Component 1 - Student/Community Profile
Committee Members:
Angie Hawkins - music teacher - chairperson
Betty Dunkerson - second grade teacher
Gina Anzalone - Kindergarten teacher
Christie Gamlin - first grade teacher
Barbie Schneider - special education teacher
Katie Powers - staff member
Lisa Allen - parent and PTO President
Tony Brown - community member
Subcommittees:
Gina Anzalone Barbie Schneider
Christie Gamlin Lisa Allen
Angie Hawkins Tony Brown
Betty Dunkerson Angie Hawkins
Christie Gamlin Barbie Schneider
Lisa Allen Katie Powers
Betty Dunkerson Angie Hawkins
Gina Anzalone Tony Brown
Minutes from Committee 1 Meetings
Meeting #1: November 7, 2005 - 7:45 AM
Angie passed out our scoring rubric and a copy of the last SIP for Rhea School as a reference. She then passed out a list of responsibilities for Part One and delegated the various information gathering responsibilities among members. A timeline was set for completion of Part One.
Meeting #2: November 9, 2005 - 3:00 PM
Angie collected all the community and school information and members discussed what still needed to be collected. Angie showed a copy of the survey she had designed and gotten approval for from Mr. Owens and asked for input. We set dates for passing out and collecting surveys. We discussed a parent demographic survey. Barbie will be in charge of this survey.
Meeting #3: November 22, 2005 - 3:00 PM
We discussed the results from Barbie’s survey. We also set a date for collection of all staff and other parent and student surveys. People were delegated to tally their grade level’s surveys.
Meeting #4: December 7, 2005 - 7:45 AM
Angie passed out the completed Part One to all committee members. She asked for feedback and critiques to be given.
Meeting #5: December 16, 2005 - 7:30 AM
The committee presented its findings to staff and principal.
Component 1: Student/Community Profile
1.1 Executive Summary
1. Student Performance Data
State Measures: State-wide assessments of student learning for reading, math, and language were given to Kindergarten, first, and second grades in 2002-04. Second grade students were the only grade level tested in 2001. The subtest scores for these state assessments are listed in the tables on pages 1-4 in the Appendix. First and second grade scores are listed for science and social studies in addition to total test scores.
School Measures: Student performance is measured by STAR Early Literacy, STAR Reading, and STAR Math. Academy of Reading computer software is utilized. Benchmark Assessments are given every six weeks. All students receive report cards every six weeks. Performance is reviewed after the first six weeks and reported to parents at a parent – teacher conference.
A summary of data from student performance, school characteristics, and stakeholder perspectives on the quality of education are also listed in the Appendix on pages 1-16.
2. School Characteristics
W.G. Rhea Elementary School, located in Henry County, opened in 1968 to serve the students of Paris, Tennessee. Rhea School originally housed first through sixth grade with Kindergarten being added in 1982. In 1989 second grade through sixth grade moved to other school plants, and the school housed only Kindergarten and first grade students in the district. Second grade moved back to Rhea in 1995. Rhea now consists of Kindergarten through second grade.
We have made changes to the physical plant of Rhea School to encourage parental involvement. Our PTO recently placed picnic tables outside where classes can enjoy a meal or sit and have an outside learning project. We have a new roadside sign up to help keep parents informed of activities at our school. Since there was limited parking available at our school, we built a new parking lot to encourage more parents to come visit and volunteer.
Our per pupil expenditure is $6,612. This is approximately $750 less than the state rate and almost $2500 less than the national average expenditure. We are on “Safe” status according to the Tennessee State Report Card for 2004-05. There have been no drug, alcohol, or tobacco incidents or arrests reported.
Rhea School teachers work a ten month (200 day) contract. Students attend school 5 days a week and 180 days per year. The school day consists of seven hours from 7:45 - 2:45. Students are actively engaged in learning for six hours each day. Planning times are provided daily for Kindergarten, first, second grade, and special area teachers. Each teacher has 40 minutes of planning per day.
In the 2000-01 school year, the initiative to provide smaller class sizes for our students began. The result of this endeavor was the hiring of four additional certified teachers. Having met state mandated class sizes of twenty students or less per classroom in the school year 2001-02, use of federal funds to lower teacher/student ratios in first grade has also been implemented. The current student/teacher ratios for Rhea School are as follows:
Kindergarten 19 / 1 (185 student / 10 teachers)
First Grade 18 / 1 (215 students / 12 teachers)
Second Grade 18 /1 (161 students / 9 teachers)
As a Title I school, students at Rhea School are provided with services from teacher assistants. The students in physical education have a certified teacher and a teaching assistant. The library and a Kindergarten teacher share an assistant. An assistant was added to help teachers in the computer lab in January, 2006. The ratios of teachers to assistants in the regular classroom are as follows:
Kindergarten 1 assistant / 3 teachers
First Grade 1 assistant / 4 teachers
Second Grade 1 assistant / 4 teachers
All teachers at Rhea School are state certified and meet highly qualified standards for their grade level or special area. All are teaching in their area of certification. Fifty percent of our teachers hold advanced degrees beyond their bachelor degree. We have 744 combined years of experience which averages about 18 years per teacher. Twenty of our teachers have less than fifteen years of teaching experience, while twenty-two have more than fifteen years. We have four African American female teachers which constitutes almost 10% of our professional staff. We have three women on our support staff who are African American which constitutes 10% of that staff. Four support staff members are male (13%) and three professional staff members are male (7%). One member of the support staff indicated that she is physically disabled. Copies of the survey can be found in the Appendix on pages 17-18.
|
Years of Service |
# Teachers/Total Yrs. |
# Black/White |
# Male/Female |
# Advanced Degrees |
% Highly Qualified |
% out of Certification |
|
0-5 |
6 / 21 |
0 / 6 |
0 / 6 |
2 |
100% |
0% |
|
6-10 |
8 / 63 |
3 / 5 |
1 / 7 |
3 |
100% |
0% |
|
11-15 |
6 / 71 |
1 / 5 |
0 / 6 |
3 |
100% |
0% |
|
16-20 |
5 / 94 |
0 / 5 |
1 / 4 |
2 |
100% |
0% |
|
21-25 |
3 / 73 |
0 / 3 |
0 / 3 |
1 |
100% |
0% |
|
26-30 |
10 / 285 |
0 / 10 |
0 / 10 |
6 |
100% |
0% |
|
31+ |
4 / 133 |
0 / 4 |
1 / 3 |
4 |
100% |
0% |
Teachers at Rhea School have five days each year of inservice training. A committee of teachers works with the Supervisor of Instruction to be sure this training meets the needs and goals of each grade level. Several guest speakers have recently trained our staff on The Seven Habits of Highly Effective People, the effects and characteristics of children living in poverty, Highly Effective Questioning techniques, and Dimensions of Learning. These valuable training sessions have had a positive impact on student learning.
Rhea School provides services for students with special needs. A registered nurse works a part-time schedule at Rhea School. She assists in developing guidelines and individualized health care plans for carrying out health-related procedures. She provides information and guidelines for each teacher with students who have special health needs such as diabetes.
We have programs for the gifted and developmentally delayed. Beginning in the 1997-98 school year, Rhea Elementary School became a Title I school. Under these guidelines all students qualified for services.
A CDC class is available in the building for disabled children. Preschool screening is also offered to students age three and older. Students, based on diagnostic evaluation, may be accepted into the three and four-year-old developmental preschool. This developmental preschool was established to meet the needs of speech and language delayed children. The Family Enrichment Center provides a program called “Story in a Bag” and “Preschool in a Bag.” This program is offered to three and four-year-olds to help better prepare them for school. Both preschool and CDC classes have two full-time assistants and the Family Enrichment Center has one full-time assistant.
In 2005, we established a Kindergarten class that specifically serves students who are at risk of falling behind academically. Placement in this class is based on teacher and/or Family Resource Center recommendation, lack of progress the first six weeks, and/or Brigance scores. The class has a smaller class size that averages twelve to fifteen students. These students receive close and specialized attention based on their individual needs. It is a “fluid” class, so students may be added or taken out of the class based on their academic performance throughout the school year.
Children with speech and language difficulties attend speech class at least twice per week for thirty minutes with our certified speech and language pathologist. A new teacher was hired this year as a reading specialist to work with our ESL students. Teachers recommend students who need tutoring in reading for her class. Our reading specialist tests these children to determine placement. She meets with these children every day to help them sharpen their English language and reading skills.
A teacher was hired in the 2004-05 school year to teach resource for students who do not qualify for our CDC class, but who do qualify for academic assistance in reading and/or math. This teacher additionally oversees our intervention program. This program is designed to work with students who are behavior challenged and/or academically challenged. The teacher works in an intense one-on-one atmosphere with the student to help him or her learn to function in his or her regular classroom.
She is also in charge of our gifted education programs. Our second grade students participate in an advanced reading class. To participate in this class, a student must meet the state of Tennessee guidelines for gifted, or score at the 96% or above in STAR reading and meet the State Guidelines for School Performance and Creativity. First grade students participate in an enrichment class focusing on science and social studies. To participate in this class, students must score at 96% or better on STAR Reading or read one grade level higher than their present grade. They must also meet the State Guidelines for School Performance and Creativity.
Rhea School's faculty developed an integrated curriculum in 1995 under the direction of the Supervisor of Instruction. In 1998, the Kindergarten teachers and the Supervisor of Instruction revised the Kindergarten curriculum. Kindergarten students have monthly take-home projects, as well as daily practice in writing and letter recognition. Also, all teachers implement each grade's curriculum. Based on this curriculum, homework assignments are age and grade appropriate. A committee of classroom teachers, approved by the administration, has adopted textbooks every six years. All teachers review the textbooks and offer suggestions. The curriculum is examined and updated as needed. First and second grades have daily assignments that are sent home. Homework includes individual reading, spelling practice, and math problems.
The faculty adopted a new reading program designed to reach the different learning styles of all of our students in the 2002-03 school year. The program incorporates Four Blocks/Building Blocks with the McGraw-Hill basal reader series. Activities focus on comprehension, writing, phonics, and decoding skills. The activities used in this program provide the students with reading and writing experiences that will make them successful students for many years to come.
The Rhea staff believes that assessments are an integral part of all effective instructional programs. A variety of methods and tools are utilized by the staff to assess the personal achievement of each and every student, regardless of their skill level. These assessments include Grade Level Benchmark Assessments in reading and math, standardized criterion-referenced tests, norm-referenced tests, teacher-made tests, portfolios, rubrics designed for specific projects and assignments and projects to evaluate student knowledge. Computer tests include Accelerated Reader, STAR Early Literacy, STAR Reading, STAR Math, and the Harcourt Math Center Client. Daily or weekly reports to parents, interim reports, report cards, phone calls to parents, M-Team meetings, and recommendations are also utilized by teachers. Rhea School's staff also uses feedback of the community, faculty, parents, and students to make adjustments in the instructional strategies and professional growth needs.
STAR Early Literacy comparisons for the 2004-05 school year are included in the Appendix on pages 19-21. These comparisons show a growth in every literacy domain in which students were tested in the school year. Rhea educators saw that many second grade students were “topping out” of the STAR Early Literacy range. This resulted in the purchase of STAR Reading and STAR Math software for second grade students to use this school year. The results from 2005-2006 STAR Reading and STAR Math tests can be found in the Appendix on pages 22-40.
Rhea School has a certified guidance counselor who conducts classes on developing good study habits, making and keeping friends, good health habits, decision-making, and coping with peer pressure. She also teaches classes on academic improvement, self-awareness, personal safety, stress management, and career exploration. In addition to guidance classes, our students receive character education through the Character Counts program. This program focuses on developing a strong, moral character. The Henry County Extension Office provides first and second grade students with a nutrition, manners, and fitness program hosted by “Miss Healthy.” The students get a total of three hours instruction with her each year.
The themes of Character Counts, which include but are not limited to citizenship, good manners, and good study habits, are a part of the many facets of the students’ day. They are incorporated into the daily morning announcements as students stand for the National Anthem, the Pledge of Allegiance, and a moment of silence each morning. The character education continues with daily activities in the classroom that support the theme.
First and second grade students attend the computer lab twice per week for a total of one hour. Kindergarten students attend once per week for thirty minutes in the second semester. Each class’ teacher assists the students with various Internet and software activities. New software, including Destination Success and the Harcourt Math Center Client, was purchased. Updated Internet subscriptions for reading and math programs were purchased this school year. Students can take Accelerated Reading tests, STAR tests, and participate in Academy of Reading activities. The school district recently purchased a subscription to Maps 101. This website gives teachers and students access to a variety of maps useful to instruction in many areas. A full-time assistant was added to the computer lab this year to help students and oversee daily maintenance and general organization responsibilities associated with the lab.
A committee of teachers and the principal serves on the Paris Special School District’s Technology Task Force. This committee gathers information and reports to the district’s technology coordinators on the technology needs and wants of the Rhea School staff. Two committee members receive a small stipend from Title II-D funds to serve as school technology coaches and the web page designer. Their responsibilities range from providing inservice sessions for training the staff on new software to solving daily hardware and/or software problems. The web page designer is in charge of creating and maintaining the school’s website and she coaches teachers in designing their own classroom websites.
Students participate in a special area class every day for 40 minutes. The special area classes consist of library, physical education, and music. The librarian at Rhea School conducts weekly classes for all students and allows the students to check out materials. She also provides resources for teachers. She implemented new Online Public Access Catalog (OPAC) software this year. This allows her to streamline the check-in and check-out process and also allows her to gather information on the books in our library at a rapid speed. Four new computers were added to the library which allow students and teachers to search for books and periodicals using the OPAC software.
The library catalog system was automated using the Follett system. Follett is used by more than half of the United States public schools to catalog and manage the library. Follett offers complete cataloging data as specified by the Library of Congress in MARC21 (formerly called USMARC) and MicroLIF formats for all titles. Both formats are enhanced with complete annotations and shelf list information including reading level, interest level, and review sources. Follett’s electronic data supports all commercially produced circulation and online catalog systems.
The librarian used the new software to run a diagnostic of the books in our library at the beginning of this school year. She found that the average age of our book collection is 1986 and that we had 4,787 books. According to our state standard, the average age for our collection should be the year 2000 and we should have twelve titles per child. This means we were short over 3,000 books. We immediately spent one thousand dollars of Title I funds to buy 99 new books. Our PTO donated almost six thousand dollars more to our library for the purchase of more books. And an additional two thousand dollars is earmarked from the school district’s general fund for the purchase of more books in the spring. We have a new subscription to the Tennessee Electronic Library which allows everyone in our school community access to a number of online journals and periodicals through a link on Rhea’s home web page. Monthly circulation of materials in August was 1,259 and was 3,001 in January. This is the total number of books checked out by students and teachers combined.
The physical education teacher sees each class at least twice per week. The students engage in various activities including the Presidential Physical Fitness challenge, a daily 10 minute walk with their own classroom teacher, and the first grade presents a “Gym Jamboree” each spring where they display their athletic skills. A rock climbing wall was purchased by our PTO and was added to the gymnasium in 2002 to help add versatility to the physical education curriculum.
The music teacher conducts weekly classes for all students and helps the second grade present a Christmas musical in December. The Kindergarten presents a spring musical in May. The music teacher utilizes the latest in music technology, including Internet pages and software, when presenting her curriculum. The music program is included in the Paris Special School District music community which was recognized as one of the Best 100 Communities for Music Education in the years 2001, 2002, 2004, and 2006 by the American Music Conference.
In 1989 our school district was honored with a generous financial gift from a community member. This gift began the Hancock Fine Arts Trust Fund for all students in our district. The Rhea School music teacher, a committee of classroom teachers, and the principal choose three to eight fine arts performances per year. These performers travel to Rhea School to sing,
dance, play instruments, or demonstrate storytelling for our children.
Faculty, students, and parents embarked upon a new reading challenge in the 2002-03 school year. Our principal challenged us all to read 100,000 books in the span of six months. We succeeded by reading 122,697 books! The faculty, students, and their families were rewarded by spending a day at our local airport. Community members donated their time by hosting us through a tour of the facilities and a having a cookout. We topped off the day by watching the principal and three teacher volunteers parachute out of an airplane. We have continued this challenge each year since. Every year the reading goal has increased, and the reward has varied from the airport field trip to a field day at school. We have had a petting zoo, inflatable jumping toys, a dunking booth, and an ice cream sundae station at our Reading Celebration Field Day. The 2005-06 school year will be our fourth year to participate in the reading challenge. The new goal is to read 331,056 books in nine months. This number will allow us to obtain a total of 1,000,000 books read in a four year period at Rhea School. We are hoping that the reading emphasis with students and their families will have a positive impact on our students’ academic lives.
We have a program called Patriot Pals that began in the spring of 2000. This program allows a high school student in good standing to come visit each classroom twice per month. The high school students come to talk to Rhea School students about the monthly character theme. They sometimes read to their respective classes and do special activities to encourage our students to
do their best on academic and personal levels. Rhea School students have participated in the high school’s football pep rallies and have been recognized
at the basketball home opener.
Students may use our French Café as a positive reinforcement to reward students for using good manners in the cafeteria. Three classes on three days per week are allowed to eat in the French Café. The café has been painted to resemble a small café in Paris, France and is also a way that students learn about our sister city in France. Students see the French and American flags, Eiffel Tower decorations, and listen to French children’s music while eating in
the French Café.
Afternoon enrichment programs are offered to first and second grade students. A Russian culture class is very popular with students and is offered several times per week immediately after school. Rhea School offers a before and after school program called Kids Club. It is available from 2:45 p.m. until 5:30 p.m. each afternoon and from 6:30 a.m. until 7:30 a.m. each morning.
Rhea staff members have been focusing more on parental involvement this year. We have a parental involvement committee of teachers, administrators, and parents who suggest new ways to help parents and community members become more involved with student education at Rhea School. We average 83 volunteers per month based on our school visitor sign-in sheet. Most of the volunteers are parents and PTO members. Some volunteers are from a community organization called AmeriCorps, and some are high school Effort Scholar students that perform community service. The volunteers help in the lunchroom, tutor, and read to students in the classroom and in the library with our Artist of the Month program. Our PTO organizes an annual Supper with Santa where many parents and other volunteers have a winter festival for our students.
Other parental involvement programs include Accelerated Reader nights. First and second grade parents can read with their children and take A.R. tests in the computer lab. Our school district offers several Parent Academy programs. Parents are given tips from teachers or administrators on reading and math strategies, how to help with homework, and dealing with discipline issues. We have made an effort this year to make face-to-face contact with every parent. We are proud to say that we had 100% participation for our parent-teacher conferences in the fall of the current school year.
We have a website (www.rheaschool.com) and monthly emails that keep parents informed. Forty percent of parents participate in the emails by giving their email address to one of our technology coaches. We recently added a parent involvement link to our school’s website: www.paris.k12.tn.us/~steffes/parent involvement.htm. This web link allows parents to access information on how they can be more involved in school activities. The Parent Involvement Plan and the Parent-Student-Teacher Agreement that parents, students, and teachers signed can be found in the Appendix on pages 41-44.
Rhea School‘s Partner in Education is Dana-Plumley Companies of Paris. Dana-Plumley works with Rhea School to foster self-esteem and work ethic in the students through a variety or activities and programs during the school year. Students provide artwork used on bulletin boards throughout the seven divisions of Dana-Plumley Companies. Students also participate in a Christmas card contest, and one card is chosen to become the company’s annual Christmas card. The company mascot, Plumley Pup, and employees of the company distribute awards for positive behaviors to students during an award ceremony each six weeks. Awards given to students include Most Outstanding Student, Most Improved Student, Perfect Attendance, and Super Worker awards in each special area class. Second grade students also receive awards for All A’s and for All A’s and B’s. Representatives of the company make monthly visits to the classrooms to acknowledge student and staff birthdays.
3. Student Population Data
There are 561 students enrolled at Rhea School. We have a predominantly white student population with 77.9% white students, 20.2% African-American students, 1.1% Asian students, 0.9% Hispanic students, 0% Native American students, and 0% Pacific Islanders. Three of our students are considered “English deficient” and receive services for language. Rhea presently has 55.6% of students that are economically disadvantaged and receive free or reduced lunches. An “Ethic Distribution by Grade Level and Gender Chart” can be found on pages 15-16 in the Appendix.
Rhea School's attendance rate is 95.2%. We received an "A Exemplary" commendation from the state for this high rate as well as for our 97% promotion rate in the 2002-03 school year. The rate increased in the 2003-04 school year to 99.4%. Our attendance rate for the 2004-05 school year was 97.3%, which meets the state goals for attendance. Our attendance and promotion rates are shown in the chart on page 45 in the Appendix.
There were ten student suspensions, which included nine white students and one was African American student. Eight of these students were male and two were female. We had no expulsions or drop-outs. Nine percent of our total student population transferred to Rhea School from other schools and 5% transferred from Rhea to other schools.
4. Parent or Guardian Demographics
W. G. Rhea parents were asked to answer a questionnaire about parent demographics. Only 68% of the surveys were returned to school. Fifty-two percent of the surveys indicated that they are Caucasian and married. African American and married parents make up .06%. Less than 1% indicated they are a Hispanic, Asian, or bi-racial married couple. Six hundredths percent of the respondents indicated they are Caucasian and unmarried, but living together. Thirteen percent indicated they are Caucasian single mothers. Less than 1% indicated they are Caucasian single fathers. Less than 1% of the respondents indicated they are an African American unmarried couple living together and less than 1% of the rest of the respondents indicated they are Hispanic, Asian, or bi-racial single parents. Occupations of the parents vary. Most parents are in blue-collar manual labor categories, with several parents involved in various professional occupations. Copies of these surveys are on pages 46-47 in the Appendix.
5. Community Characteristics
Henry County is a rural area with a population of 31,115. Paris is the county seat with a population of 9,763. According to the 2000 United States Census, there are 4,394 households in Paris. Twenty-four and eighth tenths percent have children under the age of 18 living with them. There are 2,605 families.
The median age of Parisians is 41. Twenty-one and seven tenths of the population is under the age of 18. The racial makeup of our community is 77.09% white, 20.26% African American, .10% Native American, .60% Asian, .06% Pacific Islander, .39% from other races, 1.5% from two or more races, and 1.18% Hispanic or Latino. The median income for a household in Henry County is $25,261. Nineteen percent of our population and 14.1% of families live below the poverty level. There are two private schools in the area. The major employers are Mohon International, Tecumseh, PML, and Dana.
There is a high level of community involvement in school activities. Community members support the school by purchasing membership in our PTO. They attend school functions throughout the school year, such as physical education and music programs, and participate in our winter festival, Supper with Santa.
6. Stakeholder Perspectives on the Quality of Education
Rhea School developed inventories to gather opinions of teachers, staff, parents, community members, and students. The inventories consisted of areas that included the quality of the instructional program, teacher expectations, school facilities and resources, the school environment, the reading emphasis, and the achievement gap between African American and Caucasian students. Participants responded by “strongly agree, agree, disagree, or no opinion.” Students responded to similar survey items with “happy or sad faces.” Samples of the surveys are included on pages 5-6 in the Appendix of our School Improvement Plan.
The majority of our stakeholders “strongly agreed” or “agreed” with all survey items. The survey findings indicated that W. G. Rhea School students are provided with quality educational programs, and teachers have high expectations for students. It also indicated that students have a wide variety of resources for learning, and that the school environment was safe, clean, pleasant, and orderly. The findings also indicate a strong concern for the achievement gap between African American and Caucasian students and think that the reading emphasis should be continued. Question one through six were presented in the last school improvement plan survey in 2002 and in the current plan survey. When comparing the two survey results, all six questions showed an increase in the respondents that answered “strongly agree.” Questions seven and eight are new for 2005-06. They will be included in future improvement plan surveys for comparison purposes as well. Graphs with the results of these surveys have been included in the Appendix on pages 7-13.
Stakeholders also completed the “Survey of Goals for Student Learning.” This survey was used to determine the target goals for our School Improvement Plan.
A detailed description of the survey and the results is located in Component 3. A copy of this survey and the survey results can be found on pages 48-51 of the Appendix.
The Paris Special School District distributed a Family Friendly Survey to Rhea School parents and guardians in the spring of 2005. The goal of the survey was to gain information in order to help our school begin the process of becoming more family friendly so that all of our students can be successful. The survey consisted of thirty-two questions that encompassed four domains: 1. Welcoming environment 2. Communication 3. Degree of involvement and 4. Support for home learning.
The majority of parents and guardians either “strongly agreed” or “agreed” with all survey items. The survey findings indicated that Rhea School parents and guardians feel that our school has a welcoming environment, that they are communicated with to a satisfactory degree, that parents are encouraged to be involved in the students’ education, and that there is high support for home learning. The Family Friendly Survey and the results of the survey can be found in the Appendix on pages 70-74.
W. G. Rhea teachers were asked to respond to a technology survey in April 2005 that was composed of questions and data gathered by the Paris Special School District Technology Task Force (TTF). The TTF is comprised of the technology administrators for the PSSD as well as several teachers from each of the three schools in the PSSD. Rhea teachers were asked to rate several technology needs as “very important,” “like to have,” “maybe later,” or “not at all.” The top three items rated were (1) a full-time technology teacher in the computer lab (2) more digital cameras and (3) access to a color printer. Teachers also expressed the desire to keep the technology coaches and webmaster positions.
They were also asked to rate their abilities in using current software. The ability levels were “expert,” “advanced,” “good,” “novice,” and “have not used.” Most teachers rated their ability to use most software as at least “good.” There was an overwhelming response of “novice” for PowerPoint and Excel. The technology department scheduled inservice opportunities during the summer in response to this answer. A copy of the Technology Survey and results can be found in the Appendix on pages 52-62.
The Parent Involvement Committee sent a survey home with students in which parents were asked to provide responses of “yes,” “no,” or “don’t know”. Seventy percent of the surveys were returned. An overwhelming number of parents answered favorably to all questions concerning parental involvement at Rhea School. The questions covered areas such as parental involvement in student achievement, homework, academic performance, and volunteering opportunities. The Parent Involvement Survey, the survey results, and survey graphs are documented in the Appendix on pages 63-69.
1.2 Other Data Sources (including surveys)
|
Data Source |
Relevant Findings |
|
Support Staff Demographic Survey |
We have three women on our support staff who are African-American which constitutes 10% of that staff. Four support staff members are male which constitutes 13%. One member of the support staff indicated that she is physically disabled. |
|
Professional Staff Demographic Survey |
All teachers at Rhea School have state certification and meet highly qualified standards for their grade level or special area. All teachers are teaching in their area with 50% of our teachers holding advanced degrees beyond their bachelor degree. We have 744 combined years of experience between us. This averages out to about 18 years per teacher. Twenty of our teachers have less than fifteen years of teaching experience, while twenty-two have more than fifteen years. We have four African-American female teachers which constitutes almost 10% of our professional staff. Three professional staff members are male which constitutes 7% of that staff.
|
|
School Inventory Survey for Teachers, Parents, Community Members, and Staff |
The majority of our stakeholders “strongly agreed” or “agreed” with all survey items. The survey findings indicated that W. G. Rhea School students are provided with quality educational programs and teachers have high expectations for students. It also indicated that students have a wide variety of resources for learning, and that the school environment was safe, clean, pleasant, and orderly. The findings also indicate a strong concern for the achievement gap between African American and Caucasian students and a concern that the reading emphasis continues.
|
|
School Inventory for Students |
See above. |
|
Parent Demographic Survey |
52% of the surveys returned indicated that they are Caucasian and married. .06% of those returned are African American and married. Less than 1% of those returned indicated they are a Hispanic, Asian, or bi-racial married couple. .06% of the respondents indicated they are Caucasian and unmarried, but living together. 13% indicated they are Caucasian single mothers and less than 1% indicated they are Caucasian single fathers. Less than 1% of the respondents indicated they are an African American unmarried couple living together and less than 1% of the rest of the respondents indicated they are Hispanic, Asian, or bi-racial single parents.
|
|
Rhea School Technology Survey |
Rhea teachers were asked to rate several technology needs as “very important,” “like to have,” “maybe later,” or “not at all. ” The top three items rated were (1) a full time technology teacher in the computer lab (2) more digital cameras and (3) access to a color printer. Teachers also expressed the desire to keep the technology coaches and webmaster positions. They were also asked to rate their abilities in using current software. The ability levels were “expert,” “advanced,” “good,” “novice,” and “have not used.” Most teachers rated their ability to use most software as at least “good.” There was an overwhelming response of “novice” for PowerPoint and Excel. The technology department scheduled inservice opportunities during the summer in response to this answer.
|
|
Paris Special School District Family Friendly Survey |
The majority of parents and guardians either “strongly agreed” or “agreed” with all survey items. The survey findings indicated that Rhea School parents and guardians feel that our school has a welcoming environment, that they are communicated with to a satisfactory degree, that parents are encouraged to be involved in the students’ education, and that there is high support for home learning.
|
|
Rhea School Parental Involvement Survey |
An overwhelming number of parents answered favorably to all questions concerning parental involvement at Rhea School. The questions covered areas such as parental involvement in student achievement, homework, academic performance, and volunteering opportunities.
|
|
Survey of Goals for Student Learning |
Teachers, parents, community members, and staff members completed the survey. Goal statements were ranked based on the Level of Student Achievement and the Priority for Improvement. Target goals were selected based on the survey results. These goals have been listed in component 3.
|
|
Survey of Organizational and Instructional Effectiveness |
Stakeholders completed the survey on instructional design, curriculum, assessment, leadership, community involvement, vision, mission, beliefs, and goals. These survey items were analyzed to determine our strengths and limitations. These have been described in component 4. |
Component 2 - Beliefs, Mission, and Vision
Committee Members:
Becky Page - first grade teacher - chairperson
Lynette Travis - Kindergarten teacher
Rita Wofford - first grade teacher
Barbara Conger - second grade teacher
Sylvia Humphreys - guidance counselor
Pam Stevens - teacher assistant
Julie Coleman - parent
John Etheridge - community member
Subcommittees:
Lynette Travis
Sylvia Humphreys
Pam Stephens
· Vision Statement
Becky Page
Rita Wofford
Barbara Conger
Julie Coleman
John Etheridge
Minutes from Committee 2 Meetings
Meeting # 1: November 11, 2005 – 3:00 PM
Names of stakeholders were suggested to serve on the committee. Next, two subcommittees were appointed. A staff survey for the Mission Statement and Statement of Beliefs was approved. Last, a timeline for the completion of the committee’s work was approved.
Meeting #2: November 30, 2005 – 3:00 PM
The input subcommittee presented the findings of the staff survey. The current Mission Statement was approved and staff suggestions were incorporated into the Statement of Beliefs. The Vision Statement Subcommittee reported research findings about what needed to be included in the vision statement along with some examples. The entire committee discussed and then wrote a rough draft of a Vision Statement for Rhea School. The Input Subcommittee agreed to send the rough draft to each staff member for review.
Meeting #3: December 7, 2005 – 3:00 PM
The Input Subcommittee reported staff suggestions concerning the proposed Vision Statement. The entire committee then revised the Vision Statement to reflect the staff comments. It was decided that the revised Vision Statement would be submitted to the staff for review at the next general faculty meeting.
Meeting #4: December 14, 2005 – 3:00 PM
The Input Subcommittee reported that there had been no further suggestions for revision on the Vision Statement. It was agreed that Ms. Rita would type the committee minutes and that Becky would submit the committee’s work to Martha Steffes electronically.
Component 2: Beliefs, Mission and Vision
Overview: Narrative Description of the Process for the Formulation of Beliefs and Mission
A committee of four classroom teachers and the school guidance counselor were appointed to review the W G. Rhea School Mission Statement and Statement of Beliefs. The Statement of Beliefs was based on a School Beliefs Inventory completed by all stakeholders. It pertained to teaching, learning, assessment, character development, and accountability.
At its initial meeting, names of other stakeholders were suggested to serve on the committee. Next, two subcommittees were appointed. A staff survey for the review of the Mission Statement and Statement of Beliefs were approved. Last, a timeline for the completion of the committee’s work was approved.
At the second meeting, the first subcommittee presented the findings of the staff survey. The current Mission Statement and Statement of Beliefs were discussed and staff suggestions were incorporated into the Statement of Beliefs. Then the entire committee discussed and wrote a rough draft of a Vision Statement, which was given to all stakeholders for review.
At its next meeting, the first subcommittee reported staff suggestions concerning the Vision Statement. The entire committee then compiled a school Vision Statement which incorporated staff comments.
These documents were presented to the staff for their consideration at a regular faculty meeting. The reviewed Statement of Beliefs, Mission Statement, and Vision Statement were approved unanimously.
2.2 – 2.3 W. G. Rhea Staff Beliefs
1. Each student is valued as a unique individual and should be treated in a respectful manner.
2. Instructional practices should incorporate learning activities that take into account differences in learning styles and individual talents, so that all students can learn, achieve, succeed, and further develop their talents.
3. Every child should be given a variety of assessment opportunities to demonstrate achievement and application of learning.
4. It is the responsibility of teachers to reinforce the development of each student’s personal character.
5. Teachers and staff are given opportunities to be involved in decision and policy-making procedures.
6. A safe and physically comfortable environment promotes student learning.
7. Teachers, parents, and the community share the responsibility for the support of the school’s mission.
2.4 W. G. Rhea School Mission Statement
W. G. Rhea Elementary School’s mission is to prepare each child to be successful in the upper elementary grades.
MOTTO
Reaching
High
Everyone
Achieving
2.5 Vision Statement
The faculty and staff of W. G. Rhea Elementary School will provide a safe, nurturing and educationally stimulating environment for students. We will develop a meaningful curriculum supported by instructional practices that incorporate technology as well as a variety of teaching methods and materials in order to accommodate the learning styles and individual talents of our students. Our students will have a variety of assessment opportunities through which to demonstrate their readiness for success in the upcoming grades.
Parents and teachers will share the responsibility
for development of the whole child. This includes character education as well
as academics. Parents and teachers will communicate the goals and successes in
the development of the students.
Component 3 - Academic and
Non-Academic Data Analysis
Committee Members:
Lisa Todd – Kindergarten teacher - chairperson
Gina Brush – Kindergarten teacher
Linda Mitchell – Kindergarten teacher
Wendy Bowden – first grade teacher
Sara Martin – first grade teacher
Beth Pflueger – second grade teacher
Martha Steffes – second grade teacher
Chris Buford – special area teacher
Martha Chamberlain – pre-school teacher
Juanita Sparks – teacher assistant
Tammy Irby – parent
Linda Neal – community member
Subcommittees:
Gina Brush
Chris Buford
Sara Martin
Beth Pflueger
Lisa Todd
Chris Buford
Tammy Irby
Linda Mitchell
Linda Neal
Martha Steffes
Wendy Bowden
Chris Buford
Martha Chamberlain
Lisa Todd
Juanita Sparks
Minutes from Committee 3 Meetings
Meeting #1: November 14, 2005 – 1:15 PM
All committee members were present. We need to have Component 3 complete by the middle of January. We appointed the following subcommittees:
Data Collection & Analysis - Gina Brush, Chris Buford, Sara Martin, Beth Pflueger, and Lisa Todd
Survey & Goals – Chris Buford, Tammy Irby, Linda Mitchell, Linda Neal, and Martha Steffes
Narrative - Wendy Bowden, Chris Buford, Martha Chamberlain, and Lisa Todd
The next meeting will be Monday, November 28th at 1:15. The focus for next meeting will be to update or correct items from last time.
Meeting #2: November 28, 2005 – 1:15 PM
All committee members were present except Linda Mitchell (funeral). We decided to use TN Report Card, STAR, and Report Cards as our 3 Academic Measures. We will wait until after 3rd 6-wks to have teachers run copies and code them. We made some changes in the past report to fit with programs offered at this time. We are waiting on Component 1 to get information to us before we can begin tallying. We will meet as soon as we receive information from Component 1 committee.
Meeting #3: December 15, 2005 – 1:15 PM
Angie e-mailed Component 1 and we will read over that component and then meet on Tuesday, January 3rd.
Meeting #4: January 3, 2006 – 1:15 PM
The Planning Subcommittee (Steffes, Chamberlain, Todd) met. Copies of Component 1 will be made for each committee member and they will be asked to read through and make ANY changes needed. Chamberlain and Todd will do Part 3.1 and 3.2 and have ready on 1-9-06. Steffes is looking ahead for next assignment. Next meeting is scheduled for Monday, January 9, 2006 to assign next step.
Meeting #5: January 9, 2006 – 1:15 PM
We compared information from Component 1 to make sure it corresponded with the information in Component 3. We made corrections and additions as needed. There is information that will need to be given back to Component 1 committee to correct or to add information. Brush, Mitchell, and Todd are going to analyze Kindergarten report cards from the 3rd 6-weeks and write a report of the findings. First and second grade report cards will be given to us and analyzed later in the week when they are printed. Bowden and Martin will analyze first grade, and Pflueger and Buford will do analysis for second grade. Our next meeting is scheduled for Tuesday, January 10th.
Meeting #6: January 17, 2006 – 1:15 PM
Brush, Mitchell, and Todd finished finding the averages of all K children in their specific area. Bowden and Martin finished calculating first grade report cards and will have averages by Thursday, January 19th. Pflueger and Buford finished calculating second grade report cards and will have averages by Thursday, January 19th. Todd, Chamberlain, and Steffes looked at charts from Component 5 and changed the heading to correspond with the races given in the order we are giving them in our report. Each grade level averages will be transferred over to a sheet showing the averages from 03-04 as well as the new information for 05-06. Comparisons will be done. Our next meeting will be Thursday, January 19th.
Meeting #7: January 19, 2006 – 1:15 PM
Brush, Mitchell, and Todd averaged K children with Pre-School experience.
Martin and Bowden found averages and compared 03-04 to 05-06 first graders. Buford and Pflueger found averages and compared 03-04 to 05-06 second graders. Steffes and Chamberlain talked about taking the comparisons and writing the information in paragraph form for the finished product. Todd gave Kindergarten Benchmark Assessment papers to Boyd so she can get the sheets ready for Committee 5. Todd will e-mail K teachers to get Benchmarks ready. First and second grade teachers will have to get unit tests for reading and math together. We will meet again on Tuesday, January 24th. Explanations of next step for all teachers will be given at the faculty meeting on Wednesday, January 25th.
Meeting #8: January 24, 2006 – 1:15 PM
Steffes brought copies of the paperwork that will be explained to graph grade level benchmarks. She explained how we were to do this. Brush, Mitchell, and Todd will explain this to K. Martin and Bowden will explain this to First grade. Buford and Pflueger will explain to Second grade. The explanations will be given during the faculty meeting tomorrow. Each teacher will need to complete the Math, Reading, and Conduct Benchmark sheets by January 30th and return them to Todd. Our next meeting will be Tuesday, January 31st.
Meeting #9: January 25, 2006 – 1:15 PM
Each committee gave an update of happenings within their group at the faculty meeting. Our group passed out Benchmark Record sheets and divided into grade levels. Each group had members from our group explain how to fill out these sheets. They are to be turned in on Monday, January 30th if possible.
When the Benchmark Record Sheets are returned to me, I will go through and mark all the Special Education children. We will meet again on Tuesday, January 31st.
Meeting #10: January 31, 2006 – 1:15 PM
Each grade level averaged Benchmark Record sheets for their grade level in Reading, Math, and Conduct. The results were given to Steffes. We will meet again on Friday, February 3rd. We will divide parts of TSIPP 1 to go through and check the data. We will make notes of the differences.
Meeting #11: February 3, 2006 – 1:15 PM
Today we assigned parts of TSIPP 1 to check and verify data with the graphs. Each person was given a topic to check for accuracy and make notes of the differences seen from year to year. We will meet again on Tuesday, February 7th. All assigned work must be turned in from committee members at this meeting. We are very thankful because we are almost through with averaging data and can begin the writing process.
Meeting #12: February 7, 2006 – 1:15 PM
We met today to turn in the assignments from last week. Martha Steffes and I will now begin writing up the reports. We will call a meeting if the need arises.
Other Meetings:
Martha Steffes and I are meeting approximately three times a week to get the new information written in the document. This began the week of February 13, 2006.
Meeting #13: April 10, 2006 – 1:15 PM
The committee met to analyze data from STAR Reading and STAR Math. Beth Pflueger and Chris Buford will have Second grade information completed and turned in to me by Wednesday, April 12th. Sara Martin and Wendy Bowden will have First grade information completed and turned in to me by that date as well.
Component 3: Academic and Non-Academic Data Analysis
3.1 Academic and Non-Academic Measures
Our Academic and Non-Academic Analysis Committee gathered, reviewed, and analyzed a variety of academic and non-academic measures. These data measures are listed below:
Academic Measures
2003, 2004, 2005 Tennessee Report Card
TCAP Scores - 2001-2004 (test not taken Spring of ’05)
Benchmark Assessments
STAR Early Literacy/STAR Reading/STAR Math (no data for 04-05)
Academy of Reading
Students’ Report Cards for the first semester
Survey of Goals for Student Learning
Tennessee Standards for K-2
Non-Academic Measures
Student Demographics
Enrollment by Race/Ethnicity/Gender
Socio-Economic Status
Special Education Students
Limited English Proficiency Students (LEP)
Attendance Rate
Promotion Rate
Student Behavior
Preschool Experience
Mobility
Migrant
Homeless
Parent Involvement
Educator Demographics
Administrators
Teachers
Educational Assistants
School Demographics
Historical Background
Facilities
Environmental and Safety Conditions
Grade Distributions
Length of School Day
Operating Budget
Per Pupil Expenditures
Special Programs and Initiatives
Community Demographics
Size of Community
Projections of Growth
Major Employers
Level of Community Involvement
Support Agencies
3.2 Data Collection and Analysis
The Academic and Non-Academic Data Analysis committee was comprised of teachers from each grade level, a special education teacher, a special area teacher, a parent, and a community member. Our committee met and reviewed our 2001-2002 School Improvement Plan, 2003-2004 TSIPP data, and the Paris Special School District five-year plan. We examined the beliefs, vision, and mission in each plan as well as the promise, values, objectives, and strategies in the five-year plan. We considered educational research, trends, and the No Child Left Behind Act (NCLB). The following subcommittees were formed to gather, analyze, and evaluate the data:
Ÿ Data Collection and Analysis Subcommittee
Ÿ Survey and Goals Subcommittee
Ÿ Narrative Subcommittee
Academic Data Collection and Analysis
Our Data Collection and Analysis Subcommittee gathered and analyzed academic data that was appropriate for our school. Since we are a K-2 school, we do not have value-added scores and many other data sources to review. The committee compared TCAP scores from 2000-2003, reviewed the 2003, 2004, and 2005 Tennessee Report Card information, and evaluated STAR data. Performance levels were identified for subgroups (gender, race, and special education students). STAR data was analyzed and discrepancies were noted. Benchmark Assessment reports were gathered from all the Kindergarten, first grade, and second grade teachers for the first semester and analyzed. Reports were gathered from the Academy of Reading program for first and second grades to establish a baseline. Classroom teachers copied the first semester report cards for each student. Each report card was coded by race, gender, special education, and Limited English Proficiency (LEP) subgroups, grades were tallied, and percentages were figured. We also revised our “Survey of Goals for Student Learning” and distributed the survey to stakeholders. We tallied and analyzed those surveys to help determine our goals. Based on the survey data and an analysis of all other data sources, our academic strengths and needs were identified. We also reviewed the Tennessee Standards for each grade level. We evaluated our current methods of monitoring student progress in these standards.
Non-Academic Data Collection and Analysis
Non-academic data measures, such as student, educator, school, and community demographics were gathered, reviewed, and analyzed. Student data included enrollment, socio-economic status, special education, LEP, attendance and promotion rates, behavior, preschool experience, mobility, migrant, homeless, and parent involvement. Data that was not applicable to our school was not analyzed (graduation, dropout rates, etc.). The Data Collection and Analysis Subcommittee looked at the enrollment subgroups as identified in the NCLB. We also compared our educator, school, and community demographics using our previous SIP and our current information. Educator data was used to compare the present number of administrators, teachers, and educational assistants. Historical background and facilities, environmental and safety conditions, grade distributions, length of the school day, budgets, and per pupil expenditures were examined. We also reviewed special programs, initiatives, and awards added since our last school improvement plan. We compared community size, growth projections, major employers, community involvement, and support agencies.
The Survey and Goals Subcommittee reviewed the “School-wide Goals for Student Learning” described in Indicators of School Quality. The subcommittee revised our goals and indicators for student learning and checked to make sure that they were measurable. The survey goals and indicators were approved and a new survey was developed. (See pages 48-50 of the Appendix.)
The W. G. Rhea Elementary School “Goals for Student Learning Survey” was given to faculty, staff, parents, and community members. The Survey and Goals Subcommittee tallied, analyzed the results, and determined the strengths and needs indicated by our survey. Two goals were selected from Learning-to-Learn Skills and one goal was chosen from Personal and Social Responsibility. These survey goals were ranked by stakeholders as the highest level of importance and showed the lowest level of achievement. Other academic and non-academic data were analyzed, and our strengths, needs, and target goals were determined. The goals were then restated in terms of student objectives and performance levels. The target goals were prioritized by the Survey and Goals Subcommittee and these goals were presented to the stakeholders for input. It was the consensus that these goals be the priority goals for W. G. Rhea’s School Improvement Plan. The results of the survey are on pages 48-51 of the Appendix.
3.3 Report Card Data Disaggregation
The Data Collection and Analysis Subcommittee reviewed and analyzed the 2003, 2004, and 2005 Tennessee State Report Card. It is listed below as Academic and Non-Academic Report Card Data.
Academic Report Card Data
W. G. Rhea Elementary School met the NCLB Federal Benchmarks in the number of students tested on the 2003 Tennessee State Report Card. The summary indicated that all students were proficient or advanced in reading, language arts, writing, and math. The number of Hispanic, Native American, Asian/Pacific Islander, Limited English Proficient, and students with disabilities was not reported because there were fewer than 45 members in each of these student groups. African American and Economically Disadvantaged students did not meet the Federal Benchmark for the percentage of proficient or advanced students in reading, language arts, writing, or math. State testing was not done in 2004, 2005, or 2006. Therefore, data is not available.
Non-Academic Report Card Data
W. G. Rhea Elementary School served 569 students for the 04-05 school year in grades K-2. There were 54.6% of the children found to be economically disadvantaged. The school had a 95.2% attendance rate and a 99.4% promotion rate. Our student body consisted of 443 White, 115 African American, 5 Hispanic, 6 Asian, 0 American Indian, and 0 Pacific Islander students. There were 10 suspensions at our school. They are categorized as follows: 9 white students, 1 black student, 8 males, and 2 females. There were no expulsions on record.
Our school served 593 students for the 05-06 school year in grades K-2. At
W. G. Rhea Elementary School, 51% of our students are economically disadvantaged. This percentage was figured using the number of free/reduced lunches instead of the state report card because we did not have a state report card for 05-06. W. G. Rhea Elementary School had a 95.2% attendance rate and a 97.3% promotion rate. Our student body consisted of 462 White, 116 African American, 10 Hispanic, 4 Asian, 0 American Indian, and 0 Pacific Islander students. There were 6 suspensions at our school. They are categorized as follows: 1 white female, 2 white males, and 4 black males. There were no black female suspensions. There were no expulsions on record.
A comparison between the 04-05 and 05-06 school years for the non-academic report card data was done. There were 24 less students in the 04-05 school year than in the 05-06 school year. Although the white and African American population was very similar, there were twice as many Hispanic children in 05-06. There were 20 suspensions on record for the 04-05 school year compared to 7 for 05-06.
3.4 Narrative Synthesis of All Data
2003 – 2005 Tennessee Report Cards
As indicated in the previous section, W. G. Rhea Elementary School students were found proficient in the areas of attendance and promotion. The attendance and promotion rates are on page 45 in the Appendix. From the number of students tested, all students were found proficient or advanced in reading, language arts, writing, and math. African American and Economically Disadvantaged students did not meet the requirements for the percentage of proficient or advanced students in reading, language arts, writing or math.
State testing was not done in 2004, 2005, or 2006. Therefore, data is not available.
TCAP Scores
Kindergarten NCE average scores from 2002 to 2003 reading scores went down 2.9%, language scores decreased 2.3%, and math slightly increased. Kindergarten students were in the 74th percentile for reading, 80th percentile for language, and the 72nd percentile for math in 2004.
First grade NCE average reading scores declined 1.5%, language scores went down 2.8%, and social studies scores decreased .3% from 2002 to 2003. Math and science scores increased yearly. The NCE averages in 2004 were: 65.3% in reading, 70% in math, science scores were in the 52nd percentile, and in the 65th percentile for social studies.
The CTB/McGraw-Hill Summary Subtest Reports were analyzed for 2002 and 2003. Kindergarten reading and language subtest scores increased during this period while math remained the same. Scores were lower in reading and math and higher in language. First grade reading, math, and language scores went down from 2002 to 2003. Second grade scores increased in all subject areas from 2002 to 2003. Math and language scores were the same and were higher than reading scores.
Information concerning subgroups was not available except as listed on the Tennessee report card. Those subgroups are listed beginning with third grade. We need more data listed by gender, race, and socio-economic status to give us more information concerning the achievement gap.
The Class Summary Reports were analyzed for each grade level. The Class Summary Report indicated that Kindergarten students had national percentile scores above 63% in all subject areas. First grade students scored above 65% in all subject areas except science and social studies. Science was 49.3% and social studies were 44.7%. Those scores were not considered to be significant because those subjects were not a major focus in first grade. Second grade students scored above 65% in all subject areas and on all subtests. TCAP performance level summary tests were analyzed for first and second grade. There were no summary tests given in Kindergarten. TCAP performance level summary tests for first and second grade were reviewed and the results have been listed on page 76 of the Appendix.
The number of students that scored in the Advanced or Proficient categories was considerably higher for second grade than first grade. Most first grade students were in the Nearing Proficiency category. The percentage of first and second grade students that were in the advanced category was lower in reading and math than in other subject areas. (Second grade math and social studies scores were the same, but these scores were not viewed as important since we do not give letter grades in this subject.)
Standardized tests were not given to Kindergarten, first grade, and second grade classes in the 2004-2005 and 2005-2006 school year. Therefore, data was not available.
STAR Early Literacy
Kindergarten STAR Early Literacy information was gathered and analyzed for August-December 2002, January-May 2003, August-December 2003, and September 2005-April 2006. The data for 2004-2005 could not be obtained from the computer. The following results were found:
· August-December 2002 – There was a 33% gap between the average scaled score of white and black students. The white children tested higher than the black children in each area. There was 1 white student that tested in the Probable Reader category while 16% of the white children were Transitional Readers and 83% were Emergent Readers. There were 0 black Probable Readers while 8% of the black students were Transitional Readers and 92% were Emergent Readers. There was no information available on students from other races.
STAR Early Literacy data was disaggregated for Kindergarten and first grade students. Second grade students do not take the STAR Early Literacy test. The Kindergarten findings are reported below:
First grade STAR Early Literacy information was gathered and analyzed for August-December 2002, January-May 2003, August-December 2003, and September 2005-April 2006. The following results were found:
STAR Early Literacy data was disaggregated for Kindergarten and first grade students. Second grade students do not take the STAR Early Literacy test. Findings for first grade are as follows:
STAR Reading data was disaggregated for first and second grade students. Proficiency levels were analyzed in September 2005 and April 2006 for second grade students. Only one Kindergarten student took the STAR Reading test, so that data was not analyzed. Most first grade students began taking STAR Reading in December 2005. Proficiency levels for first grade students were analyzed from December 2005 to April 2006 and reported below.
· The grade equivalency for December 2005 was 1.6 and 2.0 for April 2006 with a growth difference of .4.
· December 2005 - 36% were below the 49th percentile (low), 42.4% were in the 50th-74th percentile (middle), and 21.5% were in the 75% and above percentile (high).
· April 2006 - 33.3% were below the 49th percentile, 36.1 in the 50th-74th percentile, and 30.6% in the 75th and above percentile.
· The growth differences were analyzed. There were 2.7% less that scored below 49 (low), 6.3% less scored 50-74 (middle), and 9.1% more scored 75 and above (high).
· Proficiency Levels were disaggregated in April 2006 and the following results were noted: 65.5% of our students are at or above grade level and 34.4% are below grade level.
· We will evaluate these Proficiency Levels again at the end of the school year (May 2006).
Second grade STAR Early Literacy information was gathered and analyzed for August-December 2002, January-May 2003, and August-December 2003. The following results were found:
· August-December 2003 – There were 122 white, 30 black, and 2 Hispanic children tested. The gap between black and white children for the average scaled score was 83%. There were 14 more white children scoring as Probable Readers than black children. There were 11 more black children than white children scoring as Transitional Readers. There were 4 more black children than white children scoring as Emergent Readers. Both Hispanic children scored as Probable Readers.
Second Grade STAR Reading information was gathered and analyzed for September 2005-April 2006. The following results were found:
· There was a considerable gap between males and females with female students testing higher than males by a .6 grade equivalency. Black females tested higher than black males by a .3 grade equivalency. White students tested considerably higher than black students by a .7 grade equivalency. All second grade students scored .31 above the grade equivalency score of 2.6.
STAR Reading data was disaggregated for first and second grade students. Proficiency levels were analyzed in September 2005 and April 2006 for second grade students.
· The grade equivalency average for September 2005 was 2.3 while the grade equivalency average was 3.1 for April 2006. The growth difference was .8.
· September 2005 – 44% were below 49th percentile (low), 20% were in the 50th-74th percentile (middle), and 36% were in the 75th and above percentile (high).
· April 2006 – 38% were below 49th percentile (low), 24.7% were in the 50th-74th percentile (middle), and 37.3% were in the 75th and above percentile (high).
· The growth difference analysis between September 2005 and April 2006 showed 6% less scored below 49, 4.7% more scored 50-74, and 1.3 % more scored 75 and above.
· In April 2006, first grade Proficiency Levels were disaggregated and the following results were noted: 63.5% of our second grade students are at or above grade level and 36.4% are below grade level.
· The Proficiency Levels will be evaluated again at the end of the school year (May 2006).
Second Grade STAR Math information was gathered and analyzed for September 2005-April 2006. The following results were found:
· There was a 41% gap between the average scaled score of male and female students. The white children tested 48% higher than the black children. There was no major discrepancy in the scores of Hispanic children. Asian students scored much higher than all other students. There was a 75% gap between the average scaled score of Asian students and white students. The number of Asian students was much lower than the number of white children. Black females scored 17% higher than black males. Asian males were significantly higher than black males.
STAR Math data was disaggregated for second grade students. Proficiency levels were analyzed in September 2005 and April 2006. Kindergarten and first grade students do not take the STAR math test so that data was not analyzed.
· The grade equivalency average for second grade students in September 2005 was 1.9 and 3.1 in April 2006. The growth difference was 1.2.
· September 2005 – 59.5% were below the 49th percentile (low), 23% were in the 50th-74th percentile (middle), and 17.6% were in the 75th and above percentile (high).
· April 2006 – 30% were below 49th percentile (low), 23.6% in the 50th-74th percentile (middle), and 46.5% in the 75th and above percentile (high).
· The growth difference between September 2005 and April 2006 were analyzed and showed 29.5% less scored below 49 (low), .6% more scored 50-74 (middle), and 28.9% more scored 75 and above (high).
· In April 2006, Proficiency Levels were disaggregated and the following results were noted: 70.2% of our students are at or above grade level and 29.7% are below grade level.
· At the end of this school year (May 2006), we will evaluate these Proficiency Levels again.
Student Report Cards
The Academic and Non-Academic Data Analysis Committee needed more information to analyze student performance in all NCLB subgroups. The committee compared grades from 2003-2004 to 2005-2006. Classroom teachers copied the first semester report cards for each student. Each report card was coded by race, gender, special education, and LEP subgroups. Kindergarten report cards were analyzed based on percentage of mastery or non-mastery of skills in reading/language and math. We compared first grade report cards based on the percentage of students who made A’s, B’s, C’s, D’s, and F’s in math and reading. The report cards for second grade were analyzed using the same letter grades and subjects as first grade but also included spelling. No letter grades were given in first or second grade for language, science, or social studies. Analysis concerning special education students is reported in grade level sections.
Kindergarten Report Cards
The largest differences between subgroups on the Kindergarten report cards were noted between male and female black students and between black and white students. First, findings for reading were found. The report card data was analyzed for the first semester of the 05-06 school year. The white male reading mastery declined by 1% while the white female reading mastery decreased by 12%. Black male reading mastery decreased by 6% and the black female reading mastery decreased by 8%. There were no Hispanic males or females in 04-05 for a comparison. The Hispanic males had 67% mastery while the females had 50% mastery. There were no Asian children for the 04-05 school year. During the 05-06 school year, the Asian female student scored 100% mastery. There were no Asian males. Next, math findings were reported. White male and female mastery increased by 4% in the 05-06 school year. Black male mastery increased by 13% while the black female mastery decreased by 6%. The Hispanic male mastery was 67 and the Hispanic female mastery was 100. There was 100% mastery for the Asian female student. The average scores for Benchmark assessments for the 05-06 school year was 83% in reading and 87% in math. Ninety-four percent of the children for the 05-06 school year had an O (outstanding) or S (satisfactory) in conduct.
Kindergarten Special Education Data
An analysis was done comparing white males to black males. There were seven male special education students in 03-04. Four of these males were white and three were black. There were a higher percentage of black males mastering reading and math than white males in 03-04. In 05-06 there were thirteen male special education students. The only mastery was for white male special education students in reading.
A comparison of white females to black females was done. There were five female special education students in 03-04 and 05-06. In 03-04 there was one black and four white females. The black female had 100% mastery in both reading and math while the white females had 75% mastery in both reading and math. In 05-06 there was no black female special education student. The five white female students had 60% mastery in both reading and math.
An analysis was done comparing white males and females to black males and females. There were eight white and four black students that were enrolled in special education in 03-04. In 05-06 there were ten white and eight black students. This number included both male and female students. The black students had a higher mastery percentage in 03-04 than the white students in both reading and math. In 05-06 the white students had a higher mastery percentage than the black student in both reading and math.
A comparison of black and white males to black and white females was done. All children in both categories scored 100% in both reading and math in 03-04. In 05-06 the males scored higher in reading while the females had a higher percentage of mastery than the males in math.
First Grade Report Cards
In 2003-2004 there was no gap between black and white female students in reading, but there was a gap in math. White female students scored 17% higher than black female students in math. Female special education students scored about the same as female students not receiving special education services. There was a large gap in the reading and math scores between black and white male students in our school. White male students have 41% more A’s in reading and 36% more A’s in math than black male students. There was not a gap between the male students who receive special education services and those who do not. There was also a gap in both reading and in math between male and female students. With all races grouped together, male students scored 10% lower in reading and 4% lower in math than female students. White students had 15% higher scores in reading and 11% higher scores in math than black students. Students of other races scored as well as white students in reading. Students of other races scored lower than white students and about the same as black students in math. There were not enough students from other races for the data to be considered very accurate.
In Reading white students maintained scores in the 90’s from 2003 to the present. Black female students scored 14 points higher than black males in 2003-04, yet in 05-06 black female scores were 16 points lower than black male scores. Other ethnic groups scored with 100% mastery. In math, white students maintained mastery scores in the 90’s from 03-04 with white females highest with a score of 97%. Black male students scored 14 points below in mastery levels in comparison to white males in 03-04. Both male and female black students maintained 80% mastery math levels during 2005-2006.
First Grade Special Education Data
An analysis was done comparing white males to black males. There were six white and one black male special education students in 03-04. All boys mastered the skills for reading and math in that school year. In 05-06 there were nine white and two black male special education students. The black male students mastered reading and math while the white male students mastered 78% in reading and 67% in math.
A comparison of black, white, and Asian females was done. There were two black, two white, and one Asian female special education students in 03-04. All females mastered both reading and math for that school year. In 05-06 there were two white, one Asian, and no black female special education students. There was 50% mastery for the white females in reading while there was 100% mastery for the whites and Asian in math.
An analysis was done comparing white males and females to black males and females. There were eight white and three black special education students in 03-04 and eleven white and two black in 05-06. This number includes both male and female special education students. The white and black students all had 100% mastery in both reading and math for the 03-04 school year. In 05-06 the black children had 100% mastery in both reading and math while the white children only had a 73% mastery level for both subjects. The Asian female had 100% mastery in both 03-04 and 05-06.
A comparison of black and white males to black and white females was done. There were seven male and four female special education students in 03-04 and eleven males and two females in 05-06. All students had 100% mastery in both reading and math in 03-04. In 05-06 there was 82% mastery in reading for the males and 50% for the females. The males mastered 73% while the females mastered 100% in math in 05-06. The Asian female student had 100% mastery in both areas.
Second Grade Report Cards
In 2003-04 black males scored higher in all areas with the biggest gap of 5% in math. The largest gap in females occurred in reading with the white females scoring 6% higher than black females. White females also scored 5% higher in math than black females. There were not enough students of other races to accurately analyze the data.
In 2005-06 there was a significant gap between black and white males in reading and math. Black males scored 10% lower than white males in reading and 12% lower in math. Black males scored higher than white males by 5% in spelling. The largest gap in females occurred in math where the white females scored 2% higher than the black females in both reading and spelling. There were not enough students of other races to accurately analyze the data.
In comparing the 03-04 and 05-06 school year, the largest gap was in math where black males decreased by 14% in 05-06, and black females decreased by 4%. Black males decreased in reading in 05-06 by 7% while black females increased by 6%. Black males increased by 6% in 05-06 in spelling. There were not enough students of other races to accurately analyze the data.
Second Grade Special Education Data
An analysis was done comparing white males to black males. There were two white and no black male special education children in 03-04. The two white males had 100% mastery in reading, math, and spelling. There were two black and twelve white male special education children in 05-06. The two black males had 100% mastery in reading and math and 50% mastery in spelling for that year. In 05-06 the white males had 58% mastery in reading, 67% in math, and 50% in spelling.
A comparison of white females to black females was done. There were three white and one black female special education children in 03-04. In 05-06 there were five white and no black special education female children. There was 100% mastery in all areas for all female children for the school years compared except for the spelling percentage for 03-04 being non-applicable.
An analysis was done comparing white males and females to black males and females. There was one black and five white special education students in 03-04 and seventeen white and two black students in 05-06. This total includes both male and female special education students. All of the black and white students combined had 100% mastery in reading, math, and spelling in 03-04. The two black children had 100% mastery in reading and math while a small percentage of the white children had non-mastery percentages in reading, math, and spelling in 05-06.
A comparison of black and white males to black and white females was made. There were two black and white males and four black and white females in 03-04 and fourteen males and five females in 05-06. All black and white males and females had 100% mastery in reading, math, and spelling in 03-04. In 05-06 the black and white males had 64% mastery in reading, 71% mastery in math, and 50% mastery in spelling. The black and white females had 100% mastery in reading, math, and spelling.
Survey of Goals for Student Learning
The W. G. Rhea Elementary School “Goals for Student Learning Survey” was given to faculty, staff, parents, and community members. The Survey and Goals subcommittee tallied, analyzed the results, and determined the strengths and needs indicated by our survey. These survey goals were ranked by stakeholders as the highest level of importance and showed the lowest level of achievement. Other academic and non-academic data were analyzed, and our strengths, needs, and target goals were determined. The goals were then restated in terms of student objectives and performance levels. The target goals were prioritized by the Academic and Non-Academic Data Analysis committee, and these goals were presented to the stakeholders for input. It was the consensus that these goals be the priority goals for W. G. Rhea’s School Improvement Plan. These goals are aligned with NCLB goals and benchmarks as well as the Tennessee state standards. The three goals rated most important and with the lowest level of achievement were:
Learning-to-Learn Skills
1. Our goal is for all students to demonstrate understanding of basic math concepts by scoring 80% on grade level benchmark assessments by the end of each six weeks grading period. Second grade students will also engage in the Star Math computer program showing a 5% grade level gain by the end of the school year using pre-test/post-test data.
2. Our goal is for all students to demonstrate understanding of basic reading concepts by maintaining an average of 80% on grade level benchmark assessments by the end of each six weeks grading period. Students will also engage in the Star Early or Star Reading computer programs showing a 5% grade level gain by the end of the school year using pre-test/post-test data.
Personal and Social Responsibility
3. Our goal is for 95% of all students to demonstrate and practice self-control and show respect for others by maintaining an average of an O or S in conduct at the end of each semester.
Four goals from the survey were rated most important and had the highest level of achievement. The specific strengths noted from the survey results were:
1. All students and school personnel have teaching and learning environments that are safe and free from threat of harm.
2. PSSD involves parents and the community in active partnerships.
3. Students are responsible for returning assignments and other required materials.
4. Students use reading and math skills in everyday activities.
The results from the “Goals for Student Learning Survey” are shown on pages 48-51 of the Appendix.
Tennessee Standards
Tennessee Curriculum Standards were reviewed for Kindergarten, first grade and second grade. Curriculum mapping has been done to correlate teaching materials and textbooks with those standards. Methods to evaluate these standards were analyzed and it was determined that we needed better methods to assess these standards. Benchmark reports have been developed in Kindergarten to test the standards each six-week grading period.
Non-Academic Strengths and Needs
We analyzed non-academic data to determine strengths and needs. The following information was compared using data from our 2003-2004 School Improvement Plan.
Student Demographics
Student enrollment has continuously increased since the 2003-2004 school year. The enrollment number increased by 78 students from the 03-04 to 04-05 school year and by 32 students from the 04-05 to 05-06 school year. The number of white students has remained the same and the number of black students has decreased by nearly 1%. There was no significant change in the percentage of students in other races, since all other groups made up 1.7% or less of our student population. There were more female students than male students in the white subgroup for the 03-04 and 05-06 school year and more males than females in the black subgroup. All other racial subgroups had 4 or less males or females. There were more male than female students in Kindergarten and first grade. The number of females in second grade exceeded the number of males.
Our school attendance has remained the same at 95.2%. The promotion rate decreased 2.1% from 2004 to the 2005 school year. The low socio-economic status was 51% for the 2005-06 school year. This percentage was figured using the number of free/reduced lunches instead of the state report card. This percentage decreased by 3.6%.
Data was gathered to establish baseline information for special education, LEP, behavior, preschool experience, migrant, mobility, and homeless subgroups. The baseline data in this plan will be used to make comparison in our next planning cycle.
Educator Demographics
There were some changes in our educator demographics since our last School Improvement Plan. A program assistant was hired on a one hundred day contract beginning in 04-05. At the present time, the number of special area teachers remains the same while there are 31 classroom teachers for Kindergarten, first, and second grade. There are 5 other certified teachers for Guidance, Special Education/Junior Achievers, Pre-School, Speech and Language, and a Comprehensive Developmental Class (CDC). There are 3 full-time and 1 part-time Kindergarten assistants, 3 first grade assistants, 2 second grade assistants, 1 computer lab assistant, 1 part-time library assistant, and 6 special education assistants.
Since our last School Improvement Plan, all faculty and staff have received training in Steven Covey’s Seven Habits of Highly Effective People. Teachers and administrators have been involved in training sessions in Highly Effective Questioning Techniques, Dimensions of Learning, and Poverty. The Eighth Habit has been added in the last year and training has been offered.
School Demographics
There were no changes in the historical background since our last School Improvement Plan. There were a few changes in our facilities. A new sign and parking lot were added in front of our building. Picnic tables were placed outside near the cafeteria, and a rock-climbing wall was put up in the gymnasium. The 2003, 2004, and 2005 Tennessee Report Card indicated that we received a safe status rating. The length of our school day remained the same at 7 hours. Our total expenditure of all funds in the district’s operating budget was $102,062.00 higher in 04-05 than in 03-04 and 05-06. The total expenditure of general purpose funds was $139,526.00 higher in 04-05 than in 03-04 and 05-06. Our per pupil expenditures increased $718.00 in 04-05 from the 03-04 school year and remained the same in 05-06 as the 04-05 school year. The per pupil expenditures were $750 less than the state rate and $2500 less than the national average.
Special Programs, Initiatives, and Awards
Programs and Initiatives include Character Counts, Patriot Pals, Partners in Education, and the French Café. These have been used to reinforce positive character traits and behavior.
Services for preschoolers include The Family Enrichment Center’s “Preschool in a Bag” and “Preschool Hour”. W. G. Rhea serves children with needs through a “Child Find” program and a three and four-year-old Special Education Preschool.
An after-school enrichment class in Russian culture has been offered for the last 10 years. Second grade students may participate in this program in the first semester and first grade students in the second semester. Our school offers Kids Club, a before and after school day care.
High achieving students at Rhea School benefit from the Junior Achievers program. This program services students with high academic ability in first and second grade. In order to be eligible for this program, students must read one grade level above their present grade level and score in the 90th percentile or above. These students must also meet the state qualifications for school performance and creativity. Second grade students are serviced in an advanced reading group. These students have very high reading levels and are participating in novel studies in addition to their regular reading text. The same state curriculum guidelines are implemented using a more enjoyable and challenging text for the students. This class meets daily for one hour. The first grade class participates in an enrichment class designed to enhance the present curriculum. Units include advanced activities in science and social studies.
The counseling program at W. G. Rhea School strives to provide the support needed for every student to have a successful and enriching experience at school. The counselor welcomes students, parents, and staff. The counselor provides classroom, individual and small group guidance classes. Classroom guidance classes meet twice monthly where character education, self-esteem, personal safety, conflict resolution, health and wellness, and family awareness are discussed. Individual guidance is available on a one-on-one basis where behavior, social, and academic issues are discussed. Small group guidance classes are conducted in a small group setting with emphasis on character education, self-esteem, anger and conflict management, and behavior issues.
W. G. Rhea School employs a part-time Registered Nurse. The school nurse provides many services to students during the day. She is responsible for medication administration and medical treatments ordered by the student’s physician or requested by the parent. Every year a report is submitted to the state documenting the number and type of medications given. She is also responsible for coordinating and conducting health screenings which include vision screenings and head lice checks. The nurse is often involved in M-team meetings to help plan for individual students and coordinates on site health records for every student enrolled. She assures every student is in compliance with state immunization requirements and reports the findings to the state. The school nurse writes a care plan for every student with a chronic health problem and shares the plan with the student’s teacher. During an average day, the nurse sees between 25-40 students to assess minor ailments and administer basic first aid. Parents or physicians are contacted when necessary. The nurse also provides blood pressure screenings and health assessments to faculty and staff members.
The W. G. Rhea library had a monthly circulation of 3,001 materials in January 2006 compared to 1,259 in August of 2005. This is the total number of books checked out by students and teachers combined. A diagnostic analysis of our school’s collection was collected. It shows areas where books need to be added. Our school is below the recommended number of books needed per student. Our collection is older than the average recommended age for children in our school. These two problems are being addressed by adding new titles.
PTO sponsors and is actively involved in all aspects of “Supper with Santa”, “Donuts with Dad”, and “Muffins with Mom”. Parents are involved in tutoring as well as cookouts, field trips, class projects, and special events. The Parent Involvement Committee has after school Accelerated Reading nights for first and second grade students and their parents.
We have an Artist of the Month program and continue to provide numerous music and art programs through the Hancock Trust Fund. The Paris Special School District ranks among the 100 Best Communities for Music Education and received an award in 2001, 2003, 2004, and 2006.
Academic initiatives include Four Block Reading, STAR Early Literacy, STAR Reading, STAR Math, Destination Reading for Kindergarten, United Streaming, Alpha Smart, and Accelerated Reader programs. We added the Academy of Reading computer program to enhance the reading programs already in place. In addition, we have developed our own incentive reading program that encourages students to read more at home with parents and other family members.
Community Demographics
The size of the community has remained the same since 2003 from the latest census given to us. Major employers provided most jobs in blue-collar manual labor positions. We project very little future growth because of layoffs and job cuts in our area. We have continued our Partner in Education program with Plumley-Dana. Our Partner in Education and our school PTO have been our main support agencies.
Academic and Non-Academic Strengths
Academic Strengths
The TCAP Class Summary Report indicated that Kindergarten students had national percentile scores above 63% in all subject areas. First grade students scored above 65% in all subject areas except science and social studies. Second grade students scored above 65% in all subject areas and on all subtests. TCAP performance level summary tests were analyzed for first and second grade. All W. G. Rhea School Elementary School students were grouped together and were proficient or advanced in reading, language arts, writing, and math.
Hispanic students showed the largest gain on the STAR growth report with 119 points. In Kindergarten, low students gained 123 points, middle students improved 92 points, and the high students gained 53 points. Reports for first grade indicated that low students in 109.7 points and students in the middle group showed a gain of 75.3. Low performing second grade students improved 101.8 points.
Second grade students did well on the student report cards in spelling. The gap in spelling between genders and races was very small.
Specific strengths noted from the survey results were:
Non-Academic Strengths
Our school status was rated safe on the 2003, 2004, and 2005 Tennessee Report Card. The W. G. Rhea Elementary School Inventory from Component One indicated the following strengths:
1. Students are provided with quality instructional programs.
2. Teachers have high expectations for students.
3. Students have a wide variety of resources for learning.
4. The school environment was safe, clean, pleasant, and orderly.
School safety was also ranked most important on the “Survey of Goals for Student Learning” and showed the highest level of achievement.
Parent Involvement Surveys were sent out and the results were very positive.
These showed that all parents surveyed felt the following were strengths:
1. Parent involvement is necessary to increase student achievement.
2. The school offers opportunities for parent involvement.
3. Parent help with homework is important to increase student achievement.
4. Parents are informed of their child’s performance and activities.
5. Parents are informed of school rules, policies, activities, and other important information.
6. The school offers opportunities for parents to volunteer.
7. Parents are made to feel welcome at school.
W. G. Rhea Elementary School had a 95.2% attendance rate which remained the same from the previous school year in 2005. The promotion rate of 97.3% was a slight decrease from the 99.4% in 2004. Both the attendance and promotion rates were an “A” on the 2003, 2004, and 2005 Tennessee Report Cards.
Academic and Non-Academic Needs
Academic Data Collection, Analysis, and Needs
We use Renaissance Place to review information by the NCLB subgroups, especially concerning gender, race, and socio-economic status. At W. G. Rhea Elementary School, 55.6% of our students are economically disadvantaged. We need to analyze our socio-economic groups to determine the achievement gaps.
Our subcommittee also reviewed the Tennessee Standards for each grade level. We need to continue curriculum mapping to coordinate our teaching materials with the state standards. We also need better methods to assess and monitor student progress in these standards.
STAR data showed there was a significant gap in reading between our black and white students in 2003-2004 and 2005-2006. It also indicated an achievement gap between males and females and also between black and white students. Second grade students in the middle and high levels did not show large gains in growth. We have discussed the need to get a higher level STAR test for our middle and high students so that we can accurately compare growth rates in those two groups.
The 03-04 analysis of student report cards for all grades showed an achievement gap in reading and math between male and female black students and between black and white students. There is a large gap on report cards in the first grade reading and math grades between black and white male students in our school. There was also a gap in both reading and in math between male and female students.
The 05-06 student information was analyzed. In Kindergarten, Benchmark Assessments were given and the students showed 83% mastery in reading and 87% mastery in math. First grade report cards showed that black females scored lower than black males in reading while all white students showed mastery in both reading and math. There was a significant gap between black and white males in reading and math for second grade.
We need to have before and after school tutoring programs and use volunteers more effectively to narrow this achievement gap. Our educational assistants in some grade levels have been cut and the amount of time for assistants to spend with students has been limited. We need more educational assistants to help
“at-risk” students with reading and math.
The W. G. Rhea Elementary School “Goals for Student Learning Survey” was analyzed and the following needs or target goals were selected:
These goals are aligned with NCLB goals and benchmarks, Tennessee state standards, and PSSD five-year goals.
Non-Academic Needs
More involvement with parents of black and economically disadvantaged students is needed. We had only 74% of our parent involvement surveys returned. The high percentage of parents who did not complete and return the survey indicated that we have a need to get them more involved. The survey results were very positive but a few indicated that parents should be included on school committees, meetings should be scheduled at different times to accommodate work and childcare schedules, and that we should continue to provide information on how parents can help students at home. More involvement with parents would help to lower our achievement gaps.
We will continue to monitor student progress in the area of personal and social responsibility. We need to focus on our goal for students practice self-control and show respect for others.
3.5 Prioritized List of Goal Targets
The results of the W. G. Rhea Elementary School “Goals for Student Learning Survey” were analyzed and the strengths and needs indicated by our survey were determined. Two goals were selected from Learning-to-Learn Skills and one goal was chosen from Personal and Social Responsibility. These survey goals were ranked by stakeholders as the highest level of importance and but showed the lowest level of achievement. Academic data and non-academic data were also analyzed to determine our strengths, needs, and target goals. The goals were then written in terms of performance and student expectations. After an analysis of all data sources, the goals were prioritized by our Academic and Non-Academic Analysis committee. The prioritized target goals were then presented to the stakeholders, and it was the consensus that these goals be approved. The goals are aligned with NCLB goals and benchmarks as well as the Tennessee state standards. The following target goals will be the goals for our 2005-2006 School Improvement Plan:
1. Our goal is for all students to demonstrate understanding of basic math concepts by scoring 80% on grade level benchmark assessments by the end of each six weeks grading period. Second grade students will also engage in the Star Math computer program showing a 5% grade level gain by the end of the school year using pre-test/post-test data.
2. Our goal is for all students to demonstrate understanding of basic reading concepts by maintaining an average of 80% on grade level benchmark assessments by the end of each six weeks grading period. Students will also engage in the Star Early Literacy or Star Reading computer programs showing a 5% grade level gain by the end of the school year using pre-test/post-test data.
3. Our goal is for 95% of all students to demonstrate and practice self-control and show respect for others by maintaining an average of an O or S in conduct at the end of each semester.
Subcommitt
Component 4 - Curricular, Instructional, Assessment, and Organizational Effectiveness
Committee Members:
Debra Perkins - Kindergarten teacher – chairperson
Pat Corley - first grade teacher
Karen Hart -first grade teacher
Cindy Lowe -resource/gifted teacher
Laurel Beish - Kindergarten teacher
Deanna Jones - first grade teacher
Angie Holmes - second grade teacher
Tammy Carrico – teacher assistant
Subcommittees:
Angie Holmes
Cindy Lowe
Karen Hart
Pat Corley
Laurel Beish
Deanna Jones
Liz Wilson
Karen Hart
Debra Perkins
Cindy Lowe
Randall Perkins
Jill Fagan
Laurel Beish
Karen Hart
Cindy Lowe
Debra Perkins
Tammy Carrico
Minutes from Committee 4 Meetings
Meeting #1: March 14, 2006 - 3:00 PM
The committee on Organizational and Instructional Effectiveness met to begin discussions on the organization of materials for Component 4 Analysis. A copy of the previous analysis was given to the members prior to the first meeting. The members looked over the analysis and decided that the faculty should be given the same survey this year to compare the results from last year. Debra Perkins would copy the survey and pass it out to the faculty to complete.
Meeting #2: March 17, 2006 - 1:00 PM
The committee looked over the survey and tallied the scores. The committee reviewed the results of the Survey of Organizational and Instructional Practices. Areas of strengths and weaknesses were assessed.
Meeting #3: March 27, 2006 - 1:00 PM
The committee began to break down the last copy of the analysis by adding and deleting information making the analysis more current. Committee members will be responsible for the following jobs:
Angie Holmes-Allocations information
Cindy Lowe-Typing and compiling information
Pat Corley-Curriculum
Laurel Beish-Organization
Deanna Jones-Instructional Analysis
Karen Hart-Collaboration
Debra Perkins -Compiling the report and analyzing data
Meeting #4: April 4, 2006 - 1:00 PM
The committee met with their updated information. The members began to go over the last analysis a page at a time updating the information.
Meeting #5: April 5, 2006 - 1:00 PM
The members continued updating information from the last analysis. Cindy Lowe volunteered to type and update the computer copy.
Meeting #6: April 20, 2006 - 1:00 PM
Cindy used the ActivBoard to project the type written copy so that all the committee members could see the rough draft. As the draft was read, committee members looked for spelling, grammatical and others errors to correct in the document. Cindy made the changes as we went along.
Meeting #7: April 22, 2006 – 1:00 PM
Committee members re-read a copy of the printed analysis. Changes were made and errors corrected. The copy was typed into the SIP Guide. Printed copies were made to present to the staff and the principal.
Component 4: Curricular, Instructional, Assessment and Organizational Effectiveness
W. G Rhea educators provide a range of options to encourage parents, stakeholders, and community members to be actively involved in the education
of children. We feel that informed parents promote student responsibility and learning. Our school is now utilizing a volunteer program that includes parents, community volunteers, and a group called AmeriCorps. Volunteers come to several classrooms each day to work with individual students or small group remediation. All volunteers strive to make a difference in the education of the students. Each classroom also creates a weekly newsletter to inform parents of the classroom activities for the upcoming week and skills that need to be reviewed from the past week. Rhea School Parent Teacher Organization Newsletters are sent to parents once a month. The principal also sends home letters to parents announcing special events and school activities. W. G. Rhea School also has a website and parents receive e-mails and announcements from our web master. Our W.G. Rhea School handbook is given to parents on registration day. This document identifies the school mission and focus. It also describes the school policies and procedures for behavior, attendance, grading, and other information. The school has a Parent Orientation Night that takes place during the first week of school. During parent orientation, teachers describe the policies and procedures of the classroom including homework, grading, behavior, and emphasis for the year. The school conducts parent-teacher conferences at the end of the first six weeks. We have “Accelerated Reading Night” where parents interact with their child during the AR activities. Parents and other members of the community come as guest readers throughout the year. At various PTO meetings throughout the year, the physical education classes and the music classes perform. PTO supports family involvement activities throughout the school year. PTO sponsors a school wide party in the fall and one in the spring. Parents plan, organize, and attend their child’s classroom party. Throughout the year the PTO sponsors numerous opportunities such as “Supper with Santa,” “Muffins with Mom,” and “Donuts with Dad” in order to involve stakeholders in the educational environment. Teacher representatives attend PTO meetings during the school year. Paris Special School District offers opportunities for stakeholders to become active participants in their child’s education through bi-monthly Parent Academy.
W.G. Rhea School also works to involve community stakeholders in school learning opportunities. Through the Character Counts and Patriot Pals programs, we are working to share with stakeholders and students, the qualities needed to be productive citizens of our community. Our Partners in Education, Plumley Dana Corporation, assists our school community by helping us reinforce good work habits in our students. They work with our teachers to identify and reward students with good attendance, strong academic performance and good work habits. Our school and the Family Enrichment Center work together with such programs as Preschool in a Bag and Preschool Story Hour. Our collaboration allows us to bridge the gap between preschool and Kindergarten.
W.G. Rhea has a working relationship among administrators, teachers, and support personnel that is conducive to the learning environment. Bi-monthly grade level meetings are held. Faculty meetings are held at least once a month. In these meetings, curriculum topics, assessment information, and instructional ideas are developed and shared. At the completion of the school year, each teacher completes a grade placement sheet. These are used by a team of special area teachers and the principal to place students in heterogeneous groups for the following year.
W. G. Rhea School's vision, mission, beliefs, and goals are developed through a group process that engages the school community. The school community fills out a survey and questionnaire. After the survey is tallied, a meeting is held to revise the school’s mission and statement of beliefs. A vision statement is written to reflect the fulfillment of the school’s mission. After development, the mission, beliefs, vision, and goals are presented to the school community for acceptance and adoption.
Upon the evaluation of collaboration for the 2003-2004 school year, a limitation was identified. We found that the communication between grade levels was not as consistent as it should be. We feel that through stronger communication between grade levels, knowledge and performance requirements could be achieved. We have started to work on this by increasing communication between the third grade teachers of Paris Elementary School and second grade teachers at W.G. Rhea. Through this collaboration students will have increased opportunity for growth and success.
The school produces quality instruction by actively supporting teaching and learning within an academic climate. Rhea School has an experienced and highly qualified staff. Rhea School teaches use the Four Blocks/Building Blocks Reading Model. This multi-leveled reading program incorporates guided reading, writing, self-selected reading, and working with words (phonics and decoding). Teachers are encouraged to attend conferences and visit other schools to gain knowledge on teaching Four Blocks/Building Blocks Reading Method as well as other professional development. Teachers are offered pertinent in-service to help develop their teaching skills. The principal is actively involved by offering a reading incentive program that is ongoing throughout the year. Students are rewarded with A Reading Celebration Extravaganza at the end of the year if the reading goal is met. Technology is used to enhance classroom instruction. All classrooms have televisions, as well as computers. This enables teachers to utilize United Streaming and Maps 101 as an additional instructional tool. The school and our PTO provide monetary support for the purchase of classroom supplies.
The administration provides skillful management of the organization and resources of the school for an effective, efficient, and safe environment. The principals have provided opportunities for parent volunteers. Funds are provided for "Parent Involvement" activities. The principal provides leadership for PTO and teachers to work together toward accomplishing goals. The principal and grade level representatives serve on the PTO Executive Committee to help direct school and PTO resources in an effective way.
The school develops school wide plans for improvement focused on student performance. Our Partner in Education provides an awards program each grading period to recognize outstanding classroom participation and attendance. Both Destination Success and Academy of Reading Award Certificates are presented to each child as an incentive for student reading growth. The principal's reading initiative program for our school has encouraged students to read more books at home and school to improve reading scores. Our school is presently in the process of collecting data to develop plans to lessen a variety of performance gaps. Results are based on male/female, black/white, and highest level of achievement to lowest level of achievement. Goals have been developed based on Benchmark testing and STAR Test scores.
The school monitors progress in improving student achievement and instructional effectiveness through a comprehensive assessment system and continuous reflection. STAR Literacy data is used each six weeks to monitor student progress in reading. Standardized test scores are used to assess student progress. Benchmark testing, in the areas of reading and math, is administered during each six week grading period to compare growth. The Academy of Reading computer software program is used to reflect on progress in reading. The Accelerated Reader program is used to monitor progress in reading comprehension. Classroom tests and observations are used to monitor progress in all subject areas. Each six weeks students complete the basal series unit assessment. Grade level meetings are utilized to improve communication among teachers of the same grade level. Teachers' planning times are scheduled to ensure planning and delivering integrated instruction with higher order academic content. Common planning times among teachers from the same grade level have been instituted this year These are held weekly and biweekly. After school grade level meetings are utilized to improve communication among grade levels.
At the end of the year, classroom teachers complete student placement sheets. These are used by a team of special area teachers and the principal to place students in heterogeneous groups for the following year.
4.3: Resource Allocation
W.G. Rhea School has a wide variety of resources used school wide to improve student performance. We have a fully equipped computer lab that can service 26 students at one time. The computer lab has the Upgraded Academy of Reading Program. This program is being used school wide to improve reading achievement. Upgraded STAR Literacy and Accelerated Reading Programs are used to improve reading comprehension. Teachers also have computers in their classroom and additional software to support the reading program.
W.G. Rhea uses the Four Blocks philosophy of teaching reading in grades one and two. Kindergarten teachers use the Building Blocks philosophy. Both of these programs used in conjunction with the McGraw-Hill reading series are used to improve student reading achievement.
Students at W.G. Rhea receive instruction in math through the Math Their Way Philosophy as well as the district-adopted text.
District adopted textbooks and kits are available for other subject areas. Extended Contract time is available for teachers to work on curriculum alignment with the state goals and objectives.
W.G. Rhea School has a fully equipped media center and library. A trained librarian is available Monday through Friday to help children. The library has been recently equipped with the OPAC system. This system allows for a more organized and timely retrieval of information available to students and teachers for instructional purposes. In addition to a highly trained regular and special education staff, W.G. Rhea School has a full time music and physical education teacher. Additionally, this school year, we have added a trained teaching assistant to help in the computer lab.
Table of Resource Allocations at the District and Local School Level
|
|
W.G. Rhea |
Paris Special School District |
Allocations |
|
Donations |
Hancock Trust/ Memphis Arts Council Grant |
|
$2,955.00 |
|
|
Plus Endowment Grants |
|
$1,000.00 |
|
|
PTO Funds |
|
$11,000.00 |
|
|
|
|
|
|
Material Resources |
Principal Discretionary Money |
|
$6,000.00 |
|
|
Technology |
|
$300,000.00 |
|
|
|
Text Books |
$174,494.00 |
|
|
|
Title I |
$288,911.00 |
|
|
|
Title II, Part A-Classroom Reduction |
$89,275.00 |
|
|
|
Title II, Part D Technology |
$7,961.00 |
|
|
|
Title IV, Safe and Drug Free Schools |
$9,823.00 |
W.G. Rhea School is fortunate to have several Human Resources that cost little to no money and help strengthen our school and improve our connections with parents and the community.
|
|
W.G. Rhea School |
Community |
|
Human Resources |
|
|
Data Analysis
The results from the teacher survey for Instructional and Organizational Effectiveness completed in 2003-2004 were compared with the results from the same survey completed in 2005-2006. On both surveys, teachers gave curriculum development a high ranking. However, the 2005-2006 survey indicated a slight deficit in the area of communication across grade levels. While significant improvements in communication have occurred during the present school year between Rhea School and Paris Elementary School, we need to focus on ways to have better communication between grade levels within our own school. We conclude that our school curriculum and intra grade communication are improving and will continue to do so through the school improvement process. The Survey of Organizational and Instructional Effectiveness and the survey results can be found in the Appendix on pages 76-81.
In the area of curriculum analysis and support, we identified multiple procedures supporting curriculum analysis within our school. We have grade level meetings held twice monthly to discuss and plan curriculum. Teachers within a grade level participate in common planning time within the school day twice monthly. Each grade level works on alignment of curriculum during this shared time. We monitor and adjust instruction as needed to meet the needs of students throughout the year. Teachers participate in extended contract work on curriculum mapping to correlate skills and curriculum with state standards. This is done during summer months. The mapping is then put together in a format that is shared with each teacher in the grade level. This is used to help plan out the teaching for the year. Teachers communicate with each other across levels to share pertinent information about student achievements.
Faculty meetings are held once a month to keep us informed of latest developments in education. Faculty meetings are utilized to set new goals, monitor and adjust the curriculum, and support each other by sharing success stories within the school.
Teachers also utilize technology to plan and support the curriculum. E-mail is used frequently to share updates in the areas of instruction and planning. Concepts and skills are e-mailed to the principal to ensure alignment with the state curriculum standards. Teachers communicate on a daily basis through e-mail. This allows for the sharing of information necessary to monitor and adjust, based upon the needs of the students and the curriculum. We use software, such as Harcourt Mathematics, to support the curriculum and assessment process. Based upon this data, we are able to monitor results and our improvements on a continual basis. The Tennessee Education News is provided online for teachers and is an additional source of information about current issues in education.
Through the efforts of the Closing the Gap Initiative our school system and other school systems within our county are focusing on alignment through all grade levels. Our school district is clustered according to grade levels. Therefore, we have opened the lines of communication with the schools to which we feed our students.
Data Analysis
A comparison of data from the Instructional and Organizational Survey 2003-2004 and 2005-2006 indicated that we have a strong curriculum and that we need to grow in the area of communication. With the addition of an expanded gifted program and Wilson Fundamentals program, the faculty felt that the curriculum was further strengthened and that the needs of all learners were generally being achieved. The faculty is seeking avenues to increase communication between grade levels. We conclude that our school’s instructional and communication processes are improving and will continue to do so through the school improvement process.
Research-based Strategies
Our school district has adopted and implemented the Four Blocks/Building Blocks Reading Model for the past five years. This model incorporates guided reading, writing, self-selected reading, and working with words (phonics and decoding) into a multi-leveled reading program. Our school utilizes a manipulative-based approach to mathematics. Teachers facilitate student learning through the use of manipulatives in conjunction with Math Their Way philosophies, and our Harcourt Brace Math textbooks. These texts are aligned with our state curriculum for mathematics and supplemented with AIMS (Activities Integrating Math and Science) resources. We use STAR Math for diagnostic purposes in second grade.
Appropriate Staff Development
Teachers are provided with appropriate staff development. All new teachers within our school district have attended several days of "new teacher" training, as well as training to help them implement current programs the school has in place. Teachers are provided five days of in-service training prior to the beginning of each school year to increase and develop their teaching skills and thought processes. Teachers are also provided with optional professional development opportunities throughout the school year. Ongoing staff development is offered in Steven Covey's “Seven Habits of Highly Effective People” to aid teachers in the management of their time and work. Teachers previously trained in “Seven Habits” can also participate in the new “Eighth Habit” training. In the summers of 2003 and 2004, teachers received training in higher level instructional questioning and dimensions of learning. Teachers are encouraged to utilize the new lesson plan format incorporating these highly effective strategies into instruction. In 2005, teachers received training in brain researched based strategies, new Harcourt Math curriculum/computer program, the CPI student response system, thinking maps, Autoskills Academy of Reading, and additional training in Four Blocks/Building Blocks.
Effective Time Utilization
The instructional and planning time of teachers are protected to ensure their effective use. Teachers are provided a 40 minute planning period each day. This time is devoted to lesson preparation and classroom management. Instructional time is well protected from interruption. Use of the intercom and telephones are restricted and used only when necessary.
System for Monitoring and Adjusting
Teachers use computerized reading assessment software called STAR Literacy and STAR reading each six weeks to monitor student progress in reading. The teachers use this data to determine areas of reading in need of reinforcement and development. Teachers also utilize this data to inform parents of their children's progress in reading.
Students at W.G. Rhea Elementary School are using the Academy of Reading software in conjunction with our current reading curriculum to increase student achievement in reading. Through the use of this program, students' literacy skills are being enhanced. The program teaches sounds, patterns of sounds, and letters to help students better understand the process of reading so that they are more able to focus on comprehension. The special education teacher utilizes the capability of the program to make adaptations for students with reading disabilities. Advanced students also benefit from the self-paced design of the program.
Students are using Accelerated Reader to build reading comprehension strategies. Teachers use Accelerated Reader to assess and improve comprehension of the stories within the adopted reading series. Teachers use this data in conjunction with the STAR data, Academy of Reading, standardized test scores, as well as classroom tests and observations to monitor and adjust instruction based upon the needs of their students.
Teachers utilize the math assessments and cumulative review tests accompanied with our mathematics series to ensure that students are learning the material required by our curriculum standards. Teachers also use the standardized test results for mathematics to monitor and adjust instructional strategies so that all children are achieving in mathematics.
Suggested Actions:
Curriculum
· Incorporate higher level thinking and reasoning skills, learning to learn skills, Habits of Mind, workplace skills, and multicultural perspectives into the curriculum.
· Provide teachers with a well-articulated curriculum aligned with assessments and ensure that the curriculum is actually taught.
· Teacher training has been completed in Differentiated Learning. Teachers will be looking for ways to incorporate this philosophy into our instructional programs in order to enhance the individual learning styles of all students.
Instruction
· Ensure that teachers incorporate research-based strategies shown to be highly effective with the students they teach. Promote the use of teaching strategies that actively and appropriately engage students in learning activities, making contributions, asking questions, participating in discussions, and using technology to learn.
· Communicate the expectation to teachers that they be committed to horizontal and vertical team planning, participating, and contributing willingly and eagerly.
Assessment
· Determine the extent to which assessments are aligned with curriculum, instruction practice and standardized assessments, then develop steps to ensure tight alignment.
· Use assessment results in ways that help teachers improve instructional practices.
· Use assessment results to gear instruction to student needs and to provide timely remediation, enrichment, acceleration, tutoring, etc.
Organizational Processes
· Involve staff in key decisions and establish clear communication and leadership roles.
· Target all professional development activities toward enhancing student learning. Examine student assessment data to identify areas for professional development.
· Provide teachers with necessary training to help all groups of students meet high standards of learning.
· Provide additional learning opportunities for students who do not initially achieve performance expectations or standards.
Table of Strengths and Limitations in the areas of: Curriculum, Instruction, Assessment, Organization
|
|
Strengths |
Limitations |
|
Curriculum |
· Curriculum and Instruction are based on standards and benchmarks. · Academic Skills are integrated into all subject areas and classes. · Students read, write, and solve math problems across subject areas. · Efforts are being made to strengthen communication in order to bridge the gap between second and third grade. · Enrichment opportunities are offered to expand the curriculum through the gifted programs and after school programs. · The needs of slow learners are addressed through the Wilson Reading Fundations Program and The Special Education Resource Room. |
· Teachers have minimal opportunities to communicate between grade levels, within the school, regarding knowledge and performance. · Content, process, and products of learning require differentiated instruction to best service individual learner’s needs.
|
Instruction |
|
|
|
Assessment |
|
· No limitations were noted. |
|
Organization |
|
· No limitations were noted. |
Component 5 - Action Plan Development
Committee Members:
Glenda Boyd – second grade teacher - chairperson
Jennifer Cloar – speech/language teacher
Kathy Coley – second grade teacher
Marissa Elliott – reading specialist
Marsha Kriesky – first grade teacher
Pat Nelson – first grade teacher
Melba Wilkins – Kindergarten teacher
Katie Powers – teacher assistant
Rhonda Compton – parent
Subcommittees:
Marsha Kriesky
Melba Wilkins
Marissa Elliott
Rhonda Compton
Glenda Boyd
Kathy Coley
Glenda Boyd
Jennifer Cloar
Pat Nelson
Katie Powers
Marsha Kriesky
Kathy Coley
Glenda Boyd
Minutes from Committee 5 Meetings
Meeting # 1: January 23, 2006 - 3:00 PM
The committee members met and discussed the goals and timelines for specific items for component 5. The implementation of the 3 goals and how the action plans would tie in with the goals was discussed. Mrs. Rhonda Compton was introduced as our parent member and Mrs. Katie Powers introduced as our non-certified member for our committee. We then discussed subcommittees and a time to meet to discuss information that each subcommittee would present.
Meeting #2: February 13, 2006 - 3:00 PM
Glenda met with subcommittee members Pat, Marissa, and Rhonda to discuss information that had been gathered to review for reasonable percentages on goal writing for math and reading. Plans were discussed for drafting and implementing assessment and checklist charts for each goal. These will be developed and handed out to all teachers.
Meeting #3: February 23, 2006 - 3:00 PM
The subcommittee for information gathering met with the other component 5 members to report the findings of projected costs of some of the action steps for component 5. After this meeting was adjourned Glenda met with the chairpersons of component 3 and 4 to discuss the goals and needs. Also discussed were several strategies and steps used to support professional development, parent and community member involvement for the goals.
Meeting #4: March 6, 2006 - 3:00 PM
Committee members from component 5 met to go over the draft of all three goals and to discuss needs that address our goals. How these goals and needs tie into our system’s five year plan was also discussed. A few corrections were made and suggestions given for goal 2. Action steps and implementation of these steps were discussed for each goal with more information needed to be gathered. The rubric for the goals, action steps and implementation plans were reviewed and discussed in detail.
Meeting #5: March 13, 2006 - 3:00 PM
Committee members met and received a rough draft of action steps and implementation plans for steps to be reviewed for possible corrections and revisions over the three goals. A date was set to meet and make needed corrections and revisions. This will be on April 3, 2006.
Meeting #6: March 27, 2006 - 3:00 PM
Subcommittee members Kathy and Glenda met to work on the introduction part of component 5. A copy of this introduction will be handed out to all the committee members to be discussed at the next meeting on April 3, 2006.
Meeting #7: April 3, 2006 - 3:00 PM
Committee members met and discussed corrections and revisions of the rough draft. The introduction draft was also handed out and reviewed. After much discussion, the draft was revised. One part of the introduction part was revised. A copy of the plan along with the introduction will be handed out to all faculty and staff for comments and suggestions. A date was set to meet for the final viewing of the completed draft. The date set was April 17, 2006.
Meeting #8: April 17, 2006 - 3:00 PM
Committee members met to discuss and review the final draft and any comments and suggestions received. After some discussion and revision, the final draft was approved by the committee members. This final draft will be handed into the steering committee members during the April 21, 2006 meeting at 1:10 p.m. in the principal’s office.
Component 5: Action Plan Development
Introduction
Members of the School Improvement Plan committee comprised of classroom and special area teachers, non-certified school personnel, and a parent representative used data and information from committees three and four to develop our action plans. Measurable goals were stated to address student needs in math, reading and character development. Action steps were clearly aligned to each of the goals. An implementation plan was designed to ensure a collaborative network of support for student learning.
The three target goals for student learning addressed in the following action plans were determined by the Student Performance Data Analysis Committee. Needs that were identified included learning-to learn skills and personal and social responsibility. After a preview and consensus of the faculty, three specific goals relating to math, reading and conduct were determined to be priorities for W. G. Rhea Elementary School’s improvement plan.
For each measurable goal, timelines have been established and focus placed on student performance. Critical to the development process were the needs identified by the data, as well as NCLB requirement benchmarks and goals. Goals were correlated to the PSSD’s Five-Year Plan.
The implementation of Four Blocks Reading Program, Character Counts Programs, Star Reading and Star Math, Accelerated Reading, Academy of Reading, United Streaming Computer Program, Destination Success, Fundations Science Researched Based Reading Program, reading and math resource classes, Advanced Reading Class, AmeriCorps volunteer program, and OPAC into the curriculum creates many opportunities to strengthen student achievement. These programs are aligned to achieve the target area goals for student learning.
In addition to describing the action steps necessary for each goal, we have estimated the timeline and projected cost for each goal. The implementation of the plan states the person or persons responsible for the strategies and interventions. Appropriate monitoring strategies have been established for each level.
The School Improvement Team reviewed the action plans to ensure consensus and alignment with student needs in our school. Faculty and staff were given copies of the plan to elicit comments and suggestions. Upon receiving feedback from the faculty and staff, and making necessary changes, the plans were finalized.
|
Goal |
Our goal is for all students to demonstrate understanding of basic math concepts by scoring 80% on grade level Benchmark Assessments by the end of each six weeks grading period. Second grade students will also engage in the Star Math computer program showing a 5% grade level gain by the end of the school year using pre-test/post-test data. |
|
Which Need(s) does this Goal address? |
The needs addressed from this goal are:
|
|
How is this Goal linked to the system’s Five-Year Plan? |
PSSD Goal 2 – Raise expectations and performance standards so that every Paris Special School District student experiences success and demonstrates mastery.
PSSD Goal 5 – State of the art technology will be used to improve student achievement and record keeping. |
5.2: Action Steps (Goal 1) |
|
5.3: Implementation Plan (Goal 1) |
|||
|
Goal 1: Action Steps (Strategies, Interventions, or Scientific Based Research) |
|
Timeline
|
Person(s) Responsible |
Projected Cost(s) |
Monitoring Strategy |
|
Grade Level Math Benchmark Assessments are given after the completion of a specified math unit. Standardized Assessments from math series are given during each six weeks period. |
|
August 2005 - May 2006 |
Principal
Classroom teachers |
Cost included in original Math book adoption funds |
Progress and Record Keeping Charts
Examples of the record keeping charts are located in Appendix on pages 83, 85, and 87.
|
|
Star Math computer program and training for utilization of the math program. Star Math tests are given to each second grade student at the end of each six weeks grading period. A total of at least 6 tests are given annually. |
|
August 2005 through May 2006 and ongoing |
Principal
Supervisor of Instruction
Technology Committee
Computer Lab Assistant
Classroom teachers
|
$2,497.00 for the first year and $396.00 for each additional year |
Computer generated progress charts and reports |
|
AmeriCorps – Volunteer tutors to aid in closing the gap (NCLB) These volunteers tutor W. G. Rhea Elementary School students an average of 8 hours per week during the school year. |
|
September 2003 through May 2006 and ongoing |
Principal
Organization volunteers
Classroom teachers |
No Cost |
Number of hours are reported to principal – Average of 8 hours per week starting the second week of school have been logged.
Teacher observations
Grade level checklists – Example of the Tutoring Log located on page 89 of the Appendix. |
|
Independent Volunteers – Parents and retired citizens working with at-risk students These volunteers work with students daily/weekly as needed from teacher’s directions. |
|
Annually August through May |
Principal
Volunteers
Classroom teachers |
No Cost |
Feedback to principal, and teachers
Teacher observations
Grade Level checklists – example of tutoring log located on page 89 of the Appendix.
Star Math data (second grade) |
|
Continuation of curriculum mapping of the Tennessee State Standards throughout the year when school is in session and during summer months |
|
August 2003 through May 2006 and ongoing.
|
Principal
Supervisor of Instruction
Teachers |
Career Ladder extended contracts $1000.00 per grade level Total - $3000.00 |
Computer generated tests with teacher selected questions which address the Tennessee State Standards
Harcourt Math computer program with generated reports
|
|
Harcourt-Math Series with computer program and training for utilization of this math program |
|
Training June 6, 2005
September 2005, Grade level training of Harcourt Math computer program
Program utilization August 2005 through May 2006 and ongoing |
Principal
Supervisor of Instruction
Teachers
Computer Lab Assistant |
$19,000.00 |
Computer generated reports
Standardized assessments from math series correlated with Tennessee State Standards |
|
United Streaming Computer Program- A digital video and multi-media based learning program that was purchased to incorporate high-quality imagery into lessons using a database of thousands of standards-based images. Can be used daily in classroom and/or computer lab in correlation with curriculum. |
|
August 2005 through May 2006 and ongoing |
Principal
Supervisor of Instruction
Teachers
Computer Lab Assistant |
$1000.00 |
Online quizzes covering program and materials. These are taken individually or as a group. |
|
Resource Math Class – This is a class to teach resource for students who do not qualify for our CDC class, but who do qualify for academic assistance in math. One specific aspect of this class is to help in closing the gap. (NCLB) Students time of participation vary in this class based on individual needs, IEPs, Star Math data and teacher recommendations. |
|
August 2004 through May 2006 and ongoing. |
Principal
Supervisor of Instruction
Special Education Supervisor
LD Special Education Resource Teacher
Classroom teachers |
|
Weekly and end of six weeks assessments are reported to teachers and parents. There are 6 six week reports per year. |
|
GOAL 1 |
Professional Development Plan (Steps or Strategies) to Support Action Plan |
Poverty Awareness which was presented on August 4, 2003 for inservice to all teachers and staff with focus on NCLB with continued updated training during 2004, 2005, 2006 and faculty meetings throughout each school year.
Bi-monthly grade level meetings with discussions and ways to improve math scores. Teachers share math activities. Materials and math manipulatives are shared. Math assessments and benchmark results are discussed and reviewed. Teachers who scored high in certain areas share their teaching strategies and techniques on teaching those specific skills and concepts.
Analysis of Benchmark Assessments by grade level inservice day, September 22, 2005.
Follow up of Math benchmark assessments analysis inservice January 3, 2006.
AIMS (Activities Integrating Mathematics and Science) materials are shared and utilized by teachers to enhance math concepts.
Harcourt-Math - Teacher training for implementation of W. G. Rhea Elementary School’s new math series presented June 6, 2005.
Training and utilization of United Streaming Computer Program and how it relates to math instruction was held June 7, 2005.
Technology Inservice day – training for GroupWise Folders and Microsoft Excel, June 21, 2005 |
|
Professional Development Plan (Steps or Strategies) to Support Action Plan |
Benchmark Assessment Analysis with grade level teachers, September 22, 2005
Brain Research Inservice – Strategies and facts of how the brain learns best. How to create a brain-compatible classroom. January 3, 2006. |
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
Parent and community volunteers tutor two to three times a week working with students at risk in math. The volunteers focus (with direction from teachers) on areas of math that will help to close the gap in regard to NCLB.
Parent Orientation Night for each grade level – Math materials and expectations are presented and discussed with parents. math ideas and activities are shared with parents on how to help their child succeed in math.
Parent-Teacher Conferences – Times are scheduled with parents to discuss strengths and weaknesses in regard to Math for each student. One hundred percent of our students were represented at Parent-Teacher Conference for the school year 2005-2006.
Community workers (example: bank employees) are utilized as scheduled guest speakers in regard to math concepts and skills.
Communication via emails and/or letters are sent to parents at the beginning of each math chapter pertaining to math skills and concepts taught and game activities to support classroom instruction.
Take Home Math books, School Home Connection letters and activities pertaining to math objectives sent home monthly.
Star Math progress reports with explanation of math strengths, weaknesses, and ways in which parents can help improve weak areas are sent home each six weeks for second grade students.
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
Patriot Pals from Henry County High School (10th, 11th and 12th grade high school students) often include math skills and concepts along with their character lessons presentations. These high school students present lessons bi-monthly at our school.
Parent Academy – an event hosted by the Paris Special School District Special Education Advisory Council which invites all PSSD parents to training sessions on topics of interest. These sessions were held September, October, November of 2005 , March and April of 2006. In October one of the sessions included math strategies and how to help their child at home with math.
|
|
Goal |
Our goal is for all students to demonstrate understanding of basic reading concepts by maintaining an average of 80% on grade level benchmark assessments by the end of each six weeks grading period. Students will also engage in the Star Early or Star Reading computer programs showing a 5% grade level gain by the end of the school year using pre-test/post-test data. |
|
Which Need(s) does this Goal address? |
The needs addressed from this goal are: 1. NCLB data analysis for subgroups. 2. Better methods of assessing and monitoring student progress for the Tennessee. State Standards 3. Better assessment of students’ strengths and weaknesses in reading. |
|
How is this Goal linked to the system’s Five-Year Plan? |
PSSD Goal 2 – Raise expectations and performances standards so that every Paris Special School District student experiences success and demonstrates mastery.
PSSD Goal 5 – State of the art technology will be used to improve student achievement and record keeping. |
5.2: Action Steps (Goal 2) |
|
5.3: Implementation Plan (Goal 2) |
|||
|
GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) |
|
Timeline
|
Person(s) Responsible |
Projected Cost(s)
|
Monitoring Strategy |
|
Grade level Reading unit tests are given each six weeks. Benchmark tests are given at scheduled times during the school year. Standardized tests are from the reading series. |
|
August through May annually. |
Principal
Classroom teachers |
Cost included in original Reading book adoption funds. |
Progress and Record Keeping Charts.
Examples of the reading record keeping chart is located in the Appendix on pages 82, 84, and 86. |
|
Star Reading Computer Program This program was purchased for the need for middle and high ability students so that a more accurate growth rate in those two groups could be assessed along with a more accurate assessment of NCLB subgroups. |
|
August 2005 – May 2006 and ongoing |
Principal
Technology committee which consists of a teacher from each grade level plus a special area teacher.
Computer Lab Assistant
Classroom teachers |
Estimated Cost
$1995.00 for the program |
Growth reports for each six weeks are analyzed by teachers during grade level meetings for the purpose of individual or small group reinforcement in weak areas.
Data analysis by principal and teachers.
|
|
Accelerated Reading program – a computer program used daily in the classroom and computer lab where students read selected books on their reading level and then take a test for comprehension assessment. This program is to continue in the first and second grades to improve and strengthen reading comprehension. |
|
August 2005 through May 2006 and ongoing |
Principal
Technology Committee which consists of a teacher from each grade level plus a special area teacher.
Computer Lab Assistant
Classroom teachers |
Original program cost approximately $2000.00 |
Computer Printouts of students’ progress each six weeks. Points are tallied and incentives awarded to students throughout the year with a final Awards Program in May for top point achievers in each class.
|
|
Academy of Reading Program – an intervention program for students who need to develop their basic reading skills, especially those who are behind and need to move up a level quickly. The program focuses on the component skills of reading, including phonemic awareness, sound-symbol association, decoding and phonics, working to develop a student’s comprehension abilities. Thus helping in closing the gap (NCLB). Teachers are trained and students engage in this computer program biweekly. |
|
Began December 2003 and is ongoing |
Principal
Supervisor of Instruction
Technology committee which consists of a teacher from each grade level plus a special area teacher.
Computer Lab assistant
Classroom teachers |
Software for Academy of Reading $13,000.00 Training $333.00 With continued training estimated at a cost of $1000.00 to $2000.00 |
Computer generated growth charts, checklists and certificate awards are used in monitoring student progress. |
|
Volunteer Programs (AmeriCorps and the Independent Program) to continue to assist with students at-risk in reading to help narrow the achievement gap. Volunteers average 8 hours per week at W. G. Rhea Elementary School.
|
|
August 2005 – May 2006 and ongoing |
Principal
Community and Parent Volunteers
PTO representative
Secretary
Classroom teachers |
No cost |
Teacher feedback from volunteers.
An example of the volunteer tutoring log is found in the Appendix on page 89.
Teacher Observations |
|
Fundations Science Researched Based Reading Program – This program was launched to help students who have scored below grade level in reading. The Fundations program focuses on letter identification, phonics, syllabication, correct letter formation, reading and spelling words. First and second grade students are placed in small groups and meet with the reading specialist daily for thirty minutes. The reading specialist goes to an at-risk kindergarten class and teaches them in areas of specific reading needs. This program helps in closing the gap (NCLB).
|
|
September 2005 through May 2006 and ongoing |
Principal
Supervisor of Instruction
Special Education Supervisor
Reading Specialist
Classroom teachers |
$974.00 for materials
training $1125.00
Total - $2099.00 |
Reading Specialist’s progress reports – (copies of test results are kept in Fundations classroom)
Star Reading progress reports
Teacher Observations
|
|
Destination Success Computer Program – a multilevel computer program that was purchased for use in the classroom as well as the computer lab to remediate and enrich reading, writing, and language skills. This program targets at-risk students and addresses their needs. This program helps in closing the gap. (NCLB). Allotted time for this program varies with individual needs of students in the classroom and computer lab.
|
|
November 2005 through May 2006 and ongoing |
Principal
Supervisor of Instruction
Computer lab assistant
Classroom teachers |
Courseware - $17,997.00
Professional Development - $5000.00
Technical Support - $2000.00
Total - $24,977.00 |
Computer generated progress reports and evaluations |
|
Reading Resource Class – a reading class to teach resource for students who do not qualify for the CDC class, but who qualify for academic assistance in reading. Students attend this class daily for 30 minutes to one and one-half hours depending upon needs. This is to help in closing the gap (NCLB).
|
|
Began in August 2004 and is ongoing. |
Principal
Supervisor of Instruction
Supervisor of Special Education
LD Reading Resource teacher
Classroom teachers |
Funds for this program are provided by Special Education Funds |
Weekly and end of the six weeks assessments are reported to teachers and parents. There is a minimum of 6 reports per year. |
|
Four Blocks/Building Blocks Reading Program – a reading program designed to reach the different learning styles of all of W. G. Rhea Elementary School students. This program is used in Kindergarten, first and second grade daily. Training for teachers is updated and ongoing for this program. |
|
Began in August 2002 and is ongoing. |
Principal
Supervisor of Instruction
Classroom teachers |
Funds provided by Title 1 and Local Funds under heading of Professional Development and Supplies/Materials for Reading Curriculum
|
Grade level Benchmark Reading Assessments
Accelerated Reading Reports
Star Reading data analysis
|
|
OPAC (Online Patron Access Card Catalog) – A program from the Follett system that replaces the paper-based card catalog. It assists in providing accurate information about the collection of books in the library. It helps the librarian to monitor the status of the collection and how it supports our curriculum. Schools with classroom computers that connect to the library catalog database average 6.2% improvement on ACT scores have higher reading and writing scores. This is also a way to help in closing the gap (NCLB). |
|
Installed in August 2005 and is ongoing. |
Principal
Supervisor of Instruction
Librarian
Library assistant
Classroom teachers |
$4,788.00 |
Diagnostic analysis of school’s collection is run which helps to identify weak areas and what types of books are needed. Records of monthly circulation of reading materials are kept. In August 2005, it was 1259 and in January 2006 it was 3001. This was a combination of students and teachers checking out books. |
|
W. G. Rhea Elementary School Advanced Reading Program – An advanced reading program for second grade students who meet the state Tennessee guidelines for gifted, or score at the 96% or above in STAR reading and meet the State Guidelines for School Performance and Creativity. First grade students participate in an advanced reading class who also must score at 96% or better on STAR Reading or read one grade level higher than their present grade. They must also meet the state guidelines in school performance and creativity. These classes meet daily for one and one-half hours.
|
|
August 2005 through May 2006 |
Principal
Supervisor of Special Education
Resource Reading Teacher
Classroom teachers |
Funding provided by the State Gifted Funds |
Weekly and end of six weeks assessments. These reports are sent to classroom teachers and parents. |
|
GOAL 2 |
Professional Development Plan (Steps or Strategies) to Support Action Plan |
Dimensions of Learning inservice which consisted of “Attitudes and Perceptions” and “Habits of Mind” – June 2003
Effective Questioning workshop with Dr. Hannel – inservice held August 5, 2003
Technology training – August 4, 2003
Star Literacy Reading Computer Program training – September 2003
Academy of Reading training – December 2003
Academy of Reading training – March 2004
Additional training for Academy of Reading –
Poverty Awareness inservice training – August 4, 2003 which focused on NCLB. Continued updated training during 2004, 2005, 2006 during monthly faculty meetings.
Common Planning Time – Grade level teachers meet bimonthly to discuss data on students at risk in reading and make plans for extra assistance with these students.
Training and utilization of United Streaming Computer Program and how it relates to reading was held July 7, 2005.
Updated training and additional strategies for teaching using Four Blocks Reading Program – July 28, 2005. |
|
Professional Development Plan (Steps or Strategies) to Support Action Plan |
Benchmark Assessment Analysis for reading with remediating and enriching reading for students grade level teachers was held September 22, 2005.
Destination Success training and how it relates to help in reading was held in the computer lab on November 7-8, 2005. This program helps to target at-risk students in reading and strategies in assisting these students.
Brain Research inservice – Strategies and facts of how the brain learns best. Characteristics of a brain-compatible environment training was held on January 3, 2006.
Star Literacy and Star Reading reports are shared and analyzed during specific called faculty meetings at end of each six weeks.
|
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
Accelerated Reading Nights for first and second grades – Parents came with their child, chose a book, read together and then went to the computer lab where the child took a test over the book read while parents observed. This event occurs in the Fall and Spring of each school year. The most recent AR nights were held on January 31, 2006, February 2, 2006, February 21, 2006, February 23, 2006 and April 4, 2006.
Parent Orientation Night – In August of each school year an evening session for parents and guardians is scheduled in order to present and discuss reading materials and reading expectations for students of Kindergarten, first and second grades.
Parent-Teacher conferences in September of each school year – Reading strengths and weaknesses are discussed with parents and strategies and techniques for reading success are also presented for each student. In 2005, one hundred percent of students were represented during parent-teacher conferences.
Partners-in-Education awards event – This is held at the end of each school year with parents, relatives and friends in attendance. Awards are presented to outstanding readers based on reading performance during the school year.
Parent Teacher Organization – Parents and representatives of the PTO award students in each class with a special treat at the end of each six weeks for reading books.
|
|
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
Kids Club – During Kids Club time after school, volunteers from the Tennessee Technology Center assist students in reading books. The volunteers also read books to Kids Club participants.
W. G. Rhea Elementary School Family enrichment Center provides reading materials and activities for enrichment for preschoolers and their parents in the community. A weekly story hour is also provided at W. G. Rhea Elementary School for preschoolers and parents.
Our Award winning W. G. Rhea Elementary School website enables parents, the community and others to have access to different sites recommended by the school for reading materials, books, and activities that will reinforce and enrich their child’s reading.
After School enrichment program- Enrichment programs are often offered after school for W. G. Rhea Elementary School students. One of the most recent program offered was an after school Russian program. This was a program designed to introduce students to a culture that is very different from their own. Students learned about Russia’s basic geography, culture and language. They also listened to literature with many elements depicting Russian culture. These classes have been offered since 1994. This program was funded by extended contracts allocations.
Read Across America Day in March – Parents, community workers and other visitors come in and read to students through out the day. This is a fun annual event for students and teachers. |
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
Parents and guest readers are invited by classroom teachers throughout the school year to visit our school and read to students. These readers include professional and non-professional members of the community.
Parent Academy sessions – This academy was created by the Special Education Advisory Council as a result of requests by special education parents for information. The council invites all parents to training sessions on topics of interest. Surveys after each session are handed out to be completed so that the council may gain information concerning how to better help parents of students. Sessions were scheduled and held on September 6, 2005, October 13, 2005, November 8, 2005, March 28, 2006, and April 11, 2006. Some of the topics presented were Homework Help, Navigating the PSSD Website, How to Help Struggling Learners, and Reading Strategies.
May Reading Celebration – The entire school, teachers, parents, many community people, the media and others join in to help celebrate our school’s reading goal with many fun-filled activities. In 2003 and 2004 the principal and a few teachers performed skydiving for the students at the airport with many fun games and activities included. In 2005 the celebration was held outside at school with fun activities. As of April 1, 2006 W. G. Rhea Elementary School students, teachers, and parents have read 369,795 books for the school year of 2005-2006. Our goal over a four year span was one million and as of April 1, 2006 our four year total is 1,038,739. A fun-filled reading celebration for students, teachers, parents, relatives and the community is scheduled for May 5, 2006 as a reward for reaching this reading goal. |
|
Goal |
Our goal is for 95% of our students to demonstrate and practice self-control and show respect for others by maintaining an average of an O or S in conduct at the end of each semester. |
|
Which Need(s) does this Goal address? |
The needs addressed from this goal are:
|
|
How is this Goal linked to the system’s Five-Year Plan? |
This goal is linked to Paris Special School District’s Five-Year Plan with
PSSD Goal 1. All students and school personnel will have teaching and learning environments that are safe, and free from threat of harm.
PSSD Goal 3. PSSD will engage the community in active partnerships. |
5.2: Action Steps (Goal 3) |
|
5.3: Implementation Plan (Goal 3) |
|||
|
GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) |
|
Timeline
|
Person(s) Responsible |
Projected Cost(s)
|
Monitoring Strategy |
|
Character Counts Program which includes:
|
|
Annually August through May |
W. G. Rhea Elementary School principal
Guidance counselor
Henry County High School principal
Henry County High School coaches
Henry County High School mentors
Classroom teachers |
$340.00 for character Counts resource materials
Transportation for Patriot Pals – no cost |
Students’ writing of character counts within 4 blocks curriculum
Teacher observation of Patriot Pals’ activities
Students completed work and discussions checked by teachers
Assessments provided by the school Guidance counselor
Conduct Record Form (Appendix page 88) |
|
French Café – classes earn privilege of eating in the French Café (a special place in the lunchroom decorated as a French café with French music played during the meal) by exhibiting desired behavior during lunchtime. This café was designed and painted by volunteers which included teachers, teacher assistants and parents. This is a class team effort. Students have to work together as a group to earn this privilege. Depending upon behavior and manners exhibited, classes may be able to visit the café three to five times a year.
|
|
August – May of each school year. |
Principal
Teachers
Lunchroom manager
Cafeteria Workers
Lunchroom monitors |
No cost
Volunteers donated materials and artwork for the French Café.
Food Service Funds. |
Progress charts are posted in the lunchroom using rockets as markers for each classroom.
Daily assessments are made depending upon class lunch behavior. If desired behavior is exhibited then the class rocket advances toward reward goal of a visit to the French Café.
|
|
Partners in Education Program- Representatives from a local business work closely with the principal, teachers and students. Representatives visit the school during each month and at the end of each six weeks to reward students for various achievements. Students design Christmas cards, share artwork, letters and various projects which are displayed throughout the business’s building. A bulletin board in honor of W. G. Rhea Elementary School students displaying the students’ work can be viewed by all employees. This board is changed monthly. |
|
End of each six weeks period
Six reports sent home within the school year |
Principal
Plumley/Dana Corporation
Classroom teachers
Secretary
Parents |
All costs are covered by Plumley/Dana Corporation |
At the end of each six weeks teachers complete a form with students’ conduct/work habits grades which is turned into a Plumley/Dana representative.
Awards are presented to students at the end of each six weeks by Plumley/Dana employees.
|
|
Miss Healthy program – Community people trained by the Henry County Extension Service office present programs in nutrition and good manners to all W. G. Rhea Elementary School first and second grade students. This is an annual event held during the month of April. |
|
Three sessions for each first and second grade class annually during the month of April |
Principal
Henry County Extension Service trainees
Teachers
|
No cost to W. G. Rhea Elementary School – Paid for through a grant provided by the Henry County Extension Office |
Principal and teacher observations
Henry County Extension Office evaluation forms.
Students responses –verbally and written.
|
|
Hancock Arts Programs- A program funded through a trust fund for Paris Special School District which was established in 1989. It is a trust fund to benefit and provide PSSD students with cultural and moral programs and activities. There are three to four programs scheduled annually.
|
|
Four programs scheduled for 2005-2006
September 26, 2005 and October 28, 2005
February 17, 2006 and May 18, 2006
|
Principal
Classroom teachers
Arts Program Committee
Special Area teachers |
No cost – Paid through a trust fund earmarked for PSSD. |
Teacher observations
End of the year surveys
Student Interests and areas of student needs. |
|
|
Professional Development Plan (Steps or Strategies) to Support Action Plan |
Dimensions of Learning inservice training June 2003 which included “Attitudes and Perceptions” and “Habits of Mind” and are ongoing through Faculty Meetings and Director’s Notes which Our superintendent sends weekly via email to all employees.
Monthly Faculty Meetings-Behavior and Character Counts discussions. Principal shares new research and strategies on how to monitor and improve student behavior and self-esteem.
Bi-monthly grade Level Meetings- Teachers share and discuss strategies and techniques used to improve classroom behavior. Discuss different methods of recording and reporting conduct and work habits.
Poverty Awareness inservice training program held on August 4, 2003 which focused on NCLB and is ongoing.
Brain Research Strategies inservice January 3, 2006 – Ways of knowing how children learn. Emphasis on meetings needs of NCLB with emphasis on self-esteem and self-control.
Teachers new to W. G. Rhea Elementary School engage in extra sessions on classroom management techniques at the beginning of each school year.
W. G. Rhea’s certified guidance counselor discusses and updates teachers at the beginning of each new school year in regard to our Character education lessons that will be presented throughout the year.
|
|
Professional Development Plan (Steps or Strategies) to Support Action Plan |
Teachers attend conferences throughout the year to study and learn new strategies and techniques concerning classroom management. Teachers who attend these different conferences then share information learned at bi-monthly grade level meetings. This information is also shared with the entire teaching staff at monthly faculty meetings which are chaired by the principal. |
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
End of Year Awards Program for students with Parents and Partner-in-Education representatives in attendance. Awards are given to students in a large assembly for excelling in conduct and work habits by the school principal, guidance counselor and Partner-in-Education representatives.
Donuts with Dad Day – A dad or a male representative came to breakfast and had a donut with his child. This was sponsored by the school’s PTO.
Muffins with Mom Day – A Mom or a female representative came to breakfast and had a muffin with her daughter. Both of these events…Donuts with Dad and Muffins with Mom helped to promote good lunchroom manners, correct lunchroom behavior and good self-esteem. Sponsored by the school’s PTO.
Elegant Dinner – An elegant meal is experienced by students each year at Rhea School. The most recent one being held on February 17, 2006. Students have dinner served by parents and community volunteers. During this meal students exhibit their excellent behavior and best table manners for the faculty and invited guests. Live dinner music is also provided by volunteer musicians for this event.
|
|
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
Christmas card contest with Partners-in-Education – Students drew a Christmas scene and Plumley/Dana Corporation chose a winner from each class along with a school winner from each grade level. All the winners were recognized at a special awards program with parents and other visitors in attendance. Then the school winners’ drawings were used on the corporation’s Christmas cards which were sent out to the Community.
PTO (Parent Teacher Organization) which consists of the principal, parents, and grade level chairmen, have monthly meetings to discuss ways to improve and promote good self-esteem and behavior. The W. G. Rhea Elementary School Parent Teacher Organization provides field trips, art programs and various social events for students and parents.
A newsletter entitled Home & School connection is sent home each month. This newsletter contains many articles and activities pertaining to improving self-control and behavior. An example of these informative articles appeared in the April 2004 issue. The article entitled “Sailing the citizenship” discussed ways to teach children about building confidence and caring for others. In an earlier issue, an article entitled “Better Behavior” gave some helpful hints of effective discipline which parents could use. There is also a W. G. Rhea Newsletter sent home monthly listing new events and activities that will take place during the month pertaining to school. This newsletter also lists upcoming events and extends invitations to parents to attend. Success and outcomes of previous activities are also reported. |
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
Each teacher has a website that enables parents to know more about their child’s schedule, conduct system, class activities, and homework assignments. Parents can e-mail teachers with questions or concerns if needed.
Our award winning W.G. Rhea Elementary School website enables parents, the community and others to learn about our school. This is another example of a communication tool with parents and the community.
Parent Orientation Night is held after the opening of school to present and discuss with parents the school and classroom rules and consequences.
A parent handbook is distributed to each parent on registration day. This handbook contains a section outlining rules and regulations pertaining to W. G. Rhea Elementary School.
Parent Involvement Committee – A committee consisting of a teacher from each grade level who works closely with the PTO, (Parent Teacher Organization). This committee provides after school programs for students and parents. The committee also supports PTO by providing assistance as needed in helping to close the gap (NCLB).
Internet Safety Overview Presentation for Parents - April 2004 tips were presented to parents for working with children on the internet. An overview of Star Reading was also presented in the school computer lab.
|
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
W. G. Rhea Elementary School Family Enrichment Center – provides information, materials and activities to enrich preschoolers and their parents in the community. The program provides child development and parenting materials through various community programs. The center also conducts a weekly Story Hour for preschoolers and parents in the Community.
Kids Club - an afternoon school program for students needing child care after school hours. This program provides a snack (good manners reinforced) and children engage in activities that will benefit them physically and emotionally. Students receive help with homework from volunteers from the Tennessee Technology Center.
The Pro Kids Show – This is a program sponsored by W.G. Rhea’s Hancock Arts Program that will be presented on May 18, 2006. This program uses singing, dancing, magic and audience participation to teach kids important messages about character. This compliments the school’s Character Counts Education curriculum. This is the second year of this event. There is a morning program for students and then an evening program is also scheduled so that parents and their children may attend together.
Awards Day – Annually during the month of May a school wide assembly is held to recognize and award outstanding and most improved achievements in conduct and work habits. Parents and members of the community are invited to attend this program. |
|
|
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan |
Parent Academy – This academy was created by the Special Education Advisory Council of PSSD to help train parents on various topics of interest. On April 11, 2006 the session presented was “Understanding Your Child’s Personality and What Does It Have to Do With Learning”. This was a workshop for parents to illustrate the characteristics of personality similarities and differences between parents and their children. The session gave insight into how personality types interact with one another and affect learning. This was one of five parent academies offered throughout 2005-2006 school year. |
Component 6 – The School Improvement Plan
and Process Evaluation
Committee Members:
Christy Caldwell – second grade teacher
Candy McDaniel – Kindergarten teacher
Lorri Hudson – first grade teacher
Lynda Searcy - second grade teacher
Terri Howard – first grade teacher
Fran Jenkins – Kindergarten teacher
Amanda Mason - librarian
Elizabeth Covington - teacher assistant
Janice Williamson - community member
Angie Hawkins – parent
Subcommittees:
Formative Assessment
Candy McDaniel
Lorri Hudson
Summative Assessment
Terri Howard
Evaluation of the SIP Process and Project Completion
Amanda Mason
Elizabeth Covington
Janice Williamson
Angie Hawkins
Minutes from Committee 6 Meetings
Meeting #1: November 21, 2005 - 3:00 PM
Terri, Lorri, Christy, and Amanda were present for the first meeting. Absent were Fran, Candy, and Lynda. They notified me, in advance, of their absence. Information was passed to them via their mailbox. Teachers were notified of their sub committee responsibilities. They were given the rubric and a copy of the most recent component 6 document.
Meeting #2: March 15, 2006 - 3:00 PM
Fran and Amanda met to discuss the rough draft of the components #1-5. Component #4 is not available. Fran explained how she wrote the component #6 last time. We are waiting on updates from # 1-5.
Meeting #3: March 16, 2006 - 3:00 PM
Each member of the subcommittee was given the rubric, guidelines, and information from components 3-5. Members discussed which data is needed for formative 6.1 and summative assessments from 6.2. In attendance were Christy Lorri, Lynda, Terri, and Amanda.
Meeting #4: March 29, 2006 - 3:00 PM
Fran, Christy, Lorri, Lynda, and Amanda were present. We met to discuss goals and keywords from rubric. Pertinent information was highlighted. TSIPP format outline was passed out. We attempted to sort out long term and annual assessments from short term assessments. Subcommittees set up times to meet.
Meeting #5: April 3, 2006 - 11:50 AM
The Formative Assessment subcommittee met and provided me with a rough draft of their data.
Meeting #6: April 11, 2006 - 11:50 AM
The Summative Assessment subcommittee met with Amanda Mason. We went over the rubric and final drafts of #5.1 and #5.2.
Meeting #7: April 17, 2006 - 3:00 PM
The Evaluation of the SIP Process and Project Completion subcommittee compiled information from sections 6.1 and 6.2 to write a draft of component 6.
Meeting #8: April 21, 2006 - 3:00 PM
The Evaluation and Projection Completion subcommittee revised the rough draft of component 6.
Meeting #9: April 25, 2006 - 3:00 PM
The Evaluation and Projection Completion subcommittee proofread and revised component 6.
Meeting #10: April 26, 2006 - 3:00 PM
Component 6 was proofread and final revisions were made by the Evaluation and Project Completion subcommittee.
Component 6: The School Improvement Plan
and Process Evaluation
6.1 Formative Assessment
To formatively assess our first goal of demonstrating understanding of basic math concepts by scoring 80% on grade level benchmark math assessments by the end of each six week grading period, the teachers at Rhea School will use standardized unit tests from our math series. Second grade students will also engage in the Star Math computer program, showing a 5% grade level gain by the end of the school year using pre-test and post-test data.
Results will be analyzed and recorded on progress reports, report cards and other record keeping charts. We will also use computer-generated progress charts and reports for the Star Math program to analyze progress of individual students, classrooms, and grade levels. The Star Math will be administered each six week grading period. The standardized unit tests in the Math series are given every six week grading period. These assessments allow for comparisons by teachers and administrators between and within grade levels as well as allow for tracking of skill mastery by individuals or classes. Grade level inservices in September and January analyze benchmark assessments. Bi-monthly grade level meetings are used to discuss and review math assessments and benchmarks.
Intervention strategies are utilized daily/weekly for remediation and enrichment based on the needs revealed by the data analyzed from each six weeks period math benchmark tests and each six weeks period Star Math computer tests. Independent volunteers, retired citizens, and parents work with at-risk students daily / weekly as needed according to teachers' directions. Assessment instruments are teacher observations and grade level checklists. AmeriCorps volunteer tutors help in closing the gap (No Child Left Behind). They tutor an average of eight hours a week. The assessment instruments used are grade level checklists and tutoring logs. The logs are used to record of the number of hours students are tutored and as a checklist of skills taught. The Harcourt-Math Series computer program is utilized for remediation and enrichment. The assessment instruments are computer generated reports and standardized assessments from the math series that is correlated with Tennessee State Standards. The United Streaming computer program is utilized for intervention and enrichment. Assessment instruments are online quizzes covering the program and materials, taken individually or as a group. Curriculum mapping insures Tennessee State Standards are met. The assessment instruments used are computer generated tests with teacher selected questions which address the Tennessee State Standards, and Harcourt Math computer generated reports. Activities Integrating Mathematics and Science (AIMS) materials are utilized to enhance math concepts for intervention or enrichment. The assessment instruments are teacher observation and teacher selected questions. The Resource Math Class is for students who qualify for academic assistance in math. Students' time of participation varies based on individual needs according to lEPs, Star Math data and teacher recommendations. Assessment instruments are weekly and end of six weeks assessments reported to teachers and parents. The procedures used to analyze the data for enrichment and remediation is progress and record keeping charts, checklists, teacher observation, standardized tests, teacher designed tests, and computer generated reports. The assessment of progress is conducted at each daily/weekly intervention/enrichment sessions and at bi-monthly grade level meetings. These assessments will allow for comparisons of individual and small group student progress and will allow grade level grouping for students at risk in math.
The school's capacity for collaboration of the administrative and instructional staff and stakeholders, to support student learning, are bi-monthly grade level meetings and monthly faculty meetings. The meetings allow for discussions and ways to improve math scores. Grade level in-services analyze math benchmark assessments. Grade level chairmen meet with the principal at bi-monthly meetings to discuss the grade level meetings and in-service analysis. Parent and community volunteer tutors work with teachers and administration two to three times a week to support student learning for those students at risk in math. Parents are encouraged to support student learning at Parent Orientation Night, parent-teacher conferences, and through communication via emails, letters and phone calls. Community workers are utilized as scheduled guest speakers. Take-home math books, School Home Connection letters and activities pertaining to math objectives are sent home monthly. Star Math progress reports are sent home each six weeks to parents of second graders with explanation of math strengths and weaknesses. Patriot Pal high school students present bi-monthly lessons which often include math skills to Rhea School students. Parent Academy is an event hosted by Paris Special School District which invites all PSSD parents to training sessions on topics of interest. Surveys are sent to parents to gain their feedback and opinions.
To formatively assess our second goal for all students to demonstrate an understanding of basic reading concepts by maintaining an average of 80% on grade level benchmark assessments by the end of each six weeks grading period, the teachers at Rhea School will use standardized unit tests from the Reading and Language Arts series for first and second graders, and teacher designed tests for Kindergarten students. In addition students will show a 5% grade level gain by the end of the school year using pre-test and post-test data on Star Early Literacy Computer Program for Kindergarten, and Star Reading Computer Program for first and second grades. Both tests are give each six weeks. Additional assessments include utilization of the Academy of Reading software at least two times a week. First and second grades use the Accelerated Reading computer program daily to improve and assess reading skills and strengthen reading comprehension. The data analysis procedures used are progress and record keeping charts for standardized unit tests from our Reading and Language Arts series, computer generated progress reports for the Star Literacy computer tests as well as Star Reading Computer tests for middle and high achieving first and second graders. Computer printouts of students' progress each six weeks for the Accelerated Reading program, computer generated growth charts, checklists and award certificates for Academy of Reading Program are used as well. A review of growth reports will be conducted during bimonthly grade level meetings to evaluate the students' gains in basic reading concepts and to determine students who are at risk. Intervention strategies are determined based on these reports. These assessments will allow for comparisons by grade level as well as allowing for tracking of skill mastery by individuals or classes for the purpose of individual or small group reinforcement in weak areas.
Intervention strategies are utilized daily and weekly. Remediation and enrichment needs are revealed by the data analyzed from each six week period reading benchmark tests, each six week period Star Early Literacy or Star Reading computer tests, Academy of Reading computer progress, and Accelerated Reading computer progress. These intervention strategies include independent volunteers and AmeriCorps volunteers. The volunteers average eight hours of tutoring per week for at-risk reading students. The assessment instruments used are teacher feedback from volunteer tutors and tutoring logs. These logs provide information concerning the number of hours students are tutored and grade level checklists of skills taught. The United Streaming computer program is utilized for intervention and enrichment. The assessment instruments are teacher observations and online testing. Destination Success computer program is a multi-level program utilized for reinforcement and enrichment. Allotted time is determined by classroom teachers and varies with individual needs of students. Assessment instruments are computer generated reports and evaluations. A new intervention program at Rhea School, The Fundations Reading Program, is designed for small groups of at risk students who have scored below grade level in reading. Each class is taught by the school's reading specialist. Classes meet daily for a thirty minute time frame for students who need extra assistance with letter identification, phonics, syllabication, correct letter formation, reading and spelling words. The reading specialist goes to the at-risk Kindergarten class and teaches the students in areas of specific reading needs. The assessment instruments are Reading Specialist's progress reports and Star Reading Progress reports.
The Resource Program is designed for small groups of at-risk students who do
not qualify for the CDC class, but who qualify for academic assistance in reading.
Each class meets daily for thirty minutes to one and one half hours depending
upon needs. The assessment instruments are weekly and end of the six weeks assessments. Four Blocks / Building Blocks Reading Program is utilized for remediation/enrichment in reading, and is designed to reach the different learning styles of all Rhea students. Assessment instruments are grade level benchmark reading assessments, Accelerated Reading reports, and Star Reading data analysis.
Enrichment programs include W. G. Rhea Advanced Reading Program for second
graders who meet Tennessee state guidelines for gifted or score at or above 96%
on Star Reading or meet Tennessee state guidelines for School Performance and
Creativity. First graders who score at or above 96% on Star Reading or read
one grade level higher than their present grade, or meet Tennessee state
guidelines in school performance and creativity qualify for enrichment programs.
These classes meet daily for one and one half hours. Assessment of progress is
done weekly and every six week grading period.
The procedures used to analyze the data for enrichment and intervention are progress and record keeping charts, checklists, teacher observation teacher designed tests, standardized tests and computer generated reports. The assessment of progress is conducted bimonthly to discuss data on students at-risk in reading and make plans for extra assistance with these students. Star Literacy and Star Reading reports are shared and analyzed during faculty meetings at the end of each six weeks. These assessments allow for comparisons by grade level as well as allowing for tracking of skill mastery by individuals.
The Follett OPAC is the library online patron access card catalog. The Follett OPAC assists library patrons in accessing information and books in a timely and accurate way. Furthermore, the Follett system helps in providing accurate information about the collection of library materials and assists the library information specialist in collection development for support of the curriculum. Assessment of the collection and circulation is made monthly and can be tracked yearly. These reports are reviewed by the library information specialist and are taken into consideration for collection development and maintenance activities.
Collection development and maintenance helps provide students and teachers with enrichment and intervention materials.
The school's capacity for collaboration with the administrative and instructional staff and stakeholders to support student learning include bi-monthly grade level meetings among teachers with discussions of ways to improve reading scores and grade level in-services to analyze reading benchmark assessments. Grade level chairmen meet with the principal at bi-monthly meetings to discuss the grade level meetings and in-service analysis. Parent and community volunteer tutors work with teachers and administrators to support student learning. Accelerated Reading Nights involves parents and their children in reading. Parents are encouraged to support student learning at Parent Orientation night, and at parent-teacher conferences. Our Partner -in- Education awards outstanding readers with a program at the end of the school year with parents in attendance. The Star Reading Program overview for Kindergarten parents introduces parents to computer generated tests for their children. Guest readers are invited to classrooms throughout the year to read to students. The Parent Teacher Organization awards students in each class with a special treat at the end of
each six weeks for reading books. During the Kids Club after school program, volunteers from the Tennessee Technology center lead the students in reading activities. W.G. Rhea Elementary School Family Enrichment Center provides reading materials and activities for enrichment for preschoolers and their parents in the community. A story hour is provided weekly at school for preschoolers and their parents. Our Award winning W.G. Rhea Elementary School website enables parents, the community and others to have access to different sites recommended by the school for reading materials, books, and activities that will reinforce and enrich their child's reading. A program covering Russian language, literature, and different aspects of Russian culture is an After School Enrichment. Parent Academy invites all parents to training sessions on topics of interest concerning how to better help their children. The May Reading Celebration is a special event for the entire school, teachers, parents, and many community people. This yearly event rewards children for reading. Over one million books have been read during the last four years at W.G. Rhea School.
To formally assess our third goal of demonstrating self-control and showing respect for others by 95% of our students, the teachers at Rhea School will keep weekly conduct reports. Conduct reports are sent home weekly and each grading period. Each student should strive to maintain an average of an O or S in conduct at the end of the semester. This goal is linked to the Paris Special School District's Five Year Plan. In this plan we focus on a place where all students and school personnel will have teaching and learning environments that are safe, and free from threat of harm. We also engage the community in active partnerships.
One assessment instrument that we use is observation of good behavior in the lunchroom. A behavior chart is on display in the cafeteria so that each class can monitor progress. This is a class effort. Depending upon behavior and manners exhibited, classes may be able to visit the French cafe three to five times a year as a reward. We also have bi-monthly visits from outstanding high school students, called Patriot Pals. They model and share positive character traits with Rhea students. Students have bi-monthly lessons on character traits by the certified guidance counselor. Every morning during announcements, we have quotes from Character Counts. These activities are implemented and reinforced by the teachers, the principal, guidance counselor, Henry County High School mentors. Students participate in activities on character counts within the Four Blocks curriculum. Teachers observe the Patriot Pals activities and use those in lessons as well. Our school currently has a Partner-in-Education with a local company called Plumley-Dana. The company works closely with the principal, teachers, and students. Representatives visit the school each month and at the end of each six weeks to reward the students for various achievements as well as good conduct. Students design Christmas cards, share artwork, letters, and various projects which are displayed throughout the business's building. A bulletin board displays student work and can be viewed by all employees. This board is changed monthly.
Another way to help develop good character is the Miss Healthy program. This involves community people trained by the Henry County Extension Service office. Extension agents present programs in nutrition and good manners to our first and second grade students. This process involves three sessions.
The Hancock Fine Arts Trust Fund for PSSD students was established in 1989. It provides students with cultural and moral programs. There are three to four programs annually. To determine what kinds of programs are held, the principal, classroom teachers, special area teachers and Arts Program Committee discuss teacher recommendations, end of the year surveys, and student needs.
Teachers are involved in several learning activities during the year to help students develop good character. Rhea teachers are involved in in-service training during the summer. “Attitudes and Perceptions” and “Habits of Mind” were a part of this in-service training. These are reinforced throughout the year during faculty meetings and weekly director notes from the superintendent. Monthly faculty meetings focus on behavior and character counts discussions. The principal shares new strategies and research on how to monitor and improve student behavior and self-esteem. Bi-monthly grade level meetings are a time for teachers to share and discuss strategies and techniques used to improve classroom behavior. Teachers discuss different methods of recording and reporting conduct and work habits. Teachers are trained in poverty awareness to help close the gap between different socio-economic groups. Teachers are trained on brain research strategies as a way of knowing how children learn. This helps meet the needs of NCLB with emphasis on self-esteem and self-control. New teachers engage in extra sessions on classroom management techniques at the beginning of each school year. Our guidance counselor discusses and updates teachers at the beginning of each school year in regard to our Character Education lessons that will be presented and built upon throughout the school year. Teachers attend conferences throughout the year to study and learn new strategies and techniques concerning classroom management. Teachers who attend these conferences share information learned at bi-monthly grade level meetings and to the entire teaching staff at the monthly faculty meetings which are chaired by the principal.
There are several ways that our school involves the parents and community members in the school. We have an end of the year awards program for students with parents and partner-in-education representatives in attendance. Awards are given to students in a large assembly for excelling in conduct and work habits by the school principal, guidance counselor, and Partner-in-Education representatives. We also have Donuts with Dad and Muffins with Mom. This is a time where students can bring one special someone to school to have breakfast. Elegant Dinner is a time where students have dinner served by parents and community volunteers. During this meal, students exhibit excellent lunch-room behavior and best table manners for the faculty and invited guests. Live dinner music is provided by volunteer musicians for this event. Our Partner-in-Education provides a contest at Christmas. This contest involves the students drawing a Christmas scene. Plumley-Dana chooses a winner from each class along with a school winner at a special awards program with parents and others in attendance. The winners’ drawings are then used on the company’s Christmas cards sent to the community. PTO’s committee consists of the principal, parents, and grade level chairmen. They have monthly meetings to discuss ways to improve and promote good self-esteem and behavior. PTO provides field trips, art programs, and various social events for students and parents. A newsletter is sent home each month. It contains articles and activities pertaining to improving self-control and behavior. It also lists upcoming events and extends invitations for parents to attend. Success and outcomes of previous activities are also reported.
Each teacher has a website that enables parents to know more about their child’s schedule, conduct system, class activities, and homework assignments. Parents can e-mail teachers with questions or concerns if needed. Our school website enables parents, the community, and others to learn about our school. Parent orientation night is held after the opening of school to present the school and classroom rules and consequences. A parent handbook is distributed at registration. This contains a section outlining school rules and regulations. The Parent Involvement Committee consists of a teacher from each grade level who works with PTO. They provide after school programs for students and parents. The committee provides PTO with assistance as needed to close the gap. Our school also provides a presentation on tips to parents for working with children on the Internet.
Our Family Enrichment Center provides information, materials, and activities to enrich preschoolers and their parents in the community. This program provides child development and parenting materials through various community programs. They also conduct a weekly story hour for preschoolers and parents in the community. Kids Club is an afternoon school program for students needing child care after school hours. This program provides snacks, physical and emotional activities, and homework help. The Pro Kids Show uses singing, dancing, magic, and audience participation to teach students about character. Awards Day is held during May to recognize and award outstanding and most improved achievements in conduct and work habits. Parents and members of the community are invited to attend this program. Parent Academy is offered to help train parents on various topics of interests.
6.2 Summative Assessment
To summatively assess our first goal, teachers will use pre and post test data from the Harcourt Math series bench mark tests. Second grade will also use STAR Math Assessment pre and post test data. This data is recorded on the Math Progress and Record keeping charts. Benchmark assessment cards are placed in the cumulative folder. This data is used for placement in the next academic year.
To summatively assess our second goal, teachers will use STAR Literacy Assessment, STAR Reading Assessment and Early Star Assessment. Benchmark tests are given at scheduled times during the school year. This data is recorded on Benchmark records and placed in the permanent record. This data is used for placement in the next academic year.
To summatively assess our third goal, teachers maintain a six week conduct grade. This data is averaged at the end of the year. Suspensions are tracked yearly. All data is used to help reinforce positive behavior and modify negative behavior.
Teachers communicate achievement levels of all three goals to parents and the principal. All data is disaggregated and summarized. The principal maintains a current achievement level of each goal for all students. Comparisons of achievement levels are made by the principal and teachers. This data is used to determine the effectiveness of our action steps and guide our long term planning.
Furthermore, the principal uses this data to determine areas of strengths and weaknesses to strengthen the instructional practices of the teachers and the curriculum.
Stakeholders may obtain information of goal attainment by accessing the school web site, attending P.T.O meetings, Parent Involvement committees, visiting the Parent Involvement web site, or reviewing SIP documents at the school building. Parents are provided information through report cards, parent-teacher conferences, and by viewing permanent records.
6.3 Evaluation of the SIP Process
The SIP process will be evaluated in a variety of ways. The plan will be communicated to stakeholders. Feed back will be given and considered for future improvement plans. The plan will be implemented and the faculty will be debriefed. The plan will be monitored and adjusted as necessary.
The SIP process will be communicated to all stake holders in various ways. The completed SIP document will be placed for public review in the school library and office. An electronic version will be available on the school website. The faculty, staff, and P.T.O will be debriefed in monthly meetings with the principal and steering committee. Furthermore, data summarizing the achievement levels of each goal are maintained by the school principal. Bi-monthly grade chair meetings are held to discuss grade level progress. Annual achievement of each goal will be available on the web.
Stakeholders will have the opportunity to provide feedback on the process and its goals through the Parent Involvement web-site and P.T.O meetings. Various surveys of faculty, staff, parents, and stakeholders are conducted to allow for input. This input is taken into consideration during decision making processes.
The SIP plan is currently being implemented through the action steps noted in component 5. The action steps and their results are carefully monitored by teachers, the principal, and the parents to assure the achievement of each goal.
Stakeholders, parents, and faculty are debriefed in various ways. Teachers attend faculty meetings, grade level meetings and P.T.O. meetings. Any interested party may attend a Parent Involvement or P.T.O meeting. All SIP information will be placed on the school web site and will be available in the school office or library.
Goal attainment is carefully monitored. Adjustments are made throughout the year to increase student achievement. Remediation and enrichment strategies are in place to fulfill these needs.