Revised School Improvement Plan Now Available!
Our revised school improvement plan is now available.
2008-2009 Addenda to School Improvement Plan
Component 1 Addendum
Student demographics | | | | | | |
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| | | 2006-07 | | 2007-08 | | 2008-09 |
Number of Students | | 663 | | 674 | | 660 |
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% White | | 88.2% | | 87.2% | | 86.8% |
% African American | | 7.7% | | 6.6% | | 6.7% |
% Hispanic | | 2.9% | | 4.6% | | 4.3% |
% Native American | | 0.0% | | 0.0% | | 3.0% |
% Asian | | 0.9% | | 1.3% | | 1.8% |
% Other | | 0.3% | | 0.3% | | 0.5% |
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% Male | | 51.5% | | 53.6% | | 53.9% |
% Female | | 48.5% | | 46.4% | | 46.1% |
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% Economically Disadvantaged | | 35.2% | | 32.8% | | 36.8% |
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% Special Education (excluding gifted) | 16.8% | | 14.7% | | 15.6% |
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Number of ELL Students | | 15 | | 35 | | 22 |
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Transfer Rate (Mobility) | | 25.3% | | 12.2% | | 13.8% to date |
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Attendance | | 96.0% | | 96.4% | | 96.2% |
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Drop-out Rate | | 0.0% | | 0.0% | | 0.0% |
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Graduation Rate | | NA | | NA | | NA |
Component 3 Addendum
Narrative synthesis of data
From the 2006-07 School Improvement Plan:
Based on the analysis of all academic data, we have identified the consistent performance of GMS students above the state and national averages in all academic areas, the 8th graders' overall performance on the EXPLORE assessment as an exit measurement, and the 3-year proficiency levels (over 90%) of GMS students in Reading/Language Arts and Math as strengths. Areas of significant weakness include the AYP performance of our students with disabilities (resulting in target status for 2006), economically disadvantaged, and African American sup-groups in reading/language arts, science and social studies achievement (both proficiency levels and TVAAS), and the widening achievement gap for our African American sub-population as they move from third to eighth grades in our school system.
Since 2006-07, the strengths of GMS student performance have remained the same. However, there has been a decline in EXPLORE scores in all areas for the last two years. This bears watching. In the areas of significant weakness, we are pleased that our sub-group performance in Reading/Language Arts has improved to the point that this is no longer a significant weakness. Our science and social studies achievement remains an area of concern. A new weakness revealed through data analysis is that the percentage of students scoring in the advanced range in all subject areas has decreased each year. This is of particular concern for three reasons: the School Board goal that 60% of all students will score in the advanced range by 2010-11 (only math meets this goal at this time), the upcoming changes in the state assessment and curriculum standards, and the new requirements of the Tennessee Diploma Project.
Prioritized list of goal targets
From the 2006-07 School Improvement Plan:
According to our School Report Card in the area of Adequate Yearly Progress, the overall percent proficient/advanced in math and reading/language arts, and writing scores, and attendance rate significantly exceeded the Federal benchmarks; however, from our disaggregated subgroups, students with disabilities did not meet the benchmark in math or reading/language arts. Because students showed enough progress in math, we did qualify for safe harbor status in that area but failed to do so in the area of reading/language arts. Therefore, for 2006 Greeneville Middle School became a NCLB target school.
Target Goals
•· Reading/Language Arts: improve proficiency rates of subgroup populations
•· Science: improve proficiency rates and value-added gain
•· Social Studies: improve proficiency rates and value-added gain
•· Bullying: develop strategies to address bullying at Greeneville Middle School
Since 2006-07, our language arts achievement has improved for all sub-groups. Consequently, GMS was no longer a targeted school. Language arts and math achievement remains strong. Science and social studies achievement remains a weak area. Some steps have been taken to address bullying at GMS, but since the NSSE surveys have not been re-administered at this point, there is no hard data to measure improvement in this area. A trend downward in all subject areas in advanced proficiency is a new concern.
Revised Target Goals
•· Science: improve proficiency rates and value-added gain
•· Social Studies: improve proficiency rates and value-added gain
•· Bullying: address strategies to address bullying at Greeneville Middle School
•· All areas: improve the percentage of students scoring the advanced range of proficiency
Component 4 Addendum
Decision-making
From the 2006-07 School Improvement Plan:
Strengths
- The team organizational web structure allows many stakeholders the opportunity to be involved in the decision-making process.
- Decisions/policies are evaluated on a regular basis and amended as needed.
- Decisions are made by the most appropriate team and then communicated effectively with other stakeholders.
Areas to Strengthen
- Administration needs to insure that procedure and policies are updated and reviewed annually and are familiar to and followed by all stakeholders.
- Staff needs to be more accountable for following established policies and decision-making processes.
In the area of decision making, our areas of strength and areas to strengthen remain the same. However, the creation of teams within teams should make this process even more effective.
Curriculum analysis and support
From the 2006-07 School Improvement Plan:
Strengths
•· Due to the teamwork structure, teachers meet across grade levels frequently to discuss and adjust adherence to the curriculum for each subject area.
•· Curriculum is constantly reviewed and adjusted, as needed by teachers and student needs.
Area to Strengthen
•· There is a need for additional staff development and programs for improving achievement for identified NCLB subgroup populations.
•· The school schedule significantly impacts the amount of time students receive science and social studies instruction.
The 2006-07 strengths remain areas of strength. Changes planned for GMS beginning in 2007-08 and continuing through 2009-10 should significantly impact these addressed areas to strengthen. Those changes include:
- Significant work by all academic teachers on the new state standards throughout 2008-09 and continuing through 2009-10
- Our partnership with SREB to provide quality embedded staff development throughout the school year
- Changes to the academic schedule beginning in 2009-10 that will allow every student to have both science and social studies instruction each day
Instructional analysis and support
From the 2006-07 School Improvement Plan:
Strength
•· Teaching strategies and research based best practices, such as Thinking Maps, reflect a commitment to equality and the belief that all children can learn. Greeneville Middle School reviews and aligns instructional practices with performance standards for student learning.
Area to Strengthen
- Teachers need staff development on strategies to help low performing students so these students may be successful in the regular classroom and become proficient in all areas.
The following changes have been implemented or are planned to begin next year that will affect these areas:
- Partnership with SREB for sustained, embedded professional development
- Additional days for professional learning built into the school day
- The addition of an instructional coach position to work with teachers for curricular alignment to standards and assistance in improvement of instructional strategies
Addendum to Component 5
GOAL 1
Form 5.1: Goal 1
Goal | Reading/Language Arts: Improve proficiency rates of subgroup populations to 90% proficiency in all areas of TCAP by 2008-2009 ACCOMPLISHED |
Which Need(s) does this Goal address? | NCLB regulations about subgroup populations |
How is this Goal linked to the system's Five-Year Plan? | Goal one, Strategy two: Provide excellence in instruction including high quality and up-to-date methods and strategies |
FORM 5.2: Action Steps (Goal 1) | | FORM 5.3: Implementation Plan (Goal 1) |
GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) | | Timeline (Rubric 5.3) | Person(s) Responsible (Rubric 5.3) | Projected Cost(s) (Rubric 5.3) | Monitoring Strategy (Rubric 5.3) |
READ 180 for non proficient students | | Piloted in the spring of 2007 and implemented for one class in each grade in 2007-2008 | One highly qualified LA or reading teacher and an aide | Already purchased with grant monies supplemented with district funds | READ 180 reports |
TCAP practice testing for special ed. students | | Monthly throughout each school year | Special Ed. teacher | none | Graded practice tests |
Compass Learning targeted for non proficient, barely proficient, and ELL students | | February, 2007 in Title One class, continued in academic classes as enrichment and skill introduction in 2007 | Tutoring teachers, Title 1 teacher, Jo Darnell, special ed. teachers, and language arts and math classroom teachers | More sites needed to be purchased, currently we are on a trial study basis | Compass Learning reports |
Continue morning and after school tutoring with non proficient students placed on Compass Learning for 30 minutes daily | | Monday through Thursday throughout the year | Tutoring teachers | Extended contract funds to pay teachers | Compass Learning reports, communication to/from teachers and tutoring teachers |
Recommend teaching Assistants to work with ELL and non proficient to barely proficient students in the regular classroom and in pull-out situations | | 2007-2008 school year | Approved by school board | Salaries for three assistants, one per grade between $11,970 and $16,695 per aide per year. | TCAP scores |
Continue Princeton Review testing for all students in math and language arts three times a year with pull-out testing for special ed. students | | Test once in the fall, winter, and spring | Classroom and special ed. teachers or assistant | none | Princeton reports |
Possible Related Arts class as an additional remediation for students who are non proficient to barely proficient in reading and math | | Nine-week blocks throughout the year if deemed necessary by staff according to TCAP scores from 2008 | Jo Darnell, special ed. teachers | Monies for follow-up training of Compass Learning if implemented | Compass reports and TCAP scores. |
Increase afternoon tutoring staff and stagger tutoring assignments to ensure adequate staff numbers all year. | | Monday through Thursday throughout the year. | Tutoring teachers | BEP monies, extended contract | Communication to/from academic teachers and tutoring staff, increased TCAP scores |
Staff training for tutoring staff | | One in-service day | Tutoring staff | None, in-house training | Use of Compass Learning, tutoring staff evaluation |
Pass out tutoring letters and bus permission slips to all students | | Beginning of 2007-2008 school year | Academic teachers, Carolynn Kinser | None | Increased number of students attending tutoring sessions, increase in number of instances that teachers assign tutoring to students |
Research implementation of summer school program | | Research costs and feasibility 2007-2008, if implemented, begin with 8th grade and add a grade each summer | Faculty and staff | To be determined | Increase in TCAP scores, drop in F's scored by students for each grading term during the year, decrease in number of zeros and incomplete assignments. |
As part of our School of Promise, increase number of students in peer tutoring from 8th grade and high school and implement a peer tutoring program where older students mentor and tutor on a one-on-one basis during morning and after school tutoring | | Begin during the 2007-2008 school year | Guidance counselors and Carloynn Kinser | None | Peer tutors would be supervised by tutoring staff. Success would be measured through TCAP test results. |
Administer Star Literacy tests to all students at the beginning, middle, and end of the year to track reading progress | | Begin during the 2007-2008 school year | Language arts teachers and Instructional Coordinator | This is being funded for the entire system by Central Office so an exact cost for GMS is unknown. | Teachers will track individual students' growth from the beginning to the end of the year based on Star Literacy reports. |
Revise strategies for using Accelerated Reader based on best practices recommended by Renaissance Learning | | Begin during the 2007-2008 school year | Language arts teachers and library media specialist | The Enterprise online version of Accelerated Reader is being purchased for the entire system by Central Office so the exact cost for GMS is unknown. | Teachers will track student progress using the Accelerated Reader reports on an ongoing basis throughout the year. |
Form 5.3, continued
GOAL 1 | Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) | Training for all language arts and math teachers on Compass learning |
| Training for all language arts teachers and the instructional coordinator in Star Literacy and Enterprise Accelerated Reader programs through Renaissance Learning |
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) | Compass Learning site linked to GMS's site, so students and parents can access it from home or work. Parent volunteers to assist students in tutoring (background checks may be required). |
GOAL 2
Form 5.1: Goal 2
Goal | Science and Social Studies: Improve proficiency rates to 90% proficiency by 2008-2009 |
Which Need(s) does this Goal address? | NCLB regulations which require scores to increase each year. |
How is this Goal linked to the system's Five-Year Plan? | Goal one, Strategy two: 90% of each subgroup will score proficient or advanced in all areas of TCAP by 2008-2009 Goal three, strategy two: provide appropriate access to current technologies for instructional program |
FORM 5.2: Action Steps (Goal 2) | | FORM 5.3: Implementation Plan (Goal 2) |
GOAL 2: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) | | Timeline (Rubric 5.3) | Person(s) Responsible (Rubric 5.3) | Projected Cost(s) (Rubric 5.3) | Monitoring Strategy (Rubric 5.3) |
Adopt a computer program for science and social studies like Compass. ACCOMPLISHED (purchased Study Island licenses) | | Research programs 2007-2008, purchase for 2008-2009 school year | Science and social studies team leaders and teachers, Beverly Miller, Vicki Kirk, Shelly Smith | Depends on which program is purchased or acquired. $6,200 | Reports provided by the program, TCAP scores |
Evaluate taught curriculum for alignment with standards and evaluate instructional strategies for effectiveness Progress - Science standards work for new curriculum | | 2007-2008 school year Begun 2008-09 school year and continuing through 2009-10 school year | Science and social studies teachers Shelly Smith Danna Brickell | None unless more professional development on best practices is wanted by teachers Additional technology for instructional delivery Additional textbooks due to increased number of teachers and time Additional science lab equipment | Science and social studies teams observations |
Add more time to the science/social studies class if deemed necessary after standards and strategies have been evaluated. ACCOMPLISHED | | Work on school schedule by May 2007 New schedule implementation 2009-10 Restructuring of teams (2 five person teams in 6th and 8th grades; 2 four person teams in 7th grade) Implement a Summer Bridge program for 5th, 6th, and 7th grades beginning summer 2010 | Amy Renner, Shelly Smith, Danna Brickell, academic and/or grade level team leaders, and volunteers | More teaching staff if necessary due to change in schedules and class size Beginning 2010-11, will need 2 additional teachers to make 7th grade 5 teacher teams | Increase in TCAP proficiency scores in science and social studies |
Research implementation of summer school program for students who are failing an academic course, have excessive absences, and/or are still barely to non-proficient. ACCOMPLISHED for 8th grade through Summer Bridge Program | | Research costs and feasibility 2007-2008, if implemented, begin with 8th grade and add a grade each summer Summer Bridge implemented during summer 2008 Implemented Saturday School for students with excessive tardies and/or failing grades during the 2008-09 school year to continue yearly | Faculty and staff | To be determined | Increase in TCAP scores, drop in F's scored by students for each grading term during the year, decrease in number of zeros and incomplete assignments. |
Implementation of gifted inclusion model in science and social studies classes with a full time gifted instructor team teaching in these classes as appropriate | | Beginning 2009-2010 school year | Science teachers Social studies teachers Gifted inclusion teacher | | Increased TCAP and EXPLORE scores for gifted students |
Addition of STEM modules to the diversified technology lab | | 2009-2010 school year | Jennifer Schroeck Shelly Smith Beverly Miller | $31,000 | Increased TCAP achievement in science and math |
Form 5.3, continued
GOAL 2 | Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) | None needed SREB Content Literacy and Science training Differentiated Instructional strategies SREB lesson design protocol training (Days 1 and 2 completed) |
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) | Survey parents about summer school and extended calendar. |
GOAL 3
Form 5.1: Goal 3
Goal | Bullying: Increase the percentage of students, teachers, and parents who agree with the statement "there are no bullies at our school" on the NSSE survey to the level of satisfaction with other indicators by the next NSSE administration. |
Which Need(s) does this Goal address? | According to survey given to parents at the end of the 2005-2006 school year, bullying was a concern. According to survey given to 7th grade students during the 2006-2007 school year, bullying is common |
How is this Goal linked to the system's Five-Year Plan? | Goal three, strategy one: provide safe, clean, secure facilities |
FORM 5.2: Action Steps (Goal 3) | | FORM 5.3: Implementation Plan (Goal 3) |
GOAL 3 : Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) | | Timeline (Rubric 5.3) | Person(s) Responsible (Rubric 5.3) | Projected Cost(s) (Rubric 5.3) | Monitoring Strategy (Rubric 5.3) |
Implement a school-wide anti-bullying program such as Operation Respect, possibly taught in wellness | | 2007-2008 | Shelly Smith, Jeff Townsley, Amy Renner, Bill Muhlhahn, Carolyn Kinser | Could not implement due to prohibitive costs | School-wide student surveys pre and post implementation |
Implement an anti-bullying class as a related arts taught by guidance for those targeted as bullies. | | Nine-week blocks throughout the year beginning with the 2007-2008 school year. | Amy Renner, Bill Muhlhahn, Carolyn Kinser | | Teacher observation and student comments |
Continue anti-bullying program implemented through language arts in 6th grade. | | Beginning 2006-2007 | Debby Hendrix, Kelly Lamons, Earlene Moore, Bill Muhlhahn | None | Anticipation guide, test, essay |
School newspaper will publish articles on bullying and essays from students on the topic Discontinued | | 2007-2008 | Jo Darnell | Newspaper costs are covered by a grant received from Newspaper Assoc. of America | Student responses to articles |
Continued use of Bully Box where students can put their concerns Discontinued | | Beginning 2006-2007 | Shelly Smith | None | Student writings |
Investigate the addition of an advisory time for all students and staff to focus on relationship building | | 2010-2011 | Shelly Smith Jeff Townsley GMS Leadership Team | Unknown at this time | |
Add supplemental anti-bullying section to Student Planners beginning 2009-10 | | 2009-2010 | Shelly Smith Jeff Townsley | None | |
Physical education classes include instructional strategies that target anti-bullying through the Team Building Kit | | 2009-2010 | Physical education teachers | Team Building Kits | |
"Bullying" added as a disciplinary offence in the school-wide Discipline Plan beginning in 2008-09 school year | | 2009-2010 | Shelly Smith Jeff Townsley | None | Number of discipline referrals for bullying |
Form 5.3, continued
GOAL 3 | Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) | Training of teachers and staff in the anti-bullying program(s). suggested by the Component 4 team and Mr. Townsley. Training for staff on advisory groups |
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) | GMS's website includes bullying information for parents, articles for parents about cyber bullying in monthly GMS news, Parent class taught by Carolynn Kinser, family resource coordinator, handouts or brochures given out at Parenting Fair regarding bullying and what parents can do. |
GOAL 4
Form 5.1: Goal 4
Goal | Advanced proficiency: Increase percentage of students scoring in the advanced proficiency range in all subjects by 2010-2011 |
Which Need(s) does this Goal address? | In Component 3, a consistent decrease in the percentage of students scoring in the advanced proficiency range in each academic area was noted. |
How is this Goal linked to the system's Five-Year Plan? | Goal One: Provide excellence in programs Strategy One: Provide rigorous curriculum aligned with performance standards Strategy Two: Provide excellence in instruction including high quality and up-to-date methods and strategies Performance Objective: Advanced score by 60% of all students in each grade level and content area by 2010-2011 |
FORM 5.2: Action Steps (Goal 4) | | FORM 5.3: Implementation Plan (Goal 4) |
GOAL 4 : Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) | | Timeline (Rubric 5.3) | Person(s) Responsible (Rubric 5.3) | Projected Cost(s) (Rubric 5.3) | Monitoring Strategy (Rubric 5.3) |
Continue READ 180 in 6th and 7th grades for struggling readers | | Ongoing | Assigned lang.arts teachers | Cost of Read 180 licenses and materials | Increased TCAP Reading/Language Arts scores for targeted students |
Implementation of pull-out reading instruction by 6th grade special education teacher for those students reading below a 2nd grade level during spring semester, 2009 -- continue pull out if necessary in 7th grade | | Ongoing | Special education inclusion teachers | Supplemental materials | Increased TCAP Reading/Language Arts scores for targeted students |
Replace READ 180 in 8th grade with an inclusion reading/language arts class with a regular education teacher and a special education teacher as co-teachers to increase students' readiness for high school | | Beginning 2009-2010 school year | Jeff Bloomer Kim Waller | Title I teacher salary Supplemental materials | Increased TCAP Reading/Language Arts scores for targeted students |
Revision of the math curriculum and class sequence beginning with 2009-10 6th graders and progressing upward with the cohort group | | Beginning 2009-2010 school year | Math teachers | None | Increased percentage of students scoring in the advanced proficiency range on TCAP (after adjustment for new test) |
Addition of an instructional assistant at each grade level to assist with inclusion, pull out, and differentiated instruction | | Beginning 2009-2010 school year | Shelly Smith | Salary for assistant | Increased TCAP scores for targeted students |
Implementation of a gifted inclusion model of instruction in science and social studies classes | | Ongoing | Science teachers Social studies teachers Gifted inclusion teacher | Supplemental materials, technology, and equipment | Increased percentage of students scoring in the advanced proficiency range on TCAP (after adjustment for new test) |
Continue work with new state standards and add the EPAS College Readiness Standards | | Ongoing | Academic teachers Danna Brickell Shelly Smith | None | Increased percentage of students scoring in the advanced proficiency range on TCAP (after adjustment for new test) |
Develop revised curriculum maps and common assessments | | 2009-10 and 2010-11 school years | Academic teachers Danna Brickell Shelly Smith | Possible stipends for summer work | Increased percentage of students scoring in the advanced proficiency range on TCAP (after adjustment for new test) |
Form 5.3, continued
GOAL 4 | Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) | SREB Content Literacy and Science training Differentiated Instructional strategies SREB lesson design protocol training |
Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) | Communication regarding higher expectations, rigor, and the impact of the Tennessee Diploma Project through GSIA meetings, school website, and monthly newsletter |
