Commitment+to+Continuous+Improvement


 * 1.What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness? **
 * The process used by schools for continuous improvement includes weekly CPT by grade levels, monthly data meetings and annual SAE plans. During CPT time, grade level teachers plan strategic weekly lessons and assessments to address areas of need. These areas of need are identified by examining grades, results from quarterly CRTs, Dibels progress monitoring,SAT10, ARMT and ADAW. Teachers analyze results and determine areas for improvement through instruction. Students are grouped according to areas of need for providing appropriate interventions within the general education classroom during small group instruction with paraprofessionals, resource teachers, and classroom teachers. Recommendations are also formed for development of after school tutoring groups.  **
 * Evidence Includes: **
 * Data Binders **
 * Technology Workshop Documentation **
 * Minutes (PLCA) **
 * Grade level CPT minutes **
 * 2. What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school? **
 * The faculty of Tanner Williams Elementary meets on a monthly basis to discuss individual student progress. During these data meetings intervention plans are written to address student needs. Students are grouped and groups evolve based on student improvement. This aligns with our school’s vision and purpose (i.e. Mission Statement) which states, that we will” provide quality education that ensures each student reaches his/her potential so that he/she may succeed in life.” **
 * Evidence Includes: **
 * Graphs for Dibels **
 * Test Trax/ Quiz Track Reports **
 * Progress Monitoring Booklets **
 * Individualized Intervention Plans for targeted students **
 * Agendas from Data Meetings. **
 * 3. What process is used to ensure that the school personal are provided professional development and technical assistance to implement interventions and achieve improvement goals? **
 * Data from previous year’s testing and current CRT and DIBELS are examined to determine the SAE plan for the school, which includes professional development and technical assistance. The funding for these elements is budgeted through local, state, and federal resources. This is an ongoing process that begins before the school year begins, when we look at Spring test results and revise our SAE plan based on those results. The necessary professional development is determined by the strategies that are identified for achieving improvement goals. Monthly data meetings are held to routinely examine student achievement and revise intervention plans and develop new strategies as needed. “Coaching points” are developed by each grade level at the conclusion of each monthly meeting for continued professional development. Teachers attend professional training offered by the district or at the local school level. The Reading Coach provides daily support including implementing the “Coaching Cycle” developed by the Alabama Reading Initiative. Training is provided to paraprofessionals for implementation in the general education classroom. **
 * Two years ago, the school attended the ARI summer workshop and job embedded training for the five components of reading instruction. This year we are strengthening our implementation through six sessions of training to use technology as a component of reading instruction. This enages students who are reluctant learners. **
 * 4. How does the leadership ensure that the improvement plan is implemented, monitored achieved and communicated to stakeholders? **
 * Monthly data meetings are held to examine progress monitoring and CRT results. Quarterly SAE reviews are held with district representatives to examine each strategy in the SAE plan and determine if they have been implemented and/or have been effective. The administration conducts formal and informal observations and walk-throughs. Lesson plans are e-mailed weekly to the principal. At the end of the year the principal meets with the faculty to examine professional development plans. Results are communicated to the stakeholders using: **