Coles Ferry Elementary School

School Improvement Plan

2008-2010

2008-2009 Addendum Included

Tennessee School Improvement
Planning Process (TSIPP)

SIP Templates

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007

Tennessee School Improvement Planning Process

(TSIPP)

Assurances

with Signature of Principal

I certify that _______________________________________________________ School has utilized the data and other requirements requested for each component.  The school will operate its programs in accordance with all of the required assurances and certifications for each program area.

I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.

__________________________________________ ______________________

Signature of Principal Date Signed

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition

In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.

The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of this team.

TEMPLATE 1.1: SIP Leadership Team Composition

(Rubric Indicator 1.1)

SIP Leadership Team Member Name	Leader- ship Chair? (Y/N)	Position	Name of Subcommittee(s) (when applicable)
Gayla Combs		Technology Instructor	Component 1
Glenn Edwards		Principal	Component 5
Mary Elmore		Title I Teacher	Component 3
Isabel Hall		Title I Teacher	Component 3
Gwyn Jennings		First Grade Teacher	Component 2
Connie Owens		Assistant Principal	Component 4
Emily Tolson	Y	ELL Teacher	Component 5
Dawn Willis	Y	Kindergarten Teacher	Component 4
Regina Wright		Third Grade Teacher	Component 1

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.2: Subcommittee Formation and Operation

Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge.

If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team.

In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group. Indicate which member serves as the subcommittee chair.

After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file.

TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name	Position	Chair
Melanie Botts	Physical Education Teacher
Amanda Bundy	Fourth Grade Teacher
Phyllis Christian	Fourth Grade Teacher
Gayla Combs	Technology Instructor	Y
Amanda Crowell	Attorney
Chris Crowell	Banker
Allison D’Andria	Kindergarten Teacher
Renee Hearn	Kindergarten Teacher
Stephanie Heath	Third Grade Teacher
Becky Jones	Third Grade Teacher
Kristi McCoy	Fourth Grade Teacher
Mike Miller	Grandparent
Ashley Montgomery	Third Grade Teacher
Amanda Morrical	Fourth Grade Teacher
Brady and Brooke Palmer	Parents
Mandy Pittman	Pre-K Teacher
Sharon Shannon	Third Grade Teacher
Theresa Stephens	Kindergarten Teacher
Amy Sturm	Kindergarten Teacher
Kathy Vantrease	CDC Teacher
Mindy Williams	Fourth Grade Teacher
Regina Wright	Third Grade Teacher	Y

Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO
Subcommittee 1 Chair Signature

(tab in last cell to create a new row as needed)

Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name	Position	Chair
Becky Burroughs	Art Teacher
Sherry Carr	Grandparent
Jerett Cushing	Physical Education Teacher
Tonya Flory	First Grade Teacher
Lisa Fox	Kindergarten Teacher
Michele Glisson	First Grade Teacher
Heather Graviss	First Grade Teacher
Gwyn Jennings	First Grade Teacher	Y
Teresa LaFevor	CDC Teacher
Jennifer McDonald	First Grade Teacher
Tiffany McHenry	Pre-K Teacher
Jamie Neal	First Grade Teacher
Staci Smith	First Grade Teacher
Tracey Steverson	Educational Assistant
Various Fourth Grade Students	Students
Dawn Wood	Real Estate Agent

(tab in last cell to create a new row as needed)

Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO
Subcommittee 2 Chair Signature

Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness
Member Name	Position	Chair
Tanya Buttrey	Second Grade Teacher
Judy Cummings	Second Grade Teacher
Cindy Cravenho	PTO Parent
Elicia Daily	Educational Assistant
Peggie Dill	Second Grade Teacher
Mary Ann Elmore	Title I Teacher	Y
Jerry Gentry	Custodian
Isabel Hall	Title I Teacher	Y
Mary Beth Johnson	Nurse
Marilyn Midgett	Special Education Teacher
Wendi Slone	Second Grade Teacher
Kristi Sullivan	Second Grade Teacher
Margaret Udulutch	Second Grade Teacher
Ann Walden	Special Education Teacher
Ellen Warren	Parent

(tab in last cell to create a new row as needed)

Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO
Subcommittee 3 Chair Signature

Subcommittee for COMPONENT 4 Action Plan Development
Member Name	Position	Chair
Peggy Carter	Fourth Grade Teacher
Amanda Crowell	Attorney
Chris Crowell	Banker
Rachel Denton	Third Grade Teacher
Emily Evans	Second Grade Teacher
Connie Owens	Assistant Principal	Y
Brady and Brooke Palmer	Parents
Paula Rentfro	Guidance Counselor
Mandy Walden	Pre-K Teacher
Lisa Whited	First Grade Teacher
Dawn Willis	Kindergarten Teacher	Y

(tab in last cell to create a new row as needed)

Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO
Subcommittee 4 Chair Signature

Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name	Position	Chair
Denise Bush	Parent
Glenn Edwards	Principal	Y
Debbie Hatfield	Speech Teacher
Leigh Hall	Librarian
Debra Martin	Music Teacher
Gina Smallwood	EXTEND Teacher
Emily Tolson	ELL Teacher	Y
Terry Weeks	Parent
Karla Wright	Kindergarten Teacher

(tab in last cell to create a new row as needed)

Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO
Subcommittee 5 Chair Signature

Component 1a - School Profile and Collaborative Process

The following list includes the dates of collaborative meetings for Component One:

August 31, 2007 (Component One Committee) 

September 19, 2007 (Component One Committee)

November 27, 2007 (Component One Committee) 

December 5, 2007 (Component One Committee) 

January 3, 2008 (Component One Committee) 

January 4, 2008 (Component One Committee)

January 9, 2008 (Component One Committee) 

January 10, 2008 (Component One Committee) 

January 11, 2008 (Component One Committee) 

February 19, 2008 (Component One Committee) 

TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

TEMPLATE 1.3.1: Data Sources (Including surveys)

Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors:

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

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

TEMPLATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)

Data Source	Relevant Findings
STAR Report for student characteristics	Gathered information on student demographics from the Star Student program.
Parent survey on mission statement, beliefs, and vision (school characteristics)	A survey was sent home to parents regarding the mission statement, beliefs, and vision. Most of the parents were satisfied with these, but there were some revisions that were made based on the survey results. See detailed results in Component 2.
Faculty and Staff survey on mission statement, beliefs, and vision (school characteristics)	Based on the data of the parent surveys, we reviewed the mission statement, beliefs, and vision in an inservice day. Looking at state guidelines, faculty and staff members made revisions. See detailed results in Component 2.
Staff survey on climate of the building and the goals for the future	The staff was given surveys on a separate inservice day to determine what the staff felt the school was doing well and also to determine areas to improve. The survey also asked the staff what additional goals needed to be addressed in the School Improvement Plan process. See detailed results in Component 1.8.
Parent Survey	This survey was sent home to all parents for information regarding types of families, parent education, and employment. We had 350 surveys returned with 233 of them from traditional two-parent homes, 286 have full-time employment, and 139 have earned a bachelor’s or more in education. Additional findings listed throughout the report.

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

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

TEMPLATE 1.3.2: School and Community Data

(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:

School Profile and Collaborative Process

Our School profile was developed by surveying stakeholders; including parents, faculty and staff, students, and community members. The stakeholders all worked together throughout the school improvement process to develop a plan to increase student learning at Coles Ferry Elementary.

School Characteristics

Coles Ferry Elementary opened its doors in 1989. A new wing was added in 1991, and another new wing was added in 2000. Coles Ferry Elementary has 43 self-contained classrooms with three of these classrooms housing Computer, Music, and Art classes. There is also a Library, a multi-purpose room, a gymnasium, and a cafeteria.

Coles Ferry is a Kindergarten through fourth grade school. It also houses two Pre-K rooms and three Special Education rooms. Our school calendar is 180 days with a school day consisting of seven hours. The school day is from 7:50 a.m.-2:50 p.m.

Coles Ferry has a Crisis Response Plan in place. Cameras are positioned on each hall, and guests must be acknowledged by the office personnel via video surveillance before entering the building. During school hours, access to the building can only be obtained throughout the front entrance as all other doors are secured. Coles Ferry has monthly scheduled emergency drills that include fire, tornado, and lock-down drills.

Coles Ferry’s operating budget consists of money allocated from the Lebanon Special School District’s Office (BEP fund), which totals $10,850. One hundred dollars of this money is distributed into each classroom teacher’s account to be used as needed. The state TABS fund gives $8 per student. For the 2006-2007 school year, Coles Ferry received $5,488. This money is used to buy school supplies at our building such as laminating film, copy paper, and colored bulletin board paper as well as supplies for our art program. A $10 school fee is collected from each student at registration unless they are eligible for a fee waiver. The school earns a small percentage from the sale of school pictures as well as money from the rental of the gymnasium by community and church groups. It also receives a commission from the vending machines.

The Lebanon Special School District pays for all utilities and maintenance of Coles Ferry Elementary. The PTO is in charge of money raised from the annual fundraiser. Money that is also raised from an annual book fair is invested in the library.

School Personnel

Coles Ferry Elementary School has two administrators: one male and one female. There are 52 female teachers and one male teacher. Of these 53, three are African-American, one American Indian and 42 are Caucasian. The classified staff members include 20 educational assistants, two secretaries, five and one-half custodians, and five cafeteria workers. The percentages of years of experience for the Coles Ferry Elementary School faculty are as follows:

0-3 years: 20.7%

4-9 years: 22.6%

10+ years: 56.6%

The administration includes Mr. Glenn Edwards and Mrs. Connie Owens. Mr. Edwards, the principal, has 10 years of classroom experience and 18 years of administration experience. Mrs. Owens, the assistant principal, has 18 years of classroom experience and eight years of administration experience. In addition, the percentage of teachers with advanced degrees is 63 percent. One hundred percent of our teachers have achieved “Highly Qualified” status according to NCLB. The percentage of faculty teaching courses outside their area of certification is two percent. The following graph details the levels of education attained by faculty members:

There are 743 students enrolled at Coles Ferry Elementary School. Curriculum offerings of the school include Pre-K through fourth grade classes, Physical Education, Art, Music, Computer, Library, and Guidance classes. The school also offers unique programs such as CFE Live (a student-produced, school-wide broadcast), Project Lucas (an after-school tutoring program), and Math Wizards. EXTEND is an honors class offered to qualifying third and fourth grade students.

Parental support at Coles Ferry Elementary is outstanding. Many teachers provide opportunities for parents to be involved in student learning within the building. These parents participate in a variety of activities that help the students academically. There are also several opportunities for parents to attend after-school functions that promote involvement both at home and at school. Some examples include a Family Game Night, Literacy Night, and an Art Show. In addition, the Parent-Teacher-Organization sponsors an annual Open House and Christmas Program with Pizza Supper. Both of these programs have a large number in attendance.

There have been no incidents or arrests involving drugs, alcohol, or tobacco at Coles Ferry Elementary.

Student Population Data

Coles Ferry Elementary had 743 students enrolled. Of these students, 381 were male and 362 were female. The following graphs represent the breakdown of student population:

Coles Ferry’s English proficiency rate is 95.1 percent. Free and reduced lunch rates are 47 percent. This includes Head Start and Pre-Kindergarten programs.

Coles Ferry’s attendance rate is 95.5 percent. There have been 68 discipline referrals including bus incidents so far this school year. The promotion rate, for the 2006-2007 school year, was 96.1 percent. Twenty-five students are repeaters from last year. For the 2007-2008 school year thus far, Coles Ferry has had 178 students withdraw from school. Of these 178 students, 16 have returned to our school. We have had 97 new students enroll during the school year.

Parent or Guardian Demographics

A survey was sent out to all parents of Coles Ferry Elementary. Parents were asked to complete one survey per family in which 350 were returned. The following graphs represent the interpreted data regarding parents or guardians:

Community Characteristics

Coles Ferry Elementary School is located in Lebanon, Tennessee. Lebanon is home to approximately 23,248 people. Lebanon is in Wilson County, which is home to nearly 104,035 people. Lebanon’s population can be broken down into the following demographics:

24.1 % of the population is under age 18

10.2% of the population is over age 65

10.7% of the population is non-Caucasian

The average income level of Lebanon is $34,030 per capita. The Chamber of Commerce provided these statistics to the committee.

There are three private schools located in the area: McClain Christian Academy, Mt. Juliet Christian Academy, and Friendship Christian School.

Major employers for Lebanon include: Dell, Inc., Cracker Barrel Old Country Store, Inc, TRW Chassis, Toshiba, Inc., South Tec LLC, Performance Food Group, University Medical Center, Lochinvar Corporation, Hartmann Luggage, Inc., Famous Footwear, Perma-Pipe (Midwesco), Nutro Products, National Fulfillment, Wilson Sporting Goods, TNT Logistics, Clestica, Bridgestone/Firestone, Builders FirstSource, Inc., Custom Packaging, Eagle Global Logistics, Fortune Plastics, Genesco, Lifeway, MEDIAmail, Menlo Worldwide, Parker Seals, Rock-Tenn Col, Inc., and Steves & Sons, Inc.

The percentage of residents within our school district with school age children is as follows:

6.7% of residents have children between the ages of five and nine

6.7% of residents have children between the ages of ten and 14

Coles Ferry is proud of the community’s involvement with the school. The Chamber of Commerce supplies Teacher Grants in which many Coles Ferry teachers have received funds to better their classrooms. The Chamber also provides breakfast for teachers during our back to school professional development. The school has a partnership with Wilson Bank and Trust and Publix. Coles Ferry is involved with the Jr. Achievement program in which many businesses are partners through its employees who teach lessons to students. Coles Ferry also participates in a job-shadowing day with the local high school.

Component 1b – Academic and Non-Academic Data Analysis/Synthesis

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

Refer to Component 1 Academic/Nonacademic Helpful Hints.

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

(Rubric Indicator 1.4)

List Data Sources

Academic Assessment Measures

Pre-K Assessments

Phonological Awareness Test in Kindergarten

Star Early Literacy Test for grades K-1

STAR Reading Assessment grades 1-4

Formal and Informal Writing Assessment in grades K-4

DIBELS in grades K-3

Rigby PM Benchmark Running Records

ELDA for ELL students

Unit tests in grades 2-4

Report Cards (per nine weeks)

Portfolios

Library Circulation Rates

TCAP Criterion-Referenced Scores

TVAAS

TFAP On-line Benchmark Testing

PIT (Professional Intervention Team) Referrals

Non-Academic Assessment Measures

Attendance Rates

Promotion Rates

Needs Assessments from Administration

Teacher Surveys

Parent Surveys

Student Surveys

Student Behavior-Discipline Referrals

Body Mass Index K, 2, 4

Blood Pressure Screenings K, 2, 4

Support Agencies

Level of Community Involvement

Projection of Growth

TEMPLATE 1.5: Data Collection and Analysis

Describe the data collection and analysis process used in determining your strengths and needs. Collection refers to the types of data gathered. Analysis would be the process used for the full review of all data gathered.

TEMPLATE 1.5: Data Collection and Analysis

(Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.

Data Collection and Analysis

Coles Ferry Elementary School employs multiple assessment tools to determine school-wide academic performance, individual student performance, and academic strengths and weaknesses. These tools include TCAP in grades three and four, cumulative writing portfolios, pre-K assessments, DIBELS, STAR Reading Assessments, and TFAP (Tennessee Online Formative Assessment Program). The faculty utilizes both written and oral teacher-created weekly assessments and unit assessments. Each teacher communicates this data through daily and weekly reports to parents, mid-nine week reports, and nine-week report cards. The standardized testing reports by the state of Tennessee are distributed to the tested grade levels for data analysis of content area strengths and weaknesses. Through a collaborative team including the administration, faculty, parents, students, and community members, target goals are identified, aligned with assessment data, and communicated to all of the Coles Ferry Elementary community. The teacher-generated assessments examine the students’ degree of mastery of content objectives that follow the Tennessee State Standards. The Blue Print for Learning aligns the curriculum with the state standardized testing. During weekly grade level collaboration, teachers focus on the pacing of the curriculum, the mastery of core skills, and the fostering of higher level thinking skills and problem solving. The quantitative data provided by the TVAAS is closely examined by this team and then used to guide the response to current student performance. In 2007, Coles Ferry Elementary earned all A’s on the state report card in all categories of academic achievement. The report card showed all A’s for the TCAP Criterion Referenced Academic Achievement and all A’s except for a B in Language Arts for the value added report. Coles Ferry’s average was well above the state in all categories. Analysis of the third grade TCAP data indicates a weakness in the subject of reading for students in the economically disadvantaged area. The 2007 data states that 59% of economically disadvantaged students are proficient while 37% scored advanced. Based on ethnicity, 87% of African-American third grade students scored proficient in reading while only 13% scored advanced. This relationship is noted in all subject areas with the greatest disparity occurring in Social Studies. In Science, there are fewer students in all groups scoring advanced. Analysis of the fourth grade TCAP data shows similar trends with a slightly larger group of students scoring below proficient in all subjects.

Examination of the TVASS data indicates a former weakness in Math was strengthened as most students moved into the 3^rd, 4^th, and 5^th quintiles. When examining the three-year average in Social Studies, strengths were demonstrated in gains in the 2^nd, 3^rd, 4^th, and 5^th quintiles. Growth in Science is noted in the 2^nd and 3^rd quintile but only slight gains in the 4^th and 5^th quintiles. There was significant growth in Reading in the 5^th quintile. DIBELS reports indicate a rise in scores of those children that have attended our Pre-K program. When their scores are compared to children that did not attend Pre-K, there is a significant difference that fosters the importance of early intervention programs. In the non-academic analysis, our attendance rate is above the state goal of 95.5% and the promotion rate was 96.1%. Coles Ferry’s attendance is above the state goal of 93% but falls slightly under the goal of 97% for promotion. Coles Ferry is a safe school in good standing as reported on the 2006-2007 Report Card. The PIT program for identification of children who are not succeeding at school and the recommendation of intervention programs has been successful as evidenced by fewer children being recommended for evaluation by special education.

TEMPLATE 1.6: Report Card Data Disaggregation

Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces for a detailed review. The results would focus on what you learn about the individual data pieces.

TEMPLATE 1.6: Report Card Data Disaggregation

(Rubric Indicator 1.6)

Report Card Data Disaggregation

Report Card Data Disaggregation

The 2007 Disaggregated Diagnostic Report for Coles Ferry Elementary was used to report on the following data:

Student Academic Achievement data shows that Coles Ferry has an A in all subject areas for the current year. The TVASS data shows an A in all areas except Reading which scored a B.

Caucasian Students

Our Caucasian students made outstanding gains in the 5^th quintile with significant decrease in the 1^st and 2^nd quintile. Math scores in 2^nd quintile made large gains. The 5^th quintile made significant progress while the 3^rd and 4^th held on to the previous three year trend. In Social Studies, there were gains in each quintile with the greatest gain in the 4^th quintile. In Science, the gains were modest with the greatest in the 2^nd quintile. The strong gains in the 5^th quintile in Reading/Language Arts indicate a trend toward increased reading abilities that positively influences scores in all quintiles in Social Studies. In Math and Science, the 2^nd quintile made the strongest gains.

African-American Students

African-American students at Coles Ferry demonstrated no significant gains in Reading/Language Arts, Math, and Science. There were significant gains in the 4^th quintile in Social Studies.

Economically Disadvantaged

The economically disadvantaged students demonstrated gains in the 2^nd quintile and greater gains in the 4^th quintile in Math. In Reading/Language Arts, there were only gains in the 4^th quintile. A significant decrease was evident in the 5^th quintile with the only large gains in the 2^nd quintile in Science. There were strong gains in the 2^nd and 4^th quintiles in Social Studies. The 4^th quintile reversed the trend of dropping scores of previous years.

Special Education

Special Education students saw no gains in Reading/Language Arts, Math, Social Studies, or Science. In Reading/Language Arts, there was a drop in the 3^rd quintile.

LEP

Six students took the Reading/Language Arts and Math Tests. No students took the Social Studies or Science tests.

Gender

Using the State Report Card, we noted few differences in our disaggregated data. In Reading/Language Arts, we found that the percentage of students for advanced, proficient, and below proficient were almost the same for male and female. Both groups made dramatic gains in the 5^th quintile. In Math, males reversed the trend of the previous three years of dropping gains to make a very positive increase in the 5^th quintile gains. The total number of proficient students was nearly the same. Within that total group, the males had a larger number scoring advanced, while the females had a larger number scoring proficient. The results in Science were very similar to Math. Within the total number of students scoring proficient, there were more boys scoring advanced and more girls scoring proficient. Both groups made gains in the 5^th quintile, but the girls’ gain was larger. In Social Studies, the trend tended to follow the other subject areas with the total number of proficient almost the same with boys having a larger number scoring advanced. There were also more boys scoring below proficient as well.

Other Subgroups

Nine students must have taken the test in each quintile per subgroup in order for the state to graphically show results in the diagnostic report. Due to this information, it is important to report that in the African-American, economically disadvantaged, Hispanic, and Special Education subgroups, a more in depth study of individual students will need to take place to get an exact report of gains and losses.

TEMPLATE 1.7: Narrative Synthesis of All Data

Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.

TEMPLATE 1.7: Narrative Synthesis of All Data

(Rubric Indicator 1.7)

Narrative Synthesis of Data

Math

Third grade Math, according to TCAP Performance Level Summary Report data, has 59% advanced, 39% proficient, and 2% below proficient. This indicates that 98% were advanced and proficient while the state is 89% advanced and proficient. The below proficient was 2% which was well below the state at 11% below proficient. Areas for improvement in Math will include work in the area of Number Sense and Theory. Areas of strength in Math at Coles Ferry are in the area of Computation and Data Analysis and Probability.

Fourth grade Math scores according to TCAP data show 55% advanced, 39% proficient, and 6% below proficient. The state percentage in proficient and advanced was 90% while Coles Ferry scored 94% in the same category. The below proficient rate for the state was 10%, while it was 6% in the school. The scores in Math only differed by one percent. The strengths were in Number Sense and Computation. The other test areas that might warrant improvement were Algebraic Thinking, Real World Problem Solving, Data Analysis and Probability, Measurement, and Geometry.

Reading/Language Arts

According to 2007 TCAP data, third graders in Reading/Language Arts achieved 55% advanced, 41% proficient, and 4% below proficient. This means that 96% of Coles Ferry third graders scored advanced and proficient while only 93% scored this level for the state. Four percent of our third graders scored below proficient while 8% scored below proficient for the state. In the Techniques and Skills area, our score was 98% while the state’s score was 93%. There were no low scores, but areas that might warrant improvement would be Content, Vocabulary, Writing/Conventions, and Writing/Process.

The fourth grade students tested were 54% advanced, 38% proficient, and 8% below proficient in the area of Reading/Language Arts. According to the Disaggregation Summary Report, there was a total of 95% proficient or advanced compared to the state level of 88%. There was a total of 8% below proficiency whereas the state scored 12% below proficient. The strengths of the fourth grade students were in the area of Meaning, Writing/Process, and Techniques and Skills with 92% proficient in each area. The areas of need would be Content, Vocabulary, Writing/Organization, and Grammar/Conventions with a score of 91% while the state scored 87% or 88% in each category.

Science

In the area of Science, 119 third graders were tested with 54 students or 45% scoring advanced and 61 students or 51% scoring proficient. There was a total of 96% of students that scored advanced or proficient with only 3% scoring below proficient. The greatest area of strength was Motion and Forces, Forms of Energy with a score of 98% proficient. The state score was 84% proficient. All other areas for Coles Ferry third graders were exceptionally strong with the lowest score being 96% proficient in the area of Ecology. The state scored 82% in this area giving a difference of plus 14 points.

In the area of Science, 117 fourth graders were tested with 71 students or 61% scoring advanced and 38 students or 32% scoring proficient. There was a total of 93% of students that scored advanced or proficient with only 7% of students scoring below proficient. The greatest area of strength was Structure and Function of Organisms with a score of 95% proficient followed by a score of 94% proficient in Space, Weather, and Climate. The state scored 83% in Structure and Function of Organisms and 82% in Space, Weather, and Climate. This gave a difference of plus twelve in both areas. The greatest areas of weakness are Matter and Ecology. In Matter, our total was 91% proficient while the state scored 83%. In the area of Ecology, we scored 91% proficient while the state scored 81%. This gives Coles Ferry a positive increase of eight and ten respectively.

Social Studies

There were 119 third graders tested in the area of Social Studies with 57 students or 48% scoring advanced and 57 students or 48% scoring proficient. There were five students or 4% that scored below proficient. The greatest areas of strength were in Human Geography with 97% proficient and in Physical Geography with 97% proficient. The state scored 80% proficient in each area. The lowest score was in Economics and in Governance and Civics with a 95% proficient in each area. The differences between state and school scores ranged from plus 18 to plus 15.

In fourth grade, there were 116 fourth graders tested in the area of Social Studies with 67 or 58% scoring advanced and 43 or 37% scoring proficient. There were only six students or 5% scoring below proficient. The greatest area of strength was in Governance and Civics with a score of 95% and in the area of Human Geography with a score of 95%. The state scored 82% in each area. The lowest score was in US History Period 2, (1801-1861) with 91% proficient while the state scored 82% proficient giving a positive increase of nine points. The difference between the state and school scores ranged from plus 13 to plus nine.

Special Education Students

According to the 2007 Disaggregation Summary Report, there were 17 third grade students taking the TCAP Math test. No child received the 504 Service Plan or took the Braille or Large Print format. Six students or 35% scored advanced and 11 students or 65% scored proficient. The total proficient score was 17 students or 100%. No student scored below proficient. In the area of Reading/Language Arts, 17 students took the test. There were seven students or 41% scoring advanced and eight students or 47% scoring proficient. Only two students or 12% scored below proficient.

There were 14 fourth grade students to take the Math TCAP test. There were five students or 36% scoring advanced and seven students or 50% scoring proficient. There were only two students or 14% scoring below proficient. In the area of Reading/Language Arts, there were 14 students to take the test. There were two students or 14% scoring advanced and 11 students or 79% scoring proficient. There was one student or 7% scoring below proficient.

Economically Disadvantaged

There were 46 economically disadvantaged children who took the TCAP test in third grade in the areas of Math and Reading/Language Arts. In the area of Reading/Language Arts, 17 students or 37% scored advanced, and 27 students or 59% scored proficient. There were only two children or 4% that scored below proficient. In the area of Math, there were 16 students or 35% scoring advanced and 27 or 59% scoring proficient. There were three students or 7% scoring below proficient.

In the fourth grade, there were 46 Economically Disadvantaged students tested. In the area of Reading/Language Arts, there were 12 students or 26% scoring advanced and 26 or 57 % scoring proficient. There were eight children or 17 % scoring below proficient. In the area of Math, there were 15 students or 33% scoring advanced and 25 or 54% scoring proficient. There were six students or 13% scoring below proficient.

Gender

Sixty-three males and 61 females took the TCAP test in third grade in the area of Math. There were 39 males or 62% and 34 females or 56% scoring advanced. There were 22 males or 35% and 26 females or 43% scoring proficient. Only two males or 3% and one female or 2% scored below proficient. In the area of Reading/Language Arts, there were also 63 males and 61 females taking the test. Twenty-eight males or 44% and 40 females or 66% scored advanced. There were 30 males or 48% and 21 females or 34% scoring proficient. There were only five males or 8% and no females scoring below proficient.

Sixty-four males, and 63 females in the fourth grade were administered the TCAP test in the area of Mathematics. There were 39 males or 61% and 31 females or 49% scoring advanced. Scoring proficient were 21 males or 33% and 29 females or 46%. Four males or 6% and three females or 5% scored below proficient. In the area of Reading/Language Arts, 35 males or 55% and 34 females or 54% scored advanced. Twenty-four males and 24 females or 38% scored proficient. There were five males and five females or 8% scoring below proficient.

Ethnicity

In the third grade, there were 23 African-American students and 91 Caucasian students administered the TCAP test. In the area of Mathematics, there were seven African-Americans or 30% and 61 Caucasians or 67% scoring advanced. Fifteen African-Americans or 65% and 30 Caucasians or 33% scored proficient. There was only one African-American or 4% and no Caucasians scoring below proficient. In the area of Reading/Language Arts, the same number of students was tested. There were three African-Americans or 13% and 60 Caucasians or 66% scoring advanced. Twenty African-Americans or 87% and 28 Caucasians or 31% scored proficient. There were no African-Americans scoring below proficient, and only three Caucasians or 3% were below proficient.

In the fourth grade, 22 African-American students and 91 Caucasian students were administered the TCAP test. In the area of Math, nine African-Americans or 41 % and 57 Caucasians or 63% scored advanced. Ten African-Americans or 45% and 32 Caucasians or 35% scored proficient. There were three African-Americans or 14% and two Caucasians or 2% scoring below proficient. In the area of Reading/Language Arts, eight African-Americans or 36% and 58 Caucasians or 64% scored advanced. Twelve African-Americans or 55% and 28 Caucasians or 31% scored proficient. There were only two African-Americans or 9% and five Caucasians or 5% scoring below proficient.

TEMPLATE 1.8: Prioritized List of Goal Targets

List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok would start.

TEMPLATE 1.8: Prioritized List of Goal Targets

(Rubric Indicator 1.8)

Prioritized List of Goal Targets

Writing: To increase writing proficiency among all students

Reading: content, comprehension, vocabulary areas of need in data (B on report card)

Health and Wellness (Physical Fitness): a little below system (3%) for overweight, above the system for healthy weight by 5%

To increase the reading level and TCAP scores among the economically disadvantaged by creating a peer tutoring program during dismissal for struggling students

Component 2 – Beliefs, Common Mission and Shared Vision

TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision

Use Template 2.1 to articulate your Beliefs, Common Mission and Shared Vision

Template 2.1: Beliefs, Common Mission and Shared Vision

(Rubric Indicators 2.1 and 2.2)

Beliefs

     As Committee Two examined the belief, mission, and vision statements for Coles Ferry Elementary, the committee for Component Two decided to conduct a survey to determine if any of these items needed any revision or to be rewritten. The stakeholders who were surveyed included parents, a collection of fourth grade students from each classroom, teachers and other staff members such as educational assistants, cafeteria workers, and custodial staff. Feedback was provided, and changes were carried out by the committee as suggested by the stakeholders. Member attendance and minutes of each meeting are on file. The following list includes the dates of collaborative meetings for Component Two: 

· August 31, 2007 (Component Two Committee)

· November 7, 2007 (Component Two Committee)

· January 4, 2008 (Component Two Committee)

· January 4, 2008 (Component Two Committee and Faculty Meeting)

· January 15, 2008 (Component Two Committee)

· February 19, 2008 (Chair and Educational Assistant analyzed data from surveys)

Beliefs

Teachers, parents, students and CFE staff were surveyed to see if any revisions should be made to our beliefs. The majority of the parents, 85%, felt that our belief statements were satisfactory while 15% felt that it needed to be revised. Overall, stakeholders surveyed were satisfied with the current beliefs. Revisions were discussed during an inservice day. Teachers were then given the criteria set forth by the state for our list of beliefs. Teachers collectively worked to propose changes to these beliefs based on previous surveys.

The following are our revised beliefs. The revisions and additions to our former beliefs are underlined.

 1.  Education is the shared responsibility of school personnel, students, parents, and the community. (Rubric Specifications: Provides a clear purpose and direction, Engages in adequate and appropriate internal and external communication, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Promoting the use of shared decision making processes) *Remained the same.

 2.  Learning must take place in a safe, caring, and orderly school environment. (Rubric Specifications: Holds high expectations for all students, Aligns policies and procedures to maintain a focus on achieving the school’s goals for student learning, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders) *Remained the same.

3.  Educators will use appropriate research-based assessment strategies and instruments to obtain information about CFE students and their on-going progress and to make data driven instructional decisions that create a high-capacity learning environment that meets the needs of all students. (Rubric Specifications: Utilizes research-based information and data to drive decisions, Holds high expectations for all students, Provides a clear purpose and direction, Aligns policies and procedures to maintain a focus on achieving the school’s goals for student learning, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Promoting the use of data driven decision-making process, Promoting the use of shared decision-making processes, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *Revised 

4. Rules will be enforced consistently, and all students will receive fair, appropriate, and prompt treatment. (Rubric Specifications: Holds high expectations for all students, Provides a clear purpose and direction, Aligns policies and procedures to maintain a focus on achieving the school’s goals for student learning, Engages in adequate and appropriate internal and external communication, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting the use of shared decision-making processes) *Revised

5.  Self-esteem is necessary for success and success builds confidence. (Rubric Specifications: Holds high expectations for all students, Engages in adequate and appropriate internal and external communication, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *Revised

6.  Educators will utilize research-based materials and strategies to teach concepts in an effective and meaningful manner. (Rubric Specifications: Utilizes research-based information and data to drive decisions, Holds high expectations for all students, Provides a clear purpose and direction, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Promoting the use of data driven decision-making process, Promoting the use of shared decision-making processes, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *Revised

7.  As role models, educators and parents need to present a positive attitude. (Rubric Specifications: Provides a clear purpose and direction, Engages in adequate and appropriate internal and external communication, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Promoting the use of data driven decision-making process, Promoting the use of shared decision-making processes, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *Remained the same. 

8.  Professional development opportunities will ensure that teachers will develop the skills and knowledge needed to make data driven instructional decisions. (Rubric Specifications: Utilizes research-based information and data to drive decisions, Provides a clear purpose and direction, Aligns policies and procedures to maintain a focus on achieving the school’s goals for student learning, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Promoting the use of data driven decision-making process, Promoting the use of shared decision-making processes, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *Remained the same.

9.  Teachers and parents will instill the ideal in our children that education is a lifelong process. (Rubric Specifications: Holds high expectations for all students, Provides a clear purpose and direction, Engages in adequate and appropriate internal and external communication, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *Revised

10.   The teaching of values will be integrated into the curriculum. (Rubric Specifications: Holds high expectations for all students, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *Revised

11.  Knowledge and appreciation for the fine arts will be provided to students. (Rubric Specifications: Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Promoting the use of shared decision-making processes, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *Remained the same. 

12.    Teachers and parents will establish a communicative relationship that will enhance student learning. Rubric Specifications: Holds high expectations for all students, Provides a clear purpose and direction, Aligns policies and procedures to maintain a focus on achieving the school’s goals for student learning, Engages in adequate and appropriate internal and external communication, Fosters collaboration among staff and stakeholders, Establishes a link between the beliefs, mission, and vision, Promoting a high performing learning culture which includes all students and stakeholders, Promoting the use of shared decision-making processes, Meeting the individual needs of students by striving for a high quality education for all students, Achieving proficiency and beyond for all students) *New

Common Mission

Mission

     Our previous mission statement was:

At Coles Ferry we:

            C          Choose to be caring and responsible

            O         Be Outstanding in your school and community

            U         Understand people are different

            G         Grow to become a productive citizen

            A         Achieve lifelong excellence in academics

            R         Reach reasonable goals

            S          Support a safe and secure environment

Parents were the first stakeholders to be surveyed. Each classroom teacher was asked to choose four dependable parents to complete the survey. Parent surveys were completed and returned to school. Parents were given the opportunity to explain their thoughts if they felt that the mission needed revision. Only 6% thought there should be changes. The next stakeholders that were surveyed were fourth grade students. A simple survey was handed out to twenty students. These students were hand-selected by their teachers to fill out the survey. Changes were noted from student responses. 

The results of these surveys were reported to the teachers and administration at our inservice day. Teachers and parents seem to be pleased with the mission statement from the last SIP. However, there were a few changes made from suggestions of stakeholders involved. Teachers were given the criteria set forth by the state for our mission statement and worked together in grade level teams to make changes to it.

Changes were noted and finalized by the Component Two team. The new mission was then conveyed to our faculty and staff for review. The following is our new mission statement and is based on our school mascot:

At Coles Ferry we:

C         Choose to be caring and responsible

O         Opt to be outstanding in our school and community

U         Understand people are different

G         Grow to become productive citizens

A         Achieve lifelong excellence in academics 

R         Reach individual goals

S          Support a safe and secure environment

Shared Vision

Vision

Our former vision was:

The Vision of Coles Ferry Elementary School is to combine the efforts of the home, school, and community so that the students will exemplify diversity, values, and a desire to continue learning as they become productive citizens of the world.

     Of the one hundred fifty-six parents who returned surveys regarding the vision for our school, 2% felt that it needed to be changed. These surveys contained either grammatical changes or no explanation for the changes. The students who were surveyed regarding our vision statement all felt that it was appropriate, being implemented, and encouraging to them for the future. The teachers completing the survey felt strongly it was acceptable but needed rewording. The following is our new vision:

The Vision of Coles Ferry Elementary School is to maximize the efforts of the home, school, and community so students will possess the skills and desire to continue learning, embrace diversity, and uphold values as they become productive global citizens. 

Component Three

The following list includes the dates of collaborative meetings for Component Three:

August 31, 2007 (Component Three Committee)

September 6, 2007 (Component Three Co-Chairs)

September 7, 2007 (Component Three Co-Chairs)

September 11, 2007 (Component Three Committee)

September 15, 2007 (Component Three Co-Chairs)

September 16, 2007 (Component Three Co-Chairs)

September 17, 2007 (Component Three Co-Chairs)

September 24, 2007 (Component Three Co-Chairs)

September 25, 2007 (Component Three Committee)

September 26, 2007 (Component Three Committee)

September 27, 2007 (Component Three Committee)

October 15, 2007 (Component Three Co-Chairs)

October 16, 2007 (Component Three Committee)

October 22, 2007 (Component Three Committee)

October 23, 2007 (Component Three Co-Chairs)

October 23, 2007 (Component Three Committee)

October 25, 2007 (Component Three Committee)

October 29, 2007 (Component Three Committee)

October 30, 2007 (Component Three Committee)

November 6, 2007 (Component Three Committee)

November 13, 2007 (Component Three Committee)

November 19, 2007 (Component Three Co-Chairs)

November 20, 2007 (Component Three Co-Chairs)

November 20, 2007 (Component Three Committee)

November 27, 2007 (Component Three Committee)

November 30, 2007 (Component Three Co-Chairs)

December 4, 2007 (Component Three Co-Chairs)

December 4, 2007 (Component Three Committee)

December 5, 2007 (Component Three Committee)

December 6, 2007 (Component Three Co-Chairs)

December 7, 2007 (Component Three Co-Chairs)

December 11, 2007 (Component Three Committee)

December 13, 2007 (Component Three Committee)

December 17, 2007 (Component Three Committee)

December 18, 2007 (Component Three Committee)

January 4, 2008 (Component Three Committee)

TEMPLATE 3.1.a: Curricular Practices

TEMPLATE 3.1.a: Curricular Practices

Template 3.1.a: Curricular Practices

(Rubric Indicators 3.1 and 3.2)

Current Curricular Practices	Use of TN Curriculum Standards	School-wide Student Achievement Benchmarks	Literacy Model	Mathematics Model	Formative Assessment	Correlation of Teaching and Learning Materials	Communication of Shared Vision
Evidence of Practice (State in definitive/tangible terms)	Standard Based Teaching-- Blueprint for Learning Prioritized and mapped curriculum aligned to TN curriculum learning expectations Grade level pacing sheets netTrekker	DIBELS TFAP TCAP STAR Test STAR Early Literacy	Language Arts Block McGraw-Hill Reading Adopt. Grades 1- 4 Fundations K-1 K-SMART	TN Curriculum Standards and Blueprint for Learning K-4 Houghton Mifflin Math Adoption aligned with standards	DIBELS Writing Assessment TCAP ELDA EXTEND Screenings Leveled reading with running records Placement screenings	Grade level meetings Textbook correlations to state standards Correlations with *Title I *Special Education *ELL *PIT *Special Classes	Coles Ferry website Informational flyers Classroom newsletters Agenda books Home/school folders School Mission Statement
Is the current practice research-based?	yes	yes	yes	yes	yes	yes
Is it a principle & practice of high-performing schools?	yes Common Practices of Top Performing Schools Florida Center for Reading Research Defining Features of High Perform-ing Schools	yes Common Practices of Top Performing Schools Florida Center for Reading Research Defining Features of High Perform- ing Schools	yes Common Practices of Top Performing Schools Florida Center for Reading Research Defining Features of High Perform- ing Schools	yes Common Practices of Top Performing Schools Florida Center for Reading Research Defining Features of High Perform- ing Schools	yes Common Practices of Top Performing Schools Florida Center for Reading Research Defining Features of High Perform- ing Schools	yes Common Practices of Top Performing Schools Florida Center for Reading Research Defining Features of High Perform- ing Schools	yes Common Practices of Top Performing Schools Florida Center for Reading Research Defining Features of High Perform- ing Schools
Has the current practice been effective or ineffective?	yes/effective	yes/effective	yes/effective	yes/effective	yes/effective	yes/effective	yes/effective
What data source(s) do you have that support your answer? (identify all applicable sources)	School Report Card scores AYP	School Report Card scores	School Report Card Language Arts Score	TCAP TFAP School Report Card Math Score	Scores collected and analyzed	Sign-in sheets Meeting minutes State standard correlation lists Grade level pacing sheets	Recorded number of visits to Coles Ferry’s website Signed documentation
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Results of School Report Card: all A’s No Distinguishable Difference in Math, Social Studies, and Science: A to A. Growth in Reading/ Language: B to A. According to Education Consumers Foundation 2007, Coles Ferry ranked in the top 25% of 746 schools in TN receiving a composite performance grade A--Exceptional in school effectiveness ranked by yearly achievement gain.	Results of School Report Card: Coles Ferry’s AYP target was met. All students met Federal Benchmark. According to Education Consumers Foundation 2007, Coles Ferry ranked in the top 25% of 746 schools in TN receiving a composite performance grade A--Exceptional in school effectiveness ranked by yearly achievement gain.	Results of School Report Card: Growth in Reading/Language Score: B to A; 4.0 gain: 2007 Mean NCE Gain According to Education Consumers Foundation 2007, Coles Ferry ranked in the top 25% of 746 schools in TN receiving a composite performance grade A--Exceptional in school effectiveness ranked by yearly achievement gain.	Results of School Report Card: No Distinguishable Difference in Math: A to A	*Kindergarten Intervention *Title I & ELL *Special Education *Running Records *Guided Reading	Results of School Report Card: Coles Ferry’s AYP was met; all students met Federal Benchmark: All A’s!	Documentations Signed Compacts Sign-in sheets Record of Parent Community Involvement
Evidence of equitable school support for this practice	Required, weekly grade-level meetings Stockpile Day Training with sign-in sheet Professional Development that helps teachers understand intent of content standards and identify how students demonstrate proficiency on standards	Learning Centered School Training with sign-in sheets and implementation of the program Achievement scores and Benchmark scores of individual students	Implemented in K-4 Reading Coach intervention Title I intervention Assistance of special teachers	Houghton-Mifflin Math Series Resources *Teacher guides *Student texts *Manipulatives *Materials *Training with consultant	Collaborative grade-level planning Professional Development that helps teachers know how to interpret student performance	Regularly scheduled planning: *grade-level *staff- administrator in which diagnostic information is used to make curriculum and instructional decisions	Parent Involvement Notebook Parent sign-in sheets Recorded number of visits to school website PIT documentation M-Team documentation
Next Step (changes or continuations)	Examine data and determine curricu- lum needs as aligned with TN Department of Education state approved standards	Apply interventions based on data of established school-wide student achievement benchmarks Continue promoting fundamental skills throughout the curriculum	Continue assessing and aligning with TN Curriculum Standards Learning Expectations and Blueprint for Learning	Interventions and differentiated instruction based on student data and aligned with school benchmarks	Determine strengths and weaknesses of students to provide teachers with focus for planning instruction Determine how to build on strengths Consider extent to which math, reading, and writing are woven into all or most projects because students need to practice and reinforce these skills often	Continue correlation of teaching and learning materials Evaluate teacher Effectiveness in bringing about student achievement gains Principals and teachers continuously review individual student progress scores to pinpoint teaching/learning problems.	Continue: *updating Coles Ferry website *informational newsletters *sign-in sheets All stakeholders have shared vision for what students should know and be able to do at each grade level

TEMPLATE 3.1.b: Curriculum Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help school team members discover “What Ought To Be.”

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to curricular practices, also to be recorded in Template 3.1.b.

Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

TIME

• Ninety minutes daily is scheduled for the Reading/Language Arts Block that is implemented in Grades K-4. The Reading/Language Arts Block involves all Coles Ferry teachers and educational assistants and allows for small group interventions by placing more adults in the classroom. The purpose of this ninety-minute block is to build a high-capacity learning environment that meets the curriculum needs in Reading/Language Arts for all Coles Ferry students.
• K-SMART is a daily, thirty-minute brain-researched readiness program scheduled during the first hour of each day for Coles Ferry Kindergarteners. The purpose is to stimulate brain activity at the beginning of the day and to help students focus on learning.
• Mathematics is instructed daily for a minimum of forty-five minutes. Houghton-Mifflin, the adopted math series, the Tennessee Curriculum Standards, and A Blueprint for Learning are utilized.
• CFE LIVE is a fifteen-minute broadcast that is produced and aired through the school network on Tuesdays and Thursdays by the Coles Ferry Technology Instructor, Physical Education teacher, EXTEND teacher, and fourth grade students.
• Science and/or Social Studies are taught daily through themes or text.
• Wellness is emphasized daily by implementing numerous activities (breakfast, lunch, physical education program, “Get Moving” Program, 4^th grade “Power U 4-H” Program, and wellness promotion by the school nurse). Through Coles Ferry’s Physical Education Department, an exercise video is led by third and fourth grade students and aired three times weekly. An after-school Fitness Club is also offered three times weekly to Fourth Graders.

• Students attend a Related Arts class daily (Art, Computer, Guidance, Library, Music, and Physical Education).
• There are many time concerns with regard to our curriculum. The curriculum schedule is becoming so crowded that teachers and students are pressed to complete all that is required.
• Since research shows that it takes three to five years to implement change, there are concerns with regards to completing SIP plans every two years. Coles Ferry personnel are required to spend excessive time meeting and discussing critical SIP components. This takes valuable time away from students.

MONEY

Coles Ferry Elementary allocates an adequate amount of funding to implement high quality curricular practices. The following financial resources are employed to assist in completing the school’s mission, goals, and improvement initiatives:

• SY 06-07 BEP $11,250 TABS $5,456

• SY 07-08 BEP $10,850 TABS $5,488
• SY 07-08 PTO Read-a-thon Fund Raiser $28, 963.93
• SY 07-08 Coles Ferry Book Fair 20% x $17,744 =$3,548.80
• SY 06-07 Title I Funding $120,612.56
• SY 07-08 Title I Funding Salaries $120,640
• SY 07-08 Title I Funding Professional Development $493.91
• SY 07-08 Title I Funding Instructional Materials, Supplies, Equipment

$5656.12

• SY 06-07 Title II Funding (Professional Development) $875
• SY 07-08 Title IIA Funding (Professional Development) $2,513.70
• SY 07-08 BEP 2.0 Technology upgrades and repairs $19,855
• SY 07-08 BEP 2.0 ELL Specialist/Teacher $35,014
• SY 07-08 BEP 2.0 Additional Teacher $53,472
• SY 07-08 LSSD System-wide Professional Development $5000
• SY 07-08 Teacher Raises 3% for all teachers and an additional 2% for teachers

with more than 16 year experience.

• SY 07-08 Student fees $10/student
• SY 07-08 Commission from school pictures and vending machines
• SY 07-08 Parent and Community/Business donations for classrooms
• SY 07-08 Support of LSSD for building maintenance and utilities
• SY 07-08 Funds from Coles Ferry facility use for community functions
• SY 07-08 Project LUCAS $30,046
• SY 06-08 Fundations Program Funding through LSSD Special Education

Department

PERSONNEL

• Coles Ferry teachers work as a team to examine data and determine curriculum needs as aligned with TN Department of Education state approved standards.
• Coles Ferry teachers attend required, weekly grade level meetings in which diagnostic information is used to make curriculum and instructional decisions.
• Reading/Language Arts Block involves the entire Coles Ferry academic staff and allows for small group interventions by placing more adults in every classroom.

• K-SMART involves all Kindergarten teachers, all related arts teachers, one teacher of Comprehensive Development Class, two Physical Education teachers, and four educational assistants.
• Third grade teachers teach science and social studies curriculum in a team teaching situation.
• Fourth grade teachers differentiate instruction through leveled reading groups.
• Coles Ferry Buddy Program is a mentoring program for at-risk students in which all Coles Ferry personnel are involved.
• ISS is staffed by an educational assistant who is responsible for curriculum that may be missed while students are away from the classroom and in ISS.
• All Coles Ferry personnel are involved in the LSSD Wellness Program.
• Coles Ferry teachers and educational assistants attend professional development training that helps them understand intent of content standards and identify how students demonstrate proficiency on standards.
• In alignment with NCLB, all Coles Ferry teachers have “Highly Qualified” status.
• Coles Ferry personnel meet to address critical components of the SIP.

OTHER RESOURCES

• Through Coles Ferry’s Physical Education Department, an after-school Fitness Club is offered three times weekly to fourth graders.
• Afternoon Kindergarten Intervention is provided for students who have a deficit in readiness.
• PIT (Professional Intervention Team) collaborates and seeks support and solutions for at-risk students.
• Coles Ferry has two on-campus and one off-campus Pre-kindergarten classes that help students develop readiness skills.
• Educational grant Project LUCAS (Learning Unaware Care After School) provides academic enrichment and tutorial services for specific needs in Reading, Math, Science, and Social Studies. The facilitators of this program are Creative Curriculum Givers.
• Title I serves students in Kindergarten and First Grade who are academically at-risk in Reading.
• Students have access to several after-school tutoring and enrichment opportunities through the IKE Program and extended contract offerings.

BUILDING CAPACITY

• Coles Ferry Elementary has 743 students currently enrolled: Kindergarten 140 students, seven teachers; first grade 150 students, eight teachers; second grade 125 students, seven teachers; third grade 124 teachers, six teachers; fourth grade 112 students, six teachers; CDC 32 students, three teachers; Pre-Kindergarten 60 students, three teachers.
• Coles Ferry Elementary has 43 classrooms.
• All classrooms are used for grade-level classrooms except for Music, Art, Computer and SACC.
• The multi-purpose room has been divided into the EXTEND and ELL classrooms.
• Title, Special Education/Inclusion, and Guidance are held in smaller office-sized classes.
• Educational assistants work out of central locations and do not take up classroom space.
• We have a gymnasium, Library and a cafeteria utilized by students for the majority of the school day.
• We added covered awnings to shelter children during dismissal.
• A new playground was built for Pre-Kindergarten students.
• We currently have an off-site Pre-Kindergarten classroom that includes an outdoor playground.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

TIME

· If the current SIP receives an exemplary rating, Coles Ferry needs five years of implementation to determine if the plan is effective. Writing a new SIP every two years takes valuable time from students. Also, two years does not give us enough time to implement programs and determine if they are meeting student needs.

· June 30 instead of September 30 should be the cut-off date for students entering Pre-kindergarten or Kindergarten. The September cut-off date was effective when the school year began in September; now that school begins in July, students need these two extra months to progress developmentally. This change could eliminate many kindergarten and first grade retentions. This could also eliminate the need for students to be placed in interventions.

MONEY

· Coles Ferry Elementary allocates an adequate amount of funding to implement high quality curricular practices. Equity and adequacy is provided to all of our teachers. Funds and resources are effectively targeted to meet the needs of all Coles Ferry teachers in being effective with all their students. BEP and TABS funding is allotted to grade levels, and each grade level may decide as a team to buy some large item for the grade level or the money may be divided among teachers of the grade level so that each one may purchase items needed for individual classrooms.

PERSONNEL

· Coles Ferry personnel remain attentive to meeting AYP targets and improving learning for all students.

· Coles Ferry personnel hold high expectations for all students and continuously examine ways that the educational program promotes success for all learners.

· Coles Ferry ensures that all teachers have access to and training in the use of standards-based curriculum that is aligned with state mandated standards and state assessment.

· Personnel should be required to work on SIP every five years instead of every two years if the current SIP received an exemplary rating.

· Ideally, we would have class sizes of 20 students to 1 teacher (less for Kindergarten).

OTHER RESOURCES

• Based on the School Report Card and AYP data, we are accurately meeting the needs of all students at Coles Ferry Elementary.
• Support services and resources are adequate to support the curriculum implementation at Coles Ferry .
• Ideally, we would have enough classrooms and space to accommodate all educational needs (Music, Art, EXTEND, ELL, SACC, and Pre-K)

Equity and Adequacy:

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

We are providing equity and adequacy to all of our teachers.

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

Funds and resources are adequate to support the curriculum implementation and to effectively meet the needs of all teachers in being effective with all their students.

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

Based on the data, Coles Ferry met AYP target and had all A’s on the school report card.

According to Education Consumers Foundation 2007, Coles Ferry ranked in the top 25% of 746 schools in TN receiving a composite performance grade of A-Exceptional in school effectiveness ranked by yearly achievement gain.

TEMPLATE 3.1.c: Curricular Summary Questions

The following summary questions are related to curriculum. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.

Template 3.1.c: Curricular Summary Questions

(Rubric Indicator 3.2)

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

One of Coles Ferry’s major strengths is meeting individual student curriculum needs. Examination of the School Report Card and collection and disaggregation of data from TCAP for grades three and four allows teachers to determine strengths and weaknesses of students for shaping curriculum. According to the 2007 school report card and AYP, Coles Ferry personnel was able to organize and plan for student curriculum needs.

A survey administered to teachers also showed strengths. Our teachers overwhelmingly felt our parent involvement was outstanding. We make our building a warm and welcoming environment for students and parents. The teachers also felt we do a good job collaborating among all stakeholders.

Curriculum Summary Questions- Narrative Response Required

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

Two major Coles Ferry challenges are increased academic growth in Reading/Language and meeting educational/curriculum needs of possible increased number of at-risk students in subgroups with <45 students. This information was evident in the 2007 TDOE Report Card for Coles Ferry. Another major challenge is meeting curriculum requirements within the time constraints. Curriculum requirements grow steadily as new information is learned everyday.

There were a few things that our building teachers felt could be improved at Coles Ferry. Our teachers felt that we needed to work on discipline. Another area of improvement is to work to find help for students that do not qualify for Title I services but still need additional assistance.

Curriculum Summary Questions- Narrative Response Required

How will we address our challenges?

Coles Ferry personnel will focus on planning and shaping our Reading/Language Arts curriculum in more effective and efficient means. We will focus on meeting the needs of individual students and improving all student learning. Our goal is to have all students on grade level in Reading/Language by the end of third grade. Differentiated instruction will be implemented to meet the needs of individual students and to actively engage students in learning. Coles Ferry teachers work together exceptionally well to interpret and use diagnostic information in making curriculum and instructional decisions that academically challenge all students. All Coles Ferry teachers will have access to and training in the use of standards-based curriculum that is aligned with state mandated standards and state assessment. Professional development will enable teachers to understand intent of content standards and identify how students demonstrate proficiency on standards. They will be able to identify strengths and weaknesses and determine how to build on strengths and address limitations and challenges. Curriculum offerings will be articulated at different grade levels to avoid redundancy and gaps in student learning. Coles Ferry personnel hold high expectations for all students. Foundation skills will be promoted throughout the curriculum. A primary consideration will be the extent to which Math, Reading, and Writing are woven into all or most projects because students need to practice and reinforce these skills often. The curriculum will be adapted and utilized for students with disabilities. To create a high-capacity learning environment that meets the needs of all students, Coles Ferry teachers will be involved in a process for continuous improvement of the curriculum. They examine different ways that the educational program promotes success for each learner. All stakeholders have a shared vision for what students should know and be able to do at each grade level.

TEMPLATE 3.2.a: Instructional Practices

Template 3.2.a: Instructional Practices

(Rubric Indicators 3.3 and 3.4)

Current Instructional Practices	Classroom instruction is aligned with the standards based curriculum.	Classroom instruction is aligned with the assessments.	Teaching process is data-driven.	Students are actively engaged in high quality learning environments as supported by higher order thinking skills.	Teachers incorporate a wide range of research-based, student-centered teaching strategies.	Students are provided with multiple opportunities to receive additional assistance to improve their learning beyond the initial classroom instruction.	Classroom instruction supports the learning of students with diverse cultural & language backgrounds and with different learning needs & learning styles.
Evidence of Practice (State in definitive/tangible terms)	All teachers use Blue Print for Learning. Adopted curriculum textbooks are aligned with TN state standards	Blue Print for Learning Adopted curriculum textbooks TCAP TFAP STAR Test STAR Early Literacy DIBELS ELDA Placement inventories/ Kindergarten screenings Skills checklists Text book publishers tests Teacher-designed tests Leveled reading running records	Blue Print for Learning Use of student progress data in making instructional decisions	Thinking Maps Adopted reading series Language Arts Block Leveled reading programs Selective grouping to optimize student progress Interventions K-Fundations K-SMART EXTEND (gifted/talented) Problem solving activities Accelerated Reader Supplemental learning activities