Revised Tennessee School and District Improvement Plan Template The final plan should be no longer than pages. four School: Carnes Elementary District: Memphis City Schools Analysis of last Areas of Greatest Progress: Areas of Greatest Challenge: year’s results: Reading: Reading: 2011-2012 4th grade: +12% Overall:+3 4th grade Black & Hispanic (BH): +12% 3rd -20.4% 3rd BH: -19.3% 5th grade: +16.2% 3rd ED: -20.8% 5th grade BH: +16.2% 5th grade Economically Disadvantaged (ED) : Math: +14.2% 3rd -15.0% 3d grade BH: -15.0% Math: 3rd grade ED: 16.6% Overall: +5.8% Science: 4th grade: +13.5% 3rd grade: -6.6% 4th grade BH: +28.7% 3rd grade BH: -6.6% 3rd grade ED: -8.5% 5th grade: +28.7% 5th grade BH: +28.7% 5th: No change (12.5%) 5th grade ED: +25.2% 5th grade BH: no change (12.5%) 5th grade ED: -3.4% Science: Overall: +7.6% 4th grade: +29.2% 4th BH: +27.5% 4th grade ED: +27.5% Source of Progress: Source of Challenge: During the 2012 school year, Carnes Although the implementation took place Elementary Optional School Began the Year 1 during the 2012 school year, the implementation of the Workshop Model of following gaps occurred based on the instruction in reading and math. We school’s data. implemented the following strategies school wide: There was a minimal increase in The Workshop Model student reading levels. Mini-lesson was minimal exposure to a Small group variety of reading genres Differentiated instruction After school tutoring Third grade focused on Stanford Math instructional practices; however Reading Plus students’ independent reading We utilized the following consistent levels were below grade level. instructional practices: The third grade math class UNRAAVEL received a new teacher mid year CRA (Concrete, Representational, There was limited classroom Abstract) time spent on science Anchor Charts instruction. Double Dose of Small group
Revised Tennessee School and District Improvement Plan Template The final plan should be no longer than four pages. School: Carnes Elementary District: Memphis City Schools Analysis of last year’s results: 2011-2012 Areas of Greatest Progress: Areas of Greatest Challenge: Reading: 4th grade: +12% 4th grade Black & Hispanic (BH): +12% 5th grade: +16.2% 5th grade BH: +16.2% 5th grade Economically Disadvantaged (ED) : +14.2% Math: Overall: +5.8% 4th grade: +13.5% 4th grade BH: +28.7% 5th grade: +28.7% 5th grade BH: +28.7% 5th grade ED: +25.2% Science: Overall: +7.6% 4th grade: +29.2% 4th BH: +27.5% 4th grade ED: +27.5% Reading: Overall:+3 3rd -20.4% 3rd BH: -19.3% 3rd ED: -20.8% Math: 3rd -15.0% 3d grade BH: -15.0% 3rd grade ED: 16.6% Science: 3rd grade: -6.6% 3rd grade BH: -6.6% 3rd grade ED: -8.5% 5th: No change (12.5%) 5th grade BH: no change (12.5%) 5th grade ED: -3.4% Source of Progress: Source of Challenge: During the 2012 school year, Carnes Elementary Optional School Began the Year 1 implementation of the Workshop Model of instruction in reading and math. We implemented the following strategies school wide: The Workshop Model Mini-lesson Small group Differentiated instruction After school tutoring Stanford Math Reading Plus We utilized the following consistent instructional practices: UNRAAVEL CRA (Concrete, Representational, Abstract) Anchor Charts Double Dose of Small group Although the implementation took place during the 2012 school year, the following gaps occurred based on the school’s data. There was a minimal increase in student reading levels. was minimal exposure to a variety of reading genres Third grade focused on instructional practices; however students’ independent reading levels were below grade level. The third grade math class received a new teacher mid year There was limited classroom time spent on science instruction.
TSIP2012-2013.docx