Activity: Analyze one or more data sets needed for the SIP.

Description: As the instructional coach part of my duty was to develop the Comprehensive Needs Analysis for our school. This
document was an in-depth analysis of the schools data that aligned to the School Improvement Plan and the schools Title 1 budget.
During the process I looked at everything from student profile data (gender, race, socioeconomic data, expulsion/suspension rates,
mobility, attendance), Staff Data (principal and teacher), student achievement data, school climate and culture, the curriculum,
instructional programs, assessments, and parental/community support. We looked at data from a 3 year period as we compiled this
report. This report was then used to help develop the SIP.

What Went Well:
The task was completed on time and it was done correct the first time! That is definitely something that went well especially since
this was the first time we have had to fill this report out. It was also very nice to have all of this information in one document. This
ended up being a very valuable document that we often referred to throughout the year for many decisions that were made because of
the amount of information that was included in it. In fact, everyone from student teachers to our family partner specialist ended up
using this document.

What did not?
This was a very lengthy report that required a lot of attention to details. A lot of the information was hard to find on the COGNOS
data system especially since it was my first time navigating the system by myself. I went through the process alone. It was given to
me to complete; however, I believe that this is something that should be completed as a team. I think that it would be far more
meaningful if it was completed as a leadership team or with a designated Title 1 Leadership Team.

Given the chance to do it again, how would you do it better?
I would definitely start the process far earlier. I gave myself a week to complete the task thinking that it would be plenty of time and I
was working into the wee hours of the morning on it! I will definitely designate more time to this task next year. I would also
complete this task with additional teachers. At very least, I would ask that the math and literacy coaches joined forces so that they
could assist in completing those sections; however, if I were given to call the shots then I would designate an entire committee to this
project.


Comprehensive Needs Assessment

Using the analysis of the data in the areas below, provide a summary and conclusion for each of the areas as indicated.
Provide a minimum of two years of data where indicated. Provide a summary of existing status and current needs.
1. Student Profile Data 2011-2012 2012-2013 Current
2013-14
Enrollment by Grade Level
Total K 1 2 3 4 5
2011-12 722 131 119 105 122 114 131
2012-13 714 125 135 115 100 121 118
2013-14 696 111 111 120 116 110 125

Enrollment has stayed rather consistent throughout the past 3 years. The
district did initiate a rezoning plan that did bring in additional students prior
to the 2011-12 school year. Our school has multiple (16) apartment
complexes that are within our zone. Many of our students live in these
complexes and thus causing a high mobility rate.
Due to the high mobility rate our students often enter our school below grade
level and have difficulty catching up on missed materials. As a result,
additional resources are needed to help assess these students and to provide
the instruction that is necessary to catch these students up to grade level.
The school has worked diligently to keep students in school and to make sure
that they are present for instruction. A school wide behavior plan was created
Total student enrollment 722 714 696
Grade level enrollment
K
1
st

2
nd

3
rd

4
th

5
th


131
119
105
122
114
131

125
135
115
100
121
118

111
111
120
116
110
128
Number of students in each subgroup
(List applicable subgroups below)

Asian
African American
Hispanic



78
207
101



77
200
97



83
197
87
School Name:
East Brainerd Elementary


Address:
7453 East Brainerd Road
Chattanooga, TN 37421
School Operations Director:


Phone#:

Email Address:
Principal's Name SY 2013-
14:
Dr. Bryan K. Stewart

Phone #
(423) 855-2600


Email Address:
Stewart_bryan@hcde.org
School Improvement Status:

___X__ Good Standing

_____ On the Cusp

_____ Priority

American Indian
Native Hawaiian or Pacific Islander
White
Economic Disadvantage
Male
Female
2
1
333

384
338

1
0
339

373
341
2
3
324

357
339
and implemented during the 2012-13 school year. Suspensions dropped
drastically going from 19 suspensions in 2011-12 to 4 suspensions in 2012-
13.
Based on the needs of our students and their families, there is a need to
increase the support staff within our school. An instructional coach, family
partner specialist, and fulltime guidance counselor is needed to ensure that
support is being given to all teachers, students, and family members so that
academic growth can occur. After-school tutoring by teachers is also
necessary as it will provide enrichment and re-teaching opportunities for
those students who are struggling.


Mobility % - Entrants, Withdrawals 28% 27% > 1% (to date)
Attendance % 95.8% 95.4% 97.4%
Suspensions 19 4 1
Expulsions 0 0 0
Dual enrollment and/or Advance
Placement enrollment
N/A N/A N/A
Graduation Rate N/A N/A N/A
2. Staff Profile Data Provide a summary of existing status and current needs.
Principal
Length of time in position
Dr. Bryan K. Stewart has been in this position for 7 years.
Teaching Staff
Number of experience in profession

1. 1-5 years 13

2. 6-10 years 15

3. 11-15 years 5

4. 16-20 years 5

5. 21+ years 17
Currently 24% of our teaching staff has been teaching 1-5 years, 27% of the faculty has been teaching for 6-10 years, 9% has
been teaching for 11-15 years, 9% has been teaching for 16-20 years, and 31% has been teaching for 21+ years.

As can be seen by the percentages listed above, the teachers at East Brainerd Elementary have a variety of teaching experience.
Having teachers who are new to the profession provides an advantage since it provides the administration with the opportunity
to address and set new expectations for the school and the way the curriculum will be taught. Additionally, new teachers are
eager to learn and willing to share learning through modeling, coaching, and leading job embedded professional development.
While new teachers are eager to share their knowledge, it is also beneficial to have seasoned teachers on the staff as they are
able to offer suggestions about differentiating instruction and how to create an effective classroom management system. They
are also happy to share information on how to collaborate with parents and other stakeholders so that all students are successful
within the school.

Since we have such a wide range of experience within our building, it is necessary to support all faculty members by providing
ongoing and consistent professional development in the areas of data analysis, planning and preparation, and the delivery of
instruction and using best practices in the core academic subject areas. It is also important to have a structured induction
program that provides mentors and additional resources to assist new teachers with academic and behavioral management.

Teacher attendance rate
2011-2012

94.3%
2012-
2013

94.9%
Current
2013-14

94.8%



Teacher evaluation composite data for
tested subjects and grades
2012-2013
Highly Effective 7

Effective 43

Improvement Necessary 6

Ineffective 0
East Brainerd Elementary uses the state approved HCDE Project COACH
model to evaluate teachers annually. This evaluation system monitors
teachers performance in 6 domains: Planning and preparation for learning,
classroom management, delivery of instruction, monitoring, assessment and
follow up, family and community engagement and professional
responsibilities. Effective feedback and support will continue to be given by
administration in all 6 domains in order to positively impact student
achievement and ensure alignment with TVAAS effectiveness results.
Teacher observation data

When observing in the classrooms at East Brainerd Elementary, it is very
evident that teachers are collaborating within their grade levels. It is also
apparent that the teachers are using the Common Core State Standards to
drive their instruction. Students are engaged and teachers are using a variety
of best practices to target all learning styles.
Teachers are using the Hamilton County Framework to drive their literacy
instruction and Guided Reading is used to differentiate instruction. Students
are also participating in word work activities, independent, and shared
reading activities, as well as, writers workshop.
Teachers are using the Hamilton County Math Framework to drive their math
instruction. They are incorporating the Habits of Mind and Interaction into
their instruction and students are expected to explain their thinking in written
and numerical form.
It is important that we continue to provide support to teachers so that they
build their repertoire in effective strategies for differentiation, management,
and authentic learning experiences. This support can be provided through
residencies with the math, literacy, and instructional coaches, as well as,
during school-based professional development.
3. Student Achievement Data 2011-2012 2012-2013
Reading/Language Arts
Every test taker (ETT) category

Below Basic (BB)
Basic (B)
Proficient (P)
Advanced (A)

BB - 8%
B 40%
P 43%
A 10%


BB 9%
B 46%
P 38%
A 7%


From 2012 to 2013 all test takers in Reading/LA scoring Below Basic
increased from 8% to 9%; Basic increased from 40% to 46%; Proficient
decreased from 43% to 38%; Advanced decreased from 10% to 7%.

This data confirms that additional time and effort needs to be spent on
professional development on planning and delivery of instructional best
practices in the area of Literacy and Language Arts.
Subgroups: % of Proficient & Advanced

Economically disadvantaged students,


40%
34.9%

40.6%
34.6%
From 2011 to 2012 the proficiency gap for all subgroups decreased. The
percent of ethnic and economically disadvantaged students scoring proficient
and advanced did increase slightly, but the rest of the subgroups remained the
same or decreased. These students were supported by offering mentoring and
Special education students

English Language Learners (ELL)

Race/ethnicity subgroups

Gender
Male

Female
13.3%
37.5%
37%
56%

13.3%
39%
34%
48%
extra academic support sessions that were made possible through Title 1
Funds and community partnerships.
In addition to the strategies listed above, East Brainerd Elementary School
had a school wide Literacy/LA focus. Professional development
opportunities are provided to train our teachers in strategies that will help our
students show growth, as well as, to provide teachers additional experience in
understanding the Common Core Standards. Due to our diverse population,
there continues to be a need to provide tutoring and extended learning
opportunities. There is a financial need to pay staff and to assure that
materials are provided for teacher and student use. While Title Funds help to
assist, additional funds will be requested to supplement the cost of extended
learning opportunities for teachers and students.

Mathematics


Every test taker (ETT) category

Below Basic (BB)
Basic (B)
Proficient (P)
Advanced (A)

BB 8%

B 28%

P 44%

A 21 %

BB 8%
B 26%
P 38%
A 28%

All tested in Math scoring: Below Basic remained the same at 8%; Basic
decreased from 28% to 26%; Proficient decreased from 44% to 38%;
Advanced increased from 21% to 28%.

The improvement in student performance is evident that the focused
professional development on effective teaching strategies, along with
continuous collaboration amongst the teachers and staff, is necessary in order
to assure success in the classroom. East Brainerd Elementary will continue to
provide these opportunities in order to expedite learning.

Subgroups: % of Proficient & Advanced

Economically disadvantaged students

Special education students

English Language Learners (ELL)

Race/ethnicity subgroups

Gender
Male

Female


54.1%
35.5%
33.9%
46.9 %
69%
66%

62.1%
56.5%
30%
55 %
64%
63%
From 2012 to 2013 the proficiency gap for most of the subgroups decreased.
The percentage of students who scored proficient and advanced increased in
most of our subgroups. This growth may be attributed to academic support
sessions and tutoring. Teachers also implemented strategies that were
introduced and suggested during our school-based professional developments
and the collaboration that took place between grade levels and the math and
instructional coaches.
In order to assure that all subgroups show growth, there is a continued need to
provide professional development in understanding the Common Core
standards, curriculum and instruction, data analysis, and how to incorporate
Best Practices during math instruction. It is also necessary to continue to
provide small group instruction and tutoring sessions for our students who are
struggling. There is a financial need to pay staff and to assure that materials
are provided for teacher and student use. While Title Funds help to assist,
additional funds will be requested to supplement the cost of extended learning
opportunities for teachers and students.

ACT scores (if applicable)









N/A

N/A




4. School Culture and Climate

Provide a summary of existing status and current needs.
TELL Survey Analysis

School Safety

Student Health Services
Attendance Support
Social and Community Support
Parent Support
55.3% of the 2012-2013 staff participated in the Tennessee Teaching, Leading, and Learn Survey (TELL TN). On the Tell TN
83.9% of the faculty felt like East Brainerd Elementary was a good place to work and learn. This percentage ranks higher
than Hamilton Countys 80.9%. The survey also shows that 89.8% of the teachers felt that the school does a good job of
encouraging parent/guardian involvement. This falls right in line with the Countys average of 90.2%. It also shows that
86.2% of the faculty felt that community members support teachers, contributing to their success with students, which ranks
higher than the Countys 80.6%. Finally, 90.3% of the faculty felt that students follow the schools rules of conduct. This is
significantly higher than the Countys70.2%.
East Brainerd Elementary strives to create a strong culture and climate. The school is split into two campuses, but the
stakeholders understand that the motto is two buildings, one school. Students are recognized by being named Citizen of the
Month, as well as, for grades and attendance. Teachers are also recognized through shout-outs during faculty meetings and
within the monthly newsletters that go home with the students. These recognitions reinforce teachers who are fostering school
improvement efforts.
Communication is a vital part of our school so teachers send home all information in the Tuesday folders. Parents also stay
informed through emails, ConnectEd calls, and text message reminders.
Decision-making takes place in a collaborative manner by including all stakeholders. The Leadership Team consists of
administration, teachers, staff, parents, and community members. As a team, these individuals work to create an environment
that promotes student success and learning.
Due to the fact that the school recently adopted a new school-wide discipline model, there is a continued need to provide
professional development in the area of classroom management. It is also important to promote a strong school/home
connection by offering teachers and parents information about ways to work with individuals from a variety of cultures. It is
important to increase the availability of the Guidance Counselor to five days a week, instead of the part-time schedule that is
provided by the county, to provide more service and instruction to individual students and grade levels.
5. Rigorous Curriculum- Teachers use both the Common Core State Standards to develop, adjust, and assess delivery of instruction in grades K-5.
Teachers participate in district level professional development, and onsite professional development provided during common
planning time and after school. Since the Common Core State Standards are still new for many of the teachers, it is necessary
to provide on-going professional development for teachers and administration.
Curriculum Intervention Programs Reading instruction is provided through a balanced literacy framework. Teachers use whole group, small group, and individual
guided reading instruction to help target all students individual needs. Fountas and Pinnell benchmark assessments are used to
monitor student growth and to assure that the instruction is rigorous. Math instruction is supported by incorporating the Habits
of Mind and Interaction from Best Practices in Math to address students meta cognition during math instruction. Exceptional
Education teachers use both the inclusion and pullout models to support their students learning. Students also receive a
minimum of 30 minutes of RTI instruction five times a week. The coaches, teachers, and exceptional education staff work
together to make sure that differentiated instruction is used and that all interventions target the specific areas of weakness as a
way of making sure that student growth occurs.
Due to the diverse nature of our population, there is a need to hire an instructional coach to support teachers and students in
grades K-5 in both Reading/LA and Math. It is also important that professional development in Best Practices for teaching
math, guided reading, and literacy instruction continues to ensure gains in student achievement. Funding is necessary to cover
the cost of any additional resources and technology that may prove to be beneficial for student learning. Finally, money is
needed to cover the cost of any substitute that may be brought in to cover classes for teachers who are observing mentor
teachers or to cover teachers who may be attending professional development opportunities within or outside of the school.
Enrichment Programs Many of our students in grades 4-5 were involved in after-school tutorial and mentor programs during the 2012-2013 school
year. Students were selected according to their area of need and according to parental consent. Certified teachers prepared and
delivered the instruction for the tutoring and mentoring programs. These sessions allowed for remediation and enrichment
outside of the typical day. Students who are Gifted also receive additional pullout services from our part-time Gifted teacher.
There is a continued need to provide after-school programs to all students, especially students who are scoring below basic in
any or all subject areas.
Dual enrollment (if applicable) N/A
Advanced Placement (if applicable) N/A
6. Instructional Program
Provide a summary of existing status and current needs.
Planning and implementation of
research based instructional strategies
East Brainerd Elementary implements various research-based instructional strategies. Students receive 150 minutes of
instruction in Reading/LA, 90 minutes of instruction in math, and 30 minutes in Writing. Science and Social Studies are
integrated into the curriculum. Grade levels are split into two PODs. Each POD has a common planning period every day that
can be used for common instructional planning. Grade levels also meet at least one time either before or after school to plan
together. Administration meets with each grade level and collaboration logs are submitted as a way of keeping the lines of
communication open. During these meetings, discussion of academic data, instructional strategies, differentiation, unit
reflection, and book studies occur. Math and Literacy Coaches also attend grade level meetings. This allows the coaches to
collaborate with the grade levels, and it allows them to continue to reinforce concepts and strategies that were introduced
during professional development. The staff started a journey in Backward Design and has continued to develop units that go
along with the Common Core State Standards. Teachers have received training in Guided Reading, 6+1 Traits writing, and the
staff integrates the Daily 5 during literacy instruction. There is a need to continue to offer professional development to all
faculty to ensure that we are providing appropriate Guided Reading instruction to all readers, to building on our teachers
writing instruction, and to ensure that teachers are properly unpacking the Common Core State Standards.
Teachers have undergone district-wide professional development based on the Best Practices in Math Instruction and the
Habits of Mind and Interaction. There is a need to continue to build on this professional development in a school-based setting
so that we can dive further into the concepts and to make sure that all faculty members are properly trained.
Use of instructional technology East Brainerd Elementary has fair access to technology to innovate classroom instruction. The school is equipped with a
wireless signal and two mobile iPad labs. The majority of the classrooms are equipped with Promethean Smart Boards and all
classrooms have access to ELMO projectors. Each classroom has at least one iPad that can be used for learning opportunities
and at least one computer. Many of the classrooms have two or more computers and/or laptops. Students go to iPad labs at
least once a week for related arts and the classroom teachers incorporate iPad and computer time as part of the instructional
learning centers.

Due to the aging technology, there is a need to update, service, and repair existing computers, iPads, and equipment. Since
state testing is taking place online, it is necessary for the school to purchase additional keyboards for students to practice on
and then take the assessments on. It is necessary to purchase enough iPads and keyboards to ensure that testing can occur in a
timely and orderly manner. Finally, professional development opportunities need to be arranged to make sure that teachers are
incorporating the technology into their classroom instruction.
Du
Use of data analysis to inform and
differentiate instruction
Teachers at East Brainerd Elementary are constantly collecting, analyzing, and using data to improve student achievement.
The teachers use the annual state assessment and writing exam, along with regular and on-going benchmark data for
Reading/LA and Math to monitor and modify instruction to address student achievement. Teachers also meet in vertical teams
to address student concerns. They use data analysis to develop differentiated strategies that will target all learners and to
develop Response to Intervention strategies that will target struggling learners.

There continues to be a need to offer continuous professional development opportunities for teachers to understand how to
analyze data and how to use the data to guide their instruction.
Number of minutes scheduled for core
academic subjects
The number of minutes scheduled for core subjects changed this year to help meet the district minimum requirements.
Students currently receive 150 minutes of Reading/LA instruction, 90 minutes of math instruction, 30 minutes of writing
instruction, and science and social studies are integrated into the curriculum.
7. Assessments Provide a summary of existing status and current needs.
Use of formative, interim, and
summative assessments to measure
student progress
A school-wide initiative is for teachers to use formative, interim, and summative assessments as a way of adequately
measuring student progress. In order to achieve this goal, it is necessary for teachers to attend additional professional
development to be able to use this data effectively to inform instruction. Students are assessed through annual standardized
state academic and writing exams. Students are also assessed quarterly in Mathematics and three times a year in Literacy
through the use of the Fountas and Pinnell benchmark assessments. Quarterly literacy benchmark standards assessments will
be administered as well.

Additional professional development is necessary to help train teachers in how they should assess students to maximize student
learning.
Timeline for reporting student progress
to parents
Teachers use parent/teacher conferences, progress reports and report cards to report student achievements. Teachers also
report student progress through daily reports, phone calls, emails, and Tuesday Folders. The Tuesday Folders are sent home
every Tuesday, and they contain student work samples, assessments, and any correspondence from the school or the homeroom
teacher. The districts mandated schedule includes quarterly reports to parents. Immediate communication is provided for
parents for improper student behavior or suspensions.

Additional professional development is necessary for Cognos-Dashboard training as this will help them.
8. Parent and Community Support Provide a summary of existing status and current needs.
Social and community services to
students and families
East Brainerd Elementary has worked very hard to build its community partnership throughout the past two years. Our Family
Partner Specialist has joined forces with local businesses and churches to provide assistance to our students and their families.
The school has partnerships with East Brainerd Church of Christ provide volunteers to assist in classrooms and work with
small groups of students, provide school supplies as needed, serve on the PTA board, and send volunteers for afterschool
tutoring; New Hope Presbyterian provide snack packs every Friday and they send school supplies; Brainerd Presbyterian
provide snack packs on Fridays; St. Martin Episcopal provide snack packs on Fridays; Ridgedale Baptists Community Kids
provide tutoring and afterschool support; Christ United Methodist provides volunteers for afterschool tutoring and they
give our students backpacks; Harvest Bible Chapel serve on our PTA board; Zaxbys provide food and paper products for
PTA events; First Bank provide school supplies, clothes, and backpacks for our students; Target provides volunteers and
supplies; Earth Fare recently gave our PE program a donation for new equipment and they provide food for PTA events;
Cash Express provides supplies; Dupont Community Credit Union donated supplies; Hamilton Place Rotary Club
donated coats for students in need; Scottish Rite donate shoes to our students.

Although we have increased the amount of community involvement over the last two years, it our goal to continue to work
with our community so that we can provide access to resources, training, education, and services to meet the needs of our
students and their families. We are also actively working on increasing parental involvement and promote our open door
policy to all of our families.
Parent support to students and school

East Brainerd Elementary has a very diverse population. Approximately 62% of our population is economically
disadvantaged. Many of our students are in the ELL program as we have 22 languages represented within our school. Our
parents educational backgrounds are as diverse as their cultural backgrounds. Therefore, many of our parents are not able to
support their children in academic areas.

The Family Partnership Specialist is continuously working on coordinating parental involvement activities that will help get
parents into the classrooms. She sends home information about our volunteer program and offers training when new
volunteers come to the school. In 2012-2013 East Brainerd Elementary purchased Parent Involvement Bags that can be
checked out to be taken home. These bags provide tips to parents so that they understand how to work with their children and
how they can make a difference in their childs academic and social development.

Continuous funding is needed so that we can make sure that we continue to be able to support our parents so that they can
support student achievement.










2013-14 Tennessee School Improvement Planning Template
The final plan should be no longer than four pages.
School Name: East Brainerd Elementary School
Accountability
status:
Reward, Focus, or Priority if applicable.
N/A
Analysis of
last years final
results:
Title I Component 1 -
1114(b)(1)(A) A
Comprehensive
Needs Assessment

Title I Component 8 -
1114(b)(1)(h)
Teachers Included in
Assessment Decisions
Areas of Greatest Progress: Areas of Greatest Challenge:
East Brainerd Elementarys performance
success rate is 57.5% and the state
ranking percentile is 57.79.

East Brainerd Elementarys TVAAS
index is 2.06 and the state ranking
percentile is 48.73; therefore, we are not
considered a priority school.

Math Grades 3-5: gain of 6.2% from
2012 to 2013. Target was met.

Math Grade 3: gain of 13.4% from
2012 to 2013. Target was met.

Reading/Language Arts Grade 3-5:
gain of 2.9%. Target was met.

RLA Grade 3: loss of 3.6% from
2011/2012 to 2012/2013. Target was not
met.

East Brainerd Elementary sub-group
proficiency gaps:
Math:
Black/Hispanic/Native American vs. all
students: 12.1%
Economically Disadvantaged vs. non-ED
students: 11.7%
Limited English Proficient vs. non-LEP
students: 43.0%
Students with Disabilities vs. non SWD
students: 14.0%
Reading:
Black/Hispanic/Native American vs. all
students: 7.8%
Economically Disadvantaged vs. non-ED
students: 12.1%
Limited English Proficient vs. non-LEP
students: 30.3%
Students with Disabilities vs. non SWD
students: 14.1%
Underlying Reasons for Progress: Underlying Reasons for
Challenge:
Students in grades 3-5 at East Brainerd
Elementary have made gains in
mathematics. Gains in these grade
levels may be attributed to the
following: 1.) The math chairs in each
grade level share information with their
grade level teams after each training
during common planning times. The
math chairs also help present school-
based professional development at least
3 times during the school year. 2.) Each
grade level pod has common planning
time and grade levels meet weekly to
discuss lesson plans for the upcoming
week. Teachers discuss content areas
that need to be re-taught and determine
which students need extra support in
small group instruction. 3.) Grade level
teams work together during common
planning to find and/or modify
curriculum and materials and use district
pacing guides and Hamilton County
Students in 3
rd
grade are in a transition
year and becoming independent readers.
This has been a challenge and should
become a focus of our instructional
teaching. We believe that more
professional development is required for
our teachers in 3
rd
grade to fully
understand the changes that have
occurred in the common core framework.
Our population at East Brainerd
Elementary School is changing.
Therefore, our subgroups are also
changing. Teachers are on a continuum
of learning . We need to improve our
instruction by utilizing multiple teaching
strategies to differentiate in both reading
and math. More emphasis must be
placed on assuring that all students have
ample materials and technology to allow
them to improve achievement. Our staff
must refine lesson plans and activities to
assure that all of our students have the
Mathematics Framework when
appropriate.
Each grade level disaggregates data
from formative district quarterly math
assessments to adjust teaching strategies
and identify students for RTI.

Students in grade 4 and 5 at East
Brainerd Elementary have made gains in
Reading/Language Arts. These gains
may be attributed to the following: 1)
Teachers use quarterly writing
assessments and Fountas and Pinnells
Benchmark data to identify and track
student progress and provide better
small group instruction. 2) Teachers in
these grade levels use the Fountas and
Pinnells Continuum of Literacy
Learning and Words Their Way 5
th

Edition while planning common core
standards based readiing/language arts
lessons during weekly common
planning.
opportunity to learn. As we analyze last
years data results and goals, we did not
meet our benchmark for our subgroups
or our 3
rd
grade reading goal.
Goals for
2013-14
school year:
*Note: no need to fill in this box, but please reference your AMO targets (available
when you log in at http://www.tn.gov/education/mleaops.shtml under
Accountability Data) for Achievement and Gap Closure in completing the rest of
this document.
Plan for this
school year:
Title I - Component 2
- 1114(b)(1)(B)
Effective Schoolwide
Strategies

Title I - Component 3
- 1114 (b)(1)(C)
Instruction by highly
qualified teachers

Title I - Component 4
- 1114(b)(1)(D
Professional
Development for
staff

Title I Component 5 -
1114(b)(1)(E)
Strategies to attract
high quality, highly
qualified teachers

Title I - Component 6
- 1114(b)(1)(F)
Parental Involvement

Title I-Component 7-
1114(b)(1)(G)
Planning for assisting
children in the
transition from
feeder schools to the
receiving schools.
Key strategies to achieve goals:
1. Strategy: Improve teacher content knowledge and delivery of instruction in
reading.
Implementation Plan:
All certified teachers are highly qualified and will attend school-
based professional development for using the district literacy
framework. This will help promote, attract, and retain highly
qualified teachers at East Brainerd Elementary.
Review, adjust, and align exceptional education and ESL to be
more inclusive of grade level content while meeting subgroup
needs.
Instructional coaches will work with teacher residents on content
knowledge.
Teachers will become familiar with the new reading series,
Journeys, to ensure that it is implemented with the highest fidelity.
Teachers will observe other teachers at least twice a quarter and
debrief about areas of instruction within grade level teams.

Desired outcomes: Students scoring proficient/advanced in reading will
increase by at least 3.4% to meet or exceed the target set by Annual
Measurable Objectives (AMOs).
Projected costs and funding sources:
Stipends for teachers
Funding to pay for substitute teachers
Instructional coach paid through Title 1 funds

Describe how this specific strategy will help you achieve your goals for
the 2012-13 school year and address areas of challenge from the past

Title I Component 9
1114(b)(1)(I)
Effective, Timely
Assistance for
Students


Title I Component 10
-1114(b)(1)(J)
Coordination of
Federal, State, and
Local Services and
Programs
year:
Teacher planning and effectiveness will improve therefore increasing
student achievement.

2. Strategy: Improve teacher content knowledge in mathematics.
Implementation Plan:
All certified teachers are highly qualified and will attend school-
based professional development for using the district mathematics
framework. This will help promote, attract, and retain highly
qualified teachers at East Brainerd Elementary.
Review, adjust, and align exceptional education and ESL to be
more inclusive of grade level content while meeting subgroup
needs.
Instructional coaches will work with teacher residents on content
knowledge.
Teachers will observe other teachers at least twice a quarter and
debrief about areas of instruction within grade level teams.
Desired outcomes:
Students scoring proficient/advanced in mathematics will increase by at
least 2.1% to meet or exceed the target set by Annual Measurable
Objectives.
Projected costs and funding sources:
Stipends for teachers
Funding to pay for substitute teachers
Instructional coach paid through Title 1 funds
Describe how this specific strategy will help you achieve your goals for
the 2012-13 school year and address areas of challenge from the past
year:
Teacher planning and effectiveness will improve therefore increasing
student achievement.

3. Strategy: Improve collaborative planning
Implementation Plan:
Yearlong mapping, which teachers are included in decision making
through grade level team and leadership team involvement.
Unit planning using common core state standards.
Vertical teams for assistance to students with difficulties.
LEAs and individuals outside of building will support
collaborative planning to drive instruction and increase
achievement.
Weekly common planning.
Teachers observing teachers at least twice a quarter with the
opportunity to collaborate and debrief.
Summer grade level planning.
Monthly vertical team meetings.
Project Coach, Title 1 Coordinator and Instructional Coaches
included in the planning process.
Desired outcomes:
Subgroups will improve in both reading and math.
Projected costs and funding sources:
Stipends for teachers
Funding to pay for substitute teachers
Instructional coach paid through Title 1 funding
Describe how this specific strategy will help you achieve your goals for
the 2012-13 school year and address areas of challenge from the past
year:
Teacher planning and effectiveness will improve therefore increasing
student achievement.

4. Strategy: Utilize formative assessments to drive instruction, which will
assist in smooth school entry, grade to grade transitions, and transitioning to
middle school.
Implementation Plan:
Provide RTI in both reading and math, assisting students with
difficulty.
Review, adjust, and align exceptional education and ESL to be
more inclusive of grade level content while meeting subgroup
needs.
Analyze district formative assessments in both math and reading
quarterly to adapt instructional strategies.
Desired outcomes:
Students scoring proficient/advanced in mathematics will increase by at
least 2.1% to meet or exceed the target set by Annual Measurable
Objectives (AMOs). Students scoring proficient/advanced in reading will
increase by at least 3.4% to meet or exceed the target set by the Annual
Measurable Objectives (AMOs)
Projected costs and funding sources:
Stipends for teachers
Funding to pay for substitute teachers
Instructional coach paid through Title 1 funding
Describe how this specific strategy will help you achieve your goals for
the 2012-13 school year and address areas of challenge from the past
year:
Teacher planning and effectiveness will improve therefore increasing
student achievement.
Key
benchmarks
for progress on
strategies:
Benchmark: Timeline:
All teachers grade K-5 will review/learn/relearn
all content required for common core standards.
District content specialists will provide monthly
support meetings to assure that all teachers in the
sessions understand the content and can use
pedagogy to the content and grade level.
Weekly meetings throughout
the school year; instructional
coaches meet with principal
weekly to review progress and
determine teachers that need
extra support or a residency.
All grade levels meet weekly to cooperatively
prepare lesson plans and select/find materials.
Lesson plans are reviewed by administration and
discussion and summary are discussed with
instructional coaches.
Lesson plans are made
available to the administration
weekly for review. Principal
and instructional coaches will
meet biweekly to review
resident progress and/or assign
new residents.
Benchmark assessments in both math and reading
will be administered three times a year to all
students at East Brainerd Elementary School.
Teachers will analyze this data with assistance
from instructional coaches to determine RTI and
other student needs.
Math and Reading Benchmark
Assessments:
K-2 November 11-13
March 3, 5-6
May 5-7
3-5 November 11-13
March 3, 5-6
TCAP in April