School Improvement Plan

 


School Plan History Log

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

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User

Status (S) / Comment (C)

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

Please identify all planning team members, including team member titles. The school plan must be developed in consultation with teachers, principals, other school leaders, paraprofessionals in the school, administrators (including administrators of Title programs), students (if a secondary school), other appropriate school personnel, and with parents of students.

Kara Spicer - SIP Chairman; 7 & 8 Grades RLA & S.S. Teacher

Justin Gibson - SIP Co-Chairman; 7 & 8 Grades Math & Science Teacher                                    

Dr. Sharon Daniels - Principal
Heather Mills - K Teacher
Stacy, Moody - 1st Teacher
Angela Nealon - 4th Grade Teacher
Dena Strader - Parent
Marti Blake - RTI Coordinator

Describe how the school actively and consistently involves all stakeholders identified in the development of the school plan and how the plan is regularly monitored and revised based on students' needs.

At the end of the 16-17 school year Dr. Daniels met with the Parent Advisory Council and School Site Based Management Team to discuss the requirements for being a Title I school. Dr. Daniels shared some of the ideas and plans that were being considered for the 17-18 school year with both groups. This included a discussion of some of the strategies and programs that the school intended to purchase and pursue to increase student achievement. After reviewing the school improvement plan, Dr. Daniels provided opportunities for parent, teacher, and community input in regard to suggestions for how they would propose to spend funds available to our school through Parent Involvement. Options were discussed, voted on, and approved at these meetings. Minutes kept by a member of the Parent Advisory Council and Site Based Management Team serves as documentation for this process.

School Plan - Elementary and Middle Grades Academic Data

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

CHECK HERE IF NOT APPLICABLE (HIGH SCHOOLS) Elementary/Middle School Subjects

3-8 Reading/Language Arts - Data Tables

3-8 Reading/Language Arts - % 2013-14 Proficient / Advanced

Improvement

2014-15 Improvement 56.3

2015-16

All Students 61.8

- Asian
- Black or African American
- Hispanic or Latino
- Native American / Alaskan Native
- Native Hawaiian / Pacific Islander
- White
61.7 Economically Disadvantaged 57.8 Students with Disabilities 20 English Learners

*

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Reading/Language Arts continues to be an area of focus for Pine View Elementary School. Pine View Elementary's Annual Measurable Objective for the 2014/2015 school year was 64.2%. The actual percentage scored was 56.3%. Pine view met the AMO through Safe Harbor. There were no standardized test data for the 2015-2016 school year and as of this reporting date there has been only raw score data released by the State for the TNReady Assessment Reading Language Arts for the 16-17 school year. When analyzing the Fall 2016 universal screener for grade levels three through eight (including all subgroups) in reading in comparison to the Spring 2017 universal screener, it is noted that every grade level improved.

*

55.2 49 28.6

Page 5 of 63 9/18/2017 5:17:28 AM

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

Pine View's does not have students who are English learners. While our students who are economically disadvantaged and students who have disabilities made great gains this school year, there are areas that need improvement in the area of Reading Language Arts.

Progress:

STAR Early Literacy
15-16 16-17
+125 SS +180 SS 44.00% gain

STAR Reading

15-16 16-17

39 SGP 55 SGP 41.02% gain

Challenges Include:

*Lack of reading stamina.
*Lack of early grade literacy skills that carry over into the upper grades
*The need for improving rigor in lessons and assignments to promote mastery of the standards *Skills/Strategies for the regular classroom teacher in closing the gap for students with disabilities

Need for resources that aid in consistently promoting progress with students who have disabilities that score less proficient than their peers. Each subgroup is given specific attention to support their growth and achievement in English Language Arts, but efforts must continue. Before and after school tutoring, RTI interventions, inclusion groupings/classes and implicit instruction in English all contribute to the progress of these students.

3-8 Mathematics - Data Tables

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3-8 Mathematics - % Proficient / 2013-14 Advanced

Improvement

2014-15 Improvement 62.5

2015-16

All Students 68.7

- Asian
- Black or African American
- Hispanic or Latino
- Native American / Alaskan Native
- Native Hawaiian / Pacific Islander
- White
68.7 Economically Disadvantaged 67.8 Students with Disabilities 32 English Learners

*

61.6 -8.6 59.2 42.9

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Math continues to be a strong area for Pineview Elementary students. Pine View Elementary's annual measurable objectives for 3 through 8 math was 70.7% for the 2014/2015 school year. Pine View's Actual percentage score was 62.5%. Pineview did not meet this AMO Target for the 2014/2015 school year Pineview students with disabilities trends have shown gains over the last three years.

There were no standardized test data for the 2015-2016 school year and as of this reporting date there has been only raw score data released from the State for the TNReady Assessment Math for the 16-17 school year. When analyzing the Fall 2016 universal screener in comparison to the Spring 2017 universal screener, it is noted that every grade level improved. It is believed increase in growth is attributed to interventions in the area of deficiency through the RTI program.

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

Pine View's does not have students who are English learners. While our students who are economically disadvantaged and students who have disabilities made great gains this school year, there are areas that need improvement in the area of Math. Each subgroup is

*

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given specific attention to support their growth and achievement in math, but efforts must continue.Before and after school tutoring, RTI interventions, inclusion groupings/classes and implicit instruction in Math all contribute to the progress of these students.

Progress:

STAR Math 15-16 16-17

39 SGP 51 SGP 30.76% gain

Challenges Include:

Continued training with the resources that the Math textbook company provides. Using the online resources provided by textbook company with fidelity

3-8 Science - Data Tables

3-8 Science - % Proficient / 2013-14 Improvement 2014-15 Advanced

Improvement

2015-16

All Students 81.4 78.9

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

81.8 Economically Disadvantaged 78.9 Students with Disabilities 40 English Learners

*

-3.4 78.4 -4.4 74.5 52.4

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Pine View Elementary's Science TCAP School-wide Composite for the 2014/2015 school year was a 4 with proficient/advanced percentages ranging from the 70's to 80's. We continue to focus on reading competencies, for we know that reading skills are directly tied to content mastery.Pine View Elementary School did not collect data for 3-8 grades for the 2015-2016 grades. As of this posting, there is no data from the TNReady Assessment taken during the 16-17 school year.

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

Each subgroup is given specific attention to support their growth and achievement in Science, but efforts must continue.Before and after school tutoring, RTI interventions, inclusion groupings/classes and implicit instruction in English all contribute to the progress of these students.

Other K-8 Data - (K-2 Assessments, benchmark data, etc.) - Analyze any additional data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. Other data points may be inserted as needed.

Progress reported was made according to Pine View Elementary School's STAR Screening benchmarks for Reading Language Arts and Math.

Pine View Elementary School continues to see the need to improve in Reading and Math. During the course of the 2016-2017 school year, Pine View Elementary had 79% of their 2nd through 8th students scored proficient and/or advanced for the 2016 Fall STAR Benchmarks, which falls into the TIER I category for RTI2. This score reflects all students who are economically disadvantaged and students with disabilities. Pine View Elementary does not have students who are English learners. 14% of students fell into the TIER II category, while 7% fell into the TIER III category.

The following scores represent K-8th and are evidence of progress toward proficiency and/or advanced in reading and math:

STAR Early Literacy (K-1) 15-16

16-17

STAR Reading (1-8) 15-16

16-17

STAR Math (1-8)

+125 SS

+180 SS

44.00% gain

39 SGP

55 SGP

41.02% gain

15-16

16-17

39 SGP

51 SGP

30.76% gain

School Plan - High School Academic Data

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

CHECK HERE IF NOT APPLICABLE (ELEMENTARY AND MIDDLE SCHOOLS) High School Subjects

English I - Data Tables

English I - % Proficient / Advanced

2013-14 Improvement

2014-15 Improvement

2015-16

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities English Learners

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

English II - Data Tables

English II - % Proficient / Advanced

2013-14 Improvement

2014-15 Improvement

2015-16

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities English Learners

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

English III - Data Tables

English III - % Proficient / Advanced

2013-14 Improvement

2014-15 Improvement

2015-16

All Students

- Asian
- Black or African American - Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities English Learners

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

Algebra I - Data Tables

Algebra I - % Proficient / Advanced

2013-14 Improvement

2014-15 Improvement

2015-16

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities English Learners

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

Algebra II - Data Tables

Algebra II - % Proficient / Advanced

2013-14 Improvement

2014-15 Improvement

2015-16

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities English Learners

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific

examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

Biology I - Data Tables

Biology I - % Proficient / Advanced

2013-14 Improvement

2014-15 Improvement

2015-16

All Students

- Asian

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged

Students with Disabilities English Learners

After analyzing data for all students, provide a summary of the progress and challenges, and identify underlying causes for each. Cite specific examples and address racial/ethnic subgroups where relevant. (Include all local data analyzed as part of the comprehensive needs assessment.)

Discuss the progress and challenges of students who are economically disadvantaged, students with disabilities, and English learners. Cite specific examples and include local data analyzed as part of the comprehensive needs assessment.

Other HS Data - Analyze any additional data and provide a summary of progress and challenges, identifying underlying reasons for each. Cite specific examples where possible. You may insert other data points as needed.

 

School Plan - College/Career Readiness

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

N/A

ACT - Data Tables

ACT Scores Composite English Math Reading Science

2013-14

2014-15

2015-16

Graduation Rate - Data Tables

Graduation Rate
All Students
- Asian
- Black or African American - Hispanic or Latino

2013-14

Improvement

2014-15

Improvement

2015-16

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Economically Disadvantaged Students with Disabilities English Learners

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Analyze the school's ACT data, summarize the progress and challenges, and describe how the school will address those challenges and increase the ACT scores of students (including ACT re-take, ACT preparation courses, etc.). Address how the school is considering variation across subjects, and across different subgroups (i.e. BHN, ELL, SWD, ED).

Review the school's graduation data and summarize progress and challenges students are facing, especially if graduation rates are below 90 percent. Consider graduation rates overall, and among different subgroups (i.e. BHN, ELL, SWD, ED). Include information regarding early identification of students at risk of not graduating and the supports provided to those students.

School Plan - School Climate and Culture

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

Student Enrollment - (represents student enrollment on October 1)

All Students

199 202 202

- Asian
- Black or African American
- Hispanic or Latino
- Native American / Alaskan Native - Native Hawaiian / Pacific Islander - White
Economically Disadvantaged Students with Disabilities English Learners

2 1 3 1.5

2

1 1.5

Student Attendance
Student Attendance - Elementary and Middle Grades

All Students

- Asian
- Black or African American - Hispanic or Latino

98.2 96.5 97.6 98.6 92.7 95

2013-14 2014-15 2015-16 #%#%#%

3 1.5 3 1.5

3

194 97.5 196 97 158 79.4 147 72.8 42 21.1 41 20.3

197 8 41

97.5 4.4 20.3

2013-14 2014-15
95.7 94.8 94.8

2015-16 

- Native American / Alaskan Native - Native Hawaiian / Pacific Islander - White
Economically Disadvantaged Students with Disabilities English Learners

95.6 94.8 94.8 95.6 94.8 93.9 95.5 93.8 93.2

Student Attendance - High School

All Students

- Asian
- Black or African American
- Hispanic or Latino
- Native American / Alaskan Native - Native Hawaiian / Pacific Islander - White
Economically Disadvantaged Students with Disabilities English Learners

Chronic Absenteeism - Data Tables
Students Who Were Chronically Absent (by subgroup)

2013-14 2014-15

2015-16

2013-14 2014-15 2015-16 %%%

All Students

27 13.3

3 1.5 31

16.7 6

3.3

31 14.4

10 4.6

- Asians

- Black or African American

- Hispanic or Latino

- Native American / Alaskan Native

- Native Hawaiian / Pacific Islander

- White

Students Who Were Chronically Absent (by grade level)

All Students Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

27 13.3 3 12.5 3 15.8 5 25 0 0 3 12.5 1 6.7 0 0 3 13

3 1.5 31 0 0 2 0 0 3 0 0 4 1 3.7 6 0 0 0 1 6.7 4 0 0 2 0 0 2

16.7 6 3.3 31 11.1 1 5.6 1 12 0 0 3 21.1 1 5.3 4 26.1 0 0 3 0 1 3.8 6 18.2 0 0 3 14.3 0 0 2 10.5 0 0 3

14.4 10 4.6 5.3 3 15.8

10% or More 20% or More 10% or More 20% or More 10% or More 20% or More

2013-14
10% or More 20% or More

2014-15
10% or More 20% or More

2015-16
10% or More 20% or More

16.7 0 0 15.4 1 3.8

15 0 0 21.4 2 7.1 10 1 3.3

8.3 0 0 20 1 6.7

Grade 8 4 23.5 0 0 2 8.3 1 4.2 2 13.3 0 0

Grade 9
Grade 10
Grade 11

Grade 12

Student Discipline - Suspensions (by subgroup) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

All Students (students suspended; not incidents)

- Asian
- Black or African American
- Hispanic or Latino
- Native American / Alaskan Native - Native Hawaiian / Pacific Islander - White
Economically Disadvantaged Students with Disabilities English Learners

Student Discipline - Suspensions (by grade level) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

2013-14 2014-15 2015-16

2013-14 2014-15 2015-16

All Students Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

1 5.9

Student Discipline - Expulsions (by subgroup) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

All Students (students expelled; not incidents)

- Asian
- Black or African American
- Hispanic or Latino
- Native American / Alaskan Native - Native Hawaiian / Pacific Islander

-White

Economically Disadvantaged Students with Disabilities English Learners

Student Discipline - Expulsions (by grade level) - Percentages are calculated using all students enrolled at any point during the school year as the denominator and will differ from the report card percentages.

All Students
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8 00 Grade 9

Grade 10 Grade 11 Grade 12

2013-14 2014-15 2015-16 

Review student attendance and chronic absenteeism data. Discuss progresses and challenges with student attendance, especially if chronic absenteeism rates exceed 10% (overall or by school, grade level or subgroup), and identify specific steps to be taken to ensure that students

have opportunities to learn.

Promoting attendance has been a school-wide concern for the past few years. The problem appears as follows:

*During the 2013-2014 academic year, 13.3% of All Students were chronically absent 10% or more of the time and 1.5% of All Students were chronically absent 20% or more of the time.

*During the 2014-2015 academic year, 16.7% of All Students were chronically absent 10% or more of the time and 3.3% of All Students were chronically absent 20% or more of the time.

*During the 2015-2016 academic year, 14.4% of All Students were chronically absent 10% or more of the time and 4.6 of All Student were chronically absent 20% of more of the time.

There was no significant chronic absenteeism patterns identified for any specific subgroup of students over the past three academic school years.

In regards to chronic absenteeism patterns, the following has been identified for the students of Pine View Elementary School by grade level:

During the 2013-2014 academic year, grade levels K, 1st, 2nd, 4th, 7th, and 8th grades had chronic absenteeism percentages that exceeded 10%. No grade level had chronic absenteeism more than 20%.

During the 2014-2015 academic year, grade levels K, 1st, 2nd, 3rd, 5th, 6th, and 7th grades had chronic absenteeism percentages that exceeded 10%. No grade level had chronic absenteeism more than 20%

During the 2015-2016 academic year, grade levels 1st, 2nd, 3rd, 4th, 5th, and 7th grades had chronic absenteeism percentages that exceeded 10%. No grade level had chronic absenteeism more than 20%.

Pine View Elementary School continues to employ a variety of strategies in an attempt to improve student attendance school-wide: *Truancy letters informing parents of chronically absent students that they are being sent to court are issued in a very

timely manner as those patterns present themselves.
*Individual classrooms teachers are diligent in sending notes and making phone calls to check on students that are

absent
*Classroom teachers provide incentives for classroom attendance
*School-Wide Positive Behavior Support has instituted an attendance incentive program in which homeroom can earn

stars to be cashed in for varying prizes and rewards for days of perfect attendance

During the 2016-2017 school year, 8.8% of all students were absent from school. While Pine View acknowledges the importance of attendance and provides School-Wide Positive Behavior for perfect attendance there were still some challenges in student attendance:

Chronic Absenteeism

3rd grade = 4.7% 4th grade = 5.8% 5th grade = 4.5% 6th grade = 14.2% 7th grade = 4.5% 8th grade = 20%

6th grade had a total of 28 students with 4 students being chronically absent. One of the four students was a student with special needs who had medical issues and it was documented in their IEP. This student had a homebound teacher to address school work. Parent meetings were conducted for the other three students to address missed work and getting the student to school.

8th grade has a total of 14 students with 3 students being chronically absent. One of the three students had a documented childhood illness (Mono). The other two students with attendance issues were addressed with parent meetings. Teachers worked with parents and students to address missed work and provided time for student to come in before and after school for additional tutoring.

Meetings with these parents have been set up for the 17-18 school year to see if assistance can be provided to help parents and students with students' attendance before their attendance is chronically out of hand.

Review student discipline data. Discuss progress and challenges with student discipline. If suspension and/or expulsion rates exceed state average by 25% (i.e. out-of-school suspension rates above 7.75% or expulsion rates above .25%), describe the steps to be taken to reduce lost instructional time and/or disparate impact. - Note: 2015-16 statewide suspension rate was 6.2% and the statewide expulsion rate was .2%.

During the 2013-2014 academic year, there was 1 student (5.9%) was suspended. There were no students who are suspended for the 2014-2015 or 2015-2016 academic years. There were no student expulsions for 2013-2014, 2014-2015, or 2015-2016 school year.

During the 16-17 school year, 0.8% of All Students were suspended from school, while .82% of White Students were suspended There were no students with disabilities reported to be suspended during the 16-17 school year

Pine View Elementary School is please that the suspension and expulsion rates continue to be below the statewide averages. It is believed that the strength of the strategies implemented by the School-Wide Positive Behavior Support Team has played a significant role in achieving these goals. Plans are in place to continue the procedures that this team has instituted. Changes and modifications can be made to the plan to enhance various elements to a strengthened and improved level even more in the future.

Describe the school's progress and challenges in providing safe, supportive and healthy environments and the steps to be taken to ensure that all students are provided with such a learning environment.

Pine View Elementary School is committed to providing a safe, supportive, and healthy environment. Support is provided by our district which coordinates efforts of the Emergency Management Supervisor, the Family Resources Coordinator, the Safe Schools Counselor, and the Coordinated School Health/ Nurse Supervisor. Each position is tasked with supporting the school's efforts to address issues which would threaten the learning environment.

Pine View Elementary has gained information from stakeholders through a needs assessment. Based on the Tennessee School Climate Elementary School Student Survey, 87% of students feel they physically safe at school, 77% report they are free from bullying situations. 86% of think the adults at school help you (students) learn from your mistakes. 79% of students think that teachers at the school know when they are having trouble learning something. Approximately 99% of students think the place where they go to school is clean, comfortable, and looks nice on the outside.

For added safety, Pine View Elementary has installed 16 cameras throughout the building and grounds and works closely with the school- assigned SRO Officer in being proactive.

School Plan - Human Capital

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

STAFF Characteristics - Data Tables - (Please enter data in the fields provided.)

STAFF Characteristics

2013-14 2014-15 2015-16 #%#%#%

Principal - Years in position

1 18

18 1to3years 4

18

Teaching Staff (Certified) - Number of Teachers

4 to 10 years 9 11 to 20 years 3 21 + years 2

22.2 3 50.0 8 16.6 4 11.1 3

16.6 3 17 44.4 8 44 22.2 3 17 16.6 4 22

How are new teachers supported in the school? What strategies are currently in place to generate growth among new hires?

The administration at Pine View Elementary School follows state and county procedures for recruiting, retaining and evaluating teachers. Administration, at Pine View Elementary, assigned a Mentor (paid for through Title I funds) for new and incoming teachers. Mentor meets with these teachers on a regular basis with documentation as evidence. Cumberland County School District provides new teachers with relevant professional development throughout the year that helps support them through regularly scheduled professional development opportunities. All teachers may even request additional support from the County-Wide ELA Coach, Math Coach, or Technology Coach throughout the school year.

What retention practices, incentives, or growth opportunities are in place, specifically for teachers who have demonstrated strong performance over time?

Cumberland County School District provides a "Differentiated Paid Scale" and/ or "Supplemental Pay Scale" for teachers who actively participate in leadership opportunities within their local school. New teachers are introduced to our school district by participating in an all day training prior to the beginning of the school year. This day is designed to explain district processes and resources. Each teacher is assigned a trained mentor and collaborates with this individual in approved activities throughout the school year.

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What procedures are in place to ensure that low income and minority students are not being taught at a higher rate than other students by ineffective, inexperienced, or out-of-field teachers. Include steps to be taken in order to address these disparities and ensure equitable access to highly-effective teachers.

Administration, along with the district,will employ only those teachers that meet highly qualified status in core content areas. Using school level data, the school will identify where inequities in teacher experience exists. Professional Development will assist in retaining highly qualified teachers providing professional development to improve teacher knowledge in collaborative instructional practices; working with students with different learning styles; improving student behavior; helping students with special needs; involving parents in their children's education; and using data and assessments to evaluate student achievement. In addition, the Pine View will promote retention of highly qualified teachers by providing mentoring, district induction program, and support for new teachers. The district will provide differentiated teacher support for teachers that have less than 3 years of teaching experience.

School Plan - Additional Areas

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

School Data - Data Tables - (Please enter data in the fields provided.)

School
Length of school year - Instructional days Length of school day - Instructional minutes

Report as (#)
(#)

2013-14

2014-15 2015-16 180 420

Additional Areas RTI2

Describe the school's progress in implementing RTI2 across all grades. Identify areas of strength and weakness, identify root causes and discuss actions needed.

During the first month of school, a screener is administered to ALL students K-8 for Reading and Math. The data collected from the screening process is analyzed by each teacher, RTI2 Coordinator, interventionist, administration, SPED teacher during a data meeting. Students are identified based on skill deficits and/or behavior needs and placed in TIER I, TIER II, or TIER III. The screener is administered again in the winter and then the spring.

Areas of Strength

*Teachers are prepared for monthly data meetings.
*Small population of the school allows for understanding each student's needs.
*RTI Coordinator that effectively and consistently communicates with teachers, staff, and parents.
*Pine View is consistent with its testing timelines and making time to review data, as well as using data effectively to make

instructional decisions for students.
*Researched-based interventions (e.g. Wilson Reading, GOMath, etc.) are effectively utilized.

Areas to Strengthen

*Due to the many part-time teachers within the building, scheduling for Tier I, Tier 2, and Tier 3 students is challenging. *Identifying additional resources for students not making appropriate progress in the intervention they are presently

using.

*Diversifying the enrichment opportunities for Tier 1 RTI students.

Technology Access and Use

Discuss the level of access that students have to technology as part of the instructional program and how well staff integrate technology into the instructional program. Identify areas of strength and weakness, identify root causes and discuss actions needed.

Online technology platform brings together academic standards, instructional materials, formative assessments, student performance results, and educator evaluation all supports student and educator improvements. All students in grades 5-8 have a Chrome laptop assigned to them for their use during the school day. At the present, 3rd and 4th-grade students share a MacBook cart that teachers can schedule for class use. The cart will accommodate an entire class. The 3rd and 4th-grade classes also have 4 to 6 computers (student stations) within the classroom. Grades K, 1, 2 have access to a computer laboratory and also have approximately 10 iPads within the classroom.

Strengths:

*District Technology Coach available upon teacher request
*70% of school is at one-to-one ratio with devices
*Students are knowledgeable and able to use provided technology in the classroom. *Teachers are embedding technology as evidenced by lesson plans.

Challenges:

*Limited knowledge among teachers to setup and utilize a google classroom.
*Consistent wifi within the school
*Sharing Technology technician with other schools. When a technician is needed at Pine View, it appears they are not

available and Pine View must wait until their scheduled day for assistance.

Professional Development

Describe the prior year professional development activities and how effectively these activities addressed teacher needs and student learning.

*August 2016 - State Personnel Development Grant (SPDG) - Increasing Access to Core Instruction for Students with Disabilities. The grant provided for administration, a regular education teacher and a special education teacher to receive training with the focus being on "Universal Design, Differentiation, and Scaffolding. Teachers who co-taught, saw gains in both regular education students and

students with special needs.

*September 2016- Cumberland County School District provided Administration with training in GOMath (a new curriculum/textbook for Math) to aid administration in the evaluation process of teachers and understanding the correlation of the text and State Math Standards.

*February 2017 - Autism Spectrum Disorder - Professional development provided by individuals trained through the Vanderbilt Kennedy Center for the Treatment & Research Institute for Autism Spectrum Disorder. There are approximately five students with ASD in the regular education classroom, within our school. Teachers learned of ASD behaviors, evidence-based practices, scheduling, etc.

*April 2017 - Pine View Administration purchased each teacher a subscription an online professional development program, which would allow teachers to receive professional development based on their individual needs. One-half of this Professional Development day provided training using the resources that it provided. The other half of the day, Pine View had a guest speaker who presented on using "Academic Talk" throughout our school day. Teachers then had the opportunity to break out with other teachers and plan how they would use both programs to experience professional and student growth.

* Pine View has one teacher in each grade and there is no common plan among grade-level teachers. Therefore, Pine View's Classroom Teachers had the opportunity to visit other teachers/classrooms within our District to aid them in lesson planning, student behavior, teaching and learning strategies.

Discuss the focus of professional development for teachers, paraprofessionals, and other school leaders that will build capacity and positively impact student academic achievement.

Pine View has and will continue to provide ongoing professional development to be implemented in core instruction and intervention. Pine View will:

Increase awareness of student needs and planning for students with various disabilities and for students with Autism Spectrum Disorder.

Provide training for faculty and staff on more systematic interventions to use with fidelity in Tier II and Tier III instruction.

Parent and Family Engagement

Describe the parent and family engagement activities that have occurred in the prior year and how the activities have impacted student achievement.

*The administration of Pine View Elementary School issued a monthly Parent Connect Reading Newsletter during the previous school year. This newsletter enables some parents to gain information about assisting their child in reading that they would not have ordinarily obtained.

*Pine View's Parent/Teacher Organization (PTO) is very active in providing activities such as Fall Festival that provides safe activities to participate in while strengthening their social skills and developing bonds with one another within the school.

*Pine View Elementary School's Back To School Night is always a very effective way for parents, teachers, and students to initiate and form positive relationships when each new school year begins. Partnerships among the teachers and parents provide opportunities to develop effective communication.

*Many teachers use the Remind 101 notification system to communicate with parents about grade-level and/or school-wide activities, homework, projects, etc.

*Parents of Pine View Elementary School students can register to receive Home Connect alerts in regards to their child's activity with using Accelerated Reading Program at school.

*Pine View Elementary provides a monthly themed "Family Read Night" through our library.

Describe the strategies used to implement effective parent and family engagement activities that are meaningful and aligned with student academic achievement. If applicable, address activities specifically designed to engage the parents and families of English learners.

*The faculty and staff of Pine View Elementary School, in the past, has offered Parent tutoring sessions for GOMath, and understanding the state standards for ELA. Pine View will continue to offer sessions providing structure in a non-offensive manner in which parents could attend to find out helpful hints from grade and subject area teachers in accordance with procedures and activities that parents could engage in at home.

Additional Family Engagement Activities

*Family Read Nights
*K Read to be Ready
*PTO Activities *Parent/Teacher Conferences *Volunteering

*Back to School Night
*Field Trips
*Communication Logs/Student Agendas

School Plan - Needs Assessment Summary

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0 Summarize your accomplishments and what is working for students. To what do you attribute these accomplishments?

*Pine View is succeeding with its implementation of RTI2 through the acquisition of researched-based interventions.

*Teachers and administration are committed to monthly data meetings and Professional Learning Communities that have meaningful discussions concerning what to do next in the teaching process, to meet student needs.

*Pine View has been proactive in embracing the TNReady transition and has gained the necessary faculty training to succeed.

*Pine View's School-Wide Positive Behavior Support initiative has been very successful in decreasing issues with student discipline and missing work.

*Pine View has increased scores for all grades on school-wide screener for Reading and Math. Pine View Elementary is founded on high expectations for all, keeping the child as the focus of instruction and learning. Teachers and Administration base decisions on the idea that student come first. The instructional day is carefully protected with a Master Schedule to ensure maximum time on teaching and learning for all. Teachers and administration meet on a monthly basis to disaggregate data, and share Best Practices. During these meetings staff members work together to determine how to meet children "where they are" and to take them "to the next level." This a joint effort from all staff members, creating a collegial environment at Pine View Elementary School.

List, in priority order, the top 3-5 areas of need as identified through the needs assessment. These should be the areas that can be addressed in the coming year. Prioritizing needs will identify the most critical areas where your will begin with the creation of goals and strategies.

Assurance

Priority Need

Content/Topic Focus - (such as RLA, math climate, ACT, etc.)

Grade Level Focus - (single grade or range of grades)

Primary Student Focus - (such as all students or subgroup(s))

Reading Math Writing

Reading Fluency, Comprehension, and Stamina Math Computation and Problem Solving Writing Skills

1-8th Grades 3-8th Grades K-8th Grades

All Students All Students All Students

* The strategies developed and implemented within and through this plan will specifically address the priority needs identified.

School Plan Prioritized Goals and Strategies

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

Plan Items ( )
1) District-Level: Increased Academic Achievement: Reading/Language Arts - School-Level: Increased Academic Achievement:

Reading/Language Arts

Description:

District-Level: (1) For the 2017-2018 school year, the district will achieve a level 3 TVAAS score or higher in literacy. (2) For the 2017-2018 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state in ELA. (3) For the 2017-2018 school year the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in the four gap subgroups.

School-Level: (1) For the 2017-2018 school year, Pine View will achieve a level 3 TVAAS score or higher in literacy. (2) For the 2017-2018 school year, Pine View will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other schools in the district in ELA. (3) For the 2017-2018 school year Pine View will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in the four gap subgroups.

Performance Measure:

District-Level: The percentage of students on-track and mastered in the aggregate and for each subgroup, as measured by TCAP.

School-Level: Increased percentage of students on-track and mastered in the aggregate and for each subgroup, as measured by TCAP.

1.1) District-Level: Rigorous Standards - School-Level: Rigorous Standards Description:

District-Level: Continue to build teachers' understanding around the new academic standards and associated instructional shifts to set the expectation for critical thinking and the development of knowledge that sets all of our students on the path to success

School-Level: Pine View Elementary School will continue to build teachers' understanding around the new academic standards and associated instructional shifts to set the expectation for critical thinking and the development of knowledge that sets all our students on the path to success.

1.1.1) Scholastic Classroom Magazines Description:

Pine View Elementary School teachers that teach K through 8th grade Reading/Language Arts are incorporating the use of

Scholastic Classroom Magazines. Scholastic provides comprehensive literacy solutions reinforcing student achievement through instructional reading and writing not to mention acquiring information about Science and Social Studies. This instructional supplement is used with ALL students and is purchased with Title I funds. For the 2017-2018 school year, the Pine View Elementary will achieve a level 3 TVAAS score or higher in literacy. (2) For the 2017-2018 school year, Pine View Elementary will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other schools in the district in ELA.

Benchmark Indicator:
The percentage of students on-track and mastered in the aggregate and for each subgroup, as measured by TCAP.

Person Responsible: Sharon Daniels

Estimated Completion Date: 5/28/2018

Funding Application

Grant

Notes

Amount

Consolidated

Title I-A

$1,800.00

Component

Item Name

School-wide Plan

Opportunities for All Students Strengthening Academics

1.1.2) Increased Online Access to Rigorous Resources Description:

Pine View is adamant in its pursuit of making sure that all students have access to technology to better utilize the rigorous and research-based resources that it has purchased. There is a Chrome cart for each teacher in grades 5, 6, 7, and 8. We have an iMac cart that is shared among two teachers and a fully functioning computer lab that can be scheduled for classroom use. Kindergarten, 1st and 2nd grade teachers have 10 iPads within their classrooms to use in centers. In addition, all grades K-4 have anywhere from 5 to 8 computers for individual student use. The capability to engage students in rigorous and higher order programs online is one way that we are increasing the rigor with the teaching of standards.

Benchmark Indicator:
Lesson plans and increased student academic scores will provide evidence and insight on the use of online resources.

Person Responsible: Sharon Daniels

Estimated Completion Date: 5/28/2018

Funding Application

Grant

Notes

Amount

Consolidated

Title I-A

To increase technology in grades 1-2.

$3,500.00

Component

Item Name

School-wide Plan

Strengthening Academics Quality Learning

1.1.3) Write Bright Description:

Pine View Elementary School teachers will have access to a writing program title, "Wright Bright." Teachers at all grade levels will incorporate this program into the writing instruction provided in their classrooms. Reading, Science and Social Studies teacher utilize this step-by-step writing intervention program to assist their students in their attempts to create explanatory essays in conjunction with source materials.

Benchmark Indicator:

Student generated essays, that are scored by classroom teachers in conjunction with TNReady writing guidelines and expectations will serve as the benchmark indicator

Person Responsible: Reading/LangArts/Science/Social Studies Teachers

Estimated Completion Date: 5/28/2018

Funding Application

Grant Notes

Amount

Consolidated

Title I-A

$900.00

Component

Item Name

School-wide Plan

Opportunities for All Students

1.1.4) Book Backpack Program Description:

Pine View will continue to institute the "Book Backpack Program," where students are allowed to choose books and take them home during all breaks at school (e.g. fall break; winter break; etc.).

Benchmark Indicator:

Pine View will review logs of "Book Backpack Program" and identify students who have used the program and identify their success through STAR reading screenings.

Person Responsible:
Wand Smith / Marti Blake

Estimated Completion Date: 5/28/2018

1.2) District-Level: Aligned Assessments - School-Level: Aligned Assessments Description:

District-Level: Support teachers' transition to a new state assessment through the use of aligned formative assessments while emphasizing that the best TNReady preparation is strong classroom instruction.

School-Level: Pine View Elementary will support teachers' transition to a new state assessment through the use of aligned formative assessments while emphasizing that the best TNReady preparation is strong classroom instruction.

1.2.1) Aligned Assessments Description:

Pine View teachers in grades K-2 will administer an assessment to assess progress of standards mastery in regards to a standards-based report card. These results will be sent home very nine weeks with report cards.

Benchmark Indicator:
Assessment results will be documented by the classroom teacher in this grade.

Person Responsible: Brandy Martin

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Strengthening Academics

1.3) District-Level: Strong Accountability - School-Level: Strong Accountability Description:

District-Level: Incorporate accountability measures for teachers to ensure high expectations and student growth are maintained.

School-Level: Pine View will incorporate accountability measures for teachers to ensure high expectations and student growth are maintained.

1.3.1) Strong Accountability through Questar Assessment Description:

Students that are enrolled in 2nd grade of Pine View Elementary School will participate in the Questar assessment that is aligned to Tennessee state standards.

Benchmark Indicator:

By the end of the 2017-2018 school year, 50% of Pine View's 2nd grade students will score proficient or advanced on the reading port of the Questar assessment.

Person Responsible: Brandy Martin

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Strengthening Academics

1.3.2) Strong Accountability through STAR Reading Description:

Pine View's RTI Coordinator and administrative team will participate in STAR Reading throughout the year and in STAR Reading Assessment. Teachers will understand students' results and align interventions or adjustment needed in instructional practices.

Benchmark Indicator:

The number of students at or above the 50th percentile will increase by 2.5% from the fall to winter screenings, and an additional 2.5% from the winter to spring screenings, for a total of 5% for the 2017-2018 school year.

Person Responsible:
Marti Blake/Administration

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Strengthening Academics

1.4) District-Level: All Means All - School-Level: All Means All Description:

District-Level: Ensure all students have access to quality instruction and specific interventions.

School-Level: Pine View will ensure all students have access to quality instruction and specific interventions.

1.4.1) RTI Interventions Description:

RTI interventions will be administered with fidelity, and will be adjusted according to data monitoring. Benchmark Indicator:

Tier 2 and Tier 3 RTI fidelity checks will be monitored by the RTI Coordinator. Tier 1 RTI fidelity checks will be monitored by the

Administration. Transitional movements (student movement through Tiers) will be monitored and documented after the fall, winter, and spring screenings.

Person Responsible:
Martin Blake/Administration

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Opportunities for All Students

1.4.2) 21st Century Tutoring Services Description:

High effective teachers have been identified by the administration of Pine View Elementary School. These teachers will be utilized to provide additional assistance to students with disabilities, students who scored "On Watch" during the Universal STAR screening, assessment, and any other student identified as at-risk in need of additional intervention. These tutoring sessions will take place both before and after school Monday-Thursday of each week.

Benchmark Indicator:

Attendance logs, grades on students' report cards, and results on successive Universal STAR Reading assessments will serve as the benchmark indicator for the participation and effectiveness of this stategy.

Person Responsible:
Christine Barnes/Faculty/Staff

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

At-Risk Students

1.4.3) Early Warning System for RTI Description:

The Early Warning System data base will be used to identify students in need of tiered intervention. Benchmark Indicator:

RTI students will be identified and monitored (during monthly data meetings) for movement along the tiered interventions. The goal is to transition students through the RTI system based upon the progress of mastered skills/at-risk behaviors. RTI students, chronic absenteeism, and chronic behavior referrals will be identified and monitored.

Person Responsible: Marti Blake

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

At-Risk Students

1.5) District-Level: Educator Support - School-Level: Educator Support Description:

District-Level: Support teachers in their professional development related to high quality instruction.

School-Level: Pine View will support teachers in their professional development related to high quality instruction.

1.5.1) Mentoring Program Description:

New and transitioning teachers to Pine View Elementary School will collaborate with veteran and/or mentor teachers by engaging in high-quality, school/district-approved activities to promote growth and success

Benchmark Indicator:
Monthly mentoring logs and quarterly mentor/mentee reflections will be used to document the effectiveness of these procedures.

Person Responsible:
Angela Nealon/Administration

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Quality Learning

1.5.2) District Reading/Math/Technology Coaches Description:

New and transitioning teachers will be routinely visited by the district-wide instructional math, reading, and technology coaches for support and assistance. In addition, any teacher on campus, may submit a coaching request to Central Services, to schedule visits and requests to assist them in gaining a better understanding of TN Standards and best practices that can be used to promote student mastery.

Benchmark Indicator:
Coaching request, weekly plans, and logs will document the work of the coaches' activities.

Person Responsible:
Dawn Hall/Patricia Overstreet/Rachel Bible

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Quality Learning

2) District-Level: Increased Academic Achievement: Mathematics - School-Level: Increase Academic Achievement: Mathematics Description:

District-Level: (1) For the 2017-2018 school year, the district will maintain a level 5 TVAAS score in numeracy. (2) For the 2017-2018 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state in Math. (3) For the 2017-2018 school year, the district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in the four gap subgroups.

School-Level: (1) For the 2017-2018 school year, Pine View Elementary will maintain a level 4 TVAAS score in numeracy.(2) For the 2017-2018 school year, the school will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other schools in our district in Math. (3) For the 2017-2018 school year, Pine View will maintain or improve the percentile rank in terms of the number of students scoring on track (proficient) and mastered (advanced) in

the four gap subgroups.

Performance Measure:
District-Level: The percentage of students on-track and mastered in the aggregate and for each subgroup, as measured by TCAP.
School-Level: The percentage of students on track and mastered in the aggregate and for each subgroup, as measured by TCAP.

2.1) District-Level: Rigorous Standards - School-Level: Rigorous Standards Description:

District-Level: Continue to build teachers' understanding around the new academic standards and associated instructional shifts to set the expectation for critical thinking and the development of knowledge that sets all of our students on the path to success

School-Level: Pine View will continue to build teachers' understanding around the new academic standards and associated instructional shifts to set the expectation for critical thinking and the development of knowledge that sets all of our students on the path to success.

2.1.1) Rigorous Standards in Math Description:

Pine View will continue to build teachers' understanding around the new academic standards and associated instructional shifts to set the expectation for critical thinking and the development of knowledge that sets all of our students on the path to success. Pine View Elementary School teachers will provide at least 30 minutes of TIER I instruction toward the fluency component in Math for all students grades 2-8th.

Benchmark Indicator:

A 5% increased percentage of students scoring proficient or advanced on the Winter Universal Screening and a 5% increase percentage of students scoring proficient or advanced on the Spring Universal Screening.

Person Responsible:
Pine View Teachers Math Teachers

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Strengthening Academics

2.1.2) Increased Academic Achievement: Mathematics Description:

Pine View will increase achievement in Mathematics by providing tutoring opportunities before and after school. Benchmark Indicator:

Increased 5% on STAR Math assessment in the fall and increased 5% on STAR Math in the Spring for the 2017-2018 school year. Person Responsible:

Pine View Math Teachers Estimated Completion Date:

5/28/2018

Component Item Name

School-wide Plan

Strengthening Academics

2.2) District-Level: Aligned Assessments - School-Level: Aligned Assessments Description:

District-Level: Support teachers' transition to a new state assessment through the use of aligned formative assessments while emphasizing that the best TNReady preparation is strong classroom instruction.

School-Level: Pine View will support teachers' transition to a new state assessment through the use of aligned formative assessments while emphasizing that the best TNReady preparation is strong classroom instruction.

2.2.1) Aligned Assessments Description:

Pine View will support teachers' transition to a new state assessment through the use of aligned formative/summative assessments while emphasizing that the best TNReady preparation is strong classroom instruction.

Benchmark Indicator:
Increased percentage of students will score advanced or proficient in grades 3-11 on the Math TNReady.

Person Responsible:
Pine View Math Teachers

Estimated Completion Date:

5/28/2018

Component Item Name

School-wide Plan

Opportunities for All Students

2.3) District-Level: All Means All - School-Level: All Means All Description:

District-Level: Ensure all students have access to quality instruction and specific interventions.

School-Level: Pine View will ensure all students have access to quality instruction and specific interventions.

2.3.1) All Means All Description:

Pine View will ensure all students have access to quality instruction and specific interventions. Benchmark Indicator:

Pine Elementary teachers will collaborate with Special Education teacher and RTI interventionist by engaging in monthly data driven meetings.

Person Responsible: Sharon Daniels

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Opportunities for All Students

2.3.2) Math Textbook Implementation Description:

Teachers will use the math textbook series with fidelity to support Tennessee State Standards mastery, which leads to

proficient/advanced student academic achievement. Benchmark Indicator:

An increased percentage of students will score advanced/proficient in grades 3-8 on the math TNReady. Person Responsible:

Math Teachers Estimated Completion Date:

5/28/2018

2.4) District-Level: Educator Support - School-Level: Educator Support Description:

District-Level: Support teachers in their professional development related to high quality instruction.

School-Level: Pine View will support teachers in their professional development related to high quality instruction.

2.4.1) Educator Support Description:

New and transitioning teachers to Pine View Elementary School will collaborate with veteran, mentor, teachers by engaging in high-quality, district-approved activities to promote growth and success

Benchmark Indicator:
Monthly mentor /mentee logs and reflections will be used to document the effectiveness of these procedures

Person Responsible:
New Teachers/Mentoring Teacher

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Strengthening Academics

4) District-Level: Safe and Healthy Students - School-Level: Safe and Healthy Students Description:

District-Level: For the 2017-2018 school year, students will have equal access to a safe learning environment that promotes academic achievement, limits the amount of lost instructional time and ensures that all students have the opportunity to learn.

School-Level: For the 2017-2018 school year, Pine View students will have equal access to a safe learning environment that promotes academic achievement, limits the amount of lost instructional time and ensures that all students have the opportunity to learn.

Performance Measure:

District-Level: (1) The number of disciplinary actions taken against students. (2) The percentage of expulsions reported. (3) The student attendance rate and chronic absenteeism rate.

School-Level: Pine View Elementary will monitor the number of disciplinary actions taken against students, the percentage of expulsions reported, and the student attendance rate and chronic absenteeism rate.

4.1) District-Level: Non-instructional Barriers - School-Level: Non-Instructional Barriers Description:

District-Level: Non-instructional barriers to content and assessment proficiency will be addressed.

School-Level: Pine View will address the non-instructional barriers to content and assessment proficiency.

4.1.1) Chronic Absenteeism Description:

Chronic absenteeism will be addressed through monitoring, counselor intervention, and nursing connections. Benchmark Indicator:

Chronic absenteeism will decrease in each individual grade level by 2% based on the chronic absenteeism report provided by our school attendance clerk.

Person Responsible: Administration

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Well-rounded Education

Plan

At-Risk Students

4.1.2) Student Social and Emotional Learning Description:

Students with social and emotional learning conditions will be identified and provided resources (counseling) and teachers will be given specific training in how to address social and emotional needs of students.

Benchmark Indicator:
Referral logs, District Safe Schools training, counselor training sign-in sheets will serve to document these activities have occurred.

Person Responsible: Adminstration/Guidance/Safe Schools

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

At-Risk Students

5) District-Level: Kindergarten Readiness - School-Level: Kindergarten Readiness Description:

District-Level: For 2017-2018, students entering kindergarten will have the cognitive, language and literacy, social and emotional and physical skills necessary to effectively transition to kindergarten and meet early literacy milestones.

School-Level: For 2017-2018, Pine View students entering kindergarten will have the cognitive, language and literacy, social and emotional and physical skills necessary to effectively transition to kindergarten and meet early literacy milestones.

Performance Measure:

District-Level: (1) The percentage of students identified as kindergarten ready as defined and measured by a kindergarten screener. (2) The percentage of students meeting grade-level standards on the grade 2 assessment. (3) The percentage of students scoring on-track and mastered on the TCAP in reading and math in grade 3.

School-Level: (1) The percentage of students identified as kindergarten ready as defined and measured by a kindergarten screener. (2) The percentage of students meeting grade-level standards on the grade 2 assessment. (3) The percentage of students scoring on-track and mastered on the TCAP in reading and math in grade 3.

5.1) District-Level: Early Foundations and Literacy - School-Level: Early Foundations and Literacy Description:

District-Level: Support educators in refining their teaching through purposeful coaching. Support parents in their skills to develop early reading foundations.

School-Level: Pine View will support educators in refining their teaching through purposeful coaching. Support parents in their skills to develop early reading foundations.

5.1.1) Early Foundations and Literacy Description:

Parents of Pine View Elementary's Kindergarten students will participate in Ready for Kindergarten sessions to learn practices and skills needed to provide a solid foundation for early literacy.

Benchmark Indicator:

Sign-in sheets of parenting sessions, combined with the total number of kits dispersed to parents in conjunction with this initiative, will indicate participation.

Person Responsible:
Christine Barnes/Heather Mills

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

At-Risk Students

5.1.2) Renaissance Early STAR Literacy Description:

Early STAR Literacy data reports will be analyzed by administration and teachers for Pre-K, Kindergarten, and 1st grade. Monthly meetings will aid teachers and administration to assess progress towards improving early literacy skills.

Benchmark Indicator:

Sign-in sheets of monthly data meetings, combined with teacher observation of student progress will be considered toward student progress.

Person Responsible:

Christine Barnes/Heather Mills/Stacy Moody Estimated Completion Date:

5/28/2018

Component Item Name

School-wide Plan

Strengthening Academics

5.2) District-Level: Aligned Assessments - School-Level: Aligned Assessments Description:

District-Level: Support teachers' implementation of strong classroom instruction resulting in student mastery

School-Level: Pine View will support teachers' implementation of strong classroom instruction resulting in student mastery.

5.2.1) Teacher Feedback Description:

Teachers will be provided with accurate scoring practices during observations and provided actionable and specific feedback during post conferences.

Benchmark Indicator:
Increased scores in teachers area of refinement during classroom observations.

Person Responsible: Sharon Daniels

Estimated Completion Date: 5/28/2018

Component Item Name

School-wide Plan

Quality Learning

School-wide Plan

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

Optional Items [Expand All] [Collapse All]

Component Met

1) OpportunitiesforAllStudents
Describe how strategies will provide opportunities for all children, including each of the subgroups (ED, major racial & ethnic groups, SWDs and ELs) to meet challenging state academic standards.

Explanation

Pine View Elementary has well-prepared and thoughtful teachers. The teacher teaches the child rather than the subject, allowing for ALL subgroups to develop and learn at their own pace. Teachers, paraprofessionals, and administration work as team and collaborates systematically and consistently to see that all students needs are being met. The following are areas of focus: Common Planning to Collaborate with Colleagues Providing consistency through expectations of assignments Developing a student-centered mindset when developing modifications Providing support before school and after school, and extra support in the classroom Using multiple form of assessment Partner with families Professional Development for teachers and paraprofessionals

1) District-Level: Increased Academic Achievement: Reading/Language Arts - School-Level: Increased Academic Achievement: Reading/Language Arts

1.1) District-Level: Rigorous Standards - School-Level: Rigorous Standards 1.1.1) Scholastic Classroom Magazines

1.1.3) Write Bright
1.4) District-Level: All Means All -
School-Level: All Means All

1.4.1) RTI Interventions

2) District-Level: Increased Academic Achievement: Mathematics - School-Level: Increase Academic Achievement: Mathematics

2.2) District-Level: Aligned Assessments - School-Level: Aligned Assessments 2.2.1) Aligned Assessments

2.3) District-Level: All Means All - School-Level: All Means All 2.3.1) All Means All

2) StrengtheningAcademics
Describe how the school will use methods and instructional practices that strengthen the academic program in the school.

Explanation

Pine View Elementary School will be following "Best Practices" to strengthen the academic program: Data-driven instruction Excellence in teaching and leadership Culture of high expectations Frequent and intensive instruction Provide an extended school days through our 21st Century Grant

1) District-Level: Increased Academic Achievement: Reading/Language Arts - School-Level: Increased Academic Achievement: Reading/Language Arts

1.1) District-Level: Rigorous Standards - School-Level: Rigorous Standards 1.1.1) Scholastic Classroom Magazines

1.1.2) Increased Online Access to Rigorous Resources
1.2) District-Level: Aligned Assessments -
School-Level: Aligned Assessments

1.2.1) Aligned Assessments
1.3) District-Level: Strong Accountability -
School-Level: Strong Accountability

1.3.1) Strong Accountability through Questar Assessment 1.3.2) Strong Accountability through STAR Reading

2) District-Level: Increased Academic Achievement: Mathematics - School-Level: Increase Academic Achievement: Mathematics

2.1) District-Level: Rigorous Standards - School-Level: Rigorous Standards 2.1.1) Rigorous Standards in Math

2.1.2) Increased Academic Achievement: Mathematics
2.4) District-Level: Educator Support -
School-Level: Educator Support

2.4.1) Educator Support

5) District-Level: Kindergarten Readiness - School-Level: Kindergarten Readiness
5.1) District-Level: Early Foundations and Literacy - School-Level: Early Foundations and Literacy

5.1.2) Renaissance Early STAR Literacy

3) QualityLearning
Describe how the school will increase the amount and quality of learning time.

Explanation

Pine View Elementary understands that there is increased student learning when classroom time is protected. Pine View will protect teaching and learning time by: *eliminating student interruptions *eliminating teacher interruptions *school-wide announcements will be made at the beginning or end of the school day *reduce the number of transitions and/or reduce transitions time within the classroom

1) District-Level: Increased Academic Achievement: Reading/Language Arts - School-Level: Increased Academic Achievement: Reading/Language Arts

1.1) District-Level: Rigorous Standards - School-Level: Rigorous Standards 1.1.2) Increased Online Access to Rigorous Resources

1.5) District-Level: Educator Support - School-Level: Educator Support 1.5.1) Mentoring Program

1.5.2) District Reading/Math/Technology Coaches

5) District-Level: Kindergarten Readiness - School-Level: Kindergarten Readiness 5.2) District-Level: Aligned Assessments - School-Level: Aligned Assessments

5.2.1) Teacher Feedback

4) Well-roundedEducation
Describe how the school will provide an enriched and accelerated curriculum to ensure that students have access to a well-rounded education.

Explanation

In addition to the state mandated tests, Title I students will be identified for academic need through the school-wide screener administered in August. Students who targeted as Title I students will those be student identified as "most at-risk." Students will systematically be evaluated throughout the school year. Students who are economically disadvantaged, children with disabilities, migrant children, and limited English proficient (LEP) children will also be evaluated for eligible for services. Title I Site-Based Management monies allow Pine View to have additional paraprofessional to aid in one-on-one instruction within the classroom. Monies from Title I also provides resources such as: IXL Math; AR Reading, Reading Eggs, etc. to aid in providing researched based interventions with Tier II and Tier III students.

4) District-Level: Safe and Healthy Students - School-Level: Safe and Healthy Students 4.1) District-Level: Non-instructional Barriers - School-Level: Non-Instructional Barriers

4.1.1) Chronic Absenteeism

5) At-RiskStudents
Describe how the school will address the needs of all children in the school, particularly the needs of those at risk of not meeting the challenging state academic standards.

Explanation

Pine View will: *Use effective methods and instructional strategies from scientifically based research that strengthen the core academic program of the school *Increase the amount and quality of learning time, such as providing before-and after-school and summer school opportunities, and help provide an enriched and accelerated curriculum;

1) District-Level: Increased Academic Achievement: Reading/Language Arts - School-Level: Increased Academic Achievement: Reading/Language Arts

1.4) District-Level: All Means All - School-Level: All Means All 1.4.2) 21st Century Tutoring Services

1.4.3) Early Warning System for RTI

4) District-Level: Safe and Healthy Students - School-Level: Safe and Healthy Students 4.1) District-Level: Non-instructional Barriers - School-Level: Non-Instructional Barriers

4.1.1) Chronic Absenteeism
4.1.2) Student Social and Emotional Learning

5) District-Level: Kindergarten Readiness - School-Level: Kindergarten Readiness

5.1) District-Level: Early Foundations and Literacy - School-Level: Early Foundations and Literacy

5.1.1) Early Foundations and Literacy

School-wide Budget

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

Is the school consolidating funds in the school-wide pool from various sources in support of the Title I school-wide plan? No

58,916.00 If no, enter the Title I school allocation (must equal the amount identified in the district Consolidated Funding Application) and upload the Title I school budget in the Related Documents section of this school's plan.

If yes, identify the funding sources contributing to the Title I School-wide pool. Upload a copy of the Title I School-wide Pool section of the district's Consolidated Funding Application in the Related Documents section of this school's plan. - (To obtain a copy of the School-wide Pool section, have a district Consolidated application user click the word "Print" across from the School-wide Pool section located on the Sections page in the Consolidated Funding Application and save the document as a PDF.)

Title I, Part A Title II
Title III
Title V, RLIS Title V, SRSA Carl Perkins IDEA State/Local Other - (Specify)

School Plan Related Documents

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

Type

Optional Documents
Document Template

Document/Link

(School Plan) Additional Supporting Documents
(School Plan CFA) School-wide Budget for SW Schools
[Upload up to 1 document(s)]

N/A N/A

Pine View

2017-2018 Title I Budget

School Plan Checklist

Cumberland County (180) Public District - FY 2018 - Pine View Elementary (180-0055) Public School - School Plan - Rev 0

Checklist Description (Collapse All Expand All)
1. School Plan - Planning Team OK Rebecca

9/17/2017 6:20:52 AM

1. School planning team represents the school's stakeholders including teachers, principals, administrators (including administrators of Title programs), and other appropriate school personnel, and parents of students. Stakeholders are identified with full name and title.

2. School provided a description of how all required stakeholders are engaged in the planning process in both the plan development and its continuous review and update.

2. Needs Assessment - Academic Data Guiding Questions (Elementary and Middle OK Rebecca Grades) Wood

9/17/2017 6:08:55 AM

1. Reading/Language Arts data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

2. Mathematics data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

3. Science data has been analyzed and the school has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

4. Other K-8 academic data has been analyzed and the school has: - (i) summarized progress and challenges in this content area and (ii) identified root causes of progress and challenges.

3. Needs Assessment - Academic Data Guiding Questions (High School) Not Applicable Rebecca Wood

9/17/2017 6:08:55 AM

1. English data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

2. Algebra data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root

Wood

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causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

3. Biology data has been analyzed and the LEA has: - (i) summarized progress and challenges in this content area, (ii) identified root causes of progress and challenges, (iii) addressed all racial/ethnic subgroups that have data, and (iv) addressed all subgroups that have data (SWD, EL, ED, BHN).

4. Other high school academic data has been analyzed and the school has: - (i) summarized progress and challenges in this content area and (ii) identified root causes of progress and challenges.

4. Needs Assessment - College/Career Readiness Data Guiding Questions Not Applicable Rebecca Wood

9/17/2017 6:08:55 AM

1. The school has provided a summary of the progress and challenges experienced related to the district's ACT scores. The response: - (i) aligned with the ACT data provided and (ii) addressed the change in data across years.

2. School analyzed Graduation Rate data and provided a summary of progress and challenges, identifying underlying reasons for each.

5. Needs Assessment - School Climate & Culture Guiding Questions OK Rebecca Wood

9/17/2017 6:08:55 AM

1. The school has provided a summary of its progress and challenges with student attendance and chronic absenteeism and includes specific steps to be taken if chronic absenteeism rates exceed 10% overall, by school, grade level or subgroup.

2. The school has provided a summary of its progress and challenges with student discipline and has provided information regarding steps to be taken to reduce lost instructional time and/or disparate impact if out of school suspension and expulsion rates exceed the state average.

3. The school has summarized the progress and challenges faced in providing safe, supportive, and healthy learning environments for students and has identified steps to be taken to address challenges.

6. Needs Assessment - Human Capital Data OK Rebecca Wood

9/17/2017 6:10:22 AM

1. The school entered three years of data in the Staff Characteristics data table.
2. The school has described how new teachers are provided support and growth opportunities.

3. The school has described the effective teachers are provided incentives and opportunities for growth in order to increase retention rates.

4. The school has described the procedures that are in place to identify the distribution of ineffective, inexperienced, and out-of-field teachers to low income and minority students.

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5. The school has described the steps that will be taken to address disparities in the distribution of ineffective, inexperienced, and out-of-field teachers among low income and minority students, once identified.

7. Needs Assessment - Additional Areas Guiding Questions OK Rebecca Wood

9/17/2017 6:10:22 AM

1. The school has provided a summary of the progress it has made in implementing RTI2 across ALL grades and has identified the strengths and weaknesses evidenced along with actions needed.

2. The school has described the level of access to technology that all students have and the level of integration of technology into the instructional program. The description identifies areas of strength and weakness as well as root causes and actions needed.

3. The school has provided a summary of the professional development activities conducted in the prior year and how effectiveness was measured.

4. The school has identified the focus for professional development for the upcoming school year and how the professional development activities will build the capacity of school-level leaders (teachers, principals, and other school leaders) in order to positively impact student achievement.

5. The school has provided a summary of the parent and family engagement activities implemented in the prior year and how the effectiveness of those activities was measured concerning student academic achievement.

6. The school has provided a description of the planned parent and family engagement activities to be provided in the coming school year and effectively described how these activities are meaningful and aligned with student academic achievement. - (i) If the school has English learners, the response must also include information regarding the specific parent and family engagement activities focused on parents and families of English learners.

8. Needs Assessment - Summary OK Rebecca Wood

9/17/2017 6:19:29 AM

1. The school has provided a prioritized list of 3-5 needs to be addressed in the upcoming school year.

2. The priority needs identified are aligned to the summary of data and the analysis provided within the needs assessment.

3. The school has provided the content/topic focus, grade level focus and primary student focus for each priority need.

9. Prioritized Goals and Strategies - Goals OK Rebecca Wood

9/17/2017 6:19:29 AM

1. School goals are aligned with the LEA goals. (i.e. when school extended the LEA goal, the school's goal title is aligned with the LEA goal title)

2. School goals descriptions are based on the school's needs within that goal. (i.e. the school AMOs were included and did not just duplicate the LEA AMOs)

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3. Goals are aligned with prioritized list of needs.
4. Identified goals are specific, measurable, ambitious, relevant, and time-bound.
10. Prioritized Goals and Strategies - Strategies OK

Rebecca Wood

9/17/2017 6:19:29 AM

1. Each strategy describes the specific change in practice necessary to meet the related goal.
2. Each strategy is aligned to the goal it is intended to meet.
3. Each strategy is research-based.
11. Prioritized Goals and Strategies - Action Steps OK

Rebecca Wood

9/17/2017 6:19:29 AM

1. The action step descriptions are clearly stated and specific.

2. In conjunction with the strategy, the action steps answer the five W's: Who, What, Where, When and Why.

3. The benchmark is described.

4. The person responsible is populated and is the appropriate individual for this action step.

5. The estimated date of completion is realistic and aligns with other activities to allow district to reach goals. (NOTE: all Action Steps do not all have an end of school year date.)

6. The action steps are appropriate and aligned to the goals and strategies.

12. Component Relationships - Title I Schools Only OK Rebecca Wood

9/17/2017 6:20:52 AM

1. Component relationships are made for appropriate action steps.

2. All components have both a component relationship and a narrative response describing how the plan component requirement has been met.

3. The school has entered the school Title I allocation and uploaded the Title I school-level budget to Related Documents.

4. SW Pool Schools: The school, if consolidating funds, has identified the funds included in the school-wide pool and uploaded the school-wide pool section of the CFA to Related Documents.

5. TA Schools: The school has agreed to the TA Assurances.