C
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M
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N
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E
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N
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3
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U
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Z
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3.1.a: Curricular Practices
Current Curricular Practices TN Dept. of Ed. Standards Curriculum Mapped & Prioritized Benchmarks Established Formative Assessment Aligned with Benchmarks Support for C&I Monitoring is in Place for Quality Instruction Teaching and Learning Materials Correlated to Standards Communication of a Shared Vision Evidence of Practice (State in definitive/ tangible terms) • Utilize TN Department of Education State Standards • MCS correlates state standards with Literacy and Math Programs • Staff is trained on a regular basis in the use of standards based instruction in PLT Meetings • Teacher Weekly Lesson Plans are driven by standards • Standards are identified and posted in the classrooms, in • Curriculum is mapped by each grade level in grade level curriculum maps and project maps • Daily instructionis guided by the TN Blueprint for Learning through Learning Village • SPI’s are posted
in the classroom and noted on Lesson Plans to drive instruction • Teachers implement effective instruction methods daily in Reading, Language Arts, Math, Science and Social Studies • Teachers meet • Baseline assessments are administered by the teachers to students three times a year to monitor student progress and track student performance using a variety of assessments • Data is gathered and analyzed to form student grouping and provide appropriate intervention • Data is also utilized to • TCAP is analyzed as a form of formative assessment to drive instruction • Renaissance Formative Assessment is administered three times a year and is aligned with state benchmarks • Data from Formative Assessment is used to drive instruction, plan for grouping, and intervention • Professional Development is provided by weekly Professional Learning Community Meetings led by the Principal and PDSCC to provide support for programs that drive curriculum and instruction • Teachers participate in District Training • Technology is utilized daily to support curriculum • Assessment monitoring forms are utilized to track student progress on baseline assessments in literacy and math • Formative Assessment Reports are used to monitor student progress • Intervention strategies are monitored for effectiveness through Progress Monitoring and teacher observation • Instructiona l materials are correlated with the curriculum and distributed to the staff • Materials purchased by Title I are distributed as needed • Curriculum guides are used for lesson planning along with TN Blue Print for Learning, Learning Village, and Teacher
• Mission & Vision shared with the school
community through various methods
• Curriculum Maps & Project Guides are sent home every six weeks by grade level • School Website • Grade Level NCLB Curriculum Parent Meetings twice a year • Monthly NCLB Parent Meetings • Progress Reports • Parent/Teacher contact Logs • Parent/Teacher Conferences • Grade Level Meetings
lesson plans and curriculum guides • Teachers utilize SPI’s that are provided by the administration to guide instruction • Math and Literacy Blocks are implemented through a standards based curriculum during 90 minutes of uninterrupted instruction for Literacy and 60 minutes of Math on grade level during common planning times to map curriculum. • Differentiated instruction is utilized to ensure that students receive appropriate instruction in Reading & Math curriculum on an individual basis. make a prioritized list of performance objectives to ensure that best practices are used to meet standard benchmarks • Literacy standards are integrated using AIMSWEB Testing Benchmarks and progress monitoring on grade level to ensure cohesive instruction is being implemented • AIMSWEB is utilized in Kindergarten , 1st Grade & 2nd Grade and instruction • Interventions are utilized to support C&I • New teacher mentoring supports curriculum and instruction SPI Books • Intervention materials are utilized to support instruction • Support Team Meetings • EXCEL Plans • District Parent Workshops • TCAP Parent Reports Is the current practice research-based?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes • Yes
Is it a principle & practice of high-performing schools?
Has the current practice been effective or ineffective?
Effective Effective Effective Effective Effective Effective Effective Effective
What data source(s) do you have that support your answer? (identify all applicable sources) • Lesson Plans • Professional Development Meeting Minutes • TCAP Data • Handouts from Meetings • Professional Development Evaluations • Surveys • Lesson Plans • TCAP Data • Curriculum Maps and Project Guides • Teacher Schedules • Progress Reports • Report Cards • TCAP Data • Formative Assessment Reports • Assessment Monitoring Form in Reading, Math & Writing • Unit Skills in Reading • Ways to Assess in Math • DIBELS Data • TCAP Data • Formative Assessment Reports • Assessment Monitoring Form in Reading, Math & Writing • Unit Skills in Reading • Ways to Assess in Math • DIBELS Data • Professional Development Meetings Minutes, Agendas & Sign In Sheets • Teacher Evaluations • Lesson Plans reflect evidence of support • Student Progress Reports • AYP Data • Monthly Mentoring Logs • AIMSWEB Progress Monitoring & Benchmark Reports • Assessment Monitoring Forms • Walk Through Evaluations • Renaissance Reports • Stanford Math Monitoring Data • Teacher Evaluations • Student Progress Reports • Curriculum Maps and Project Guides • Assessmen t Data • Teacher observation of the use of materials and equipment purchased by site-based budget & Title I Budget • Surveys to all stakeholders • Data Posted in
the school visible for all to see • Written Notification of AYP Status • Parent/Student Handbook • Evaluations from Parent Meetings and Professional Development Sessions • School Calendar sent home monthly • School Newsletter • School Leadership Council Meeting • Curriculum Map & Project Guide sent home each six weeks by grade level Evidence of effectiveness or ineffectivenes s (State in terms of • NCLB Benchmarks for AYP – Met and Exceeded Benchmarks by 96% in
• TCAP Data reveals that the curriculum is effective • Renaissance Formative • AIMSWEB data reveals growth from benchmark to benchmark • Formative Assessment results reveal student mastery of • Baseline Assessment growth increased • Decrease in the number • Progress on benchmark assessment & baseline assessment • Standards • Classroom s equipped with necessary materials to guide • Parent & Teacher evaluations during teacher and parent professional
quantifiable improvement) Reading/ Language Arts and 95% in Math • TVAAS indicates growth in Reading/ Language Arts Assessment results indicate progress through the year
• DIBELS & VIP results increased over three benchmarks • Reading & Math
Unit Skills Tests Results indicate mastery of skills taught (Fall to Spring) • Baseline Assessment results from fall to spring reveal growth SPI’s increased over the course of the three tests administered during the school year • Instruction and Formative Assessment is aligned very closely to SPI’s for the state of referrals • Decrease in STAR Reports • TCAP Data Shows growth • AIMSWEB Growth on Benchmarks is positive • Formative Assessment Growth mastered on Formative Assessment • Student Progress Reports reflect student achievement increased from progress report to progress report • Interventions appropriately administered instruction • Assessme nts reflect that money is being utilized for the appropriat e reasons development • Calendar and Newsletters • School Climate Survey Results Evidence of equitable school support for this practice • Grade Level Common Planning Times • Professional Development Meetings Weekly Agendas, Minutes, and Sign In Sheets • Lesson Plans • District Wide Pacing Guide and Curriculum Guides • Grade Level Common Planning Time • Professional Development Meetings Weekly • District Support through on site monitoring and professional development • Posted in the classrooms daily • Lesson Plans reflect SPI’s • Benchmark Tests monitor student progress through Voyager, DIBELS, Formative Assessment and Baseline Unit Assessment s • District Formative Assessment in grades 3-5 • Voyager Assessment in grades 2-5 • DIBELS Assessment in K-1 • Baseline Assessment Monitoring Form • Data Analysis in PLT Meetings • After-School and Saturday Intervention Program • NCLB Parent Meetings • Parent Conferences • Student Progress Reports • Mentoring Assessment • Formative Assessment Reports • Grade Level Professional Development Data Analysis Session Minutes, Sign In Sheets and Agendas • Grade Level Monitoring Report • Teacher Observations • Materials provided to classrooms to support curriculum instruction • Title I Purchased Materials • District, State and Federal Funding • School Website • Monthly Newsletters Next Step (changes or continuations) • Maintain standards driven instruction that • Continue grade level common planning to ensure that • Continue analysis of benchmark data to • Monitor the analysis of Formative Assessment • Continue Professional Development that supports • Continue to monitor assessment baseline forms • Continue to utilize site based & Title I • Continue to send parent & community communications
reflects differentiated instructional strategies & best practices that support student achievement • Continue data analysis to ensure that standards are addressed curriculum is monitored • Increase cross grade level planning to monitor and close any gaps in the curriculum • Continue Professional Development that promotes best practices and data analysis provide appropriate instruction and intervention • Maintain high expectations Data on a continual basis • Track student progress using Assessment Monitoring Form • Maintain alignment of instruction with formative assessment classroom instruction, analysis of data, and alignment of standards • Maintain the support system through support team meetings and parent conferences • Maintain appropriate technology • Continue to use research based best practices in order to provide appropriate intervention • Continue to monitor progress using formative assessment reports • Increase communication between grade levels to close gaps Budget to support best practices and standards based instruction • Survey parents to schedule meetings at times that meet parent needs
3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis
Current Utilization of Resources
Federal, state, and district guidelines mandate the structure of the courses at Rozelle Creative and Performing Arts Elementary School. The Blueprint for Learning: A Teacher’s Guide to the Tennessee Curriculum guides instruction through providing the Student Performance Indicators, SPIs, and Teacher Performance Indicators, TPIs, organized by grade level and subject. Rozelle is an optional school that focuses on the performing arts. The performing arts program creates a stimulating
environment that ensures that students receive adequate reinforcement of the core curriculum in a creative manner. Research indicates that students that receive arts training correlated with a strong curriculum achieve at higher levels. Along with timely assistance to students that need extra help, Rozelle is maximizing its resources to assure student achievement.
Time Utilization
Rozelle teachers are provided with common planning daily to work in a cooperative setting to ensure student achievement. Teachers are involved in Professional Development once a week in Professional Learning Teams to analyze data, evaluate current classroom practices, and learn new skills needed to support classroom instruction. Professional Learning Teams collaborate across grade levels to evaluate current curriculum and make necessary changes that will close any gaps that are identified.
Teachers are involved with district and on-site professional development focused on implementation of the curriculum after school and during summer months. All teachers including support team members consistently seek new strategies to improve the school climate to increase student achievement.
Class schedules include all content areas as well as, the arts. Schedules reflect 90 minute literacy blocks and 60 minute blocks for math instruction daily. Encore classes are scheduled in 50 minute blocks. Encore classes include: Art, Music, Dance, Library, and Creative Writing. All students receive arts instruction in addition to the core curriculum each day. Intervention is implemented daily using Voyager and Stanford Math for 45 minutes. Scheduling allows teachers to meet on grade level daily and for PLT meetings weekly. After-School and Saturday tutoring classes are offered to students in grades 3-5 from October to April.
Budget Utilization
Rozelle Elementary School funding sources come primarily from Site-Based and Title I budget allocations. Student enrollment determines site-based allocations and the Title I budget is derived from the number of students that are economically
disadvantaged in the school.
The site-based budget is utilized to purchase furniture, instructional materials, equipment, computers, and supplies needed. Each teacher receives an additional $300 from the state to purchase extra materials for the classroom.
Title I budget provides additional resources for the school. Additional personnel, materials, supplies, parent communication efforts, and professional development needs may be purchased to supplement the school learning environment.
Extended Contract funds are utilized to support the after-school and Saturday tutoring program. Teacher salary for the program is supported through the Extended Contract Office.
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 Instructional Facilitator leads PLT meetings and provides professional development on the use of instructional strategies and best practices. The Instructional Facilitator 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.
3.1.c: Curricular Summary Questions
What are our major challenges and how do we know?
According to the analysis of the data, our curricular needs are:
• Teachers need more time to implement the various strategies and curriculum mandated by the district. This is evident in the teacher evaluations, surveys, classroom observations, and PLT meeting minutes.
• Support through paraprofessionals is needed to implement curriculum effectively. Our paraprofessional staff has decreased significantly within the past several years. It is evident this is needed due to comments on teacher evaluations, surveys, and classroom observations.
What are our major strengths and how do we know?
According to analysis of the current state of the school, the data indicated the following strengths:
• The current curriculum being implemented strongly correlates with state standards and benchmarks. Rozelle targets SPIs for understanding very thoroughly to ensure student performance. This is evident in AYP Data, Formative Assessment Data, and Benchmark Data.
• The faculty and staff implement strategies that encourage critical thinking skills through integration of the core curriculum with the arts. This is evident in lesson plans, formal/informal observations, promotion rate, student achievement, and TCAP data. • The curriculum is monitored and supported thoroughly for effectiveness. This is evident in lesson plans, classroom
observations, assessment monitoring forms, and student performance data.
• Faculty, staff, parents, and community members are dedicated to engaging in continuous professional development. This is evident in professional development teacher logs and professional development sign in sheets and agendas.
How will we address our challenges?
The following strategies will be utilized to address the curricular challenges facing Rozelle:
• Teachers will be trained in professional development on time management strategies in order to implement the curriculum effectively.
• Seek additional funding in order to provide more personnel through paraprofessionals.
3.2.a: Instructional Practices
Current Instructional Practices Alignment of Standards Based Curriculum with Classroom Instruction Classroom Instruction is in Alignment with Assessment Teaching Process is Data Driven Students are Engaged in a High Quality Learning Environment Wide Range of Research Based Teaching Strategies Classroom Organization & Management Techniques Support the Learning Process Students are Provided with Multiple Opportunities for Additional Assistance Classroom Instruction Supports Diversity Evidence of Practice (State in definitive/tangible terms) • Instruction is Aligned with standards based curriculum • Lesson Plans reflect standards based instruction through Student Performance Indicators (SPIs) • Teachers post SPIs daily to ensure the alignment of instruction • Assessment s are aligned with curriculum taught on each grade level • SPIs are tested each six weeks for mastery which aligns with standards • Teachers consistently analyze data to assist in differentiated instruction and student grouping for instructional delivery • Teachers utilize intervention strategies as data is analyzed • Mapping concepts are utilized in grade K-5 through Thinking Maps in all content areas • Project Based Instruction is emphasized • Project descriptions reflect Bloom’s Taxonomy’s Highest Levels • Learning Centers are incorporated into instruction • Technology infused in each • Class schedules reflect the incorporation of literacy and math blocks for maximum learning time • Thinking maps are utilized in all subject areas • Project based instruction • The Arts areincorporated into teaching strategies • Centers are incorporated into each classroom • Responsive Classroom strategies • School wide procedures are in place and consistently enforced • Learning centers are utilized • Responsive Classroom strategies are incorporated to defuse situations before they occur through morning meetings • Peaceable School techniques provide teachers with a structure to create class • All teachers offer multiple opportunities to provide students with additional assistance to improve student learning • After School Tutoring • Saturday Tutoring Program • Voyager Reading Intervention Program • Math intervention through Stanford Math’s web based program • EXCEL Plans • Support Team • Differentiate d Instruction supports different learning styles and individual student needs • Lesson Plans reflect plans for diverse instruction to meet the needs of students • Formal and Informal Observations • Inclusion implementati on • IEPs meet students’ individual needs • Small group
classroom are incorporated through Morning Meetings, environment organization & Peaceable Schools management techniques rules and reward systems instruction Is the current practice research-based?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes • Yes Is it a principle &
practice of high-performing schools?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes • Yes
Has the current practice been effective or ineffective?
• Effective • Effective • Effective • Effective • Effective • Effective • Effective • Effective
What data source(s) do you have that support your answer? (identify all applicable sources) • Lesson Plans • SPIs posted in the classrooms • TCAP results • Formative Assessment Results • SPI tracking form • Formative Assessment used to identify SPIs needed to reteach • TCAP • PLT meeting minutes, agenda and sign in sheet • Assessment monitoring form • Benchmark reports • Grade Level Meeting Notebooks • Student work displays with rubrics and project descriptions • Lesson Plans • Classroom Observations • Assessment Results • Lesson Plans • Classroom observations • Organization of classrooms • Class Schedules • PLT meeting minutes, agendas & sign in sheets • Assessment results • Time on task observed through schedules and rotation of centers • Student referral to office report • Student Handbook • Posted Procedures, Rules, consequenc es & rewards • Assessment monitoring form • STAR Folders • Voyager Progress Monitoring • AIMSWEB Benchmark reports • Tutoring Monitoring Forms
• IEP & Support Team Meeting Minutes • STAR Folders • Support Team Meeting Minutes • My Sidewalks reading intervention • Stanford Math Intervention • Arts instruction that aligns with
curriculum • Professional Development Meetings focused on differentiated instruction Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) • AYP Data reflects an increase in reading scores • TVAAS Report shows As and Bs consistently • Increase in the number of students scoring proficient or advanced • Formative Assessment Scores show an increase each assessment • 100% of the teachers analyze data in order to drive instruction • 100% of the teachers utilize learning centers, Thinking Maps, and word walls to create a high quality learning environment • Consistent increase in the number of students scoring proficient and advanced • Increase in the number of students mastering grade level expectations • Consistent increase in the number of students scoring proficient and advanced • Increase in the number of students mastering grade level expectations • 92% of students were proficient or advanced in Math • 96% were proficient or advanced in Reading/Langu age Arts • An increase in the number of students with disabilities scoring proficient • 100% of faculty participates in diversity training through differentiated instruction • Students with Disabilities proficiency increased Evidence of equitable school support for this practice • All teachers participate in PLT Meetings weekly to align standards • All teachers utilize Learning Village to complete lesson plans which is aligned to standards • All students are assessed, including Special Education, for mastery of SPIs • All students, K-5, including special education, are assessed three times a year in all • All teachers participate in data analysis professional development sessions regularly • All teachers are provided with Assessment Notebooks in order to track student progress using various forms of • All teachers are provided with learning environment training in PLTs and summer professional development • All teachers have received the materials necessary to create high quality learning • All teachers participate in professional development opportunities that are research based • Teachers use Learning Village to access objectives and teaching strategies • Walk-throughs are • Professional development is provided to teachers on the implementati on of learning centers • Responsive Classroom training was received by all teachers • Guidelines are given to teachers • Students are provided with during, after-school, and Saturday tutoring programs to provide additional assistance • Main-streaming students is used in 5th grade
• Title I and Fee waiver funds • Materials are provided to meet students individual needs • The learning environment supports small group instruction
Reading, Math, Writing, Science and Social Studies in alignment with standards • All students, K-5, including special education, are assessed three times a year using benchmark baseline assessments for Reading
assessments environment performed by peers, administratio n and district personnel in order to ensure that classrooms are equipped with the knowledge of research based best practices about Walk-throughs prior to the actual visit are used to provide additional assistance to students • IEP and support team meetings are attended by administrative team • All K-5 students utilize Voyager for Reading Intervention and Stanford Math for Math Intervention
Next Step (changes or continuations) • Continue to focus on standards driven instruction through alignment of lesson plans • Continue to support teachers professional development needs through PLT Meetings • Continue to align assessment data to drive instruction • Continue to make modifications using assessment data • Continue to use data to make instructional decisions • Continue to analyze data to drive instruction in professional development sessions • Continue to implement best practices in classroom instruction • Continue to maintain high expectations for learning • Continue to provide professional development addressing Bloom’s Taxonomy • Continue to implement instruction that effectively engages students in the learning process • Continue to provide professional development which promote effective research based • Continue to provide professional development in classroom organization & the use of learning centers • Continue to share the walkthrough process with the staff on a regular basis • Continue to track student progress in order to give timely assistance to students • Continue to offer tutoring and in-school intervention strategies • Allocate funding to provide additional teacher assistants • Continue to utilize data to meet the individual needs of all the students • Provide extra support to instructional resource teacher in order to align instruction with needs
3.2.b: Instructional Gap Analysis
Instructional Gap Analysis
Current Instructional Allocations
Teachers and staff implement research based instructional strategies that focus on student achievement. Rozelle has aligned research based strategies with state standards through Responsive Classroom strategies, differentiated instruction, and Thinking Maps applications.
Instruction is aligned in order to meet federal guidelines set by the NCLB federal benchmarks.
Time Allocation
All teachers attend district and on-site professional development focused on the use of research based instruction and data driven instruction. Teachers are given opportunities to visit other schools during the school day on planning time in order to observe other schools’ best practices.
Each grade level is provided with common planning time daily in order to plan instruction on grade level. Teachers also meet in PLTs weekly in order to analyze data and plan differentiated instruction to meet individual student needs. Teachers also work together to refine the use of research based strategies and best practices.
Classes are scheduled to include instruction of all content areas. Literacy blocks of 90 minutes are scheduled daily to ensure students receive uninterrupted instruction in literacy. Morning meetings are implemented at the beginning of each day as a part of Responsive Classroom strategies. Math and literacy intervention is provided daily for 45 minutes to students that are identified through Voyager Passport and Stanford Math. After-school tutoring and Saturday tutoring program is offered for additional assistance to students in grades 3, 4, and 5. Support classes are scheduled in Art, Music, Dance, Library and Creative Writing in 50 minute blocks.
Budget Allocation
Rozelle Elementary School funding sources come primarily from Site-Based and Title I budget allocations. Student enrollment determines site-based allocations and the Title I budget is derived from the number of students that are economically
disadvantaged in the school.
The site-based budget is utilized to purchase furniture, instructional materials, equipment, computers, and supplies needed. Each teacher receives an additional $300 from the state to purchase extra materials for the classroom.
efforts, and professional development needs may be purchased to supplement the school learning environment.
Extended Contract funds are utilized to support the after-school and Saturday tutoring program. Teacher salary for the program is supported through the Extended Contract Office.
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 Instructional Facilitator leads PLT meetings and provides professional development on the use of instructional strategies and best practices. The Instructional Facilitator 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.
3.2.c: Instructional Summary Questions
What are our major challenges and how do we know?
As Rozelle faculty and staff completed the gap analysis,3.2, the following challenges were identified:
• Teachers need more time to implement the various strategies and curriculum mandated by the district. This is evident in the teacher evaluations, surveys, classroom observations, and PLT meeting minutes.
• Support through paraprofessionals is needed to implement curriculum effectively. Our paraprofessional staff has decreased significantly within the past several years. It is evident this is needed due to comments on teacher evaluations, surveys, and classroom observations.
What are our major strengths and how do we know?
According to the data analysis in 3.2a, the following strengths were identified:
• Teachers utilize research-based instructional practices that actively engage students in the learning process.
• Project-based instruction is used for students to learn through inquiry method. This aids students in taking ownership of their learning.
• Data analysis is utilized to drive instruction in a formalized systematic process. Administration and staff work together in meetings to formally analyze data and solve instruction problems that may occur.
• Rozelle provides continual opportunities for teachers to participate in job-embedded professional development in order to improve the quality of instruction that teachers provide.
How will we address our challenges?
The following strategies will be utilized to address the instructional challenges facing Rozelle:
• Teachers will be trained in professional development on time management strategies in order to implement the curriculum effectively.
• Seek additional funding in order to provide more personnel through paraprofessionals.
3.3.a: Assessment Practices
Current Assessment Practices Student Assessments are Aligned with Standards Ensures that Assessments are Appropriate to Guide Decisions Uses a Variety of Data Points for Decisions Assess all Student Categories Uses a Wide Range of Assessments Provide PD for Appropriate Use of Assessment Provides Support & Technical Assistance for Development & Use of Assessments Provides Communica-tion of Assessment Information Evidence of Practice (State in definitive/ tangible terms) • Assessments are aligned with the TN Dpt. Of Ed. Standards throughout the curriculum • Teachers utilize SPIs in TN Blue Print for Learning to create assessments in various forms • Assessments are included in Lesson Plans aligned to SPIs • Assessments are utilized weekly to guide teacher planning each week • Instruction is guided through assessment which is directly aligned with the curriculum • Various forms of data are used in decision making such as; attendance, behavior, previous assessments, benchmarks, daily assessments, and teacher observations • All students are assessed including special education throughout the school in grades K-5 • Accommod ations are made for students with special needs • All teachers use various assessments to ensure student achievement using: rubrics for project based instruction; student portfolios; teacher-made tests; teacher observations; Unit Skills Tests; AIMSWEB Benchmark Assessments • Teachers are consistently involved in ongoing professional development to ensure that assessments are aligned with the state curriculum, benchmarks and the needs of the students • PLT meetings allow for technical support for the development of appropriate assessments and use of assessments on a weekly basis through professional development sessions • District support is provided through teacher training & math/literacy specialists assigned to the school • Parents and community are provided with notices of status in newsletters and bulletins concerning school-wide assessment results/AYP Status • School-wide AYP data is available on the school website, data bulletin board, student handbook and localnews Is the current
practice research-based?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes • Yes
Is it a principle & practice of
high-performing schools?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes • Yes
Has the current practice been effective or ineffective?
• Effective • Effective • Effective • Effective • Effective • Effective • Effective • Effective
What data source(s) do you have that support your answer? (identify all applicable sources) • SPIs are identified for every assessment • Assessments correlate with SPIs to ensure that standards are aligned • TCAP, DIBELS, VIP, Baseline Assessment, Formative Assessment, Unit Skills Tests & Teacher-made Tests • Lesson Plans • PLT Meeting minutes, Agendas, and Sign In Sheets • Teacher Assessment Notebooks with all assessment reports • Baseline Assessment Monitoring Form • STAR Reports • Student IEPs • Teacher Observations • Intervention monitoring • Student Report Cards • School Report Card • Attendance Data • Behavioral Data • School Climate Survey • Cumulative Record • All sub groups are assessed and tracked through AYP data • SPI Tracking Form • Baseline Assessmen t Monitoring Form • TCAP Data • Instructional Resource Students assessed and tracked through assessment • TCAP • TCAP ALT • Portfolios • TVAAS data • Weekly Assessments • AIMSWEB Benchmark Data • Progress Monitoring • Unit Skills Assessments • IEPs • Cumulative Record • PLT & PLC Meeting Minutes, Agendas & Sign In Sheets • Evaluations of Meetings • Teacher Assessment Notebooks • Teachers maintain individual PD Logs • PLT & PLC minutes, agendas, & Sign In Sheets • Evaluations • Teacher Assessment Notebooks • Teacher maintains individual PD Log • Sign In Log of District Support • School Website • Newsletters • School Marquee • Report Cards • Conference Minutes & Sign In Sheets • STAR Folders • Data Bulletin Board Display • Student Handbook
documentat ion Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) • Number of students performing at proficient/ advanced on TCAP increased • Increased Promotion Rate and Attendance • Assessments are identified in lesson plans that skills have been taught • TCAP/AYP data increased significantly • Promotion Rate and Attendance Rate Increased • A variety of assessments are utilized to track student achievement in order to make decisions • All committees including Leadership Council minutes reflect evidence of effectiveness • Non-Academic data is used to make necessary changes that may effect achievement • All subgroups on AYP data increased in proficiency • Increase in Students with Disabilities subgroup proficiency levels • AYP status of good standing • Increase in proficiency and advanced students in Reading • Teacher Assessment Notebooks • All of the instructional staff attends professional development in implementing assessment • The instructional staff supports the use of daily assessment to ensure master of skills • All of the instructional staff receives technical assistance for the development and use of assessments • Assessment monitoring forms allow teachers to have extra assistance needed to provide differentiated instruction • Positive feedback through climate surveys and community feedback of school performanc e • Increased number of volunteers • Minutes from School Leadership, IEP, and Support Team Meetings Evidence of equitable school support for this practice • Teachers correlate SPIs with instruction and assessment in Lesson Plans • All teachers cooperatively work together on weekly common planning times to analyze • All students including SWD are monitored through assessment forms weekly • All students • All student are assessed and monitored using various forms of • All teachers use a wide variety of assessment tools • Professional Development provided weekly to support the appropriate use of assessment • Weekly support and technical assistance is provided for all staff for teacher support • All students receive weekly folders with progress reports • Test Scores are sent
assessment data are monitored through academic and attendance data assessment data tools home through school reports • Progress reports every three weeks concerning academic progress Next Step (changes or continuations) • Continue alignment of assessments with TN Dept. of Education standards • Continue to use SPI mastery to guide decisions using assessments • Continue to use all data, academic and nonacademic to set achievement goals to meet the needs of all the students • Continue to implement various assessment s to all students in order to provide differentiate d instruction • Continue to use a wide range of formative and summative assessments to provide appropriate intervention strategies and make appropriate changes in plans • Continue to provide appropriate professional development that focuses on use of various assessment strategies • Continue providing adequate support and technical assistance in the use of assessment strategies through individual guidance and PLT weekly meetings • Continue to inform all stakeholder s of AYP Status • Continue to inform parents of assessment information through individual student reports
3.3.b: Assessment Gap Analysis
Assessment Gap Analysis
Current Instructional Allocations
Rozelle Elementary School strives to consistently provide students with quality instruction on a daily basis through the
implementation of a variety of non-bias assessment tools. Assessments are administered daily in order to make the necessary changes to instructional strategies in order to meet the needs of all of the students. Assessments are aligned with state
standards and administered to all of the students to ensure that student performance is improved.
Time Allocation
All teachers attend district and on-site professional development focused on the use of research based instruction and data driven instruction. Teachers are given opportunities to visit other schools during the school day on planning time in order to observe other schools’ best practices.
Each grade level is provided with common planning time daily in order to plan instruction on grade level. Teachers also meet in PLTs weekly in order to analyze data and plan differentiated instruction to meet individual student needs. Teachers also work together to refine the use of research based assessment strategies and best practices.
Kindergarten Readiness Inventory is administered at the beginning of the year as a baseline assessment to track student progress.
Baseline assessments are given to students in grades one through five to determine students’ ability levels at the beginning of the yea. These assessments are administered three times a year, beginning, middle, and end of the year in order to track student progress. The grades are recorded on a baseline assessment monitoring form.
Teachers utilize various assessments on a weekly basis that are designed to correlate with classroom instruction. These assessments monitor the teaching structure and student mastery of skills taught. The skills are aligned with SPIs.
Unit Skills Tests are administered each six weeks in Reading, Writing, and Math in order to guide in teacher planning to support mastery of objectives. The tests contain skills that should be mastered each six weeks.
Formative Assessments in Reading, Language Arts, and Math are administered three times a year. The test is a cumulative assessment that is correlated with all of the state standards for each grade level. This serves as a tracking tool to determine student performance on the TCAP.
AIMSWEB is a reading diagnostic assessment administered in Kindergarten through Fifth Grade that monitors student progress in Reading and Math three times a year. AIMSWEB Progress Monitoring is an assessment administered in grades kindergarten through five in order to track reading progress weekly for Tier III students and bi-weekly for Tier II students.
A state mandated assessment, TCAP, is administered in the spring of each school year in grades two through five in order to determine students’ mastery of grade specific skills. The skills are directly aligned with state standards. This test is criterion referenced.
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 Instructional Facilitator leads PLT meetings and provides professional development on the use of instructional strategies and best practices. The Instructional Facilitator 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.
3.3.c: Assessment Summary Questions
What are our major challenges and how do we know?
In analyzing data in 3.3b, the following challenges were noted in the gap analysis:
• Although students with disabilities proficiency scores increased, this subgroup remains a challenge due to the significant problems these students face.
• Appropriate implementation and utilization of district mandated initiatives used throughout the school year to support TCAP testing. Teachers need more time and more human resource aid in order to effectively implement the numerous programs. Teacher classroom observation and survey information supplied this data.
• Technology must consistently by updated in order to support all of the programs in order to support the numberous programs.
What are our major strengths and how do we know?
According to the data in Table 3.3a, the following strengths were identified:
• The school utilizes a focused comprehensive assessment system that has clear measures of performance. • Instruction is aligned with assessments that are standards-based and high quality.
• Teachers are involved in professional development that offers data analysis on grade level and cross grade level collaboration in Professional Learning Teams. It is focused on student achievement that is prescriptive in format. • Assessments are aligned with the standards which align directly with instruction.
• Monitoring of the effectiveness of assessments is carefully noted and tracked throughout the school year to ensure student achievement.
• AYP, Adequate Yearly Progress, is analyzed to determine the needs of all students.
• School data is posted on a bulletin board display, posted on-line, in the school newsletters, handbooks, and school report card in order to communicate with all stakeholders Rozelle’s progress.
• Assessments are created on a weekly basis which aligns with SPIs by teachers during PLT meetings.
• Professional Development play a key role in ensuring that assessment is appropriately administered and analysis of data is thorough.
How will we address our challenges?
In order to address these challenges, the following strategies may be utilized:
• Continue the use of a comprehensive assessment system to measure student performance.
• Monitoring the assessments student receive is of vital importance to track and monitor student progress. • Professional Development Sessions that incorporate high quality standards will be lead by the PDSCC. • Continue to administer assessments that are of high quality and are aligned with state standards. • Volunteers for in-school tutoring will be utilized more effectively.
• Additional paraprofessionals will be budgeted into the Title I budget to support the programs at Rozelle. • Updating current technology and purchasing new technology will be budgeted through Title I.
3.4.a: Organizational Practices
Current Organization al Practices School’s Beliefs, Mission, and Shared Purpose Organizational Process Increase Opportunity for Success Organizational Practices and Processes Promote Effective Time-On Task School Provides Continual Professional Development School is Organized to be Proactive in Issues School is Organized to Support a Diverse Learning Community School is Organized to Engage Parents and Community Evidence of Practice (State in definitive/tangible terms) • Rozelle has maintained a high commitment level by all of the stakeholders that share the purpose of the school. • The school mission is collaborativel y developed and shared by all stakeholders • School pride and purpose due to optional school status • The organizationa l process increases opportunities for success • Rozelle’s community of learners is nurtured through: PLTs and PLCs; Peer Coaching; Raising the Bar Mentoring; and grade level common planning time • SPIs are posted in each classroom • Literacy and Math blocks are set aside each day to ensure adequate instruction • Responsive Classroom strategies are implemented daily • Learning Centers are incorporated into the day to enhance learning • Intervention schedules are in place on a school-wide level • All faculty and staff participate in professional development through job-embedded practices-book studies and peer evaluations • PLT and PLC Meetings on a weekly basis • Minutes, Agendas, and Sign In Sheets from meetings • Rozelle actively addresse s concerns that may interfere with the learning process • Peaceabl e Schools Concepts are used school wide and in each classroom • Multi-Hazard Emergenc y Plan is in place and understoo d by all • Keyless • Programs are designed so that all students participate in grades K-5 • Differentiated instruction guides the implementati on of all instruction for all students • The arts creates an environment that explores the needs of the diverse learning community in a creative manner • After-school and Saturday tutoring program offers students an extended learning time daily • Parent NCLB Meetings allows parents to understand the organizatio nal practices of the school • Support Team Meetings • IEP Meetingsentry and video surveillan ce at entrances Is the current practice research-based?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes
Is it a principle & practice of high-performing schools?
• Yes • Yes • Yes • Yes • Yes • Yes • Yes
Has the current practice been effective or ineffective?
Effective Effective Effective Effective Effective Effective Effective
What data source(s) do you have that support your answer? (identify all applicable sources) • NCLB Parent Meetings • Leadership Council Meetings • PTA Meetings • Administrativ e Team Meetings • School Climate Survey • Support Class Schedule • PLT/PLC Meeting Minutes • Teacher Resource Books • Mentoring Logs • Intervention Schedule • Morning Meetings • Learning Environments • Thinking Map integration • Lesson Plans • Classroom Observations • Behavior Data • Assessment Data • PLT/PLC Meeting Minutes, Agendas, and Sign In Sheets • Teacher Resource Notebooks • PD Logs • Parent/ Student Handbook • Multi-Hazard Plan • Safety Drill Schedule • Peaceabl e Schools • Behavior Data • Posting of Rules • Support Team Meetings • Monitoring Forms • Data Resource Notebooks • School Report Card • TCAP Data • Parent Evaluations of Meetings • School Climate Survey • Attendance Report • Pre/Post Tests in Tutoring • IEPs • STAR Folders Evidence of effectiveness or ineffectiveness (State in terms of • Increased student enrollment • Increased planning time and • Cohesiveness of the faculty • Increased • Increase in performance data • Decrease in referrals • An increase of the number of students • Progress make in pre/psot
quantifiable improvement) due to optional status • Public knowledge of school mission and vision • Increased community support due to adopters professional development • Increased best practice support Proficiency Rate • Lesson plans target SPIs and correlate with the assessment • Decrease in behavior problems • Increase of teacher and faculty knowledge of best practices to the office • Status of “safe school” and “no violent crimes” scoring proficient in subgroups tests • Increase and parental involvement and awareness Evidence of equitable school support for this practice • Met AYP Goals set by NCLB • Met NCLB Compliance Standards • All teachers are supported in the organizationa l process through Professional Development in PLC/PLT Meetings • School-wide literacy and math blocks are scheduled • PD supports the school on a school-wide program • All staff members are involved in on-site professional development • Shared responsibility is distributed among staff for presentations • Safety issues are consistent ly being addresse d in order to practice drills to be prepared • Procedur es for safety are distribute d to all parents and stakehold ers in handbook • All subgroups are included in all programs and practices • All subgroups are represented in data analysis • School Report Card reflects all subgroups • All school programs are publicized through the school newsletter, monthly calendar, website, and flyers • All students receive intervention and differentiate d instruction
Next Step (changes or continuations) • Continue to share the vision and purpose of the school with all stakeholders • Consistently evaluate school focus • Continue to lead PLTs/PLCs during common planning time • Continue to use peer evaluations • Continue to implement best practices that increase time on task • Continue to plan PD that supports the school focus • Continue to review crisis plan in order to be prepared for crisis situations • Continue professional development that emphasizes data analysis for individual student performance • Continue to offer extended learning opportunitie s to students and community • Offer tutoring for K-2 students
3.4.b: Organizational Gap Analysis
Organizational Gap Analysis
Current Organizational Practices
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.
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
