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TENNESSEE SCHOOL IMPROVEMENT PLAN

By Irene Rodriguez,2014-07-06 12:46
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TENNESSEE DEPARTMENT OF EDUCATION. COMMISSIONER LANA C. SEIVERS. AUGUST, 2007. STATE OF TENNESSEE. DEPARTMENT OF EDUCATION. 6TH FLOOR ...

    Tennessee School Improvement

    Planning Process (TSIPP)

    SIP Guide

    Tennessee Department of Education

    Commissioner Lana C. Seivers

    August, 2007

     STATE OF TENNESSEE

    DEPARTMENT OF EDUCATION

    6th FLOOR, ANDREW JOHNSON TOWER PHIL BREDESEN LANA C. SEIVERS, Ed.D. 710 JAMES ROBERTSON PARKWAY GOVERNOR COMMISSIONER NASHVILLE, TENNESSEE 37243-0375

    July, 2007

Dear Educators:

    For fifteen years, Tennessee schools have been involved in school improvement planning through use of the Tennessee School Improvement Planning Process (TSIPP). The purpose has been to assist educators in using data to prioritize performance targets for each school. I believe the TSIPP should be a ―lesson plan‖ for schools, used much the same as good teachers use their

    own lesson plans… to reflect on where you‘ve been, determine where you are, and decide what

    you need to do to accomplish your goals.

With the accountability demands of No Child Left Behind and other federal and state mandates,

    each school‘s plan now serves as the accountability document for measuring adequate yearly

    progress (AYP). Areas of strengths and needs at the school level will assist you in designing strategies to increase student performance for all students. It is extremely important that the TSIPP be utilized as a tool for meeting individual student needs.

    The Department of Education, in consultation with practitioners, has worked to enhance the existing TSIPP process to meet federal, regional, and state requirements in one process, one plan. Due to the continuing partnership with the Southern Association of Colleges and Schools (SACS), Tennessee schools may use the one planning process for both school approval and accreditation purposes. The TSIPP is also directly aligned with the State‘s Tennessee Comprehensive Systemwide Planning Process (TCSPP).

     All schools on alternate year schedules for elementary and high school, with the exception of high priority schools, will submit a TSIPP by May 15 of each year to their Field Service Center Office. State identified high priority schools will submit a complete plan beginning November 1 of each year to their Field Service Center Office. The complete TSIPP process guide with Rubric is located on our state website at tennessee.gov/education.

    I appreciate and applaud those practitioners who gave their time to assist Department staff in the TSIPP development. We are committed to involving you in this process, and your comments and input are important. The TSIPP should be continuously reviewed and refined so that it addresses our mission to ―help teachers teach and children learn.‖

Tennessee School Improvement Planning Process Guide August, 2007 Page 2 of 59

    Each school year holds many challenges for educators in Tennessee and throughout the country. We have a tremendous opportunity to improve education in all our classrooms and schools and an even greater responsibility to be the kind of teacher and principal we would want for our own children.

Sincerely,

Lana C. Seivers

    Commissioner of Education

    Tennessee School Improvement Planning Process Guide August, 2007 Page 3 of 59

    Tennessee School Improvement Planning Process

    (TSIPP)

    Assurances

    with Signature of Principal

    I certify that _______________________________________________________ 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

Tennessee School Improvement Planning Process Guide August, 2007 Page 4 of 59

Overview

    School improvement is a continuous process utilized in Tennessee schools to ensure that schools are meeting all students‘ needs. School Improvement teams are one way to begin building the professional learning communities needed to support the continuous improvement effort. These teams are charged with learning to effectively use data to determine student performance goals and to use research to identify strategies and interventions to achieve these goals. Schoolwide planning includes all constituencies involved in the school. The quest for tools to improve student learning will be sustained throughout the continuous school improvement process.

    Over the past year, educators in the state of Tennessee have done work to update and streamline the TSIPP used. One of the guiding principles of our efforts was to make one plan suffice for a

    school. The school-level plan will incorporate the current TSIPP, SACS, and other plan requirements for NCLB. Although previously at the district level, vocational, special education, technology, and federal programs information was generally reported in a series of system-level plans, the State Department has now developed a one plan, one process approach for district level supervisors and directors of schools called the ―Tennessee Comprehensive Systemwide

    Planning Process or TCSPP‖. The Tennessee School Improvement Planning Process is now

    aligned with the TCSPP process.

     Elementary schools will be asked to submit a TSIPP by May 15, 2008 for a state review.

     Unit, middle, and high schools will be asked to submit a TSIPP by May 15, 2009 for a

    state review.

     A unit school will need to submit a TSIPP which addresses both elementary, middle, and

    high school student performance data and needs.

     A school currently state identified as ―high priority‖ will be required to submit a

    complete SIP each November to the state for review.

Tennessee School Improvement Planning Process Guide August, 2007 Page 5 of 59

    Guide for TSIPP Component 1

    Collaborative Process, Data Collection and Analysis/Synthesis, and

    School Profile Development

Introduction to

    Component 1a - Collaborative Process, Data Collection and

    Analysis/Synthesis and School Profile Development

    Component 1 encourages collaboration among all constituencies involved in the school in collecting, organizing, and analyzing data for developing the school‘s profile. Initial and

    ongoing conversations need to be inclusive in involving all constituencies. Personnel should be responsible for ‗getting their arms around the data‘ in determining performance targets which later become goals. This Component has been expanded from previous years in wrapping the collaboration/communication process into the data collection/analysis/synthesis process with the final product culminating in the School Profile being developed, thus combining previous planning Components 1 and 3.

    Improvement planning research has been critical of the extended use of personnel time used in Plan development as compared to use of personnel time in the implementation of the Plan once development is completed. Component 1 has been combined with Component 3 in streamlining the collection of data with conversations about student performance and immediate school priorities which are data driven.

    In this component of the school improvement planning process, there is a need to begin a conversation about the development of an accurate and succinct profile of the students and community served by your school. In order to accomplish this, information will need to be gathered and analyzed in a variety of areas. Collection and careful analysis of pertinent information is critical in determining the effectiveness of the existing programs and services. Moreover, the types of data collected for the profile can assist schools in planning and sustaining their school improvement initiatives in behalf of student learning.

    The development of the school improvement plan needs to take into account the learning needs of students and the characteristics of the students, school, and community. The profile helps to ensure that the design of the school improvement plan is customized to the individual school. The school‘s plan should be designed to directly address the specific learning needs of the students served by the school.

    The development of the profile includes four major steps: namely, the collection and management of the profile data, the analysis and synthesis of data, the communication of the data with the school‘s stakeholders, and the use of the data for school improvement planning. In Tennessee School Improvement Planning Process Guide August, 2007 Page 6 of 59

addition, a self-assessment tool in the form of a rubric is provided to help you evaluate progress 1on each of the key tasks in developing your school profile.

    The School Profile has been expanded from merely a demographic depiction of the school to a complete Profile of both academic and nonacademic analyses of the school‘s data. In combining

    Components 1 and 3, ALL relevant student performance data are discussed simultaneously and immediate priorities can be quickly established rather than waiting lockstep to move forward. Because of the long school improvement planning history, Tennessee school personnel are ready for this change in streamlining conversations around improvement.

     1 Kathleen Fitzpatrick, School Improvement: Focusing on Student Performance. National Study of School

    Evaluation (NSSE). 1997

    Tennessee School Improvement Planning Process Guide August, 2007 Page 7 of 59

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.1: SIP Leadership Team Composition

    In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.

    The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of this team.

TEMPLATE 1.1: SIP Leadership Team Composition

    (Rubric Indicator 1.1)

    Leader-

    SIP Leadership Team ship Name of Subcommittee(s) (when Position Member Name Chair? applicable)

    (Y/N)

Tennessee School Improvement Planning Process Guide August, 2007 Page 8 of 59

Component 1a - School Profile and Collaborative Process

TEMPLATE 1.2: Subcommittee Formation and Operation

    Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge.

    If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team.

    In completing the templates that name the members of the subcommittees, be sure to indicate each member‘s position within the school or stakeholder group. Indicate which member serves as the subcommittee chair.

    After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file.

TEMPLATE 1.2: Subcommittee Formation and Operation

    (Rubric Indicator 1.2)

Subcommittee for COMPONENT 1 School Profile and Collaborative Process

    Member Name Position Chair

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

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

    Subcommittee 1 Chair Signature

Tennessee School Improvement Planning Process Guide August, 2007 Page 9 of 59

Subcommittee for COMPONENT 2 Beliefs, Mission and Vision

    Member Name Position Chair

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

    Component 2 Subcommittee has met to address critical YES NO components of the SIP and minutes are on file.

    Subcommittee 2 Chair Signature

Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and

    Organizational Effectiveness

    Member Name Position Chair

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

    Component 3 Subcommittee has met to address critical YES NO components of the SIP and minutes are on file.

    Subcommittee 3 Chair Signature

    Tennessee School Improvement Planning Process Guide August, 2007 Page 10 of 59

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