Rounded Rectangle: STUDENT AND STAKEHOLDER FOCUS v To increase the level of rigor for all students. v Move more students from basic to proficient and from proficient to advanced on MSA (grades 3-5) with special attention to elimination of the achievemnent gap for AA, H. LEP, FARMS, SpEd student groups. v To promote positive student choices, interactions, and behavior as measured by School SWIS Rounded Rectangle: ORGANIZATIONAL PERFORMANCE RESULTS v MSA 2009 results v MCPSAP v TN/2 2009 results v MAP- R v Surveys (school-developed) v Office referral data for the year (SWIS) v End-of-year grades Weekly meetings will be held to analyze student learning. Development of an effective process to analyze student work to improve teaching and learning 2007-2009 AMO AYP Component Ma 07 Ma 08 Ma 09 Rd 07 Rd 08 Rd 09 All 88.1 93.2 93.5 92.1 95.6 97.6 AA 61.1 82.1 81.3 83.3 85.7 96.9 A 96.4 94.7 92.3 92.9 97.4 97.4 H 82.9 79.5 87.2 85.4 86.4 92.3 W 94.6 99.3 98.5 96.0 100 99.3 SPED 65.8 91.2 79.5 81.6 97.1 97.4 LEP 66.7 66.7 81.5 71.4 77.8 96.2 FARMS 63.8 79.6 78.4 78.7 88.9 92.2 Rounded Rectangle: LEADERSHIP Mission Statement: The Jones Lane Elementary School community values a positive emotional, professional and physical environment that fosters a joy of learning where students, staff and parents are dedicated to creating a rigorous, nurturing educational experience for all learners. The school leadership team along with all members of the school community will develop and monitor our school improvement goals and make adjustments as a result of data. The plan will be communicated to staff, parents, and students through staff, team, IC, PTA, and SIP meetings, newsletters, websites, connect ed, classroom, hall posters. SDarO12/6/0412/6

Rounded Rectangle: FACULTY AND STAFF FOCUS Support • Math Discourse training for teachers • Walk-throughs to observe equitable classroom practices • Differentiation by process, content and product in math • Baldrige Classroom Learning Systems • Weekly team meetings to plan for instruction based on data. • Race and Equity training • Technology training • Staff training of behavior management strategies/PBIS • Train teachers to familiarize students with grade level testing formats (TN/2, MSA, MAP-R, MCPSAP) • Train teachers to Increase rigor in both math and reading Rounded Rectangle: PROCESS MANAGEMENT Academic Goal: • Equitable Classroom Practices with an emphasis on math discourse • Monthly/weekly team and leadership meetings • After school intervention programs with an emphasis on math for targeted students (invitation only) • Weekly practice of BCR’s in math and reading for Grades 2-5 • Math and Reading intervention programs • Academic support for students working below benchmark in reading and math by academic intervention teacher and focus teacher Behavior Goal: • Continuation of programs that have been successful in fostering positive behaviors such as Second Step, Character Counts, Mentoring, and PBIS Rounded Rectangle: MEASUREMENT AND ANALYSIS AND KNOWLEDGE MANAGEMENT v Weekly/monthly team meetings to analyze student data v Instructional Council analyzes student performance monthly v Grade level data reviewed with School Improvement Team (SIT) v Running Records/DRA,CARS, Voyager v Pre and Post Curriculum Assessments v Report Card Grades v Math Unit Tests v Student Intervention Meetings v Office Referral Records v School suspension data v School Management Data Rounded Rectangle: STRATEGIC PLANNING Academic Goal: Based on 2008-2009 summative data, we will improve student achievement in math and reading as we strive to achieve the Seven Keys to College Readiness. • In math, we will increase the number of students who score proficient by 5% and advanced by 10% on MSA in the 2009-2010 school-year with special emphasis on AA, H, SpEd, LEP, FARMS student groups. • In reading, we will increase the number of students who score proficient by 2% and advanced by 5% on MSA in the 2009-2010 school-year with special emphasis on AA, H, SpEd, LEP, FARMS student groups. Behavior Management Goal: Students, Staff and Parents will consistently use school-wide strategies to promote positive student choices, interactions and behavior as measured by a reduction in the need for suspensions and a 25% decrease in office referrals from 2008-2009 compared to 2009-2010. l