Rozelle Elementary School’s organizational practices and processes promote quality instruction by fostering an academic learning environment. The vision and purpose are aligned with current research based best practices to focus on student learning. Policies, procedures, and organization ensure equity of learning opportunities. The leadership offers opportunities for effective decision making to all faculty and staff in a collaborative environment for improvement. The school goals
established by the school support the vision. These goals guide teaching, learning, and the climate of the school.
Time Allocation
Teachers are provided with common planning time to work in PLTs. PLTs focus on data analysis to drive instruction and research best practices that will improve student achievement.
The school’s mission and vision are incorporated into the learning environment to drive the organizational practices through the parent/student handbook, website, morning announcements, calendars, newsletters, and posted throughout the school.
The daily schedule for each teacher includes organizational practices that offer the maximum amount of teaching time.
Literacy blocks of 90 minutes of uninterrupted reading time and 60-75 minutes of math time to ensure students get the most out of the school day. Intervention is scheduled 45 minutes minimum a day.
Professional Development is offered to all stakeholders in the school. Parents, community members, teachers, and students are offered training times to enhance their knowledge of various skills including technology.
Conferences, workshops and support meetings are offered to all parents and community to extend learning.
Budget Allocation
Rozelle utilizes various budgets to support the effective implementation of assessments. Site-based funds are used as well as Title I funding to support the administration and analysis of assessment data.
Teachers are offered on site professional development and technical support to ensure that faculty and staff understand how to effectively analyze data and use assessments to guide instruction in the classroom. Sessions are funded through the use
of the Title I Budget.
Title I budget provides additional resources for the school. Additional personnel, materials, supplies, parent communication efforts, and professional development needs may be purchased to supplement the implementation and data analysis of assessments.
District funding supports the use of Formative Assessment in grade three through five.
The district funds the administration of the TCAP in grades two through five.
Human Resources
Rozelle Faculty consists of 19 regular education teachers, five support teachers, and one special education teacher. There are three part-time and one full time paraprofessionals assisting with certified personnel. All employees are highly qualified.
Support to families is offered through the aid of the Guidance Counselor, School Psychologist, and Social Worker. Often families have issues with basic and educational needs and our support team provides our families and community with this through character education, anger management, college, and career awareness.
The Professional Development and School Compliance Coach, PDSCC, leads PLT meetings and provides professional development on the use of instructional strategies and best practices. The PDSCC also provides data analysis sessions on all forms of data.
District support is provided through Optional Schools Staff, Exceptional Children, and Math/Literacy Leaders. This method of support brings expertise to the school from different areas of the district.
Adopters provide support through in-school tutoring and extra personnel when needed. First TN also offers our fifth grade students a financial literacy program.
3.4.c: Organization Summary Questions
What are our major challenges and how do we know?
Analyzing the gap analysis in 3.4b, indicates the following challenges facing Rozelle:
• Additional time is needed to fully master the teaching of best practices. This is evident in the fast paced curriculum that hosts a multitude of new strategies.
• Additional personnel are needed to implement the various programs that encompass the organization of the school.
This is evident in classroom observations and the number of programs that teachers must utilize throughout the day.
What are our major strengths and how do we know?
According to careful analysis of Table, 3.4a, the following strengths were analyzed,
• Rozelle has effective leadership and dedicated staff. This is evident due to the growth over the past three years.
• Organizational practices support an aligned and balanced curriculum. This is evident due to the scheduling of classes to ensure students receive that appropriate amount of time for each subject area and intervention.
• Vision, mission, and beliefs of Rozelle are directly related to the school focus. This is supported by the school atmosphere, academic achievement, community and parent involvement, and climate surveys.
• Professional is continual and purposeful. This is evident in the support schedule that supports grade level common planning, PLT Weekly Meetings, school-wide inservice, mentoring program, and district support for professional development.
• A school climate that fosters learning is evident. This is supported by the evidence revealed in the school climate survey.
How will we address our challenges?
The following strategies will be utilized to address the organizational challenges that face Rozelle:
• Evaluate the effectiveness of current strategies utilized and organize them in order of importance. Focus on the strategies that varied learning styles and focus on those with the greatest impact.
• Use additional Title I funds to add additional personnel to support the function of the organization.
• Continue to offer parents opportunities to support the learning environment by soliciting volunteers to aid in classroom instruction and organization.l