Walter J. Baird

Middle School

School Improvement Plan

2007-2008

TEMPLATE 1.1: SIP Leadership Team Composition

(Rubric Indicator 1.1)

*SIP Leadership Team Member Name*	*Leader-* *ship Chair? (Y/N)*	*Position*	*Name of Subcommittee(s) (when applicable)*
Denise Gibson	Y	Librarian	Component 4 (Chair)
Linda McDowell	Y	Assistant Principal	Component 4 (Chair), Comp. 3 & 5
Scott Benson	N	Principal	Component 2 & 4
Chip Bevis	N	Assistant Principal	Component 1 & 4
Audrey Burger	N	Special Education Teacher	Component 2 (Chair)
Melba Carr	N	Science Teacher	Component 1 & 4
Tina Claridy	N	Math Teacher	Component 3 (Chair), Comp. 4
Rebecca Dixon	N	Gifted Teacher	Component 2 & 4
Nikki Gann	N	Parent Rep./PTO Pres.	Component 4
Debbie Gray	N	Educational Assistant	Component 4
Jeni Howerton	N	Language Arts Teacher	Component 1 (Chair), Comp. 4
Rachel Kelley	N	Math Teacher	Component 1 (Chair), Comp. 4
Melinda Ledford	N	Math Teacher	Component 3 (Chair), Comp. 4
Velma Liddle	N	P.E. Teacher	Component 1 (Chair), Comp. 4
Marcie Polk	N	Math Teacher	Component 5 (Chair), Comp. 4
Leslie Pruitte	N	Community Representative	Component 4
Carol Ann Smith	N	E.L.L. Teacher	Component 2 & 4
Nancy Smith	N	Reading Teacher	Component 2 & 4
Lisa Williams	N	American History Teacher	Component 1 & 4

TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

*Subcommittee for* *COMPONENT 1 School Profile and Collaborative Process*
*Member Name*	*Position*	*Chair*
Jeni Howerton	Language Teacher	Y
Rachel Kelley	Math Teacher	Y
Velma Liddle	P.E. Teacher	Y
Chip Bevis	Administrator	N
Jayne Bleam	Bookkeeper	N
Joanie Blevins	Language Arts Teacher	N
Stephanie Bost	Parent Representative/Educational Asst.	N
Melba Carr	Science Teacher	N
Tim Chappell	P.E. / Health Teacher	N
Ron Davenport	Band Teacher	N
Cheryl Ellis	Computer Teacher	N
J. Lain Eskew	Teen Living Teacher	N
Heath Hagan	P.E. / Health Teacher	N
Brandi Hays	Math Teacher	N
Tyson Hoppe	Music Teacher	N
Jean Johnson	Art Teacher	N
Titus Kelley	Community Representative	N
Lisa Williams	American History	N

Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 1 Chair Signature

*Subcommittee for* *COMPONENT 2 Beliefs, Mission and Vision*
*Member Name*	*Position*	*Chair*
Audrey Burger	Special Education Teacher	Y
Scott Benson	Principal	N
Melinda Bone	Guidance Counselor	N
Eloyce Brown	Guidance Counselor	N
Rebecca Dixon	Gifted Teacher	N
Rachal Dodson	Special Education Teacher	N
Fred Dye	Community Representative	N
Sharisse Dye	Special Education Teacher	N
Jennifer Elliott	Special Education Teacher	N
Nell Estes	Educational Assistant	N
Jim Hancock	ISS Teacher	N
Gailon Hassell	Special Education Teacher	N
Gregrhi Love	Alternative Teacher	N
Carol Ann Smith	ELL Teacher	N
Nancy Smith	Reading Teacher	N
Sandy Wellman-Agnew	Parent Representative	N

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

Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 2 Chair Signature

*Subcommittee for* *COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness*
*Member Name*	*Position*	*Chair*
Tina Claridy	Math Teacher	Y
Melinda Ledford	Math Teacher	Y
Linda Badger	Social Studies Teacher	N
Leslie Beadles	Language Arts Teacher	N
Martha Buford	Math Teacher	N
Chuck Graviss	Science Teacher	N
Melissa Hudson	Educational Assistant	N
Margaret Hunt	Language Arts Teacher	N
Randall Hutto	Community Representative	N
Joyce Jones	Science Teacher	N
Linda McDowell	Assistant Principal	N
Pam Nichols	Language Arts Teacher	N
Regina Santana	Parent Representative	N
Traci Sparkman	Math Teacher	N
Mary Winston	Social Studies Teacher	N
Bethany Wright	Language Arts Teacher	N

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

Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 3 Chair Signature

*Subcommittee for* *COMPONENT 4 Action Plan Development*
*Member Name*	*Position*	*Chair*
Denise Gibson	Librarian	Y
Linda McDowell	Assistant Principal	Y
Scott Benson	Principal	N
Chip Bevis	Assistant Principal	N
Audrey Burger	Special Education Teacher	N
Melba Carr	Science Teacher	N
Tina Claridy	Math Teacher	N
Rebecca Dixon	Gifted Teacher	N
Nikki Gann	Parent Rep./PTO Pres	N
Debbie Gray	Educational Assistant	N
Jeni Howerton	Language Arts Teacher	N
Rachel Kelley	Math Teacher	N
Melinda Ledford	Math Teacher	N
Velma Liddle	P.E. Teacher	N
Marcie Polk	Math Teacher	N
Leslie Pruitte	Community Representative	N
Carol Ann Smith	E.L.L. Teacher	N
Nancy Smith	Reading Teacher	N
Lisa Williams	American History Teacher	N

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

Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES

Subcommittee 4 Chair Signature

*Subcommittee for* *COMPONENT 5 The School Improvement Plan and Process Evaluation*
*Member Name*	*Position*	*Chair*
Marcie Polk	Math Teacher	Y
Becky Kegley	Language Arts Teacher	N
Penelope Mason	School Secretary	N
Kali McCubbin	Math Teacher	N
Linda McDowell	Assistant Principal	N
Judy Metcalf	Science Teacher	N
Randy Sampson	American History Teacher	N
Nachel Tenbarge	Language Arts Teacher	N
Laura Waddle	Parent Representative	N
Randy Waddle	Community Representative	N

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

Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO

Subcommittee 5 Chair Signature

TEMPLATE 1.3.1: Data Sources (including surveys)

(Rubric Indicator 1.3)

Data Source	Relevant Findings
Parent Survey	80% or higher of parents agreed or strongly agreed that this school was welcoming, expects their children to learn, and they were satisfied with their child’s overall academic progress. The biggest concerns for parents were students showing respect for each other and personal belongings left at school might not be safe.
Student Survey	Students rated high that their teachers wanted them to do their best; they are learning the math and science skills they will need to succeed, and they know how they are supposed to act at school by knowing the rules. They did not feel like their things left at school were safe, and that students at this school should show respect for each other.
Faculty Survey	The survey questioned vision, standards/expectations, leadership, collaboration/communications/alignment to standards monitoring of teaching and learning, professional development, learning environment and family and community involvement. 100% of teachers agreed that the school’s curriculum is aligned with state standards and they have a good understanding of the standards in the areas they teach, and students receive extra help when they need it. The findings show we can improve in the following areas: providing feedback to each other to help improve instructional practices, assisting students to respect those who are different from themselves, and they would like to see more parents who volunteer at the school.
MMGW technical visit	WJB was commended for: · Creating an atmosphere that conveys a sense that all students matter. · Providing strong, effective leadership and support to the staff and faculty. · Exhibiting many examples of effective integration of technology into the instructional program. · Providing a system of extra help for the students. Challenges: · To build on the many examples of student engagement/effective instruction and to work toward a more uniform distribution of these practices across the faculty and curriculum. · Raise the level of academic rigor required of the students as well as raising the level of academic expectations. · Further develop the guidance and advisement program to include long-range academic planning and transition efforts between WJB and the elementary, upper elementary, and high schools.

Survey of high school students who previously attended

The students enrolled at the high school in Honors Algebra 2 and Honors English increased from 2005 to 2006; however the numbers decreased in Honors World Geography from 2005 to 2006.

As freshmen, more students failed Algebra 1A than any other class. Grade point averages for males and females increased in 2006 from 2005.

Spring 2007 School Survey

The goal of the survey was to gain insight into what staff in the school perceived to be areas of collective strength or areas in need of improvement. The survey used a 0 to 3 scale, where 0 was the lowest possible rating and 3 was the highest possible rating. WJB scored above 2 in all areas with instruction, management, and data receiving the highest scores and collaboration the lowest.

TEMPLATE 1.3.2: School and Community Data

(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:

School Characteristics

The Lebanon Special School District (LSSD) is one of the two public school systems located in Wilson County, Tennessee. The system consists of 3 primary schools (grades Pre-K-4), an upper elementary school (grades 5 and 6), and a middle school (grades 7 and 8). Three private schools are also located in Wilson County.

Walter J. Baird Middle School, built in 1974, is a part of the Lebanon Special School District. It is located on a 12-acre campus in the northern part of Lebanon. The school was named for Walter J. Baird, a prominent Lebanon citizen, who served for many years on the school board. Nine new classrooms were added to the original building in 1991 to accommodate the move of 6^th graders to our school. When the upper elementary building was built in 1996, the 6^th graders went to that school.

We strive to provide a safe environment for students and staff. The school has a Crisis Response Plan for fire, tornado, and other possible emergency situations. Periodically drills are performed at the school to maintain student awareness of emergency situations. Many school employees have received in-service training on Professional Crisis Management (PCM). Crisis kits are located throughout the building. The safety of all students, faculty, and staff at school is very important. Therefore, surveillance cameras, with a monitor located in the office, have been placed throughout the building to ensure school safety. These cameras monitor outside doors, interior halls, the cafeteria, and the gymnasium.

In the fall of 2001, a button entry system was installed. All outside doors are locked at 8:00 a.m. Additional safety features include: gates that are secured each evening and additional fencing around the back and side of the campus. Visitors are required to go to the office to sign in and receive a pass. Any non-employee in the building without a pass is asked to leave or check in with the office. There is a full-time School Resource Officer (SRO) in our building and all administrators, as well as bus drivers, are equipped with two-way radios.

A school uniform policy has been established in the Lebanon Special School District. All students must wear solid navy, khaki, or hunter green pants or skirts and solid white, navy, hunter green, and royal blue shirts that must be tucked into their pants or skirts. We believe that this dress code has established a

safe atmosphere and a sense of equalization and unification in students, thus promoting a stronger academic focus.

Student instruction at Walter J. Baird is based on 180 days. The instructional day for students is 7:55 a.m. to 2:55 p.m. each day. The instructional time during a school day is 420 minutes.

Resource Allocations

Walter J. Baird receives funds from the Lebanon Special School District (LSSD) Board of Education, the Tennessee State Department of Education and Wilson County taxes. Per pupil expenditure per ADA funding from the state is $7,218. The system provides all students with textbooks and workbooks. In addition, $8,900 was allocated to LSSD for instructional materials. Of this amount, $100 was allocated to each teacher for supplies and instructional expenses. $4,200 was allocated for administrative supplies, receipts, and printer cartridges, and $1,600 for postage.

School pictures are a source of revenue for the school activity fund, which results in a profit of approximately $6,251 a year. The band has a fundraiser each year, which provides $8,000 for band equipment and expenses. In addition, the band raises other funds by selling concessions at ballgames. Walter J. Baird has one fundraiser, a magazine drive, each year to provide funds for other school expenses.

The Magazine Drive has been the main support for computer supplies, repairs, and technology resources. During the 2006-2007 school year, our Magazine Drive fundraiser took in $58,573. After expenses, WJB received $16,228. In addition to paying for Study Island for 7^th and 8^th grade Social Studies, magazine money is spent for rewards given to students who make the Principal’s List, Honor Roll, Pride List, technology equipment such as a digital camcorder, calculators, TCAP motivational materials and rewards.

Classroom teachers collect a $10 fee from students to cover the cost of instructional and miscellaneous classroom supplies and materials. The amount collected this year was $3,800. Money is also collected to cover the cost of field trips including admission, bus driver’s fee, and mileage.

The LSSD allocated $3,500 in 2006-2007 to purchase new books and audiovisual supplies for the library. The school library has one book fair for the year to raise money for new books, computer software, and supplies used to promote student achievement. In 2006, $1,203 was raised in the book fair.

The Walter J. Baird PTO contributes to our school by charging for dinner during Open House and making contributions for additional classroom materials requested through a wish list by the teachers.

The Drama Club presents one performance each semester. The community contributes most of the props, costumes, and lighting. A community volunteer directs the performances in collaboration with the music teacher. This school year Drama will be funded by LSSD funds, which pays approximately $1,000 for seventy hours. The club raises approximately $7,000 through its performances, which is used to pay for future wants and needs. The play is presented in part to several elementary schools and also has four public performances. Last year the club presented Peter Pan complete with a flying machine. This year the performances will be The Wizard of Oz and a spring production yet to be determined.

The Family Resource Center provides a wide variety of services including addressing health and clothing issues as needed for students from low socioeconomic environments.

As one can see, Walter J. Baird uses its resources in a wide variety of ways to support student achievement. Library funds are used to buy books to increase the reading level of students. Other monies collected are used to provide needed instructional materials. Monies from fundraisers allow Walter J. Baird to purchase and upgrade technology such as ThinkLink, Reading Academy, Academy of Math, interactive presentation boards, and The Writer Keyboards to enhance student learning in all subject areas. A Classroom Performance System (CPS) was purchased with the LEAP grant money and four CPS systems were bought with BEP and TABS money. One teacher bought a CPS system from grant money she had received.

WJB received LEAP grant money from the state in the amount of $50,000. This was provided to work with 60 students in our school to raise the probability percentage that they would score a 21 on the ACT. Students showed gains in the NCE’s. The money was spent on salaries for 390 hours for four teachers. Transportation, scholarships, and equipment and supplies consumed the rest of the budget. Students took field trips, worked on math standards, Junkbox Wars, C.S.I., Careers, researched colleges, and had speakers from and a visit to Cumberland University.

Extended contract money is used for after-school and spring intersession, students with disabilities tutoring, and below proficiency tutoring in Math and Reading. It is also used for Naturalist Club, Math Club, Junkbox Wars, C.S.I., and Pre-TCAP tutoring in April.

Our school is participating in the Making Middle Grades Work program sponsored by the SREB. Administrators and a team of teachers attended a professional development workshop in Murfreesboro, Tennessee, facilitated by Toni Eubanks (SREB Representative). This workshop was designed to suggest ways to instill rigor and relevance into our curriculum. Administrators and a team of teachers also attended the Middle Grades Summit sponsored by the Tennessee Department of Education last summer. Teachers also annually attend the TAMS (Tennessee Association for Middle Schools) Conference.

Differentiated instruction, effective questioning, vertical alignment of subject areas, MMGW data, student engagement activities, analyzing test data, Study Island, Math Academy, TFAP training, and formative assessment techniques were all part of our professional development. New teachers in the system attended professional development activities regarding Thinking Maps, Technology, TFAP training, Grade Portal, Poverty Training, Website Training, and What Great Teachers Do Differently.

Incorporating the “Power of the I” espoused by Making Middle Grades Work, a Learning Lab assistant was employed to work with our students who would have chosen to do inferior work or no work at all. Students are sent daily as needed to get make-up work done that has not been turned in, or to make up work that does not meet high standards of 80%.

Other monetary resources include an anonymous family grant and a federal Perkins grant that WJB receives in conjunction with Lebanon High School. A portion of the Perkins grant of $13,000 was used to purchase Academy of Math and a book, which was read by each teacher this summer entitled What Great Teachers Do Differently by Todd Whitaker. The remaining Perkins grant money, along with the anonymous family grant, was used to purchase computers for the computer lab.

Staff Characteristics

There are seventy-six faculty and staff members who provide regular and special education services at Walter J. Baird. These include: one principal, two assistant principals, twelve teachers for students in the seventh grade (4 language, 4 math, 2 science, 2 social studies), twelve teachers for students in the eighth grade (4 language, 4 math, 2 science, 2 history), six special education teachers (2 comprehensive development, 3 inclusion, and 1 alternative behavior), eight full-time related arts teachers (music, art, family and consumer science, health, P.E., computer and band) one librarian, one full-time teacher for students with limited proficiency in English, two guidance counselors, eight full-time assistants, one learning lab facilitator, one teacher for students who are academically gifted and/or creative, one reading coach implementing an intervention reading program, one ISS teacher and one alternative school teacher in another building. The support staff includes two secretaries, one bookkeeper, one full-time nurse, one part-time speech therapist, one translator, one school resource officer, five full-time custodians, and seven cafeteria employees.

Race and gender of administration and faculty consists of forty-two white females (73%), five black females (9%), and ten white males (17%). 100% of administrators and teachers have a Bachelor of Science or Arts degree and 66% have a Masters degree or higher. The average years of experience for the faculty is eleven years. Walter J. Baird has zero teachers teaching outside of their area of endorsement. 100% of the teachers are highly qualified in their subject area. All but two out of eight paraprofessionals are highly qualified. These were grandfathered in when the rule was passed. Fifteen teachers have been trained in our system-mentoring program. The combined total of years teaching experience is 589 years. The support staff consists of three black females, two black males, thirteen white females, and one white male.

Teachers are contracted for a 200-day school year. They work from 7:25 a.m. to 3:10 p.m. five days a week. Many teachers work before and after school to plan and organize lessons. There are five days for in-service and training of faculty and staff and 15 days are holidays and vacation days.

Curriculum Offerings

The curriculum includes both advanced and regular Math, Science, Social Studies, American History, Algebra, Language Arts, Reading, Family and Consumer Science, Art, Music, Physical Education, Health utilizing the new Consolidated Health Program standards, Computer, Band, Extend, and ELL classes. After school tutoring is offered throughout the year for students who need academic reinforcement. Intersession classes are offered during spring break for those students who are below proficient in Math (75%) and/or Language Arts/Reading (25%). TCAP Tutoring classes will be offered before and after school during the month of April.

The school provides a number of extracurricular activities for students. The clubs, sports, and after school activities are open to all students regardless of ethnicity, economic ability, or grade level. These programs include: National Geography Bee, Future Problem Solving (FPS), Wilson County Spelling Bee, Naturalist Club, Math Club, Junk Box Wars, Fellowship of Christian Athletes, Beta Club, Youth in Legislature, Lego League, Chess Club, Drama Club, Student Government, Student Government sponsored dances, and LEAP. Many different sports are offered for students with athletic aptitude such as football, baseball, softball, basketball, soccer, cheerleading, volleyball, dance and golf. In 2006-2007, over 200 students were participants on various athletic teams. These students participated in over 145 athletic events.

The school guidance program provides services for all students, faculty, and staff. Professional guidance counselors conduct classroom guidance sessions and assist parents and students with personal, social, and educational needs. Individual and small group counseling is also offered as needed. Cumberland Mental Health offers group counseling once a week in the areas of peer pressure, social skills, communication skills, and decision-making skills.

Castle Heights Upper Elementary (CHUE) is a 5^th and 6^th grade school, which is a feeder school to WJB. The CHUE guidance counselor meets with incoming 7^th graders to give them an overview of middle school. The administrators of WJB visit 6^th graders in their school, and in May the 6^th graders visit and tour WJB. A transition program is offered to students during the summer between 6^th and 7^th grade to help them acclimate to middle school.

A full-time librarian and library assistant provide flexible scheduling for students and teachers at the Walter J. Baird library. Library instruction focuses on the development of literature appreciation and

library skills. Informational and recreational reading materials are readily available for students and teachers. Teachers also schedule class time in the library incorporating research skills into subject areas.

A full-time teacher in the building facilitates the technology center. A scheduled amount of students perform daily with implementation of a computer-based lesson as directed by the State Technology curriculum. The lab has 25 IMac computers with access to the Internet and a variety of software programs. Teachers schedule with the technology coach so that technology may be integrated into the curriculum. A team of students works on e-folios, presentations, and curriculum achievements weekly. Throughout the school there are approximately 128 computers. One mobile computer lab is available for teachers to bring technology into their classroom. It contains laptop computers and a printer. Two Writer Labs are available for teacher/student use as well as five CPS systems for class assessment needs. A new Reading Lab is integrating Academy of Reading daily. A new Math Academy program was implemented last year.

Physical Education is offered to all students. Students participate in Physical Education classes or Health classes everyday. Certified Physical Education teachers teach these classes. Their goal is to encourage all students to reach their maximum potential through various physical activities as well as develop an understanding for the need of adequate nutrition and exercise in daily living. Students are scheduled for a minimum of 90 minutes of P.E. each week according to the new School Coordinated Health Plan.

The Art program is provided as an exploratory class for all students. It is used to teach, enhance, and enrich artistic abilities. The program provides experiences through the use of manipulative and different forms of artistic techniques. Students are exposed to many different materials and methods, and they learn to work individually as well as collaboratively with others.

Family and Consumer Science and Music are also offered as exploratory classes. Family and Consumer Science classes focus on food and kitchen safety, sanitation, food preparation procedures, nutrition education, clothing care, and career awareness.

General Music, offered in both the seventh and eighth grades, is designed to build a musical repertoire from Symphonic to 20^th Century music styles, organize musical learning with research, timelines, icon charts, and vocabulary/icon journals. Music class also works to build a melodic performance repertoire on the keyboards, explore and experience the history of recording mediums from wax cylinders to MP4 players, while composing digital music using Garageband software and laptops. Students learn to construct basic aural presentations.

Walter J. Baird’s Band consistently wins superior ratings at music and concert festivals. Band students also participate in solo festivals, which recognizes individual achievements. A Jazz Band ensemble is offered as an optional band class after school, meeting one day per week.

Celebrations

Celebrations are used to encourage students. At the end of nine weeks, rewards are given to students who make the Principal’s List, Honor Roll, and Pride List. An Honors Banquet is held in the spring for students who have a 93 average in their core subjects and no lower than a 93 in any Related Arts class. Students who work diligently on the TCAP test get to attend a school-sponsored cookout. Students who increase their performance level in any subject or students who score all proficient or all advanced get to attend The Great Achievers’ Dance. Students who make their reading goal each nine weeks celebrate. Those students who make their goals all year will attend a Nashville Sounds baseball game.

Parental Support

Parental support for Walter J. Baird is evidenced through our parent volunteers. Volunteers work putting up bulletin boards, copying, making posters, reading to/with students, speaking on Career Day, being a guest speaker, and working where needed for athletic events as well as special programs at school. The Parent Teacher Organization (PTO) has approximately 100 interactive partners involved in school activities. The PTO contributes money to the school each year to help pay for library books, physical education equipment, art and music supplies, classroom materials, and other school improvement projects. They also help with the Magazine Drive, our major fundraiser. The PTO also recognizes our teachers with a meal and gifts during Teacher Appreciation Week.

School and Business Partnerships

The community plays an active role in the educational process of our school and is involved on many levels. Many businesses donate time and resources to benefit our school. The Twin States Iris Society and College Hills Church of Christ donate much needed school supplies for those students unable to purchase their own. Wilson Bank and Trust (one of our local banking facilities) donated school logo chairs and a logo displayed score table for athletic events held in the gymnasium. They also partner with our school to financially support our annual Honors Banquet. Over 49 businesses and individuals purchase advertisement signs to assist in funding our athletic teams. Local businesses such as Ponderosa, Dominos Pizza, Wal-Mart, and PFG donate food items to sell in concessions for our athletic events. Food items have also been donated to our football team to use as a pre-game meal. University Medical Center issues free medical physicals to all students who participate in athletic activities at Walter J. Baird, and serve our school with a medical trainer if requested for athletic events. Wal-Mart and West Haven Baptist Church also donated monies to help support the drama program.

Various businesses in the community come into the school to help with Reality Check Day. This is a simulation of real life where students buy cars, insurance, and other things that occur in the adult world.

Grant Awards

Many teachers go above the regular duty of their classroom instruction to apply for grants for their programs. Teachers at Walter J. Baird have won such grants as: Special Education and After-School Tutoring, The Leap Program, Office Depot Kids in Need Program, Target Field Trip Grant, Best Buy Electronic Grant, Cumberland University Beta Beta Beta Biology Honor Society Grant, and the ELL/Naturalist Partnership Grant that was used to build an outdoor classroom. The local Wilson County Chamber of Commerce awards grants to WJB teachers of up to $500 per school year per teacher. WJB normally receives 2 to 3 grants per year.

Staff Involvement in School/System Leadership Activities

Many times throughout the school year, our teachers serve on committees and work with other leaders in our system to help create a better middle school. Some of the leadership roles and committees that our staff and administrators participate in are: Calendar Committee, In-service Facilitator for LSSD, System Wide School Improvement Committee, System Wide Technology Lab Committee, Technology Leadership Team, officers and members of Lebanon Education Association, officers and members of Tennessee Education Association, Textbook Adoption Committee, School Leadership Committee, Mini-school team leaders, and subject area chairs.

Student Population Data

The student population at Walter J. Baird consists of 274 seventh grade students and 284 eighth grade students for a total of 558 students. There are 290 female students (51.9%) and 268 male students (48%). The breakdown of ethnicity of the student population is 5 Asian students (.89%), 102 Black or African American students (18.28%), 40 Hispanic or Latino students (7.16%), 3 American Indian students (0.53%), and 408 White students (73.12%). 554 students (93%) are English proficient with 34 students (6%) receiving ELL and ESL services. 284 students (51%) are considered economically disadvantaged receiving free or reduced lunches.

Discipline Referrals

Based on data obtained from our Student Management System (STAR), office referrals increased for the 2006-2007 school year. Though this may be a genuine increase, there is a likelihood that the administration became more comfortable tracking discipline electronically in the 2006-2007 school year compared to the previous year. Our expulsion rate as well as our remand rate was low at less than 1%. There was a large difference reported between the first and second offenders. Black females had a higher second offense rate than white females and white/black males. Immoral behavior (disrespect and bad language) was reported as the most common offense. There was no reported difference between the incidents of black males in comparison to white males, however the incident rate of black females doubled that of white females. Fighting was the second most common offense with the most reported incident rate from white males doubling that of black males.

169 incidents of discipline referrals were reported. 114 incidents were reported from the male population and 55 from the female population.

The transfer rate for students registered at Walter J. Baird for the 2006-2007 school year was 10%. Transfers included withdrawing to attend another Tennessee school, withdrawing to move out of state, withdrawing for home school, withdrawing for private school, transferring from another Tennessee school, transferring from out of state, transferring from a non-public school, or transferring from another Tennessee school. The attendance rate for the 2006-2007 school year for students at Walter J. Baird was 95%.

Special Education

We have a full inclusion program for special education students with mild to moderate disabilities. Special education teachers and their assistants go into the classroom to assist special education students on a daily basis. They collaborate with classroom teachers to monitor student progress and make modifications for the student based on the student’s IEP. There are 83 students (41 seventh grade students and 42 eighth grade students) receiving special education services. There are eleven categories of handicapping conditions. Some students qualify in more than one category. There are 24 students learning disabled, 5 mentally retarded, 1 intellectually gifted, 1 speech impaired, 8 language impaired, 4 emotionally disturbed, 4 autistic, 23 health impaired, 2 multi-disabled, 10 functionally delayed, and one student with traumatic brain injury. 31 of these 83 students have more than one handicapping condition.

We also have two CDC classrooms for those students with more severe disabilities that keep them from being successful in the regular classroom setting. All CDC students participate in physical education classes and related arts classes with CDC teachers on hand to assist as needed.

For the 2006-2007 school year, the CDC program had 11 students to take the TCAP test (with modifications) and 11 students who kept a portfolio. Four of the CDC students were mainstreamed into regular Science and Social Studies classes with one of those students attending Reading class. For the 2007-2008 school year, WJB has 16 CDC students in two classes. Five students will take the TCAP test with modifications and 11 students will keep a portfolio. All of our CDC students participate in the annual Special Olympics program, competing in golf, bowling, ice-skating, roller-skating, swimming, and basketball. They also participate in a Track and Field Day at Lebanon High School.

Parent and Guardian Demographics

The study of parent/guardian demographics reveals that 14% of our parent/guardians are single and 43% married. 39% of our parents/guardians are divorced and 4% have one parent deceased.

A close look at working parents showed that 57% of the mothers and 68% of the fathers worked full-time: 18% of mothers worked part-time while only 12% of fathers worked part-time. The percentages of mothers and fathers who did not work were 22% and 15% respectively. Information for some fathers was unavailable. The unemployment rate in Wilson County is 3.9% and the median family income is $52,673.

75% of the mothers graduated from high school and 29% graduated from college. Only 13% of the mothers included in this survey did not graduate from high school.

74% of the fathers graduated from high school and 20% graduated from college. 21% of the fathers did not graduate from high school.

Community Characteristics

Lebanon is the largest of Wilson County’s three cities, covering 583 square miles. It is located 25 miles east of Nashville, with an estimated population of 23,702. Lebanon is home to most of the county’s industrial employers and serves as the retail hub of the county. Major employers are: Wilson County School System, Toshiba, Cracker Barrel, TRW, Dell Computers, University Medical Center,

Orchid Automation, Wynn’s Precision, Performance Food Group, Hartmann Luggage, Famous Footwear, Lojack, Inc, Genesco, Lockinvar, and Bridgestone/Firestone Distribution Center.

The demographic breakdown of the populous of Lebanon is 47% male, 52.5% female, 81.8% White, 13.8% Black, 2.3% Hispanic, 1.1% two or more combined races, and 0.7% American Indian.

The average median income reported for 2006 is $52,673. There are three private schools in the area. All three of these schools provide education for middle school students.

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

(Rubric Indicator 1.4)

List Data Sources

· Tennessee Comprehensive Assessment Performance

· Tennessee Formative Assessment Performance

· Gateway

· TCAP ALT

· Math Academy

· Academy of Reading

· Study Island

· ThinkLink

· Reading for Success

· Teacher Assessment

· Oral Presentations

· Mentoring Programs

· End of Course Comprehensive Assessments

· End of 9 weeks Comprehensive Assessments

· Tutoring Sponsors

· After School Extracurricular Activities Sponsors

· Athletic Director

· Truancy Reports

· Attendance Boards

· In School Suspension

· Alternative Replacement Instructor

· Learning Lab Director

· Buddy System

· Content Mastery Program

· Report Card Data

· Progress Reports

· Related Arts Reading

· Parental Contact List

· Focus Groups

· Teacher Web-Pages

· Pre-testing

· Teacher surveys

· Parent surveys

· Student surveys

· Parent advisory committee

TEMPLATE 1.5: Data Collection and Analysis

(Rubric Indicator 1.5)

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

The faculty, staff, principals, and other stakeholders at Walter J. Baird collaborate on many different levels. We keep documentation on each collaborative effort in the form of sign-in sheets, minutes, and agendas. In an effort to enhance professional learning, teaching practices, and to formulate a diagnosis of strengths and weaknesses, a survey was compiled by the school leadership team, principals, and parents. The leadership team met with all mini teams consisting of a minimum of six subject area teachers, related arts teachers, principals, and parents to discuss ways to enhance the school climate and learning at Walter J. Baird Middle School. Each team compiled a list of questions and topics that centered on current learning practices and needs. It was these collective discussions that helped to lay the framework for a questionnaire and data analysis that would allow for a more direct insight on the school’s focus.

Furthermore, each mini team met to dissect the current test data and individually evaluated test scores between each subgroup taking notice of test scores, test range, and quintiles. The mini team came together and combined their knowledge and evaluation of the data which in turn led to a discussion of each individualized assessment, where they collaboratively discussed programs, assignments, and measures of formative and nonformative testing that strengthen and weaken the current data. Plans and action steps were hypothesized and generated to increase the effectiveness of teaching practices with the lower scoring subgroups, and to continue our path towards higher level approaches with our middle to high scoring sub groups.

TEMPLATE 1.6: Report Card Data Disaggregation

(Rubric Indicator 1.6)

Report Card Data Disaggregation

Race/Ethnicity

Based on the 2006-2007 report card data, Caucasian students scored 96% Proficient/Advanced in Math and 97% Proficient/Advanced in Reading/Language Arts during the 2006-2007 school year. The previous year, Caucasians scored 96% Proficient/Advanced in Reading/Language Arts and 96% Proficient/Advanced in Math during the 2005-2006 school year.

The 2006-2007 TCAP tests show that African American students scored 88% Proficient/Advanced in Math and 89% Proficient/Advanced in Reading/Language Arts. During the 2005-2006 school year, this subgroup was 77% Proficient/Advanced in Math and 85% Proficient/Advanced in Reading/Language Arts.

There were only 38 Hispanic students who took the Language and Math portions of the TCAP test during the 2006-2007 school year. These students were 79% Proficient/Advanced in Math and 70% Proficient/Advanced in Reading/Language Arts. There were 20 Hispanic students who took the test during the 2005-2006 school year. These students were 76% Proficient/Advanced in Math and 77% for Reading/Language Arts. This year Walter J. Baird has 40 Hispanic students enrolled, and our ELL teacher is working with 34 of these students.

The school is comprised of only one Native American and six Asian students who were enrolled during the 2006-2007 school year. Native Americans scored 100% Proficient/Advanced in Math and Reading/Language Arts, while our Asian students scored 100% Proficient/Advanced in Math and 88% Proficient/Advanced in Reading/Language Arts. In the previous 2005-2006 school year, there were less than 45 students enrolled in this subgroup resulting in non-disaggregated data.

Economically Disadvantaged

During the 2005-2006 school year, 83% of economically disadvantaged students scored Proficient/Advanced in Math and 86% Proficient/Advanced in Reading/Language Arts. During the following school year, 2006-2007, almost 50% of the entire student body qualified as being economically disadvantaged. These students scored overall 87% Proficient/Advanced in Math and 88% Proficient/Advanced in Reading/ Language Arts.

Special Education

The number of students tested over the past four years has increased. Based on the 2005-2006 data, 64% of students scored Proficient/Advanced in Math and 75% scored Proficient/Advanced in Reading/Language Arts. Students in this subgroup scored 67% Proficient/Advanced in Math and 75% Proficient/Advanced in Reading/ Language Arts during the 2006-2007 school year.

Limited English Proficient

This group had less than 45 students; therefore, there was not enough data to disaggregate.

Gender

In the 2005-2006 school year, the data shows that seventh and eighth grade male and female students scored equivalent at 93% Proficient/Advanced in Reading/ Language Arts. Male students averaged 90% Proficient/Advanced and females scored 91% Proficient/Advanced in Math. In 2006-2007, 93% of males scored Proficient/Advanced in Reading/Language Arts and 91% scored Proficient/Advanced in Math. 95% of females scored Proficient/Advanced during the same school year in Reading/ Language Arts and 95% Proficient/Advanced in Math.

Proficiency Level Disaggregation

The 2006-2007 TCAP Performance Level Summary Report provided information on the percentage of students who scored advanced, proficient, and below proficient. The chart below shows how our students performed:

According to the embargoed 2007 Report Card, WJB received an A in academic achievement in Math, Reading/Language and Science. We received a B in Social Studies. In academic growth, WJB received an A in Math, Reading/Language, and Science. However, we received a D in Social Studies.

TEMPLATE 1.7: Narrative Synthesis of All Data

(Rubric Indicator 1.7)

Narrative Synthesis of Data

The staff of Walter J. Baird Middle School was given the task to compile all the academic and non-academic assessments implemented during the school year. We used the following academic assessments to develop the School Improvement Plan and to provide instruction appropriate to student needs: Tennessee State Report Card, Tennessee Value-Added Scores, TCAP Writing Assessment, the TFAP test, the TCAP test, end of nine-week tests, unit tests, comprehensive examinations, pre-tests, final examinations, performance based assessments, Math Academy, Academy of Reading, Study Island, ThinkLink, R4S (Reading for Success), CPS (Classroom Performance System), Learning Lab, Content Mastery, teacher websites, Related Arts Reading, focus groups, ISS (In School Suspension), alternative placement, various extended contracts, and oral presentations. We also continue to use research-based strategies outlined in the program Making Middle Grades Work, and in the books Classroom Instruction that Works and What Great Teachers Do Differently. Non-Academic measures include the following: truancy and attendance reports, suspensions, discipline data, free-and–reduced lunch information, parents’, students’, stakeholder, and faculty surveys, the mentoring program, sponsoring clubs, after school and intersession tutoring, and the implementation of the buddy system.

An examination of data from the Tennessee State Report Card for 2006 showed that achievement in Math and Reading/Language Arts remained constant (A and B respectively), while Social Studies rose from a C to a B, and Science rose from a B to an A. This current trend in growth is a continuation from achievement in 2004. The writing scores continue to be strong as indicated by a score of an A in 2006 and 2007.

We believe that Reading is a very critical area that impacts all other subjects. We are continuing to focus on Reading so that all core subjects will be in the above average or exemplary range on the Tennessee State Report Card. We still have a Reading coach who works with small groups of students who are below proficient. Student achievement has been phenomenal in these groups with the 2006 scores indicating, of those participating, 86% of non-proficient 7^th graders and 96% of non-proficient 8^th graders Reaching proficiency. Additionally, we have restructured our Accelerated Reader Program to provide students with more differentiation, therefore, promoting student interest. In 2007, 89% of the students in the reading class showed gains.

The TCAP Writing Assessment scores have continued to show strength. From 2004 to 2005 our competency levels increased from 86.7% to 88%. In 2006 scores show that 90% of regular education students scored proficient (84.5% school wide).

White, African American, and economically disadvantaged subgroups met the Federal benchmark in Math, Reading, Language Arts, and Writing. The remaining subgroups (Hispanic, Native American, Asian/Pacific Islander, and Limited English Proficient) had fewer than 45 members; therefore, these groups were not disaggregated.

Based on TCAP data, 91% of eighth grade students scored proficient in Math compared to the state average of 85% during the 2006-2007 school year. During the same year, there were only 9% of eighth grade students below proficient in Math compared to the state average of 15%. Looking at the other side of the spectrum, 53% of our eighth grade students scored advanced compared to the state average of only 36%. The scenario remained the same for Reading subtests. During the 2006-2007 school year, 95% of eighth grade students scored proficient compared to a state average of 90%. Fifty-one percent scored advanced in Reading compared to the state average of 44%. There were fewer students below proficiency compared to the state average in Reading. We had 5% in this category while the state average was 10%.

In 2006-2007, 7^th grade students scored 94% proficient in Math compared to a state average of 88%. In Reading/Language Arts, 93% scored proficient compared to a state average of 87%. From 2007 TCAP data, 109 seventh graders moved up to the next performance level in at least one subject. Using the same data, 131 eighth graders moved up in at least one subject area to the next performance level. Students are enrolled in our building for two years. Below is a comparison of students, excluding our ELL students, who were 7^th graders in 2006 to the same students who were 8^th graders in 2007. One hundred seventeen 7th graders were advanced in Reading/Language Arts; as 8^th graders one hundred sixty students were advanced. Advanced Math students moved from one hundred twenty nine to one hundred sixty one. Advanced Science students increased from one hundred four to one hundred thirty five. Social Studies, however, showed a decline from ninety-two students advanced to sixty-six students advanced.

One hundred percent of the eighth grade students who took the Gateway Algebra I test have scored advanced for the last four years - 2004, 2005, 2006 and 2007.

The State Growth Standard for all subjects and all grades is 0.0. Eighth grade is making continuous progress in Reading/Language Arts and Science. Seventh grade shows a weakness in the mid to low and mid to high groups, and high groups showed a small decrease in Reading/Language Arts. Social Studies continues to be a weakness in both seventh and eighth grade.

Reading/ Language Arts Gains by Year and Grade

2004-2005

2005-2006

2006-2007

3 year average

7^th Grade

-0.3

-0.5

-0.2

8^th Grade

0.6

5.9

4.1

3.5

Math Gains by Year and Grade

2004-2005

2005-2006

2006-2007

3 year average

7^th Grade

4.4

0.1

4.1

2.8

8^th Grade

2.3

6.4

3.6

Science Gains by Year and Grade

2004-2005

2005-2006

2006-2007

3 year average

7^th Grade

4.8

5.5

6.5

5.5

8^th Grade

4.4

4.8

4.7

Social Studies Gains by Year and Grade

2004-2005

2005-2006

2006-2007

3 year average

7^th Grade

-0.2

-0.6

1.4

8^th Grade

-2.8

-4.7

-4.4

-4.0

The results of a survey administered to the faculty to determine types and frequency of assessment methods showed the following: 100% of the teachers use unit tests every nine weeks; 95% use comprehensive examinations covering two or more sub-units; 100% use unit tests to plan re-teaching or enrichment activities; 97% give pre-tests to assess knowledge or skill levels; 100% give mid-term exams, and 100% give final exams; and 95% use performance-based assessments in the classroom for each nine weeks. All teachers administer criterion-referenced or textbook tests every nine weeks. As a continuation from last year, we are still currently administering common end of nine weeks tests, end of the semester cumulative content tests, comprehensive mid-term, and final exams. In addition, we are continuing to use the Tennessee Formative Assessment Program (TFAP) to assess the strengths and academic needs in Math and Reading/Language Arts of our students. Continuing to use the benchmark assessments that are administered in October and January to assess proficiency and below-proficiency in Reading, Language Arts, and Math is a method we use to increase strengths in various differences in instructional methodologies. The Princeton Review assessments are being utilized in the 2007-2008 school year to help actively engage students in complex, challenging, rigorous learning, application, assessments, technology, and assignments.

The 2007 faculty survey also demonstrated that 100% of the faculty agreed the school has a clear understanding of the vision that WJB is trying to achieve, and the school’s primary emphasis is improving student learning. Seventy-one percent of teachers mostly agree or completely agree that all students are constantly challenged by a rigorous curriculum. Survey results demonstrate that collaboration and communication is an essential tool for learning at WJB. The data results indicate that 100% of teachers work together to solve school related issues and 97% work together to plan what will be taught.

Attendance has remained constant for 2004, 2005, and 2006 at 95%. We need to continue to address the issue of discipline related suspensions to be sure that our students do not fall behind in academics. As we disaggregate the data regarding suspensions, we find that African-Americans were suspended at a higher rate than Caucasians. Once again, male students were more likely to be suspended than female students. African Americans had a higher percentage of repeat offenses.

Our economically disadvantaged students on free and/or reduced lunch were 45% in 2005-2006. The following year the percentage increased to 50%. This subgroup has shown a 2% growth gain in Reading/Language Arts and a 4% growth gain in Math. The faculty and staff will continue to provide additional support to maintain the level of expected achievement based on the No Child Left Behind requirements.

The students with disabilities subgroup has also been increasing. In 2004, there were 54 special education students in the eighth grade. In 2005, the number of special education students increased to 93 in seventh and eighth grade. Nineteen of these students were in CDC classes. Although this subgroup did not meet the NCLB benchmarks for Math and Language Arts in 2005, they made in excess of a 10% gain and made it to safe harbor. During the 2006-2007 school year, there were 70 total special education students. Of these, 67% scored proficient or advanced in Math, and 75% proficient or advanced in Reading/Language Arts.

As we gathered data feedback from parents pertaining to our school and achievement, 150 parents responded to a survey administered. When asked if the school keeps parents informed about how their children are doing, 77% of parents agreed or strongly agreed that the school accomplishes this goal. Eighty-nine percent of parents agreed or strongly agreed that Walter J. Baird is a good place for their child to learn, and 74% of parents believe Walter J. Baird challenges their child through schoolwork. Of our surveyed parents, 92% agreed or strongly agreed that their child’s teachers expect the student to be accountable for learning, and 84% agree or strongly agree that teachers are available to provide students with extra help when needed. As the faculty and staff continue to work towards providing a family friendly school, our data results demonstrate that 89% of parents strongly agree or agree that Walter J. Baird is a friendly place, and 92% of parents feel welcome and as though they may easily communicate with teachers. Overall, 87% of parents are satisfied with their child’s academic progress. The faculty and staff will continue to strive for excellence and use the data collected to continue to provide a positive experience for all.

Additionally, out of the Hispanic population, 100% of those surveyed strongly agreed that WJB is a good place for their child to learn. Eighty percent of Hispanic families agreed or strongly agreed that students show respect for one another while at school. When asked if parents felt welcome at school, 100% agree that WJB has a welcoming environment. Furthermore, 100% of the families surveyed strongly agree that the school keeps them informed about their child’s performance and that teachers hold high expectations for student learning.

In looking at the school’s strengths, writing is at the top of the list with 90% competent in regular education classes and a State Report Card grade of exemplary. Value added scores show gains in Math, Reading/Language Arts, and Science. Algebra I students continue to achieve advanced on the Gateway test. Additionally, our attendance continues to remain excellent.

We need to continue to show improvement in reading which impacts all subject areas. Usage of the teaching strategies that are differentiated for the learner produces methods that will increase individualized success. We have had a Reading coach for the past three years working on Reading proficiency of students who are below grade level. We need to continue to work with students with disabilities to see that their academic needs are being met. In addition, we need to work with African American students to move them to the higher quintiles of achievement. The strengths as shown by TVAAS data from the 2006-2007 school year showed improvement in many areas. By using quintiles, we were and are able to see as a school where our strengths and weaknesses can be found. Quintiles are basic divisions of students, the first quintile being the lowest-functioning students and the fifth quintile being the highest functioning students. Our strengths include all quintiles in 8^th grade Math, Reading/Language Arts, and Science, while in 7^th grade our strengths lie in the 1^st through 4^th quintiles in Math, the 1^st and 3^rd quintiles in Reading/Language Arts, and all quintiles in Science, and the 1^st and 3^rd quintile in Social Studies. This data indicates that the teachers are working with the lower-functioning students to get them up to level. This data also shows that teachers are reaching the higher-level thinkers in those subject areas as well. Likewise, weaknesses can also be detected from TVAAS data. The subject areas where weaknesses were detected were in 8^th grade Social Studies in all quintiles, while in 7^th grade Social Studies quintile 2 and 3, Math quintile 5, and Reading/Language Arts quintiles 2, 4, and 5 showed a decrease in gains.

	Strength According to Quintiles	Weakness According to Quintiles
*7^th Grade Math*	*1,2,3,4*	5
*7^th Grade Reading/Language Arts*	*1,3*	*2,4,5*
*7^th Grade Science*	*1,2,3,4,5*
*7^th Grade Social Studies*	*1,3,5*	*2,4*
*8^th Grade Math*	*1,2,3,4,5*
*8^th Grade Reading/Language Arts*	*1,2,3,4,5*
*8^th Grade Science*	*1,2,3,4,5*
*8^th Grade Social Studies*		*1,2,3,4,5*

Walter J. Baird has demonstrated strengths in writing, Algebra I, attendance, and value added scores for 8^th grade Math, Reading, Science, and Language Arts. Over the past two years, a 9% increase in proficiency in Reading/Language Arts was achieved by the students with disabilities subgroup. All other subgroups maintained adequate achievement as mandated by No Child Left Behind. However, the disaggregated data clearly shows critical areas of need. In 7^th grade, students who scored advanced did not make significant gains in Reading/Language Arts and Math; whereas, the lowest achieving students did make gains except in 8^th grade Social Studies. We need to continue to focus on the lowest achieving students in the African American subgroup in all subject areas. Using more cross-curricular activities and differentiated instruction, gains will be evident for the middle level students. Tutoring programs will incorporate more cross-curricular skills using Math and Reading to enhance Social Studies skills. The majority of African American students are in the lower to middle quintiles. We also need to continue making progress in raising the proficiency of our students with disabilities. Although writing is considered a strength, with 90% scoring proficient, we believe that more of our students are capable of making a 5 or 6 on the TCAP Writing Assessment.

TEMPLATE 1.8: Prioritized List of Goal Targets

(Rubric Indicator 1.8)

Prioritized List of Goal Targets
1. Based on the 2007 NCLB Benchmark profile, the SWD subgroup will achieve 89% proficiency in Reading/Language Arts and 86% proficiency in Math or decrease the number of non-proficient by 10% on the 2008 TCAP test. 2. Based on the 2007 NCLB Benchmark profile, the students in each subgroup will show a 10% increase in the number of students proficient or achieve 86% proficiency or higher in Math on the 2008 TCAP test. 3. Based on the 2007 NCLB Benchmark profile, the students in each subgroup will show a 10% increase in the number of students proficient or achieve 89% proficiency or higher in Reading/Language Arts during the 2007-2008 school year. 4. Based on the 2007 NCLB Benchmark profile, all students in each of the TVAAS quintiles will show a gain of one year or more in Social Studies on the 2008 TCAP test. 5. Based on the 2007 NCLB Benchmark profile, the students in the fifth TVAAS quintiles in Science will increase by 10% on the 2008 TCAP test.

Prioritized List of Goal Targets

1. Based on the 2007 NCLB Benchmark profile, the SWD subgroup will achieve 89% proficiency in Reading/Language Arts and 86% proficiency in Math or decrease the number of non-proficient by 10% on the 2008 TCAP test.

2. Based on the 2007 NCLB Benchmark profile, the students in each subgroup will show a 10% increase in the number of students proficient or achieve 86% proficiency or higher in Math on the 2008 TCAP test.

3. Based on the 2007 NCLB Benchmark profile, the students in each subgroup will show a 10% increase in the number of students proficient or achieve 89% proficiency or higher in Reading/Language Arts during the 2007-2008 school year.

4. Based on the 2007 NCLB Benchmark profile, all students in each of the TVAAS quintiles will show a gain of one year or more in Social Studies on the 2008 TCAP test.

5. Based on the 2007 NCLB Benchmark profile, the students in the fifth TVAAS quintiles in Science will increase by 10% on the 2008 TCAP test.

Template 2.1: Beliefs, Common Mission and Shared Vision

(Rubric Indicators 2.1 and 2.2)

Beliefs

The faculty and staff at Walter J. Baird believe:

· that research-based information and data should be used to drive decisions.

· that students learn in different ways and shall be provided with a variety of rigorous instructional approaches to support their learning.

· that a clear purpose and direction for our students is provided.

· that our policies and procedures are aligned to maintain a focus on achieving the school’s goals for student learning.

· that we engage in appropriate internal and external communication.

· that collaboration between our staff and stakeholders is a priority.

· that a link between our beliefs, mission, and vision has been established.

· that a safe structured environment promotes student learning.

· that each student is a valued individual with unique physical, social, and intellectual needs.

· that compassionate educators cultivate a unique foundation for nurturing empathy in all students.

· that all students are responsible for their academic and behavioral progress.

· that both parents and community involvement are vital components in helping students be successful and productive citizens.

· that teachers hold high expectations for all students and use diverse teaching strategies to foster success in all areas and promote life-long learning.

Common Mission

Our mission is to provide opportunities for academic and behavioral success by equipping students with the necessary skills and tools to be successful in high school.

Shared Vision

The vision of Walter J. Baird faculty and staff is that all students will perform to a high academic standard as set forth by the Tennessee State Department of Education.

Template 3.1.a: Curricular Practices

Rubric Indicators 3.1 and 3.2

Current Curricular Practices	School uses the TN DOE state approved standards and provides training to staff in the use of the standards.	Curriculum is prioritized and mapped	School has established school wide student achievement benchmarks.
Evidence of Practice (State in definitive/tangible terms)	Teachers have been trained and utilize the Blueprint for Learning for lesson planning and post SPIs in individual classroom and on syllabi for each course.	All teachers utilize pacing guides, curriculum is prioritized and mapped in subject area meetings. SPIs stated in lesson plans and syllabi, planning meeting minutes, benchmarks have been established and tested each 9 weeks.	Teachers have developed common standards-based 9 week tests.
Is the current practice research-based?	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	TCAP, Writing Assessment, TFAP, End of Nine Weeks benchmark tests	TCAP, Writing Assessment, Unit tests, TFAP, Parent, teacher and student surveys	Scores on tests Tracking sheets
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Met or exceeded state average in all subject areas.	Met or exceeded state average in all subject areas.	Fewer failures on report cards, and the number of students moving to a higher performance level increased.
Evidence of equitable school support for this practice	TFAP tests reports and professional development for all teachers	Dedicated meeting time for subject area planning which benefits all students.	Benchmarks are given to all students and held to the same standards.
Next Step (changes or continuations)	Utilize standards/SPI tracking.	Benchmark tests each 9 weeks will be given to all students in each subject area.	Share at faculty meeting how teachers are using tracking sheets.

Current Curricular Practices	School has implemented a grade appropriate cohesive standards based model for literacy.	School has implemented a grade appropriate cohesive standards based model for mathematics.	School has implemented formative assessment aligned with the school benchmarks.
Evidence of Practice (State in definitive/tangible terms)	Reading Academy (reports and trophies earned), Reading for Success (R4S) (reading logs), Social Studies Study Island (weekly reports), Bridges Intervention Reading Program (lesson plans), Literacy Circles (lesson plans), Literacy Night (attendance logs), Teaching State Vocabulary in core subjects (vocabulary tests).	Glencoe Text linked to Tennessee standards, Math Academy, teaching state vocabulary, three algebra classes, 7^th grade pre-algebra, after-school tutoring, and Math Club	Teachers collaborated to develop syllabi, Benchmark tests and common End of Course exams for each subject area. TFAP testing (Reports 2 times a year), Benchmark testing each nine weeks (Summary reports).
Is the current practice research-based?	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	TCAP, Unit Tests, Benchmarks, 9 weeks tests, TFAP	Gateway tests, TCAP, 9 week tests, and unit tests	Syllabi, End of Course Tests results, 9-week Benchmark tests results, Gateway test results, and TFAP reports
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	240 students moved to the next performance level in at least one subject.	100% of students scored advanced on Gateway for four years. 93% Proficient/Advanced in math for 2007	TVAAS scores showed gains in math, science, and 8^th grade Language Arts.
Evidence of equitable school support for this practice	A Three Tiered Reading Intervention Program that meets the needs of all students. Training on how to correlate standards into daily lesson planning and various opportunities to explore all students’ test data.	All students participate in math program Teacher training for Math Academy	Training in use of TFAP, time for collaborative planning and developing benchmark tests and analyzing the results for all students.
Next Step (changes or continuations)	Work toward consistency in all classrooms.	Have SWD subgroup make AYP Professional development with SWD specialists	Track mastery of each SPI for each student and track percentage of students that are proficient on the Benchmark Test each 9 weeks and use the results to refer students for content mastery, tutoring, etc. and for teachers to collaborate on successful strategies for each standard.

Current Curricular Practices	Support system is in place for enhancing the quality of curriculum and instruction.	Monitoring is in place for enhancing the quality of curriculum and instruction.	Teaching and learning materials are correlated to the State standards and distributed to the instructional staff.
Evidence of Practice (State in definitive/tangible terms)	Content Mastery (content list), Inclusion (schedule), After school and Intersession tutoring (attendance logs), increased parent contacts (teacher call logs), LEAP Grant (attendance logs), Various clubs and activities (attendance logs) as well as sports (programs).	SIP checklist Classroom walk-throughs Vertical Subject Area Meetings Horizontal Subject Area Meetings	TFAP is used by all students. Teachers have correlated texts to Tennessee standards. State vocabulary is used. Curriculum is aligned to the standards.
Is the current practice research-based?	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	Higher NCE scores, fewer failures, and increased attendance. 7^th grade students attending tutoring showed a mean gain of 7.7. 8^th grade students attending tutoring showed a mean gain of 12.8.	Higher NCE scores Minutes of meetings Copies of check list Notes on walk-throughs Teacher evaluations	Curriculum maps Syllabus for each subject Pacing guides – Blueprint for Learning
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Students involved in the support services, scores are tracked and compared to previous years.	Below proficient numbers decreased substantially from 2005 to 2007.	Each teacher will turn in test scores for a 9 weeks test and analyze these. Monitored by assistant principal.
Evidence of equitable school support for this practice	All students have access to support programs and extra-curricular activities.	All teams turn in checklist. All teams are evaluated on rotating basis.	All teachers in all subjects are held accountable.
Next Step (changes or continuations)	Implement the Student Learning Lab as an additional support system for all students and increase the number of students in extra-curricular activities.	Implement SIP action steps and monitor and adjust as needed.	Continue

Current Curricular Practices	School communicates a shared vision of what students should know and be able to do at each grade level to stakeholders through a variety of media formats.
Evidence of Practice (State in definitive/tangible terms)	School Website, mission statement posted throughout the building, IEP meetings, Literacy/Pizza Night, Parent/teacher conferences, Professional Intervention Team (PIT) meetings, weekly calendars, newsletters, SPI and essential questions posted daily, procedures taught/reviewed regularly, student organization and expectations stated in agenda, email, phone calls, and syllabi for each course.
Is the current practice research-based?	Yes
Is it a principle & practice of high-performing schools?	Yes
Has the current practice been effective or ineffective?	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	Parent surveys, student surveys, parent conferences, answering of essential questions daily, evidence of successful performance, consistent agenda use, hits on Website, phone logs, parents participation in development of SIP.
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	86% of parents surveyed agreed or strongly agreed that the school keeps them informed about the expectations for their children. 76% responded that the school keeps them informed about how their child is doing.
Evidence of equitable school support for this practice	All students have agenda books, and Syllabi are sent home to all parents.
Next Step (changes or continuations)	Post the SIP on the Website for anyone with Internet access to view.

Current Instructional Practices	Classroom instruction is aligned with the standards based curriculum.	Classroom instruction is aligned with the assessments.	Teaching process is data-driven.
Evidence of Practice (State in definitive/tangible terms)	Blueprint For Learning and use state vocabulary daily, pacing guides, standards posted on board each day, standards on student syllabus	7^th grade (4 practice writing prompts), 8^th grade (3 practice writing prompts) and tracking using TFAP results. Curriculum maps are used to plan instruction each 9 weeks. Common 9 weeks assessment in each subject.	Formative assessments are used to drive instruction. Teachers meet in teams to analyze tests and plan for instruction. Minutes of meetings are on file.
Is the current practice research-based?	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	SPI tracking sheets, benchmark tests, TCAP, TVAAS, report card	Report card from state, AYP report, TCAP scores	TFAP, unit tests, lesson plans, content mastery lists, tutoring attendance
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	All subskills in each subject were at or above state average.	Writing score is an A. TCAP scores have shown trend of improvement.	Improvement on benchmark tests, progress on TFAP 2^nd test
Evidence of equitable school support for this practice	School wide practice and professional development	School wide writing days 4 times a year. All students are tested each nine weeks. All students test TFAP twice a year.	Professional Development programs available school wide.
Next Step (changes or continuations)	Tracking sheets for student mastery. Place vocabulary lists in common areas such as hall and cafeteria.	Professional Development to get more 5’s and 6’s on writing. Higher overall average for writing assessment.	Use in content mastery, pull students for nonmastery, and common curriculum for test taking skills.

Current Instructional Practices	Students are actively engaged in high quality learning environments as supported by higher order thinking skills.	Teachers incorporate a wide range of research based, student centered teaching strategies.	Classroom organization and management techniques support the learning process.
Evidence of Practice (State in definitive/tangible terms)	Essential questions are stated in lesson plans and posted in the classrooms. Teachers use verbs from Bloom’s taxonomy to ask higher order questions.	Lesson plans that include use of 9 research based strategies from Marzano and differentiated strategies, technology in the classroom, and real world math related activities.	School wide discipline plan has been established, two alternative schools – special education and regular education, classroom rules and procedures are posted, core values are posted and ISS teacher
Is the current practice research-based?	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	Walk through observations, notes, perceptual data from student/parent surveys	Walk through observations and formal teacher evaluations	Discipline referrals, referrals to alternative school, referrals to Learning Lab
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Increase of 240 students who moved up in at least one subject to the next performance level, yearly oral report/written reports and research papers.	Increase of 240 students who move up in at least one subject to the next performance level.	Number of office referrals has decreased.
Evidence of equitable school support for this practice	School wide professional development in effective questioning and student engagement activities as well as differentiated instruction.	School wide/inservice on Classroom Instruction that Works and differentiated instruction	School wide reading of What Great Teachers Do Differently.
Next Step (changes or continuations)	Continue to write Essential Question and standards on board daily and use higher order thinking verbs. Addition of mobile lab for more research opportunities.	Develop more differentiated strategies during subject area meetings, professional development for Classroom Performance System (CPS), materials to use with CPS, and simulations which include real-world activities.	Analysis of processes and collaboration of needed changes.

Current Instructional Practices	Students are provided with multiple opportunities to receive additional assistance to improve their learning beyond the initial classroom instruction.	Classroom instruction supports the learning of students with diverse cultural and language backgrounds and with different learning needs and learning styles.
Evidence of Practice (State in definitive/tangible terms)	Small groups for learning, Learning Lab, Leap grant, extracurricular activities, after and in school tutoring, intersession tutoring, pre-TCAP tutoring, Content Mastery, Reading Lab, Math Academy, R4S	Literary group for gifted students, ELL teacher, and inclusion (3 teachers and 2 CDC classes). Differentiated Instruction
Is the current practice research-based?	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	Attendance logs, reading reports, Math Academy reports, and R4S logs	TCAP scores TFAP scores ELA scores
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Leap students had mean gain of 4.8 in math with the 8^th grade high & low groups with a mean gain of 10.1 and 9 respectively. 89% of the reading students showed gains.	Growth trend in ELL and SWD from 2005 to 2007.
Evidence of equitable school support for this practice	BEP funded. All students are given extra help opportunities as needed.	School-wide participation in Reading 4 Success (R4S).
Next Step (changes or continuations)	Standards based	Increase the number of students participating and more groups.

TEMPLATE 1.1: SIP Leadership Team Composition

TEMPLATE 1.2: Subcommittee Formation and Operation

(Rubric Indicator 1.2)

Jeni Howerton

Rachel Kelley

Velma Liddle

Chip Bevis

Jayne Bleam

Joanie Blevins

Stephanie Bost

Melba Carr

Tim Chappell

Ron Davenport

Cheryl Ellis

J. Lain Eskew

Heath Hagan

Brandi Hays

Tyson Hoppe

Jean Johnson

Titus Kelley

Lisa Williams

Audrey Burger

Scott Benson

Melinda Bone

Eloyce Brown

Rebecca Dixon

Rachal Dodson

Fred Dye

Sharisse Dye

Jennifer Elliott

Nell Estes

Jim Hancock

Gailon Hassell

Gregrhi Love

Carol Ann Smith

Nancy Smith

Sandy Wellman-Agnew

Tina Claridy

Melinda Ledford

Linda Badger

Leslie Beadles

Martha Buford

Chuck Graviss

Melissa Hudson

Margaret Hunt

Randall Hutto

Joyce Jones

Linda McDowell

Pam Nichols

Regina Santana

Traci Sparkman

Mary Winston

Bethany Wright

Denise Gibson

Linda McDowell

Scott Benson

Chip Bevis

Audrey Burger

Melba Carr

Tina Claridy

Rebecca Dixon

Nikki Gann

Debbie Gray

Jeni Howerton

Rachel Kelley

Melinda Ledford

Velma Liddle

Marcie Polk

Leslie Pruitte

Carol Ann Smith

Nancy Smith

Lisa Williams

Marcie Polk

Becky Kegley

Penelope Mason

Kali McCubbin

Linda McDowell

Judy Metcalf

Randy Sampson

Nachel Tenbarge