Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name

Position

Chair

Susan Gillespie

Guidance Counselor

Marshall Mason, Interim for Patti Beebe

Guidance Counselor

Wendi Butzer

Support Staff

Jill Pittman

Principal

Yes

Frenchie Fortenberry

Librarian

Shane Kimbro

Teacher

Carmen Ibanez

Teacher

Cindy Bishop

Teacher

Tom Good

Teacher

Paul Beavers

Teacher

Jami Thompson

Teacher

Merritt Rowe

Parent

Carey Morgan

Parent

Subcommittee for COMPONENT 2 Beliefs, Mission and Vision

Member Name

Position

Chair

Martha Huffaker

Teacher

Vicki Hooper

Teacher

Emily Bryan

Teacher

Ashley Hayes

Teacher

Amy Cate

Teacher

Yes

Brett McGuire

Teacher

Scott Bennett

Teacher

LeTanya Birdsong

Support Staff

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

Member Name

Position

Chair

Cindy Kurzrock

Teacher

Linda Scott

Teacher

Bennetta Shelley-Goode

Teacher

Eric Arteberry

Teacher

Brenda Benefield

Teacher

Andrea Hittle

Teacher

Anita Corder

Reading Specialist

Yes

Subcommittee for COMPONENT 4 Action Plan Development

Member Name

Position

Chair

Bill Duncan

Teacher

Mona Binda

Teacher

Anne Occhipinti

Teacher

Jon Arnold

Teacher

Lee Martin

Teacher

Eric Stratton

Teacher

Sharon Crawford

Teacher

Ann Porter

Teacher

Victoria Stacey

Teacher

Yes

Tim Doty

Teacher

David Yelen

Teacher

Amy Leslie

Teacher

Kristin Boaz

Parent

Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation

Member Name

Position

Chair

Gary Hughes

Assistant Principal

Yes

Cannon Mayes

Teacher

Jeremy Yax

Teacher

Gregg Wigginton

Teacher

Dorothy Kurzrock

Teacher

Genevieve Simons

Teacher

Sharon Crawford

Parent

In the fall of 2008, JTM administered a survey to gauge top parent concerns. The instrument was developed by the district and given at all metro schools.

Results at right reflect both qualitative and quantitative responses.

’08-’09 Parent Survey Results for JT Moore

Responded in total = 344

? = 32 (did not indicate a grade)

5^th= 87

6^th = 85

7^th = 54

8^th= 86

Other responses that were most often reported:

• Challenge my kids – clearly communicate minimum requirement vs. extra to help challenge. Improve writing and require more reading.
• Spanish Immersion, foreign language ed., high quality education, gifted talented
• Consistent IB – MYP funding and gifted talented programs
• Continue parent involvement and communication.

• Acknowledge the good work done by administrators and teachers. Require some teachers to attend professional development meetings on differentiating instruction.
• Academic enhancement opportunities and curriculum

• More technology/computer classes.

List Data Sources

TCAP Results all subject areas 5-8

TCAP-Alt for SPED Students

State Writing Assessments 5^th and 8^th Grade

Student Report Card Data

2009 K-8 AYP Results

Tennessee Value Added Reports

Thinklink data

Non Academic:

Discipline Data

Attendance Data

Free & reduced lunch data

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

1.5 - Data Collection & Analysis

Based on a multitude of reliable and valid scientific research data that indicate that schools that use data to inform instructional decisions are more effective in increasing student academic achievement, the administration and faculty of J.T. Moore Middle School collect and use data to drive instruction in the classroom. Although the summative data obtained from the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Value Added Reports are used by teachers and administrators to understand the academic gains and weaknesses in instruction in a given school year, formative data obtained from other sources are the driving forces of instruction at J.T. Moore Middle School.

TCAP data are one source of information used in the scheduling of students into classes at the beginning of the school year following the April TCAP administration. Information obtained from teachers and parents also helps inform this process. Other data obtained from the Basic Reading Inventory (BRI), DIBELS, STAR reading test, classroom observations, and teacher made unit tests serve to inform individual student academic needs and subsequent scheduling changes in the weeks following the beginning of the school year. Data obtained from Thinklink testing that is conducted in late August, in late October, and again in January are used to identify individual student areas of strengths and weakness within an academic content area. These data are then used to target the specific content area needs of individual students via instructional decisions within the classroom learning environment. Frequent informal assessments of student understanding of content material being taught in the classroom serve to inform subsequent instructional decisions of teachers. Results obtained from end of unit testing further drives classroom instructional decisions. Students whose test results indicate less than mastery of the material being taught are provided additional instruction, while those students whose test results reflect unit mastery are afforded supplementary instruction.

As the instructional leaders of J.T. Moore Middle School, the principal and assistant principal, in cooperation with the school’s Exemplary Educator, developed an observation feedback form in August 2009 that identifies research based best teaching practices that have been shown to raise student academic achievement. This form is completed for each observation conducted by the school principals and a copy is then given to the observed teacher. Frequent observations and feedback has been shown to be an effective method for assisting teachers in identifying strengths and weaknesses in their classroom instruction.

Other sources of data are also utilized as pathways towards improving student academic achievement. For example, during teacher inservice training that occurred the week before students returned to school in August 2009, training was provided for the faculty to help develop deeper understandings of the relationships between student academic achievement and discipline/behavioral issues, school attendance, and poverty. These factors have historically played a pivotal but generally negative role in faculty and administration attempts to raise the levels of academic achievement in “at risk” students. As part of the effort to reduce the frequency and influence of adverse student behavioral and attendance issues, a new discipline program was developed and implemented in August 2009. This program uses a teacher-student based relationship building protocol as its philosophical core. Improved understandings of cultural and socioeconomic differences serve to improve teacher relationships with students and thus, reduce behavioral and attendance issues that have historically had detrimental effects on student academic achievement of “at risk” students. The use of demerits as deterrents for undesired behaviors and an intramurals reward system are other key aspects of this discipline program.

Strengths:

• The faculty of J.T. Moore is committed to improving student academic achievement. The faculty is highly educated and talented.
• Data sources listed in this plan are being accessed and mined by administration and teachers toward meeting our instructional goals. There is a clear desire for linkage between student achievement results gathered through assessments and classroom instruction. Professional development and resource procurement are becoming congruent with data outcomes. Bi-weekly data meetings and monthly faculty meetings have a focus on these next steps.

Weaknesses:

• In the past, the IB programme was equated with only "advanced" classes. Creating a climate in which all students are expected to be critical thinkers and one in which all teachers routinely use research based, high yield strategies is a shift in practice and culture that will take time to develop.
• Although many members of the J.T. Moore faculty either have been using data to drive their classroom instruction or have quickly learned and adapted effective strategies for using data to guide instruction, other faculty members require ongoing training and compliance monitoring to ensure effective data driven instruction is in place.
• Because JTM has enjoyed a reputation as being a high performing school for many years, grappling with our current status is causing some anxiety among the staff and increases pressure to meet accountability standards.

The administration and the majority of the faculty of J.T. Moore Middle School firmly believe that frequent informal and formal assessment and the building of trusting, supportive relationships are of paramount importance as we strive to improve student academic

achievement.

1.6 – Report Card Data Disaggregation

For the 2009-2010 school year, J.T. Moore Middle School has been placed on the NCLB Accountability Status level of School Improvement 1. This NCLB status placement is the result of the failure of J.T. Moore Middle School to meet Federal NCLB benchmarks in the areas of mathematics, reading/language arts, or both for the 2007-2008 and 2008-2009 school years.

The school met AYP benchmarks for the 2005-2006 and 2006-2007 school years. Moore has met its overall achievement goals each year in language arts and math. In the aggregate, the school continues to achieve AYP benchmarks, but disaggregated subgroup performance as described below renders the school ineligible to meet standards.

For the 2008-2009 school year, J.T. Moore Middle School failed to meet Federal AYP benchmarks in both mathematics and reading/language arts. For both of these subject areas, African American students, students with disabilities, and economically disadvantaged students failed to meet the 86% mathematics and 89% reading/language arts proficiency benchmarks. In many cases, a single student who did not meet proficiency benchmarks counted against J.T. Moore Middle School’s AYP status in the areas of race, economically disadvantaged, and students with disabilities.

TVAAS data for 2009 were strong. The performance summary report available on state department of education website showed positive aggregate growth in all grade levels.

Specifically, the 3-year average growth for 5th grade was a slight 0.2, but in 2009 it was strong gain of 2.9. Sixth grade three year average growth was 1.4, in 2009 it was slightly improved at 1.6. Seventh grade, Moore's lowest performing grade level over time, lost ground over the three year average with -2.5 but improved significantly, reducing loss to -0.8 in 2009. Finally, 8th grade was a flat 0.0 rate for the three year period but in 2009 grew to a 3.3 gain. This data suggests that despite the school's AYP status, gains are being made in student learning. The growth is consistent with the finding that more students than ever earned advanced scores on TCAP. Because AYP is designed only to count how many students meet mid level standards or move from the bottom to the middle, Moore's work in moving more students from the middle to the top is not reflected in its NCLB status. These performance results are, however, evidenced in the value added data.

Overall, J.T. Moore Middle School met the 86% proficiency benchmark in mathematics with 86% of students scoring proficient or advanced on the TCAP mathematics subtest. However, only 77% of African American students, 73% of economically disadvantaged, and 56% of students with disabilities scored proficient or advanced. Thus, J.T. Moore Middle School failed to meet AYP benchmarks for mathematics. Overall, J.T. Moore Middle School dropped two percentage points in the area of mathematics for students scoring proficient or advanced from the 2007-2008 TCAP testing. Furthermore, white students dropped two percentage points, African Americans dropped three percentage points, and economically disadvantaged students dropped four percentage points. Most significant was the twelve percentage point decrease in the students with disabilities population.

In the area of mathematics, African American students were nine percentage points below the 86% proficient/advanced target, economically disadvantaged students were thirteen percentage points below the 86% proficient/advanced target, and students with disabilities were thirty percentage points below the 86% proficient/advanced target.

It is interesting to note that in the area of mathematics, 90% of females scored proficient or advanced in mathematics compared to 82% of males.

Overall, J.T. Moore Middle School met the 89% proficiency benchmark in reading/language arts with 90% of students scoring proficient or advanced on the TCAP reading/language arts subtest. However, only 82% of African American students, 81% of economically disadvantaged, and 67% of students with disabilities scored proficient or advanced. Thus, J.T. Moore Middle School failed to meet AYP benchmarks for reading/language arts. Overall, J.T. Moore Middle School gained one percentage point in the area of reading/language arts for students scoring proficient or advanced from the 2007-2008 TCAP testing. Furthermore, white students gained two percentage points and economically disadvantaged students gained one percentage point. However, African American students and students with disabilities both dropped one percentage point from the prior year testing.

In the area of reading/language arts, white students scored seven points above the 89% target. However, African American students missed the 89% target by seven points, economically disadvantaged students were eight percentage points below the 89% proficient/advanced target, and students with disabilities were twenty-two points below the 89% target. Eighty-eight percent of students received scores on the TCAP writing assessment that were considered “competent”.

It is interesting to note that 95% of females scored proficient or advanced on reading/language arts compared to 87% of males.

Twenty-six percent of the student population was enrolled in the Encore program for gifted/talented students during the 2008-2009 school year at J.T. Moore Middle School. The 2008 TCAP scores show increases in the percentages of students scoring "Advanced" in both Reading and Math among White, Black, and Economically Disadvantaged subgroups.

Eight percent of grades earned by students were D’s while 3% were F’s during the 2008-2009 school year at J.T. Moore Middle School.

J.T. Moore Middle School’s enrollment for the 2008-2009 school year was 546 students. Of this population, 47% of the student body was female while 53% was male. White students comprised 55% of the student population while African American students were 40% of the student body. Asian students were 3% of the student population and Hispanic students were 2% of the student body. Special education students comprised 13% of the student population. Thirty-nine percent of the students received free or reduced lunch during the 2008-2009 school year.

Nineteen percent of students attending J.T. Moore Middle School were suspended out of school during the 2008-2009 school year. Forty percent of these out of school suspensions were female while 60% were male. Eighty-five percent of the total number of out of school suspensions were African American students while eleven percent were white students. There were 247 individual incidents of out of school suspensions during the 2008-2009 school year. One student was remanded to alternative school during the 2008-2009 school year.

Attendance criteria for the 2008-2009 school year was met by J.T. Moore Middle School. The attendance goal was 95%, and J.T. Moore Middle School’s attendance rate was 95%.

Report Card data clearly indicate that J.T. Moore Middle School has many areas of strength and weakness as it strives to raise the achievement level of all of its students. While white students continued to score well above the NCLB benchmarks in reading/language arts and mathematics, students with disabilities showed significant decline in mathematics. Furthermore, white students, African American students, and economically disadvantaged students all showed small but significant declines in the area of TCAP mathematics. White students and economically disadvantaged students had small gains in reading/language arts TCAP scores while African American and students with disabilities showed small percentage point declines in reading/language arts.

The value added report, however, shows the highest overall "grade point average" for the school in three years. Science improved a letter grade in 2008 and the other subjects improved their average scores to sustain letter grades of A's and B's. Previous "gpa's" for Moore were a 2.5 in 2006, a 3.1 in 2007, and a 3.5 in 2008.

Very pertinent to the overall academic achievement discussion is the issue of student behavior. It seems logical to infer that when nearly 20% of your student population has been suspended out of school, the majority of these students were likely involved in other behavioral infractions that kept them out of the classroom but not necessarily out of school. When the majority of the students who were suspended out of school were African American students who were economically disadvantaged and, in several cases, were students with disabilities, it becomes an almost insurmountable task to meet AYP benchmarks. Students must be in the classroom if they are to gain the academic skills needed to demonstrate academic achievement.

Strengths:

• The overall target 86% benchmark in mathematics and 89% benchmark in reading/language arts were met at J.T. Moore Middle School during the 2008-2009 school year.
• Overall, J.T. Moore Middle School gained one percentage point in the area of reading/language arts from the 2007-2008 testing year to the 2008-2009 testing year.
• White and economically disadvantaged students made small percentage point gains in reading/language arts TCAP scores.
• White students continue to score above the NCLB benchmarks on both mathematics and reading/language arts.
• One-fourth of the students who attended J.T. Moore Middle School during the 2008-2009 were enrolled in the Encore program for gifted/talented students.
• In Math, there was an 8 percentage point increase school wide in students scoring "Advanced" on TCAP among White, Black, and Economically Disadvantaged students.
• In Reading/Language Arts, 2% more students in these same subgroups scored "Advanced" than the prior year.
• The value added report card scores for 2008 were better than any other in the 3 year cycle. The school improved to two A's and two B's. Math and reading were both A's.
• Attendance benchmarks were met for the 2008-2009 school year.

Weaknesses:

• J.T. Moore Middle School failed to meet NCLB benchmarks in the areas of mathematics and reading/language arts for the 2008-2009 school year.
• Students with disabilities, African American students, and economically disadvantaged students failed to make adequate yearly progress in both mathematics and reading/language arts.
• Students with disabilities showed dramatic declines in mathematics from the 2007-2008 school year to the 2008-2009 school year.
• Female students scores significantly higher on the TCAP than male students in both mathematics and reading/language arts.
• White students are three times more likely to score "Advanced" than Black students.
• Nearly one-fifth of the student population was suspended out of school at some time during the 2008-2009 school year.
• African American students are overrepresented in the number of out of school suspensions. They comprise 39% of the student body but represent 85% of the out of school suspensions.
• J.T. Moore Middle School has a high percentage of its student population who qualify for special education services.
• Significant achievement gaps remain between white students as a group and African American students, economically disadvantaged students, and students with disabilities.

1. Increase the rate of proficiency in mathematics of African American students, students with disabilities, and economically disadvantaged students to meet or exceed the NCLB benchmark rate of 86%. Meeting this goal will in turn decrease the achievement gap between white students and their black, economically disadvantaged, and/or disabled peers.
2. Increase the rate of proficiency in reading/language arts of African American students, students with disabilities, and economically disadvantaged students to meet or exceed the NCLB benchmark rate of 89%. Meeting this goal will in turn decrease the achievement gap between white students and their black, economically disadvantaged, and/or disabled peers.
3. Improve value added results as represented in the state report card by achieving no less than three letter grades of A and one letter B for 2009 and 2010. This will yield a report card grade point average for the school of 3.75, an improvement over 2008's 3.5.
4. Improve student behavior through teacher-student relationship building, cultural understandings, consistent enforcement of rules, parental involvement, and high expectations for all students. This will result in a decrease of 50% in student suspensions, from 112 students suspended in 2008 to no more than 56 in 2009-2011, with no students with IEP's exceeding 10 days without appropriate service.

Beliefs

In May of 2009, the Moore Leadership Team developed a set of essential agreements that reflect a shared commitment for school improvement. These agreements were shared with faculty, parents and students for revision and ideas for improvement. Below are the commonly held tenets of the work at JTM:

• COMMIT TO LISTEN, SUPPORT, CONNECT

Listen to build strong relationships

Build trust through communication

Build trust through strong relationships

Support each other

Teachers reach out to teachers

All perspectives matter

• REINFORCE THE SAFETY AND STRUCTURE OF OUR SCHOOL ENVIRONMENT

Students’ needs come first

Create and cultivate a safe structured environment

• REFLECT, GROW, IMPROVE

We all set goals

Develop a continuous improvement cycle

Grow through reflection

Focus on the same goal—common visions

Ask “What did I do today to feel proud?”

Foster awareness of self and others

• ENGAGE KIDS WITH MEANINGFUL INSTRUCTION

Motivate kids with engaging relevant instruction

Model a life of learning

Incorporate the creativity of all disciplines

Implement differentiated instruction

• CARE ENOUGH TO SEE THE POSITIVE

Create a culture of acceptance by example

Teacher and model respect to all

Embrace all students as ours

Build courage by manifesting independence

Be respectful and tolerant of the whole child

Common Mission

As an International Baccalaureate World School, JTM shares the organization's mission “To develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” This is the school’s focus for curriculum development, community service, and enrichment activities.

Shared Vision

The expressed vision at J.T. Moore is to develop the best prepared high school freshmen in Nashville. This statements reflects important tenets of the middle school philosophy - that development is critical during the adolescent years as students grow toward independence, that students do not have to know what they want to be "when they grow up" as middle school is a time of self-exploration, and that our prime directive as middle school educators is to differentiate instruction for all learners so that no matter their high school path, they will enter the 9th grade with a set of interpersonal and academic skills that will provide a strong foundation for continued growth.

The school honors both the mission and the vision as unique yet complementary statements that describe our work.

Current Curricular Practices

Use of

Disaggregated Data

Standards Based

Curriculum

Differentiated Instruction

Academic

Vocabulary

Integrated

Technology

Collaboration

Reading Initiative

Evidence of Practice (State in definitive/tangible terms)

Scheduling and placement in high school credit classes,

reading classes,

balanced literacy groups reflects students' needs

Student subgroup achievement goals identified according to subject area deficiencies as demonstrated on formative and summative assessments

TVAAS data used to i.d. Accelerate 1, 11, and Advanced students

Standard based lesson and unit plans are required of all teachers

Standards are posted and referenced, pacing guides in use

All teachers attend Standards 1 & 2 training (for core) of new standards from state

Standards based practice assessments used from State, Think Link, Study Island

Teachers trained in differentiated instruction by district and as job embedded with support from coaches

Use of differentiated instruction planner

Classroom walk-through feedback

Assignments and Assessments varied according to student needs and IEP's

Co-teaching and team teaching reflects differentiated approaches

Marzano strategies reviewed in PD sessions

Word Walls in place, reflect a student centered approach to integrating vocabulary

Student vocabulary books/binders as reference

Wordly Wise books for vocab growth

Guiding questions/unit plans reflect incorporation of vocab

Think Link and TVAAS training/use

Study Island

Technology class in related arts

Culture Grams

Response pads

Accelerated Reader online

STAR online

Web Research projects

Safari Montage

Capstone

Interactive Library

Whole school PD reflects shared mission and vision

Professional learning communities and teams meet

Common planning for grade levels

Vertical planning curriculum mapping

Unit plan collaboration

Co-teaching

Comprehensive Literacy Framework

identifies

performance levels

for instruction and improvement,

DIBELS assessment,

Accelerated Reader, STAR, Book Clubs, and Capstone Interactive Library

Voyager Reading (Journeys) for identified groups

Literacy coach for teacher PD

Is the current practice research-based?

YES

YES

YES

YES

YES

YES

YES

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

YES

YES

YES

YES

YES

YES

YES

Has the current practice been effective or ineffective?

Effective but still need more growth

Effective

Somewhat Effective - developing

Effective

Somewhat Effective - not widespread use

Effective

Effective

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

School Report Card Data

AYP Results

TVAAS reports

Master Schedules

Think Link Results

TCAP scores

Standards Checklists, pacing guide, curriculum maps

Teacher plans

Differentiated lesson plans and scoring rubrics

Alternative assessments TCAP alt and Modified TCAP

Vocabulary is embedded in objectives

Print rich environments

Classroom walkthrough data

Improved TCAP scores

Assessments using technology in Grade speed

STAR and AR tests accessed

Library use log

Study Island reports, Think Link Reports

Minutes from team meetings

ERO reports on PD accessed

Grade Level Expectations and shared documents posted on web

Cross subject Unit Planners

BRI/DIBELS

Formative assessments from Voyager, Study Island, Think Link

Writing assessments

Readers workshop plans

STAR,AR levels

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

Algebra, Geometry,

Physical Sci., Spanish, French and EOC test pass rates of 95% or better

Formative data show (TL 1-3) improvement of 2% overall in LA and 3% in Math students

Teachers' grade distributions reflect reteaching and mastery attainment

TCAP Results meet AYP goals

RCPI's in Reading and Math as measured by TL 1, 2, 3 and TCAP, reduce % of students in Level 1 or Below Prof by 10% on each assessment

100% of faculty will develop one collaborative unit plan with differentiated activities; assessments

100% of faculty will offer differentiated activities for achieving student mastery

Data collected by EE, administrators will show 100% of staff using effective strategies for teaching vocab

Students’ use of various web based sites - AR, Study Island - 90% of students with at home access will use

100% of teachers will assign TL &SI and use media research

SWD's will show a 10% increase in proficiency based on co teaching use

90% of staff will be trained in co-teaching effective practice

School wide reading/LA proficiency level will improve by 2%, 2% increase in subgroups scoring Advanced on TCAP

Evidence of equitable school support for this practice

Counselors use data in master scheduling

Teacher input for student

Placements

All students have access to MYP

All teachers have copy of Standards Guide

Curriculum

aligned with state standards

Heterogeneous

Grouping in class rosters

Project based learning for all grades showcases wide range of ability levels, learning

All students use Wordly Wise books; no student will be without materials

All staff has support of EE

Available for all students in media lab

All staff and students given TL and SI access

All teachers share best practices bi-weekly

Teachers plan with

Information

Specialist and TSS

District Training

Available for PD

Support and

interventions

provided by

Literacy Coach for all staff

Next Step (changes or continuations)

Provide more training for

teachers on interpreting

student performance

Continue to monitor students’

progress for reteaching and retesting

Evaluate quality of differentiation by having more peer sharing and PD with UBD

Evaluate effectiveness of use by tracking progress on assessments

District to provide continuous training, and a mobile

computer lab

Increased use of Media Center as seen on Google calendar

Tracking fidelity to program can increase accountability and quality of instruction

Curriculum Gap Analysis - Narrative Response Required

TIME

The district provided nine in-service-planning days for the 09-10 academic school year.

Thirteen Code 16 days are allocated for principal’s discretionary use. Each faculty member

has five professional development days.

MONEY

Each teacher is allocated $200 in BEP/CTE funds for classroom instructional use. New teachers receive an additional $200. Fee waiver money is available for indigent students. 2316 funds are available to support instructional needs. Federal program dollars (Title I and II) were spent almost entirely on the Literacy coach thereby reducing the amount of money available for focus PD to support Understanding by Design and the purchase of curricular material.

PERSONNEL

One of our 40 certificated faculty members is a literacy coach who provides job embedded staff development Our itinerant staff includes a speech therapist, psychologist, social worker, vision impaired specialist, behavioral specialist, hearing specialist, OT, PT and CSET. An Exemplary Educator is working at JTM this year.

RESOURCES

Each teacher has a computer. Only 8 teachers have mounted projectors and laptops. There are 2 ELMO cameras and four response pad systems for check out, with 6 chalkboard/marker boards (electronic) for check out.

Our media center offers Safari Montage (on-line video resources), and 28 internet accessible computers. These computers are loaded with Accelerated Reader, Star Reading, Inspiration, Microsoft Office, Type to Learn, TEL Access, and Culture Grams for student learning. There is no computer lab for instruction outside of the media lab.

One data technician provides services to Moore.

The PTO provides numerous services for faculty, staff and students.

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

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

• TIME

We need additional time for analyzing data, planning and collaborating before school starts and during the school year. The leadership team needs more time for development.

• MONEY

Money is needed to support a wireless computer lab or laptop cart. Funds are needed to supply teachers with technology proposals. Funds are needed to pay stipends to teachers for their leadership work, for mentoring other teachers, and for professional development activities, based on the school's identified needs.

• PERSONNEL

Due to the increase in accountability and performance demands with special adherence to standards, the school would be well served by having a full time standards coach and a numeracy coach in the building in addition to the literacy coach. This would provide support for the two administrators and full teaching staff in all subject areas.

Equity and Adequacy:

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

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes. The leadership team, representing the entire spectrum of grades and departments, drives decision making.

Based on the data, are we accurately meeting the needs of all students in our school? We need to meet the needs of subgroups (black, economically disadvantaged, and students with disabilities) in order to have them make gains.

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

J.T. Moore school wide Middle Years IB program that is offered to all students. Students are engaged in cross-curricular topics that involve five areas of interaction for IB. Differentiated instruction, flexible grouping and Balanced Literacy are practices used by teachers. Our highly qualified teaching staff collaborates to vertically align plans with the standards. Teachers take advantage of opportunities for staff and professional development that support the need for more collaboration, intentional design of interrelated academics, and a need to differentiate instruction for the diverse learners at our school.

88% of students earned high school credit in algebra, 100% in Spanish,

100 % in physical science, and 100% in French.

Curriculum Summary Questions- Narrative Response Required

Curriculum Summary Questions- Narrative Response Required

How will we address our challenges?

We plan on addressing our challenges by highlighting the inequity of technology resources in the district and then by overtly asking for things we need.

Continuous professional development will be provided by the Literacy coach and the district to improve teachers’ knowledge and implementation of new standards, Balanced Literacy, and data disaggregation toward effective planning and assessment.

We will deploy the resources we have through local and federal dollars to offer p.d. in the MYP and UBD programs, relying on job embedded training as much as possible.

Current Instructional Practices

Instruction aligned

with standards based curriculum

Classroom Organization and Management supports learning process

Teachers incorporate a wide-variety of teaching strategies

Instruction supports needs of diverse learners

Instruction aligned with assessments

Students have multiple opportunities to receive extra assistance

Use of Analyzed

TVAAS Data

Monitoring of IEPs, Support Teams and Students

At-Risk

Evidence of Practice (State in definitive/tangible terms)

Teachers use new standards to guide instruction, access pacing guides and curriculum maps

Standards posted

Standards evident in unit plans

PBS

School and class discipline plans

Relationship Plans

Teacher lesson plans/unit plans

classroom observations,

use of technology

Cooperative learning

school -wide

recognition

Differentiated approaches

team teaching

inclusion

Assessments reference standard taught

Backward planning

classroom observation data

Tutoring schedule (SES)

team teaching

collaboration with mentors

after school enrichment

Individual student and teacher data

Reports

School wide comparison of value added to like schools

Teachers collaborate with parents,

counselors,

and itinerant

personnel

PBS data

S teams

EZ IEP shows compliance

Is the current practice research-based?

YES

YES

YES

YES

YES

YES

YES

YES

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

YES

YES

YES

YES

YES

YES

YES

YES

Has the current practice been effective or ineffective?

EFFECTIVE

EFFECTIVE

EFFECTIVE

EFFECTIVE

EFFECTIVE

EFFECTIVE

EFFECTIVE

EFFECTIVE

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

Teacher lesson plans, state standards books, classroom observation feedback,

Assessments aligned with RCPI's

PBS data

COMP workshops

discipline data

demerit/intramural tallies each month

Teacher lesson plans

classroom observations

shared learning community

Differentiated plans

observations

professional development data

IEP reviews

Teacher lesson plans and tests

classroom observations

curriculum maps/guides

Tutoring data

team teaching data

after-school club data

Student achievement goal statements

disaggregated data from TVAAS site

meeting notes

IEP504 plan

safety plans

behavior plans

EZ IEP case load reviews

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

Meet AYP goals for TCAP and Writing Assessment

discipline data shows reduction by 50% of OSS rates

student grades

Met NCLB and AYP goals

EOC test scores - 90% pass rate

Student grade distributions correlate with TCAP

Met NCLB and AYP goals by reducing by 10% below proficient in subgroups

Met NCLB and AYP goals

EOC test scores are at 90% pass rate

Student grades reflect lesson content on every test

Improvement by 2% in advanced scores, reductin by 10% of below proficient scores

50% of eligible student participation in SES

.

Overall 3 year increase in TVAAS results

Improve grades on state report card from 3.5 gpa to 3.75

100% compliant on IEP's

100% of S team referrals get an action plan with follow up

Evidence of equitable school support for this practice

All classes are taught according to the applicable standards

Teachers use Moore Shared Folder for policies and procedures throughout the school year

weekly PBS updates and student reinforcers

All classes are taught with a variety of instructional strategies

all teachers are encouraged to attend relevant professional development.

All classes are taught with a variety of instructional strategies.

all teachers are encouraged to attend relevant professional development

All classes are taught according to the standards and how they relate to the appropriate standards.

All students are invited and encouraged to attend programs

students

presentations

All students are assigned to classed based on performance levels

teacher collaboration

All SPEC teachers have EZ IEP access

All teachers utilize services of support team as needed

Next Step (changes or continuations)

Continue to train faculty on standards and educate students and their families about the relevant standards.

Continue to encourage faculty to attend relevant professional development

Continue to encourage faculty to attend relevant professional development and share strategies

Continue to encourage faculty to attend relevant professional development and share strategies

Continue to encourage faculty to attend relevant professional development and share with colleagues

Continue

collaboration with universities, outside resources and
encourage student participation

Continue to monitor student outcomes and use data to drive relevant instructions

Continue to monitor and document

students’ achievement and schedule accordingly

Instructional Gap Analysis - Narrative Response Required

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

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

• TIME

In-service planning days and ongoing professional development workshops focus on strategies that increase student learning. Teachers have (with minor exceptions) common planning time to work together.

• MONEY

Teachers receive BEP/CTE funds. The PTO allocates funds for each teacher at the beginning of the

school year. Parents' generous donations coupled with PTO sponsored imitative “Invest in your Child”

provide instructional material for the students at Moore. Additional funds may be requested for needed

items. The FAC receives input from teachers and decides how to spend discretionary funds. Title I and II federal dollars are also allocated for professional development to improve instruction.

• PERSONNEL

Moore has 40 teachers and 13 educational assistants who provide a variety of researched based classroom strategies that facilitate learning for all students. All teachers are invited to share effective instructional strategies with colleagues during bi-monthly faculty meetings. A literacy coach and an EE are on staff. The school has one minority teacher and ten minority paraprofessionals. A behavior specialist is part of the cluster support team to assist the school.

• OTHER RESOURCES

Volunteers from neighboring universities, parents and community agencies contribute time, money

and talents. Free classroom materials are often given to workshop participants. SES tutoring is available for FARM students.

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

• TIME

Additional planning days are needed before school begins. This collaboration will allow teachers time to analyze student data, discuss student strengths- weaknesses and plan accordingly.

• MONEY

Funds are needed to support technology needs and to pay for a numeracy coach and a standards coach. Stipends should be made available to pay lead teachers or department heads who will take on added tasks that would benefit staff development and build professional learning communities.

• PERSONNEL

A numeracy coach and a standards coach are needed. More highly qualified minority teachers would represent a better balance that reflects the school's demographics. The Principal serves on a state level task force for teacher quality that seeks ways to attract bright candidates to the district toward better mirroring the make up of an urban district like Nashville's.

• OTHER RESOURCES

The school needs an environment and physical plant that support learning. Daily, half the rooms are too hot or too cold. We survive each year with children and staff literally sickened because it is too hot to teach and learn or too cold to be comfortable. Pleas to the district to fix, not just patch, these issues with the physical plant appear to be ignored. This is a perennial problem suggesting that the physical plant does not affect instruction.

Likewise, we need consistent on time transportation. Some bus routes are often late, causing students to miss instruction in the morning or to become hard to manage in the afternoons. Buses should arrive on time so kids can get a morning meal and pick up on time so kids are delivered home safely as expected.

Instructional Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

J.T. Moore teachers and administrators are focused on promoting a quality education and a positive learning environment. 100% of our faculty is highly qualified. Our faculty selects professional development opportunities based on department consensus. They work to maintain high expectations, use PBS to minimize classroom disruptions, and deliver standard-based instructions and assessments to promote achievement.

.

Instructional Summary Questions- Narrative Response Required

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

Technology is available but limited due to the number of computers in the Media Center. This limits use of Think Link, Study Island, AR, internet, and other instructionally appropriate resources.

The lack of time allocated for planning to vertically align and collaborate is an ongoing challenge.

Lack of a numeracy coach and a standards coach limit the ability to improve math scores via job embedded p.d. for the teachers. All subject area staff could be supported in implementing new standards and more critical thinking with support from another instructional coach to mentor, model, and observe.

Instructional Summary Questions- Narrative Response Required

How will we address our challenges?

Plans are being discussed with stakeholders to secure more technology. The school is committed to sharing best practices during bi weekly team and strategy meetings and during faculty meetings. Each grade level or department also meets during planning time to overcome the lack of outside time for these efforts. The literacy coach brings best practice to all subject area teachers as reading is a core skill across all areas.

Current Assessment Practices

Assessments aligned with TN standards/ curriculum

Uses a wide range of assessments

Assessment of all categories of students

Use of

Disaggregated Data

Provides professional development in the appropriate use of assessment

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

Provides assessment information to communicate with all relevant groups

Evidence of Practice (State in definitive/tangible terms)

EOC tests, unit test and teacher made test are aligned with standards

TCAP is aligned with standards

Think Link assessment is aligned

EOC tests

Think Link x 3 plus probes

Study Island

Edusoft tests

Explore (pre-ACT formative assessments)

Performance

Portfolios

Writing assessments

Student testing rosters ensure all are tested.

Alternate TCAP evals are made for SWD's

TCAP subgroup data is evaluated regularly to target students who need additional support

Electronic Registrar Online course

listings

in-service on backward planning (UBD) focuses on assessment as both formative and summative

Literacy initiatives include DIBELS, BRI

Think Link training

BRI/DIBELS

Study Island

Professional learning communities examine their own assessments to rate level of questioning

Teacher sites

Gradespeed

student progress reports

district website

state report card

Newsletters

List serve

Student agendas

Is the current practice research-based?

Yes

Yes

Yes

Yes

Yes

Yes

Yes

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

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Has the current practice been effective or ineffective?

Effective

Effective

Effective

Effective

Effective

Effective

Effective

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

Decrease in number of students performing below proficiency by 10% annually

Increase 2 % students scoring advanced by mastering RCPI's

Meet AYP requirement for number of students involved in assessments

Number of students tested meets AYP; SWD's taking alternative TCAP does not exceed 1% or 2% for new TCAP

Algebra, geometry,

physical sci., Spanish, French EOC test

TCAP results are studied by subgroups

100% faculty have enrolled in professional development

Increase faculty use of Think Link for assessment probes to all Math/LA

TSS support for support with technology with 90% of tickets answered in 2 day time period

TVAAS, TL training offered at least once per year

95% of staff will have up to date Gradespeed and web sites

School assessment results are up to date as of September each year

Evidence of equitable school support for this practice

All students participate in standards based assessments

All students are invited and encouraged to participate in offered assessments.

All students participate in assessments, regardless of subgroup.

Counselors use data in master scheduling

Teacher input for student

placements

All teachers allowed and encouraged to participate in professional development opportunities

All teachers have access to IT Help Desk to request support, ERO for training

Use of call out system to all students, all staff has web pages

Variety of means of communication home so all stakeholders get information

Next Step (changes or continuations)

Continue to train staff on using standards for assessment

Continue to encourage and expect students to do well on tests

Continue to encourage all students to be present for testing.

Provide more training for

teachers on interpreting

data

Continue to develop in-service programs that promote appropriate use of assessment

Generate information about alternate sources of support; do PD survey of staff

Seek new avenues to communicate with relevant groups via survey

Assessment Gap Analysis – Narrative Response Required

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

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

• TIME

Tests are scheduled by the state and district. Counselors develop a testing schedule for our school which accommodates testing needs. In house assessments are created based on needs seen in each classroom and are given via electronic and traditional means.

• MONEY

Mandatory test are provided to us free of cost. Think Link formative assessments are provided by classroom teachers using technology available from the district. Teachers use BEP/CTE money

to generate teacher made tests. Parents provide financial support for student to demonstrate their understanding through project based assessments. Study Island purchased with 2316 funds.

• PERSONNEL

Teachers, guidance counselors, and administrators are each assigned appropriate responsibilities for each testing scenario. Guidance counselors are specifically designated as testing coordinators. As needed and when appropriate, other personnel provide additional assistance with test coordination and collection.

The informational specialist administers the STAR test for students and shares results.

• OTHER RESOURCES

Technology resources have been made available by the district to develop standards based in-class assessments. Test banks and software can be downloaded by individual teachers for instructional use.

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

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

• TIME

Faculty has expressed a desire for more in-depth training on-site in Think Link and other assessment resources, including project-based assessments.

• MONEY

Faculty would like more funds for project-based learning and more computers for testing/remediation.

• PERSONNEL

Faculty have expressed a desire for more paid planning time to assist with the paperwork associated with additional mandated assessments and to more effectively use data to drive instructional decisions.

• OTHER RESOURCES

Teachers would benefit from projectors to display data on class achievement on assessments.

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers? Yes. While more resources can always be utilized, teachers are equitably provided adequate resources to meet basic needs.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes. Funds and resources that are available are being effectively targeted. More funds are needed to truly meet all of the needs of our diverse student body especially for demonstration of project based learning.

Based on the data, are we accurately meeting the needs of all students in our school? No, TCAP results from last year show we are not making progress with subgroups that need improvement.

Assessment Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

J.T. Moore has dedicated teachers, hardworking staff, supportive administrators and an excellent PTO.

Teachers collaborate on a regular basis during departmental meeting to vertically align concepts and analyze assessment data. Our new adopted textbooks are aligned with the Tennessee Standards. Teachers have access to various types of supplemental materials that support their texts.

Think Link offers an opportunity to assess student learning.

The use of higher order thinking and Understanding by Design teacher workbooks will assist teachers in planning challenging instructions and provide a framework for designing more challenging assessments to mirror standards.

Assessment Summary Questions- Narrative Response Required

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

Teachers do not have adequate technology resources (projectors, response pads, computer stations) to ensure that students can access electronic assessments on a regular basis.

More students could benefit from project-based learning, Think Link and other varied, differentiated assessments.

Assessment Summary Questions- Narrative Response Required

How will we address our challenges?

We are currently addressing our challenges by requesting a computer lab and other resources for technology.

Teachers are utilizing the resources that are available to share what we have for all students.. Teachers will continue to work collaboratively and develop alternative assessment techniques.

Teachers will continue to share best practices and attend ongoing professional development.

Current Organizational Practices

Master Schedule Process

Matador Study Skills Time

Professional Learning Community

Faculty Advisory Committee

Student Leadership Groups

International Baccalaureate

Coordination

Professional Growth & Support

Evidence of Practice (State in definitive/tangible terms)

Designing Master Schedule is done with teacher input for selecting and designing offerings, based on student needs and teacher strengths

Relationship building between teachers and students contributes to a positive school climate and engenders in both a spirit and will to engage in the common work of remediation and enrichment.

Teachers are scheduled to present best practice, bring data as requested, or share a strategy at bi-weekly Target Tuesday meetings.

FAC serves as the “official”

body that voices concerns from faculty to admin. FAC also decides how to best allocate nearly $4000 to support teaching and learning

Two bodies at JTM serve to guide and promote the school’s programs, both instructional and co-curricular. These are student council and the community service work component for all students.

Middle Years Programme Coordinator manages and develops curricular practices in keeping with IB MYP objectives

Admin provides support for teachers to ensure that all needs are met for delivering instruction – materials, supplies, training, release time.

Is the current practice research-based?

Yes – Shared Decision Making

Yes – Rigor, Relevance,& Relationships

Yes – Learning Community

Yes

Yes

Yes

Yes

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

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Has the current practice been effective or ineffective?

Yes - effective

Both - Seek consistency in practice among staff

Both – Small group vs. whole faculty time could improve perceived value

Yes – effective

Yes - effective

Yes - effective

Both- Obstacles with new text adoption and availability of quality substitutes for release time were obstacles

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

Schedule changes for 2007 were reduced by 25%, indicating a better designed master schedule

PBS screeners track changes in referrals by students grouped in high risk advisory groups. Perceptual feedback will be gathered before planning for next year.

Schedule for presentation is maintained and attendance at all meetings/presentations is taken.

Advance Ed Accreditation Report reveals that communication between admin and faculty is open. Expenditure of funds is based on needs inventory maintained by teachers.

Student reflections on MYP learner profile activities completed during study skills time.

Survey of student council on value of work done to improve the school.

IB MYP feedback from report generated by authorization visit for programme approval.

ERO records maintain professional growth records for staff; IB coordinator maintains training records, instructional materials budgets and databases keep track of records for materials

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

Student achievement on school report cards indicate that only 7% of students received failing grades at the 9 week period, which would indicate appropriate placement.

PBS screeners indicate that 8% of students require specific intervention that should delivered in an advisory setting with additional support.

Grade distribution analyses indicate a reduction of 11% in the students who failed at the end of marking period compared to mid term. This indicates that strategies shared for intervention are effectively being used by teachers.

Issue i.d., action, and resolution are logged and monitored. Budget is subject to audit for purpose and use.

Participation by students in creating and voting for a school motto that reflects student perspectives, a school song that embodies student values, and a published list of the best things about the school. All students are eligible to participate.

An additional period for coordination was added to the master schedule to ensure effective practice.

50% increase in the amount of training needed for professional growth has been realized due to increased budget for training for outside source. This has also allowed an additional $3000 of material for instruction to be purchased.

Evidence of equitable school support for this practice

Teachers worked together on planning day in spring of 07 to structure class lists with participation by 100% of staff

All teachers work with advisory groups. There is sharing of best practice through regularly planned meeting or inservice time.

All teachers are assigned times to present which allows ample time for preparation.

All teachers have input on FAC and all minutes of meetings with admin response to concerns are published for all staff

Students from each homeroom and grade level are on student council. Positive Promotions is 7^th-8^th grade and balanced in diversity.

MYP approaches are for all teachers. All staff was trained at start of year and are included in programme planning.

All teachers were offered IB training at inception. Additional materials are available for all teachers through admin request.

Next Step (changes or continuations)

Continue to allow input by all staff on design and placement based on the belief that students should be challenged. Better monitor requirement of IEP’s to avoid scheduling mistakes.

Teachers created lessons for this time during spring of 07. Before 08, we will identify those components that were deemed as effective or ineffective for future redesign.

Teachers are not always comfortable presenting to peers. We could modify by doing this in smaller groups if this is a shared vision.

Continue established practice

Continue and offer training for leadership and intern work for both groups.

Continue to build and include other stakeholders in assessing effectiveness and needs.

eek to increase IB training levels to all untrained staff. Use learning communities to identify needs for extra support for teaching and learning materials and growth.

Organizational Gap Analysis – Narrative Response Required

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

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

• TIME
• All teachers are expected to actively participate in planning for the school’s organizational processes.

An additional period for coordination of IB and instructional practice was added to the master schedule for the programme coordinator.

• MONEY
• Budget allocations for instructional materials and FAC discretionary spending meet definitions for equity according to district and state guidelines. Additionally, the administration has garnered financial support for training and instructional supply purchases through gracious donors and has used those to go beyond what is required in order to support teaching and learning in the school.
• PERSONNEL
• All staff has access to a body that communicates needs via the FAC and the ILT. Teachers work to develop student leadership and build relationships through Study Skills time and working with student groups.

• OTHER RESOURCES
• Parents and other outreach groups contribute to the school’s programs. These include working partnerships with local universities, mentor organizations, and business partners who donate time, talents, money, and other gifts to enrich the school and ensure that we are meeting our goal of creating a positive and high performing school climate. .

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

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

• TIME
• We need additional pre-service planning days (before students arrive) to develop our goals for the year by reviewing practices and goals for effective growth. A challenge is finding adequate professional development time as a staff to meet together. With the very large population of students with disabilities, the school is challenged to meet all requirements of IEP reviews as teachers and administrators are impacted significantly.
• MONEY
• Money to support student leadership opportunities and training would be welcomed. This could come through grants similar to those given for high school reform.
• PERSONNEL
• The IB coordinator position should be full time without instructional duties.
• OTHER RESOURCES
• A redesigned heating and air system that provides consistent comfort for teaching and learning would make the school a better place to be.

Equity and Adequacy:

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

Yes, the school has vehicles through which all teachers are able to participate actively in designing equitable and adequate practices.

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

Yes, all teachers have equal access to the school’s resources.

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

Discipline data suggests that minorities are over represented in OSS and discipline matters.

Organization Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

A major strength is that there are systematic processes in place to ensure that there is two way dialog between all stakeholder groups in regard to the school’s organizational practices. The leadership team was elected by the school faculty rather than by being appointed by the administration. This ensures that the team is truly representing the staff's views. The school has additional support from outside sources – parents and other organizations that contribute to building a positive climate.

Organization Summary Questions- Narrative Response Required

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

As teachers are empowered to be more involved in joint decision making, there is increased accountability and responsibility for problem solving with leadership. The addition of new practices, such as study skills and Target Tuesdays, requires ongoing monitoring and development to ensure that goals and purposes are being met.

Organization Summary Questions- Narrative Response Required

How will we address our challenges?

Each grade level or department needs a lead teacher position that is paid by stipend, not just volunteer. This would provide clearer channels of alignment for relaying communications and planning with a small team on behalf of the entire staff. We need to continue to articulate our priorities and foster relationship building within our building and the community as a whole so that we are in touch with best practice in the field and are taking advantage of opportunities afforded us by collaborating with outside partners.

GOAL 1 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1) Revised DATE: October 13, 2009

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

Goal

Increase the rate of proficiency in mathematics of African American students, students with disabilities, and economically disadvantaged students to meet or exceed the NCLB benchmark rate of 86%. Meeting this goal will in turn decrease the achievement gap between white students and their black, economically disadvantaged, and/or disabled peers.

Which need(s) does this Goal address?

Academic Achievement

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

Maximize each and every student’s learning and eliminate achievement disparities that exist among different student groups.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)

IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

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

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

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step

Focus on state testing standards required by state TCAP, MNPS end-of-course and Gateway tests through instruction, practice assessments, and professional development for staff.

Monthly lesson plan checks and formative assessments , training as needed through May of 2009

Admin., Standards Coach, faculty, district support

School-based Standards, Coach, Special Education Program Manager, Three additional paid inservice days for teachers, Standards Manuals, Think Link or other software, Curriculum development software (web based) , Added technology in a fully funded lab with a technology teacher ,assistance from subject area specialists, test prep materials, access to workshops on standards integration, higher order questioning techniques, permanent substitutes in the building for stability and continuity of instruction

Provided by district (See budget attached)

Principals will monitor teacher lesson plans, instruction, and maintain attendance of professional development sessions. Think Link formative assessments will be monitored by departments and administration. Standards Coach and Subject area specialists will measure quality of program implementation and effectiveness of beginning/struggling teachers in addressing subgroup needs.

Action Step

Maintain constant and consistent monitoring of students’ academic achievement. Analyze testing data to determine instructional and intervention needs.

Each grading period through the end of school year 2011

Admin, Standards Coach, Special Ed Program Manager, District specialists faculty

Teacher made assessments, district assessments, and other relevant data, grade software, computer lab for student use with adequate stations for 30 seats, technology teacher web based survey tool and results generator.

Three additional paid inservice days for teachers.

Provided by district

Teachers will do grade distributions each grading period with interventions listed. Think Link results will be monitored and shared with students and reflected in personal learning goals developed by students..

Action Step

Evaluate options for Alternative Assessments on TCAP for special needs students; provide inclusion training for teachers who work with special ed students in all classes.

By December 2008 teachers should designate those students who need alternative assessments. Before the start of the 2009 academic year, there will be one training for all staff on inclusion best practice.

Special Education Program Manager, Teachers, District Special Ed Coordinators and

Guidance

School-based Special Education Program Manager, Training on inclusion best practice, Three additional paid inservice days for teachers, State manuals for determining appropriate testing levels

Provided by district

Monitoring and compliance checklist for all Special Ed teachers will determine if students can and should take Alt Assessments for TCAP. Records audit by district personnel to ensure compliance.

Analysis of performance results for special ed sub group to determine if schools programs are meeting expectations.

GOAL 2 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1) Revised DATE October 13, 2009

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

Goal

Increase the rate of proficiency in reading/language arts of African American students, students with disabilities, and economically disadvantaged students to meet or exceed the NCLB benchmark rate of 89%. Meeting this goal will in turn decrease the achievement gap between white students and their black, economically disadvantaged, and/or disabled peers.

Which need(s) does this Goal address?

Academics

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

Maximize each and every student’s learning and eliminate achievement disparities that exist among different student groups.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)

IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

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

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

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step

Schedule and administer three school-wide practice assessments in all subject areas, including writing, during the school year to simulate high stakes testing conditions for optimum student and staff preparedness.

Two in first semester, one in second semester through 2011

Standards Coach, Teachers, Guidance

School based Standards Coach, Access to District developed formative assessments, Three additional paid inservice days for teachers, Curriculum software, Think Link, Test prep material, writing prompts

Provided by school of district

(See budget attached)

Collect and analyze performance data by grade level with cross reference by subject area to determine areas of strength and need.

Action Step

Prepare assignments and instructional activities that align with MNPS standards and state curriculum, with a focus on monitoring and adjusting for newly adopted changes in standards and testing. Vary instructional strategies to maximize learning for all students.

Daily planning throughout school year through 2011

Standards Coach, Teachers, Admin Subject area specialists

School based standards coach, Three additional paid inservice days for teachers, Curriculum software, staff development on standards alignment, higher order thinking, and inclusion. Technology integration and a full computer lab with teacher, Standards books, adopted materials, ancillary materials per teacher

Provided by school and district

(See budget attached)

Review of staff development records to ensure all teachers are maximizing opportunity for needed training that supports the action step, Admin and standards coach will maintain data on teacher performance via lesson plan checks and classroom walkthroughs

Action Step

Identify underperforming students, monitor interventions, and provide support.

August through May 2011

All staff, social worker, psychologist

School based full time social worker, standards coach, psychologists, or tutors/mentors, Three additional paid inservice days for teachers.

Provided by district

(See budget attached)

PTO to assist with recruitment of mentors

Collect data on referrals to S-teams, guidance, and/or other testing and services. Analyze Positive Behavior Support data collected.

GOAL 4 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1) Revised DATE: October 13, 2009

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

Goal

Improve student behavior through teacher-student relationship building, cultural understandings, consistent enforcement of rules, parental involvement, and high expectations for all students. This will result in a decrease of 50% in student out of school suspensions, from 112 individual students suspended during the 2008-2009 school year to no more than 56 in each school year from 2009-2011, with no students with IEP's exceeding 10 days without appropriate service.

Which need(s) does this Goal address?

Safety and Security

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

Provides a safe, secure and nurturing environment.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)

IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

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

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

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step

Distribute District Student/Parent Handbook, school rules and classroom rules and procedures to each student upon enrollment. Hold a review of this document with all students during the first week of school with principals presenting to reinforce key concerns. Publish discipline plan on shared web site. A.P. will publish article for parents in first newsletter of the year. Reminders of intramurals and behavior expectations go out on list serve and are posted by grade level on website. Students and teachers will use planners to record their own reflections, assignments, reminders, infractions, and communicate home by having parents sign.

August 2009 with monitoring and adjustments as needed through 2011

Admin, Faculty

Functional school web site, Code of Conduct booklets, list serve for parents, printed newsletter, EZ IEP access, student planners

Newsletter and List serve paid for by PTO, Other technology provided by district. Student Planners purchased with Title I funds as a method of parent communication for all students.

Collect data quarterly, including Chancery and In house data (demerit tallies) to measure reductions. Interview student and parents to evaluate breakdowns in communication and understanding of rules and expectations. Staff will monitor communication home by tracking signatures and notes in planners.

Action Step

Generate referrals to the school's behavior specialist based on needs to give overt instruction and guidance to students who have a discipline history that warrants intervention.

August 2009 with revisitation as needed through 2011

Behavior specialist, school based social worker, Teachers, Admin

Mentors

School based behavior specialist, social worker, Primary, secondary, and tertiary intervention strategy plans, SIP team, Mentors

Provided by district (see budget attached), school and Volunteers

Track guidance and discipline referrals to determine which students require special advisory grouping. Track discipline reports of OSS numbers quarterly

Action Step

Implement Positive Behavior Support Plan reinforcing positive behaviors in order to extinguish negative behaviors.

PBS assembly every 9 weeks, PBS classroom lesson every month, PBS reinforce-ment daily as earned by tickets, PBS store every other week

PBS team members (all staff and parents as volunteers)

PBS prizes, tickets, lessons

Provided by school and parents - $3500

PBS volunteers tally tickets each 9 weeks. Analysis of results shared with administration to determine if groups are under or over represented.

Action Step

Professional Development in classroom management and discipline for teachers. Model effective interventions and share practice among staff. Use relationship plan for all staff before discipline referral is issued. All new teachers will attend the COMP workshop.

August through May 2011

Admin , Special Education case managers, Teachers

Relationship Plans, Lessons and Ideas from appropriate sources, workshops

Provided by school or district

Monitor relationship plans, data analysis on discipline, regular meetings to monitor PALs input on beginning teachers

Action Step

Increase the # of mentors who work with JTM students by partnering with outside agencies. These include Big Brothers/Sisters as well as leaders from higher ed or community who can impact students at all levels of development as well as career fair participants and guest speakers.

August through May 2011

School based social worker, Admin, guidance, parents, volunteers and Pencil Partners

Referral forms from organizations, Functional web site, List serve, Hospitality

School personnel, Providers from Community, Hospitality costs ($500 from PTO)

Maintain list of mentors who meet with students and database of outside partnerships that directly impact school

GOAL 3 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1) Revised DATE: October 13, 2009

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

Goal

Improve value added results as represented in the state report card by achieving no less than three letter grades of A and one letter B for 2009 and 2010. This will yield a report card grade point average for the school of 3.75, an improvement over 2008's 3.5.

Which need(s) does this Goal address?

Academics and School Climate

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

Strengthen parental/community ownership of the school system and their commitment to its success.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)

IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

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

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

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step

Examine data from TVAAS website, Think Link, and formative assessments to ensure that all students are progressing toward higher achievement levels. Post results in each classroom and around school to monitor and track progress.

August 2009- May 2011

Admin, Faculty

Computers for all staff, adequate printers for publishing data, color printers and poster making to publish achievement data throughout school

District provides computers for staff, school funds purchase printers and printed materials ($2500.00)

Use TVAAS and Think Link data to track the % of students who are on track to meet AYP goals.

Action Step

Provide academic intervention for students who are not tracking to meet AYP standards. Provide enrichment to students who are proficient or higher toward increasing scale scores to show higher value added performance. Encore classes to provide enrichment during the school day, Study skills time for all students can be for enrichment or remediation.

August 2009- May 2011

Admin, Faculty

Study Island web based program, SES tutoring, Extended Learning Services, Think Link, Understanding by Design Resources

Tutoring through federal programs, Study Island purchased by school ($6500), Academic Enrichment funded by district grant, if the school is approved, Think Link by district

Track the number of students receiving SES tutoring, track the progress of students assigned Study Island goals, evaluate attendance and perception of enrichment activities through payroll forms and surveys at year end for each activity

GOAL 5 – Action Plan Development

Template 4.1 – (Rubric Indicator 4.1) Revised DATE: October 13, 2009

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

Goal

To implement programs within the school framework that will increase levels of understanding of diversity and respect for others.

Which need(s) does this Goal address?

1. Achieve equitable enrollment in educational programs so that they resemble the diversity in the school. 2. School Climate

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

Value and respect the diversity in our school.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)

IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)

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

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

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step

Extend the International Baccalaureate's Middle Years Programme to all students at JT Moore.

August 2009 through May 2011

IB Coordinator Teachers, Admin

Training for all staff for at least level 1 of MYP, Level 2/3 for 50% of staff, associated travel costs, IB instructional materials

School and District provide $13,000 annually. PTO provides $1500.

Track student community service hours, track # of teachers sent to IB training, track # of unit plans using MYP done by staff, undergo IBO accreditation in 2010

Action Step

Engage teachers in district’s “Cultural Competence” workshops that focus on how race and diversity impact schools.

As scheduled by district in 2009-2011

Teachers, Admin, Guidance

Workshop Consultants

Provided by district

Monitor referrals to guidance that deal with diversity issues

Action Step

Provide speakers for students that address issues of bullying, respect, and overcoming adversity.

Fall 09 + Spring 10, repeat in 2010-2011

Admin, Guidance

Workshop Consultants, Speakers

PTO Funds

Guidance to do surveys to measure perceived worth, track number of referrals to office or guidance for intervention when conflict arises

Action Step

Utilize school marquee, newsletters, MNPS and school website, list-serve, and Connect Ed telephone call-out system to inform all stakeholders of school events, including those for MYP activities. Update and maintain JTM brochures for prospective parents and community partners.

August through May 2009

Admin, district personnel, contributing teachers, parent volunteers

Website maintenance, Web based survey program, list serve subscription, printing, stationary

District provided, School.

PTO supplies

$2000 for printed materials and hospitality

Tally call out successful deliveries; maintain PTO membership log, visitor logs, and % of students/parents/partners who attend events, collect data for results on web based survey tools.