Tennessee School Improvement
Planning Process (TSIPP)
SIP Templates
Tennessee Department of Education
Commissioner Lana C. Seivers
August, 2007
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal
I certify that ______School has utilizedthe data and other requirementsrequested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.
I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.
______
Signature of Principal Date Signed
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.1: SIP Leadership Team Composition
In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.
The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of this team.
TEMPLATE 1.1: SIP Leadership Team Composition
(Rubric Indicator 1.1)
SIP Leadership Team Member Name / Leader-ship Chair? (Y/N) / Position / Name of Subcommittee(s) (when applicable)
David Fox / Y / Teacher / Component 1
C
Dana Griggs / Teacher / Component 1
Pat Farris / Teacher / Component 1
Rhonda Cole / Teacher / Component 1
Cindy Putman / Teacher / Component 1
Sandy Dunn / Teacher / Component 1
Jill Farris / Teacher / Component 1
Ramona Hicks / Teacher / Component 1
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommittee Formation and Operation
Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge.
If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team.
In completing the templates that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group. Indicate which member serves as the subcommittee chair.
After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file.
TEMPLATE 1.2: Subcommittee Formation and Operation
(Rubric Indicator 1.2)
Subcommittee for COMPONENT 1 School Profile and Collaborative ProcessMember Name / Position / Chair
Karen Mason Teacher Asst. / Teacher Asst.
Justin Brown
/ Teacher / *Angie Arnett
/ CounselorBrenda Jones
/ TeacherDiane Fredman
/ TeacherSheri Gaw
/ ParentArlee Freeman
/ Teacher(tab in last cell to create a new row as needed)
Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. / YES / NOSubcommittee 1 Chair Signature
Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name / Position / Chair
Leann Taylor
/ PrincipalSharon Luhn
/ CounselorCarisa Comer
/ TeacherRobbie Roberson
/ Assistant PrincipalBeth Anderson
/ Teacher / *Tracy Craighead
/ Music TeacherMandy Gaw
/ Special Education Teacher(tab in last cell to create a new row as needed)
Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file. / YES / NOSubcommittee 2 Chair Signature
Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness
Member Name / Position / Chair
Bryant Swallows
/ School Resource OfficerRhonda Dillon
/ ParentMelody Bunch
/ Teacher / *Nancy Pointer
/ TeacherAnnette Stroupe
/ Interpreter(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file. / YES / NOSubcommittee 3 Chair Signature
Subcommittee for COMPONENT 4 Action Plan Development
Member Name / Position / Chair
Karen Helton
/ TeacherLaura Young
/ TeacherAmy Collins
/ Librarian / *Jill Williams
/ TeacherBart Cagle
/ TeacherKim Locke
/ TeacherMarie Thompson
/ TeacherBeth Price
/ TeacherEmily Jones
/ TeacherJulie Vanderbleek
/ ParentSteve Haggard
/ Physical Ed. TeacherDonna Harpe
/ TeacherJodi Bush
/ Writing SpecicalistBeth Brown
/ TeacherTracy Sparks
/ Speech Teacher(tab in last cell to create a new row as needed)
Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file. / YES / NOSubcommittee 4 Chair Signature
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name / Position / Chair
Leann Taylor
/ PrincipalMichelle Haggard
/ TeacherVicky Draper
/ TeacherGavin Moore
/ Teacher / *Jane Baker
/ ParentVicky Poston
/ TeacherWren VanHooser
/ Art TeacherClint Isbill
/ Music TeacherSheila Chaffin
/ InterpreterErin Lynch
/ TeacherMelody Brewington
/ TeacherKim Dillon
/ Special Ed. Teacher(tab in last cell to create a new row as needed)
Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file. / YES / NOSubcommittee 5 Chair Signature
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
TEMPLATE 1.3.1: Data Sources (Including surveys)
Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors:
· Mobility of student families
· Grade span served (if you serve only three grades, you could have a complete turnover of parents every three years)
· Change in leadership
· Change in organizational practice.
A school will rarely have each of the surveys listed here, but at least one survey should be administered and evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate surveys. Staff Development SACS Surveys (NSSE).
TEMPLATE 1.3.1: Data Sources (including surveys)
(Rubric Indicator 1.3)
Data Source / Relevant Findings /TCAP Writing Test / The TCAP writing scores again this year were A’s in both the 5th and 8th grades. Algood School has received A’s in both grades for the last 3 years. Writing would be considered a strength in Algood School.
TVASS School Report / Using data from the 2007 TVASS School Report, the three year average for math at Algood School shows a mean gain in all grades 4th-8th. The Value Added Report three year average for Algood students in math show last year’s fourth grade math students had an overall gain of 0.6, fifth grade students a gain of 2.7, sixth grade students a gain of 5.3, seventh grade students a gain of 2.7, and eighth grade students a gain of 3.8. Last year’s fourth grade math students had an overall gain of 0.5, fifth grade students a gain of 2.4, sixth grade students a gain of 2.9, seventh grade students -1.1, and eighth grade students a gain of 0.2.
The three year average for reading/language arts at Algood school shows a mean gain greater than the growth standard for grade levels 3-8 with the exception of 7th grade which had a gain below growth standard but less than one standard error. When looking at overall student performance in Reading/Language Arts, 93% of Algood students scored proficient or advanced on their overall test scores. Writing organization and process scores are particularly strong throughout grades 3-8. The Value Added Report three year average for Algood students in Reading/LA show last year’s fourth grade students had an overall gain of 1.5, fifth graders a gain of 2.2, sixth graders a gain of 8.6, 7th graders - 0.2, and the eighth graders a gain of 3.0. in 2007 Algood students in Reading/LA show every grade had an overall gain with the exceptions of 4th and 7th grades. Last year’s fourth grade Reading/LA students had an overall gain of -.2, fifth graders a gain of 1.1, sixth graders a gain of 7.0, 7th graders a gain of -3.6, and the eighth graders a gain of 1.4.
The three year average for science at Algood School shows a mean gain greater than the growth standard for grade levels 3-8. When looking at overall student performance in science, more than 94% of Algood students scored proficient or advanced on their overall test scores. The Value Added Report three year average for Algood students in science show last year’s fourth grade students had an overall gain of 2.6, fifth graders a gain of .2, sixth graders a gain of 4.1, 7th graders 9.8, and the eighth graders a gain of 3.8. Algood students in science show every grade had an overall gain with the exception of 8th grade. Last year’s fourth grade science students had an overall gain of .94.8, fifth graders a gain of 1.0, sixth graders a gain of 9.82.7, 7th graders a gain of 13.0, and the eighth graders a gain of -11.5.
The three year average for social studies at Algood School shows a mean gain greater than the growth standard for grade levels 3-8 with the exception of 7th grades, which had a gain below growth standard. When looking at overall student performance in social studies, more than 90% of Algood students scored proficient or advanced on their overall test scores. This is an increase of 5% from 2005. The 6th grade shows more than 94% scored proficient or advanced. In the 5th grade the percentage dropped to 85%, the 7th- 89%, and 8th- 13%. The Value Added Report three year average for Algood students in social studies show last year’s fourth grade students had an overall gain of 1.4, fifth graders a gain of .4, sixth graders a gain of 4.4, 7th graders -1.9, and the eighth graders a gain of 1.6. In 2007 only the 5th and the 8th grades show a gain. The 4th and 6th grades showed a slight negative gain, and the 7th grade a negative gain of -2.5. Last year’s fourth grade science students had an overall gain of -.8, fifth graders a gain of 1.2, sixth graders a gain of -.1, 7th graders a gain of -2.5, and the eighth graders a gain of -.9.
TCAP Test / Algood School has made remarkable gains in most subject areas both in achievement. The mastery levels in math, language arts, science, and social studies show an upward trend in grades three through eight. Most grade and subject areas show a movement of students from below proficient to proficient and the proficient students moved towards advanced. There were a few grade/ subject areas that did not reflect this. The major exception was 8th grade science that had significant decreases in acheivement.
TEMPLATE 1.3.2: Narrative and Analysis of Relevant School and Community Data
Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted your school..
TEMPLATE 1.3.2: School and Community Data
(Rubric Indicator 1.3)
Narrative and analysis of relevant school and community factors:School Profile
Algood School was established in 1892 as a primary school serving the town of Algood. In 1902 the school was moved to 288 East Main Street. The high school program was established in 1922 with the construction of a new building. The high school was discontinued in 1966 and the school encompassed grades K-9 until 1997. From 1997 until the spring of 2001 the school served approximately 400 students in grades K-6. In the fall of 2001 the new K-8 Algood School on Dry Valley Road was completed. The new school serves 938 students in grades 1-8 with the expectation of adding kindergarten in 2009. Grades K-4 are self-contained and grades 5-7 are departmentalized. There are forty-three classroom teachers, nine encore teachers, including two P.E. specialist, two Music specialist, and two librarians,and one art teacher. We have three resource teachers, 1 CDC teacher, a part-time Speech Therapist, a part-time ESL teacher, a part-time teacher of the gifted, P.T. and O.T. therapists, and fourteen teacher assistants serving the needs of our special education students. There are seven teacher assistants in the regular education program. There are also two guidance counselors, a principal and two assistant principals. By providing a diversity of clearly focused educational programs of excellence, Algood School has developed a partnership with the community of Algood that has and is producing literate, cultured, self-confident and responsible citizens.
School and Community
Algood School exists for the benefit of the citizens of Algood and the surrounding vicinity. In order for the school to better serve the members of the community we must know their needs, characteristics, backgrounds, and aspirations. Differences in people and their needs must be taken into consideration in order to provide the educational experiences that will prepare the students for the roles they will play in their communities and the world. Our philosophy and curriculum reflects those concerns and contain specific programs to meet those needs.
Algood School has served the City of Algood and the northeastern section of Putnam County for more than a century and has become an integral part of the community. The school serves as a center for youth activities and is utilized by several community organizations such as Boy and Girl Scouts and several community sports leagues. If the school continues to maintain the tradition of a community facility for another century, it will indeed fulfill one of the essential characteristics of an outstanding school, service to the community.