Mt. Juliet Middle School
School Improvement Plan
Components 1 and 4
January 15, 2010

Tennessee School Improvement
Planning Process (TSIPP)

SIP Templates

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007

Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal

I certify that Mt. Juliet Middle School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.

I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.

__________________________________________ ______________________
Signature of Principal Date Signed

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition

(Rubric Indicator 1.1)

*SIP Leadership Team Member Name*	*Leader-* *ship Chair? (Y/N)*	*Position*	*Name of Subcommittee(s) (when applicable)*
Robin Bivins	N	Math Teacher	Component 4
Robert Brindos	N	Math Teacher	Component 4
Faye Dobbs	N	Language Arts Teacher
Amy Dunlap	N	Language Arts Teacher
Jeff Ethridge	N	Social Studies Teacher	Component 4
Curtis Grah	N	Social Studies Teacher
Amy Hill	Y-co	Science Teacher	Component 1
Pam Lidyard	Y-co	Science Teacher	Component 1
Kristen Proctor	N	Language Arts
Alan Rezny	N	Speech and Comm.	Component 1
Jim Speck	N	Social Studies Teacher
Anne Barger	Y-co	Assistant Principal	Components 1 and 4
Jennifer			Component 4
Jennifer Walker	N	Parent	Component 1

TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

*Subcommittee for COMPONENT 1 School Profile and Collaborative Process*
*Member Name*	*Position*	*Chair*
Amy Hill	Science Teacher	Y-co
Pam Lidyard	Science Teacher	Y-co
Stephanie Finn	Math Teacher	N
Cheryle Scudder	Reading Teacher	N
Bree Wong	Special Education Teacher	N
Amanda McNabb	Special Education Teacher	N
Anne Barger	Assistant Principal	N
Jennifer Walker	Parent	N

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

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

Subcommittee 1 Chair Signature

*Subcommittee for COMPONENT 4 Action Plan Development*
*Member Name*	*Position*	*Chair*
Robin Bivins	Math Teacher	Y
Robert Brindos	Math Teacher	Y
Laura Wade	Language Arts Teacher	N
Amanda McNabb	Special Education Teacher	N
Jeff Ethridge	Social Studies Teacher	N
Laura Scott	Math Teacher	N
Anne Barger	Assistant Principal	N

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

Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO

Subcommittee 4 Chair Signature

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

TEMPLATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)

Data Source	Relevant Findings
Tennessee State Report Card
Mid Term Exam Report	77% of our students passed their mid-term exam Math in all grades had the lowest percentage of students passing 50% of our Special Education Students failed Math in 7th and 8th Grades
Parent Survey
Teaching Strategy Survey
School Management System	Attendance rate is above the state goal Promotion rate is below the state goal Discipline has decreased since 2007-2008

TEMPLATE 1.3.2: School and Community Data

(Rubric Indicator 1.3)

History
Mt. Juliet Middle School opened its doors in August of the 2001-02 school year. The original school building was constructed during the school year 1994 – 1995 due to the overcrowding at Mt. Juliet Junior High and the Mt. Juliet High School. The building housed the ninth grade for a total of six years, and was commonly known as the “Annex”.

With the construction of a new high school, Wilson Central High School, plans were made to move sixth graders from the elementary schools of west Wilson County and re-distribute the seventh and eighth grades. These three grade levels would be split between two new middle schools: the original Mt. Juliet Junior High would be known as West Wilson Middle School, and the “Annex” to be known as Mt. Juliet Middle School. Construction of a new two-story addition to the ninth grade building of Mt. Juliet High School to accommodate the addition the sixth graders was begun in the winter of 2000, and Mt. Juliet Middle School opened with the beginning of the school year 2001 – 2002.

With the construction of a new Mt. Juliet High School complete, Mt. Juliet Middle School was moved into the remodeled former Mt. Juliet High School for the 2008 – 2009 school year and the name of the building formally changed to Mt. Juliet Middle School. The former location of the middle school became an elementary school known as Elzie Patton Elementary School.

Mt. Juliet Middle School consists of sixth, seventh, and eighth grade levels with a majority of the student body feeding from four elementary schools: Mt. Juliet Elementary School, Lakeview Elementary School, W.A. Wright Elementary School, Elzie Patton Elementary School, and a few students from a fifth school, Stoner Creek Elementary School. The school year for the students consists of one hundred – eighty days, with each day lasting from 8:20 A.M. to 3:20 P.M. The teachers’ calendar includes in-service days, work days, and paid vacation days, with the day starting officially at 8:00 A.M. and ending at 3:30 P.M. Several teachers routinely arrive early and remain late.

Facilities and Environmental Conditions
The building is located at 3565 Mt. Juliet Road. It consists of a central area that includes the main offices, guidance area, and cafeteria. The facility includes a gymnasium, media center, band room, chorus room, two computer labs, teachers lounge, and teacher’s workroom. It is a tri-level facility consisting of 78 classrooms, five restroom areas, nine water fountains, both handicapped and non-handicapped accessible. The three floors are accessible by stairs and an elevator. A secondary building consists of four classrooms, restroom, and water fountain.

The main and secondary buildings are wheelchair accessible. All common areas such as the cafeteria and gymnasium are accessible by ramp.

All classrooms and teacher work areas within the main facility have exits to the main hallways. The cafeteria, gymnasium, and the media center also have multiple exits. Although designated exits for clusters of classrooms are in place, alternate exits are available should the designated exit be unavailable for use. All teachers have posted emergency exit plans in classrooms, and they make students aware of emergency procedures.

A copy of our emergency plans for fire, tornado, and lockdown is available in each classroom. These plans have been submitted to and approved by the Wilson County Emergency Management Agency.

All hazardous materials, including cleaning supplies, are properly labeled and stored in secure facilities. No known hazardous building materials were used in the construction of the facilities.

Hallways are extremely crowded during the class changes due to the large student population. This could cause confusion should an emergency situation arise during class change. However, faculty members are posted in various sections of the hallways and have been instructed to divert students to the nearest classroom for instructions if the need arises.

System Funding
For 2009-2010 the system per pupil expenditure is $6,374.00.   In 2008-2009 the system per pupil expenditure was $7307 and the state per pupil expenditure was $8518
Funding to run the schools of Wilson County in the year 2009 – 2010 came from three different sources:
     42.7 % Local Funding
     50.3 % State Funding
       7%      Federal Funding

Faculty and Staff
The administration of Mt. Juliet Middle School consists of one male principal and three assistants, one female and two male. The four are all Caucasian. The principal has 11 years of experience in administration. The three assistant principals have a combined 19 years; with one male assistant have 9 years, one male assistant with 3 years, and one female assistant with 7 years.

The faculty of Mt. Juliet Middle School consists of 82 teachers and 18 support staff . The ethnicity of the faculty is 96.16% Caucasian, .96 % African American, and 2.88% Hispanic.
72.12% of the faculty is female and 27.88% is male.
The years of experience ranges from this being the first year of teaching to those who hold over twenty years of experience in the teaching arena.
The breakdown is:
22.67% with 0 - 4 years of experience
26.67% 5 – 9 years of experience,
18.67% with 10 – 14 years of experience,
6.66% with 15-19 years of experience,
25.33 % of faculty with over 21 years experience in the classroom.
53.25% of the faculty who have attained a Bachelors Degree, with 6.49% of those in the process of attaining their Master’s degree, 31.17% of faculty with a Master’s Degree, and 0% of faculty who are in the process of going beyond the Master’s Degree. We have no teachers teaching outside their area of certification. All of our teaching staff are credentialed teachers.

Educational Offerings
Approximately 1330 students are enrolled in Mt. Juliet Middle School. These students take the core curriculum of Mathematics, Reading/Language Arts, Social Studies, and Science with four reporting periods of nine weeks each. The school also offers advanced classes in both Mathematics and Reading/Language Arts. In addition to the core disciplines of study, several exploratory courses are offered in nine week increments. These include Cultural Studies, Art, Computer skills to include document design, Speech and Communication, Life Skills, Health, Math labs, Language Arts labs, Physical Education, Choral Music and Band and Chorus.

The Art course is taught as it relates to culture. Students explore the appearance of various artworks as they relate to the values of the culture that made it. Students use art materials to make are as they seek to understand what those materials say about the students and their culture. At each grade level, students develop an expanding awareness of art materials and are as a communicative device.

Speech and communication are open to all students in the 6th, 7th, and 8th grades. This course introduces the students to the concepts of public communication as well as personal communication. The students are taught to observe and listen during the communication process. Each student learns to speak persuasively, informatively, and in an entertaining manner. In addition the sixth graders are taught conflict resolution through communication. The 6th and 7th grade also learn to research, share, and debate in a calm and respectable manner. The 8th graders are taught the additional skill of resume preparation and job interviewing skills, where they dress and engage in a simulated job interview.

The goal of the physical education program at Mt. Juliet Middle School is to provide our students with the opportunity to participate in enjoyable sporting events, while also teaching them how to cooperate within a team, practice good sportsmanship and game etiquette, follow game rules, and be conscious of safe playing practices. Our curriculum include many team games such as flag football, whiffleball, kickball, soccer, basketball, and various other indoor team games. We also encourage individual fitness practices by spending time on the track walking or jogging, and participating in aerobic or toning exercises such as Pilates or Tae Bo.

Band is open to all students and the advanced band is offered for all 7th and 8th grade students with at least one year of previous band experience. Advanced band classes are divided into different classes based upon instrument groups: woodwinds, brass, or percussion. These bands perform thee concerts each year, the advanced band plays at home football game. Advanced band students also have the option to compete regionally in honors bands and perform with the high school band at football games and contests.

Our computer lab teaches the various word processing, keyboard skills, and document design, which include the use of spreadsheets, research, and Powerpoint presentation skills are students will need in their core curriculum classes. Students learn these skills through project – based learning.

The Mt. Juliet Middle School media center is the repository for 15,258 currently shelved volumes of literary works and 700 video and DVDs. These materials represent a balanced collection of usable materials available to the students, faculty, and staff of Mt. Juliet Middle School. There are currently subscriptions to 5 periodicals for student use and 3journals provided for faculty usage. The materials are catalogued under standard ALA and ASLA guidelines. The collection is updated frequently based upon the recommendations of students and faculty and meets the curriculum requirements provided by the state of Tennessee. The media center staff relies on the collaboration with the faculty to provide the materials the teachers feel will enhance their classroom presentations. The media center also provides a reasonable mix of current media materials and equipment for faculty use.
The media center materials are used on a daily basis by individual students, faculty, and in various classroom settings. The media center is open before the school day begins and is available throughout the day for student use. The students have continuous access to computers and preparatory training for using the library computers is provided at the beginning of the school year by the school librarian. Internet usage is monitored carefully. The students and their parents are required to sign a procedural form at the beginning of the school year before the students are allowed to use school computers to access the Internet. The school has safeguards for dealing with challenged materials as well as a review board comprised of a cross section of faculty and administration.

Unique Programs
School social activities include Chess Club, Japanese Anime club, Catfish Club, Sign Language Club, Archery Club, a service organization called “Builder’s Club”, Students Building a Bridge (another student service based club) , Student Council, Fellowship of Christian Athletes, Fellowship of Christian Teachers, B.E.T.A. Club, Robotics’ Club, Seek (Gifted Students Program, S.T.A.R.S (Students Taking A Right Stand), Rowing club ( for Art students), and Animals are People Too. The school also has athletics that include Step Team, Cheerleading, Football, Wrestling, Baseball, Softball, both boys and girls soccer, both boys and girls basketball, and Golf. Career and College Fairs are held for 8th grade students. Administration and Guidance meet with upcoming 6th grade students who will be coming from our feeder elementary schools.

Student Population
During the 2008 – 2009 school year Mt. Juliet Middle School served 1381 students. We have a total of 1333 enrolled for the 2009 – 2010 school year. This year we have 677 males and 656 females, while the breakdown for last year was 716 males and 665 females. Currently we have 456 6th grade students, 448 7th grade students, and 429 8th grade students. The ethnicity served on our campus is:

                                 2009 – 2010 School Year                       2008 – 2009 School Year
Caucasian                                            1180                                                    1216
African American                             95                                                                           111
Hispanic                              34                                                                           37
Asian                                                     19                                                                           14
Native American                              1                                                              1
Hawaiian                                             4                                                                              2
Promotion and Transfer Rate
Our promotion rate for 2008-2009 school year was 96.2%, which is below the state goal of 97%.   We have had 119 students transfer into our facility this year with 101 students transferring out.
The current student population that is in the free or reduced rate lunch program is 21.43% or 285 students. The breakdown in numbers of students on reduced rate lunch is 46, while the number of students on free lunch is 239. The sixth grade has a total of 99 on free or reduced lunch, the seventh grade has 92 students on the program, and the eighth grade has 94 students participating in the free or reduced lunch program.

Special Programs
We currently have 109 students served with an IEP on consultation or direct services. This represents 8% of our student body. 22 of our students have 504 plans , and 112 students attend SEEK (advanced) classes. We have 3 students taking a Geometry class online.

Attendance
The attendance rate for Mt. Juliet Middle School for the first 18 weeks of the
2009 – 2010 school year is 95.51%. In 2008-2009 the rate for the year was 94.8%, which was above the state goal of 93%. We have a tardy policy and have only disciplined 14 students for habitual tardies to school and class. Tardies are addressed by the classroom teacher until it becomes habitual.

Discipline
Discipline referrals for the 2009-2010 school year are as follows:

Female Male
Totals 131 343

Specific infractions during the 2009-2010 school year and the total number of students involved in each violation are: attendance – 14, dress code – 30, fighting 7, bus incidents- 47, possession/use of dangerous weapons – 0, possession/use of drugs – 4, possession/ use of tobacco – 1, stealing 11, and aggressive behavior 28.

The consequences for the violations during the 2008 -2009 school year were: 96 suspensions, which is an increase from 82 suspension in the 2007-2008 school year. For the 2009-2010 school year to date there have been 12, bus suspensions 23 detentions, 216 in school suspensions, 70 out of school suspensions, 29 local disciplines, 5 probations, and 4 change of placements.

Health
The school clinic has information regarding the following health problems among our students: diabetes – 1, A.D.D./A.D.H.D. – 74, with 7 receiving medication at the school), asthma – 102 (with 10 students using inhalers at school), cardiac problems – 7, and those who suffer seizures – 3. The clinic dispenses medications (both over the counter and prescription) on a daily basis to 57 students. If the nurse needs to leave the building, the school secretary takes over the nurse’s duties.

Parent Demographics
Our parent group, PTO, maintains an active role in the school. They support through fundraising, landscaping, booster clubs, and volunteering.
Three hundred NSSE Parent Opinion Surveys containing 50 questions were sent home to parents in February of2007. Seventy-eight surveys were completed and sent back. Of those who responded 2.6% had less than a high school education, 9% completed high school or received a OED, 20% had some college education, 12.8% had obtained an Associates Degree, 37% holds a Bachelors Degree, 5% holds an advanced degree and 12.8% had chose not to respond. Of the reporting parents 15.4% were male, 70.5% were female and 14.1% chose not to respond. Of the reporting parents 76.9% were white, 1.3% were African American, 2.6% were Hispanic, 1.3% were Native American and 2.6% reporting as other and 15.4% had no response. Of these same reporting parents 30.8% reported that their oldest child's grade at MJMS was the 8th grade, 26.9% said 7th grade, 24.4% in 6th grade and 12.8% did not respond.

Along with the NSSE opinion surveys a parent survey was sent which contained 25 questions. Ninety or these surveys were completed and sent back. Of those responding, 14.4% were the fathers of students, 80% were the mothers of students and 5.6% were neither father nor mother. The age of the parents/guardian reporting to the survey was : younger than 30 years old 1.1%, 30-35 years old 17.8%,36-40 years old 28.9%, over 40 years old 52.2%. The representation of the grade level of the students was almost even with 32.3% responding had sixth grade students, 33.3% responding had a seventh grade students, and 34.4% responding had eighth grade students in their household.

The households were described as child lives with two natural parents 63.3%, child lives with a single mother 13.3%, child lives with a single father 7.8%, child lives in a two parent home other than natural parents like step-parents, grandparents, etc. 13.4%, and child lives in a different description and both listed with the aunt of the child 2.2%.

The number of schools that the child has attended, not including Mt. Juliet Middle School, was reported as: one 40%, two or three 46.7%, four or five 8.9%, and more than 4.4%. With this in mind the survey also asked how long the families had lived in the Mt. Juliet community. The responses to this were: had lived here less than five years 33.3% and had lived her more than five years 66.7%.

The Highest level of education of the parent/guardian responding was: elementary education 3.3%, incomplete high school education 1.1%, high school education 13.3%, received a GED 1.1%, some college but no degree 16.7%, Associate Degree 16.7%, Bachelors Degree 32.2%, and an advanced degree 7.8%. The occupations of the responding parent/guardian varies in that their jobs could be classified as: clerical 12.2%, homemakers 11.1%, managerial 11.1%, military 2.2%, professional 38.9%, service occupations 2.2%, skilled workers 6.7%, other 15.6%, and none reported they were unemployed.

The surveys reported that 78.9% of the households responding had other parent or guardian in the household that was also employed, 7.8% stated that the second parent or guardian was unemployed, and 13.3% stated that there was not a second parent or guardian in the household.

The highest level of education of the second parent/guardian was: elementary education 1.1%, incomplete high school education 2.2%, high school education 12.2%, received a GED 1.1%, some college but no degree 23.3%, an Associative Degree 10%, Bachelors Degree 28.9%, and an advanced degree 7.8%.

The occupations of the second parent/guardian that did not work could be classified as: homemakers 3.3%, managerial 15.6%, military 1.1%, professional 32.2%, semi-skilled laborer 1.1%, service occupations 10%, skilled workers 11.1%, other 12.3%.

The primary language spoken in the home was reported as English 96.7%, Spanish 2.2%, and Fanti 1.1%.

In regards to health issues of the students, 93.4% reported that their child had no health issues that affected their school work, 3.3% reported allergies and /or asthma caused problems for the student, 2.2% reported ADD as an interference in the student's school work, and 1.1% stated learning disabilities as a health issue affecting their childs school work. As far as medication is concerned, out of those responding, 88.9% stated that their child does not take daily medication and 11.1% stated that their child does take daily medications with the list including: Advair, Albuterol, Flonase, Claritan, Antidepressant, singular, Adderall.

The parent/guardian responding reported that 23.3% averaged 30 minutes or less on homework, 38.9% averaged 31-59 minutes, 30% averaged one to two hours, and only 7.8% reported an average of more than 2 hours spent on homework.

Only 12.2% responded that there was no computer or internet service at their homes and 87.8%
replied that a computer and internet capabilities were available to the student at home. None
reported having a computer and no internet service. As for the technology taught at school,
84.4% replied they were satisfied with the amount available and only 15.6% replied they were
unsatisfied with the computer technology available at school.

Teacher-Parent Conferences are offered in the Fall semester. Of the parent/guardians responding to the survey, 75.6% attended conferences and 24.4% did not attend. PAWS is the parent organization for the school and of the parents/guardians responding to the survey 34.4% are members of this group and 65.5% are not members.

In questioning the make-up of the household it was reported that 14.4% had one adult, 81.1%
had two adults, 3.3% had three, 1.1% had 5 adults living in the household with the student. It ~
was also reported that 17.8% of households contained one child, 43.8 contained two children,
32.2% contained three children, and 6.7% contained three children, and 6.7% contained four
children. These numbers included the student. Of those who responded 95.6% stated that there
was no extended family members living with them, 4.4 replied that there were extended family
members living in the household with the students and only one specified it was an uncle.

The students represented by this survey have had to deal with some additional issues. These included 16.7% have had to deal with divorce of parents, 6.7% death of one or both parents), 12.2% desertion of one or both parent(s), however, 64% have not had to deal with any of the above listed issues.

One hundred percent of the parent/guardians responding stated that their child's grades are important. In regards to Mt. Juliet Middle School meeting needs 81.1% felt the needs were met and 18.1% felt Mt Juliet Middle School was not responsive to the needs and interest of the students and parents.

Additional comments made by the responding parent/guardian are as follows:
There should be more opportunities for students to take a foreign language class.
Grades should be accessible online for parents to review and stay better informed.
Tutoring program needs a better student teacher ratio, currently too many students -too few teachers.
Dress code needs to be enforced from youngest student to highest ranking personnel.
Project type homework should not be given over long holiday breaks.
More options/activities need to be offered in the P.E. classes.
Provide longer study times for test, not just 1-2 days.
Communications from teachers and the school in general to the parents needs to be increased. Teacher-Parent Conferences need to be addressed so more parents of students who are "doing well" might be able to attend.

Student Demographics
Three hundred NSSE Student Opinion Surveys containing 40 questions were given to students in February of 2007. Two hundred ninety-one were completed and returned. Out of the 291 who responded, 46.4% were male, and 53.3% were female. Also out of the 291 students who responded 83.5% were Caucasian, 7.9% African American, 2.7% were Hispanic, and 3.7% were multiracial, Asian or provided no response.

Teacher Demographics
In April of 2007 sixty-five Teacher Opinion Surveys were given to the faculty at MJMS. Thirty eight surveys were filled out and returned.

The survey that the teachers were to complete did not give them the option to report sex, gender, or ethnicity.

The teachers were split with 26% strongly believing and 32% disagreeing that there are teaching materials, supplies, books, and AV equipment to help support their teaching.

Sixteen percent of the teachers strongly feel they use instructional strategies that help students
achieve the knowledge and skills expected. Thirty-two percent of the teachers feel that students
are treated very fair by the administrators. Twenty-one percent of the teachers strongly feel
parent/teacher communication is promoted. Thirty-two percent of the teachers feel that the
school provides them and the students with a safe and orderly environment. According to the
teachers, 34% feel administration gives them support and feel the principal is fair and open with the teachers. Teachers, 45% of them, are for the most part satisfied with the school and also satisfied, 45%, with being a teacher.

It seems teachers, 53%, don't know or have an opinion if school counselors give students the help they need in planning a career, or 42% if the school does a good job in preventing students from dropping out.

Teachers, 29%, don't feel parents take an active role in their children's education.

Teachers, 16%, don't feel the facilities are adequate to support the educational program.

Community Demographics and Partnerships
Kroger, ACE Hardware and Painturos are local businesses who support the school through fundraising. Many businesses send speakers for our 8th grade Career Fair.

Seventy-five NSSE Community Opinion Surveys were sent out to the community in February of 2007. Sixty-five were completed and returned. Of those surveyed, 75% said they or a family member have attended this school. Seventeen choose to skip the question. The ethnicity of the respondents is as follows: 93.6 were Caucasian, and 2.1% were African American. Fifty-two percent of the respondents were female, while 48% were male. The majority felt that the tax dollars spent on this school is a wise investment in this community and that the quality of schools influenced their decision to live in this community. The community indicated they feel that they are welcome in our school and are encouraged to be involved in activities in our school. Regarding the question of substance abuse in MJMS, 67.3% of the community surveyed did not know if it exists or they aren't aware either way. The majority, however, still feel that it is not a problem.

According to the July, 2006 census, Mt. Juliet has a general population of about 20,392. This is a 36% increase since the 2000 census of 14,973. The census (GR2) of2000 also showed that there were 4,341 households residing in the city. There were 4,341 households which 46% of them had children under the age of 18 living with them. The median income for a household in the city was $58,600 and the median income for a family was $63,065. Ninety-four percent of the Mt. Juliet population is Caucasian, 3.93% African American, 0.52% Asian, 0.39% Native American, 0.01% Pacific Islander, 1.17% Hispanic, and 0.29% other. Some of the major employers (those employing between 65-170 people) include Environmental Science, Penske Composites, and Southern Molding.

Community Involvement and/or Participation in School Activities
The faculty, staff, students and families of MJMS are involved in a wide range of community activities. Likewise, the community is involved in many school related activities as well. These activities range from such things as Career Days, TN Scholars, various service clubs helping families in need, sporting activities, and public speakers. The faculty and staff work hard to keep the students and the community engaged. This is very evident in the support the school receives from the outside the school who help with these projects. The education committee for the Mt. Juliet/West Wilson County Chamber of Commerce meets regularly with school leaders to stay abreast of the opportunities to maximize this relationship.

Survey Results
The Profile Committee chose to use the NSSEE Opinion Inventories for Teachers, Parents
students, and Community. The Community, Parent, and Student surveys went out in February of 2007. The Teacher surveys were distributed in April of 2007. There were sixty-five teacher surveys given out, seventy-five community, three hundred parent, and three hundred student (one hundred fifty per grade level). Two hundred ninety-one students completed the surveys, Seventy-eight were returned by parents, sixty-five were completed by the community, and thirty-eight were completed by the teachers.

The committee compared the results of seven questions common to all surveys. These completed results are shown in Appendix at the end of this plan.

In the surveys, 92% of the teachers, 77.9% of the parents, 61.9% of the students and 64.6% of the community surveys show they believe the educational program offered is of high quality at MJMS.

Seventy-six percent of the teachers, 22.8% of the parents, 61.2% of the students and 49.2% of the community leaders believe that our school is preparing students to deal with issues and problems they will face in the future. Thirty-five percent of the parents reported neutral, whereas 23%ofthe students remained neutral. Also 23% of businesses remained neutral. Teachers showed a 13% neutral response. It is impressive that the students feel strongly about the school preparing them to face the challenges in the future. In 2000, approximately 40% of the students saw this connection. This is a 21.2% increase. Forty-nine percent of the parents, 32% of the students, 49% of the community and 66% of the teachers see relationship between what they are studying and their everyday lives. The students' perception is down 8% from the last survey, but this is somewhat characteristic to the age. Teachers, community leaders, and parents all see what the future can bring.

In the school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries. Fifty-three percent of the teachers, 67% of the parents, 64%ofthe students and 70% of the community leaders agree that there are many resources provided by the school to help students succeed.

Sixty-five percent of parents feel that all student s and staff at our school are treated with respect, regardless of race, religion, or gender. Fifty-nine percent of the students and 79% of the teachers feel that all students are looked at and treated equally, however, 1.9% disagreed that this was being done and 3.8% strongly disagreed with this concept. There were 7.7% of the community that indicated they did not know what the situation was at the school regarding this subject.

When important decisions are made at the school, parents feel that their opinions are considered
only 33.3% of the time. Only 29% of the students feel their opinions are considered. Twenty
nine percent of the teachers and 39% of the community feel their opinions are considered when
making important decisions at the school level. Thirty-three percent of those surveyed remained
neutral with 16.7% feeling they are not consulted about important decisions.

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

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

(Rubric Indicator 1.4)

List Data Sources

TCAP Results

Value-Added Scores

Criterion Referenced Exams

Final Exams

Attendance Rates

Parent Contact Logs

State Report Card

Explore Tests

TCAP Writing Exam

TVAAS

TEMPLATE 1.5: Data Collection and Analysis

(Rubric Indicator 1.5)

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

Our Leadership Team is comprised of teachers, parents and administrators in all grade levels and subjects. The co-chairs assigned tasks to each member after determining their area of expertise.
The Leadership Team met in the Fall of 2009 to discuss the types of data we needed to complete our School Improvement Plan. We reviewed the last School Improvement Plan that was completed in 2007-2007 and determined that we needed data to decide if our current Action Plan goals were still current.

After surveying teachers and looking at our state report card, as a Leadership Team we decided that the current School Improvement Plan is not sufficient to help us reach county and state goals, therefore, we are creating new Action Plan goals. We disaggregated data according to the NCLB required student subgroups.

We collected and identified academic and non-academic data that would help us determine our strengths and weaknesses as a school and invited parents to participate in determining our Action Plan goals. The data was shared with the county supervisor and all administration.
The faculty was surveyed and consulted with to determine our goal targets and action steps.

TEMPLATE 1.6: Report Card Data Disaggregation

(Rubric Indicator 1.6)

Report Card Data Disaggregation

Criterion Referenced Academic Achievement

According to Student Academic Achievement of the 2009 Report Card, our grades reflect some degree of change in progress in all areas from the 2008 Report Card.

In the areas of Reading/Language Arts and Science we maintained our A average.
In the area of Social Studies we maintained our B average.
In the area of Math we decreased from an A average (63) to a B average (54).
Our scores did decrease in the areas of Reading/Language Arts (63 to 55),, Science (62 to 56) and Social Studies (58 to 54), however, we did not decrease in our grade average.
It is important to note that our schools scores stayed consistent in being higher in all areas than the state.

In addition, it is important to note that our schools scores stayed consistent in being 2 or more points higher in all areas than the system.

Value Added-Growth Standard

Reading/language arts:
In sixth grade our 2006-2007 students had a deficit of -1.8. Then, as seventh graders, their deficit decreased to -0.6. They continued to gain ground as eighth graders in 2008-2009 with a deficit of -.02. Seventh grade had a three-year average gain of 0.1. Eighth grade decreased their -.03 deficit in 2007-2008 to -.02 in 2008-2009.

Mathematics:
In sixth grade math, our 2006-2007 students earned a deficit of -4, but as seventh graders in 2007-08 earned a gain of 4. Additionally, seventh grade had a three-year average of 2.1. Sixth graders in 2007-08 earned a deficit of -2 but decreased the deficit to 0 in 2008-2009

Science:
The 2007-2008 sixth graders gained -5.4, but then turned around in 2008-2009 as seventh graders and decreased the deficit to -1.9. Similarly, 2007-2008 seventh graders earned a -4.2 deficit and then as eighth graders in 2008-2009 decreased the deficit to -3.1.

Social Studies:
Seventh grade had a three-year average gain of 0.7. Additionally, the 2007-2008 seventh graders earned a -5.4 deficit, and as eighth graders it was decreased to -1.9 in 2008-2009.

When considering all the data from our Value Added report:

It should be noted that we maintained our Value Added status in Social Studies from 2008 to 2009 but increased our negative gain by -.5 which was -.1 above the county gain.
In Reading, our Status was a C in 2009, an decrease from a B in 2008.
Our gains in Math were a -1.9 from 2008 to 2009.
In Science, our gain was -2.4 from 2008 to 2009.

Proficiency Levels

Math.
African American
14% scored Below Proficient, an increase of 7% over 2008
65.5 % scored Proficient, a decrease of 2.7% over 2008
27.6% scored Advance, a decrease of 4.2% over 2008

Asian Pacific Islander
0% scored Below Proficient, an increase of 8%over 2008
53.8% scored Proficient, an increase of 7.6% over 2008
46.2% scored Advanced with no change over 2008

Hispanic
12% scored Below Proficient, an increase of 1% over 2008
69.2% scored Proficient, an increase of 19.2% over 2008
19.2% scored Advanced, a decrease of 20.1%

Native American
No Data

White
6% scored Below Proficient, an increase of 2% over 2008
42.3 scored Proficient, an increase of 4.9%
51.9% scored Advanced, a decrease of 7.15% over 2008

Economically Disadvantaged
15% scored Below Proficient, an increase of 3% over 2008
63.3% scored Proficient, an increase of 8.4% over 2008
22.1% scored Advanced, a decrease of 10.8% over 2008

Students With Disabilities
34% scored Below Proficient, an increase of 6% over 2008
58.5% scored Proficient, a decrease of 7.1%
7.4% scored Advanced, an increase of .7%

Limited English Proficient
0% Below Proficient, no data for 2008
75% scored Proficient, no data for 2008
25% scored Advanced, no data for 2008

Reading
African American
10% scored Below Proficient, an increase of 2% over 2008
56.2% scored Proficient, a decrease of .9% over 2008
34.1% scored Advanced, a decrease of .7% over 2008

Asian/Pacific Islander
0% scored Below Proficient, an increase of 3% over 2008
33.3% scored Proficient, no change over 2008
66.7% scored Advanced, an increase of 3.1% over 2008

Hispanic
11% scored Below Proficient, an increase of 6% over 2008
49.2% scored Below Proficient, a decrease of 8.6% over 2008
40% scored Advanced, an increase of 4.1% over 2008

Native American
No Data

White
3% scored Below Proficient, an increase of 1% over 2008
40.7% scored Proficient, an increase of 5.9% over 2008
55.8% scored Advanced, a decrease of 7.1%

Economically Disadvantaged
11% scored Below Proficient, an increase of 8% over 2008
63.1% scored Proficient, an increase of 8.3% over 2008
25.8% scored Advanced, a decrease of 7.2% decrease over 2008

Students With Disabilities
23% scored Below Proficient, an increase of 5% over 2008
66.2% scored Proficient, no change over 2008
10.8% scored Advanced, a decrease of 4.9% over 2008

Limited English Proficient
16% scored Below Proficient, no data for 2008
71% scored Proficient, no data for 2008
12.9% scored Advanced, no data for 2008

Our Math Proficiency scores for Students With Disabilities have placed us “On Target” with the state. We stayed “Off Target” for Reading due to Safe Harbor status.

We do not consistently make Value Added Gains with our highest quintile of students on TVAAS.

Our students in each subgroup did not meet AYP in the Below Proficient area of the state report card. Each subgroup with the exception of Students with Disabilities and Economically Disadvantaged students made AYP in the Proficient/Advanced are of the report card in Math.

On the Writing Exam, our 8th grade students had a 3 Year average score of 4.3%. The school earned an “A” rating.

TEMPLATE 1.7: Narrative Synthesis of All Data

(Rubric Indicator 1.7)

Narrative Synthesis of Data

Non Academic Data Synthesis

Attendance
Our daily attendance rate of 94% or higher is better than the state target goal of 93%.
Although we have only disciplined 14 students for tardies, we recognize that students who are tardy consistently are at risk. Therefore, we follow the county tardy policy and contact parents to correct the tardiness.
Promotion Rates
We currently have 77 students identified as At Risk, 22 identified as 504, and 109 students in the Students with Disabilities subgroup. We believe these numbers have caused our promotion rates to be lower than the state goal of 97%. In 2008 our promotion rate was 94.9% and 96.2% in 2009. We are currently meeting with At Risk students and assigning mentors to students.

Academic Data Synthesis
According to the current SIP written in 2006-2007, we had the following goal in these subject areas:

Reading, Math, Science, Social Studies-Students will demonstate adequate gains for all grade levels and show an increase in proficiency in all subgroups to meet the federal requirements specific to the subject.
These goals have not been met, therefore, we are creating new goals and action steps.

Final Exam Grades from First Semester 2009-2010
6th Grade LA -421 students

16% received A’s
22% received B’s
27% received C’s
12% received D’s
23% received F’s
77% passed
23% failed

6th Grade Reading-411 students

30% received A’s
31% received B’s
21% received C’s
8% received D’s
9% received F’s
91% passed
9% failed

6th Grade Math-425 students

11% received A’s
16% received B’s
23% received C’s
9% received D’s
41% received F’s
59% passed
41% failed

6th Grade SS-440 students

38% received A’s
26% received B’s
17% received C’s
8% received D’s
14% received F’s
86% passed
14% failed

6th Grade Science-433 students

21% received A’s
20% received B’s
23% received C’s
8% received D’s
29% received F’s
71% passed
29% failed

7th Grade LA-409 students

18% received A’s
33% received B’s
28% received C’s
9% received D’s
12% received F’s
88% passed
12% failed

7th Grade Math-410 students

10% received A’s
21% received B’s
25% received C’s
11% received D’s
32% received F’s
68% passed
32% failed

7th Grade SS-429 students

20% received A’s
27% received B’s
27% received C’s
16% received D’s
10% received F’s
90% passed
10% failed

7th Grade Science-423 students

22% received A’s
22% received B’s
19% received C’s
14% received D’s
22% received F’s
78% passed
22% failed

8th Grade LA-391 students

21% received A’s
26% received B’s
26% received C’s
8% received D’s
19% received F’s
81% passed
19% failed

8th Grade Math-389 students

15% received A’s
12% received B’s
21% received C’s
13% received D’s
38% received F’s
62% passed
38% failed

8th Grade SS-323 students

12% received A’s
25% received B’s
29% received C’s
13% received D’s
20% received F’s
80% passed
20% failed

8th Grade Science-413 students

20% received A’s
16% received B’s
21% received C’s
15% received D’s
28% received F’s
72% passed
28% failed

6th grade – on average 77% passed and 23% failed their midterm exam.
7th grade - on average 81% passed and 19% failed their midterm exam.
8th grade – on average 74% passed and 26% failed their midterm exam.
As a school on average 77% passed and 23% failed their midterm exam.

In the areas of Special Education the following data was collected.
6th grade Math and LA

43% received A’s
26% received B’s
21% received C’s
8% received D’s
2% received F’s
98% passed
2% failed
90% received a C or better.

7th & 8th grade LA

0% received A’s
40% received B’s
32% received C’s
28% received D’s
0% received F’s
100% passed
0% failed
72% received a C or better.

7th & 8th grade Math

0% received A’s
0% received B’s
13% received C’s
37% received D’s
50% received F’s
50% passed
50% failed
13% received a C or better.

All Grade levels – Deaf Ed

67% received A’s
33% received B’s
0% received C’s
0% received D’s
0% received F’s
100% passed
0% failed
100% received a C or better.

All Grade levels - ELL

33% received A’s
50% received B’s
0% received C’s
0% received D’s
17% received F’s
100% passed
0% failed
72% received a C or better.

Mid Term Exam Data

Reading/Language Arts

In the sixth grade, the area of reading received the highest level of students passing (91%), whereas the 6th grade LA(77%) mean score showed slightly below the average number of students passing in both the 7th (88%) and 8th grade (81%) LA percentages.
In the sixth grade area of reading 82% of all students received a C or better while in the area of sixth grade LA, 65% of all students received a C or better.
In the seventh grade LA area, 79% of all students received a C or better.
In the eighth grade LA area, 73% of all students received a C or better.
School wide this average is 75% of all students taking a midterm exam in LA and reading made a C or better.

Math

In sixth grade math there was a mean of 50% of students receiving a C or better.
In seventh grade math these was a mean of 56% of students receiving a C or better.
In eighth grade there was a mean of 48% of students receiving a C or better.
This means that only 51% of all students taking a midterm exam in math made a C or better school wide.

Social Studies

In the sixth grade social studies area there was a mean of 78% of all students receiving a C or better.
In the seventh grade social studies area there was a mean of 74% of all students receiving a C or better.
In the 8th grade social studies area there was a mean of 63% of all students receiving a C or better.
This means that school wide 72% of all social studies students taking a midterm exam made a C or better.

Science

In sixth grade science there was a mean of 64% of all students receiving a C or better.
In seventh grade science there was a mean of 63% of all students receiving a C or better.
In eighth grade science there was a mean of 57% of all students receiving a C a better.
This means school wide only 61% of all science students received a C or better when taking a midterm science exam.

Special Education

The mean average of special ed students passing their exam for all grade levels was 83% with math having the lowest percent passing.
Sixth grade special education students had 90% of their students scoring a C or better on their exam.
Seventh and eighth grade LA special education students had 72% of their students scoring a C or better.
Seventh and eighth grade Math special education students had 13% of their students scoring a c or better.

When considering all of the midterm data it is apparent that a separate class for reading in sixth grade has been beneficial to student’s test scores. There are impressive percentages as a school in the areas of reading, language arts and social studies reaching a score of a C or better.
Areas for improvement would be in science and particularly math. It is important to know that all math students took the same math exam across each grade level unlike other core classes. Some science teachers also presented the same test across grade levels.
We must also consider that each teacher may use their own scoring system in an effort to present the exam in a less pressured environment for the students. At the middle grade level these exams are used as test taking practices and should not have a negative impact on a student’s overall semester grade. Each grade level has been assigned a certain percentage to use to determine a student’s final semester grade.
Sixth grade special education students came out on average above the entire school while special education math continues to work toward teaching grade level material. Deaf ed and ELL students, although a small percentage of the entire student body did extremely well with low failure rates.

Non-Academic Strengths:

Student attendance is outstanding
Discipline referrals to the office are lower than in 2008-09
Teacher-Parent communication is higher than in 2008-09
Involvement opportunities for families are established
Teacher attendance is high
Teacher transfer rates are low
Teachers collaborate at team and department meetings

Non –Academic Challenges:

Our school population exceeds the building’s capacity and we are now using a separate building for a team
Our Economically Disadvantaged numbers have increased due to the economy
57 students are identified as At Risk by teachers and administration

Academic Challenges:

We are on target for Students with Disabilities in Math
We are in Safe Harbor for Students with Disabilities in Reading
Our CRT Value Added Growth Standard in Math is D, Reading/Language is C, Social Studies is D, Science is F
Our Promotion Rate is below the state goal of 97%
The fifth quintile (highest )students in 6th and 8th grade math

is below the benchmark and only slightly above the benchmark in 7th grade on TVAAS

The fifth quintile (hightest) students in 6th and 7th grade Reading/Language is below the state benchmark on TVAAS

Academic Strengths:

On the state report card in Criterion Reference Academic Achievement in the areas of Reading/Language Arts and Science we maintained our A average.
On the state report card in Criterion Reference Academic Achievement in the area of Social Studies we maintained our B average.
74% of our current 8th grade students scored At or Above the Benchmark on the College Readiness Standards Report compared to the National Average of 61%
Our 8th grade Reading/Language is above the state benchmark on TVAAS
100% of our Limited English Proficient students scored Proficient or Advanced in AYP on our state report card.

TEMPLATE 1.8: Prioritized List of Goal Targets

List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok would start.

TEMPLATE 1.8: Prioritized List of Goal Targets

(Rubric Indicator 1.8)

Prioritized List of Goal Targets

We have carefully disaggregated and analyzed student data and have determined the following goals must be priorities for our school:

More Students with Disabilities and Economically Disadvantaged students must become Proficient in Math
More students in the fifth quintile-our highest achieving students must make gains according to TVAAS
More Students with Disabilities, Economically Disadvantaged students and Hispanic students must become Proficient in Reading

Component 2 – Beliefs, Common Mission and Shared Vision

TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision
Use Template 2.1 to articulate your Beliefs, Common Mission and Shared Vision

Template 2.1: Beliefs, Common Mission and Shared Vision
(Rubric Indicators 2.1 and 2.2)

Beliefs

Common Mission

Shared Vision

TEMPLATE 3.1.a: Curricular Practices

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

Current Curricular Practices	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)
Evidence of Practice (State in definitive/tangible terms)
Is the current practice research-based?
Is it a principle & practice of high-performing schools?
Has the current practice been effective or ineffective?
What data source(s) do you have that support your answer? (identify all applicable sources)
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
Evidence of equitable school support for this practice
Next Step (changes or continuations)

TEMPLATE 3.1.b: Curriculum Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.1.b (the gap analysis) should help school team members discover “What Ought To Be.”

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to curricular practices, also to be recorded in Template 3.1.b.

Template 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

TIME
MONEY
PERSONNEL
OTHER RESOURCES

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

TIME
MONEY
PERSONNEL
OTHER RESOURCES

Equity and Adequacy:

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

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

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

TEMPLATE 3.1.c: Curricular Summary Questions

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

Template 3.1.c: Curricular Summary Questions
(Rubric Indicator 3.2)

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

Curriculum Summary Questions- Narrative Response Required

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

Curriculum Summary Questions- Narrative Response Required

How will we address our challenges?

TEMPLATE 3.2.a: Instructional Practices

Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)

Current Instructional Practices	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)
Evidence of Practice (State in definitive/tangible terms)
Is the current practice research-based?
Is it a principle & practice of high-performing schools?
Has the current practice been effective or ineffective?
What data source(s) do you have that support your answer? (identify all applicable sources)
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
Evidence of equitable school support for this practice
Next Step (changes or continuations)

TEMPLATE 3.2.b: Instructional Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.2.b (the gap analysis) should help school team members discover “What Ought To Be.”

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

Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required

TIME
MONEY
PERSONNEL
OTHER RESOURCES

TIME
MONEY
PERSONNEL
OTHER RESOURCES

Equity and Adequacy:

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

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

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

TEMPLATE 3.2.c: Instructional Summary Questions

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

Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)

Instructional Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

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.)

Instructional Summary Questions- Narrative Response Required

How will we address our challenges?

TEMPLATE 3.3.a: Assessment Practices

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

Current Assessment Practices	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)
Evidence of Practice (State in definitive/tangible terms)
Is the current practice research-based?
Is it a principle & practice of high-performing schools?
Has the current practice been effective or ineffective?
What data source(s) do you have that support your answer? (identify all applicable sources)
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
Evidence of equitable school support for this practice
Next Step (changes or continuations)

TEMPLATE 3.3.b: Assessment Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –Which is identified in your practices and – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.3.b (the gap analysis) should help school team members discover “What Ought To Be.”

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to assessment practices, also to be recorded in Template 3.3.b.

Template 3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required

TIME
MONEY
PERSONNEL
OTHER RESOURCES

TIME
MONEY
PERSONNEL
OTHER RESOURCES

Equity and Adequacy:

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

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

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

TEMPLATE 3.3.c: Assessment Summary Questions

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

Template 3.3.c: Assessment Summary Questions
(Rubric Indicator 3.6)

Assessment Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

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.)

Assessment Summary Questions- Narrative Response Required

How will we address our challenges?

TEMPLATE 3.4.a: Organizational Practices

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

Current Organizational Practices	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)	__________ (identify practice)
Evidence of Practice (State in definitive/tangible terms)
Is the current practice research-based?
Is it a principle & practice of high-performing schools?
Has the current practice been effective or ineffective?
What data source(s) do you have that support your answer? (identify all applicable sources)
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)
Evidence of equitable school support for this practice
Next Step (changes or continuations)

TEMPLATE 3.4.b: Organizational Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Template 3.4.b (the gap analysis) should help school team members discover “What Ought To Be.”

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

Template 3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required

TIME
MONEY
PERSONNEL
OTHER RESOURCES

TIME
MONEY
PERSONNEL
OTHER RESOURCES

Equity and Adequacy:

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

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

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

TEMPLATE 3.4.c: Organization Summary Questions

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

Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)

Organization Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

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 1.)

Organization Summary Questions- Narrative Response Required

How will we address our challenges?

Component 4 – Action Plan Development

TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.)

Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal statements. How does this goal connect to your system’s five year or systemwide plan?
(Rubric Indicator 4.1)

TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on curricular, instructional, assessment and organizational practices.)

Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal targets. The action steps are strategies and interventions, and should be based on scientifically based research where possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies are to be included within the action steps of each goal statement.
(Rubric Indicator 4.2)

TEMPLATE 4.3: Implementation Plan

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

GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: January 15, 2010
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal		Mt. Juliet Middle School students with disabilities will increase the percentage of students in the Proficient/Advanced range to exceed the 86% NCLB target goal in Math by 2010.
Which need(s) does this Goal address?		The subgroup of students with disabilities is below the benchmark Math target of 86% which is expected by 2010
How is this Goal linked to the system’s Five-Year Plan?		Wilson County School System 2005-2010 Strategic Plan: Goal 1-To promote learning through academic excellence. State Board of Education Master Plan FY 2008-2012
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	Professional Development - all teachers and administrators will meet during in-service days to disaggregate and analyze data to progress toward goals.	July 2010 November 2010 March 2011	Tim Bell, Principal Anne Barger Asst. Principal Matt Deckard Asst. Principal	TCAP Summary End of Course Tests, State Report Card	$30.00 for paper and copier costs from school funds	Compilation of data results and grade level/subject analysis of curriculum strengths and areas to strengthen will be shared in grade level and faculty mtgs.	Student performance data will show improvement
Action Step	Regular and Special Education teachers will meet with administration and guidance to plan and pace for students with disabilities	July 2010-May 2011	Special Education Teachers, Tim Bell, Anne Barger, Matt Deckard, Guidance Dept, classroom teachers	Planning Time	None	TCAP and State Report Card	Students with disabilities subgroup will improve performance
Action Step	Students will participate in Study Island standards based internet program	August 2010 to May 2011	Core Teachers	Study Island internet based program	$3500 from county funds	TCAP and State Report Card	All students will show improvement in performance
Action Step	Benchmark testing four times per grading period	August 2010 to May 2011	Core Teachers	Copy paper	$50.00	Pre and Post Tests	All students will show improvements in performance
Action Step	Provide additional math manipulatives to class rooms	August 2010 to May 2011	Tim Bell, Principal PTO	Math Manipulatives	$5000 From school funds	TCAP and State Report Card	All students will show improvements in performance and Student Survey regarding effectiveness
Action Step	Inclusion	August 2010 to May 2011	Tim Bell, Principal, Special Education and Core Teachers	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improvements in performance and Teacher Survey
Action Step	Inservices on Differentiated Instruction and Teaching Strategies	February 2010 and as scheduled with presenters	Tim Bell, Anne Barger Special Education Supervisors, Curriculum Supervisors	Inservice Time	$5000 From PTO	TCAP and State Report Card Student Report Cards	All students will show improvements and Teacher Survey
Action Step	Teaching Strategies developed according to Robert Marzano practices and Best Practices for Special Education Students	August 2010 to May 2011	Anne Barger Matt Deckard Special Education and Core Teachers	Planning Time	None	Benchmark Testing Student Report Cards	Students will show improvement
Action Step	Exploratory Teachers will focus on the use of math in their classes	August 2010 to May 2011	Exploratory Teachers Tim Bell Anne Barger Matt Deckard	Planning Time	None	Benchmark Testing Student Report Cards Student Work	Students will show improvement and complete assignments
Action Step	Stakeholders will be kept informed of school goals and progress through emails, school website, Parent Link and Open House	August 2010 to May 2011	Tim Bell	None	$25.00 for copier needs from school funds	Parent/Community Survey	Survey results will show that stakeholders are informed
Action Step	Students will be tutored by parent and community volunteers, Cumberland University students and senior citizens	August 2010 to May 2011	PTO, Tim Bell	Parent Volunteers	$100 for copier needs from PTO	Student/Community Survey	Surveys will show involvement and student progress
Action Step	Math will be taught daily	August 2010 to May 2011	Tim Bell, Math Teachers	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improved performance

Action Step	Math will be taught daily	August 2010 to May 2011	Tim Bell, Math Teachers	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improved performance
Action Step	Cross Grade Level Curriculum Meetings will be held twice each year	October 2010 and February 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Student Report Cards	Surveys will show meetings are beneficial to improve student performance
Action Step	Team Meetings with administration monthly	August 2010 to May 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Brainstorming Charts Student Report Cards TCAP	Students with Disabilities will show increased performance
Action Step	Use Movin Up With Math program	August 2010 to May 2011	Special Education Teachers	None	None Purchased thru a grant by county	TCAP and State Report Card	Students with Disabilities will show improvement
Action Step	Content Mastery and Advisory Classes	August 2010 to May 2011	All teachers Tim Bell Anne Barger Matt Deckard Joe Eskew Guidance Dept	Planning Time	$1000 for materials from school funds	TCAP and State Report Card Office Referrals Student Report Card	Students will show improvement, less office referrals, student surveys
Action Step	Peer Tutoring	August 2010 to May 2011	All Teachers	Planning Time	None	Student Surveys Student Report Card	Students with Disabilities will show improvement
Action Step	Speakers will share how math is used in their profession	October 2010 and February March 2011	Guidance, PTO	None	None	Student Surveys, Class discussion	Students will share their understanding of how math is used in careers
Action Step	Teachers will watch and employ strategies on PD 360 program	August 2010 to May 2011	Tim Bell Anne Barger All Teachers	Computer	None-county provided	Teacher Reports on PD360	Students will show improvement
Action Step	Students will create Power Points and Videos using Math Skills	Each grading period	Computer Teacher	Computer Lab	None	Rubric	Students will complete and share according to Rubric
Action Step	Administration will meet with At Risk Students each grading period	Each Grading Period	Admin-istration	None	None	Student Responses	Students will share difficulties and plan with administraton

GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: January 15, 2010
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal		Mt. Juliet Middle School students with disabilities will increase the percentage of students in the Proficient/Advanced range to exceed the 89% NCLB target goal in Reading /Language Arts by 2010.
Which need(s) does this Goal address?		The subgroup of students with disabilities is below the benchmark Reading/Language Arts target of 86% which is expected by 2010
How is this Goal linked to the system’s Five-Year Plan?		Wilson County School System 2005-2010 Strategic Plan: Goal 1-To promote learning through academic excellence. State Board of Education Master Plan FY 2008-2012
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	Professional Development - all teachers and administrators will meet during in-service days to disaggregate and analyze data to progress toward goals.	July 2010 November 2010 March 2011	Tim Bell, Principal Anne Barger Asst. Principal Matt Deckard Asst. Principal	TCAP Summary End of Course Tests, State Report Card	$30.00 for paper and copier costs from school funds	Compilation of data results and grade level/subject analysis of curriculum strengths and areas to strengthen will be shared in grade level and faculty mtgs.	Student performance data will show improvement
Action Step	Regular and Special Education teachers will meet with administration and guidance to plan and pace for students with disabilities	July 2010-May 2011	Special Education Teachers, Tim Bell, Anne Barger, Matt Deckard, Guidance Dept, classroom teachers	Planning Time	None	TCAP and State Report Card	Students with disabilities subgroup will improve performance
Action Step	Students will participate in Study Island standards based internet program	August 2010 to May 2011	Core Teachers	Study Island internet based program	$3500 from county funds	TCAP and State Report Card	All students will show improvement in performance
Action Step	Benchmark testing four times per grading period	August 2010 to May 2011	Core Teachers	Copy paper	$50.00 from school funds	Pre and Post Tests	All students will show improvements in performance
Action Step	Provide Reading Games and Class sets of novels to class rooms based on student interest	August 2010 to May 2011	Tim Bell, Principal PTO Librarian	Reading Games Novels	$5000 from school funds and PTO	TCAP and State Report Card Survey students regarding books in which they are interested	All students will show improvements in performance and Student Survey regarding effectiveness
Action Step	Inclusion	August 2010 to May 2011	Tim Bell, Principal, Special Education and Core Teachers	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improvements in performance and Teacher Survey
Action Step	Inservices on Differentiated Instruction and Teaching Strategies	February 2010 and as scheduled with presenters	Tim Bell, Anne Barger Special Education Supervisors, Curriculum Supervisors	Inservice Time	$5000 County Funds Special Education Funds	TCAP and State Report Card Student Report Cards	All students will show improvements and Teacher Survey
Action Step	Teaching Strategies developed according to Robert Marzano practices and Best Practices for Special Education Students	August 2010 to May 2011	Anne Barger Matt Deckard Special Education and Core Teachers	Planning Time	None	Benchmark Testing Student Report Cards	Students will show improvement
Action Step	Exploratory Teachers will focus on the use of Reading/Language Arts in their classes	August 2010 to May 2011	Exploratory Teachers Tim Bell Anne Barger Matt Deckard	Planning Time	None	Benchmark Testing Student Report Cards Student Work	Students will show improvement and complete assignments
Action Step	Stakeholders will be kept informed of school goals and progress through emails, school website, Parent Link and Open House	August 2010 to May 2011	Tim Bell	None	$25.00 for copier needs from school funds	Parent/Community Survey	Survey results will show that stakeholders are informed

Action Step	Students will be tutored by parent and community volunteers, Cumberland University students and senior citizens	August 2010 to May 2011	PTO, Tim Bell	Parent Volunteers	$100 for copier needs from PTO	Student/Community Survey	Surveys will show involvement and student progress
Action Step	Reading or Language Arts will be taught daily	August 2010 to May 2011	Tim Bell, Reading, Language Arts Teachers	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improved performance
Action Step	Cross Grade Level Curriculum Meetings will be held twice each year	October 2010 and February 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Student Report Cards	Surveys will show meetings are beneficial to improve student performance
Action Step	Team Meetings with administration monthly	August 2010 to May 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Brainstorming Charts Student Report Cards TCAP	Students with Disabilities will show increased performance
Action Step	Use Read 180 program	August 2010 to May 2011	Special Education Teachers	None	None Purchased thru a grant by county	TCAP and State Report Card	Students with Disabilities will show improvement
Action Step	Content Mastery and Advisory Classes	August 2010 to May 2011	All teachers Tim Bell Anne Barger Matt Deckard Joe Eskew Guidance Dept	Planning Time	$1000 for materials from school funds	TCAP and State Report Card Office Referrals Student Report Card	Students will show improvement, less office referrals, student surveys
Action Step	Books on CD	August 2010 to May 2011	Media Specialist	Books on CD	$2000 from county funds	Student Surveys Student Use	Students with Disabilities will show improvement
Action Step	Speakers will share how Reading is used in their profession	October 2010 and February March 2011	Guidance, PTO	None	None	Student Surveys, Class discussion	Students will share their understanding of how Reading is used in careers
Action Step	Teachers will watch and employ strategies on PD 360 program	August 2010 to May 2011	Tim Bell Anne Barger All Teachers	Computer	None-county provided	Teacher Reports on PD360	Students will show improvement
Action Step	Students will create Power Points and Videos using Reading Skills	Each grading period	Computer Teacher	Computer Lab	None	Rubric	Students will complete and share according to Rubric
Action Step	Administration will meet with At Risk Students each grading period	Each Grading Period	Admin-istration	None	None	Student Responses	Students will share difficulties and plan with administraton

GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: January 15, 2010
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal		Mt. Juliet Middle School students in the 5th Quintile (highest) on TVAAS site will show a year’s gain in TVAAS score
Which need(s) does this Goal address?		More Mt. Juliet Middle School Students must show a gain in TVAAS scores which have consistently shown a negative gain in all subjects
How is this Goal linked to the system’s Five-Year Plan?		Wilson County School System 2005-2010 Strategic Plan: Goal 1-To promote learning through academic excellence
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	Students in the 5th Quintile will be identified by teachers and administrators through data dissegregation and a list will be made available to teachers	July 2010	Anne Barger, Asst Principal Classroom Teachers	TCAP Summary, TVAAS Restricted Site State Report Card	$25.00 for copier costs from school funds	Compilation of data results and grade level analysis of students in 5th quintile will be shared in faculty, grade level and curriculum meetings	Student performance will improve
Action Step	TCAP Coach books for test preparation	August 2010 to May 2011	Matt Deckard, Asst. Principal, Classroom Teachers	TCAP Coach Resources	$1000 from school funds	Benchmark testing	Students will show continuous growth TVAAS gain of at least one year
Action Step	Training to use of high order questions and Robert Marzano teaching techniques	August 2010 to May 2011	Classroom Teachers, Adminisistration, County Supervisors	Planning Time Inservice Time	$1000 from county funds	Benchmark Testing TVAAS results	Students will show at least one year of gain
Action Step	Daily use of “power verbs” by classroom teachers	August 2010 to May 2011	All teachers	Planning Time Inservice Time	None	Student Report Cards TVAAS Results	Students show increased performance and gain
Action Step	Use story starters, journal writing, debate, discussion as shown by SEEK teachers	August 2010 to May 2011	Classroom Teachers SEEK Teachers Administra-tors	Planning Time Class Time	None	TVAAS Results Student Surveys	Students will show increased interest in work and will share critical thinking
Action Steps	Academic Competitions	November 2010 and May 2011	Classroom Teachers SEEK Teachers	Planning Time	$500 for materials from school funds	TVAAS Results Student Participation	Student Performance will improve TVAAS gain of at least one year
Action Steps	Explore internet sites for educators of the gifted and share information at faculty meetings	Septem-ber 2010 and January 2011	All teachers	Faculty Meetings in groups	None	TVAAS Results Teacher Surveys	Student Gains will increase and teachers will use strategies
Action Steps	Use flexible assignments and allow students to choose	August 2010 to May 2011	All teachers, Administra-tors	Planning Time Class Time	None	Rubrics	Students will complete assignments according to Rubric
Action Step	Content Mastery and Advisory Classes	August 2010 to May 2011	All teachers Tim Bell Anne Barger Matt Deckard Joe Eskew Guidance Dept	Planning Time	$1000 for materials from school funds	TCAP and State Report Card Office Referrals Student Report Card	Students will show improvement, less office referrals, student surveys
Action Step	Cross Grade Level Curriculum Meetings will be held twice each year	October 2010 and February 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Student Report Cards	Surveys will show meetings are beneficial to improve student performance
Action Step	Team Meetings with administration monthly	August 2010 to May 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Brainstorming Charts Student Report Cards TCAP	Students with Disabilities will show increased performance
Action Step	Teachers will administer student interest surveys	August 2010 and January 2011 and as new students come	Classroom Teachers Guidance Dept	None	None	Students will complete the survey and teachers will compile data	Lessons created according to student interest TVAAS Gains increase

Action Step	Math and Reading or Language Arts will be taught daily	August 2010 to May 2011	Tim Bell, Reading, Language Arts, Math Teachers	Planning Time	None	TCAP and State Report Card TVAAS Site	Students with Disabilities will show improved performance
Action Step	Teachers will watch and employ strategies on PD 360 program	August 2010 to May 2011	Tim Bell Anne Barger All Teachers	Computer	None-county provided	Teacher Reports on PD360	Students will show improvement
Action Step	Students will create Power Points and Videos	Each grading period	Computer Teacher	Computer Lab	None	Rubric	Students will complete and share according to Rubric
Action Step	Administration and classroom teachers meet with parents of highest average students to discuss test scores and their goals for their child	August 2010 to May 2011	Administra-tion, Classroom Teachers	Scheduled Conference Times	None	Discussion and goal setting	Students will show gain and teachers will be informed of parent’s goals
Action Step	Benchmark testing four times per grading period	August 2010 to May 2011	Core Teachers	Copy paper	$50.00	Pre and Post Tests	All students will show improvements in performance
Action Step	Inservices on Differentiated Instruction and Teaching Strategies	February 2010 and as scheduled with presenters	Tim Bell, Anne Barger Special Education Supervisors, Curriculum Supervisors	Inservice Time	$5000 From PTO	TCAP and State Report Card Student Report Cards	All students will show improvements and Teacher Survey

GOAL 4 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
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
Action Step
Action Step
Action Step

GOAL 5 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
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
Action Step
Action Step
Action Step

Component 5 – The School Improvement Plan and Process Evaluation

TEMPLATE 5.1: Process Evaluation

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

TEMPLATE 5.1: Process Evaluation

(Rubric Indicator 5.1)

Evidence of Collaborative Process – Narrative response required

What evidence do we have that shows that a collaborative process was used throughout the entire planning process?

Evidence of Alignment of Data and Goals – Narrative response required

What evidence do we have that proves alignment between our data and our goals?

Evidence of Communication with All Stakeholders – Narrative response required

What evidence do we have of our communication of the TSIPP to all stakeholders?

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response required

What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4?

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative response required

What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3?

Suggestions for the Process – Narrative response required

What suggestions do we have for improving our planning process?

TEMPLATE 5.2: Implementation Evaluation

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

TEMPLATE 5.2: Implementation Evaluation

(Rubric Indicator 5.2)

Evidence of Implementation – Narrative response required

What is our plan to begin implementation of the action steps?

Evidence of the Use of Data – Narrative response required

What is the plan for the use of data?

TEMPLATE 5.3: Monitoring and Adjusting Evaluation

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

TEMPLATE 5.3: Monitoring and Adjusting Evaluation

(Rubric Indicator 5.3)

Evidence of Monitoring Dates – Narrative response required

What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process.

Evidence of a Process for Monitoring Plan – Narrative response required

What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan?

Evidence of a Process for Adjusting Plan – Narrative response required

What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed?

Evidence of a Plan for Communicating to All Stakeholders – Narrative response required

How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders?

GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: January 15, 2010
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal		Mt. Juliet Middle School students with disabilities will increase the percentage of students in the Proficient/Advanced range to exceed the 86% NCLB target goal in Math by 2010.
Which need(s) does this Goal address?		The subgroup of students with disabilities is below the benchmark Math target of 86% which is expected by 2010
How is this Goal linked to the system’s Five-Year Plan?		Wilson County School System 2005-2010 Strategic Plan: Goal 1-To promote learning through academic excellence. State Board of Education Master Plan FY 2008-2012
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	Professional Development - all teachers and administrators will meet during in-service days to disaggregate and analyze data to progress toward goals.	July 2010 November 2010 March 2011	Tim Bell, Principal	TCAP Summary End of Course Tests, State Report Card	$30.00 for paper and copier costs from school funds	Compilation of data results and grade level/subject analysis of curriculum strengths and areas to strengthen will be shared in grade level and faculty mtgs.	Student performance data will show improvement
Action Step	Regular and Special Education teachers will meet with administration and guidance to plan and pace for students with disabilities	July 2010 October 2010	Bree Wong, Anne Barger, Debi Martin	Planning Time	None	TCAP and State Report Card	Students with disabilities subgroup will improve performance
Action Step	Students will participate in Study Island standards based internet program	August 2010 to May 2011	Matt Deckard	Study Island internet based program	$3500 from county funds	TCAP and State Report Card	All students will show improvement in performance
Action Step	Benchmark testing four times per grading period	Aug., Sept., Nov., Dec. 2010 Jan., Feb., March, April 2011	Matt Deckard	Copy paper	$50.00	Pre and Post Tests	All students will show improvements in performance
Action Step	Provide additional math manipulatives to class rooms	August 2010	Tim Bell, Math Dept Head	Math Manipulatives	$5000 From school funds	TCAP and State Report Card	All students will show improvements in performance and Student Survey regarding effectiveness
Action Step	Inclusion	July 2010	Tim Bell, Principal, Amanda McNabb	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improvements in performance and Teacher Survey
Action Step	Inservices on Differentiated Instruction and Teaching Strategies planned with Special Education and Curriculum Supervisors	February 2010 and as scheduled with presenters	Tim Bell, Anne Barger	Inservice Time	$5000 From PTO	TCAP and State Report Card Student Report Cards	All students will show improvements and Teacher Survey
Action Step	Teaching Strategies developed according to Robert Marzano practices and Best Practices for Special Education Students	August 2010	Anne Barger Matt Deckard	Planning Time	None	Benchmark Testing Student Report Cards	Students will show improvement
Action Step	Exploratory Teachers will focus on the use of math in their classes	August 2010 to May 2011	Anne Barger Matt Deckard	Planning Time	None	Benchmark Testing Student Report Cards Student Work	Students will show improvement and complete assignments
Action Step	Stakeholders will be kept informed of school goals and progress through emails, school website, Parent Link and Open House	August 2010 to May 2011	Tim Bell	None	$25.00 for copier needs from school funds	Parent/Community Survey	Survey results will show that stakeholders are informed
Action Step	Students will be tutored by parent and community volunteers, Cumberland University students and senior citizens	August 2010 to May 2011	PTO, Tim Bell	Parent Volunteers	$100 for copier needs from PTO	Student/Community Survey	Surveys will show involvement and student progress
Action Step	Math will be taught daily	August 2010 to May 2011	Tim Bell, Math Teachers	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improved performance
Action Step	Cross Grade Level Curriculum Meetings will be held twice each year	October 2010 and February 2011	Anne Barger	Planning Time	None	Teacher Survey Student Report Cards	Surveys will show meetings are beneficial to improve student performance
Action Step	Team Meetings with administration monthly	August 2010 to May 2011	Tim Bell	Planning Time	None	Teacher Survey Brainstorming Charts Student Report Cards TCAP	Students with Disabilities will show increased performance
Action Step	Use Movin Up With Math program	August 2010 to May 2011	Anne Barger	None	None Purchased thru a grant by county	TCAP and State Report Card	Students with Disabilities will show improvement
Action Step	Content Mastery and Advisory Classes	August 2010 to May 2011	Tim Bell	Planning Time	$1000 for materials from school funds	TCAP and State Report Card Office Referrals Student Report Card	Students will show improvement, less office referrals, student surveys
Action Step	Peer Tutoring	August 2010 to May 2011	Anne Barger	Planning Time	None	Student Surveys Student Report Card	Students with Disabilities will show improvement
Action Step	Guidance will arrange for speakers will share how math is used in their profession	October 2010 and February March 2011	Denise Hooper PTO	None	None	Student Surveys, Class discussion	Students will share their understanding of how math is used in careers
Action Step	Teachers will watch and employ strategies on PD 360 program	August 2010 to May 2011	Anne Barger	Computer	None-county provided	Teacher Reports on PD360	Students will show improvement
Action Step	Students will create Power Points and Videos using Math Skills	Each grading period	Computer Teacher	Computer Lab	None	Rubric	Students will complete and share according to Rubric
Action Step	Administration will meet with At Risk Students each grading period	Each Grading Period	Matt Deckard	None	None	Student Responses	Students will share difficulties and plan with administraton

GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: January 15, 2010
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal		Mt. Juliet Middle School students with disabilities will increase the percentage of students in the Proficient/Advanced range to exceed the 89% NCLB target goal in Reading /Language Arts by 2010.
Which need(s) does this Goal address?		The subgroup of students with disabilities is below the benchmark Reading/Language Arts target of 86% which is expected by 2010
How is this Goal linked to the system’s Five-Year Plan?		Wilson County School System 2005-2010 Strategic Plan: Goal 1-To promote learning through academic excellence. State Board of Education Master Plan FY 2008-2012
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	Professional Development - all teachers and administrators will meet during in-service days to disaggregate and analyze data to progress toward goals.	July 2010 November 2010 March 2011	Tim Bell, Principal	TCAP Summary End of Course Tests, State Report Card	$30.00 for paper and copier costs from school funds	Compilation of data results and grade level/subject analysis of curriculum strengths and areas to strengthen will be shared in grade level and faculty mtgs.	Student performance data will show improvement

Action Step	Regular and Special Education teachers will meet with administration and guidance to plan and pace for students with disabilities	July 2010-May 2011	Bree Wong, Anne Barger, Debi Martin	Planning Time	None	TCAP and State Report Card	Students with disabilities subgroup will improve performance
Action Step	Students will participate in Study Island standards based internet program	August 2010 to May 2011	Matt Deckard	Study Island internet based program	$3500 from county funds	TCAP and State Report Card	All students will show improvement in performance
Action Step	Benchmark testing four times per grading period	August 2010 to May 2011	Anne Barger	Copy paper	$50.00 from school funds	Pre and Post Tests	All students will show improvements in performance
Action Step	Provide Reading Games and Class sets of novels to class rooms based on student interest	August 2010 to May 2011	Tim Bell, Principal PTO Librarian	Reading Games Novels	$5000 from school funds and PTO	TCAP and State Report Card Survey students regarding books in which they are interested	All students will show improvements in performance and Student Survey regarding effectiveness
Action Step	Inclusion	August 2010 to May 2011	Tim Bell, Principal, Special Education and Core Teachers	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improvements in performance and Teacher Survey
Action Step	Inservices on Differentiated Instruction and Teaching Strategies	February 2010 and as scheduled with presenters	Tim Bell, Anne Barger Special Education Supervisors, Curriculum Supervisors	Inservice Time	$5000 County Funds Special Education Funds	TCAP and State Report Card Student Report Cards	All students will show improvements and Teacher Survey
Action Step	Teaching Strategies developed according to Robert Marzano practices and Best Practices for Special Education Students	August 2010 to May 2011	Anne Barger Matt Deckard Special Education and Core Teachers	Planning Time	None	Benchmark Testing Student Report Cards	Students will show improvement
Action Step	Exploratory Teachers will focus on the use of Reading/Language Arts in their classes	August 2010 to May 2011	Exploratory Teachers Tim Bell Anne Barger Matt Deckard	Planning Time	None	Benchmark Testing Student Report Cards Student Work	Students will show improvement and complete assignments
Action Step	Stakeholders will be kept informed of school goals and progress through emails, school website, Parent Link and Open House	August 2010 to May 2011	Tim Bell	None	$25.00 for copier needs from school funds	Parent/Community Survey	Survey results will show that stakeholders are informed
Action Step	Students will be tutored by parent and community volunteers, Cumberland University students and senior citizens	August 2010 to May 2011	PTO, Tim Bell	Parent Volunteers	$100 for copier needs from PTO	Student/Community Survey	Surveys will show involvement and student progress
Action Step	Reading or Language Arts will be taught daily	August 2010 to May 2011	Tim Bell, Reading, Language Arts Teachers	Planning Time	None	TCAP and State Report Card	Students with Disabilities will show improved performance
Action Step	Cross Grade Level Curriculum Meetings will be held twice each year	October 2010 and February 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Student Report Cards	Surveys will show meetings are beneficial to improve student performance
Action Step	Team Meetings with administration monthly	August 2010 to May 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Brainstorming Charts Student Report Cards TCAP	Students with Disabilities will show increased performance
Action Step	Use Read 180 program	August 2010 to May 2011	Special Education Teachers	None	None Purchased thru a grant by county	TCAP and State Report Card	Students with Disabilities will show improvement
Action Step	Content Mastery and Advisory Classes	August 2010 to May 2011	All teachers Tim Bell Anne Barger Matt Deckard Joe Eskew Guidance Dept	Planning Time	$1000 for materials from school funds	TCAP and State Report Card Office Referrals Student Report Card	Students will show improvement, less office referrals, student surveys
Action Step	Books on CD	August 2010 to May 2011	Media Specialist	Books on CD	$2000 from county funds	Student Surveys Student Use	Students with Disabilities will show improvement
Action Step	Speakers will share how Reading is used in their profession	October 2010 and February March 2011	Guidance, PTO	None	None	Student Surveys, Class discussion	Students will share their understanding of how Reading is used in careers
Action Step	Teachers will watch and employ strategies on PD 360 program	August 2010 to May 2011	Tim Bell Anne Barger All Teachers	Computer	None-county provided	Teacher Reports on PD360	Students will show improvement
Action Step	Students will create Power Points and Videos using Reading Skills	Each grading period	Computer Teacher	Computer Lab	None	Rubric	Students will complete and share according to Rubric
Action Step	Administration will meet with At Risk Students each grading period	Each Grading Period	Admin-istration	None	None	Student Responses	Students will share difficulties and plan with administraton

GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: January 15, 2010
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal		Mt. Juliet Middle School students in the 5th Quintile (highest) on TVAAS site will show a year’s gain in TVAAS score
Which need(s) does this Goal address?		More Mt. Juliet Middle School Students must show a gain in TVAAS scores which have consistently shown a negative gain in all subjects
How is this Goal linked to the system’s Five-Year Plan?		Wilson County School System 2005-2010 Strategic Plan: Goal 1-To promote learning through academic excellence
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	Students in the 5th Quintile will be identified by teachers and administrators through data dissegregation and a list will be made available to teachers	July 2010	Anne Barger, Asst Principal Classroom Teachers	TCAP Summary, TVAAS Restricted Site State Report Card	$25.00 for copier costs from school funds	Compilation of data results and grade level analysis of students in 5th quintile will be shared in faculty, grade level and curriculum meetings	Student performance will improve
Action Step	TCAP Coach books for test preparation	August 2010 to May 2011	Matt Deckard, Asst. Principal, Classroom Teachers	TCAP Coach Resources	$1000 from school funds	Benchmark testing	Students will show continuous growth TVAAS gain of at least one year
Action Step	Training to use of high order questions and Robert Marzano teaching techniques	August 2010 to May 2011	Classroom Teachers, Adminisistration, County Supervisors	Planning Time Inservice Time	$1000 from county funds	Benchmark Testing TVAAS results	Students will show at least one year of gain
Action Step	Daily use of “power verbs” by classroom teachers	August 2010 to May 2011	All teachers	Planning Time Inservice Time	None	Student Report Cards TVAAS Results	Students show increased performance and gain
Action Step	Use story starters, journal writing, debate, discussion as shown by SEEK teachers	August 2010 to May 2011	Classroom Teachers SEEK Teachers Administra-tors	Planning Time Class Time	None	TVAAS Results Student Surveys	Students will show increased interest in work and will share critical thinking
Action Steps	Academic Competitions	November 2010 and May 2011	Classroom Teachers SEEK Teachers	Planning Time	$500 for materials from school funds	TVAAS Results Student Participation	Student Performance will improve TVAAS gain of at least one year
Action Steps	Explore internet sites for educators of the gifted and share information at faculty meetings	Septem-ber 2010 and January 2011	All teachers	Faculty Meetings in groups	None	TVAAS Results Teacher Surveys	Student Gains will increase and teachers will use strategies
Action Steps	Use flexible assignments and allow students to choose	August 2010 to May 2011	All teachers, Administra-tors	Planning Time Class Time	None	Rubrics	Students will complete assignments according to Rubric
Action Step	Content Mastery and Advisory Classes	August 2010 to May 2011	All teachers Tim Bell Anne Barger Matt Deckard Joe Eskew Guidance Dept	Planning Time	$1000 for materials from school funds	TCAP and State Report Card Office Referrals Student Report Card	Students will show improvement, less office referrals, student surveys
Action Step	Cross Grade Level Curriculum Meetings will be held twice each year	October 2010 and February 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Student Report Cards	Surveys will show meetings are beneficial to improve student performance
Action Step	Team Meetings with administration monthly	August 2010 to May 2011	Lead Teachers Tim Bell	Planning Time	None	Teacher Survey Brainstorming Charts Student Report Cards TCAP	Students with Disabilities will show increased performance
Action Step	Teachers will administer student interest surveys	August 2010 and January 2011 and as new students come	Classroom Teachers Guidance Dept	None	None	Students will complete the survey and teachers will compile data	Lessons created according to student interest TVAAS Gains increase
Action Step	Math and Reading or Language Arts will be taught daily	August 2010 to May 2011	Tim Bell, Reading, Language Arts, Math Teachers	Planning Time	None	TCAP and State Report Card TVAAS Site	Students with Disabilities will show improved performance
Action Step	Teachers will watch and employ strategies on PD 360 program	August 2010 to May 2011	Tim Bell Anne Barger All Teachers	Computer	None-county provided	Teacher Reports on PD360	Students will show improvement
Action Step	Students will create Power Points and Videos	Each grading period	Computer Teacher	Computer Lab	None	Rubric	Students will complete and share according to Rubric
Action Step	Administration and classroom teachers meet with parents of highest average students to discuss test scores and their goals for their child	August 2010 to May 2011	Administra-tion, Classroom Teachers	Scheduled Conference Times	None	Discussion and goal setting	Students will show gain and teachers will be informed of parent’s goals
Action Step	Benchmark testing four times per grading period	August 2010 to May 2011	Core Teachers	Copy paper	$50.00	Pre and Post Tests	All students will show improvements in performance
Action Step	Inservices on Differentiated Instruction and Teaching Strategies	February 2010 and as scheduled with presenters	Tim Bell, Anne Barger Special Education Supervisors, Curriculum Supervisors	Inservice Time	$5000 From PTO	TCAP and State Report Card Student Report Cards	All students will show improvements and Teacher Survey

Tennessee Department of Education

Commissioner Lana C. Seivers

August, 2007

TEMPLATE 1.1: SIP Leadership Team Composition

TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

Amy Hill

Pam Lidyard

Stephanie Finn

Cheryle Scudder

Bree Wong

Amanda McNabb

Anne Barger

Jennifer Walker

Robin Bivins

Robert Brindos

Laura Wade

Amanda McNabb

Jeff Ethridge

Laura Scott

Anne Barger

TEMPLATE 1.3.1: Data Sources (including surveys)

TEMPLATE 1.3.2: School and Community Data

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures

TEMPLATE 1.5: Data Collection and Analysis

TEMPLATE 1.6: Report Card Data Disaggregation

TEMPLATE 1.7: Narrative Synthesis of All Data

TEMPLATE 1.8: Prioritized List of Goal Targets

TEMPLATE 5.1: Process Evaluation

TEMPLATE 5.2: Implementation Evaluation

TEMPLATE 5.3: Monitoring and Adjusting Evaluation