, community resources and programs (e.g. helping with homework and school success brochures, monitoring homework, developing good study habits, healthy living habits, etc.)
Elementary School Improvement Plan
August 2014 to August 2015
Parental Involvement PLC groups School Leadership PLC Teachers
Informational Brochures, Pamphlets, for Parents
Parent – Teacher Conferences
$500 Title 1 Funds allocated for Parental Involvement
The percent of parents in agreement that SPS supports student success will range from 85% to 98% on the Family and Community Engagement Survey 2015.
All grade level Math Benchmark Assessments will result in 75% of students scoring proficient and advanced and will meet or exceed 2014-2015 Reading Achievement Targets
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GOAL 5 – Action Plan Development Revised DATE: __________________________ Section 1- Describe your goal and identify which need(s) it addresses. (Remember to link to identified strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
Sevierville Primary School will promote the connection between health and academic success. Family Engagement and Community Survey – Collaborating with Community: In 2014 the percent range (78%-88%) of parents in agreement that SPS collaborates with community increased on each statement In comparison to 2013, results ranged from 77% to 88%. School Nurse helps to ensure the wellness and health of all students. Collaboration among community parents and staff promotes a cohesive and consistent learning environment. 9) Coordinated School Health: The Sevier County School System will promote the connection between health and academic success. 8.3) Supporting Student Success: Families and school staff continuously work together to support students' learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. 9.1.4) Health Education Curriculum: The system will implement a comprehensive health education curriculum based on the Michigan Module in each of the district's elementary schools.
ACTION STEPS – Section 2 – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.
IMPLEMENTATION PLAN –– Section 3 – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
Person(s) Responsible
Required Resources
Projected Cost(s) & Funding Sources
Evaluation Strategy/Timeline
Performance Results / Outcomes
Documentation and Data collected by School PLC regarding healthy behaviors of staff and students
SPS percent of students in the healthy BMI classification on the Sevier county School System BMI Comparative Analysis will increase by 5% as compared to the 20102011 data
Harriet Berrier
Action Step
SPS will implement a School Healthy Team Committee to promote a healthy school environment, encourage adoption of healthy behaviors, and providing professional development activities.
Elementary School Improvement Plan
August 2014 To August 2015
Time for exercising Tammy Valentine Facilitators of Committee
Incentives for making good choices
Materials are available
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Action Step
SPS will implement a comprehensive health education curriculum based on the Michigan Module.
August 2014 To August 2015
SPS will promote participation and communicate with parents, students, and staff information related to Coordinated School Health activities.
August 2014 to August 2015
Classroom Teachers PE Teachers Don Best
Action Step
Elementary School Improvement Plan
Harriet Berrier
2014-2015
Resources for Michigan Health Module SPS and Sevier County School District websites Newsletters
Tammy Valentine
Materials are available
Weekly lesson plans for documentation of Health and Wellness instruction
Health and Wellness will be included in weekly lesson plans
Materials are Available
Documentation of Parent Involvement using sign-in sheets and/or artifacts
Increased participation in activities
Flyers
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2014-2015
ENSURING TITLE I SCHOOLWIDE COMPONENTS (ONLY FOR SCHOOLS OPERATING TITLE I SCHOOLWIDE PROGRAMS)
As stated in the general instructions on page 1, this template may also serve as the Title I Schoolwide plan for Title I schools. The plan template has readily addressed the following Components: 1. Comprehensive Needs Assessment (See Data Analysis and Action Plan) 2. Reform strategies, aligned with the needs assessment, that are research-based and provide opportunities for all children to meet the State’s annual measurable objective and gap closure targets with an emphasis on lowest achieving students and achievement gaps; (See Action Plan) To ensure that all Title I Schoolwide Components are proficiently addressed, please respond to the following questions:
3. INSTRUCTION BY HIGHLY QUALIFIED PROFESSIONAL STAFF
Provide an assurance statement that all paraprofessionals meet the NCLB requirements and that all teachers are highly qualified OR that the school has a state-approved plan in place for any teachers that do not meet the requirements. Title I funds may not be used for staff salaries unless all Section 1119 NCLB qualification requirements are met OR a state-approved plan is in place for staff that do not meet the requirements.
One hundred percent of our courses are taught by highly qualified teachers. All instructional assistants are highly qualified based on the criteria of at least 2 years of college experience or having successfully passed the paraprofessional exam.
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Sevierville Primary School Improvement Plan
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4. STRATEGIES TO ATTRACT HIGH-QUALITY STAFF (TEACHERS & INSTRUCTIONAL PARAPROFESSIONALS)
What activities are in place to recruit, assign and retain HQ staff based on student learning needs? In order to attract highly-qualified teachers and stimulate future interest and sustained support, SPS extends varied opportunities for involvement. Student teachers from surrounding colleges, universities, online universities are regularly placed in our classrooms to gain experience and fulfill the requirements for state certification. Educational practicum experience is also offered to satisfy college and university course requirements. The East Tennessee State University Partnership provides cohort opportunities for additional/advanced degree programs. Students from Walter’s State Community College and members of the Leadership class at the area high school are assigned to intermittently volunteer in individual classrooms where they serve as both tutors and mentors. Currently prospective teachers submit resumes/portfolios to principal and an interview is scheduled based on position availability.
5. HIGH QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT
High-quality ongoing professional development should be clearly identified within EACH of the goals outlined in the Action Plan section of the School Improvement Plan. Descriptions of PD activities should be highlighted within the Action Plan. Each Action Plan Goal has a description of PD activities.
6. STRATEGIES TO INCREASE PARENT ENGAGEMENT
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Sevierville Primary School Improvement Plan
2014-2015
1. Describe the process for ensuring that the schools’ parent involvement policy/plan is made available to the stakeholders and that it is updated periodically to meet the changing needs of parents and the school.
Parents are provided a copy of our parent involvement plan at our beginning of school orientation/Title 1 meeting. It is also provided in the students’ agenda/planner and handbook. Parents can also view our plan digitally on the school website (sps.sevier.org), district’s website (sevier.org), or hard-copy in our office. Annual updates are made to reflect school needs based on data gleaned from our annual Family and Community Engagement survey results. Input from parents through our parent and community group is also encouraged.
2. Describe the process to annually develop the school-parent compact and to inform parents about the school’s parental involvement programs and right of parents to be involved.
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Sevierville Primary School Improvement Plan
2014-2015
Our school-student-parent compact is reviewed annually with our School Leadership Team. Development is based on input from teachers and parents. The compact is reviewed at a minimum of four times per year with parents during parent-teacher conferences. Parents’ and teachers’ input regarding adjustments to the compact are requested at the end of the school year. A discussion is also held with PTO regarding the current school-student-parent compact and any changes that may need to be made. Parents are informed of our parental involvement programs and rights during Sevierville Primary School’s beginning of year Orientation/Title 1 Meeting. The plan is explained within a PowerPoint presentation. Portions of this plan and specific events are also communicated to parents via parent letters, school newsletters, parent handbook, and parent meetings. The plan is also posted on the school’s website and included in the student planner and parent/student handbook.
Parent meetings are conducted throughout the school year or on an as needed basis. The meetings provide parents with information concerning their child’s education, materials to practice and support identified skills relative to their child’s learning, and tips for parents, while fostering a positive relationship between the home and school environment. Two-way communication involves a variety of media such as phone calls, e-mails, texts, and person-toperson conferencing.
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Sevierville Primary School Improvement Plan
2014-2015
3. Based on data, research, and other supporting documentation describe the strategies that are in place increase effective school-parent partnerships related to student achievement? Describe the data, research and other available documentation reviewed to support your response. Strategies to build Parent Involvement capacity and accessibility must include the following: Timely information provided to parents about programs Communications in appropriate formats and languages Assistance to parents in understanding the common core curriculum, assessments, proficiency levels Parent materials and training on how to work with their children and educators to improve achievement Staff materials and training on working with parents Increased accessibility for parents who are disabled, economically disadvantaged, LEP, or minority background Procedure to submit comments when dissatisfied with the Title I school-wide program Flexible times for PI meetings Reasonable support requested by parents for PI activities Data to support the responses can be found in our Family and Community Engagement Survey 96.6% of our parents surveyed indicated SPS maintains clear 2-way communication with parents and the community 100% of teachers provide parents with useful information about student learning 86% parents support teacher contributing to their success with students Strategies to build Parent Involvement capacity and accessibility include the following: Timely information provided to parents about programs: Parents are informed of the programs via our Student/Parent Handbook; PowerPoint Presentation at our Annual Title 1 meeting; newsletters; and on our school webpage (www.sps.sevier.org). Our administrators discuss current changes and results in regard to data and the school’s areas of success and areas of greatest need at monthly (Parent Teacher Organization) meetings and/or other times, as needed. Communications in appropriate formats and languages: To the best of our ability, communications to parents are provided in an appropriate language for understanding –most communications are translated into Spanish for many of our ELL students. Our administrators inform families of celebrations, curricular changes/needs, and upcoming assessments through newsletters and the school’s website. Teachers in 1st and 2nd grades use grade-appropriate student planners to communicate daily with families. Kindergarten teachers use a binder with a home communication tool (Nick folders) to communicate daily with parents/guardians. Newsletters are sent home weekly from classroom teachers. Newsletters are sent home monthly by administrators. Email communication is used between parents, administrators, and teachers. Flexible times for Parent Information meetings: meetings are held in the evenings, morning, and during the day. Parent materials and training on how to work with their children and educators to improve achievement: Our ELL Parental Involvement PLC has held parent meetings to assist parents in understanding the curriculum and how to help their child be successful. Parent training sessions are held by our school guidance counselor on topics requested by parents or listed as a need on parent surveys. Staff materials and training on working with parents: Teachers are provided opportunities for staff development in working with parents. They are also provided materials to give to parents to provide suggestions for how to help with homework and ensuring their child’s success. Professional Development activities and suggestions for working with parents are provided for staff through pd360, a web-base professional development program provided by our school district. In addition to attending staff development opportunities relating to family engagement, the Sevierville Primary School’s faculty and staff research and brainstorm on-going ideas on how to increase and promote family participation, collaboration, and contribution. Increased accessibility for parents who are disabled, economically disadvantaged, LEP, or minority background: Our school is accessible for parents who are disabled, economically disadvantaged, LEP, or minority background. Due to our large population of ELL students we have three full-time and one part time ELL teacher. Documents are translated into Spanish by either an ELL teacher, paraprofessional, or translator. Elementary School Improvement Plan 32 | Page
Sevierville Primary School Improvement Plan
2014-2015
Procedure to submit comments when dissatisfied with the Title 1 school-wide program: Parents may communicate comments to administration via e-mail or use our districts’ website (http://www.sevier.org). To locate the correct page, please click on Federal Programs and then click on Submit questions or comments regarding your child’s Title 1 program. Reasonable support requested by parents for PI activities: Teachers are available for conferences before and after school, and during their plan times. Parent conferences are held to communicate class schedules, attendance, use of student planners, and expectations for student learning and behavior. Parents who are unable to attend are provided with alternate dates and times to meet with our teachers. The following activities provide parent opportunities to be involved: Orientation/Title 1 Meeting – Parents are informed of expectations and complete enrollment forms. Open House/Technology Night – Families visit classrooms and participate in teacher-led or student-led activities while learning about the various types of technology available to students Winter Wonderland – A night to showcase students’ fine arts throughout the building Book Fair – theme-based family night reinforces literacy ELL Parent Training – Parents are given suggestions to help students with reading and homework McTeacher Night – A night to see our Teachers helping in the community
4. Schoolwide program plans are to be developed in consultation with the district, parents, community members and staff carrying out the plan. Describe parental involvement in the following requirements: a) Program planning b) Implementation c) Monitoring/Evaluation of the school plan?
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Sevierville Primary School Improvement Plan
2014-2015
Program planning, implementation, and monitoring/evaluation of the school plan engage parental involvement. Parent meetings are conducted periodically throughout the school year. The meetings provide parents with information concerning our schoolwide programs and allow for discussion of how to adjust our school improvement plan, if needed. Parents are provided with materials to practice and support identified skills relative to their child’s learning, while fostering a positive relationship between the home and school environment. Parents and community resources are a vital component in the planning, review and improvement of school-wide programs that support overall student success. Family literacy and support services are employed at the school level through the voluntary efforts of our ELL teachers, school guidance counselor, SRO, and parent volunteers. Our ELL teachers, guidance counselor, and SRLO are available to both students and parents. Individual and family meetings provide an opportunity for open dialogue concerning academic and individual issues as related to education. The guidance counselor also provides materials that aid parents in reading with their child, studying with their child, completing homework, and implementing effective behavior modification techniques. Our SRO provides a positive role model for our students, encourages positive decision-making and citizenship through community-related lessons and personal relationships, in addition to scheduling time to read to individual classes. Parent involvement is imperative in the implementation and success of schoolwide programs. Through the fundraising activities of our PTO, our academic and program needs are met. Parent volunteers serve in the classroom as tutors, guest speakers/presenters and supplemental aides who assist in the preparation of classroom materials. Bi-lingual parents voluntarily serve as translators. The community supports the planning, review, and improvement of schoolwide programs by providing educational field trip opportunities, donations through community sponsorship, information on available community programs via the Community Resource Center, English classes for parents of ELL students, and literacy programs for parents. During SPS Family Healthy Fair, the staff collaborates with the University of Tennessee Agricultural Extension Agency to provide information on a variety of topics: academic strategies for working with your child at home, lists of age-appropriate literature, nutrition information and childhood wellness. Schoolwide program plans are monitored and/or evaluated annually during School Leadership PLC meetings and PTO meetings. 5. Describe what methods the school uses to provide parents a description and explanation of the curriculum, assessments, and expected student proficiency levels.
The following methods are used to provide parents a description and explanation of the curriculum, assessments, and expected student proficiency levels: PowerPoint presentation at Orientation/Title 1 Meeting Parent/Student Handbook (includes Title 1 Handbook) Education in Sevier County, Parents’ Guidebook K-2 (Parent Guide to Curriculum Standards) Parent-Teacher and/or Parent-Administrator Conferences PTO Meetings SPS webpage (www.sps.sevier.org) District website (www.sevier.org) Newsletters 6. Describe how the school provides individual student academic assessments results, including the interpretation of those results, in a language the parents can understand.
Elementary School Improvement Plan 34 | Page
Sevierville Primary School Improvement Plan
2014-2015
SPS provides individual student SAT-10 Assessment results to parents in the report card the first six weeks following receipt of the results. Often this is the first six weeks of the following school year. Brochures and booklets explaining the results and the interpretation are included. Classroom newsletters communicate to parents that teachers and administrators are available to answer any questions or to provide further explanation. Benchmark Assessment results and interpretation are provided to parents during parent-teacher conferences. Results of student performance and school effectiveness to all stakeholders via the State Report Card at www.tn.gov and our school website www.sps.sevier.org. Report cards and mid six-weeks progress reports provide parents information of student success with the general education curriculum. All information is provided to parents in English and if requested in another language easier for them to read and understand.
7. TRANSITION STRATEGIES
1. Describe the transition programs and activities in place to help students, especially those at-risk, move from preschool to kindergarten, primary to elementary, elementary to middle, and middle to high school.
A number of incoming Kindergarten students have attended private preschools or daycares within the county serving as a transitional process from Pre-Kindergarten to Kindergarten. Head Start and voucher programs provide opportunities for economically disadvantaged families. The Tennessee Department of Education funds preschool classes for at-risk students. SPS has one state-funded Pre-Kindergarten class which promotes into our kindergarten classes. As part of the governor’s initiative for providing a Pre-Kindergarten program, a federally-funded Title 1 preschool program is offered to at-risk, 4-year-old students. The Pre-Kindergarten program is a satellite program of SPS and is housed at Trula Lawson Early Childhood Center (TLECC). Developmental Kindergarten is a class designed for kindergarten age students who scored significantly below the average range on the Pre-K Brigance and need a year of structure. The class provides an opportunity for students to develop academically and socially. Our kindergarten teachers provide a virtual tour of our school and also meet with parents of our Pre-Kindergarten program. Head Start Students are given the opportunity to visit our school and tour. One of our Kindergarten teachers leads a parent information meeting with parents of Head Start students. Since we serve students in pre-kindergarten through second grade, our second grade students transition to Sevierville Intermediate School for 3rd through 5th grades. Each spring our second grade students participate in an orientation and visit classrooms at SIS. Our 2nd grade parents are provided an opportunity to attend orientation at the beginning of their child’s third grade year.
2. Describe the collaborations and strategies which are evident between the elementary school and preschool programs (i.e. Head Start, Even Start) to transition pre-school students, especially those considered “at risk”? (If applicable).
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Sevierville Primary School Improvement Plan
2014-2015
In the spring of each school year, kindergarten teachers hold a Transition to Kindergarten Parent Meeting with staff and parents of Head Start students. Parents are given information regarding how to register for kindergarten and what students should now prior to entering. Parents of Head Start children rated the meeting and information beneficial and useful so that they could better prepare parents to tour our school and visit kindergarten classrooms. Our kindergarten teachers also develop a virtual presentation for our at-risk pre-k 4-year old program to show to parents at their spring meeting. The presentation shows oru school and highlights of a day in a kindergarten classroom.
8. TEACHER PARTICIPATION IN MAKING ASSESSMENT DECISIONS
1. Describe how teachers participate in decision-making regarding the use of school-based academic assessments.
Teachers participate in decision-making regarding the use of school-based academic assessments through grade-level meetings, small-group meetings within grade levels, and PLCs. Teachers also participate on the Prioritization Planning Committee that is focused on needs using school-based academic assessments. SPS implements a School Leadership PLC providing teachers opportunities to be active participants in the educational decision-making process with focus on continuous school improvement and sharing the responsibility for its success.
2. Describe how the teachers participate in student achievement data analysis to improve the academic achievement of all students.
In the beginning of the school year administrators meet with individual teachers and grade levels to discuss our student achievement data analysis. The teachers provide suggestions of how to improve academic areas based on the analysis and what is being successful in their classrooms. Teachers who are having success in raising students’ achievement are asked to present professional development activities. Throughout the year, dialogue is held between teachers, grade levels, School Leadership PLC and administrators regarding our student achievement data analysis and what needs to be done to improve academic achievement of all students.
3. Describe how the teachers participate in student achievement data analysis to improve the academic achievement of students for which they provide direct instruction.
Elementary School Improvement Plan 36 | Page
Sevierville Primary School Improvement Plan
2014-2015
In the beginning of the school year, teachers are asked to review their students’ summative achievement data from the previous school year. They are asked to identify areas of reinforcement and refinement. This information is used to guide their planning and enhance their teaching strategies. With the implementation of RTI2, STAR is being used as our universal screening. The data is reviewed and student groups for intensive instruction are developed. Teachers have a weekly common plan time to collaborate and discuss student achievement. Progress monitoring is conducted weekly either with STAR or AIMSweb. This data is also reviewed bi-weekly. Students scoring below the 25th percentile are placed in Tier 2 and Tier 3 instructional groups. Tier 2 groups receive a minimum of 30 minutes intense small group instruction daily. Tier 3 groups receive 45 minutes of intense small group instruction daily. Teachers use the data from progress monitoring to inform their instruction.
9. TIMELY AND ADDITIONAL ASSISTANCE FOR STUDENTS HAVING DIFFICULTY MASTERING THE STANDARDS
1. What evidence indicates that the school is standards-based and that all students have equal access and instruction to meet Tennessee and Common Core standards?
Evidence that indicates SPS is standards-based and that all students have equal access and instruction to meet Tennessee and Common Core Standards is as follows:
All weekly lesson plans include ELA, Math, Social Studies and Science Common Core and/or Tennessee State Standards
Special Education students are served through a continuum of services – inclusion to self-contained which is based on each child’s individual needs
At-risk students are provided interventions using a Student Intervention Plan to close the academic achievement group
Weekly classroom newsletters inform parents of the standards being addressed
An office monthly newsletter (Cub Chat) inform parents of instruction based on Common Core State Standards and/or Tennessee Standards
Teachers’ weekly lesson plans include RTI2 instruction
All students receive a minimum of 1 hour of PE per week; 30 minutes of art, music guidance, library, and computer lab per week
2. How does the school choose interventions and additional assistance/learning time for students not meeting Tennessee and Common Core standards?
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Sevierville Primary School Improvement Plan
2014-2015
Our school district has adopted Journey’s from Houghton Miflin as our reading series. Journey’s Write in Reader and Reading Tool Kit are used with students in Tiers 2 and 3. SPS teachers also have the flexibility of choosing supplemental interventions for students not meeting CCSS and/or Tennessee standards. Based on results from a universal screener benchmark assessment teachers are provided research-based resources. Through a weekly common plan time teachers and administrators collaborate on best-practices and strategies. Our School-level RTI2/Support Team meets monthly to assist teachers in determining which intervention should continue, intensify, or discontinue. RTI2 is being used to provide students with additional instruction in small group with high fidelity. Teachers use STAR and AIMSweb progress monitoring to determine students’ individual needs and which group would best meet their needs. RTI2 is provided to all students providing enrichment to below level academic achievement instruction based on students’ needs from data analysis.
10. COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL PROGRAMS AND RESOURCES Include the Integration and Coordination of Programs and Resources document provided by the Title I office.
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Sevierville Primary School Improvement Plan
2014-2015
Coordination and Integration of Federal, State, and Local Programs (A required component of the SIP)
Title I, Part A Read 180
Be a Better Reader Brain Pop
Accelerated Reading
Accelerated Math
Framework for Understanding Poverty
Zoo Phonics Parent Communication (TransAct) Mentoring Research-based PD Research-based materials and equipment
Intent and Purpose READ 180 is proven to meet the needs of struggling readers whose reading achievement is below proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Designed to help gauge what reading comprehension and phonics skills students have mastered and to identify where needs in understanding critical concepts exist. (middle school program) Brain POP creates animated, curriculum-based content that supports educators and engages students. Brain POP is used in numerous ways, from introducing a new lesson or topic to illustrating complex subject matter to reviewing before a test. (Content is aligned to state standards) To build a reading culture throughout the school and make reading practice more effective for every student. AR personalizes reading practice to each student’s current level, assesses students’ reading, vocabulary, and literacy skills, and builds a lifelong love of reading and learning. Accelerated Math's advanced technology helps to provide the essential practice component of your math curriculum. AR creates paper assignments tailored to each student's current level, scores all math practice, provides feedback, and helps to differentiate instruction by addressing each student’s individual needs. To provide participants with "practical, real-world support and guidance to improve effectiveness in working with people from all socioeconomic backgrounds." This effort strives to be an inspection of the social and economic class structure of the United States and seeks to provide those living in middle class and wealth with a better understanding of the challenges that face those living in poverty. The Zoo-phonics methodology fully involves your child’s eyes, ears, mouth and body as they learn phonemic awareness, the alphabet and how to decode (read) and encode (spell/write). TransACT’s vision has been to provide a comprehensive set of legallyreviewed forms and notices in a wide range of languages for both native English and limited-English speaking parents. To introduce and develop some of the elements and applications of mentoring to develop a viable and positive relationship between mentor and novice; to create an openness that will promote personal and professional growth for both the mentor and novice. Professional development activities focused on instructional strategies grounded in scientifically based research. To facilitate learning through the use of research-based instructional resources
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Sevierville Primary School Improvement Plan
2014-2015
Coordination and Integration of Federal, State, and Local Programs Personnel
Title I, Part D Plato Learning
Research-based PD Personnel
(A required component of the SIP) Reduction of student/teacher ratio; to facilitate the provision of individual and small group instruction.
Intent and Purpose PLATO® Credit Recovery Solutions allow students to complete course requirements more rapidly, recover credits, regain self-confidence, and graduate on time. Learning is self-paced and put in real-world context and coupled with offline activities and Internet resources that reinforce learning in areas of greatest weakness. Professional development activities focused on instructional strategies grounded in scientifically based research. To reduce student/teacher ratio; to facilitate the provision of individual and small group instruction.
Title III
Intent and Purpose
Research-based PD
Professional development activities focused on instructional strategies grounded in scientifically based research To reduce student/teacher ratio; to facilitate the provision of individual and small group instruction To improve and increase academic achievement for ELL students–basic skill instruction To teach the English language and help students to develop literacy skillsActivities are designed for targeted, individual needs with one-on-one instruction To teach the English language and help students to develop literacy skillsActivities are designed for targeted, individual needs with one-on-one instruction
Personnel Skills Tutor Imagine Learning
Rosetta Stone
Local/State United Streaming
Credit Recovery
Mentoring
Parent Link SROs SWPBS
Intent and Purpose A curriculum resource used to integrate 80,000 video clips, virtual labs, interactives, audio files, lesson plans, assessment options and more PLATO® Credit Recovery Solutions allow students to complete course requirements more rapidly, recover credits, regain self-confidence, and graduate on time. Learning is self-paced and put in real-world context and coupled with offline activities and Internet resources that reinforce learning in areas of greatest weakness. To introduce and develop some of the elements and applications of mentoring to develop a viable and positive relationship between mentor and novice; to create an openness that will promote personal and professional growth for both the mentor and novice To increase efficiency in communicating with parents for emergency messaging To promote a positive and safe school climate School-wide Positive Behavior Support- For the development of a positive, safe, and productive school climate
Elementary School Improvement Plan 40 | Page
Sevierville Primary School Improvement Plan
2014-2015
Coordination and Integration of Federal, State, and Local Programs School Nurses Personnel Research-based PD Research-based materials and equipment Personnel
Fastt Math
Learning.com Personnel (Instructional Coaches) Renaissance Learning
(A required component of the SIP) Collaboration between local and Cherokee Health Systems to provide a nurse at each school Instructional support system for teachers specifically in grades K and 1, as well as Title I schools via paraprofessionals To increase teacher capacity for integrating effective instructional strategies (DI, Mentoring, Technology, Test data examination, academic interventions, etc.) To facilitate learning through the use of research-based instructional resources Reduction of student/teacher ratio; to facilitate the provision of individual and small group instruction The FASTT Math intervention program uses the research-validated FASTT system (Fluency and Automaticity through Systematic Teaching with Technology) to help all students develop fluency with basic math facts. FASTT Math automatically differentiates instruction based on each student’s individual fluency levels in customized, 10-minute daily sessions. Digital content, assessments, and 21st Century skills curriculum designed to integrate technology into the classroom and prepare students for success in college and career. For the acquisition of the knowledge and skills necessary to use school-level data i.e. TCAP, TVAAS, DEA to work with classroom teachers to develop areas of strength and identify areas needing improvement. To provide valid, reliable, actionable data in the least amount of testing time— that empowers educators to focus on individualizing instruction to accelerate learning for all students.
IDEA
Intent and Purpose
Research-based PD
Professional development activities focused on instructional strategies grounded in scientifically based research To improve and increase academic achievement for non-title schools students–basic skill instruction READ 180 is proven to meet the needs of struggling readers whose reading achievement is below proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. The basic purpose of the Wilson Reading System is to teach students fluent decoding and encoding skills to the level of mastery. From the beginning steps of the program, it also includes sight word instruction, fluency, vocabulary, oral expressive language development and comprehension. Throughout the program, a ten part lesson plan, designed to be very interactive between teacher and student, is followed. The lessons progress from easier to more challenging tasks for decoding and then spelling.
Skills Tutor
Read 180
Wilson Language
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Sevierville Primary School Improvement Plan
2014-2015
Coordination and Integration of Federal, State, and Local Programs
Herman Language
Key Math
S.P.I.R.E.
Title VI, Part B Educational Technology Consultant
(A required component of the SIP) The Herman Method provides direct instruction and practice exercises using flash cards, computer-based software programs, workbook exercises, and guided reading books. It has a structured teaching system that can be modified to meet individual student needs. A supplemental resource provided to help sharpen math skills through extra practice. It provides condensed lessons (English/Spanish) with extra help for students who have fallen behind or missed some school. (Student web links.) A supplemental resource designed to prevent reading failure and to build reading success through an intensive, structured, and spiraling curriculum. It integrates phonological awareness, phonics, handwriting, fluency, vocabulary, spelling, and comprehension.
Intent and Purpose To provide accessibility to technology in an equitable, up-to-date technology lab enabling students to become technology literate. To integrate technology effectively into the core academic areas of reading, math, and science. A data consultant used to train school-level personnel in data analysis to extrapolate meaningful results used to inform classroom instructional practices.
Elementary School Improvement Plan 42 | Page
