2009-2010 school improvement plan

Tennessee School Improvement Planning Process (TSIPP)

SIP Templates

Tennessee Department of EducationCommissioner Lana C. Seivers

August, 2007

Tennessee School Improvement Planning Process(TSIPP)

Assuranceswith 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

Tennessee School Improvement Planning Process Templates – August, 2007 of 73

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team CompositionIn 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)

Laura Maupin Y Inclusion TeacherCortnie Buck Y Technology TeacherBrenda Scott Y Intervention TeacherLori Maness Y Coordinated School Joanna Small Y 8th Grade TeacherShannon Taylor Y Principal

Component 1a - School Profile and Collaborative ProcessTEMPLATE 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 ProcessSubcommittee for COMPONENT 1 School Profile and Collaborative ProcessSubcommittee for COMPONENT 1 School Profile and Collaborative ProcessMember Name Position Chair

Laura Maupin Inclusion Teacher Y

Adam Wood Music Teacher

Chima Abakwue Physical Education Teacher

Fredia Baker Secretary

Cortnie Buck Technology Teacher Y

Jodi Barber 6th Grade Teacher

Brad Barger 6th Grade Teacher

Lynzie Haywood 6th Grade Teacher

Laura Dyer 6th Grade Teacher

Lyn Jones Paraprofessional

Jacqui Burton 6th Grade Teacher

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

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

Subcommittee 1 Chair SignatureSubcommittee 1 Chair SignatureSubcommittee 1 Chair Signature


Subcommittee for COMPONENT 2 Beliefs, Mission and VisionSubcommittee for COMPONENT 2 Beliefs, Mission and VisionSubcommittee for COMPONENT 2 Beliefs, Mission and VisionMember Name Position Chair

Brenda Scott Intervention Teacher Y

Retha Wood Special Education Teacher

Loretta Campbell Extended Learning Teacher

Leigh Carver Paraprofessional

Susan Watson Inclusion Teacher




Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness



Member Name Position ChairLori Maness Coordinated School Health Director Y

Kathy Wysiadolowski 7th Grade Teacher

Angela Henderson 7th Grade Teacher

Cara Burnham 7th Grade Teacher

Daniel Duncan 7th Grade Teacher

Beth Deere 7th Grade Teacher

Theresa Sparks Intervention Coach





Subcommittee for COMPONENT 4 Action Plan DevelopmentSubcommittee for COMPONENT 4 Action Plan DevelopmentSubcommittee for COMPONENT 4 Action Plan DevelopmentMember Name Position Chair

Joanna Small Inclusion Teacher Y

Brandi Phillips 8th Grade Teacher

Stephanie Clark Physical Education Teacher

Amy Blackwell 8th Grade Teacher

Zach Blankenship 8th Grade Teacher

Julia Adams 8th Grade Teacher

Latoya Bomar Paraprofessional




Subcommittee for COMPONENT 5 The School Improvement Plan and Process EvaluationSubcommittee for COMPONENT 5 The School Improvement Plan and Process EvaluationSubcommittee for COMPONENT 5 The School Improvement Plan and Process EvaluationMember Name Position Chair

Shannon Taylor Principal Y

Laura Maupin Inclusion Teacher

Cortnie Buck Technology Teacher

Brenda Scott Intervention Teacher

Lori Maness Coordinated School Health Director

Joanna Small Inclusion Teacher





Component 1a - School Profile and Collaborative Process

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 FindingsStudent Enrollment Data As of May 18, 2009, there are 322 students enrolled in Lexington

Middle School.

Tennessee School Report Card 2008

School funding, student body demographics

Henderson County Chamber of Commerce Community Characteristics Report

Community demographics and major employers in area

Parent Survey Parent demographics

U.S. Census Report 2000 Community demographics

Teacher Survey Teacher demographics, experience, certification, HQ status, educational attainment, mobility

2008 AYP Final Report In math there have been gains in achievement with each of the subgroups: Caucasian, African American, and Economically Disadvantaged. There is as much as a 10% decrease in these subgroups in Reading. In the subgroup of children with disabilities, there was a 25% decrease in proficient advanced range in reading achievement.

2008 TCAP Writing Report The writing assessment scores have shown a slight increase for the 2008 school year,

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 CHARACTERISTICS

Historical BackgroundPreviously a K-8 school, Caywood was separated into two schools in 2003 which became Caywood Elementary (PreK-5) and Caywood Middle School (6-8). Due to continuously rising enrollment, planning began immediately for the construction of a new facility, which would house middle school grades 6-8. The 112 Airways Drive location was selected due to the closing of Franklin-Wilkins Airport. This land was deemed public use only and the City of Lexington Board of Aldermen divided the usage of land between the school system and future park/recreation development. The Lexington City Board of Education approved plans for construction of the newly named Lexington Middle School. Following complete construction and final inspection, the decision was made for the building to be occupied the first week of May 2006. Students, teachers, administrators, maintenance personnel, and parent volunteers assisted with the move.

Lexington Middle School FacilitiesGeneral:Lexington Middle School is a 93,400 square foot facility for grades 6-8 designed with a core capacity of 600 students. The 28 acre campus is located in Lexington, Tennessee in the heart of Henderson County.

Planning:The planning/programming phase of the project included input from numerous sources including central office staff, administration, faculty, parents, and community leaders. A series of public meetings provided a forum for feedback and suggestions from various stakeholders. This interaction provided significant impact on the final design.

Academics:This facility contains 28 instructional spaces including 16 regular classrooms, a science lab in the 8th grade, 2 science classrooms (one in each 6th and 7th grades), 1 band/music room, an Art/Drama room (which currently houses our Engineering Technology lab), and 2 computer labs.

Special Education:This facility contains 3 inclusion office/ classrooms, a CDC classroom, a reading lab, and a multi-purpose classroom.

Physical Education:This facility contains a gymnasium with seating for 1,000, physical education and varsity locker rooms for boys and girls basketball, a football locker room, a wellness classroom, and a practice field.

Fine Arts:This facility contains an auditorium with seating for 615, prop storage, boys and girls dressing rooms, and an elevated control booth.

Administrative and Guidance Suites:The administrative suite at Lexington Middle includes a large reception area that has a reception desk/work space for the school secretary. Breaking off of this room are two offices which are currently used by the Director of Teaching and Learning (Grades 6-8) and the school bookkeeper. Two conference rooms also break off of the reception area, one of which is adjacent to the principal’s office. A hallway from the reception area leads to several rooms that include the nurse’s office (which includes one recovery couch and a handicap accessible restroom), an intervention office, a work area, a restroom, a storage closet, the vault, and an additional entrance to the principal’s office. The principal’s office also has a storage closet and a restroom.

The guidance suite has a reception area with three rooms breaking off from it: one office space for the counselor, a conference room, and a vault.

This facility contains 3 teacher planning suites, a library/media center, and a kitchen and cafeteria with teachers’ dining area.

Environmental and Safety ConditionsIn addition to natural light in every classroom, there are two large pyramid skylights at the main corridor intersections. The gymnasium also features translucent panels, which provide natural light and no glare. Security features include both electronic and physical design elements. The floor plan is designed so that administrators can observe all main corridors from only two locations. The facility also includes a secure vestibule, which forces visitors into the main office before admittance into the building. Electronic security features include keyless entry and a fully digital camera system with cameras located both inside and outside the building.

Grade DistributionLexington Middle School is a 6-8 school. Its feeder school is a PreK-5 school. There are currently five 6th grade classrooms, five 7th grade classrooms, and four 8th grade classrooms. Room for future expansion is available in all grade wings.

Length of School YearThe length of our school year is 180 report days, with registration taking place on July 31 and the first day of school being August 1. The last day of school for students is June 2.

Length of School DayThe school day for students lasts from 8:00 AM-3:00 PM.


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

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment MeasuresRefer 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 AssessmentsTennessee Comprehensive Assessment ProgramTennessee Comprehensive Assessment Writing Assessment (8th Grade)End of Chapter TestsStudy Island ReportsEnd of Semester Comprehensive AssessmentsEnd of nine-weeks Comprehensive AssessmentsRead 180 Data ReportsPrinceton Review Benchmarks (Reading and Math)Teacher-Made Benchmarks (Science and Social Studies)Skill Mastery ReportsReport Card DataProgress ReportsACT ExploreBenchmark AssessmentsCareer Technical EducationPromotion Rate

Non-Academic AssessmentsIntersession Enrichment and Tutoring SurveysAfter-School TutoringFocus GroupsAfter School Extracurricular Activity SurveysTruancy ReportsAttendance ReportsIn School SuspensionMy Voices SurveyMobility RateFree-Reduced Lunch Program

TEMPLATE 1.5: Data Collection and AnalysisDescribe 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.

The faculty, staff, principal, students, and parents of Lexington Middle School

communicate on many different levels. In an effort to enhance professional learning and

teaching practices and to formulate a diagnosis of strengths and needs, surveys were

compiled from teachers, students, and parents. All staff members have met to discuss

ways to enhance school climate and learning at Lexington Middle. Summer inservices

focused on TCAP/TVAAS data reports to individualize classroom instruction. The focus

on data continues throughout the school year during grade level data meetings each

week and a data room meeting area with specific school target data displayed. The

annual MyVoices survey results are also discussed prior to each school year in order to

determine areas of needed improvement based on the viewpoints of the students and

the culture of school relationships. Grade level teams also meet four days a week to

collaboratively analyze student data such as academic performance, testing results,

skill mastery, and other at-risk behaviors and/or any modifications and intervention

strategies identified. Furthermore, each team dissects current test data within each

subgroup to formulate plans and action steps to increase effectiveness of teaching

practices and improve student progress. In addition, ACT projections and ACT Explore

results are analyzed by teachers and administration. This information is shared with

parents during an official ACT Explore Data Night.


TEMPLATE 1.6: Report Card Data DisaggregationProvide 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

Each spring, students at LMS are given state achievement tests based on the

Tennessee Comprehensive Assessment Program (TCAP). This assessment uses

multiple choice questions and set time limits to measure basic skill levels in reading and

language arts, math, science, and social studies. The data collected from this

assessment is analyzed and used to focus on student strengths and needs.

Race/Ethnicity

Based on the 2008-2009 report card data, Caucasian students scored 98%

Proficient/Advanced in Math and 97% Proficient/Advanced in Reading/Language Arts.

The previous year, Caucasians scored 97% Proficient/Advanced in Math and 96%

Proficient/Advanced in Reading/Language Arts.

The 2008-2009 TCAP tests show that African American students scored 95%

Proficient/Advanced in Math and 94% Proficient/Advanced in Reading/Language Arts.

During the 2007-2008 school year, this subgroup was 93% Proficient/Advanced in Math

and 87% Proficient/Advanced in Reading/Language Arts.

The Native American and Asian/Pacific Islander subgroups were comprised of

less than 45 students; therefore, there was not enough data to disaggregate. The

Hispanic population has been increasing and 38 students or 3% of the school

population tested in 2008-2009 were Hispanic. Of this subgroup, 94% of the Hispanic

population scored Proficient/Advanced in Math and 87% scored Proficient/Advanced in

Reading/Language Arts.

STRENGTH: In analysis of these subgroups, we find that we are gaining achievement

in Math and Reading/Language Arts with each of the major subgroups, Caucasian and

African American. The percentage of students scoring Proficient/advanced in Reading/

Language Arts and Math increased in both major subgroups in 2008-2009.

NEED: African Americans continue to score lower than the Caucasian students in both

Reading/Language Arts and Math. The percentage of Proficient/Advanced for the

Hispanic population was 9% lower in Reading/Language Arts than the Caucasian score.

Economically Disadvantaged

Based on the 2008-2009 report card data, more than 53% of the entire student

body qualified as being economically disadvantaged which is an increase from the

2007-2008 school year by 5%. These students increased in Proficient/Advanced scores

in Reading/Language Arts from 90% to 93% and in Math from 94% to 95%.

STRENGTH: Even though the percentage of students qualifying for economically

disadvantaged status increased by 5%, the percentage of students scoring Proficient/

Advanced increased in both Reading/Language Arts and Math.

NEED: Both areas need to continue increasing in the next year as they continue to

score slightly below the total Proficient/Advanced score for the school.

Special Education

Based on the 2008-2009 school report card, students with disabilities

represented 11.8% of the school population. In the 2009 report, 81% of these students

scored Proficient/Advanced in Math and 76% were Proficient/Advanced in Reading/

Language Arts. Both scores show an increase from the 2007-2008 report with 80%

scoring Proficient/Advanced in Math and 71% scoring Proficient/Advanced in Reading/

Language Arts.

STRENGTH: The Proficient/Advanced Reading achievement score increased by 5% in

this subgroup and the Proficient/Advanced Math score also indicated a small increase.

NEED: Scores need to continue to increase in both of these subject areas for this

subgroup as they continue to score below the other groups.

Limited English Proficient


ACT Explore

All eighth grade students at LMS took the ACT Explore tests in the 2007-2008

school year. This was the first year that all eighth grade students completed the ACT

Explore tests. Based on ACT benchmark scores, we determined that our goal for

students was to score a 19 in each subject and to have a composite of 19 overall. Data

from the 2008-2009 school year was received during the writing of the 2008 School

Improvement Plan and was compared to the 2007-2008 data.

English

1-12 13-15 16-19 20-23 24-252007-2008 25% 29% 32% 12% 2%2008-2009 22% 32% 30% 11% 5%

In 2008-2009 46% of eighth grade students scored between 16 and 25 with 5%

scoring in the highest range of 24-25. This was an increase of 3% of students who

scored in the top range but the percentage of student scoring 16 and 25 remained the

same. While a large percentage of these students scored in the optimal range, there is

a significant percentage of students who scored between 1 and 12 (22%). This data to

show that Language Arts needs to be a continuing focus.

Math

1-12 13-15 16-19 20-23 24-252007-2008 18% 25% 47% 8% 1%2008-2009 11% 31% 52% 4% 2%

In 2007-2008, 56% of the eighth grade students scored between 16 and 25, with

1% scoring in the highest range. This year the percentage of students scoring in the

same range increased slightly.

Reading

1-12 13-15 16-19 20-23 24-252007-2008 29% 37% 25% 7% 1% 2008-2009 19% 39% 34% 7% 1%


In 2007-2008, 33% of these students scored between 16 and 25 with only one percent

scoring in the 24-25 range. A sharp increase was seen in 2008-2009 with 42% scoring

in the 16 to 25 range.

Science

1-12 13-15 16-19 20-23 24-252007-2008 7% 23% 59% 6% 4% 2008-2009 2% 16% 62% 15% 4%

In 2007-2008 69% of these students scored between 16 and 25 with 4% in the 24-25

range. A major increase was seen in the past year with 81% scoring in the 16-25 range.

Of the 104 students who completed the ACT Explore in 2008-2009, 14 students

meet or exceeded the benchmark in all four testing areas; 24 students meet or

exceeded the benchmark in three of four testing areas; 19 students meet or exceeded

the benchmark in two of four testing areas; 25 students meet or exceeded the

benchmark in one of four testing areas; and 22 students did not meet or exceeded the

benchmark in all four testing areas.

The Career Technical Program at Lexington Middle included an Engineering

Technology class that focused in enhancing the 21st century skills of 80 seventh and

eighth graders. The eighth grade students in the program during the 2008-2009 school

year were also in the program the previous year. Of the ACT Explore results, 35% of

those enrolled in the CTE program met or exceeded the benchmarks in each subject

area tested. More that 75% met or exceeded the benchmarks in at lease three subjects

tested.

STRENGTH: Students who are enrolled in the Engineering Technology program are

excelling with 75% of the students enrolled in the program meeting or exceeding

benchmarks in three of the four testing areas.

NEED: Based on the ACT Explore results, more than 45% of the eighth grade class did

not meet or exceed the benchmarks in two or more testing areas.


TEMPLATE 1.7: Narrative Synthesis of All DataGive 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 DataThe staff of Lexington Middle School was given the task to compile all the

academic and non-academic assessments implemented during the school year. We

used the following academic assessments to develop the School Improvement Plan and

to provide instruction appropriate to student needs: Tennessee State Report Card,

Tennessee Value-Added Scores, TCAP Writing Assessment, TCAP test, ACT Explore,

end of chapter tests, end of semester and end of nine-weeks comprehensive

examinations, benchmark assessments, Study Island, Learning Lab, skill mastery

reports, teacher websites, promotion rates, Career Technical program information. We

also attended professional development conferences and seminars to continue our

search for research-based strategies. Non-academic measures include the following:

truancy and attendance reports, suspensions, discipline data, free-and–reduced lunch

information, students’ and faculty surveys, after school activities and tutoring

attendance, focus groups, mobility rates and intersession enrichment surveys.

An examination of data from the Tennessee State Report Card for 2008 showed

that achievement in each subject remained constant with an A in each area. This

current trend in growth is a continuation from achievement in 2007. The writing scores

continue to be strong as indicated by a score of an A in 2007 and 2008.

At Lexington Middle we believe that Reading is a very critical area that impacts

all other subjects. We are continuing to focus on Reading so that all core subjects will

be in the above average or exemplary range on the Tennessee State Report Card. We

continue to use READ180 with identified students who are below proficient in Reading

on the annual TCAP assessment. Students involved in the program have showed an

increase in reading levels based on their Lexile scores. Students who enter the program

are tested to determine a base Lexile score and are periodically benchmark tested. In

2007-2008, 11% of the LMS student body was involved in the READ180 program.

Students who showed growth and met predetermined benchmarks were moved out of

the program and into another classroom to better fit their needs. Students in the

program during the 2008-2009 school year have averaged a gain of 160.5 Lexile points

in their reading ability. The previous year the gain was 92 Lexile points. We feel that this

continual focus on reading and working closely with targeted students will have results

on the 2008-2009 TCAP assessment. Based on the TCAP projections obtained from a

TVAAS report, 8th grade students in this program have a 92.3% chance of scoring

proficient on the 2008-2009 TCAP assessment.

The TCAP Writing Assessment data for 08-09 demonstrates that we have moved

students form below-proficient and advanced; with the most gains in advanced In the

07-08 school year, the data shows that 21.7% of students were below-proficient, in

contrast, the 08-09 school year only presents 7.8% of students below-proficient.

Based on TCAP data, 94.8% of eighth grade students scored proficient or above

in Math compared to the state average of 90% during the 2007-2008 school year with

56.9% scoring advanced. During the same year, there were only 5.2% of eighth grade

students below proficient in Math as compared to the state average of 10% and were

fewer students below proficiency as compared to the state average in Math. The

scenario was opposite for Reading subtests. During the 2007-2008 school year, 92.2%

of eighth grade students scored proficient or above compared to a state average of

94.2%. Almost eight percent (7.8) scored below proficient in Reading compared to the

state average of 5.8%.

In 2007-2008, seventh grade students scored 96.4% proficient or above in Math

compared to a state average of 87.7%. In Reading/Language Arts, 94.6% scored

proficient or above compared to a state average of 91.3%. In addition, sixth grade

students scored 96.2% proficient or above in Math compared to a state average of

91.8%. In Reading/Language Arts, 94.6% scored proficient compared to the state

average of 94%. In each grade there were more students scoring in the proficient to

advanced range than the state averages. By default there were fewer students scoring

below proficient than the state average in both grades.

A variety of assessment methods are used to make continuous measurements of

student learning and mastery of skills. Teachers use end of chapter tests targeting

standards and skills taught; quarterly comprehensive examinations; pre-tests to assess

knowledge or skill levels; and comprehensive semester exams. Skill mastery checklists

are being used weekly to assess student achievement. Students, who are identified by


TEMPLATE 1.8: Prioritized List of Goal TargetsList 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. Lexington Middle School will promote parental and community involvement in order to meet the diverse needs of all learners in order to increase from 48.54% involvement in 2009 to 55% in 2010.

TEMPLATE 1.8: Prioritized List of Goal Targets(Rubric Indicator 1.8)

Prioritized List of Goal Targets

To improve TCAP Reading and Language Arts scores by raising the percentage of Proficient and Advanced Performance levels in 6th grade from 43.1% Proficient to 45% Proficient and 51% Advanced to 54% Advanced; in 7th grade from 43.2% Proficient to 45% Proficient and 51% Advanced to 54% Advanced; in 8th grade from 28.4% Proficient to 30% Proficient and 63.8% Advanced to 67% Advanced.

To provide all Lexington Middle School students opportunities to develop 21st century skills and gain awareness of post secondary choices, to increase their composite scores by 10% or from 16.3 in 2009 to 17.93 in 2010 on the ACT Explore Test and increase their Math composite score from a mean of 16.0 in 2009 to 17.6 in 2010 and their Reading composite score from a mean of 15.3 in 2009 to 16.53 in 2010.

The attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to continue to meet and exceed the NCLB attendance rate of 93%.

Use research-based strategies to promote achievement in Social Studies in order to improve AYP and Value Added in Social Studies will increase from -1.1 in 2008 to 0.0 in 2009

Lexington Middle School will promote parental and community involvement in order to meet the diverse needs of all learners in order to increase from 48.54% involvement in 2009 to 55% in 2010.


Component 2 – Beliefs, Common Mission and Shared Vision

TEMPLATE 2.1: Beliefs, Common Mission and Shared VisionUse 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

• LMS expectations are for all children to learn regardless of race, gender, socio-economic status, or disabling condition.

• LMS teachers will assist students in taking ownership of their education by regularly discussing skill-mastery and assessments to help our students reach their fullest potential.

• Technology will be used in the classroom to facilitate critical thinking and to build cognitive skills.

• Teachers must continue to learn to implement research-based instructional strategies proven to have the highest impact on students’ goals and achievement.

• The culture of our school and classroom climate must be safe, inclusive, respectful, and project a positive attitude toward teaching and learning.

• LMS principal and teachers will use both qualitative and quantitative data to drive instruction and decision-making.

• LMS will continuously monitor and evaluate our Professional Learning Community for improvement and growth to include all stakeholders such as parents, community representatives, and support personnel.

• Administrators and Professional staff are accountable for following LMS policies and procedures.

• LMS will communicate and collaborate with teams of people across cultural barriers to support a diverse community.

Common MissionIn support of our beliefs, our mission statement is:

Lexington Middle School’s mission is to use all school and community resources to provide a safe learning-environment where teachers, students, parents, and stakeholders share responsibilities to help enable all students to master 21st Century Skills and be successful productive citizens.

Shared Vision


To support the beliefs and mission, Lexington Middle School’s vision is:

Our vision is to make Lexington Middle School a place that provides quality educational program and services in an environment that promotes pride, responsibility, achievement, and growth for students, parents, staff, and community members.


TEMPLATE 3.1.a: Curricular Practices

Template 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2)

Current Curricular Practices

School uses the Tennessee

Department of Education state approved standards and provides training to the staff in the use of standards.

Curriculum is prioritized and mapped.

School has established school wide

student achievement benchmarks

School has implemented

formative assessment

aligned with the school

benchmarks

Support system is in place for enhancing the

quality of curriculum and

instruction

Monitoring is in place for

enhancing the quality of

curriculum and instruction

Teaching and learning

materials are correlated to

the State Standards and distributed to

the instructional

staff

Evidence of Practice (State in definitive/tangible terms)

Blueprint for Learning,Standard Awareness Training,Princeton Review Training,Vertical Planning, Internet 4 Classrooms,Unit/lesson plans,Textbooks

Protected class time and instruction, state standards are utilized as an instructional guide, SPI’s posted in every classroom, Benchmarks aligned with curriculum, administration meets with grade levels to review curriculum standards.

Princeton Review, Benchmark Tests, Teacher made standards base benchmark tests, IEPs for Special Education population, Nine Weeks Tests, writing samples

Classwork grades, chapter or unit tests, graded projects, writing samples, portfolios, report cards, mid- nine-week progress reports, all grade levels practice math problem solving activities; instructional objectives are written in student friendly language, Individual Education Plans (IEP) for those students who qualify, TCAP prep, TCAP Writing Assessment prep

Provision of materials and technology resources, stand aware training, PLC training, thinking maps training, Princeton Review Training, Promethean Training, Michigan Model Training, Differentiated instruction, service learning, School Wide Positive Behavior Training, Inquiry science, extended time strategy training

Walk through and formal evaluations, weekly monitoring of standards and instruction, collaborative planning, future growth plans, weekly grade level meetings to review data

Standards posted in the classroom, grade level meetings, common planning, Science lab, new textbooks aligned with state standards, Promethean boards, Internet connections and cable in the classroom, all teachers receive teaching and learning materials correlated to state standard areas.

Is the current practice research-based?

Yes Yes Yes Yes Yes Yes Yes

Is it a principle & practice of high-performing schools?


Has the current practice been effective or ineffective?

Somewhat Effective

Effective Somewhat Effective

Somewhat Effective

Effective Effective Effective

What data source(s) do you have that support your answer? (identify all applicable sources)

TCAP , TVAAS,Study Island, Princeton Review, report cards, lesson plans, teacher observations, teacher made assessments, teacher webpages

TCAP, TVAAS, and Benchmark Scores, grade level agendas and minutes

TVAAS, TCAP, Benchmark, Princeton Review test data, IEP goals, TCAP Writing Assessment, Read 180

TCAP, TVAAS, Princeton Review, Princeton Review mini tests; Study Island, TCAP Writing Assessment

TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, formal evaluations, walk through evaluations, attendance to trainings

TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations


Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)

An increase in TCAP Math scores from 92% scoring proficient and advanced in 2007 to 96% scoring proficient and advanced in 2008 indicates effectiveness. A decrease in TCAP Reading/Language Arts scores from 97% scoring proficient & advanced in 2007 to 92% scoring proficient and advanced in 2008 indicates ineffectiveness. TVAAS,Study Island, Princeton Review

Student Achievement, Data Analysis of Test Scores, data indicates LMS maintained all As in student achievement for three years

TVAAS, Princeton Review and teacher-made benchmark assessments; An increase in TCAP Math scores from 92% scoring proficient and advanced in 2007 to 96% scoring proficient and advanced in 2008 indicates effectiveness. A decrease in TCAP Reading/Language Arts scores from 97% scoring proficient & advanced in 2007 to 92% scoring proficient and advanced in 2008 indicates ineffectiveness.

TVAAS, Princeton Review, Study Island, TCAP Writing Assessment.An increase in TCAP Math scores from 92% scoring proficient and advanced in 2007 to 96% scoring proficient and advanced in 2008 indicates effectiveness. A decrease in TCAP Reading/Language Arts scores from 97% scoring proficient & advanced in 2007 to 92% scoring proficient and advanced in 2008 indicates ineffectiveness.

TCAP and TVAAS scores of “A” (except for Social Studies), Princeton Review, Study Island, TCAP Writing Assessment, teacher evaluations



Evidence of equitable school support for this practice

100% of our teachers use blueprint for learning and benchmarks to assess student achievement, selected teachers attended Stand Award training and led professional development on the new 09-10 standards

100% of teachers post standards and activities weekly on Teacher Web

100% of teachers use assigned benchmark dates, 100% of teachers use standards to guide instruction

100% of teachers use TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment data to make instructional decisions

Professional Development Library, Instructional Supervisor, 100 % of teachers attend and share their professional development experiences, needs assessment done quarterly

100 % teacher participation ion data review, evaluations, and collaborative planning

Evaluation records, 100% of teachers use curriculum aligned materials and textbooks, flexible scheduling, and all teachers participate in common planning

Next Step (changes or continuations)

Continue best practice strategies, teachers create and utilize mastery skills checklists for new 09-10 standards

Fewer interruptions where instructional time is valued, meetings to discuss new curriculums

Continue Practice

Continue to assess data regularly

Continue Practice

Continue Practice

Continue Practice


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• 45 minute common plan time for teachers in each grade level.• 45 minute daily prescriptive collaboration focused on student interventions, data analysis,

grade level meetings with administration, and parent teacher communications• 30 minute weekly focus group to promote positive relationships between student/ student

and student, professional staff.• Professional development based on student and teacher needs.• Faculty meetings monthly for two hours at which time curriculum concerns and needs are

addressed.• Tutorial programs available for at risk students and after school activities for students’

enrichment.MONEY• The school is allotted $100.00 BEP funding per classroom that will enhance their

curriculum.• An instructional supervisor to assist teachers under the BOE budget.• A computer lab for assessment and instruction is available for each grade level.• Title I monies are used for funding instructional assistance as well as additional materials

for instructional programs and technology.• Monies are received for a variety of federal and state sources including: Title I, II, III,

and IV; BEP funds, Coordinated School Health, for our school programs. The regulations for each federal program are closely adhered to by Lexington City School System

PERSONNEL• One hundred percent of Lexington Middle School teachers are highly qualified.• Full-time intervention coach, music, physical education, technology /engineering

teachers help meet student needs.• The student intervention coach is available for student needs and response to students’

academic, social, and emotional concerns, inclusion teachers, and instructional assistants provide guided instruction for at risk students.

• Technology assistance is responsible for upkeep of all technology equipment.• Teachers are tutoring daily OTHER RESOURCES• Read 180 lab and after school reading lab available for students• Literacy nights throughout the year to promote literacy and parent/community

involvement.

“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• Provide more collaboration between schools for smoother transitions, specifically

between elementary and middle school, and from middle to high school. Provide more collaboration between teachers of transition grades.

• Staff development should be structured to meet staff’s professional growth needs.• Time should be allotted to prioritize and pace new curriculum standards.MONEY• Computer lab and media center opened and monitored before school hours.• We should allocate money to further implement school wide learning focused strategies.• Parent committee could be formed to seek further input to provide more library books,

software, computers, etc. for students.• Funds should be allocated for a morning computer lab monitor.PERSONNEL• Review existing staff schedules and instructional assistance in order to optimize time

with students.• We could benefit from and are requesting a librarian/teaching position.• We could benefit from and are requesting a literacy coach.OTHER RESOURCES• Improve parent/community involvement.• Increase current reading materials in order to pique student interest in reading.• Science and mathematics materials available for hands-on science experiments and math

demonstrations.


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

We provide equity and adequacy for all teachers through all of the following:• All teachers receive funding for classroom supplies.• All teachers have a planning time to review and assess curriculum to meet the needs of individual

students.• Curriculum supervisor is available to all teachers.• Special education director is available to all teachers.• The PLC team is available for all grade levels.• Organizational processes maximize the use of all available instruction time.• In addition, our extended learning and after school remediation and enrichment activities ensure equity

for at-risk students.• Stationary and mobile computer labs were established with equal time allotted to all teachers.• Extended contracts are utilized for remediation and enrichment.• Inclusion support provided specifically for math and language arts.

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

We are targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students through all of the following:• All teachers receive funding for classroom supplies.• All teachers have a planning time to review and assess curriculum to meet the needs of individual

students.• Curriculum supervisor is available to all teachers.• Special education director is available to all teachers.• The PLC team is available for all grade levels.• Organizational processes maximize the use of all available instructional time.• In addition, our extended learning and after school remediation and enrichment activities ensure equity

for at-risk students.• Stationary and mobile computer labs were established with equal time allotted to all teachers.• Extended contracts are utilized for remediation and enrichment.• Inclusion support provided specifically for math and language arts.

Based on the data, are we accurately meeting the needs of all students in our school?• Based on the recent TCAP data, we are not adequately meeting the needs of all sub-groups and

benchmarks, specifically in reading• We will continue to assess, monitor, and adjust instruction in order to meet the needs of students and

successfully make gains.

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


Curriculum Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?

After examining all data sources and results listed in the Instructional Practices Template 3.2.a, we believe that Lexington Middle School has the following strengths:

• Read 180 Lab specifically for intervention for struggling readers• Tutoring (before and after school)• Enrichment programs based on achievement data• Instruction based on data analysis and research-based instruction• Curriculum based on SPIs• Assessment data provided to teachers for instructional planning• Placement in support programs based on data• Response to intervention (RTI) format used for special education referrals• Collaborative teams meet to review and recommend intervention.• Utilization of state curriculum standards to guide instruction.• State curriculum standard are posted in each classroom.• Princeton Review benchmarks are administered quarterly.• Technology is integrated into all areas of the curriculum.• Math curriculum is progressing successfully because the number of students proficient and advanced in 2007

was 92% as compared to 96% in 2008.• Students with disabilities in Math went from 69% in 2007 to 76%in 2008.

(Rubric Indicator 3.2)

Curriculum Summary Questions- Narrative Response Required


Curriculum Summary Questions- Narrative Response RequiredHow will we address our challenges?

• We recommend a full time librarian.• We recommend reinstalling accelerated reader program.• Provide focused content professional development.• Before and after school tutoring.• Continue to provide content focused before and after school tutoring; PEP lab; and learning lab.• Implement new curriculum standards promoting rigor and relevance beginning in the 09-10 school year• Implement reading and writing across the curriculum for all students

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.)

After examining all data sources and results listed, we believe that Lexington Middle School has the following challenges:

• Our reading curriculum had a decrease in 2008. In 2007, 97%of our students were proficient or advanced as compared 92%in 2008.

• All subgroups decreased in Reading and Language Arts plus Writing in the proficient/advanced category. 2007 2008

• SWD 85% 60% • Af. Am. 94% 84%• White 98% 94%• Econ. Disadv. 96% 85%

• Two subgroups decreased in Social Studies in the proficient/advanced category2007 2008

* Econ. Disadv. 78% 76% * SWD 58% 53%

• The TCAP Reading/Language Arts plus Writing data indicates the subgroup Students With Disabilities decreased from 85% in 2007 to 60% in 2008.

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

Classroom organization

and management techniques support the

learning process

Students are provided with

multiple opportunities to

receive additional

assistance to improve their

learning beyond the

initial classroom instruction.


Content driven by SPI’s, Teachers required to use standard based curriculum instead of textbooks, Lessons with standard required weekly on Teacher Web

Student progress monitored from benchmarks and Study Island, TCAP data is analyzed, walkthrough observations, Instruction adjustment based on data; state standards are aligned with the TCAP assessments; all teachers prepare assessments aligned with state standards

Weekly data analysis, teachers study past student performance, including TCAP scores, to assess needs of students entering classrooms, benchmark results are analyzed to make data informed instructional decisions; data is collected and analyzed from formative assessments; IEPs are developed and implemented with fidelity based on student performance, data, and individual needs

Thinking Maps are used school wide; differentiated instruction; mastery skills checklists; inclusion classes; after school activities; posted objectives; promethean boards in every classroom, PEP lab, technology classes; computer labs for each grade level; real world application; United Streaming; literacy events; staff web pages on TeacherWeb.com; focus groups; Blooms Taxonomy is incorporated into lesson plans and instructional strategies at all grade levels and subject areas

Differentiated instruction; scaffolding; tutoring; posted objectives; Thinking Maps; Science lab and classrooms; computer labs for each grade; “bell ringer” activities; all teachers prepare lesson plans that include research based, student centered teaching strategies

School Wide Positive Behavior System; Positive Behavior Pledge; Pyramid of interventions; focus groups; Behavior Adjustment Classes; In-school suspension classroom; teacher assigned and administrative detentions; SWIS data for behavior issues; student intervention coach; guidance counselor; common planning times.

Sports programs; Beta Club; Yearbook; ASAs; focus groups; literacy events; inclusion classes; school-wide Title 1; extended learning programs; computer technology; PEP lab; music, career management success classes; tutoring; intersession focused on science enhancement






Somewhat Effective

Somewhat Effective

Somewhat Effective

Effective Effective Effective Effective



TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations, ACT Explore; NCLB guidelines; state report card

TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations, review of ACT Explore; administrator rubric along with assessments (i.e., writing)

TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations, ACT Explore; writing rubrics

TCAP/TVAAS data, walk through and formal observations, Princeton Review Benchmark data, computer lab logs; essay, problem solving, or teacher made tests;

TCAP/TVAAS data; Princeton Review data; lessons, objectives, and activities posted weekly on Teacher Web; formal and wall-through evaluations; documentation of inclusion classes; one inclusion teacher per grade; Student Reading Inventory generates Lexile scores for Read 180 students

TCAP/TVAAS data; Princeton Review data, teacher-made assessment data; SWIS data; professional development on School Wide Positive Behavior System for consistent progressive discipline consequences

Sports programs; Beta Club; Yearbook; ASAs; focus groups; literacy events; inclusion classes; school-wide Title 1; extended learning programs; computer technology; PEP lab; music, career management success classes; tutoring; feedback information from NCLB, TCAP, and other formative assessments provide us with data to increase student performance



TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data from evaluations.The percentage of students scoring proficient or advanced on the TCAP assessment increased in math from 92% in 2007 to 96% in 2008, which shows effectiveness. The percentage of students scoring proficient and advanced in Reading and Language Arts decreased from 97% in 2007 to 92% in 2008, which shows ineffectiveness. Also showing ineffectiveness was a decrease on the TCAP Writing Assessment in the number of students in the Students With Disabilities subgroup from 85% scoring proficient and advanced in 2007 to 60% scoring proficient and advanced in 2008.

TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data.The percentage of students scoring proficient or advanced on the TCAP assessment increased in math from 92% in 2007 to 96% in 2008, which shows effectiveness. The percentage of students scoring proficient and advanced in Reading and Language Arts decreased from 97% in 2007 to 92% in 2008, which shows ineffectiveness. Also showing ineffectiveness was a decrease on the TCAP Writing Assessment in the number of students in the Students With Disabilities subgroup from 85% scoring proficient and advanced in 2007 to 60% scoring proficient and advanced in 2008.

TCAP, TVAAS, Princeton Review, Study Island, TCAP Writing Assessment, Collected data, Explore .The percentage of students scoring proficient or advanced on the TCAP assessment increased in math from 92% in 2007 to 96% in 2008, which shows effectiveness. The percentage of students scoring proficient and advanced in Reading and Language Arts decreased from 97% in 2007 to 92% in 2008, which shows ineffectiveness. Also showing ineffectiveness was a decrease on the TCAP Writing Assessment in the number of students in the Students With Disabilities subgroup from 85% scoring proficient and advanced in 2007 to 60% scoring proficient and advanced in 2008.

Results of parent surveys; documentation of computer lab use; use of Promethean boards and United Streaming; documentation of After School Activities and literacy events; results of student surveys

Increased Lexile scores for Read 180 students; all A’s on State Report Card in all four academic areas; met or exceeded AYP in all four academic areas; increased number of proficient and advanced students in all four academic areas; teachers will continue to prepare lesson plans that include research based, student centered teaching strategies; instructional leaders will continue to model and provide support through imbedded professional development for teachers.

TCAP/TVAAS data; Princeton Review data, teacher-made assessment data; SWIS data

Student participation in sports programs, Beta Club, Yearbook, After School Activities, focus groups, literacy events, inclusion classes; school-wide Title 1; extended learning programs (computer technology; PEP lab; music, career management success classes); tutoring; results of After School Activity surveys. Student participation in the above activities is recorded and data is collected; faculty promotes programs along with parent commitment to student participation; completed tutoring logs; forms are on file for later student utilization; performance analysis to be determined. Programs are developed and implemented to equip students with needed social and academic skills



100% of teachers use Blueprint for Learning, Common and Vertical Planning, Instruction is data driven; teacher lesson plans indicate they are aligning classroom instruction with the standards based curriculum

100% of teachers participate in common and vertical planning time, data analysis, school provides resources for staff development, all teachers complete skills mastery checklist; teacher lesson plans indicate they are aligning instruction with state and national standards

All teachers meet in grade level collaborative groups to weekly analyze data; all teachers differentiate instruction as a result of data assessment; school provides professional development; teacher lesson plans indicate they are aligning classroom instruction with the data derived from school, district, state, and national assessments.

All teachers identify at-risk students; all teachers lead focus groups and After School Activities; all teachers use Promethean boards, computer labs, and technology; all teachers post objectives on board daily; all teachers have web pages where they post objectives and activities weekly; all teachers use Study Island

Teachers use wireless labs on daily basis; school provides staff development and in-service on a regular basis; teachers teach teachers after attending staff development, in-service, or seminars; school provides Promethean training and technology training for all teachers; teacher lesson plans indicate they are incorporating student centered, research based strategies into classroom instruction.

All teachers participate in the School Wide Positive Behavior System; all teachers lead focus groups

100% of teachers participate in After School Activities and focus groups; tutoring programs raising success in classrooms


Continue Practice

Continue Practice

Continue Practice

Continue practice

Continue practice

Continue practice

Continue practice


TEMPLATE 3.2.b: Instructional Gap Analysis


Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to be recorded in Template 3.2.b.

Template 3.2.b: Instructional Gap Analysis

Instructional 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 instructional practices?)

TIME• Learning lab• Tutoring before and after school• Grouping in Mathematics and Reading• Inclusion Classes• Specialty area instructors in music, engineering, PE, and career technology• Common, grade level collaborative planning time with prescriptive focus• Extension activities for those above and below benchmarks• Professional Development that is specifically implemented to support/enhance

instruction• Monthly faculty meetings• After school activities geared toward curriculum• Needs assessments conducted quarterly• Teachers attend workshops to enhance academic instruction

MONEY• District money allocated for classroom supplies and student needs• Donations to classrooms and enrichment and remediation activities from parents and

community organizations• Donations for rewards and incentives from community businesses• Teachers are paid stipends to attend workshops to enhance academic instruction• Budget allocations are made for teachers to pay enrollment fees to attend workshops

to enhance academic instruction• We effectively manage the financial resources allotted to our programming by

working cooperatively with all teachers, individually and collectively, regarding CTE and BEP to improve the quality of instruction and instructional delivery

• LMS administration and teachers also work cooperatively and collaboratively with the District Federal Funds Coordinator to ensure proper appropriation of federal funds to all LMS students as required to improve skills in reading and math, and to improve attendance.

PERSONNEL• All teachers are highly qualified by the standards set forth by the No Child Left

Behind Act• We have full time paraprofessionals to assist teachers with interventions, small group

instruction and one-on-one assistance• Support personnel includes: a speech therapist, an ELL teacher, and other services are

contracted based on student needs such as OT/PT services, school psychologists, etc.• Personnel is provided to LMS through the Tennessee State Department of Education

and the LCSS Board of Education based on formulas for funding dollars allocated from the number of students per class

OTHER RESOURCES• READ 180• Partners in Education• Reading lab available for students after school for students • Literacy nights throughout the year to promote literacy and parent/community

involvement.• Technology• Professional development to increase capacity to achieve high levels of learning for

all students.

“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 instructional practices?)

TIME• Increase emphasis on inclusion classes• Protection of instructional time and planning time• RTI staff development is needed.• Behavior issues taken care of in a manner to protect instructional time and keep these

students in class to the greatest extent possible.• Creative flexible scheduling in various genres in order to support academic

achievement.• Continue to seek best practices that are research based to utilize our time more

effectively, efficiently, and energetically to creatively meet our children’s learning needs

MONEY• Allocate money for different classrooms to support differentiated instructions and

support hands on activities through the use of manipulatives and centers.• Instructional assistants that can help with students with disabilities and those in need

of higher order thinking skills.• Staff awareness of budget allocations.• Training for co-teaching• Share explanations with all stakeholders regarding how much we’re allocated; what

we are expected to provide our students and staff through the use of those dollars; and the processes and procedures we use to ensure we are allocating those dollars appropriately within the guidelines set by the local, state, and federal governments.

PERSONNEL


Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers? Yes• Every teacher is equipped with the same technology and training• Teachers have equitable planning time and resources throughout the delivery of

instruction• Professional development needs to be prescriptive to the particular specialty area being

taught.

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

• Many interventions have been made for students that are behind with in regards to skill mastery and professional development needs to include extension learning for those students that are higher achieving.

• Technology integration is critical in further student achievement.

Based on the data, are we accurately meeting the needs of all students in our school? Not completely• Based on our most recent TCAP data, all subgroups met or exceeded AYP benchmarks

with the exception of Students with Disabilities, and we must continue to be focused on them to ensure achievement through all subject areas.

• TVAAS indicates some individual students in the quintiles are not making gains• TCAP Writing Assessment data indicates that the number of students in the Students

With Disabilities subgroup scoring proficient or advanced decreased from 85% in 2007 to 60% in 2008.

• TCAP assessment data indicates a decrease in the number of students scoring proficient or advanced in Reading/Language Arts from 97% in 2007 to 92% in 2008.

• TCAP assessment data indicates a decrease in the number of students in the Economically Disadvantaged subgroup scoring proficient and advanced in Social Studies from 78% in 2007 to 76 % in 2008.

• TCAP assessment data also indicates a decrease in the number of students in the Students With Disabilities subgroup scoring proficient and advanced in Social Studies from 58 % in 2007 to 53 % in 2008.

TEMPLATE 3.2.c: Instructional Summary Questions

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

Template 3.2.c: Instructional Summary Questions


Instructional Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?

• Read 180 Lab indicates Lexile scores of struggling readers are improving• Enrichment programs based on achievement data have been implemented• Instruction designed using research based strategies and driven by data analysis is a

strength as indicated by the percentage of students scoring proficient and advanced in Math at 96% as compared to the state target goal of 86%.

• Curriculum based on SPI’s• Assessment data provided to teachers for instructional planning.• Placement in support programs based on data• Response to Intervention (RTI) format used for Special Education referrals• Collaborative teams review and recommend interventions• Inclusion classes for each grade level• Professional development to provide training and support to staff is continually

promoted and supported.• Technology accessible through mobile and stationary computer labs• Promethean Boards in each classroom with microphones and surround sound.


Instructional Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as instructional practice challenges identified in the templates above that could be a cause of the prioritized needs identified in component 1.)

• Increase proficiency in math and reading for at-risk subgroups• Increase 21st century skill mastery in all students.• Reading in Content Area (data)• Writing across the curriculum (writing assessment data)• Increase rigor in instructional practices to promote student readiness for nationally

normed tests such as ACT Explore while developing critical thinking skills


Instructional Summary Questions- Narrative Response RequiredHow will we address our challenges?

• Provide additional instructional support for students with low achievement through programs such as tutoring

• Professional development on a continuing basis to support academic accountability as measured by the state and 21st century skills development

• Professional development on differentiated instruction and response to intervention • Teachers incorporate a wide range of research based teaching strategies to increase student

achievement and increase cultural awareness for diverse populations• Professional development and/or academic coaching will be determined as we analyze our

standardized test data. • To increase writing proficiency, continue modeling and embedding writing lessons into

instructional practices across the curriculum

TEMPLATE 3.3.a: Assessment Practices

Template 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6)

Current Assessment Practices

Uses student assessments that are aligned with the Tennessee Department of Education standards based curriculum.

Ensures that the appropriate assessments are used to guide decisions relative to student achievement

Assesses all categories of students

Uses a wide range of assessments, CRT, NRT, portfolio, curriculum-based assessments, etc.

Provides professional development in the appropriate use of assessment

Provides support and technical assistance to teachers in developing and using assessments.

Provides assessment information to communicate with students, parents, and other appropriate stakeholders regarding student learning


Teacher lesson plans indicate that student assessments are aligned with state standards, TCAP testing, Explore Testing, TCAP Writing Assessment, Princeton Review benchmarks, Study Island quizzes.Teacher-generated assessments are SPI based, practice tests

TCAP assessments used for all students; Princeton Review Benchmarks given at pre-determined intervals; benchmark and teacher-made assessment data used to guide instruction; Read 180 students tested to determine Lexile scores; Princeton Review benchmark and teacher-made assessment data used to recommend students for PEP lab, intersession, and after-school tutoring; progress reports are sent home; writing activities and assignments are given

All students assessed by TCAP or TCAP portfolios; students with IEPS are given appropriate modifications; special education testing; benchmarks given to all students with modifications if necessary; all categories are assessed numerous times

Teachers use TCAP, TCAP writing assessment, TCAP portfolios, Princeton Review Benchmark tests, Study Island quizzes, teacher-made standards based assessments, computer based learning to measure student learning, performance based assessments, projects are incorporated into the curriculum

In-service and professional development time provides training in AYP and TVAAS; new teacher training in use of test data; Princeton Review training; Study Island training; weekly data meetings required for all teachers.

School provides computers, Promethean boards, Acti-Votes to assist in developing assessments; Promethean board training available to all teachers; Technical Support Specialist available to all teachers; Read 180 available for assessing reading levels; all teachers have internet access in the classroom; support provided for assessing student progress on benchmarks

TCAP and TCAP Writing Assessment reports sent home to parents; TCAP scores, TVAAS data, State Report Card all published in local newspapers; 4 ½ week and 9 week progress reports; parent/teacher conference records; parent portal; email; parent contact logs; Family Literacy Nights; TCAP Kickoff night


YES YES YES YES YES YES YES


YES YES YES YES YES YES YES


Effective Effective Effective Effective Effective Effective Effective


TCAP data, PR Benchmark data, Study Island data, Explore Data, Teacher-generated assessment data

TCAP, TCAP Writing Assessment data; Princeton Review Benchmark data; teacher-made assessment data; weekly quizzes

TCAP data; TCAP portfolios; Princeton Review benchmark data;

TCAP, TCAP writing assessment, TCAP Portfolio, Princeton Review Benchmark, Study Island, teacher made assessment data; State Report card all A’s on achievement

Princeton Review data; Study Island data; data room information; documentation of in-service and professional development participation; documentation of new teacher training.

Documentation of technical training; Ticket Tracker system provides records of technical troubleshooting; data room information; TCAP/TVAAS data; AYP data, State Report Card

TCAP and TCAP Writing Assessment reports sent home to parents; TCAP scores, TVAAS data, State Report Card all published in local newspapers; 4 ½ week and 9 week progress reports; parent/teacher conference records; parent portal; email; parent contact logs; ACT Explore night


Percentages of proficient/advanced students, and State Report Card A’s in achievement

TCAP, TCAP Writing Assessment percentage of proficient and advanced students; A’s for achievement on State Report Card; PEP lab and tutoring students demonstrating improvements

The percentage of students scoring proficient or advanced on the TCAP assessment increased in math from 92% in 2007 to 96% in 2008, which shows effectiveness. The percentage of students scoring proficient and advanced in Reading and Language Arts decreased from 97% in 2007 to 92% in 2008, which shows ineffectiveness. All sub-groups made AYP with the exception of students with disabilities

Percent of students proficient and advanced; state report card all A’s in achievement; AYP in all subgroups with the exception of students with disabilities; at risk students identified and prioritized. Due to negative gains in Social Studies, we will continue to seek best practices in order to improve the value added rating from a D.

Data room information; TCAP/TVAAS results; State Report Card all A’s in achievement;TCAP assessment data indicates an increase in the number of students scoring proficient and advanced in Math from 92% in 2007 to 96% in 2008.

Percent of proficient and advanced students on TCAP; State Report Card all A’s in achievement; teachers have capability to download Princeton Review and Study Island reports to pinpoint SPIs that need to be re-taught.

Parent conferences; parent feedback form progress reports; increased number of parent portal hits, feedback from community stakeholders following publication of TCAP/TVAAS data and State Report Card in local paper


TCAP, PR Benchmarks, Explore, Study Island data all used to guide instruction; teachers meet weekly to discuss instruction and assess student data. All students take benchmarks at predetermined intervals. Information is sent to parents.

After-school tutoring, PEP lab, and intersession skills recovery offered to all students; flexible scheduling to accommodate student needs during testing

All teachers receive copy of TCAP data in order to make instructional decisions; all teachers evaluate Princeton Review data to drive instruction; teachers have access to IEP and 504 modifications

Scheduled computer labs for each grade level for Princeton Review Benchmark and Study Island quizzes; TCAP, TCAP writing assessment, and Princeton Review Benchmarks required, professional development given yearly.

All teachers participate in weekly data meetings and participated in the creation of the data room; all teachers use Princeton Review or teacher-made benchmark tests; Four and a half week progress reports and 9 week report cards are sent home and used as a teaching tool.

Majority of teachers have taken advantage of Promethean training; Acti-Votes widely used for assessment; Tech Support Specialist readily available; all teachers use internet sources to help create assessments; teachers use technology to download assessment data

Teachers provide and encourage participation in parent/teacher conferences; all teachers contact every parent at least once per year; all teachers sent out progress report; teachers contact parents of at-risk students often during the year; assessment reports provided equitably to all parents



Continue practice of preparing student assessments that are aligned with state standards based curriculum.

Continue practice. Appropriate assessments will continue to be used.

Practices will be continued with an emphasis on students with disabilities. We will continue to use data to make instructional decisions.

Continue to attend professional development in order to make data driven instructional decisions.

Continue practice

Continue practice

Continue practice


TEMPLATE 3.3.b: Assessment 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 – and the desired future state – “What Ought to Be” – which is found in the rubric. Completing Template 3.3.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 assessment practices, also to be recorded in Template 3.3.b.

Template 3.3.b: Assessment Gap Analysis

Assessment 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 assessment practices?)

TIME• Princeton Review benchmark tests administered 3 times per year• 9 weeks tests are administered every grading period• TCAP tests are administered annually to all grades• Writing Assessment is administered to 8th grade students• Skills Mastery Checklists updated• Summative and Formative Assessments• Mid Term and Final Exams are administered annually• Study Island• Brain Pop• ELDA testing for ELL students• Special Education Portfolios and achievement testing• ACT Explore• New Student Entrance Testing

MONEY• Board of Education allocates money for all assessments through curriculum,

instructional, and technology funding.PERSONNEL

• District office personnel, administrators, classroom teachers, extended learning teachers and paraprofessionals all support assessment efforts and student achievement along with data dissemination.

• Additional staff provided to implement tutoring services to raise student achievement.OTHER RESOURCES

• Assistants/paraprofessionals, and community volunteers are occasionally used to proctor selected assessments.

• School based calling system to inform parents/students of parent testing dates and pretests desirable behaviors as well as utilization of newsletters.

• Marquis in front of school to communicate testing dates.• Teacher/School Web Pages to communicate testing dates and priorities.

“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 assessment practices?)

TIME• Professional development which could augment our collective understanding and

implementation of high quality assessment practices.• Continue to strengthen home-school relationships/communications.• Continue to assess, analyze scores, and drive instruction based on assessment results.• We want to increase achievement on all assessments for all students particularly for

those students with disabilities.• Use pre-testing data to plan lessons so as not to waste instructional time• Regular testing (once every three weeks) via online source to be determined

MONEY• We will strive to work more openly to inform all staff members of our budget;

alongside our actual funding with explanations provided for all stakeholders regarding how much money we are allocated, what we are expected to provide through those allocations and how to collectively ensure procedures are in place for understanding and implementing high quality assessment practices.

PERSONNEL• All teachers need quality professional development in regards to high quality

assessment practices.• A staff member to oversee assessment and data is needed.

OTHER RESOURCES• Revamp Library/Media Center to ensure students and teachers are utilizing

technology more to increase 21st Century Skills.



Are we providing equity and adequacy to all of our teachers?All teachers are provided with assessment materials, and collaborative planning time is spent analyzing and synthesizing data to make instructionally advantageous decisions.

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

Based on the data, are we accurately meeting the needs of all students in our school?All students are assessed regularly to determine academic achievement and whether or not gains are evidenced.

TEMPLATE 3.3.c: Assessment Summary Questions

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

Template 3.3.c: Assessment Summary Questions


Assessment Summary Questions- Narrative Response Required


Assessment Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?

1. Teachers use students’ assessments that are aligned with the Tennessee Department of Education standards based curriculum.

2. Teachers ensure that the appropriate assessments are used to guide decisions relative to student achievement.

3. Teachers use a wide range of assessments as noted in 3.3b to effectively guide instruction and advance student achievement.

4. TCAP assessment data indicates an increase in Math scores for students scoring proficient and advanced from 92% in 2007 to 96% in 2008. The subgroup Students With Disabilities increased their scores in Math from 69% in 2007 to 76% in 2008.

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

1. Teachers need access to compare our students’ ACT Explore efforts on a national level above comparing their efforts to other Tennessee students as we are competing in an ever increasing global society.

2. Teachers need more professional development in the area of assessment and its utilization within the classroom.

3. Teachers need to rely on a variety of data points for decision making relative to student achievement.

4. Due to negative gains in Social Studies, we will continue to seek best practices in order to improve the value added rating from a D.

5. TCAP assessment data indicates a decrease in Reading/Language Arts plus Writing scores for students scoring proficient and advanced from 97% in 2007 to 92% in 2008. The subgroup Students With Disabilities scores decreased from 85% in 2007 to 60% in 2008.


Assessment Summary Questions- Narrative Response RequiredHow will we address our challenges? We have identified our challenges and will continue to seek ways to increase the following: professional development, national norming, and data synthesis as it relates to assessment. Quantifiable improvements should be evident within current and future assessment efforts as we seek to prepare all students for post secondary readiness.

TEMPLATE 3.4.a: Organizational Practices

Template 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8)

Current Organizational Practices

School’s beliefs, mission, and shared vision define the purpose and direction for school.

Organizational processes increase opportunity for success in teaching and learning of all students.

Organizational practices and processes promote the effective time-on-task for all students.

School is organized to be proactive in addressing issues that might impede teaching and learning.

School is organized to support a diverse learning community through its programs and practices.

School is organized to

engage parents and community

in providing extended learning

opportunities for children.


Mission, vision, and beliefs posted around school in entry way, and in workrooms and in student/teacher handbooks. Posted on website and on school brochures distributed throughout community.

Focused faculty meetings; prescribed collaborative time focusing on data analysis, student concerns, parent contacts, administrative meetings, and collaborative grade level planning; leadership team; job embedded professional development; instructional facilitator; mentors assigned to all new teachers; protected instructional time;modified schedule ran on half days or days with special programs; weekly updated teacher web pages with instructional plans, covered standards, announcements, and links for additional practice.

Morning announcements communicate important information to teachers and students; announcements and disruptions are limited throughout the day; state standards are posted and written on the board; bell ringer activities are utilized in all classes; consistent arrival and dismissal procedures; transition procedures from class to class, limited locker breaks; school wide discipline plan; “3-R” (ready, respectful, responsible) rules posted in every classroom; use of hall passes; student planners; flexible scheduling

SWPBS used school-wide; leadership team deals with issues that effect teachers and students; teachers posted throughout the building before and after school and during transitions; behavioral expectations taught and modeled constantly throughout the school year; limited fundraising; standard dress code; focus groups meet weekly to discuss issues affecting students; Pyramid of Interventions.

Life Skills class; male and female sports programs supported by various coaches; school wide Title I; inclusion teacher for every grade; Read 180 classroom; Learning Lab; PEP lab; Career management success class, technology class; literacy nights, black history programs, counseling; and focus groups; PE classes are separated into male/female groups; one of our After School Activities is Cultural Cooking, which focuses on international cuisine

Literacy events made possible through parent and community participation and donations; After School Activities (Cultural Cooking, Fun Cooking; Sewing; Go Girl Go, Team Green, Jewelry Making, Fitness Club, Broadcasting, Service League, Game Club, Book Club, Poetry Club); Yearbook staff; Drama Club conducts 8th grade play; parent and community volunteer lists; local businesses support student events; VFW sponsors essay contest; Veterans Day Program with community participants; 4H programs; intersession activities; local newspapers provide publicity for school events; Black History program with community volunteers; community volunteer for sports events; reading lab three days per week; morning and afternoon tutoring; scrolling marquis in front of school with information for parents and community


YES YES YES YES YES YES


YES YES YES YES YES YES



Effective Effective Effective Effective Effective Effective


Parent, Teacher Surveys, TCAP, TVAAS scores, A’s on state report card on achievement

TCAP/TVAAS data, State Report Card data, grade level meeting minutes and agendas, professional development sign-in logs; leadership team notes

Student attendance records; TCAP/TVAAS data, State Report Card data, walkthrough evaluations, formal evaluation records; curriculum pacing guides.

SWIS data, student attendance, teacher discipline logs, notes from leadership team, focus group agendas; principal’s behavior points system.

TCAP/TVAAS data, State Report Card, SWIS data; photos of cultural programs and activities

Parent/Community volunteer lists; photos of Veteran’s Day and Black History Programs; newspaper archives with coverage of school events; records of participation in Intersession Activities and Literacy events


All teachers, parents, and other stakeholders had put input in developing beliefs, mission, vision and instructional decisions reflect, mission, vision, and beliefs

TCAP/TVAAS data, State report Card, low retention rates, mastery skills checklists

Low suspension rates; low number of discipline referrals; number of students on task increasing; AYP met; State Report Card all A’s on achievement.

Low number of major discipline referrals; very few students with 30 discipline points or more; low suspension and retention rates; TCAP/TVAAS scores, State Report Card all A’s on achievement.

TCAP/TVAAS data, State Report Card all A’s, met AYP, Learning lab logs; increased participation in cultural programs and activities, READ 180 class improving Reading scores; increased participation in literacy events.

Growing number of parent/community volunteers, increasing number of participants in VFW essay contests; over 75% of students involved in ASA’s at some point throughout the year; monthly 4H meetings; community volunteers in ASA’s; literacy events; cultural programs; school is featured in local papers on almost a weekly basis.



All teachers, parents, and other stakeholders had put input in developing beliefs, mission, vision and instructional decisions reflect, mission, vision, and beliefs

All teachers create mastery skills checklists; all teachers participate in job-embedded professional development; teachers attending professional development share strategies learned with other teachers during faculty meetings and staff development days; teachers volunteer to serve on leadership team; veteran teachers serve as mentors for new teachers.

All teachers use “bell ringer” activities; all teachers monitor arrival, dismissal, restroom breaks, locker breaks, class transitions; all teachers participate in school-wide positive behavior.

100% of teachers support use of SWPBS; teachers volunteer to serve on leadership team; teachers model and re-teach behavioral expectations; all teachers participate and lead focus groups.

Teachers/students volunteer to participate in cultural activities such as Black History programs; all teachers/students participate in focus groups; teachers refer students to learning labs and pep labs; teachers and parents volunteer to participate in literacy events.

Teachers volunteer for literacy events and cultural programs; teachers recruit parent/ community volunteers; 1 teacher per grade hosts 4H meetings; teachers send info and photos to local paper; all teachers participate in ASA’s or other after-school activities.


Continue Practice

Continue Practice

More protection of instructional time needed.

Continue Practice

Continue practice

Continue practice


TEMPLATE 3.4.b: Organizational Gap Analysis


Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to organizational practices, also to be recorded in Template 3.4.b.

Template 3.4.b: Organizational Gap Analysis

Organizational 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 organizational practices?)

TIME• Collaborative planning times• Staff Development• In-service• Mentoring programs

MONEY• Teachers allocated $100 annually through BEP funding• Extended contract funds are available for remediation and enrichment.• Funding is allocated for cafeteria monitors allowing paraprofessionals to stay

engaged in instruction.• Funding is allocated for job embedded professional development

PERSONNEL• Music, technology, career/technical, and PE teachers work with all grade levels• LMS has a shared School Resources officer with our elementary school.• Academic interventions are available through the Read 180 program as well as before

and after school tutoring.• Leadership team has been identified in an effort to build capacity and disseminate

information in a timely manner.OTHER RESOURCES

• Partners in Education• School fundraisers

“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 organizational practices?)

TIME• Provide more time for vertical collaboration among grade level and departments.

MONEY• Investigate opportunities to provide virtual learning opportunities as well as high

school credit for high achievers.PERSONNEL

• Continue to build leadership capacity within the Leadership Team in order to promote a better learning environment.

OTHER RESOURCES• Additional support for at-risk students and those that are academically advanced to be

challenged with higher order thinking skills.



Are we providing equity and adequacy to all of our teachers?• There is equity among all teachers in all grade levels in regards to technology,

curriculum, resources, and staff development.

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

• Funds are allocated to provide technology equipment and upgrades inn an equitable manner in all grade levels.

Based on the data, are we accurately meeting the needs of all students in our school?• Based on our most recent TCAP data, all subgroups met or exceeded AYP

benchmarks with the exception of students with disabilities in Reading. And TVAAS reports indicate that our students successfully continue to make gains as reported by an A in Achievement on our state report card. We conclude that our organizational practices meet the needs of our students.


TEMPLATE 3.4.c: Organization Summary Questions

The following summary questions are related to organization. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area. Template 3.4.c: Organization Summary Questions


Organization Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as organizational practice challenges identified in the templates above that could be a cause of the prioritized needs identified in componentAfter examining all data sources listed throughout Component 3 of the SIP, we believe that Lexington Middle School has the following strengths:

• Additional instructional time for Reading and Math for at risk students• Provide additional times for vertical planning across grade levels and departments.• Increase the academic achievement with students with disabilities.• Inclusionary scheduling for all students with disabilities.• Addressing student behavioral issues that cause organizational disruptions and time off task.• Parent Involvement is not at the level to which we aspire.

Organization Summary Questions- Narrative Response RequiredHow will we address our challenges?

After examining all data sources listed throughout Component 3 of the SIP, we believe Lexington Middle School has the following strengths:

• Utilize a parent/ community coordinator to direct and implement non-instructional school activities• Support a more mainstream schedule for students with disabilities by developing a more inclusionary

schedule within the regular education schedule.• Continue to seek creative means for planning time for teachers to plan vertically and within their

departments.• Continue SWPBS program increasing capacity for primary and secondary intervention levels.


Organization Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?After examining all data sources listed throughout Component 3 of the SIP, we believe Lexington Middle School has the following strengths:

• Common planning throughout the school year• Professional development that is supportive of the instructional needs of the students and teachers.• Teacher mentoring which builds capacity for teacher development and sustainability.

Component 4 – Action Plan Development

TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.)Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal statements. How does this goal connect to your system’s five year or system wide plan?(Rubric Indicator 4.1)

TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on curricular, instructional, assessment and organizational practices.)Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal targets. The action steps are strategies and interventions, and should be based on scientifically based research where possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies are to be included within the action steps of each goal statement. (Rubric Indicator 4.2)

TEMPLATE 4.3: Implementation PlanFor each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the projected cost(s), funding sources and the evaluation strategy. (Rubric Indicator 4.3)


GOAL 1 – Action Plan DevelopmentGOAL 1 – Action Plan DevelopmentGOAL 1 – Action Plan DevelopmentGOAL 1 – Action Plan DevelopmentGOAL 1 – Action Plan DevelopmentGOAL 1 – Action Plan DevelopmentGOAL 1 – Action Plan DevelopmentGOAL 1 – Action Plan DevelopmentTemplate 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009 Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009 Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009 Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009 Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009 Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009 Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009 Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009

Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)








GoalGoal







Which need(s) does this Goal address?Which need(s) does this Goal address?Improving reading scores as reflected by TCAP for students with disabilities.Improving reading scores as reflected by TCAP for students with disabilities.Improving reading scores as reflected by TCAP for students with disabilities.Improving reading scores as reflected by TCAP for students with disabilities.Improving reading scores as reflected by TCAP for students with disabilities.Improving reading scores as reflected by TCAP for students with disabilities.

How is this Goal linked to the system’s Five-Year Plan?


The LCS five year plan states that LCS will maintain Adequate Yearly Progress (AYP) by maintaining or exceeding Tennessee’s targeted reading skills benchmarks or 89% proficiency






ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.


Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)








Timeline Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results /

Outcomes

Action Step1.1

The school will provide a Reading Literacy coach who will work with students using data to determine individual intervention/enrichment strategies.

July 2009

Lexington City School Board, Joe T. Wood, Shannon

Taylor, Teresa Davis

Certified Reading Teacher; Funds for

salary

40,000System Funds Literacy Coach

Action Step1.2

The school will hire a Librarian and will schedule a Library period during the activity rotation.

July 2009

Joe T. Wood, Shannon

Taylor, Teresa Davis

Librarian and Funds for Salary

$35,000System Funds

Lexington Middle School schedules

will reflect a Library class.

Action Step1.3

The school will purchase current and popular books of different reading levels and interests.

August 2009 –

May 2010

Librarian, Shannon

Taylor

Funds; Books

$2,500System Funds

Librarian will send updated list of

newly purchased books

Action Step1.4

The school will participate in a school-wide reading activity including but not limited to sustained silent reading, teacher read-aloud, student read aloud, pair share, at end of school day for a minimum of 15 minutes.

August 2009- May 2010

Extending Learning

and Grade Level

Teachers

None None

Reading time implemented in

the daily schedule; Grade level teachers or librarian provide recommended

reading lists and/or discussion

activities

Action Step1.5

The teachers will require an oral, written, or project based book report each nine-week period as part of the reading activity.


6th, 7th, and 8th grade reading teachers

Research, strategies, or

guidelines for book reports

None

Each grade level will display book reports during

each nine-week period.


Action Step1.6

The system will implement a flexible schedule so that the READ 180 program can be used as an intervention or enrichment strategy and supplement the regular reading class.


Shannon Taylor, School

Counselor, Teresa Davis;

Literacy Coach

READ 180 Program

$800System Funds

Results from the reading test and amount of growth

of individual students.

Action Step1.7

The Reading teachers and the Literacy Coach will plan a Bonfire Book Bash and Café Latte Literacy Night as family events where the focus is to promote reading.

Fall 2009 and

Spring 2010

Literacy Coach;

Reading Teachers

None None Attendance and Participation Logs

Action Step1.8

The school will provide professional development training on ways to integrate reading across the curriculum.


Shannon Taylor

Professional Developmen

t opportunities; Trainers of applicable programs

$3000 Title Funds

Professional Development

Registration and Classroom

Observations

Action Step1.9

The students will participate in vocabulary instruction in all content areas weekly.


Grade Level Teachers

Academic Vocabulary

ListsNone

Instructional Supervisor will

monitor vocabulary instruction; Vocabulary

posted in every classroom

Action Step1.10

The teachers will implement vocabulary instruction in all content areas.


Grade LevelTeachers

Academic Vocabulary

ListsNone

Assessment vocabulary is

used on assessments

across the curriculum.

Action Step1.11

The teachers will use Study Island, Brainpop, and United Streaming, and other online resources to enhance the reading class.


LMS Faculty

Reading Teachers,

Technology; Internet

resources

$15,360 System Funds

Study Island reports, Brainpop

assessments, and United Streaming

activities will be utilized in the classroom to enhance and guide reading

instruction

Action Step1.12

The school will upgrade the 8th grade mobile lab for use in the reading classroom


Shannon Taylor;

Technology Coordinator

Batteries for Laptops

$4000 System Funds

Classroom Observations;

Daily logs

Action Step1.13

The Reading teachers will provide students who scored below proficiency on Reading/Language Arts Assessment weekly tutorials in reading using grade level TCAP coach workbooks.

August 2009 – June 2010

Reading Grade Level

Teachers; Literacy Coach

6 Coach Workbooks

$72.54 System Funds

Grade level Reading teachers

will monitor effectiveness of

tutorials for student

achievement using teacher

made assessments.

Action Step1.14

The school will send a team of six representatives to the K-12 Tennessee Reading Summit.

April 2010

Shannon Taylor;

Instructional Supervisor

Substitutes; Funding for Summit and Hotel and

meals

$1000 System Funds

Registration and attendance logs at the Reading

Summit


Action Step1.15

The students below grade level will attend a Reading Lab after school that will provide tutoring services.


Shannon Taylor;


Supplemental funds for teachers involved

$1000System Funds

Attendance logs;Assessments


Professional Development: The following describes how all Title Funds will be used for professional development to remove school from high priority status. The library will continue to build a professional library of books, articles, and materials relative to researched best practices and utilize these materials to promote site based professional development. Stipends of will be available for staff professional development. Administration and staff will attend professional development conference such as the Reading Summit, Special Education Inclusion Conferences, Standards Awareness Trainings, National Council for Teachers of Mathematics conference, and Professional Learning Communities. Supplies and materials will be provided for staff professional development such as “Reading and Writing Across the Content Areas” and “Best Practices”. Out of town travel and hotel accommodations will be provided as needed for professional development.

Parent/Community Involvement: Strategies to promote effective parental involvement using Title I Funds include the following: Activities and events for parents will be announced via emails, call-outs, and promotional items as needed to provide information and dates for testing.

Technology: Technology will be utilized for instructional support. Teachers will use Promethean Boards, Activotes, LCD projectors, laptops, graphing calculators, SmartView calculator emulator, and wireless sound systems for daily instruction.

Communication Strategies: Our communication media include:• School outdoor signage• School website• Teacherweb• Email• Phones in every classroom• Monthly calendar• PA or recorded morning announcements• Faculty meetings• Newsletter• Local newspaper• Call-home phone messaging system• Communication and discussion in advisory classes• Athletic parent meetings• Student progress reports• Report Cards


GOAL 2 – Action Plan DevelopmentGOAL 2 – Action Plan DevelopmentGOAL 2 – Action Plan DevelopmentGOAL 2 – Action Plan DevelopmentGOAL 2 – Action Plan DevelopmentGOAL 2 – Action Plan DevelopmentGOAL 2 – Action Plan DevelopmentGOAL 2 – Action Plan DevelopmentTemplate 4.1 – (Rubric Indicator 4.1) Revised DATE: May

26, 2009 Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May







26, 2009 Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and

challenges/needs.)Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and







challenges/needs.)

GoalGoal







Which need(s) does this Goal address?Which need(s) does this Goal address?Preparing all students for all post secondary options.Preparing all students for all post secondary options.Preparing all students for all post secondary options.Preparing all students for all post secondary options.Preparing all students for all post secondary options.Preparing all students for all post secondary options.


How is this Goal linked to the system’s Five-Year Plan?Prepare students for entry into the workforce or college and life-long readiness.Prepare students for entry into the workforce or college and life-long readiness.Prepare students for entry into the workforce or college and life-long readiness.Prepare students for entry into the workforce or college and life-long readiness.Prepare students for entry into the workforce or college and life-long readiness.Prepare students for entry into the workforce or college and life-long readiness.














Required Resources


Evaluation Strategy


Outcomes

Action Step2.1

Teachers and Counselors will use data from the ACT Explore test to determine post-secondary readiness.

February 2010 – June 2010

Teachers, Guidance Counselor,

Administration

Data Reports from Explore

TestNone

ACT Explore Test Results; School Counselor will

monitor assessments

Action Step2.2

Grade level teachers will use ACT preparation book daily to expose students to types of questions asked on the ACT.

August 2009 –

May 2010

7th and 8th grade

Teachers

ACT Prep Books

$225 (9 books)System Funds

Completed workbook

questions with answers

Action Step2.3

The system will provide sample ACT Explore Tests questions throughout the year.

August 2009 –

September 2009

7th and 8th grade

Teachers

Sample tests from

ACTstudent.org; 4Tests.org; Preparation Test Book

None

ACT Explore Test Results; School Counselor and

Grade level teachers will

monitor assessments

Action Step2.4

Teachers will view results of the ACT Explore Test and provide counseling on possible career choices for students.

February 2010 – June 2010

LMS Faculty;

Guidance Counselor

Results from ACT Explore

TestNone

Student data and counseling sessions

recorded by school counselor

Action Step2.5

Students will use technology based learning to develop higher order thinking skills in math.


Math Teachers

Computers, Technology Coordinator

$4,550System Funds

Principal /Instructional Supervisor

monitor lesson plans and

assessments

Action Step2.6

The system will identify potential STEM students and provide a learning environment that fosters accelerated learning.


Shannon Taylor,

Counselor,LMS Faculty

TCAP ResultsProjected

ACT scoresTeacher

Recommendations

None

ACT projections; TCAP scores;

Classroom observations;

Teacher evaluations


Action Step2.7

The CTE teacher will teach Engineering and Technical skills.


Career Technology Education Instructor

TCAP scores in math and

science for 7th and 8th

graders; State Funding.

$1200System Funds

Principal and Instructional Supervisor

monitors lesson plans and

assessments

Action Step2.8

The school will provide a Career Management Success class to enable students to communicate, solve problems, and work creatively with other students.


CMS Teacher CMS Teacher

$35,000 System Funds

Projects; Class participation;

Teacher observations; Performance

based learning and activities

Action Step2.9

Students will develop college and work-force ready 21st Century skills through presentations, working in teams, and individual assessments.

August 2009 –June 2010

All LMS faculty and

staff

ACT Explore Test Results None

Monitor student success

academically and socially;

Projects

Action Step2.10

Teachers will use READ 180 to determine readers who are not at grade level and also to raise their reading level.


READ 180 Instructor

READ 180 Program None

Lexile scores of students who are taking tests using

the READ 180 Program

Action Step2.11

The school will use E4Tn to provide an opportunity for students to achieve high school credit.


Superintendent,

Shannon Taylor;

Counselor; Teachers

E4Tn program To Be Determined

Evaluate the number of students

receiving credit.

Action Step2.12

Students will articulate thoughts and ideas efficiently using oral, written, and nonverbal communication skills in a variety of forms and contexts.


All LMS faculty and

staff

Hands-On activities None

Examples of student work; Presentations;

Teacher observations

Action Step 2.13

The teachers will incorporate project-based learning activities into lesson plans.


Grade level teachers

Materials for projects

$5000 System Funds

Monitoring of lesson plans;

projects completed;

Assessments


GOAL 3 – Action Plan DevelopmentGOAL 3 – Action Plan DevelopmentGOAL 3 – Action Plan DevelopmentGOAL 3 – Action Plan DevelopmentGOAL 3 – Action Plan DevelopmentGOAL 3 – Action Plan DevelopmentGOAL 3 – Action Plan DevelopmentGOAL 3 – Action Plan DevelopmentTemplate 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_









GoalGoalThe attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to continue to meet and exceed the NCLB attendance rate of 93%.The attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to continue to meet and exceed the NCLB attendance rate of 93%.The attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to continue to meet and exceed the NCLB attendance rate of 93%.The attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to continue to meet and exceed the NCLB attendance rate of 93%.The attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to continue to meet and exceed the NCLB attendance rate of 93%.The attendance rate for students will increase from 95.5% in 2009 to 96% in 2010 to continue to meet and exceed the NCLB attendance rate of 93%.

Which need(s) does this Goal address?Which need(s) does this Goal address?Improving attendance rate for Lexington Middle SchoolImproving attendance rate for Lexington Middle SchoolImproving attendance rate for Lexington Middle SchoolImproving attendance rate for Lexington Middle SchoolImproving attendance rate for Lexington Middle SchoolImproving attendance rate for Lexington Middle School


How is this Goal linked to the system’s Five-Year Plan?Improving attendance and promotion rate Improving attendance and promotion rate Improving attendance and promotion rate Improving attendance and promotion rate Improving attendance and promotion rate Improving attendance and promotion rate














Required Resources


Evaluation Strategy


Outcomes

Action Step3.1

The System will revise the Board policy to regulate the number of excused absences a student may accumulate.

May 2009- August 2009

Joe T. Wood and

members of the

Lexington Board of

Education

Current Board Policy, attendance data from

2008 – 2009 school year, Research

about other school

systems attendance

policies regarding excused

absences.

None

Changes made in the Lexington City

Board of Education Policies.

Action Step3.2

The system will develop a School Tardiness and Attendance Review Team to provide intervention for students who are just beginning to have excessive absences.


School Counselor; Attendance Supervisor; Teachers

Organized START Team

None

Monitor the number of

absences per student;

Improvement of attendance rate

Action Step3.3

The students receive classroom incentives and rewards initiated by each teacher to improve student attendance.

July 2009-201

0

LMS Classroom Teachers

Lists of possible student

incentives

None

Teacher documentation of

students who received

incentives. Attendance logs

Action Step 3.4

The school will provide incentives for teacher attendance each 9-week period.


Administration

Extended lunch for

teachers off campus; $50 drawing for teachers

with perfect attendance each nine

week period.

$150 System Funds

Teacher attendance logs


Action Step3.5

The students will be recognized and rewarded for reaching academic goals and accomplishments each 9-weeks.

October 2009

January 2010

March 2010

Administration; LMS staff

Refreshments; homework

passes; extended

lunch passes;

recreational time

$200 System Funds

Report cards; Attendance

reports


Professional Development: The following describes how all Title Funds will be used for professional development to remove school from high priority status. The library will continue to build a professional library of books, articles, and materials relative to researched best practices and utilize these materials to promote site based professional development. Stipends of will be available for staff professional development. Administration and staff will attend professional development conference such as the Reading Summit, Special Education Inclusion Conferences, Standards Awareness Trainings, National Council for Teachers of Mathematics conference, and Professional Learning Communities. Supplies and materials will be provided for staff professional development such as “Reading and Writing Across the Content Areas” and “Best Practices”. Out of town travel and hotel accommodations will be provided as needed for professional development. Parent/Community Involvement: Strategies to promote effective parental involvement using Title I Funds include the following: Activities and events for parents will be announced via emails, call-outs, and promotional items as needed to provide information and dates for testing.




GOAL 4 – Action Plan DevelopmentGOAL 4 – Action Plan DevelopmentGOAL 4 – Action Plan DevelopmentGOAL 4 – Action Plan DevelopmentGOAL 4 – Action Plan DevelopmentGOAL 4 – Action Plan DevelopmentGOAL 4 – Action Plan DevelopmentGOAL 4 – Action Plan DevelopmentTemplate 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009









GoalGoalUse research-based strategies to promote achievement in Social Studies in order to improve AYP and Value Added in Social Studies will increase from -1.1 in 2008 to 0.0 in 2009






Which need(s) does this Goal address?Which need(s) does this Goal address?This goal addresses the need to improve student gains as noted in the 2008 TVAAS Report.This goal addresses the need to improve student gains as noted in the 2008 TVAAS Report.This goal addresses the need to improve student gains as noted in the 2008 TVAAS Report.This goal addresses the need to improve student gains as noted in the 2008 TVAAS Report.This goal addresses the need to improve student gains as noted in the 2008 TVAAS Report.This goal addresses the need to improve student gains as noted in the 2008 TVAAS Report.


How is this Goal linked to the system’s Five-Year Plan?Increase TVAAS Social Studies gains in 5th and 8th grades.Increase TVAAS Social Studies gains in 5th and 8th grades.Increase TVAAS Social Studies gains in 5th and 8th grades.Increase TVAAS Social Studies gains in 5th and 8th grades.Increase TVAAS Social Studies gains in 5th and 8th grades.Increase TVAAS Social Studies gains in 5th and 8th grades.














Required Resources


Evaluation Strategy


Outcomes

Action Step4.1

The system will provide staff development in the area of Social Studies.

May 2009 – June 2010


Taylor, Instructional Supervisor

Funding, Training, and

Included resources

Title Funds; District funding,

Staff development funds,

and Federal grants

Strategies observed and evaluated by Principal and Instructional Supervisor

Action Step 4.2

The school will provide time during the school day to allow vertical planning for the Social Studies teachers.



Taylor, Instructional Supervisor

Tennessee State

Standards; Internet

resources; School adopted

curriculums; Skills checklists; Pacing guides;

Substitutes

$1000 System Funds

Areas of curriculum will

overlap; Checklists will

show connection to previous

learning; Lists of shared strategies that are effective

with Social studies

curriculums are identified and

communicated to the Principal and


Action Step4.3

The Social Studies teachers will communicate and collaborate with each other as well as other systems to share ideas, learn diverse, high performing strategies, and implement innovations.



Taylor, Instructional Supervisor, technology coordinator

Funding for travel,

Substitutes, Collaboration

time, and Skype conferencing

System Funds

Strategies observed and evaluated by Principal and Instructional Supervisor.

Action Step4.4

The Social Studies teachers will develop pacing guides and skills checklists that are aligned with the state standards prior to each 9 weeks period.


Social Studies teachers

Tennessee State Standard;

Internet resources;

School adopted curriculums

None

Checklists and pacing guides

evaluated by the Principal and Instructional Supervisor.


Action Step4.5

The students will use technology to research and explore Social Studies using critical thinking and problem solving skills.


Social Studies

Teachers, Technology

Support Staff,

Instructional Supervisor, Technology Coordinator

Promethean Board, United

Streaming, Discovery Education, BrainPop, Learn360,

Computer labs, Internet

Connectivity, Supplemental

software, StudyIsland, Technology

Coordinator for Lexington

Middle School

System Funds

Evaluation of projects directed

by teachers; Student rubrics;

Student activities; and StudyIsland

assessments


GOAL 5 – Action Plan DevelopmentGOAL 5 – Action Plan DevelopmentGOAL 5 – Action Plan DevelopmentGOAL 5 – Action Plan DevelopmentGOAL 5 – Action Plan DevelopmentGOAL 5 – Action Plan DevelopmentGOAL 5 – Action Plan DevelopmentGOAL 5 – Action Plan DevelopmentTemplate 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_ Template 4.1 – (Rubric Indicator 4.1) Revised DATE: May 26, 2009_









GoalGoalLexington Middle School will promote parental and community involvement in order to meet the diverse needs of all learners in order to increase from 48.54% involvement in 2009 to 55% in 2010.






Which need(s) does this Goal address?Which need(s) does this Goal address?To involve parents and community members at Lexington Middle School.To involve parents and community members at Lexington Middle School.To involve parents and community members at Lexington Middle School.To involve parents and community members at Lexington Middle School.To involve parents and community members at Lexington Middle School.To involve parents and community members at Lexington Middle School.


How is this Goal linked to the system’s Five-Year Plan?Improve community involvement and parental engagement.Improve community involvement and parental engagement.Improve community involvement and parental engagement.Improve community involvement and parental engagement.Improve community involvement and parental engagement.Improve community involvement and parental engagement.














Required Resources


Evaluation Strategy


Outcomes

Action Step5.1

The teachers will host a “Cultural Celebration” where each student will select and research a country then prepare a dish from that country for the celebration where parents will be invited to attend.

May 2010

Social Studies teachers

Decorations $100System Funds

Attendance and Participation logs

Action Step5.2

The school will assist in organizing a “Friends of LMS” group of parents and community members.

August 2009 LMS Faculty None None

Attendance and Participation logs; Membership data

Action Step5.3

The Friends of LMS will extend an invitation to the community, parents, faculty, staff and students to attend a “Chili Cook Off”.

Fall 2009

Friends of LMS;

Shannon Taylor; LMS

Faculty

None None Attendance and Participation logs

Action Step5.4

Lexington Middle School will plan a “Movie on the Lawn Night” where families can come to socialize and watch a movie.

Fall 2009

Tech Support

Staff; LMS Faculty

Projector, Screen None Attendance and

Participation logs

Action Step5.5

The school will provide a Mentoring/Reading program at Caywood Elementary School in which students who have above a 2.5 GPA and are interested will work with Elementary students.

January 2010

Shannon Taylor;

Counselor; Reading and

Language Arts

teachers

Transportation None Attendance and

Participation logs

Action Step5.6

The teachers will update Teacher Web website weekly as a form of communication to parents and students.


LMS Faculty

Internet Access; Teacher

Web renewed

$850System Funds

Principal and Instructional

Supervisor will check for updates

weekly.Action Step5.7

The students will participate in service learning in the Community.

August 2009 –

July 2010

Health Teacher;

BETA Club

Transportation None

Participation; Completion of

tasks/goals

Action Step5.8

The school will host a “Donuts with Dad” breakfast.

Spring 2010

Friends of LMS;

Principal; LMS Faculty

Donuts, Coffee,

Juice, Milk

$100System Funds

Attendance and Participation Logs


Action Step5.9

The school will host a Mother/Daughter Tea.

Spring 2010

Friends of LMS;

Shannon Taylor; LMS

Faculty

Refreshments

$100System Funds

Attendance and Participation Logs

Action Step5.10

The school will invite grandparents to have lunch for Grandparent Appreciation Day.

September 2009

Friends of LMS;

Shannon Taylor; LMS

Faculty

Lunch None Attendance and Participation Logs

Action Step5.11

The school will continue to stay closely affiliated with the local chamber of commerce and other community leaders in hopes that they will aid us in our effort to foster a future of competent citizens.

August 2009 –

July 2010

Friend of LMS;

Shannon Taylor; LMS

Faculty

None None

Rosters of number

participating in events held; Number of speaking

engagements/events that take

place


Professional Development: The following describes how all Title Funds will be used for professional development to remove school from high priority status. The library will continue to build a professional library of books, articles, and materials relative to researched best practices and utilize these materials to promote site based professional development. Stipends of will be available for staff professional development. Administration and staff will attend professional development conference such as the Reading Summit, Special Education Inclusion Conferences, Standards Awareness Trainings, National Council for Teachers of Mathematics conference, and Professional Learning Communities. Supplies and materials will be provided for staff professional development such as “Reading and Writing Across the Content Areas” and “Best Practices”. Out of town travel and hotel accommodations will be provided as needed for professional development. Parent/Community Involvement: Strategies to promote effective parental involvement using Title I Funds include the following: Activities and events for parents will be announced via emails, call-outs, and promotional items as needed to provide information and dates for testing.




Component 5 – The School Improvement Plan and Process Evaluation

TEMPLATE 5.1: Process Evaluation

The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process used to develop the school improvement plan.

TEMPLATE 5.1: Process Evaluation(Rubric Indicator 5.1)Evidence of Collaborative Process – Narrative response requiredWhat evidence do we have that shows that a collaborative process was used throughout the entire planning process? The School Improvement Team for Lexington Middle School has been actively involved in providing leadership and support for the implementation of the school improvement process. The team meets on a regular basis to systemically monitor the progress in implementing the action steps contained in the plan and will be extensively involved with working with teachers, staff, parents, community members, and the administrative team to ensure the effective implementation of the research based strategies targeted for improved student achievement.

Evidence of Alignment of Data and Goals – Narrative response requiredWhat evidence do we have that proves alignment between our data and our goals? We are using our data to provide all Lexington Middle School students opportunities to develop 21st Century skills and gain awareness of post secondary choices. Formative assessments will be presented to teachers according to class performance and individualized instruction. Student performance will be based on formative and summative assessments. These assessments will be used to determine individual needs and instructional strengths as well as help teachers identify plans for next steps to support students in critical areas. TCAP results and TVAAS projections will be continually used and shared with all stakeholders. The goal is to ensure every opportunity during and after school to help our students achieve the highest levels.

Evidence of Communication with All Stakeholders – Narrative response requiredWhat evidence do we have of our communication of the TSIPP to all stakeholders? Lexington Middle School has involved all stakeholders in many different ways. Every member of the Lexington faculty and staff has been involved in helping to meet our goals. We have established a safe and friendly culture where faculty, staff, students and parents are continually welcomed. Our leadership team and grade level meetings are used to collaborate and keep every member of our team informed on the TSIPP. Every member of our faculty is also a member of a TSIPP component planning team. TCAP information brochures and student scores are provided to parents at open house at the beginning of the school year. Parent newsletter are printed and put online to spotlight all recent and upcoming activities at Lexington Middle School. Student report cards/progress reports are provided within 4 weeks/9 weeks. In addition, Parent-Teacher Conferences and Open House are opportunities that allow parents and family members a chance to discuss student progress, teaching strategies, student behavior, and school-wide initiatives. All reports of student achievement using data collected will be shared with the faculty and made available to parents and the public via our Lexington Middle website.

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response requiredWhat evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4? We believe at Lexington Middle that student learning is data driven and all teachers, stakeholders, and community members will help in the assistance of lifelong learning represented by our action steps in Component 4. At Lexington Middle, we provide clear purpose and direction in order to help achieve proficiency and a school wide positive approach. Teachers use state standards and learning targets in planning instruction. This instruction is geared toward improving student achievement on every level. Our goal at Lexington Middle is to become a safe learning environment with an emphasis on 21st Century Skill learning.

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative response requiredWhat evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3? Upon review of our curriculum, instruction, assessment, and standards based learning a report aligning Component 4 and Component 3. New state standards are posted, reviewed, and used to direct the learning of students daily. Achievement and projection data is used to drive instruction. Formative and summative assessments are used to identify if students are able to reach learning targets.

Suggestions for the Process – Narrative response requiredWhat suggestions do we have for improving our planning process? The Lexington Middle faculty will allow more time to be allotted during in-service and faculty meeting days for further collaboration of component groups. Leadership teams will meet with sub-committees throughout the year to discuss SIP process. All stakeholders are encouraged to be represented in each meeting. Committees will spend sufficient time regularly analyzing and disaggregating data. These meetings and collaborative time is designed for input by all stakeholders to further ensure the proper foundation for student success.


TEMPLATE 5.2: Implementation Evaluation

The following summary questions are related to TSIPP Implementation. They are designed as a culminating activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are implemented.

TEMPLATE 5.2: Implementation Evaluation(Rubric Indicator 5.2)Evidence of Implementation – Narrative response required What is our plan to begin implementation of the action steps? Our implementation will begin with our administration and leadership establishing which students needs the most intervention. These students will receive special attention to by our intervention team. Our tutoring programs and enrichment classes will help assist students who have been identified. Students will also have the opportunity to participate in our 21st Century Skill classes.

Evidence of the Use of Data – Narrative response requiredWhat is the plan for the use of data? TCAP and projection scores have already assisted in identifying which students need intervention. New assessment approaches for improving student achievement have been researched and implemented. Teachers will be able to use data to drive instruction and best practices through professional development opportunities. Teachers are able to collaborate and compare pacing guides that are aligned with state standards and SPI’s. Formative and summative assessments will be used to ensure that a rigorous curriculum is implemented. Student gains will be monitored and paced based on the students being able to master each skill. Grade level teams will constantly communicate to parents about student data and achievement.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation

The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan leads to effectively supporting and building capacity for improved student achievement for all students.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3)

Evidence of Monitoring Dates – Narrative response requiredWhat are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process. The stakeholders will meet on November 12, 2008, January 8, 29, 2009, February 4, 2009, April 16, 23,27, and March 3, 4, 2009 to discuss the process. The school leaders will be responsible for communicating grade level meetings. All staff members will be informed of these strategies.


Evidence of a Process for Monitoring Plan – Narrative response required What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan? Administration will provide teachers with the opportunity to review and learn data to drive instruction. Results will be shared and studied to ensure that the best practices are being used. The data will allow teachers to focus in the areas where students need the most attention. The Leadership Team will give feedback based on the collaboration of teachers. Through feedback all stakeholders will have a clearly designed outlook on what approaches to have with students.

Evidence of a Process for Adjusting Plan – Narrative response requiredWhat will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed? The Leadership Team and administration will continue to meet and discuss all data surrounding student achievement. TCAP scores and projection data will be evaluated throughout the year for teachers to use for instructional purposes. Student achievement data along with intervention and attendance records will be reviewed with parents consistently throughout the year. Assessments will be documented and used to ensure that the learning objectives are being sought daily.

Evidence of a Plan for Communicating to All Stakeholders – Narrative response requiredHow will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders? The School Improvement Plan will be available for all stakeholders via notebook, and school website. The plan will also be readily available through the central office. Teachers will have a copy by notebook and also have access electronically.


2009-2010 school improvement plan

Documents

school improvement process

school profile

appropriate subcommittees

subcommittee chair

subcommittee formation

entire process

members position

relevant stakeholders