2006 - 2007 UHS

School Improvement Plan

Forward…………………………………………………………………....…iii

1.1 SIP Leadership Team Composition……………………………. 2

1.2 Subcommittee Formation and Operation………………………. 3

1.3 Collection of Demographic Data and Analysis…………………4

2.1 Collaborative Process………………........................................ 11

2.2 Clarity of Belief Statements………………………………….. 11

2.3 Comprehensive Belief………………………………………… 11

2.4 Clarity of Mission Statement/Focus on Student Success.......... 12

2.5 Clarity of Vision/Focus on School Success…………………… 12

3.1 Variety of Academic and Non-Academic Assessment

Measures………………………………………………………. 13

3.2 Data Collection & Analysis…………………………………… 13

3.3 Report Card Data Disaggregation…………………………….. 13

3.4 Narrative Synthesis of All Data………………………………. 14

3.5 Prioritized List of Targets…………………………………….. 14

4.1 Collaboration………………………………………………….. 15

4.2 Evaluation of the Decision-making Process………………….. 15

4.3 Resource Allocation…………………………………………… 15

4.4 Curriculum Analysis and Support…………………………….. 16

4.5 Instructional Analysis and Support……………………………. 17

5.1 Goals……………………………………………………………18,19,21

5.2 Action Steps…………………………………………………… 18,19,21

5.3 Implementation Plan……………………………………………18,19,21

6.1 Formative Assessment………………………………………….23

6.2 Summative Assessment…………………………………...........23

6.3 Evaluation of the SIP Process…………………………………..23

"The Ten Commandments"………………………………………....25

Union Heights is pleased to present the following research as a part of the School Improvement process. This unifying process has been very beneficial to school employees, students, parents and community members by allowing everyone involved

to share ideas and work to achieve common goals.

The faculty, staff, and administration of Union Heights Elementary would like to thank the parents, students, and community for their input, encouragement, and support. Thank you so much.

Richard Anderson, Principal (Administrative Chairperson) – Subcommittee Formation and Operation

Gina Anderson, (Business/ Community Chairperson) – Academic and Non-Academic Data Analysis

Lori Winfree, Bookkeeper (Non Certified Chairperson) – Beliefs, Mission, and Vision

Marlene Carver, Teacher (Special Education Chairperson) – Action Plan Development

Mary Denney, Teacher (Teacher Chairperson) – Curricular, Instructional, Assessment, and Organizational Effectiveness

Jerry Hunt, Parent (Parent Chairperson) - School Improvement Plan and Process Evaluation

Chairperson: Richard Anderson, Principal, Administration

Anita Owens, Kindergarten

Heather Wilmore, 4^th Grade

Chairperson: Lori Winfree, Bookkeeper

Brenda Owens, 1^st Grade

Kathy Wilkerson, 4^th Grade

Chairperson: Gina Anderson, Business/ Community

Erica Dowell, 2^nd Grade

Melanie Hassell, 6^th, 7^th, 8^th Language Arts

Gayle Uhles, Curriculum Coordinator/Computer Lab

Chairperson: Mary Denney, 5^th Teacher

Kam Phillips, 6^th, 7^th, 8^th Social Studies

Wanda Andrews, 3^rd Grade

Heather Brewer, 2^nd Grade

Chairperson: Marlene Carver, Special Education

Peggy Denton, 3^rd Grade

Valarie Kirby, 6^th, 7^th, 8^th Science

Amanda Massey, 6^th, 7^th, 8^th Reading

Chairperson: Jerry Hunt, Parent

Pam Billington, Kindergarten

Mahalia McCall, 6^th, 7^th, 8^th Math

Roger Lewis

SUPERVISOR OF INSTRUCTION

Janice Fox

Gina Morris

Becky Cookston, Supervisor

Barry Smith, Supervisor

Emerson Stockton, Diagnostician

Debra Anderson, Psychologist

Jerry Wilson, Supervisor

Terry Woodard, Assistant Technology

Hal Givens Tommy Manning

125 Buffalo Rd. 313 Pig Branch Rd

Carthage, TN 37030 Brush Creek, TN 38547

735-2443 Work

Rick Shoulders Scotty Yeaman

611 Main Street PO Box 316

Carthage, TN 37030 Carthage, TN 37030

735-0687- Work 735-1812- Work

Jason Hall Terry Hunt

148 Sykes Rd 128 Hillwood Rd

Brush Creek, TN 38547 Carthage, TN 37030

735-3993- Work 735-0187-Work

Larry Taylor Wilkerson

PO Box 337

Carthage, TN 37030

735-1139-Work

Richard Anderson

Tennessee Tech University, B.S.

Austin Peay State University, M.S.

Tennessee Tech University, Ed.S.

Experience: 15 years

Pam Billington Brenda Owens

David Lipscomb, B.S. Middle Tennessee State, B.S.

Experience: 31 Years Experience: 22 Years

Anita Owens

Tennessee Tech, B.S., M.A., & Ed.S.

Experience: 4 Years

Heather Brewer Wanda Andrews

Tennessee Tech, B.S. & M. A. David Lipscomb, B.S.

Experience: 5 Years Experience: 20 Years

Erica Dowell Peggy Denton

Tennessee Tech, B.S. Tennessee Tech, B.S.

Experience: 2 Years Experience: 8 Years

Kathy Wilkerson Mary Denney

Middle Tennessee, B.S. Tarleton St. University, B.S.

Experience: 25 Years Experience: 11 Years

Amanda Massey Kam Phillips

Tennessee Tech, B.S. Cumberland University, B.S.

Experience: 5 years Experience: 4 Years

Melanie Hassell

Harding University, B.S.

Experience: 5 Years

Mahalia McCall Marlene Carver

Tennessee Tech, B.S. Tennessee Tech, B.S., M.A., & Ed.S.

Experience: 15 Years Experience: 28 Years

Valarie Kirby

Tennessee Tech, B.S.

Experience: 3 Years

Kelly Parkerson Heidi Allen

University of Southern Mississippi, B.S. Muskingum College, B.A.

Experience: 2 Years Experience: 2 Years

Lori Stiggins Jamie Wallace

Western Kentucky Univ., B.A. Middle TN State Univ.,B.S.,& M.Ed.

Experience: 4 Years

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7

Union Heights Elementary is a K-8 school located in the western part of Smith County. The school has been an integral part of the community for many years. In 1955, the main building was constructed and it replaced the old, one room school building that was a part of the community during the late 1800’s. The building constructed in 1955 consisted of six classrooms and one office. As time has passed, the growth of Union Heights has increased drastically to call for the planning of three construction phases. During the first phase of construction, the Union Heights building increased by two classrooms, decreasing the student number contained in each class. With time, the school has continued to grow and during the late 1970’s and early 1980’s, portable classrooms were installed to keep up with the continuous population growth in the Rome and Rock City communities. During the mid-nineties, the second phase of the construction started and the use of portable classrooms was discontinued. In this phase of construction, six new classrooms were constructed along with a new cafeteria, computer lab, and library. During this process, the pre-existing building was renovated to update the building from the 1955 conditions. Central heat and air was installed during this renovation and provided students with a more comfortable learning environment. The last renovation occurred during the 2003-2004 school year and included four more classrooms to help ease the overcrowding as required by the Basic Education Plan.

The current enrollment of Union Heights Elementary School stands at 284 with a male population of 142 students and a female population of 142 students. The demographic background of Union Heights consists of the following population pertaining to race: White 94.7% (269), African American 2.1% (6), Hispanic or Latinos 2% (7), and Asian 0.7% (2). The Family Friendly Survey indicates the majority of our families lives in a single family dwelling and owns their own home. Only 11.7% live in apartments or other types of dwellings.

Twenty-nine (29) students have withdrawn from Union Heights Elementary this year. Of this group, 6 students transferred to schools within the district, and the remaining twenty-three (23) went to other districts. The number of students on free and reduced lunches is presently 41.1%. Union Heights had no migratory students enrolled this school year.

The pupil/teacher ratios are as follow:

Kindergarten 34 17:1

First Grade 22 22:1

Second Grade 33 17:1

Third Grade 29 15:1

Fourth Grade 37 19:1

Fifth Grade 23 23:1

Sixth Grade 36 18:1

Seventh Grade 29 29:1

Eighth Grade 27 14:1

Listed below are the numbers of classes for each grade level.

Kindergarten 2 Classes

First Grade 1 Class

Third Grade 2 Classes

Fourth Grade 2 Classes

Fifth Grade 1 Class

Sixth Grade 2 Classes

Seventh Grade 1 Class

Eight Grade 2 Classes

Union Heights Elementary School is not classified as a high needs school based on state and federal standards. All faculty members have obtained their highly qualified status certification and a request of notification of teacher qualifications will be sent to our families at the beginning of school. Highly qualified status will also be noted on the school’s website when construction is complete. Our students are served by a full-time resource teacher, a part-time guidance counselor, a part-time art teacher, a part-time music teacher, a part-time speech pathologist, a part time nurse, part time vision specialist and a part time physical education teacher. Union Heights has one full time technology instructor who conducts the school-wide program and one full-time special education teacher.

Union Heights is located in a rural farming area of Tennessee. Unemployment is currently high in Smith County due to the closings of many small businesses and manufacturing plants. Additionally, the decline of tobacco use and demand has impacted the farmers in our communities. We speculate these closings have been a major factor in the fluctuation of our free and reduced numbers over the past few years.

Family Friendly surveys were conducted last spring in order to help UHS develop a more "family friendly" atmosphere while meeting the needs of our families. The detailed results of those surveys can be found on the school system’s web site at http://boe.smithcounty.com. A short synopsis of our survey is listed below:

94.8% of those responding were parents, with 3.9% being a family member, and 1.3% marking other.

89.2% were Caucasian, 2.7% African American, 5.4% Hispanic, and 2.7% preferred not to respond.

87% live in a single family dwelling, 1.3% in a town house and 11.7% in an apartment. Of those responding, 82.9% own their home and 17.1% rent.

90.8% of our families find the school entrances welcoming and inviting and 96.1% believe they are treated courteously when visiting the school. 91% of families believe we have a safe school.

92.1% believe the school administrator is approachable and helpful, while 90.7% feel the same about the teachers.

24.7% of respondents marked a translator was available if needed.

(We credit this small percentage to the small percentage of ELL families in our school.)

83.2% of families feel the teachers communicate with them often and 90.8% feel comfortable in talking with the teacher about their child’s learning.

81.1% of families responding to the survey stated they understood the state testing program and expectations.

85.1% state they can find and read all school regulations and policies. 65.0% of those responding to the survey marked the school required them to attend a conference about their child. The teachers offer a minimum of two scheduled conferences each school year, but we do not make them mandatory.

Union Heights experiences a fair amount of parent involvement throughout the school year. We offer various programs, activities, and resources to help our parents feel they are an important part of our school and the educational system.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UHS administration, faculty, and leadership team met at the school on January 2, 2006 to begin our SIP process. Mr. Anderson addressed the group and passed out several types of information for our review. The current school improvement plan’s beliefs, mission, and vision statements were evaluated for inclusion in the new plan. It was agreed that stakeholders would submit and vote on the beliefs, and vision statement and the current mission statement would remain without change if everyone agreed. Subcommittees then met at different locations and times to collaborate and complete the component to which they were assigned.

BELIEFS:

The administration, faculty, and staff of Union Heights Elementary School believes:

Learning is a lifelong process and should be meaningful, relevant, and developmentally appropriate.

Every student has unique individual, emotional, and intellectual needs.

A child’s education is the shared responsibility between school, students, parents, and community.

Assessments should be varied and aligned with the state and local curriculums to achieve student success.

Family involvement is essential in developing a strong sense of pride and ownership in our school and its educational processes.

The leadership team feels the above belief statements are comprehensive and represent all five areas indicated on the SIP rubric under 2.3.

MISSION:

Union Heights Elementary School is dedicated to developing students who are open-minded, compassionate, literate, responsible, and productive citizens through a quality, well-rounded educational program.

VISION:

Union Heights Elementary School is a safe and caring school where students are encouraged to take risks, accept new challenges, and achieve their potential.

Data was collected and reviewed from a variety of measures. Academic measures included the results from the 2005 Tennessee Report Card, TVAAS, TCAP and Writing Assessments, and Think Link tests. The attendance reports and promotion rates for students were also evaluated.

Non-academic data was collected from the current SIP, self-assessment worksheets that were completed on January 2^nd, the Greatest Needs Assessment surveys, Family Friendly online survey results and Parent Surveys. Results from each of these measures may be viewed on file at the school.

Academic measures such as the standardized TCAP tests and TCAP writing assessments that are administered to all students each spring, help identify a student’s area(s) of strengths and weaknesses based on their proficiency performance levels.

We use Think Link testing twice each year before the TCAP tests are administered in the spring. Think Link allows the student to practice taking standardized tests in a structured and timed environment. The results from these measures reflect the majority of students at UHS are gaining in performance levels across the curriculum.

Non-academic data from surveys we reviewed allowed us to identify how our families and community members view our school and the education they felt their child was receiving at UHS. The survey results were overwhelmingly positive toward the school, staff, and faculty. Parents feel the school is a safe environment for learning.

The goals on the current SIP action plan were reviewed. Three of the four goals stated in the plan targeted math scores. All three of these goals have been met and have actually exceeded our expectations. The 8^th grade dropped from 40% below proficient to 22%. The 3^rd and 4^th grade goals stated measures that were unavailable in the TCAP reports. In their stead, we elected to depend upon the performance level measures. The 4^th grade had 11 % scoring in the below proficient range and 3^rd grade had only 5 % scoring in below proficient.

The last goal on our current SIP addressed 5^th grade language arts performance levels as well. Once again, the goal was met and exceeded. Reports indicate only 5 % of the students scored below proficient in language arts.

Ninety-four and seven tenths percent (94.7 %) of students at UHS are white, 2.1 % are African-American, 2.0 % are Hispanic, and 0.7 % is Asian. The ratio of male to female is 1:1. Currently the number of students receiving free or reduced lunches is 41.1%.

We have less than 45 students classified as special education and limited language proficient.

Proficiency levels in all subjects on the 2005 TCAP tests indicate the majority of students are performing at or above proficiency. Scores indicate 90% at or above proficient in math and 87% in reading/language. Subgroup numbers are below 45 in all areas except economically disadvantaged. Results show 88 % these students scoring at or above proficient. Review of the school report card data indicates a full grade point gain in proficiency levels for reading and language from the previous year’s scores. Scores improved from a "C" to a "B" with only 13% of students scoring below proficient. Data results indicate our middle and low achievers continue to improve while our advanced students show little or no improvement.

TVAAS and TCAP scores for 2005 emphasize a critical need to strengthen the instructional support for our advanced level students. Another weakness is in the area of reading/language where the students are maintaining, but not gaining. Three of the five grade levels tested in science showed little to no gain.

Standardized test scores reflect a decrease in the number of socio-economically disadvantaged students scoring below proficient. These numbers dropped from 13% to 8%. Math is another area of strength. Our TVAAS scores show gain in all but one grade level. This trend has continued for the past two years.

All data analysis thus far shows weaknesses and needs in reading/language and science. To meet these needs, we have established the following goals:

Raise the Tennessee Report Card grade from a C to a B in reading and language.

Address strategies/methods for helping our students in the advanced proficient range to continue improving.

Develop methods for improving performance in science in the 4^th through 8^th grade students.

One of our most impressive strengths lies with the NCLB benchmarks in reading/language and math. Benchmarks state that by 2010, 89% of students will be at or above proficient in reading/language. Our school is presently at 92%. In math, federal benchmarks state that by 2010, 86% of students must be at or above proficient. Currently, our school is at 90%.

The NCLB Act of 2001 clearly states that a research-based curriculum is a non-negotiable foundation for the achieving classroom. It also states that delivering instruction in ways that are meaningful and motivating is imperative to students’ success in school.

Collaboration of the administration, instructional staff, and other stakeholders have taken place in order to support student learning and encourage a more open line of communication between the school, families, and community. Documentation of meetings for this purpose is on file.

Deficiencies were noted in the gains of our advanced student population. Science performance in 4^th through 8^th grades was also deficient. Analysis and review leads the team to believe that curriculum and instruction are not meeting the needs of the students to meet the standards in science. The decision-making team recommends that curriculum and instruction be adjusted to include more hands-on activities and more support from technology.

Decision-making is done through a process of teams consisting of administration, faculty, family members, and community members. Soft data is gathered from Family Friendly and Greatest Needs surveys conducted yearly to gain input from a random sampling of UHS stakeholders. The data is then reviewed by the decision-making groups for adjustment. The administration and faculty strive to maintain open communication between home and school through progress reports, family and community engagement activities, PTO meetings, newsletters, a parent resource center, and a website currently under construction. All research indicates that the stronger the bond between school and home, the more successful the student. We offer several types of family involvement activities throughout the year for family member participation. Family activities are scheduled at varying times of the day to accommodate time constraints on families and community members. Materials are sent home for families who cannot come to school. Materials and information are available in Spanish as well as English to accommodate our Hispanic families and if needed, a student interpreter is used for parent meetings and activities.

UHS strives to encourage an academic environment where our students have ample opportunity to learn and enjoy school life. Class size reduction money from the system allows for smaller class sizes, and Title I and BEP monies purchase resources that support positive outcomes.

Title 1 funds were used to purchase the Star Reading program as an additional assessment tool in reading for all UHS students. BEP money was spent on instructional materials to help improve classroom instruction. Many area banks and businesses donate money and equipment to our school each year. These donations allow the school to purchase both academic and non-academic supplies that encourage student success. Parent volunteers donate their time to assist in the learning process. In order to correct deficiencies in science performance, Title I money has been used to supply a computer lab instructor and a projection system with laptop, printer and cart for mobility.

Other programs and activities are coordinated with federal, state, and local services as much as possible. Students participate in 4-H, Break the Cycle, violence/drug prevention programs, as well as programs offered through the public library.

Teachers keep on file reports from various assessment measures reflecting the students’ past and present performance levels. The reports, TVAAS, TCAP, and Think Link, assist the teacher in monitoring and adjusting instruction to ensure that state standards and benchmarks are being met.

All faculty members at UHS are given a copy of the Blueprint 4 Learning booklet. B4L is a teacher’s guide to the Tennessee curriculum standards and maps out skills correlating to the state criterion referenced test by subject and grade level. This booklet is a required tool for teachers to use in planning and aligning their instruction to the state’s curriculum standards.

Each spring, a kindergarten pre-registration is held at the county level for all preschoolers entering kindergarten the following fall. Activities, games, information, and materials are presented to assist in a smooth transition from preschool to school. Vision, hearing, and kindergarten readiness screenings are also performed by health officials, kindergarten faculty, and Title I teachers.

Transition to the high school for the middle school students is also a priority. Each spring, high school counselors visit our school to speak about behavior and academic expectations and opportunities they will encounter. Then the counselors will have the middle school students bused to the high school for an on-site visit. Finally, the students will be able to register for freshman classes. We have at Union Heights Elementary School a counselor who also helps our students with the transition.

Results of these reports are communicated to students and parents. These results are presented at parent/teacher conferences held throughout the year. At these conferences, the results are explained in detail to the parent/guardian attending. Together, the teachers, students, and parent/guardians make goals in order to meet the benchmarks.

Union Heights is continually monitoring data as it is received. This data is reviewed to ensure that instruction strategies are successful. We believe that UHS offers many methods and strategies for student learning and success. Proven research strategies and methods of instruction are performed by teachers on a daily basis at UHS and result in many positive outcomes that cannot be measured on paper. These methods include, but are not limited to, activity-based, performance feedback, and differentiated instruction. Instruction is adapted for all students through I.E.P.’s, other modifications, technology, and support services. The faculty at UHS works to close the achievement gap through systematic instruction, curriculum, and assessment. Teachers are offered appropriate staff development over most content areas and are continually surveyed for additional professional development they might need or want. In order to accommodate the faculty, professional development activities are scheduled throughout the years.

Students have access to several programs that remediate, accelerate, or support basic skills. Extended learning is offered before and after school for students in grades 2 through 8. Computer programs such as A+, Homeroom, and Internet4Classrooms are used to help students strengthen their skills in reading, math, language, science, and social studies. Accelerated Reader and Star Reading are used throughout the school to encourage reading. Academic and AR rallies are held each six weeks with prizes awarded to students for points, grades, and attendance.

At Union Heights Elementary School, teachers are constantly monitoring and adjusting instruction in order to meet curriculum guidelines. A form of standardized testing entitled Think Link is administered to UHS students in November and again in February. These tests identify several factors that teachers may use to prepare students for TCAP tests in the spring. Mastery, partially mastery, and non-mastery skill levels are represented for reading/language and math. Results also indicate which skills still need to be taught or reinforced before spring testing occurs. Additionally, these tests allow students to practice taking standardized tests within a structured environment and time frame.

CRT scores will increase in reading/language from a "C" to a "B" by the end of the 06/07 school year.

This goal addresses a need for continued improvement in reading/language to meet the requirements of the NCLB benchmark and our system’s consolidated plan.

1. Purchase the Star Reading program and begin assessing student reading levels.

2. Increase the amount of students participating in the Accelerated Reading program.

3. Implement the Collins Writing Program across the curriculum.

1. System level professional development for one teacher (Melanie Hassell) in Collins Writing Program.

2. School level professional development in Collins Writing and Star Reading for all teachers.

3. School level PD in Star Reading for parent volunteers that work in the school’s library or classrooms.

 

Develop strategies/methods to help the advanced proficient students show gains in reading/language, math, and social studies as reflected on TVAAS by the end of the 06/07 school year.

This goal will address the growing concern that our higher performing students are not showing any measurable gains. This goal meets the NCLB benchmark and our system’s consolidated plan.

1. Continue to offer the Extended Learning Lab before and after the regular school day to grades 2 – 8, pending the availability of extended contract money.

2. Implement Project-Based Learning instruction in the computer lab for grades 4 through 8.

3. Classroom teachers will incorporate the strategies/methods of the Collins Writing Program across in subjects that are feasible.

4. Students will be assessed using the Star Reading Program to indicate beginning and ending reading levels.

5. Academic Rallies and Honor Awards will be held to recognize students who excel in grades and performance.

Professional Development/Parent Community Involvement Plan:

1. Gayle Uhles will attend the Technology Conference to gain knowledge on Project-Based Learning as well as technology updates.

2. Melanie Hassell will present a school level PD over the Collins Writing Program to all faculty members.

3. School level PD on the Star Reading Program will be presented to classroom teachers and parent volunteers.

4. Parent volunteers will participate in the academic rallies and honor awards activities and banquet.

 

 

Fourth (4^th) through 8^th grade students will demonstrate a mean gain of 1.0 point based on TVAAS Value Added scores in science for the 06/07 school year.

This goal will address the need for middle and upper grade students to improve their skills and performance in science. This goal meets the requirements of the NCLB benchmark and the system’s consolidated plan.

1. Require computer lab instruction a minimum of twice weekly using Project Based Learning instruction.

2. Offer computer assisted instruction in A+ science to students for remediation and acceleration of skills before and after the regular school day.

3. Purchase microscopes to use in science lab instruction.

4. Purchase a laptop computer, projector, screen, and cart to support instruction in the middle and upper grades.

5. Highlight completed projects in the local newspaper and on Channel 3 TV.

6. Classroom science instruction will include more hands on activities to encourage participation and success.

5.3

Implementation Plan

21

 

Professional Development and Parent Community Involvement Plan:

1. Technology instructor (Uhles) will attend PD for technology and project based learning.

2. Extended contract grant will be used to fund the before and after school learning lab using the computer assisted program A+

3. Title I monies will be used to purchase microscopes, laptop, projector, and printer.

4. PTO will purchase a large projector screen.

5. The technology instructor will be responsible for placing newspaper ads and activities on Channel 3.

6. The science teachers in 5^th – 8^th grades will incorporate more hands on learning projects to support their science curriculum.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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It is imperative that we understand how the changes proposed in this SIP are meeting the needs of our students as indicated by the research data.

Assessment instruments used in determining how well our students are performing were the TCAP and writing assessments, TVAAS, Think Link testing, Accelerated Reading, and report card data. These measures were reviewed and evaluated for effectiveness and success in subcommittee meetings, leadership meetings, and through different types of surveys.

2006 TCAP and writing assessment results will be reviewed at the beginning of school (July 2006) by all team members. Somewhere around the first part of November or as soon as possible, our teams will meet again to review the state report card results. Think Link testing will be administered to 2^nd through 8^th grade students in November and February. The results of these tests reach classroom teachers approximately two weeks post testing. Teachers will download and print reports to keep on file Report cards go out every six weeks. Teachers, administrators, and parents can use these classroom performance measures as an early intervention tool to help identify special needs or additional support for a student.

SIP teams meet monthly to collaborate. Survey results, if any are available, are reviewed during these monthly meetings.

The previous two/three year test results are reviewed annually. This usually occurs when our school receives the Tennessee Report Card in the fall. Teams will meet to identify areas of strength and weakness with the school and student performance.

At the beginning of school each year (July), our SIP teams will meet for a summative review and analysis of the TCAP and writing assessments. Teams will be formed and assigned specific areas to address in order to identify areas of strength and weakness. Goals will be compared to the current standardized test data to help update and identify the probability of attainment within the time frame specified in the SIP.

Goal attainment evidence will be communicated to families and the community through newsletters, parent-teacher conferences, and the school’s website.

Processes of communication, feedback, and further monitoring will demonstrate the effectiveness of our SIP. As stated in 6.2, families and community members will be notified of the data analysis performed, the results, and whether or not the school met its goals.

An opportunity for feedback from families and stakeholders will be provided through surveys which include the Family Friendly, Parent Satisfaction, and Greatest Needs. These surveys lend useful information on attitudes toward our school climate and valuable family demographics for future planning. Through family involvement activities, parent/teacher conferences, and parent training and resource centers, we strive to meet the needs of our families as well as our students. UHS believes the future success of our students lies with the support and involvement of their families.

According to survey responses, families felt the need for more parent resources and training. In order for UHS to comply with this need, we have created a parent resource center at the front of the school stocked with free resource materials. Beginning in the fall of 2006, a parent training program entitled "Parenting with Dignity" will be presented monthly to help parents deal with discipline issues. Along with the PWD program, DVD’s entitled "I Can Quit" and "How to Get Into Your Child’s Head" will be made available to families. These resources deal with the effects of substance abuse and how parents can keep their child free of drugs, alcohol, and tobacco use.

All stakeholders will be given a copy of the SIP upon its completion. We believe the strategies, methods, and improvements set forth in this plan cannot be effective until all of its stakeholders have a sense of ownership in the school and plan. At the conclusion of this research and planning project, the leadership team at UHS believes our success lies with the family, community, and school. Everyone working together will ensure all of our students will be successful and productive citizens of the community.

Commandment 1:

Needs Assessment………………………………………………………..…13,15

Commandment 2:

Schoolwide Reform Strategies……………………………………………...17,18,19,21

Commandment 3:

Highly Qualified Teachers…………………………………………………..6,9

Commandment 4:

High Quality Professional Development……………………………………18,20,22

Commandment 5:

Strategies to Attract Highly Qualified Teachers to High Need Schools…….9

Commandment 6:

Parent Involvement…………………………………………………………..9,15,18,20,22

Commandment 7:

Preschool Transition…………………………………………………………16

Commandment 8:

Teachers in Decisions Regarding Academic Assessments…………………..13,15

Commandment 9:

Remediation Strategies……………………………………………………….15,17,21,22

Commandment 10:

Coordination and Integration with Federal, State, and Local Programs……...15,16,17