2013-14 Tennessee District Strategic Planning Template- Shelby County Unified Schools (FINAL)
District Name:
Accountability
status:
Analysis of last
year’s final
results(12-13)
Results from
Legacy MCS and
Legacy SCS have
been calculated as
one (1) district.
Shelby County Unified Schools
Intermediate, In Need of Subgroup Improvement, or In Need of Improvement overall (Exemplary
districts do not need to complete this strategic plan
NO STATE DESIGNATION
Areas of Greatest Progress:
Areas of Greatest Challenge:
Academic Achievements
(2012-2013)
Academic Challenges
(2012-2013)
Grade/
Subject
3rd-8th
R/LA
ACH
GC
AH
7th R/LA
AH
7th Math
AH
English II
AH
English III
AH
Algebra I
and II
(SWD)
GC
Algebra 1
(ELL)
GC
3-8 Math
(Racial)
GC
3-8 Math
(SWD)
GC
LEP/ELL=
Limited English
Proficiency/
English Language
Learners – this
term is used
interchangeable
to identify
students who
have limited
English Language
3-8 R/LA
(SWD)
GC
3-8 R/LA
(LEP)
GC
English
II/III
(SWD)
GC
Gap Closure=
This term is used
to identify the %
of how much a
gap between
subgroups have
been closed.
Graduation
GC
Definitions:
ACH- Achievement
GC- Gap Closure
AMO- Annual
Measurable
Objective
Racial=
Black, Hispanic,
Asian, & any
other than white
Economically
Disadvantaged =
Students who are
identified as being
in a specific socioeconomic group
Grade/
Subject
3rd Math
ACH
GC
ACH
11-12
12-13
Change
43.1%
50.0%
3rd-8th
Math
HS/Alg. I
ACH
36.4%
42.8%
ACH
41.6%
46.7%
Algebra II
ACH
17.0%
28.7%
3-8 Math
(Racial)
3-8 Math
(ED)
3-8 Math
(SWD)
3-8 Math
(LEP)
HS
Algebra
(Racial)
HS
Algebra
(SWD)
GC
17.6%
9.2%
GC
29.5%
27.4%
GC
17.4%
14.2%
GC
14.1%
7.4%
GC
12.5%
8.1%
6.9%
Increase
6.4%
Increase
5.1%
Increase
11.7%
Increase
8.4 %
Decrease
2.1%
Decrease
3.2%
Decrease
6.7%
Decrease
4.4%
Decrease
GC
27.5%
26.5%
1.0%
Decrease
SWD=
Students with
Disabilities- refers
to students who
are identified with
a physical or
learning disability
Underlying Reasons for Progress:
Mathematics
There are several reasons for the progress
for SCS. These reasons are listed below.

There was increased instructional
support supplied in curriculum
maps and documents;

Support from district math staff,
11-12
12-13
AMO Goal
MCS29.5%
SCS61.3%
MCS24.7%
SCS56.2%
MCS26.5%
SCS55.0%
MCS37.5%
SCS68.5%
MCS15.9%
SCS43.9%
MCS14.0%
SCS26.9%
MCS1.9%
SCS19.0%
MCS2.9%
SCS17.6%
MCS1.6%
SCS17.4%
MCS0.7%
SCS19.3%
MCS7.5%
SCS29.0%
MCS18.4%
SCS40.7%
MCS29.1%
SCS62.4%
MCS24.9%
SCS55.9%
MCS28.9%
SCS57.1%
MCS35.2%
SCS68.8%
MCS17.8%
SCS44.4%
MCS21.2%
SCS34.5%
MCS-5.9%
SCS23.3%
MCS- 33.9%
SCS-63.7
MCS- -0.4%
SCS- 1.1%
MCS- 29.4%
SCS- 58.9%
MCS- 0.2%
SCS- -0.3%
MCS-31.1%
SCS-57.8%
MCS- 2.4%
SCS- 2.1%
MCS-41.4%
SCS- 70.5%
MCS-2.3%
SCS- 0.3%
MCS- 21.2%
SCS-47.4%
MCS-7.2%
SCS-0.5%
MCS- 13.1%
SCS-25.2%
MCS- 7.2%
SCS-7.6%
MCS-1.8%
SCS-17.8%
MCS-4.0%
SCS-4.3%
MCS-2.9%
SCS15.2%
MCS- 2.7%
SCS- 16.5
MCS- 0.0%
SCS- -1.3%
MCS-8.7
SCS23.8%
MCS-1.5%
SCS-16.3%
MCS-7.1%
SCS-6.4%
MCS2.8%
SCS22.4%
MCS-7.5%
SCS30.3%
MCS- 0.7%
SCS-18.1%
MCS-2.1%
SCS- 3.1%
MCS-7.0%
SCS-27.2%
MCS- 0.0%
SCS- 1.3%
MCS18.2%
SCS43.4%
MCS-17.3%
SCS-38.2%
MCS - -0.2%
SCS- 2.7%
MCS- 72.6%
SCS-88.9%
MCS-70.3%
SCS-90.5%
Change
MCS- -2.3%
SCS- 1.6%
Underlying Reasons for Challenges:
Mathematics
There are several reasons for the district not making all of
its’AMO goals. These regions are listed below.
Math- Grade 7
Many of our students lack strong foundational skills;
in basic math functions






coaches and interventionists to
better implement strategies and
utilize resources, Pre-K- 12;
There was a stronger focus on
utilization of CCSS Mathematical
Practice Standards;
Instructional strategies tied to
TEM teacher evaluation;
There were more consistent use of
EPGY Stanford Math/Compass
Learning for intervention,
enrichment, and instructional
support.
There was an increase in math
achievement in grades 3-8 we
attribute this to extensive math
tutoring and a focused approach
utilizing power standards that
have helped teachers teach more
math concepts with depth.
Our high priority schools also
utilized TCAP tutors that focused
on mathematics interventions with
the lowest performing subgroups.
Saturday school was also instituted
in many schools that focused on
increasing numeracy skills.
LEP

SWD


Progress was made in building
capacity to develop academic
language for LEP in content-area
classrooms, especially in schools
with larger LEP/NELB populations.

There was inconsistent use of EPGY Stanford Math/
Compass Learning for intervention, enrichment and
instructional support.
Math Racial/ED



Students lack strong foundational reading skills;
inconsistent use of EPGY Stanford Math/Compass
Learning for intervention, enrichment and
instructional support;
For many of our students this was the first year of
formal testing (Grade 3- TCAP);
The instructional shifts in CCSS was not internalized
into everyday classroom work;
CCSS Mathematical Practice Standards were not fully
implemented.
Racial/ED Algebra I and II

Students lacking strong foundational skills

Students not placed in Plus classes for additional
time and support;

Inconsistent use of EPGY Stanford Math/Compass
Learning for intervention, enrichment and
instructional support;

The instructional shifts from CCSS in instruction has
not been internalized into everyday classroom work

CCSS Mathematical Practice Standards not fully
implemented.

For most of the students who are ELL, they are first
time Algebra students

The engagement strategies of teachers must be
inclusive and target specific linguistic needs while
engaging the students in Algebraic concepts.
Reading and Language Arts
The number of SWD students
referred for evaluation and
qualifying for special education
services has decreased as a result
of effective implementation of RTI
through use of Early Intervening
Services funds provided by the
Department of Exceptional
Children for four years.
There was also an increase in the
number of students with
disabilities enrolled in modified
math options. (Algebra 1A and B &
Algebra Plus classes) in High
Schools.
Reading and Language Arts

The revised curriculum documents
and audits performed to ensure
the curriculum was appropriate to
guide instruction of rigorous
standards.

There was a focus on writing to
stimulus, which demands a
Reading and Language Arts 3-8, Reading and Language Arts
Grade 7, English II, English III (LEP & SWD)






Some students begin school unprepared to engage
with text because of limited pre-requisites and
limited academic language therefore presenting a
learning gap for students in PreK and the early
grades.
Some students leave third grade, where reading to
learn is the objective, without the needed skill set
necessary to read and comprehend rigorous text.
Due to inconsistent use of the RTI model, students
lost their ability to build their reading stamina
through small group instruction and extended
opportunity for struggling readers.
There were ineffective uses and lack of
implementation of the Instructional Maps for each
grade level in order to infuse CCSS strategies and
techniques into classroom instruction.
There was also uneven implementation of the
instructional shifts required by CCSS in daily
classroom instruction.
Many students with disabilities did not receive grade


Goals for 201314 school year:
Plan for this
school year:
reading and writing connection.
There was an increase in the
support for principals, assistant
principals and, district teams in
implementation of Common Core
through monthly training sessions
which included follow up school
visits from the curriculum team.
In Reading and Language ArtsSWD utilized English Plus Classes
to help with closing the gap and
achievement for students with
disabilities.



level instruction in a co-teaching environment.
SWD lacking strong foundational skills and not
placed in Plus classes for additional time and
support.
Inconsistent use of Transitional Support Classes for
LEP led to lost opportunity for additional ESL support
for English II and III.
Specialized training is needed for teachers and
administrators on how to work with ELL.
*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.
Key strategies to achieve goals:
Strategy A - Reading and Language Arts - Focus all instruction on Common Core State Standards
Implementation Plan:
•Infusion of rigorous CCSS into all curriculum documents used by teachers with support and follow-up using
curriculum audits
• Focused instruction on reading complex text closely and writing in relationship to stimulus
• Mandatory professional development for all teachers, coaches, mentors, interventionists, and other district
professionals who have responsibility for implementation of rigorous CCSS
• Continue to implement a tiered reading instructional model (RTI) with specific interventions for K-3
(iStation),and 4-12 grade (Reading Plus, CompassLearning) These programs are available to students during
instructional day, in after school programs, and at home where the parents can help
 Require that all schools have a schedule that allows for weekly intervention time
•Collaborate with, after school programs, and other appropriate programs to help ensure students practice
new skills and knowledge after school and at home in alignment with CCSS
 Provide more seat time for students with disabilities in English Plus Classes by ensuring teacher allocations
 Establish district norm for daily instructional time for beginning level LEP students
 Focus LEP instruction on the Foundational Skills of CCSS (print concepts/phonological awareness/ phonics
and word recognition/fluency)
 Collaborate with district staff and principals to ensure that high schools include class periods for transitional
LEP support classes as companion courses for English II and III
 Increase the number of students with disabilities receiving instruction in inclusive environments with
teachers who are instructing that focuses on content area standards
 Provide PD for teachers in the use of scaffolding strategies for students beyond their current ability for
additional support (use of anchor models, academic language stems, graphic organizers, and visual
representations)
Desired Outcomes Achievement Gap: Reading/Language Arts
2013 Performance
Students
Subject
Type
2014
MCS
SCS
UNIFIED
AMOs
3-8
RLA
Achievement
29.1%
62.4%
39.8%
43.6%
Gr 3
RLA
Achievement
28.4%
65.9%
39.9%
43.7%
Gr 7
RLA
Achievement
24.9%
55.9%
35.2%
39.3%
HS
English II
Achievement
35.2%
68.8%
46.2%
49.6%
HS
English III
Achievement
17.8%
44.4%
26.3%
30.9%
3-8 Racial
RLA
Gap Closure
3.3%
16.7%
10.2%
9.6%
HS Racial
English
Gap Closure
2.7%
14.9%
9.0%
8.4%
3-8 ED
RLA
Gap Closure
19.0%
30.2%
32.1%
30.1%
HS ED
English
Gap Closure
13.8%
27.5%
26.3%
24.7%
3-8 ELL
RLA
Gap Closure
7.5%
30.3%
17.2%
16.1%
HS ELL
English
Gap Closure
19.6%
53.5%
26.5%
24.8%
3-8 SWD
RLA
Gap Closure
2.8%
22.4%
9.7%
9.1%
HS SWD
English
Gap Closure
18.2%
43.4%
26.6%
24.9%
Projected costs and funding sources:
Common Core Consultant- ( proposed $25,000)- (Fund 1)
Teacher stipends ($90,000) (Fund I)
Implementation of RTI- Reading Plus, iStation - ($2mil) (Fund 1)
CompassLearning- ($156,300) (Fund 1)
Strategy B - Math - Focus all instruction on Common Core State Standards
Implementation Plan:
• Infuse additional resources and rigorous tasks that support CCSS instructional shifts and Constructed
Response Assessments (CRA) into Mathematics Curriculum Guides
• Provide ongoing support and professional development by district content specialists for administrators, PLC
coaches, and teachers including Secondary Math Collaboratives, TNCore videos and instructional resources,
PLCs, visits to the district Model Classrooms, and support from TNCore Math Coaches
• Establish Mathematics Weebly to share dates and instructional resources such as CRA support, exemplar
lessons submitted by teachers, professional learning, access to videos and other information vital to K -12mathematics classrooms
•Provide strategies that support CCSS instructional shifts embedded within TEM rubric
•Provide instructional leaders with a schedule of professional learning that include videos, research based
articles, and relevant topics to utilize during school PLCs
•Incorporate high leverage instructional strategies with a specific focus on understanding and implementing
the CCSS Mathematical Practices disseminated in all communications with teachers, administrators, and
parents, where appropriate
 Collaborate with, after school programs, and other appropriate programs to help ensure students practice
new skills and knowledge after school and at home in alignment with CCSS
 Require that all schools have a schedule that allows for weekly intervention time
 Increase the number of students with disabilities receiving instruction in inclusive environments with
teachers who are instructing that focuses on content area standards
 Provide PD for teachers in the use of scaffolding strategies for students beyond their current ability for
additional support (use of anchor models, academic language stems, graphic organizers, and visual
representations)
 Provide more seat time for students with disabilities in Math Plus Classes by ensuring teacher allocations
Desired Outcomes Achievement Gap-Mathematics
2013 Performance
Students
Subject
Type
2014
MCS
SCS
UNIFIED
AMOs
3-8
Math
Achievement
33.0%
63.3%
42.8%
46.4%
Gr 3
Math
Achievement
39.0%
74.9%
50.0%
53.1%
Gr 7
Math
Achievement
28.9%
57.1%
38.3%
42.2%
HS
Algebra I
Achievement
37.9%
67.6%
46.7%
50.0%
HS
Algebra II
Achievement
17.4%
51.2%
28.7%
33.2%
3-8 Racial
Math
Gap Closure
2.9%
15.2%
9.2%
8.6%
HS Racial
Algebra
Gap Closure
2.1%
13.3%
8.1%
7.6%
3-8 ED
Math
Gap Closure
14.7%
26.0%
27.4%
25.7%
HS ED
Algebra
Gap Closure
6.8%
23.4%
21.9%
20.5%
3-8 ELL
Math
Gap Closure
-0.4%
12.1%
7.4%
6.9%
HS ELL
Algebra
Gap Closure
5.9%
23.3%
12.6%
11.8%
3-8 SWD
Math
Gap Closure
8.7%
23.8%
14.2%
13.3%
HS SWD
Algebra
Gap Closure
21.2%
34.5%
26.5%
24.8%
Projected costs and funding sources: EPGY Stanford Math (Intervention and Enrichment for all students, ($1,660,000 ) (Fund 1 and Title I) Math Science Partnership with the TNDOE (professional learning for K – 5
teacher cohort $259,600) CompassLearning- $156,300 (Fund 1)
Key benchmarks
for progress on
strategies:
Benchmark
Timeline
ELA/Reading 3-8
Revise curriculum documents used by teachers to include all components of CCSS
Focus on writing to stimulus and instructional techniques that will connect rigorous text and
citing evidence from the text
Implement State ELA CCSS Training for teachers and administrators including summer CCSS
training and foundational reading skills course
Utilize ELA Common Core Coaches to provide classroom instructional support in
implementation of CCSS
Math 3-8 Racial
Expand instructional resources and rigorous tasks that support CCSS instructional shifts and
Constructed Response Assessments (CRA) into Mathematics Curriculum Guides
Provide CCSS training sponsored by TNDOE for teachers and administrators
Utilize common formative assessments to align instruction with student performance
July 2013 May 2014
October
2013- May
2014
July 2013 May 2014
August
2013-May
2014
June 2013July 2014
June 2013
August
2013- May
2014
Implement fully the TNDOE Response to Instruction and Intervention including consistent
utilization of EPGY Stanford Math and Compass Learning to include universal screening,
benchmarking, progress monitoring, rate of improvement, and small group instruction in
foundational skills and content tailored to student needs
August 2013
-May 2014
Provide ongoing support and professional learning for instructional leaders and teachers
utilizing TNCore videos and resources, face –to-face sessions, media sites, outside consultants,
PLCs, Model Classrooms, Demonstration Schools and sessions from TNCore Math Coaches
June 2013 May 2014
7th Grade Math
Expand instructional resources and rigorous tasks that support CCSS instructional shifts and
Constructed Response Assessments (CRA) into 7th Grade Mathematics Curriculum Guides
Provide CCSS training sponsored by TNDOE for administrators and Grade 7 teachers
Utilize common formative assessments in Grade 7 to align instruction with student
performance
Implement fully the TNDOE Response to Instruction and Intervention including consistent
utilization of EPGY Stanford Math and Compass Learning to include universal screening,
benchmarking, progress monitoring, rate of improvement, and small group instruction in
foundational skills and content tailored to student needs
3-8 Math Achievement
Expand instructional resources and rigorous tasks that support CCSS instructional shifts and
Constructed Response Assessments (CRA) into Mathematics Curriculum Guide.
Provide CCSS training sponsored by TNDOE for teachers and administrators
June 2013 July 2013
June 2013
August
2013- May
2014
August
2013- May
2014
June 2013 July 2013
June 2013
Utilize common formative assessments to align instruction with student performance
Implement fully the TNDOE Response to Instruction and Intervention including consistent
utilization of EPGY Stanford Math and Compass Learning to include universal screening,
benchmarking, progress monitoring, rate of improvement, and small group instruction in
foundational skills and content tailored to student needs
Provide ongoing support and professional learning for instructional leaders and teachers
utilizing TNCore videos and resources, face –to-face sessions, media sites, outside consultants,
PLCs, Model Classrooms, Demonstration Schools and sessions from TNCore Math Coaches
Expand instructional resources and rigorous tasks that support CCSS instructional shifts and
Constructed Response Assessments (CRA) into Mathematics Curriculum Guides
English II/III Achievement
Conduct professional development sessions specific to Common Core strategies that will
increase rigor in the English II/III classroom
Implement State ELA CCSS training for general ed. teachers and administrators working with
ELL that include instructional techniques for struggling readers, ELL and SWD
Collaborate with district staff to ensure all high schools include course periods for Transitional
ESL support classes as a companion course for English II/III
Provide before/afterschool support programs and summer enrichment for ELL
Monitor Plus Classes in High School to ensure students with disabilities that are scoring basic
and below basic on the EOC are enrolled
Algebra I/II Achievement
Increase instructional support provided in Algebra I/II curriculum maps and documents with
infusion of CCSS content, resources and constructed response tasks
Implement TNCore CCSS training for Algebra I/II teachers and administrators
Utilize common formative assessments to support instruction in Algebra I/II using Discovery
Learning
Implement fully the TNDOE Response to Intervention program including consistent utilization
of EPGY Stanford Math and Compass Learning to include universal screening, benchmarking,
progress monitoring, rate of improvement, and small group instruction in foundational skills for
Algebra I/II and content tailored to student needs
Continue ongoing support and professional development for administrators and teachers
utilizing TNCore videos and resources, local face –to-face sessions, media sites, outside
consultants, PLCs, Model Classrooms, Demonstration Schools and sessions from local TNCore
Math Coaches
Math 3-8 Gap Closure
Expand instructional resources and rigorous tasks that support CCSS instructional shifts and
Constructed Response Assessments (CRA) into Mathematics Curriculum Guides
Provide CCSS training sponsored by TNDOE for teachers and administrators
Utilize common formative assessments to align instruction with student performance
Implement fully the TNDOE Response to Instruction and Intervention including consistent
utilization of EPGY Stanford Math and Compass Learning to include universal screening,
benchmarking, progress monitoring, rate of improvement, and small group instruction in
foundational skills and content tailored to student needs
Provide ongoing support and professional learning for instructional leaders and teachers
utilizing TNCore videos and resources, face –to-face sessions, media sites, outside consultants,
PLCs, Model Classrooms, Demonstration Schools and sessions from TNCore Math Coaches
Expand instructional resources and rigorous tasks that support CCSS instructional shifts and
Constructed Response Assessments (CRA) into Mathematics Curriculum Guides
3-8 Reading/Language Arts- Gap Closure
Focus all instruction in ELA/Literacy on CCSS by:
1. Revising curriculum documents used by teachers to include all components of CCSS
August
2013-May
2014
August
2013-May
2014
June 2013 May 2014
June 2013
July 2013
June 2013 May 2014
June 2013August 2014
August
2013-May
2014
July 2013May 2014
June 2013 July 2013
June 2013
August
2013 May
2014
August
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June 2013 July 2013
June 2013
August
2013- May
2014
August
2013- May
2014
June 2013 May 2014
June 2013
July 2013 –
May 2014
2. Focusing on writing to stimulus and instructional techniques that will connect rigorous text
and citing evidence from the text
Implement a formative writing assessment aligned to CCSS
Implement State ELA CCSS Training for teachers and administrators including summer CCSS
training and foundational reading skills course
Acquire ELA Common Core Coaches to provide classroom instructional support in
implementation of CCSS
Implement revised State RTI plan to include focus on 3 tiers of instruction and increase Literacy
block to 150 minutes daily in (K-3) and 120 minutes (4-5)
Implement fully the TDOE Response to Intervention program with consistent utilization of
istation in grades K-3 to include universal screening, benchmarking, progress monitoring and
small group instruction in foundational skills for early intervention of reading difficulties
tailored to student needs
Implement fully Reading Plus (4-12) and CompassLearning ( 3-12) intervention programs in
middle and high schools to ensure alignment with RTI model to include universal screening,
benchmarking, progress monitoring and rate of improvement for struggling students
Continue to provide ongoing support and professional development for administrators and
teachers, utilizing TNCore videos and resources, local face-to face sessions, media sites, outside
consultants, PLC’s, Demonstration Schools and sessions from TNCore Leadership and ELA CCSS
coaches
Establish a district wide instructional approach for ESL Literacy Instruction at beginning levels
that exceeds compliance minimums
Provide before/after school support programs and summer enrichment opportunities for ELL
students
Collaborate with after school programs to ensure students practice new skills after school and
at home in alignment with CCSS
English II/III- Gap Closure-LEP
Present professional development sessions pertinent to effectively using Academic Vocabulary
in the classroom
Implement State ELA CCSS training for general Ed. teachers and administrators working with
ELL that include instructional techniques for struggling readers, ELL and SWD
Collaborate with district staff to ensure all high schools include course periods for Transitional
ESL support classes as a companion course for English II
Provide before/afterschool support programs and summer enrichment opportunities for ELL
Algebra I/II- Gap Closure- SWD
Expand instructional resources and rigorous tasks that support CCSS instructional shifts and
Constructed Response Assessments (CRA) into Mathematics Curriculum Guides
Provide TNCore CCSS training for Algebra I/II teachers and administrators
Utilize formative assessments to support instruction in Algebra I using Discovery Ed data result
Implement fully the TNDOE Response to Intervention program including consistent utilization
of EPGY Stanford Math and Compass Learning to include universal screening, benchmarking,
progress monitoring, rate of improvement, and small group instruction in foundational skills for
Algebra I/II and content tailored to student needs
Continue to provide ongoing support and professional development for administrators and
teachers utilizing TNCore videos and resources, local face-to-face sessions, media sites, outside
consultants, PLCs, Model Classrooms, Demonstration Schools and sessions from local TNCore
Math Coaches
Monitor High Schools to ensure students with disabilities scoring below basic enroll in the
modified math option classes (i.e. Algebra 1A & 1B, Algebra Plus)
Provide extended support for students scoring basic and below basic on formative
assessments. (I.e. After school tutoring, Saturday School and learning labs)
Graduation
Target students or subgroups who are not on track to graduate by providing them with
ACT/SAT Workshops, Credit Recovery, career and college readiness counseling, mentoring,
July 2013May 2014
July 2013 May 2014
July 2013May 2014
April 2013 May 2014
July 2013ongoing
July 2013ongoing
July 2013ongoing
June 2013ongoing
August 2013
– May 2014
August
2013- May
2014
July 2013May 2014
July 2013May 2014
July 2013May 2014
July 2013June 2014
June 2013
August
2013- May
2014
August
2013- May
2014
June 2013May 2014
August
2013- May
2014
August 2013
- May 2014
September
2013 - May
and tutoring to raise the level of the importance of graduation
Improve communication between parents and schools by increasing the number of phone
calls, face-to-face meetings and other general correspondence to parents, so that they will
have a better idea of what is expected of their children to stay on track to graduate
Implement a formal structure, such as an advisor/advisee program, beginning in 9th grade to
ensure each student has at least one adult advocate in the school that supports the student’s
educational experience
Expand alternative pathways to high school graduation for overage and under-credited,
students
Train essential school personnel (enrollment and records secretary and counselors) on
monitoring the graduation cohort via utilization of the reports posted on TDOE’s secured
graduation portal
Increase the number of students who are enrolled in Dual Enrollment classes, honors, AP and
IB by holding open houses and other recruiting events at the schools
Increase the number of students utilizing Memphis Virtual School to meet graduation
requirements
Continue the implementation of the Latino Student Success Collaboration at selected high
schools
Implement a Summer Bridge Program to help students and parents with understanding high
school structure and graduation requirements
2014
September
2013- May
2014
September
2013 -May
2014
August 2013
-July 2014
Yearly September
and March
July 2013July 2014
July 2013January
2014
August 2013
– May 2014
February
2013-June
2014