Tennessee School Improvement Planning
Process (TSIPP)
Cypress Middle School
2011-2013
2109 Howell Street
Memphis, Tennessee 38108
Gina Nicholson, Principal
Antonio Ryan, Assistant Principal
Cypress Middle School
School Improvement Plan
2011-2013
Contents (Items in italics refer to Title I Requirements)
Page
Assurance Page
3
SIP Leadership Team and Committee Composition
4
Component 1A: School Profile
 Instruction by a highly qualified staff
8
12
Component 1B: Academic/Non-Academic Data
 Measures to include teachers in decisions regarding
assessment results
 Comprehensive Needs Assessment (School Climate Survey)
18
Component 2: Beliefs, Mission, and Vision
33
Component 3: Curricular, Instructional, Assessment, Organizational
Effectiveness
 Policies and practices concerning the school’s core academic
subjects that have the greatest likelihood of ensuring that all
groups will meet the state’s proficient level of achievement on
State academic assessments
 Report of individual assessment results to parents in language
they understand
 State-federal-local programs that will be consolidated
 Strategies to attract high quality, highly qualified teachers
19
18, 31, 50
34
34
53
59
59
Component 4: Action Plan Development
 School-wide reform strategies based on scientific research
 High quality, ongoing professional development
 Strategies to increase parental involvement
 Coordination and integration of federal, state, and local services
and programs
62
62-76
62-76
62-76
62-76
Component 5: School Improvement & Process Evaluation
 Reviewed and revised
77
78
Appendix
 Family Engagement Policy
 Title I Home/School Compact
 Homeless/Displaced Children’s Policy
 Teacher Mentoring Program
 School-wide Academic Intervention Plan
 State-Federal-Local Programs
 Technical Assistance Report
 Title I Transitional Plan
 Professional Development Plan
82
85
87
88
89
91
92
93
94
95-105
2
2597 Avery Avenue • Memphis, Tennessee 38112-4892 • (901) 325-5300
Cypress Middle School
Gina Nicholson, Principal
2109 Howell Street
Memphis, TN 38108
Telephone: 901.416.4524
FAX: 901.416.4528
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
I, Gina Nicholson, principal of Cypress Middle School, give assurance that this
NCLB Title I Schoolwide Plan was developed during a one year period with
parents and other members of the community. This plan is available to the local
educational agency, parents, and the public.
The intent and purpose of each federal categorical program is included. When
appropriate there is coordination with programs under Reading First, Early
Reading First, PCLT, Carl D. Perkins Vocational Act, and Head Start.
I certify that Cypress Middle School has utilized the data and other
requirements requested for each component. The school will operate its programs
in accordance with all of the required assurances and certifications for each
program area.
Cypress Middle School is on the “high priority” list. Therefore, I understand
that not less than 10% of Title I funds must be spent for professional
development.
I CERTIFY that the assurances referenced above have been satisfied to the best of
my knowledge.
__
Date Signed
Signature of Principal
3
___
1.1: SIP Leadership Team Composition
SIP Leadership Team
Member Name
Leadership Chair?
(Y/N)
Position
Gina Nicholson
N
Principal
Antonio Ryan
Tomeka Frazier
Michelle Neely
Phyllis Henson
Brenda Johnson
N
N
N
N
Assistant Principal
Librarian
Social Studies Teacher
Physical Education Teacher
Instructional Facilitator
Lisa Paxton
Maylynn Shezbie
George Tolbert
Elaine Hawkins
Tina Taylor
LaKrisha Watkins
Y
N
N
N
N
N
N
Professional School Counselor
Parent/PTA President
Community Representative
Building Engineer
Special Education Teacher
General Office Secretary
4
Name of Subcommittee(s)
(when applicable)
Component Three
Component Two
Component Four
Component Five
Component One
1.2: Subcommittee Formation and Operation
The principal appointed chairs of each subcommittee from the membership of the Leadership
Team. The chairs formed their committees from the members of the faculty; most chose
members who shared a common planning time. The subcommittees met during team meetings,
during the professional learning communities meetings, and during regularly scheduled faculty
meetings. Agendas and minutes of these meetings are on file. Additionally, rough drafts of the
various components are kept in the office of the SIP Leadership Team chair. Communication
among the subcommittees was usually by e-mail or by personal contact. The entire faculty met
as a group to approve various components and the document as a whole. Time was set aside
during faculty meetings to review the School Improvement Plan and to provide feedback to the
subcommittees. Stakeholders were invited to review components of the document as they were
being written; parents, alumni, and adopters were especially helpful in this process.
Subcommittee for COMPONENT
1 School Profile and Collaborative Process
Member Name
Position
Chair
Tina Taylor
Antonio Ryan
Precious Boyle
Josie Dove
Special Education Teacher
Assistant Principal
Social Studies 6 Teacher
Mathematics 6 Teacher
Y
N
N
N
Brenda Hudson
LaKrisha Watkins
Michael Spearman
Constance Brown
Teacher Assistant
Records Secretary
Parent Counselor
Custodian
N
N
N
N
Component 1 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 1 Chair Signature
5
YES
NO
Subcommittee for COMPONENT
2 Beliefs, Mission and Vision
Member Name
Position
Michelle Neely
Brenda Robinson
Shirley Shelby
Shelby Wilson
Wesley Cincore
Tamala Moore
Yolanda Dale
Tonya Elliot
Chair
Social Studies 7 Teacher
Special Education Teacher
Art Teacher
Teen Living Teacher
Special Education Teacher
Parent
Teacher Assistant
Community Volunteer
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
Y
N
N
N
N
N
N
N
NO
Subcommittee 2 Chair Signature
Subcommittee for COMPONENT
3
Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name
Position
Chair
Tomeka Frazier
Phyllis Henson
Douglas Monday
LaDerrik Williams
Brenda Pirtle
Tangey Skinner
Librarian
Physical Education Teacher
Special Education Teacher
Science 7 Teacher
Diversified Technology
American History 8 Teacher
Y
N
N
N
N
N
Betsy Spring
LaSheila Stokes
Ray Davis
Instructional Resource Teacher
Financial Secretary
Parent
N
N
N
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 3 Chair Signature
6
YES
NO
Subcommittee for COMPONENT
4 Action Plan Development
Member Name
Position
Chair
Brenda Johnson
Glennie Thomas
Andrea Randolph
Tonya Yancey
Gerald Williams
Andrew Henderson
Huda Najar
Jason Johnson
Instructional Facilitator
Creative Writing/Reading
Language Arts 8 Teacher
Language Arts 6 Teacher
Mathematics 7 Teacher
Teacher Assistant
Mathematics 8 Teacher
Special Education Teacher
Y
N
N
N
N
N
N
N
George Tolbert
Community Volunteer
N
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 4 Chair Signature
Subcommittee for COMPONENT
5 The School Improvement Plan and Process Evaluation
Member Name
Lisa Paxton
Damien Pearson
Andrea Richardson
Adrienne Hill
Edward Harper
Kevin Harris
Verlyn Walker
Maylynn Shezbie
Position
Chair
Guidance Counselor
Band Teacher
Science 8
Language Arts 8
Science 6
Instructional Resource Teacher
ISS Supervisor
Parent
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Subcommittee 5 Chair Signature
7
YES
Y
N
N
N
N
N
N
N
NO
Component 1a - School Profile and Collaborative Process
1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
1.3.1: Data Sources (including surveys)
Data Source
Relevant Findings
TNTP’s Survey of
Instructional Culture
Spring 2011
Teachers at Cypress Middle School are confident in their ability
to effect change in their students’ lives. 72% of teachers believe
Cypress Middle School is committed to improving their
instructional practices. 68% believes Cypress Middle School set
high standards for our students and 63% believes Cypress Middle
School implements a rigorous academic curriculum.
82% agreed Cypress Middle School uses the results of student
learning measures to guide instructional decisions. Furthermore;
the teachers surveyed agree (78%) that they get enough feedback
on their instructional practice.
Memphis City Schools changed to the way parents respond to the
School Climate Parent Survey. The survey was given completely
online. The school made computers available for parents to
complete the survey; however, there was poor participation from
Cypress Middle School’s parents. The responses to a majority of
the categories were positive and believed the school, principal,
and teachers were doing a good job. Parents agreed teachers made
them feel comfortable in contacting him or her. (2.3)
Furthermore, parents surveyed agreed teachers encouraged their
child to do her/his best in school. (2) Parents disagree that they
were given the opportunity to participate in school committees
(for example, textbook committee, School Improvement Plan
Committee) (3.3)
Student School Climate Surveys were not administered in Spring
2011. Students at Cypress Middle School were optimistic as
indicated in the MCS Spring 2010 School Climate Student
Survey: Students felt that it was somewhat to mostly true that
teachers want students to share their thoughts. (3.56) Students
felt that it was somewhat to mostly true that teachers tell students
what they are learning and why. (3.93) Students felt that it was
somewhat to mostly true that teachers want students to explain
their answers -- why they think what they think. (3.55) Students
felt that it was somewhat true that teachers seem to believe in
their ability. (3.27) On the other hand, students felt that it was
mostly untrue to somewhat true that teachers have several good
ways to explain each topic that we cover in this class. (2.84)
Results of this survey indicated that the overall quality of the
instructional systems at Cypress Middle School were at fully
functioning and operational levels of implementation. In the
areas of Curriculum, Assessment, Education Agenda, Leadership,
and Culture of Continuous Improvement and Learning, the survey
MCS School Climate Parent
Survey, Spring 2011
1=Always
2=Most Times
3=Sometimes
4=Never
MCS School Climate
Student Survey, Spring
2010
1 = Totally Untrue
2 = Mostly Untrue
3 = Somewhat
4 = Mostly True
5 = Totally True
NSSE Survey of
Instructional and
Organizational
Effectiveness
8
Data Source
NSDC Standards
Assessment Survey
Relevant Findings
results indicated that we are strong in aligning instruction with the
goals and expectations of student learning; however, we need
improvement in actively engaging students in learning. Regarding
Community Building, the survey results indicated that we needed
improvement in extending the school community through
collaborative networks.
Teachers (92%) feel empowered by the school leadership with its
belief that teacher learning is essential for achieving our school
goals and is committed to providing teachers with opportunities to
improve instruction while fostering a school culture focused on
instructional improvement. Teachers are knowledgeable in the use
of data to assess student needs and focus instruction on the
improvement of student learning through research-based
professional development and integration of data into their
instructional plans and implementation of the curriculum.
According to the results of this survey, the five standards in need
of the most improvement are: Learning Communities, Resources,
Evaluation, Learning, and Collaboration.
9
1.3.2: School and Community Data
Narrative and analysis of relevant school and community factors:
1. School Characteristics
Cypress Middle School is a public, urban, neighborhood school. Cypress was built in 1966 by
architects Robert H. McCarty and Mel O'Brien and opened in 1967 in the Springdale,
Vollentine-Evergreen community to relieve overcrowding from the area elementary schools.
There was a need to have a neighborhood junior high school after Hollywood Jr. closed and was
re-opened as an elementary school. With community support the school was built at 2109
Howell. Cypress Jr. opened with a first year enrollment of approximately 1700 students. From
August 1967 until June 2001, Cypress Junior High School served grades 7-9; in August 2001, it
converted to a middle school serving grades 6-8. The Tennessee Department of Education and
the Memphis City Schools determined that Cypress needed to be reconstituted, and was “Fresh
Started” for the 2007-2008 school year. Cypress Middle School follows the official Memphis
City Schools calendar, which began on August 8th and runs until May 18th. The school day
begins at 7:30 a.m. and ends at 2:15 p.m.; teachers report to work a minimum of fifteen minutes
before school starts and remain at school a minimum of fifteen minutes after school lets out.
Cypress is fully accredited and its three story building has several outstanding features: an
elevator, two stationary computer labs and several laptop mobiles, an auditorium that seats over
1,000, a wing for multiple-handicapped students, two science labs, a gymnasium, a cafeteria, an
art lab, a diversified technology lab, and music/band facilities. In addition, a complete teen living
kitchen and sewing laboratory furnished and implemented. Cypress makes full use of current
technology to ensure the safety of all students. The building is monitored by a security camera
and video system and utilizes a metal screening process at the main entrance. Additionally, there
is an internal PBIS team and an external PBIS coach to support discipline. Cypress participates
in the Memphis City Schools Indoor Air Quality initiative and submits a Memphis City Schools
Emergency Management Plan annually. The Emergency Management Plan is available on the
school web-site in order to provide immediate access in the event of an emergency. Hard copies
are on file in the library and in the office.
10
Cypress has implemented the middle school concept with a grade/unit model being utilized.
Students attend core classes of Reading/Language Arts, Mathematics, Science and Social
Studies, as well as exploratory classes which include Art, Band, Physical Education, Creative
Writing/Reading, Teen Living, and Diversified Technology. All grade levels employ a team
approach to enhance learning in a supportive environment. Special education students
(instructional resource, CDC, CDC-MH, and classes to serve students with autism and emotional
disturbances) are placed in a combination of classes which meet their individual needs and allow
for maximum inclusion in the least restrictive environment. Cypress Middle School has
implemented full inclusion for our instructional resource students; classes in Reading/Language
Arts and Mathematics are taught by a co-teaching team consisting of a content area specialist and
an instructional resource specialist.
Students have the opportunity to participate in a wide range of activities, including sports and
organizations. Organized athletics for boys include football, basketball, track and baseball.
Organized athletics for girls include volleyball, basketball, track, softball, and cheerleading. All
teams are coached by Cypress staff. Teachers also sponsor school organizations such as Student
Government and Envoy, as well as interest clubs such as choir, majorettes, chess, and guitar. A
monthly club-day activity schedule is being planned to give every student the opportunity to
participate in a non-academic activity. All students are exposed to college and career awareness
through a College Fair and Career Day, as well as by teachers who incorporate their own
colleges into room and door decorations. The school also provides a structured after-school
tutoring program through supplemental education service providers, extended proposal,
Reading/Language Arts, extended learning as mandated by NCLB for remediation and
enrichment, as well as special enrichment programs sponsored by the Rhodes College/Cypress/
Springdale partnership.
Cypress is a federally funded school wide Title I school. Title I is part of No Child Left Behind
and requires that schools create a positive and supportive learning environment that results in
high levels of achievement for all students. Funds are available for academic programs and
strategies, additional teachers and other personnel, staff development, materials, supplies,
technology and parent training. Our students and teachers worked hard to improve our status
under the No Child Left Behind Law; however, we did not make Adequate Yearly Progress
11
(AYP) in mathematics or reading. Because of that, Cypress is listed as a “High Priority” school
in the category of Restructuring 1.
The corrective action plan noted that over the past four years, the promotion rate increased. It is
also noted that the population percentage of students with special needs increased; Cypress
employ full inclusion strategies in all grades. Major staffing changes have been implemented,
and improved teaching and support for teachers is a district-supported, school-wide priority.
2. Staff Characteristics:
Cypress Middle School is under the leadership of Gina Nicholson. Mrs. Nicholson was
appointed as the new principal in July 2010 and Mr. Antonio Ryan became the assistant principal
in May 2011. Cypress Middle School’s staff consists of a principal, an assistant principal, an
Instructional Facilitator, a school counselor, a librarian/media specialist, a full time and a parttime school nurse, a part-time school social worker, a part-time school psychologist, a part-time
speech therapist, eight para-professionals, a parent counselor, an In-School Suspension teacher,
and twenty-seven classroom teachers. Cypress’ culturally diverse, highly qualified faculty is
made up of both veteran and novice teachers.
Sixty-two percent (62%) of the faculty has advanced degrees, with 38% of the faculty at the
bachelor degree level; forty-six percent (46%) of the teachers at the bachelor’s level are currently
attending graduate school. Following the guidelines of No Child Left Behind, all of the Cypress
teachers have received verification of highly qualified status. None are teaching outside of their
certified areas.
Additional staff includes an in-school suspension supervisor and 8 teaching assistants, as well as
secretarial, cafeteria, and custodial employees. In addition to the MCS school nurse who visits
the school once a week, Cypress has a school nurse on the campus every day assigned to special
education students; additionally, a traveling nurse visits the CDC-Multiple Handicapped class
each day to administer medications.
12
Table 1-1 at the end of this component indicates the faculty staffing for 2011-2012, listing the
highest degree attained, years of teaching experience, and current teaching assignment.
Cypress Middle School is active in grants, both in writing and receiving. Teachers, as well as the
school, have participated and received grants through a variety of resources including the Rotary
Foundation Teacher Initiative Grants, Junior League Innovative Teaching Grants, Reading Is
Fundamental (RIF), Library Literacy Grant, Ed-Tech Grant, and School Improvement Grant, to
assist in increasing student achievement. Cypress participated in a Literacy through Libraries
Grant and the district’s School Improvement Grant. Details of these grants are provided in
Component Three of this document.
3. Student Characteristics
The current enrollment at Cypress Middle School is 338 students. There are 109 students
enrolled in sixth grade, 119 enrolled in seventh grade, and 110 enrolled in eighth grade. The
gender breakdown by grade is as follows: grade 6 has 56 male, 53 female; grade 7 has 76 male
and 43female; grade 8 has 64 male and 56 female. The student body is 97.3% African American,
with 1.2% White, 0.3% Native American, 0.3% Asian/Pacific Islander, 0.6% Hispanic/Latino,
and 0.3 other. Currently, 97.5% of our students participate in the free/reduced lunch program
and are in the Economic Disadvantaged subgroup. As little as 0.008% are considered Limited
English Proficient students at Cypress at this time. (Disaggregated data by subgroup can be
found in Component 1B.)
At this time, we have identified 75 students in the category of Students with Disabilities: 37
resource students, 16 CDC students, 8 CDC-Multiple Handicapped students, 10 CDC-ED
students, and 4 CDC-Autistic students. The percent of students who are presently identified as
Students with Disabilities is 22.1%. Of the 75 special education students, 11 (or 14.6 % of the
sixth graders) are in full inclusion classes. Eleven resource students (or 14.6% of the eighth
graders) are in full inclusion classes.
13
The 2010-2011 Promotion Rate was 93.7%, a significant decrease from the 2009 - 2010
Promotion Rate of 98.2%, but a slight increase over the 2008-2009 rate of 90.5%. The Cypress
promotion rate for 2010-2011 did not exceed the state goal of 97%.
Attendance for 2008-2009 was 92.8%; it slightly increased in 2009-2010 to 93.7%. Attendance
during 2010-2011 school year is listed at 91.8%, Improving attendance is a priority, and we are
fortunate to have the assistance of an attendance monitor from the District Attorney’s Office,
as well as a parent counselor to assist and monitor attendance. Strategies to improve student
attendance are addressed in Component Four which attest to 2010 - 2011 attendance rate.
The 2010-2011 data records 78 expulsions (59 male and 19 females) and 324 suspensions (221
males and 103 males.
This is an increase from the suspensions and expulsion reported for the
previous year. The 2010 State Report Card records 47 expulsions and 47 suspensions (32male
and 15 female). The most common referral for boys was for disruptive behavior. For girls, the
most common referral was for uniform violations.
Reducing the incidence of fighting was a priority in our efforts to provide students with a safe,
secure learning environment. The implementation of Fight Free programs and procedures
seem to have been successful. Cypress also participates in drug and gang awareness programs
sponsored by the Memphis Police Department, and this should have a positive impact on the
incidence of drug, alcohol, and tobacco use by students.
4. Parent or Guardian Demographics
The 2010-2011 poverty index as provided by Memphis City Schools NCLB Services listed
Cypress Middle School with 98% of students from low-income families, consistent with the
figures from previous years. A review of the Demographic Report for Shelby County Census
Tract 7 reveals that 47% of the families in our neighborhood make less than $25k, with 15%
making less than $10k. Most parents work in sales or food chain sales and management. 38%
of adult neighborhood residents have no diploma, and 27% have only a high school diploma.
Most parents are not homeowners and rent houses or apartments. Most households own cars,
14
but many use public transportation. Of the neighborhood family households with children
under 18 years, the most prevalent (64%) is a single female parent.
The parents of many students attended Cypress Middle School themselves and continue to
support its tradition. Parents are involved in programs at Cypress through participation in the
PTSA, the Cypress Alumni Association, and the School Leadership Council, as well as through
the family engagement component of Title I and NCLB. The Parent Center at Cypress is a
source of great pride. This on-site facility gives parents a place to meet with committees, work
on computers, plan for PTSA meetings, or just visit. It is another way we are making parent
involvement a visible component of our school day. A Family Specialist and a Parent Counselor
are housed at Cypress through NCLB funding and are available to meet with parents and assist
them to solve family problems and find ways to relate to their adolescent children. Their office
contacts parents, counsels, arranges student services such as dental and health screening, and
maintains an active role in the community.
5. Community Characteristics
Cypress Middle School is located in an economically challenged section of our city. It serves
students from the Hyde Park, New Chelsea, Hollywood, and Vollentine-Evergreen communities.
The attendance area is generally bounded by the Wolf River on the north, Warford on the east,
Watkins on the west, and Jackson on the south. Feeder schools include Klondike, Springdale
Elementary, Shannon Elementary, Vollentine Elementary, and Coleman Elementary. Nearby
Memphis City Schools serving the same age group includes Snowden School (Pre-K – 8) and
Douglass School (KK - 8). Students leaving Cypress Middle School usually attend Northside
High School, Kingsbury High School, or the new Douglass High School. There are no private
schools located in this neighborhood that serve grades six through eight. 33.7% of the
households in this Census Tract have children under the age of eighteen.
Several groups contribute to decision making at Cypress Middle School. The School
Leadership Council is a parent/faculty advisory council to the school staff. The Principal’s
Leadership Team is a faculty council designed to provide input toward decisions regarding the
15
day-to-day operation of the school. The PTSA serves to meet the needs of parents and
coordinate parent volunteer activities.
Through the Memphis City School’s Board of Education, Cypress is aided by an Academic
Support Team. In addition, teachers participate in the professional development offered through
the Teaching and Learning Academy and the Subject Area Curriculum Specialists, as well as
ongoing professional development mandated through NCLB. As with all Memphis City
Schools, Cypress benefits from an alliance with Partners in Public Education (PIPE).
Cypress participates in a number of educational initiatives with community agencies, such as
Facing History and Ourselves. Through the Rhodes College Learning Corridor program,
students from the college serve as tutorial aides in Cypress classrooms. Volunteer tutors are also
provided through the Our Children, Our Future program.
Although Cypress is located in an economically disadvantaged neighborhood, it receives
enthusiastic support from parents and the community. We are especially proud to have as our
Adopt-A-School Partners: Springdale Baptist Church, the V.A. Medical Center, the U.S.
Attorney’s Office, Buckman Laboratories, Rhodes College, Cathedral of Faith Ministries, Life
Church of Memphis, and System Technologies. Assisting us as community partners are the
Cypress Alumni Association, Tony Nichelson, Red Zone Seeds of Life, Shields Seal Paving
Company, Simply for Me Catering, and Round One Restaurant. Cypress is fortunate to be able
to participate in a number of district-wide incentives that enrich our students, especially the
STAR (Student Teacher Academic Record) program, the volunteer tutoring initiative Our
Children, Our Future, the supplemental education services providers and the Extended Learning
Program as implemented per the Memphis City Schools district mandate, which makes school
facilities available to students after school each day and provides academic and social
opportunities to improve test scores and raise failing grades.
16
Figure 1-1
Cypress Middle School Faculty Demographics
2011 - 2012
Name
Boyle, Precious
Cincore, Wesley
Dove, Josie
Frazier, Tameka
Harper, Edward
Harris, Kevin
Henson, Phyllis
Hill, Adrienne
Johnson, Brenda
Johnson, Jason
Monday, Douglas
Najar, Huda
Neely, Michelle
Nicholson, Gina
Paxton, Lisa
Pearson, Damion
Pirtle, Brenda
Randolph, Andrea
Richardson, Andrea
Robinson, Brenda
Ryan, Antonio
Shelby, Shirley
Skinner, Tangey
Spearman, Michael
Spring, Betsy
Taylor, Tina
Thomas, Glennie
Williams, Gerald
Williams, LeDerrick
Wilson, Shelby
Yancey, Tonya
Assignment
Social Studies 6
CDC
Mathematics 6
Librarian
Science 6
Instructional Resource Math
Physical Education/ Health
Language Arts 7
Instructional Facilitator
CDC-ED
CDC-MH
Mathematics 8
Social Studies 7
Principal
Professional School Counselor
Band
Diversified Technology
Language Arts 8
Science 8
SBCD
Assistant Principal
Art
American History 8
Parent Counselor
Instructional Resource Lang. Arts
CDC
Creative Writing/Reading
Mathematics 7
Science 7
Teen Living
Language Arts
17
Degree
PhD
B
M+
EdS
M
B
M+
B
EdS
B
M
M
M
M
M
B
EdS
B
M
B
M
M
M
M
B
M
M
B
B
B
B
Experience
11
16
24
8
8
8
23
5
13
2
32
4
5
25
4
7
26
6
4
27
10
33
5
2
1
4
19
2
2
28
1
Component 1b – Academic and Non-Academic Data Analysis/Synthesis
1.4: Variety of Academic and Non-Academic Assessment Measures
(Rubric Indicator 1.4)
To analyze student performance, the following reports were used:
List Data Sources
Student Learning:
TCAP Achievement Data (Grades 6-8 – Comprehensive Needs Assessment
TCAP Writing Assessment (Grade 8) – Comprehensive Needs Assessment
TCAP Alt Portfolio Assessment (Grades 6-8)
Discovery Education Formative Assessments (Grades 6-8)
Scholastic Reading Inventory (Grades 6-8)
TCAP CRT Category Performance Level Summaries
Tennessee ECO Algebra Assessment
Disaggregated Reports by Gender, Ethnicity, Socio-Economic Status, and Students with
Disabilities
Tennessee 2009, 2010, and 2011 Report Card
NCLB AYP Report
Student Report Cards
Failure rates for each grade, subject, and nine-week period
Unit Tests (Textbook generated)
Weekly Common Assessments (Teacher generated)
9-Week Review Tests
Stanford Math: Math Intervention and Assessment
EdPlan Intervention System
Teacher Evaluations and Classroom Observations
Title I Comprehensive Needs Assessment (School Climate Assessment)
Data SIS System – Academic and Non-academic measures
Attendance Reports and Data – by 20-day period and annually
Disciplinary Referrals
Chancery SMS Discipline Data
PBIS Team – Behavioral Intervention and Support Data
Promotion Rate
School Climate Survey-Comprehensive Needs Assessment
Parent Demographic Survey – Spring 2011
Student demographics
NSCD Standards Assessment Survey
Primary Language Identification Forms
18
1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs.
The faculty, staff, parents, students and community stakeholders of Cypress Middle School have
examined and analyzed a variety of data sources to determine current levels of achievement and
areas of need of our students. A list of data sources may be found on the previous page. The
subcommittee for this component met concerning analysis of all available data. During each
meeting, records of attendance and minutes are maintained. These documents are kept on file
with the school administration and are available upon request. The School Improvement Team
and the faculty reached consensus to continue our focus on academic goals in Reading/Language
Arts, Writing, and Mathematics.
Spring 2011TCAP data indicates that Cypress Middle School needs improvement in the area of
Reading and Language Arts plus Writing and Mathematics; our current AYP status is
Restructuring 1. Cypress Middle School administers the Tennessee Comprehensive Assessment
Program (TCAP) to sixth through eighth grade students. Special Education students are also
tested according to the guidelines of their Individualized Education Plan. However, a random
group of students is chosen by Memphis City Schools Department of Research, Evaluation and
Assessment to take the MAAS, which is identical to the TCAP test at each grade level with three
answer choices for students rather than the standard four answer choices. Under the No Child
Left Behind Act of 2001 (NCLB), each state must administer an annual standardized test. Parents
and the community are informed of students’ performance on this assessment test. The results
are reported by subgroups and gender. The 8th grade TCAP Writing Assessment results are
included along with the Report Card data, Quintile data, and TVAAS results. The attendance,
promotion, disciplinary data, school climate and professional development survey will be
provided in this component. We have also included Discovery Education Formative Assessment
data collected for the 2010-2011 school year.
Cypress Middle School uses this analysis to develop areas of strengths and needs with target
goals listed. The academic goals and nonacademic goals, which relate to the district goals, will
be addressed in Component Four, the action plan of this document.
19
Mathematics Analysis
In the 2010-2011 academic year, qualifying subgroups in Mathematics were ALL, AfricanAmerican, and Economically Disadvantage. Data showed 6% of students scored Proficient or
Advanced in the area of Mathematics. This is significantly below the 40% 2010-2011 AMO
target in Mathematics.
In the 2010-2011 academic year, qualifying subgroups in Mathematics were All, AfricanAmerican, and Economically Disadvantaged. In the All subgroup, 98% of students were tested.
Of this percentage, 65% scored Below Basic, 27.8% scored Basic, 3.2% were proficient and
4.1% scored in the advanced category. In the African American subgroup, 98% of students were
tested. Of this percentage, 65% scored Below Basic, 27.9% scored Basic, 3.2% were proficient
and 3.8% scored in the advanced category. In the Economically Disadvantaged subgroup, 98%
of all students were tested. Within that percentage, 66% scored Below Basic, 27.4%scored Basic,
2.9% were proficient and 3.9% scored in the advanced category. Within the subcategory
Students with Disabilities, 95% of all students were tested. Of that percentage, 81.1% scored
Below Basic, 18.9% scored Basic, 0% were proficient and 0% scored in the advanced category.
Professional development is delivered to address instructional needs in the areas of intervention,
best practices and developing quality assessments. In 2010-2011, Professional Learning
Communities were established to review data and best practices in grade level teams. This has
been modified in 2011-2012 to include Learning Communities by academic departments.
Teachers examine formative assessment results by level of mastery, student response to
questions and question analysis. Once trends are established within grade-level Professional
Learning Communities, teachers share their best practices in various subject areas and strands for
the sole purpose of raising the level of overall student performance. Formative assessment results
are used to drive instruction within individual classrooms. In addition to formal measures, grade
level teams develop weekly common assessments to assess student mastery of the state standards
and determine the need for re-teaching of skills. The Principal, Assistant Principal, Media
Specialist, and the Instructional Facilitator are working members of all Professional Learning
Communities established at Cypress Middle School. In addition to formal testing, our staff
incorporates varied classroom assessment techniques. Teacher-made assessments, pre-and post20
testing of major units of study, incorporation of checklists and rubrics, exist in all classrooms;
peer evaluation exists within the intermediate grade levels. Classroom Performance Systems are
used at all grade levels to formally and informally assess student progress.
The Principal, Assistant Principal, and Instructional Facilitator maintain data reports for all
Mathematics measures in use at this school; the Principal reports out on data results to Striving
School Zone district personnel every 20 days. In addition, school wide monitoring checklists
have been employed to assure consistency in instruction. The Principal, Assistant Principal, and
Instructional Facilitator monitor all systems in place at Cypress Middle School. In addition to
individual formal evaluations, informal drop-in observations are conducted on a daily basis and
used to produce instructional effectiveness data for the overall school. Instructional effectiveness
is also monitored by Striving School Zone staff members. In addition to Striving School Zone
support, other forms of technical assistance exist in a variety of growth areas and these
individuals work with administrative staff to raise the overall level of student achievement.
Reading and Language Arts plus Writing Analysis
In the 2010-2011 academic year, qualifying subgroups in Reading and Language Arts plus
Writing were All, African-American and Economically Disadvantaged. At this time, data has not
been disaggregated by subgroup. Preliminary data results indicate 22% scored Proficient or
Advanced in the area of Reading and Language Arts plus Writing. Grade 8 final TCAP writing
assessment calculation were 77% proficient or advance were factored into the TCAP Reading
and Language Arts percentages. The 22% was significantly below the 2010-2011 AMO target of
49%.
In the 2010-2011 academic year, qualifying subgroups in Reading and Language Arts were All,
African-American, and Economically Disadvantaged. In the All subgroup, 99% of students were
tested. Of this percentage, 41% scored Below Basic, 36.1% scored Basic, 15.4% were proficient
and 7.8% scored in the advanced category.
In the African American subgroup, 99% of students were tested. Of that percentage, 41% scored
Below Basic, 36.2% scored Basic, 15.4% were proficient and 7.6% scored in the advanced
21
category. In the Economically Disadvantaged subgroup, 99% of all students were tested. Within
that percentage, 41% scored Below Basic, 36.3 scored Basic, 14.9% were proficient and 7.8%
scored in the advanced category. In Students with Disabilities, 96% of all students were tested.
67.3% scored Below Basic, 32.7 scored Basic, 0% were proficient and 0% received a status of
advanced.
In the 2010-2011 school year, there were three Discovery Education Formative Assessment
benchmark test events and four common assessment tests that directly measure progress on skills
taught during the 2010-2011 academic year. Formative assessment results were used as a means
to establish student baseline data and monitor their progress in critical areas to assist teachers in
planning an effective data-driven instructional program.
Information from this report will be analyzed in Data Professional Learning Communities and
used to drive classroom instructions. Learning Express Folio is used to monitor student progress
in Writing. Professional development is delivered to address instructional needs in the areas of
intervention, best practices and analysis of student work. These Professional Learning
Communities have been established to review data and best practices specific to grade levels.
Grade level Professional Learning Communities and vertical Subject-Area Professional Learning
Communities have also been established to provide job-embedded professional development in
the areas of greatest need - Reading and Mathematics. Teachers examine formative assessment
results by level of mastery, student response to questions and question analysis. Once trends are
established within grade-level Professional Learning Communities, teachers share their best
practices in various subject areas and strands for the sole purpose of raising the level of overall
student performance. Formative assessment results are used to drive instruction within
individual classrooms. In addition to formal measures, grade level teams develop weekly
common assessments to assess student mastery of the state standards and determine the need for
re-teaching of skills. The Principal, Assistant Principal, Media Specialist, and the Instructional
Facilitator are working members of all Professional Learning Communities established at
Cypress Middle School. In addition to formal testing, our staff incorporates varied classroom
assessment techniques. Teacher-made assessments, pre-and post-testing of major units of study,
incorporation of checklists and rubrics, exist in all classrooms; peer evaluation exists within the
22
intermediate grade levels. Classroom Performance Systems are used at all grade levels to
formally and informally assess student progress.
The Principal, Assistant Principal, Media Specialist, and Instructional Facilitator maintain data
reports for all Reading and Language Arts plus Writing measures in use at this school; the
Principal reports out on data results to regional district personnel every 20 days. In addition,
school wide monitoring checklists have been employed to assure consistency in instruction. The
Principal, Assistant Principal, Media Specialist, and Instructional Facilitator monitor all systems
in place at Cypress Middle School. In addition to individual formal evaluations, informal
observations are conducted on a daily basis and used to produce instructional effectiveness data
for the overall school. Instructional effectiveness is also monitored by regional staff members. In
addition to regional support, other forms of technical assistance exist in a variety of growth areas
and these individuals work with administrative staff to raise the overall level of student
achievement.
Strengths and Weaknesses
At Cypress Middle School, preliminary 2011 results indicated weakness in Mathematics. These
results indicate a proficiency level of six percent which is significantly below 2009-2010, cut
score of 40% in Mathematics. In order to have growth in this area, we have developed
Mathematics Subject-Area Professional Learning Community. In Reading and Language Arts,
preliminary results in this area suggest a proficiency level of 22% with Writing Scores included.
The 2010-2011 cut score is at 49% for Reading and Language Arts, there is a 27% deficit in the
number of students needed to make Adequate Yearly Progress. Interventions are offered through
local, state and federal funding sources to address the overall lack of student proficiency.
Reading Plus, Stanford Language Arts and Writing and Tier II interventions addressed within the
Memphis City Schools Tier II RLA instruction manual, there are interventions offered through
state-funded Supplemental Educational Services, which address both Reading and Mathematics.
In addition to these programs to raise the overall level of student achievement in Mathematics,
the district provides Stanford Math for all schools. Federal funding provides the salary for one
Instructional Facilitator and funding through its Title I budget for materials and programs, which
supplement the curriculum and provide opportunities for additional training and resources for
23
parents. The Instructional Facilitator also works closely with the Principal and Assistant
Principal to provide quality professional development opportunities for teachers and other
stakeholders for the purpose of increasing the overall level of student achievement at Cypress
Middle School.
Algebra I End of Course Exam
Eighth grade Algebra I students at Cypress take the state end-of-course exam. In Spring 2011, 16
took the test and 43.75% were proficient or advanced. This is a decrease from the 100% from
the Spring 2010 school year. During the 2010 school year, Eighteen (18) students took the test
and 18 met the Diploma requirement for the class. In 2009, twenty-three (23) students took the
Gateway exam and 17 met the Diploma requirement for the class.
TCAP Alt
Thirteen students at Cypress Middle School took the TCAP Alt (Portfolio) during Spring 2011
All students were proficient or advance in English/Language Arts and Mathematics.
1.6: Report Card Data Disaggregation
Academic achievement data is disaggregated into eight subgroups for the purpose of determining
NCLB Adequate Yearly Progress. These subgroups are White, Hispanic, Asian/Pacific Islander,
Native American, Limited English Proficient, African American, Economically Disadvantaged,
and Students with Disabilities. Data is also disaggregated by grade and gender. It is important to
note that although data may be disaggregated into subgroups, students at Cypress Middle School
are treated as distinct persons whose educational and emotional needs are addressed individually.
Subgroup Information
White – In Spring 2011, Cypress had two (2) white students; one is a member of the CDC class.
This student is tested through the TCAP MAAS, and scores are incorporated into the total
population. Since there are fewer than 45 members, this subgroup is not applicable to AYP and
is not reported.
24
Hispanic – In Spring 2011, there were no Hispanic students at Cypress; this subgroup is not
applicable to AYP and is not reported.
Asian/Pacific Islander - In Spring 2011, there were no Asian/Pacific Islander students at Cypress;
this subgroup is not applicable to AYP and is not reported.
Native American - In Spring 2011, there were no Native American students at Cypress; this
subgroup is not applicable to AYP and is not reported.
African American - 99.5% of the student body at Cypress Middle School is African American.
98% of the students who take the TCAP Achievement Test are African American. There are
only 2 students who are not African American; both are white. Differences in criterion
referenced scores will be mentioned for this subgroup because they are considered for state AYP
purposes, but they may not be significant, because the scores for the African American subgroup
are essentially the scores for the total population and will be considered here as such.
Limited English Proficient - There are no Limited English Proficient students at Cypress; this
subgroup is not applicable to AYP and is not reported.
Economically Disadvantaged - 98% of the student population at Cypress Middle School is
considered economically disadvantaged, based on participation in the Federal Free or Reduced
Lunch Program. Differences in criterion referenced scores will be mentioned for this subgroup
because they are considered for state AYP purposes, but they may not be significant due to the
high percentage of disadvantaged students.
Students with Disabilities - Students with disabilities constitute a considerable segment - 24% of
the Cypress population. In 2011, these students were tested in three different categories: the
TCAP-Alternative (Portfolio), the TCAP Achievement Test, and the TCAP MAAS. 100% of the
students who took the TCAP Alt (Portfolio) scored at the Proficient and Advanced Level. We
are very proud of these students and their teachers. Other students with disabilities took the
TCAP Achievement Test, and the TCAP MAAS. (For purposes of this data analysis, the
25
students who are evaluated by portfolio are considered separately.) The following chart shows
the testing results for students in this subgroup over the past three years.
Testing Results for Students with Disabilities
%
Proficient/Advanced
2009
2010
2011
27
20
0
Mathematics
2008
73
%
Below Proficient
2009
2010
80
100 (basic & below basic)
Reading/Language Arts
37
37
0
63
63
100 (basic & below basic)
Writing (grade 8 only)
30
26.1
24.3
70
73.9
75.7 (basic & below
basic)
The Spring 2011 scores show that there is again a significant difference in the All subgroup and
the subgroup of Students with Disabilities. These students with disabilities are members of
special education classes in a resource class or a CDC self-contained class. Plans are underway
to close the gap for this subgroup. We have identified 74 students with disabilities for 20112012. To address their needs, all students taking the TCAP achievement test will participate in
full inclusion in Reading/Language Arts and Mathematics. Increased technology and staff
development will improve delivery of instruction at all grade and ability levels. The special
education department takes steps to ensure that every child is tested at the appropriate level.
Gender - NCLB does not require disaggregation of performance data by gender; however it is
useful to examine progress in that light in order to more effectively monitor the progress of both
males and females and to ensure that our students are achieving similarly across gender groups.
A disturbing trend seems to be a drop in mathematics scores as students advance in grade, both
for boys and girls. However, we are encouraged by the accompanying increase in reading
scores, especially as our sixth grade boys moved to grade seven and eight.
Reading and Mathematics Scores Disaggregated by Gender`
Reading 2009
Girls
% Proficient or Advanced
Grade 6 Grade 7 Grade 8
63
87
84
26
Boys
% Proficient or Advanced
Grade 6 Grade 7 Grade 8
49
67
73
Reading 2010
13.2
17.9
7.9
4.4
12.7
13
Reading 2011
25.0
11.1
13.3
21.1
11.8
12.5
Mathematics 2009
75
90
73
64
70
68
Mathematics 2010
8.8
3.6
6.6
2.9
5.6
6.5
Mathematics 2011
6.3
7.6
3.6
8.3
2.6
1.8
While unfortunate, the overall tendency of boys to lag behind, especially in literacy, is not an
unusual phenomenon in middle school, as it has been well-documented in research from
Educational Testing Service, the National Assessments of Educational Progress (NAEPs), and
the International Association for Evaluation of Educational Achievement. An analysis of the first
nine-week failure lists and honor roll lists will be made as soon as they are available
High Achievers - The number of students classified by standardized testing as high achievers is
small, but increasing in isolated areas. No students scored a 6 (outstanding) on the 2009 or 2010
TCAP Writing Assessment; in 2011, one student scored a 6; in 2010 17 students scored a 5, but
in 2011 the number scoring 5 decreased to 7. Currently at Cypress Middle School there are no
significant strengths in reading/language arts plus writing or mathematics. However, grade 7
showed the greatest strengths in reading/language arts with 15% proficient and advanced in
Spring 2011. In mathematics, grade 8 showed the greatest strengths with 6.5% proficient and
advanced in Spring 2011.
Sixteen students took the Algebra I End of Course Test in Spring 2011. The results showed 1
student Advanced and 6 students Proficient, this is 43.75% students proficient and advanced.
This is a significant decreased. Only 4.7% of the grade 7 students taking the TCAP Spring 2011
were proficient or advanced. Only 1.67% enrolled at Cypress Middle School during the 20112012 school year, therefore Algebra I will not be offered in the 2011-2012, school year.
Despite the small numbers of high achieving students, it is vital that we expend every effort to
meet their needs. They must be challenged and presented with opportunities to achieve their
potential and expand their knowledge. Efforts are underway to provide them with more rigorous
studies in order to prepare them for the newly implemented graduation requirements the district
has developed.
27
Mathematics
Although Cypress did not make AYP in mathematics, we have high hopes for this group of
students as eighth graders this year. The following charts detail the disaggregated CRT
percentages for mathematics.
Disaggregated CRT Mathematics 2011
(Grade 8)
Subgroup
%Below Basic
%Basic
All Students (138)
African Americans (138)
Economically Disadvantaged (133)
Students with Disabilities (29)
76.8%
76.8%
77.4%
65.5%
16.7%
16.7%
15.8%
10.3%
% Proficient and
Advanced
6.5%
6.5%
6.8%
24.1%
Disaggregated CRT Mathematics 2011
(Grade 7)
Subgroup
%Below Basic
%Basic
All Students (127)
African Americans (126)
Economically Disadvantaged (123)
Students with Disabilities (35)
63.8%
64.3%
65.9%
57.1%
31.5%
31.7%
30.9%
31.4%
% Proficient and
Advanced
4.7%
4.0%
3.3%
11.4%
Disaggregated CRT Mathematics 2011
(Grade 6)
Subgroup
%Below Basic
%Basic
All Students (136)
African Americans (136)
Economically Disadvantaged (136)
Students with Disabilities (22)
66.2%
66.2%
66.2%
81.8%
27.9%
27.9%
27.9%
0%
% Proficient and
Advanced
5.9%
5.9%
5.9%
18.2%
In order to better prepare students in the area of mathematics, a number of changes continue to
be implemented. Classrooms are equipped with at least five computers for student use, which
assists in tailoring instruction to individual needs. To accompany the additional computers,
classrooms have additional technology (computer teaching station with big screen television and
a DVD/VCR) to facilitate small group instruction. All mathematics classrooms now have CPS
units, which allow teachers to check for understanding and provide feedback immediately, as
28
well as graphing calculators. Teachers receive specific professional development to assist them
in integration of technology through planning and implementation, as well as ongoing staff
development in differentiated instruction. In order to better prepare students in the area of
mathematics, mathematics labs have been established adjacent to each mathematics classroom to
give students hands-on experiences with real life math experiences. Cypress implemented the
Stanford Math and Gizmo program to provide targeted instruction for students.
We have a fully staffed, highly qualified mathematics department, and we are encouraged by the
scores recorded for our sixth grade, especially when looked at longitudinally. Each successive
group of sixth graders has shown even more proficiency, so as we look to the future and
anticipate continued improvement, we can envision even higher scores.
Reading/Language plus Writing
The following charts detail the disaggregated CRT percentages for reading/language arts.
Disaggregated CRT Reading/Language 2011
Grade 8
Subgroup
%Below Basic
%Basic
All Students (140)
African Americans (140)
Economically Disadvantaged (135)
Students with Disabilities (29)
38.6%
38.6%
38.5%
34.5%
50.7%
50.7%
51.9%
27.6%
% Proficient and
Advanced
10.7%
10.7%
9.6%
37.9%
Disaggregated CRT Reading/Language 2011
Grade 7
Subgroup
%Below Basic
%Basic
All Students (127)
African Americans (126)
Economically Disadvantaged (123)
Students with Disabilities (35)
65.4%
65.9%
66.7%
60.0%
19.7%
19.8%
19.5%
0%
29
% Proficient and
Advanced
15.0%
14.3%
13.8%
40%
Disaggregated CRT Reading/Language 2011
Grade 6
Subgroup
%Below Basic
%Basic
All Students (136)
African Americans (136)
Economically Disadvantaged (136)
Students with Disabilities (22)
50.7%
50.7%
50.7%
77.3%
40.4%
40.4%
40.4%
4.5%
% Proficient and
Advanced
8.8%
8.8%
8.8%
18.2%
114 eighth grade students who took the TCAP Writing Assessment in 2011.
Number of Students Scoring at Various Levels on the 2011 TCAP Writing Assessment
Scores
With
Special
Education
6
Outstanding
5
Strong
4
Competent
3
Limited
2
Flawed
1
Deficient
1
7
80
19
5
0
In order to better prepare students in the area of reading and language arts, a number of changes
continue to be implemented. These include the technology advances detailed on previous pages.
Reading Plus will be implemented in grade six - eight, and Failure Free Reading will be used
with selected students with disabilities. Teachers receive specific professional development to
assist them in integration of technology through planning and implementation, as well as
ongoing staff development in differentiated instruction. In order to better prepare students in the
area of reading/language arts, reading labs have been established adjacent to each language arts
classroom to give students hands-on experiences with real life experiences.
30
1.7: Narrative Synthesis of All Data
The academic achievement at Cypress Middle School was problematic in 2011. Cypress is not
listed as an improving school. AYP was not achieved in Reading/Language Arts or
Mathematics, but was achieved in Attendance, and Percent Tested. The TCAP performance
level report for 2011 indicated that the percent of students performing at the proficient level was
6% in mathematics to a low of 20% in science. The school summary report for NCLB
Benchmarks showed 22% of students’ proficient and advanced in Reading and Language; this
did not meet the 2010-2011 AMO target of 49% for AYP. In mathematics, 6% of students were
proficient or advanced, not meeting AYP. Cypress is a high priority school in Restructuring 1.
Data has been studied extensively and plans are being implemented to increase achievement of
all students, with special attention to students with disabilities and those achieving at higher
levels. Based on data in Component One and the Comprehensive Title I Needs Assessment
(School Climate Assessment) detailed in Component Three, the following list of critical
strengths and needs has been compiled.
Critical Areas of Strength

The TCAP Writing Scores have improved over the past five years.

98% of students were tested, meeting the NCLB AYP requirements.

We scored better in Reading/Language Arts than in other academic areas. However, we
will continue to work toward school-wide proficiency in this area.

Critical Areas of Need (to be addressed in Component 4 Action Plans)
Based on AYP data provided from the State Department of Education:




The school will focus on a systematic writing program to enhance writing at all grade
levels, as well as increase TCAP writing scores.
Teachers will participate in professional development focused on research-based best
practices in the areas of Reading and Language Arts, Writing and Mathematics. Particular
attention will be given to analyzing data and instructional planning based on what is
learned through the process.
Integrated lesson planning that ties Science and Social Studies to other areas of the
curriculum is needed in order to lift the rate of success for all students.
Attendance is another concern. Our attendance rate decreased from 93.4 2009-2010 to
91.8 2010-2011, nevertheless, through confidence interval AYP was made in Attendance.
31
1.8: Prioritized List of Goal Targets
Goal 1: By the end of the 2011-2012 school year, all sixth, seventh, and eighth grade students
and all students in each subgroup (African American, Economically Disadvantaged, and
Students with Disabilities) will make or exceed the state target of 66% in Reading/Language Arts
or will meet Adequate Yearly Progress (AYP) through Safe Harbor at29.8% by moving 97.1
membership one students to advanced and/or proficient in Reading/Language Arts which will be
a 10% increase in student growth as established by No Child Left Behind.
Goal 2: By the end of the 2011 - 2012 school year, all eighth grade students and all students in
each subgroup (African American, Economically Disadvantaged, and Students with Disabilities)
will increase the percent scoring at 4 or greater on the TCAP Writing Assessment by five or
more percentage points in order to achieve Adequate Yearly Progress as defined by the
Benchmarks of No Child Left Behind.
Goal 3: By the end of the 2011-2012 school year, all sixth, seventh, and eighth grade students
and all students in each subgroup (African American, Economically Disadvantaged, and
Students with Disabilities) will make or exceed the state target of 60% in Mathematics or will
meet Adequate Yearly Progress (AYP) through Safe Harbor by moving 50.2 membership one
students to 15.4% to advanced and/or proficient in Mathematics which will be a 10% in growth
as established by No Child Left Behind
Goal 4: The attendance rate at Cypress Middle School will increase from 91.8% to 95% during
the 2011-2012 school year or will meet Adequate Yearly Progress through Safe Harbor by
increasing the attendance rate as defined by the Benchmarks of No Child Left Behind.
Goal 5: Cypress Middle School will maintain a percentage of at least 95% of all sixth, seventh,
and eighth grade students and all students in each subgroup (African American, Economically
Disadvantaged, and Students with Disabilities) participating in state mandated testing for the
2011-2012 school year in order to achieve Adequate Yearly Progress as defined by the
Benchmarks of No Child Left Behind.
32
Template 2.1: Beliefs, Common Mission and Shared Vision--REVISED
Beliefs
Comprehensive Belief Statements
The staff believes:
 All students are unique individuals and can learn, but at different rates.

A variety of instructional methods, strategies and assessments will be used to support student
learning.

Learning is paramount and is supported by rich, rigorous, meaningful and challenging content.

Commitment to continuous improvement and upholding high expectations is essential for
maximum student achievement.

All vested stakeholders must build relationships and work as a team in the decision-making
process to promote the school mission and vision.

All activities of the school will be governed by district, state, and federal policy.
Common Mission
Mission Statement
The mission of Cypress Middle school is to empower all students to achieve their full potential in
academic, social, and emotional development. Students will be provided a rich and challenging
learning environment, which will enable them to maximize their potentials to become lifelong
learners and productive, responsible citizens. “Empowering Excellence ……. #1”.
Shared Vision
Vision Statement
Cypress Middle School is committed to empowering a culture of academic excellence for all
students, one child at a time.
33
Template 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)
Current Curricular
Practices
Uses TDE
standards &
Provides PD in
using
standards.
MCS develops
standardsbased
curriculum
guides for all
subjects.
Yes
Walberg
Marzano
Lezotte
Yes
Zemelman
Daniels
Arthur
Yes
Zemelman
Daniels
Arthur
Professional
development
provided by
Instructional
Facilitator, EE,
district staff,
classroom
teachers, and
at professional
conferences–
evidence is
sign in sheets,
travel
authorizations,
and agendas
Yes
Zemelman
Daniels
Arthur
Yes
Yes
Yes
Yes
Evidence of Practice (State in
definitive/tangible terms)
Is the current practice researchbased?
Is it a principle & practice of
high-performing schools?
Curriculum is
prioritized and
mapped.
MCS
curriculum
guides
correlate to TN
State
Standards/SPIs
and are used
by teachers for
lesson plan
development
School has
school wide
student
achievement
benchmarks
Pacing and
curriculum
guides indicate
expected
mastery per 9
weeks
Support
system is in
place for
enhancing
the quality of
curriculum
and
instruction
34
Teaching and
learning
materials are
correlated to
the State
standards and
distributed to
the
instructional
staff
All teachers
have textbooks
and ancillary
materials that
are correlated
to state
standards and
use Learning
Village to link
MCS
curriculum
guides to plan
lessons
Monitoring is
in place for
enhancing
the quality of
curriculum
and
instruction
Teacher
Evaluations –
school level
and district
weekly lesson
plan checks
School has
grade
appropriate,
standards
based Literacy
model
School has
formative
assessments
aligned with
benchmarks
Comprehensive
Literacy
Strategies
Head Sprout,
Study Island
and Reading
Plus
School follows
the Memphis
City Schools
Formative
Assessment
Schedule as
mandated by
the district.
Yes
Zemelman
Daniels
Arthur
Yes
Zemelman
Daniels
Arthur
Yes
Zemelman
Daniels
Arthur
Yes
Zemelman
Daniels
Arthur
Yes
Yes
Yes
Yes
Has the current practice been
effective or ineffective?
What data source(s) do you have
that support your answer?
(identify all applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Evidence of equitable school
support for this practice
Effective
Effective
Effective
Feedback from
Lesson Plans,
Observations,
P.D. plans
content
meeting and
team meetings.
Lesson Plans
Classroom
Observations
Lesson plan
assessments
reflect 100%
of the teachers
routinely
reference
curriculum
guides in
planning and
lesson plans.
Teachers
attend
Faculty
meetings,
Professional
Learning
Communities
( PLC), Team
meetings,
Content Area
Meetings and
In-School
Professional
development
training
Think-Link
Scores
reflected
mastery of
curriculum.
Curricula is
adapted for
inclusion
based on
student needs
Effective
Effective
Effective
Effective
Effective
Formative
Assessments
(Learning
Express Folio
and MEM),
TCAP Testing,
Report Cards,
Semester
Exams,
Teacher-made
Tests
Reading scores
held steady;
mathematics
scores
increased
slightly.
Sign in sheets,
Professional
Development
Logs
Lesson plans,
curriculum
guides,
textbook, and
ancillary
materials
Teacher
evaluations by
school
administration
and district
Think Link
Semester
Exams
Teacher Tests
DATA Test
TCAP Testing
Results from
Think Link
and/or
Memphis
Formative
Assessment
Professional
Development
is offered at
the school and
district level,
as well as at
professional
conferences.
100% of
lesson plans,
curriculum
guides, and
textbooks are
correlated to
State
Standards
All teachers
evaluated
Reading scores
held steady.
Proficiency
level on
formative
assessments
gives
indication of
proficiency of
for T-CAP
Honors
Classes,
Tutoring,
and/or
Inclusion
offered to
students at
every grade
level.
All teachers
have been
provided
professional
development.
All teachers
have textbooks
that are
correlated to
state standards
All teachers go
through an
evaluation
process.
Comprehensive
All Language
Arts, Math,
Science, and
Social Studies
Teachers give
a variety of
assessments to
determine
student
progress.
All teachers
turn in future
growth plans.
All teachers
turn in nine
week syllabus
and weekly
lesson plans
35
Literacy
Strategies
training has
been provided
to teachers.
Teachers use a
literacy
strategy each
day.
Continue to
monitor the
implementation
of information
received
during PD
Training
Continue to
monitor
Lesson Plan
Assessments
and feedback
from formal
Continue to
monitor
DATA and
Assessment
Results, IEP’s,
nine weeks
averages, and
progress
reports.
Continuation
of current
practices
Continuation
of textbook
adoption being
aligned with
state standards
Continuation
of current
practices
Monitor the
results of
literacy
strategies,
Head Sprout,
Reading Plus
and Study
Island
Monitor the
results of
Study Island,
DATA, CPS,
and Think
Link
Monitor
implementation
Continue
providing
professional
development
that is based
on individual
teacher needs
on the usage of
literacy
strategies in
the content
areas
Next Step (changes or
continuations)
36
of tracking
system for
students who
were below
proficient in
math or
language arts
Template 3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)
TIME
 Faculty members meet in regular Professional Learning Community meetings to discuss
best practices in the content areas.
 Administrators observe classroom instruction on a daily basis.
 Supplemental Education Services tutoring and After-School tutoring occurs throughout
the school year and during the summer to provide timely assistance to students
experiencing difficulty. Support classes are provided in 45 minute blocks for all students
in Orff Music, Art, Physical Education, and Library dependent upon grade level
requirements.
 Bi-weekly, departmental teams meet with the Principal, Assistant Principal,
Media/Literacy Specialist, and Instructional Facilitator during common planning PLC
meetings to provide professional development activities based upon state standards and
data analysis in order to raise the level of overall student achievement in Reading and
Language Arts plus Writing and Mathematics. We also have additional support from
district’s academic S.W.A.T. team.
 Teachers participate in research-based professional development throughout the school
year and during the summer; no less than 10% of our professional development budget
supplied by Title I is spent to remove our school from high priority status.
 Student, parent and faculty surveys are given throughout the year to determine areas of
strength/weaknesses. These surveys are used to further improve the curriculum focus at
our school and determine our parent education needs.
MONEY
 Title I and Site-Based budgets are the primary funding sources for Cypress Middle
School. Student enrollment determines the Site-Based budget.
 The Title I budget provides one Instructional Facilitator, one parent counselor, 10% of
our professional development funding support for high quality professional development
for teachers and parent education, financial support for parental involvement and schoolwide needs. The Site-Based budget provides funding support for certain equipment,
textbooks, incentives and certain furniture.
 Fee Waiver funds support field trip opportunities for students; Fee Waiver is a part of
the Site-Based budget.
PERSONNEL
 Cypress Middle Schools’ faculty consists of 12 core-area classroom teachers, 2 full-time
support teachers and 2 part-time support teachers, 7 special education teachers, and 1
guidance counselor. There are 8 full-time educational assistants and 1 in-school
37




suspension monitor. Cypress Middle School has one school social worker, one school
psychologist who supports the guidance counselor in providing additional support to
students and their families. We also have 1 speech pathologist and 2 school nurse who
support the learning environment.
A Co-teaching model of Inclusion is used.
District academic S.W.A.T team assists in improving curriculum and instruction efforts.
Highly qualified certified and licensed teachers teach the curriculum.
The Principal and Facilitator provide professional development to faculty and staff
members, ensure that district initiatives are implemented at the building level, and
maintain compliance with NCLB. We will continue to use scientifically-based
professional development to build the capacity of our teachers in order to assure that the
curriculum practice is continuously improved at Cypress Middle School and that all
aspects of our budget are used to deliver professional development that will remove us
from our High Priority Status.
OTHER RESOURCES
 Regional support exists through the Striving Schools Zone.
 Tennessee State Curriculum Standards and additional Teaching and Learning Resources
are posted on the state department website.
 Curriculum guides are posted on Learning Village.
 Cypress Middle School adopts and adheres to policies and practices concerning the
school’s core academic subjects that have the greatest likelihood of ensuring that all
groups will meet the State, District, and Federal ‘No Child Left Behind’ academic goals
as measured by the Tennessee Comprehensive Assessment Program (TCAP).
 We are fortunate to receive both financial and service support to reinforce our vision and
mission from our adopters and local community resources.
What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And
OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)
TIME
 Teachers would benefit from having additional time to include core curriculum with
intervention initiatives. More time should be spent in providing more specific training
for teachers who need additional support in implementing literacy strategies in the
content areas. More time should also be spent on assisting all teachers in utilizing data to
differentiate instruction. More time should be spent on faculty professional book studies.
MONEY
 We look forward to utilizing newly arrived iPads, Mimeo, Listening Centers, Smart
Boards and LCD projectors. Additional funding would also assist us in upgrading the
technology in our classrooms to better support our efforts in the implementation of
district initiatives.
38


Special education classes could also benefit from having leveled materials similar to
those in regular classrooms to help students gain academic success.
We plan to send teachers to professional conferences, including but not limited to the
National Middle School Conference, the National Council of Teachers of English
conference, the National Council of Teachers of Mathematics conference, International
Reading Association conferences, and technology conferences.
PERSONNEL
 We need a trained full-time technology assistant.
 We could benefit from additional highly qualified/certified personnel who could assist
the faculty in Tier 3 intervention.
OTHER RESOURCES
 Our faculty needs more training on using data to improve teaching strategies to meet the
needs of students who are not performing at a proficient level of mastery.
 Additional books, technology, and materials to support the curriculum need to be
obtained for our library.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers? Yes. All teachers are provided
with equal amounts of time for planning and meetings with PLC’s. However, more support is
given to Reading/Language Arts and Mathematics teachers based on the needs of teachers and
students.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students? Yes. All teachers receive observation feedback and are
currently receiving content-specific professional development. Teachers are provided additional
specific support based on individual needs.
Based on the Spring 2011 data, only 22 % of students were proficient in Reading/Language
Arts and 6% were proficient in Mathematics.
39
Template 3.1.c: Curricular Summary Questions
(Rubric Indicator 3.2)
Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
The major curricular strengths at Cypress Middle School are:
 The teachers utilize MCS curriculum and pacing guides along with alignment of GLEs
and CFUs and data analysis to deliver instruction. They give teachers the sequence in
which skills should be taught and the depth at which skills should be taught. Student
achievement results from formative assessment data and progress-monitoring efforts
guide this process. This is evident in the records that are maintained for our PLC’s,
meeting agenda’s and teacher informal/formal observation records. Vertically aligned
subject area PLCs have been developed to establish model classrooms and subject area
experts to benefit the entire faculty and assist in raising the overall level of student
achievement to proficiency and beyond.
 Teachers’ lesson plans are aligned with state curriculum standards and teachers receive
administrative feedback.
 Teachers participate in district and school-based professional development that is
research based. This is evident in professional development logs, transcripts/
certificates, agenda’s, and PLC logs. The MCS curriculum utilized correlates with the
state standards. Best practices and research-based strategies are modeled by subject-area
PLCs during professional development sessions and class observations by other
teachers.
Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as curricular
practice challenges identified in the templates above that could be a cause of the prioritized
needs identified in component 1.)
According to the analysis of our data our curricular needs are
 Half our staff are novice teachers, in their first five years of the profession. This is a
challenge because of their lack of experience and lack of knowledge on using effective
instructional strategies
 Comprehensive Literacy Strategies and Marzano Vocabulary that are expected to be
included in the lesson plan each day are not fully implemented by all teachers that teach
other content areas. This is indicated by administrative observation notes.
 Effectiveness of tutorial programs is not measured. There is no indication that students
are positively impacted by tutoring.
 Additional instructional time is needed to allot for adequate implementation of
intervention programs in addition to the required reading/mathematics instructional
block.
40
Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?




Additional time is needed for the staff at Cypress Middle School to build relationships,
and engage in professional development that supports a safe, caring, and productive
learning community for students to learn and teachers to teach.
Further content-area specific training on mathematics and literacy strategies will be
conducted in content area PLC meetings and professional conferences.
A pre- and post-test will be given to students in each tutoring program.
Administration, faculty and staff will creatively examine scheduling concerns with
support classes to assure the protection of the literacy/mathematics blocks. Transitional
time will be tightened within the schedules to secure additional time for adequate
implementation of intervention programs.
41
Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Current Instructional
Practices
Evidence of Practice (State in
definitive/tangible terms)
Classroom
instruction is
aligned with
standards based
curriculum
Curriculum is
aligned with to state
standards and SPIs.
Teachers use MCS
Curriculum to
develop weekly
lesson plans.
Classroom
instruction is
aligned with the
assessments
MCS standards
based curriculum
guides are aligned
with TCAP.
Classroom
instruction is
aligned with
standards and
SPIs which are
pre-and posttested weekly.
Teaching process is
data-driven
Teachers meet on a
weekly basis to
discuss assessment
results and how to
use those results to
plan instruction.
Data is used to
track mastery of
SPIs and drive
instruction.
Students are
provided with
opportunities to
receive additional
assistance beyond
classroom
instruction
The following
programs are
offered to provide
additional assistance
to students:
eLearning, Afterschool tutoring
(Title I, Extended
Contract, SES),
Saturday School.
Formative
Assessment
data is used to
determine
middle and low
achievers for
the Stanford Math
Programs
Post-test scores
42
Classroom
instruction
supports the
learning of
students with
diverse cultural &
language
backgrounds &
with different
learning needs &
learning styles
Inclusion program
supports diversity
Classroom
organization &
management
techniques support
the learning
process
District Behavior
Plan and School
Discipline Plan,
School wide Rules,
Classroom Rules,
Behavioral
Specialist, and Inschool Suspension.
Is the current practice researchbased?
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
Yes
Wong
Marrzano
Pickering
Pollack
Yes
Yes
Wong
Marrzano
Pickering
Pollack
Yes
Yes
Wong
Marrzano
Pickering
Pollack
Yes
determine students
who need extra
assistance after
school and on
Saturday.
Yes
Wong
Marrzano
Pickering
Pollack
Yes
Effective
Effective
Effective
Effective
Partially Effective
Effective
Lesson plans
developed from
Learning Village
with use of SPI’s
Testing results
from CPS, DATA,
Study Island, and
Learning Express
Folio
Statistical results
from the Learning
Express Folio,
DATA testing,
Study Island along
with Power
Teacher, and
TCAP.
All teachers use
this data to drive
instruction, and
student scores are
improving or
holding steady.
All students are
assessed and all
teachers have
access to the data
Attendance
documentation from
tutoring programs,
report cards, grade
distribution reports
6% of students
proficient in math
2010-2011
TCAP Scores have
decreased and
additional
improvements are
needed.
In 2010-2011 6% of
the Math Students
were proficient or
advance and 22%
Language Arts
students were
proficient or
advanced.
Disciplinary
referrals, classroom
All students are
provided with the
opportunity to
participate beyond
Full inclusion is
practiced in all
grades/subjects.
SPED teachers co-
The school has a
Discipline
Committee and all
teachers have the
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
All teachers
reference curriculum
guides before and
during classroom
instruction
DATA
Learning Express
Folio, CPS
systems, Study
Island
CompStat reports
document
ongoing status of
assessment
alignment.
Evidence of equitable school
support for this practice
All teachers have
access to curriculum
guides in Learning
Village
All teachers have
access to Learning
Village and the
MCS Lesson
What data source(s) do you have
that support your answer?
(identify all applicable sources)
43
Yes
Wong
Marrzano
Pickering
Pollack
Yes
Yes
Wong
Marrzano
Pickering
Pollack
Yes
Administration
observation notes
1528 disciplinary
referrals in 20102011 as compared
to 1,113 in 20092010.
Next Step (changes or
continuations)
Continued use of
curriculum guides to
plan instruction
Plan Formats
results to aid in
driving instruction
classroom
instruction
teach with content
specialists in Math
and Language Arts
classes.
Continue to
monitor lesson
plans and
instruction to be
sure they are
aligned with
assessment
Continue to
monitor data
results and modify
instruction when
needed.
Utilize grade
distribution reports
to target students for
tutoring.
Provide Stanford
Math instruction for
all Instructional
Resource students.
Continue full
inclusion with coteaching in math and
language arts.
44
opportunity to
participate in
classroom
management
training.
Discipline
committee will
continue modifying
discipline plan
based on 20-day
data.
Administrators will
continue to support
struggling teachers
through classroom
observations and
feedback.
Template 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality instructional practices?)
TIME
 All grades, sixth through eighth, have 55 minutes of uninterrupted instructional periods
in content areas and exploratory classes such as Band, Creative Writing, Technology,
Art, and P.E./Health.

Interdisciplinary teams have common planning time that is used for planning integrated
instruction aimed at improved performance in all classes.
MONEY
 Title I and Site-Based budgets are the primary funding sources for Cypress Middle
School. No less than 10% of the Title I budget is spent on quality professional
development. Student enrollment determines the Site-Based budget.
 The Title I budget provides 1 Instructional Facilitator, professional development funding
support for teachers, financial support for parental involvement using the parental
involvement budget and instructional materials using the school-wide budget.
 The Site-Based budget provides funding support for some equipment, textbooks, and
certain furniture.
 Fee Waiver funds support field trips for students; fee waiver is supported through the
site-based budget.
 Our goal is to attract high quality, highly qualified teachers. Title I Funds have been
allocated to provide on-going professional development and provide school level
mentors for 1st and 2nd year teachers as well as alternatively certified teachers.
Additionally, the administration will provide mentors for teachers who need some
assistance with a specific skill (i.e., classroom management).
 The Instructional Facilitator provides professional development to faculty and staff
members, ensures that district initiatives are implemented at the building level, and
maintains compliance with the office of Federal Programs and Grants.
 The district provides regional support through the Northwest Regional Office and the
Striving Schools Zone.
PERSONNEL
 The principal directs all efforts aimed at improving student performance, including
evaluating the performance of all teachers on a regular basis.
 Teachers are encouraged to observe other teachers during their planning time to expose
them to different teaching methods/styles.
 Each teacher has specific duties in the classroom and additional duties outside of the
classroom, whether it is serving on a committee, coaching a team, or running
fundraisers.
OTHER RESOURCES
 We have strong stakeholder support from the community.
45
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality instructional practices?)
TIME
 More time should be spent to provide teachers to meet within their content disciplines in
order to align vertical instruction.
MONEY
 The administration should direct the use of some of the Title I funds to provide printers,
laptops and ink as needed in every classroom. Supplies such as ink and paper should be
kept on hand at the school.
PERSONNEL
 The current personnel should be encouraged to collaborate in order to create a more
unified staff and Professional Learning Community.
 Teachers need more training on how to use technology in the classroom.
OTHER RESOURCES
 There should be a major increase in parent and stakeholder involvement. The school
should use all of its outside resources to increase parental involvement.
 The Leadership Team and the Alumni Association should form a partnership with all
stakeholders to promote the success of all students by advocating, nurturing, and
sustaining a positive school culture and climate.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers? Yes. All teachers are provided
with planning time and professional development, as well as with the materials needed for
instruction. However, additional support is given to Reading/Language Arts and Mathematics
teachers, special education teachers, and first-year teachers based on the needs of teachers and
students.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students? Yes, professional development and resources are
provided for all teachers.
Based on the data, are we accurately meeting the needs of all students in our school? No. Only
22% of students were proficient in Reading/Language Arts and 6% were proficient in
Mathematics.
46
Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
The major instructional strengths at Cypress Middle School, according to the analysis of data
are:
 Instruction practices are aligned with standards required with the district and state
 Classroom instruction is aligned with assessments.
 There is a wealth of technology available to teachers and students.
How do we know?
Teachers submit weekly lesson plans then are given feedback indicating whether or not they
meet district standards. Administrators are performing informal, formal, and drop in
observations looking for the required strategies and standards and providing feedback to
teachers. Each classroom has computers for student and teacher use, and there are computer
labs available.
Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as
instructional practice challenges identified in the templates above that could be a cause of
the prioritized needs identified in component 1.)
The major instructional challenges at Cypress according to the analysis of data are:
 Students’ quality work needs to be displayed to authenticate and promote success.
 Tutorial intervention programs need to address specific needs for students participating
in the program.
 Co-teaching model needs to be maximized to meet the needs of students with
disabilities.
 All students in need of extended learning and tutorial intervention programs do not take
advantage of the services offered to them.
 Student absenteeism and lack of parental involvement continue to be a barrier to
learning.
 Teachers need more training on how to use technology in the classroom in order to keep
students actively engaged in meaningful learning.
47
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
 Administration will ensure that student quality work is displayed with rubrics.
 All students participating in intervention programs will be required to take a pre- and
post- assessment.
 We will continue to meet diverse learner needs through inclusion, and provide additional
training on the co-teaching model by grade level and special education needs of
participating students.
 Formative assessment scores and student progress reports will be analyze to determine
extended learning needs. EdPlans will be updated to include intervention giving to all
students who are not meeting standards, including but not limited to extended learning.
Parents will be contacted and extended learning will be required for all students who are
not meeting standards.
 The parent counselor which is provided with Title-I funds will contact and maintain a
relationship with parents of students with high absentee rate. In addition, the District
Attorney office has developed a partnership to mentor students with attendance issues.
 The Instructional Facilitator will provide enhanced professional development to teachers
on using technology and internet in the classroom in order to increase student
engagement.
48
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Current Assessment
Practices
Assesses all
categories of
students
Evidence of Practice (State
in definitive/tangible terms)
Is the current practice
research-based?
All students are
tested using TDE
curriculum.
Inclusion model
for SWD is
practiced with
modifications/
accommodations
Yes
Mislevy
Shepard
Gandal &
McGiffert
Student
Assessments
Aligned with
TN Depart.
Of Ed.
Standards
Based
Curriculum
The following
assessments
are used and
aligned with
TN Standards
and SPIs:
• Teacher
made
weekly preand post-tests
• 9-week tests
• Formative
Assessments
• Folio Test
• TCAP and
TCAP Writing
Tests
Yes
Mislevy
Shepard
Gandal &
McGiffert
Provides
assessment
information to
communicate
Provides
w/ students,
professional
parents, and
development in stakeholders
the appropriate
regarding
use of
student
assessment
learning
Uses a variety
of data points
for decision
making
relative to
student
achievement
Provides Support
and Technical
Assistance to
Teachers in
Developing and
Using
Assessments
Training and
professional
development
dates and
agendas are on
file with the
Instructional
Facilitator
Power Teacher
Parent
Connect,
Progress
Reports, Report
Cards, News
Letters, Title
One Parent
Meetings,
Parent/Teacher
Conferences,
School Web
Site
T-CAP,
Learning
Express Folio
assessment,
Stanford Math,
Reading Plus,
Think Link,
and Study
Island.
Support and
technical support
has been provided
by the following
people:
*Board Personnel
*Instructional
Facilitator
*Librarian
*ITech Personnel
*EdTech
Personnel
Stanford Math
*Administration
Yes
Mislevy
Shepard
Gandal &
McGiffert
Yes
Mislevy
Shepard
Gandal &
McGiffert
Yes
Mislevy
Shepard
Gandal &
McGiffert
Yes
Mislevy
Shepard
Gandal &
McGiffert
49
Is it a principle & practice of
high-performing schools?
Has the current practice been
effective or ineffective?
What data source(s) do you
have that support your
answer? (identify all
applicable sources)
Evidence of effectiveness or
ineffectiveness (State in
terms of quantifiable
improvement)
Yes
Partially
effective; 4th
year full
inclusion SWD
In spring 2011,
8.8% of our
SWD students
were proficient in
mathematics, and
17% of our SWD
students were
proficient in
reading/language.
(TCAP Alt.
included)
Currently being
implemented and
data will be
gathered this
school year
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Weekly posttest data,
Formative
Assessment
data, TCAP
scores
Training dates
are placed on
school calendar,
and each teacher
keeps a log of
training.
Parental,
community,
and student
surveys
(Comprehensiv
e Needs
Assessment/
School Climate
Survey)
Results from
T-CAP,
Formative
Assessment
data, Stanford
Math and
Reading Plus
Data
PD sign-in sheets,
Visitor Log Signin Book,
Weekly post-test
data,
Formative
Assessment data
Scores in
reading and
mathematics
have held
steady or
decreased
slightly.
Implementation
of the
assessment
programs in the
classroom,
observation
feedback from
Administration,
and increase the
use of
supplemental
resources by
20%.
Sign in sheets
indicate an
increase in
attendance at
meetings, and
parent
conferences
100% of the
data points
have charts,
graphs, etc. that
can be
generated and
printed in order
to gauge
student
learning.
The percent of
students scoring at
the proficiency
level has increased
or held steady as
measured by AYP
in Math and
Language Arts.
Effective
50
TCAP Writing
Scores continue to
improve as
measured by
formative
assessments and
the TCAP Writing
Exam
All students are
being assessed
using the same
evaluation
process
Evidence of equitable school
support for this practice
Next Step (changes or
continuations)
Continue to
monitor the
assessments of all
categories of
students
•9-week tests
are given to all
students
•Weekly preand post-tests,
Formative
Assessments,
and TCAP
Assessments
are given to all
students
•The TCAP
Writing Test
is given to all
8th grade
students
Continue
monitoring of
currently
aligned
assessment
practices
All teachers
receive training
on the use of
assessments and
programs which
are being
implemented.
Teachers use
the above
communication
methods to
provide
assessment
information
regarding
student
learning.
Copies of data
from all
teachers are
submitted to
the
administrators
for review and
feedback
Not equitable for
all teachers – more
support is given to
Math, Language
Arts, and special
education teachers
because these are
areas crucial to
achieving AYP.
Continue to
monitor
implementation
of the various
professional
development
programs
Continue to
monitor the
methods of
communication
Continue to
monitor the use
of the variety
of data points
for decision
making relative
to student
achievement
Continue current
practices
51
Template 3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity around
understanding and implementing high quality assessment practices?)
TIME








Learning Express Folio Practice Writing Assessments are given twice a year (October and
December).
The TCAP Writing Assessment is given in February.
Discovery Education Formative Assessments are administered three times a year as a benchmark
assessment in the areas of Reading and Mathematics for students in grades 6 through 8.
TCAP Achievement Test are administered in the spring of each year to all students in grades 6
through 8.
Teachers participate in PLC Grade-Level Meetings weekly to analyze data and plan focused
instruction
All teachers participate in professional development training focused on quality assessments and
data analysis. This professional development takes place in the summer and throughout the school
year.
Assessments are used to drive planning and weekly common assessments are fashioned after NAEP
questions and are given to ensure that all students are successful; the Principal and Instructional
Facilitator monitor the alignment of assessments with weekly lesson plans.
Student intervention lists in EdPlan are closely monitored and students are entered into after-school
tutoring or during school tutoring to ensure those students that need services receive services.
MONEY
 District funds are allocated for use of Discovery Assessment Formative Assessments and Learning
Express Folio Assessments
 Title I funds are used to purchase test preparatory materials such as TCAP Coach and Buckle Down
books for all subjects.
 District funds are allocated for all technologically based assessment pieces, Reading Plus and the
Stanford Math Program.
 District funds are also allocated for TCAP assessments for students in grades 2 through 6
 Title-I funds are used to purchase Scantron, paper, and copies for pre-and post-testing.
 The Title I Budget is utilized to support professional development support for teachers regarding
assessment use and data analysis.
 The Title I Budget is utilized to maintain the student intervention center and to purchase researchbased tutoring interventions.
PERSONNEL
 Our school is staffed with three Mathematics teachers, three English/Language Arts teachers, and
two Instructional Resource teachers. All staff members provide support toward assessment efforts.
 Teachers work collaboratively to create pre- and post-tests each week to monitor student progress
52
and give students small measures of success which will improve performance. Using data from
post-tests, teachers can adjust the curriculum and implement strategies to ensure that all students
master the objectives.
 The Instructional Facilitator provides professional development to faculty and staff members, ensures
that district initiatives are implemented at the building level, and maintains compliance with NCLB.
 District level Literacy and Mathematics Professional Development Specialists provide support for
curriculum development.
 The district provides one form of technical assistance through the Striving Schools Zone.
OTHER RESOURCES
 Educational Support Professionals, parent volunteers, adopters and community volunteers are used as
proctors for the TCAP assessment and various practice tests throughout the year
 Every effort is made to provide parents with information relating to individual assessment results in a
language that the parents understand.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity around
understanding and implementing high quality assessment practices?)
TIME
 Time should continue to be utilized in providing quality professional development in research-based
educational practices that have proven successful in failing schools.
 Time should continue to be used to align assessment to teaching practices.
 Time should continue to be used to determine individual skill gaps of students and develop plans to
address their deficiencies.
 Teachers need additional time /training to interpret data and to create best practice strategies.
MONEY
 Additional funds are needed toward our copy machine costs to allow for the number of preparation
materials that need to be printed in preparation for TCAP, TCAP Writing, and other assessments.
PERSONNEL
 Educational technology support personnel would be beneficial to assist teachers in interpreting and
displaying data for students and teachers.
 A full-time mathematics coach and the literacy coach that could support the school daily need to be
re-instituted at Cypress Middle School.
OTHER RESOURCES
 We need to expand our professional library available for the faculty in researched best practices,
improving school climates, differentiated instruction and inclusion.
53
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers? All teachers have access to the test assessments
and are given feedback on their results. Teachers who are challenged in improving strategies receive
additional support.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective
with all their students?
Adequate funding is provided for not only purchasing assessments but also training teachers in their use.
Based on the data, are we accurately meeting the needs of all students in our school? No. Only 22% of
students were proficient in Reading/Language Arts and 6% were proficient in Mathematics.
54
Template 3.3.c: Assessment Summary Questions
Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
The major assessment strengths at Cypress Middle School according to the analysis of data are:
 Teachers are analyzing data to assess mastery of SPI’s and planning interventions to meet academic needs.
 Formative assessment reports provide current information that monitors students’ performance toward
proficiency to meet state AMOs.
 Assessment practices are aligned with standards required by the district and state.
 Common assessment in content areas has allowed teachers in the PLC to compare data and build on the
strengths of each other.
This is evident by slight increases in scores and the changing attitudes of teachers and students toward assessments
and data.
(Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as assessment practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)
The major assessment challenges at Cypress according to the analysis of data are:
 Once the data is compiled, teachers often have difficulty adjusting classroom instruction to meet the needs of
all students, especially those students with disabilities as evidenced by the gap between disaggregated
subgroups.
Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
The assessment challenges will be addressed by:
 Completing an item analysis of the test assessment
 Collaborating by content area and modify instruction or grouping of students.
 The Stanford Math Program will be utilized to focus attention on middle and low achievers, including our
Instructional Resource students in full inclusion classes.
 Co-teaching will be implemented in math and language arts classes as we continue to implement full
inclusion for our students with disabilities.
55
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
Current Organizational
Practices
Evidence of Practice
(State in
definitive/tangible terms)
Is the current practice
research-based?
School’s beliefs,
missions, and shared
vision define the
purpose and
direction for the
school
School provides
continuous
professional
development for
school leaders
School is
organized to be
proactive in
addressing
issues that
impede teaching
& learning
School is
organized to
support a diverse
learning
community
through its
programs &
practices
School is organized to
engage stakeholders in
providing extended
learning opportunities
for students
School wide
missions and vision
statements are
visible. Teacher and
student handbooks
have mission/vision
stated; posters in the
hall with school
expectations are
visible in support of
the mission and
vision of our school.
Teachers have
opportunities to
lead under the
guidance of
Administrators by
serving as dept.
chairs, team
leaders,
committee chairs,
or members of the
school Academic
Team. Teachers
are encouraged to
become leaders in
professional
organizations.
Yes
Marzano &
House
Bunch
Lupart
School provides
a district
behavior plan
and training to
address issues
that impede
teaching &
learning.
Students with
disabilities are in
full inclusion
classes and
participate in all
programs and
organizations at
Cypress.
Students have
opportunities to
participate in after
school tutoring and/or
enrichment programs.
Parents are given
information about
tutoring in a variety of
venues/formats.
Community partners
serve as tutors, as well
as providing financial
assistance for rewards
and incentives.
Yes
Marzano &
House
Bunch
Lupart
Yes
Marzano &
House
Bunch
Lupart
Yes
Marzano & House
Bunch
Lupart
Yes
Marzano & House
Bunch
Lupart
56
Is it a principle &
practice of highperforming schools?
Has the current practice
been effective or
ineffective?
What data source(s) do
you have that support
your answer? (identify all
applicable sources)
Evidence of effectiveness
or ineffectiveness (State
in terms of quantifiable
improvement)
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Partially Effective Effective
A checklist is used
to indicate that
components are
visible throughout
the building and
evidenced in the
classrooms.
Minutes and signin sheets
document
meetings that
provide
leadership
opportunities for
teachers.
District and
school
disciplinary
records of
referrals and
suspensions as
maintained by
Chancery
Student
Management
System.
While TCAP
math and
language scores
for students with
disabilities are
improving, there
is still an
achievement gap
between
subgroups for
AYP.
Effective.
checklists from
walk-throughs
indicate we are in
compliance by staff,
teachers, and district
personnel.
Professional
development
takes place during
planning periods,
after school, on
Saturdays, during
in-service and
faculty meetings,
and at contentarea professional
conferences;
it is presented
board
personnel,
The number of
referrals show a
significant
increase from
09-10 to 10-11.
SWD are now
participating in
full inclusion
model
57
Yes
Extended learning
opportunities are
provided by tutors
from Rhodes College,
Our Children Our
Future, and Springdale
Baptist Church.
Rhodes College and
other community
partners provide
enrichment
opportunities such as
chess club.
Adopt-a-school
partners have
increased from 3 in
2006 to 7 in 2011.
Evidence of equitable
school support for this
practice
Next Step (changes or
continuations)
Instructional
Facilitator,
teachers, outside
presenters,
DVDs, videos,
and the Internet
Improved classroom All teachers have
and school climate is an equitable
evidenced in school opportunity to
surveys and district
participate in
walk-throughs.
professional
Agendas from team
development and
meetings evidence
school leadership
strategies that will
at Cypress Middle
be implemented to
School.
support mission and
vision of school.
Continue to
Continue to
implement the
provide
Common
professional
Characteristics and
development for
Best Practices of
school leaders.
High Quality
Engage teachers
Schools; to continue in book studies
defining the purpose that provide the
and direction for the latest research
school
and best practices
to improve
students’
achievement.
58
All teachers are
provided
training to
address issues
that impede
teaching &
learning
All students are
provided the
opportunity to
participate in
Cypress Middle
School programs
& practices.
All students, teachers,
parents, and other
stakeholders are
afforded the
opportunity to
participate in extended
learning opportunities
to enhance their
achievement
Monitor
intervention
results and
actions taken
according to the
discipline plan
by all teachers
and
administration.
Continue to
monitor the
effectiveness of
Cypress Middle
School’s diverse
learning programs
and practices.
Continue to monitor
the results of the
extended learning
opportunities for
students and make
adjustments where
needed.
Template 3.4.b: Organizational Gap Analysis
Organizational Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)
TIME
 All students and staff members meet in the cafeteria from 7:15 to 7:30 a.m. daily to
participate in a morning meeting.
 The Academic Leadership Team meets every Monday morning at 9:30 a.m.
MONEY
 The following State educational programs and Federal programs have been consolidated
at Cypress Middle School under the Title I Schoolwide Plan: Title I, Site Based
Funding, and School Improvement Grant (benefit from, but not direct recipient)
 Money has been spent on professional development for the leadership team as well as
the faculty in researched best practices, improving school climates, inclusion, and
content specific instruction.
 District funds are used to hire a teacher for our In-School Suspension (ISS) program.
Students who continually cut class and are disruptive are placed in ISS and are provided
work to do by their teachers.
 Site-based funds, community partner donations, and P.T.O. funds will be used each
grading period to provide incentives for students who meet academic and attendance
expectations. ($200 or $300 per grading period)
PERSONNEL
 We have five faculty members in their first or second year of teaching.
 We have one assistant principal, a parent counselor, and an in-school suspension
monitor.
OTHER RESOURCES
 Cypress has an active alumni association that supports the school and students.
 Community Partners include Rhodes College, Buckman Laboratories, the VA Medical
Center, Springdale Baptist Church, the US Attorney’s Office, and Cathedral of Faith
Ministries.
 The principal distributes an on-line weekly communication memo to the entire school to
provide feedback on organizational effectiveness.
 Every effort is made to attract high quality, highly qualified teachers, including the
following strategies: support uncertified personnel to gain certification, establish
collaborative with colleges and universities, provide ongoing professional development,
encourage local, state, and national professional development, implement mentoring
program, and establish networks to build capacity.
59
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)
TIME
 Committees and teams need additional time to work together.
MONEY
 Funds are needed to provide attendance incentives for students.
 Funds should be provided to allow teachers to participate in professional development
sponsored by content-specific professional organizations.
PERSONNEL
 Hall and cafeteria monitors are needed.
 The Behavioral Specialist and Family Specialist positions need to be continued.
OTHER RESOURCES
 Parental involvement needs to be increased, especially in the area of student attendance
and uniform compliance.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers? Yes, all teachers are supported by
equal organizational practices at our school.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students? Yes.
Based on the data, are we accurately meeting the needs of all students in our school? No. Only
74% of students were proficient in Reading/Language Arts and 78% were proficient in
Mathematics.
60
Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
The major organizational strengths at Cypress Middle School according to the analysis data are:
 Grade level teams meet weekly with the Instructional Facilitator to review data and
collaborate for instruction.
 Professional Learning Community activities are provided at the school and district level
 Content core meetings with administrators allow feedback needed to maintain focus,
discuss data results, and make administrative decisions that will support student
achievement.
Documentation from staff meetings, team meetings, and committees show evidence that our
staff is engaged in meaningful dialogue that will assist us in improving our school climate and
student achievement.
Organization Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as organizational
practice challenges identified in the templates above that could be a cause of the prioritized
needs identified in component 1.)
The major organizational challenges at Cypress Middle School according to the analysis data
are:
 All faculty members need to follow procedures that have been established by the
administration to ensure an orderly environment.
 All faculty members need to provide more professionalism in work ethics and
accountability.
 We have many novice teachers, in their first five years of the profession. This is a
challenge because of their lack of experience and lack of knowledge on using effective
instructional strategies.
Organization Summary Questions- Narrative Response Required
How will we address our challenges?
 Faculty will continue to be trained in the co-teaching model of inclusion.
 The Leadership Committee and Discipline Committee should be trained to actively
assist the administration with the monitoring of established procedures.
 Provide the staff at Cypress Middle School opportunities to build relationships, and
engage in professional development that supports a safe, caring, and productive learning
community for students to learn and teachers to teach.
61
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: October 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s FiveYear Plan?
By the end of the 2011-2012 school year, all sixth, seventh, and eighth grade students and all students
in each subgroup (African American, Economically Disadvantaged, and Students with Disabilities) will
make or exceed the state target of 66% in Reading/Language Arts or will meet Adequate Yearly
Progress (AYP) through Safe Harbor at 29.8% by moving 97.1 membership one students to advanced
and/or proficient in Reading/Language Arts which will be a 10% increase in student growth as
established by No Child Left Behind.
Critical Needs: All students will meet or exceed Adequate Yearly Progress (AYP) in
Reading/Language Arts.
The system’s long range goal is to create academically-challenging, safe, supportive and effective
learning environments. Students must be proficient in reading and language arts if learning
environments are to be effective and academically challenging in order to achieve the District’s Long
Range Academic Goal: Increase the number of students performing at proficient and advanced levels
while decreasing the number of students performing below proficiency.
ACTION STEPS – Template 4.2 – (Rubric
Indicator 4.2)
Section B – Descriptively list the action you plan to take to
ensure you will be able to progress toward your goal. Action
steps are strategies and interventions which should be
scientifically based where possible and include professional
development, technology, communication, and parent and
community involvement initiatives within the action steps of
each goal.
1. Instruction will be differentiated based on
data analysis of student TCAP reports,
report cards, EdPlan and IEP reports
(where applicable) in order to address
students’ needs.
Action
Step
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate
the action step.)
Timeline
Start: 8/8/11
End: 5/20/13
Person(s)
Responsible
G.
NicholsonPrincipal
B. JohnsonInstructional
Facilitator
All school
personnel
62
Required Resources
TCAP Data
Report Cards
IEP Records
EdPlan
Multiple Intelligence
Surveys
Interest Questionnaires
Reading Plus
Memphis City Schools
Literacy Plan
Memphis City Schools
Curriculum Guides
Projected
Cost(s) &
Funding
Sources
No Cost
Evaluation
Strategy
Diagnosis
Progress
Section of
EdPlan, IEP
Annual
Review
ThinkLink
Discovery
results
Report Cards
Reading Plus
Performance
Results /
Outcomes
Student
achievement in
reading/language
arts will improve.
Action
Step
2. Based on data analysis, EdPlan, and IEP
reports (where appropriate) students will
participate in intervention activities,
including pull-outs during school, after
school programs, Saturday School and
tutoring through Our Children Our Future,
and SES.
Start Date:
8/8/11
End: 4/18/13
B. JohnsonInstructional
Facilitator
All core
teachers
All SPED
teachers
SES
Providers
EdPlan
IEP Records
Failure Lists
Community Resources
TCAP Data
Report Cards
Stanford LAW
TCAP Coach Books
Title One
Saturday
School (NCLB
Extended
Program)—
$3,700.00
3. Teachers’ instruction in all subjects will
include research – based instructional
strategies which will lead students to read,
both in and out of school, the equivalent of
11 or more books of various types, raising
the bar annually to reach the 25-book level.
These strategies will include (but are not
limited to) the following:
Start
Date:8/8/11
G.
NicholsonPrincipal
A. RyanAsst.
Principal
B. JohnsonInstructional
Facilitator
Language
Arts
T. Frazier Librarian
Title One/ Instructional
Materials
Book-It Program
Dictionaries
Thesauruses
Internet
Study Island
Failure Free Reading
Reading Plus
Library Resource
RIF
Title One
Funding,
Library
Budget,
Donations
from
community
partners
$2000


Action
Step





Use of modeling and discussion of
teachers’ own reading process
with students
Utilize social, cooperative learning,
and collaborative activities with
discussion and interaction.
Focus on reading skills across
the curriculum in content areas.
Establish common reading time
in all classes.
Utilize differentiated instruction
based on data analysis and IEP
reports.
Use flexible grouping for
instructional needs.
Utilize scientific research based
strategies that increase
comprehension and build
vocabulary (including thinking
maps, essential vocabulary, and
word walls) based on the MCS
1. Grade
Level Teams
meet each
week to
discuss
strategies
that yield the
most
progress.
2.
Departmental
teams meet
once monthly
to discuss
the progress
of strategy
End
Date:5/20/13
63
EdPlan IEP
Reviews
Report Card
Grades,
Progress
Reports,
TCAP Scores,
ThinkLink
Discovery
Testing,
Learning
Express Folio,
Study Island'
Stanford LAW
Classroom
observations,
lesson plans,
student work,
weekly team
meeting,
monthly
content area
meetings
Student
achievement in
reading/language
arts will improve.
Student
achievement in
reading/language
arts will improve.
Action
Step
District Literacy Plan and with an
emphasis on daily vocabulary
instruction.

Second semester the master
schedule will change from 55
minutes of instruction to block at
90 minutes of instructional time.
4. Teachers will analyze the following
relevant academic data to determine the
strengths and needs of our students:
 TCAP data
 ThinkLink Formative and Common
Assessments
 Classroom Performance Systems
 Reading Plus
 Pre-assessments
 Weekly classroom assessments
5. Special Education teachers will work
collaboratively with general education
teachers to plan lessons using research
based instructional strategies as our school
employs an inclusion program
Start
Date:8/8/11
Grade Level
Teams meet
regularly to
discuss
progress of
program.
End
Date:5/20/13
G.
NicholsonPrincipal
A. RyanAsst.
Principal
B. JohnsonInstructional
Facilitator
Language
Arts
Teachers
Copier paper—Title One
Classroom Performance
Systems (no cost; already
on site)
TCAP data
Computers
Title One—
NCLB
$100.00
TCAP
Data
sheets
Monitoring of
weekly
lesson plans
Classroom
observations
Academic
Team
walkthroughs
Team
meetings
Nine-weeks
assessments
and SPI
quizzes
Student
achievement in
reading/language
arts will improve.
Start Date:
8/8/11
End Date:
5/20/13
G.
NicholsonPrincipal
Ms. Wheat
—Special
Education
Supervisor
B. JohnsonInstructional
Facilitator
D. MondaySpecial
Education
Team Leader
Language
Arts
Teachers
No Cost
No Cost
Monitoring of
weekly lesson
plans
Classroom
observations
Academic
Team
walkthroughs
Weekly staff
meetings
Periodic
student
assessments
Student
achievement in
reading/language
arts will improve.
64
6. Teachers will integrate technology
using the following resources:
 United Streaming
 Learning Village
 Reading Plus
 Stanford LAW
 Study Island
 Classroom Performance
System
 Mobile Labs
 Mimeo Boards
Start Date:
8/8/11
End Date:
5/20/13
7. Teachers will conduct the following
assessments to track and monitor student
progress toward mastery of TCAP
objectives.
 Pre and post diagnostic tests
 Projects/performance
assessments
 ThinkLink Discovery
Assessment
 Weekly assessments
Formative
Assessment
District
Common
Assessment
Learning
Express
Folio
Explore
TCAP
Writing
TCAP
Achievement
ThinkShow
G.
NicholsonPrincipal
A. RyanAsst.
Principal
B. JohnsonInstructional
Facilitator
Language
Arts
Teachers
G.
NicholsonPrincipal
B. JohnsonInstructional
Facilitator
Language
Arts
Teachers
65
Mobile Labs
Computers
Classroom
Performance Systems
LCD projectors/TV
monitors
Smart Boards
Internet cords & routers
$200.00
Study Island (renewal
$2800)
Reading Plus
CPS (no cost; already onsite)
Computers (no cost;
already on-site)
Mimeo Boards, projectors,
TV monitor (already onsite)
No cost
District implemented
assessment
$3000
100% of
teachers will
utilize
technology
as a
teaching tool
at least three
days a week.
Student
achievement in
reading/language
arts will improve.
No Cost
Monitoring of
weekly lesson
plans
Classroom
observations
Academic
Team
walkthroughs
Weekly staff
meetings
Periodic
student
assessments
Student
achievement in
reading/language
arts will improve.
8. Teachers and administrators will attend
the following professional development
sessions and conferences in order to
enhance instruction:
 National Middle School
Association Conference
 Tennessee Council of English
Teachers, National Council of
Teachers of English
 International Reading Association
Conferences
 District Level Inclusion Training
 District Level Literacy Training
 PLC Literacy Strategies
 National Staff Development
Conference
 Mid-South Technology Conference
 High-Priority Schools Conference
9. The faculty and staff will utilize the
following activities and resources in order to
support students academically and
strengthen home-school connections
 NCLB Parent Meeting
 Parent Teacher Conferences
 Power Teacher Parent Contact
 IEP Team meetings
 Reading Is Fundamental
 Literacy/Curriculum Night
 Career Fair
 College Week
 Book It
 Parent Resource Center
August 2011July 2013
G.
Nicholson,
Principal
A. Ryan,
Asst.
Principal
B. Johnson,
Instructional
Facilitator
T. Frazier,
Librarian,
Language
Arts
Teachers as
listed above
Conference/Travel
Title One—
Materials/Supplies/Stipends NCLB
for Saturday sessions
$5,000
Monitoring of
weekly lesson
plans
Classroom
observations
Academic
Team
walkthroughs
Weekly staff
meetings
Periodic
student
assessments
Student
achievement in
reading/language
arts will improve.
August 2011May 2013
G.
Nicholson-
Light Refreshments—Title
One
Power Teacher (paid with
district funds)
Parent Counselor—Title
One
Title One—
NCLB,
Parent
Counselor—
salary Title
One,
Site Based
Funds
$750.00
Participant
evaluations
Student
achievement in
reading/language
arts will improve.
10. Extended Year Professional
Development for Teachers
August 2011May 2013
None/Resources
Determined by the District
FTTT funds;
School
Improvement
Participant
Evaluations
Student
achievement in
reading/language
arts will improve.
Principal
A. RyanAsst.
Principal
B. JohnsonInstructional
Facilitator
T. FrazierLibrarian
All core
teachers
All SPED
teachers
M.
SPEARMANParent
Counselor
All support
staff
MCS District
Leaders
66
Grant
(benefit from
district funds,
no direct
dollars at
school site)
11. SWAT Team- District Level Content
Coaches
August 2011
May 2013
District Level
Content
Coaches
67
None/ MCS Curriculum
Standards
Scope/Sequence; other
materials as determined by
the district
FTTT funds;
School
Improvement
Grant
(benefit from
district funds,
no direct
dollars at
school site)
School
Report
Cards
TVAAS Data
SWAT team
walk-through
Training
Evaluations
Observations
Student
achievement in
reading/language
arts will improve.
GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: October 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s FiveYear Plan?
By the end of the 2011-2012 school year, all eighth grade students and all students in each subgroup
(African American, Economically Disadvantaged, and Students with Disabilities) will increase the
percent scoring at 4 or greater on the TCAP Writing Assessment by five or more percentage points in
order to achieve Adequate Yearly Progress as defined by the Benchmarks of No Child Left Behind.
Critical Needs: 20% of students (including subgroups: African American and Economically
Disadvantaged) are below proficient in writing. 70 % of students with disabilities are below proficient in
writing.
The system’s long range goal is to create academically-challenging, safe, supportive and effective
learning environments. Students must be proficient in reading and language arts if learning
environments are to be effective and academically challenging in order to achieve the District’s Long
Range Academic Goal: Increase the number of students performing at proficient and advanced levels
while decreasing the number of students performing below proficiency.
ACTION STEPS – Template 4.2 – (Rubric
Indicator 4.2)
Section B – Descriptively list the action you plan to take to
ensure you will be able to progress toward your goal.
Action steps are strategies and interventions which should
be scientifically based where possible and include
professional development, technology, communication,
and parent and community involvement initiatives within
the action steps of each goal.
1. Students will utilize all stages of the
writing process, with opportunities to
write for real audiences by publishing for
the class and others.
Action
Step
Action
Step
2. Teachers will model writing -prewriting, drafting, revising, editing and
sharing as a fellow author. A Saturday
school Writing Workshop will be hosted.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate
the action step.)
Timeline
Start Date:
8/8/11
English team
meet once
monthly to
evaluate
effectiveness
of strategy
End Date:
5/20/13
Start Date:
8/8/11
Departmental
team meet
once monthly
to discuss
Person(s)
Responsible
Required
Resources
Language
Arts
teachers
T. Frazier.
Media
Specialist
No
Cost/Instructional
Materials
Language
Arts
teachers
B. JohnsonInstructional
Facilitator
Title
One/Instructional
Materials
68
Projected
Cost(s) &
Funding
Sources
None
Title One
Saturday
Writing
Program-$600.00
Evaluation
Strategy
Performance Results /
Outcomes
Class
observation,
student work,
quality work
displays
Student achievement in
writing will improve.
Classroom
observations,
lesson plans,
student work
Student achievement in
writing will improve.
Action
Step
Action
Step
3. Each grade level will provide the
opportunity for students to practice
expository writing within the content
areas, specifically completing a short
writing assignment of one to three pages
for a weekly grade.
4. Eighth grade teachers will utilize a
team teaching approach in conjunction
with grade level team members to
provide intensive writing instruction and
familiarity with testing format.
5. Teachers will implement at least three
practice TCAP writing tests: the first to
establish a baseline, the second as a
formative assessment, and the third as a
test preparation exercise.
6 . Extended Year Professional
Development for Teachers
7. SWAT Team- District Level Content
Coaches
progress
End Date:
5/20/13
Start Date:
8/8/11
Grade level
team meets
each week to
discuss the
progress of
strategy
End Date:
5/20/13
Start Date:
11/5/11
End Date:
2/1/13
Start: 10/6/11
End Date:
2/1/13
October
2011-May
2013
October
2011
May 2013
T. Frazier.
Media
Specialist
Language
Arts
Teachers
T. Frazier.
Media
Specialist
Grade Eight
Teachers
T. Frazier.
Media
Specialist
Grade Eight
Teachers
T. Frazier.
Media
Specialist
MCS
District
Leaders
District
Level
Content
Coaches
69
None
Classroom
observations,
lesson plans,
student work
Student achievement in
writing will improve.
$200.00/Paper,
copying, pencils
Title One—
NCLB
$200.00
Student achievement in
writing will improve.
$200.00/Paper,
copying, pencils
Instructional
Materials
Title One—
NCLB
$200.00
Holistic scoring of
periodic practice
tests
District writing
assessments
Holistic scoring of
periodic practice
tests
District writing
assessments
Participant
Evaluations
None/Instructional
Materials
None/Resources
Determined by the
District
None/ MCS
Curriculum
Standards
Scope/Sequence;
other materials as
determined by the
district
FTTT funds;
School
Improvement
Grant
(benefit from
district
funds, no
direct dollars
at school
site)
FTTT funds;
School
Improvement
Grant
(benefit from
district
funds, no
direct dollars
at school
site)
Student achievement in
writing will improve.
Student achievement in
writing will improve.
School Report
Cards
TVAAS Data
SWAT team walkthrough
Training
Evaluations
Observations
Student achievement in
writing will improve.
GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: October 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s FiveYear Plan?
By the end of the 2011-2012 school year, all sixth, seventh, and eighth grade students and all students
in each subgroup (African American, Economically Disadvantaged, and Students with Disabilities) will
make or exceed the state target of 60% in Mathematics or will meet Adequate Yearly Progress (AYP)
through Safe Harbor by moving 50.2 membership one students to 15.4% to advanced and/or proficient
in Mathematics which will be a 10% in growth as established by No Child Left Behind.
Critical Needs: All students will meet or exceed Adequate Yearly Progress (AYP) in mathematics.
The system’s long range goal is to create academically-challenging, safe, supportive and effective
learning environments. Students must be proficient in reading and language arts if learning
environments are to be effective and academically challenging in order to achieve the District’s Long
Range Academic Goal: Increase the number of students performing at proficient and advanced levels
while decreasing the number of students performing below proficiency.
ACTION STEPS – Template 4.2 – (Rubric
Indicator 4.2)
Section B – Descriptively list the action you plan to take to
ensure you will be able to progress toward your goal. Action
steps are strategies and interventions which should be
scientifically based where possible and include professional
development, technology, communication, and parent and
community involvement initiatives within the action steps of
each goal.
Action
Step
Action
Step
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate
the action step.)
Timeline
1. Instruction will be differentiated based on
data analysis of student TCAP reports,
report card grades, and IEP reports (where
applicable) in order to address students’
needs.
Start Date:
8/8/11
End Date:
5/20/13
2. Based on data analysis and IEP reports
(where appropriate) students will participate
in intervention activities, including after
school programs, Stanford Math, Saturday
School and tutoring through Our Children
Our Future and SES.
Teachers will develop EdPlan for students
identified at risk of failing.
Start Date:
8/8/11
Involved
personnel
will meet
monthly to
evaluate the
effectiveness
Person(s)
Responsible
Required Resources
G. NicholsonPrincipal
B. JohnsonInstructional
Facilitator
Math teachers





B. Johnson–
Instructional
Facilitator
All core teachers
All special education
teachers
SES Providers
Title One

EdPlan

Community
Resources

IEP Records

Failure Lists

TCAP Data
70
TCAP Data
Report Cards
IEP reports
Stanford Math
Study Island ($2800)
Projected
Cost(s) &
Funding
Sources
District
Funded
Title-I funds
($2800)
$3,800.00
(Saturday
School)
Title One
Evaluation
Strategy
Diagnosis
EdPlan
IEP Annual
Review
ThinkLink
Discovery
Assessment
Stanford Math
EdPlan
Report Card
Grades
Progress
Reports
TCAP Scores
ThinkLink
Discovery
Performance
Results /
Outcomes
Student
achievement
in
mathematics
will improve.
Student
achievement
in
mathematics
will improve
Action
Step
Action
Step
3. Teachers’ instruction in all subjects will
include scientific research – based
instructional strategies. These strategies
will include (but are not limited to) the
following:

develop and analyze tables, charts and
graphs in their schoolwork often;

use a scientific calculator weekly;

solve mathematics problems other than
those in the textbook at least weekly;

work with one or more students in their
class on a challenging mathematics
assignment monthly or weekly;

use their mathematics skills to solve
problems in other classes monthly or
weekly

Second semester the master schedule
will change from 55 minutes of
instruction to a block at 90 minutes of
instructional time.
4. Teachers will analyze the following
relevant academic data to determine the
strengths and needs of our students:
 TCAP data
 ThinkLink Formative Assessments
 Classroom Performance Systems
 Pre-assessments
 Weekly classroom assessments
 Stanford Math
5. Special Education teachers will work
collaboratively with general education
teachers to plan lessons using research
based instructional strategies as our school
implements an inclusion program
of activities
End Date:
5/20/13
Start Date:
8/8/11

Assessment
Stanford Math
Stanford Math
Math teachers
B. JohnsonInstructional
Facilitator
Stanford Math
Internet Access
Graph Paper
Manipulatives
Graphic Organizers
CPS Units
TI-83 Graphing Calculators
Math Lab
Algebra Readiness
Study Island
Instructional Pull-Outs
District
Funds
Title One-$250.00
Batteries for
calculators
Classroom
observations,
lesson plans,
quality work
displays,
alternative
assessments
ThinkLink
Discovery
Assessment
CPS Reports
Stanford Math
Student
achievement
in
mathematics
will improve
Start
Date:8/8/11
Grade Level
Teams meet
regularly to
discuss
progress of
program.
End
Date:5/20/13
G. NicholsonPrincipal
A. Ryan-Asst.
Principal
B. JohnsonInstructional
Facilitator
Math teachers
$100.00 copier paper—
Title One
CPS (no cost; already on
site)
TCAP data
Computers
Copy paper
Classroom Performance
Systems
Title One-$100.00
Student
achievement
in
mathematics
will improve
Start Date:
8/8/11
End Date:
5/20/13
G. NicholsonPrincipal
Ms. Wheat —Special
Education Supervisor
B. Johnson-
No Cost
No Cost
TCAP Data
sheets
Monitoring of
weekly lesson
plans
Classroom
observations
Academic
Team
walkthroughs
Team
meetings
Nine weeks
assessments
and SPI
quizzes
Monitoring of
weekly lesson
plans
Departmental
team meets
once monthly
to evaluate
the
effectiveness
of strategy
End Date:
5/20/13
71
Classroom
observations
Student
achievement
in
mathematics
will improve
Instructional
Facilitator
D. Monday-Special
Education Team
Leader
Mathematics
Teachers
Instructional/Inclusion
Teachers
G. NicholsonPrincipal
B. JohnsonInstructional
Facilitator
Monday-Special
Education Team
Leader
Mathematics
Teachers
Instructional/Inclusion
Teachers
6. Teachers will integrate technology using
the following resources:
 United Streaming
 Learning Village
 Study Island
 Classroom Performance System
 Mobile Labs
 LCD Projectors and Mimeo
Interactive Smart Boards
 Stanford Math
Start Date:
8/8/11
End Date:
5/20/13
7. Teachers will conduct the following
assessments to track and monitor student
progress toward mastery of TCAP
objectives.
 Pre and post diagnostic tests
 Projects/performance
assessments
 ThinkLink Discovery
Assessment
 Weekly assessments
 Stanford Math
Formative
AssessmentDistrict
Common
Assessments
Explore
TCAP
Achievement
ThinkShow
G. NicholsonPrincipal
B. JohnsonInstructional
Facilitator
Mathematics
Teachers
Instructional/Inclusion
Teachers
8. Teachers and administrators will attend
the following professional development
sessions and conferences in order to
enhance instruction:
August 2011July 2013
G. Nicholson—
Principal
B. Johnson—
Instructional
72
Academic
Team
walkthroughs
Weekly staff
meetings
Periodic
student
Mobile Lab
Stanford Math
Classroom Performance
System (no cost; already
on-site)
LCD projectors/TV
monitors
Mimeo Boards
Computers (no cost;
already on-site)
Smart Boards, projectors,
TV monitor (already onsite)
Internet cords & routers
(Site-based budget)
Study Island (paid from
last school year ‘s Title
One budget)
No cost
District implemented
assessment
Title One
Site Based
No Cost
Conference Travel—Title
Title One—
One
NCLB
$5,000.00
Materials/supplies/stipends
assessments
100% of
teachers will
utilize
technology as
a teaching
tool at least
three days a
week.
Monitoring of
weekly lesson
plans,
Classroom
observations,
Academic
Team
walkthroughs,
Weekly staff
meetings,
Periodic
student
assessments
Monitoring of
weekly lesson
plans
Classroom
Student
achievement
in
mathematics
will improve
Student
achievement
in
mathematics
will improve
Student
achievement
in
mathematics






District Level Inclusion Training
District Level Mathematics
Training
National Staff Development
Conference
Stanford Math—District Level
NCTM Regional Conference
High-Priority Schools Conference
9. The faculty and staff will utilize the
following activities and resources in order to
support students academically and
strengthen home-school connections
 NCLB Parent Meeting
 Parent Teacher Conferences
 Power Teacher Parent Contact
 IEP Team meetings
 Math/Science/Curriculum Night
 Career Fair
 College Week
 Parent Resource Center
10. Extended Year Professional
Development for Teachers
12. SWAT Team- District Level Content
Coaches
August 2011May 2013
August
2011-May
2013
August 2011
May 2013
Facilitator
Mathematics
Teachers
Instruction Resource
Teachers
for Saturday sessions
2,500.00
G. Nicholson—
Principal
A. Ryan—Asst.
Principal
B. Johnson—
Instructional
Facilitator
Mr. Spearman-Parent
Counselor
All teachers
All support staff
$750.00 Light
Refreshments—Title One
Power Teacher (paid with
district funds)
Parent Counselor—Title
One
MCS District Leaders
District Level Content
Coaches
73
Title One—
NCLB
Parent
Counselorsalary--Title
One
FTTT funds;
School
Improvement
Grant
None/Resources
(benefit from
Determined by the District district
funds, no
direct dollars
at school
site)
FTTT funds;
School
Improvement
None/ MCS Curriculum
Grant
Standards
(benefit from
Scope/Sequence; other
district
materials as determined by
funds, no
the district
direct dollars
at school
site)
observations
Academic
Team
walkthroughs
Weekly staff
meetings
Periodic
student
assessments
Participant
evaluations
Participant
Evaluations
will improve
Student
achievement
in
mathematics
will improve
Student
achievement
in
mathematics
will improve
School
Report Cards
TVAAS Data
SWAT team
walk-through
Training
Evaluations
Observations
Student
achievement
in
mathematics
will improve
GOAL 4 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: October 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal:
Daily Attendance
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year
Plan?
Cypress Middle School will increase its present attendance rate from 91.8% to 93% during
the 2011-2012 school year.
Critical Need: Attendance is not at the 93% level.
Students must maintain regular attendance in order to achieve the District’s Long Range
Goal: Students should have an attendance rate of 93% or greater. The system’s long
range goal is to create academically-challenging, safe, supportive and effective learning
environments. Learning cannot be effective if students do not have regular attendance
ACTION STEPS – Template 4.2 – (Rubric Indicator
4.2)
Section B – Descriptively list the action you plan to take to
ensure you will be able to progress toward your goal. Action
steps are strategies and interventions which should be
scientifically based where possible and include professional
development, technology, communication, and parent and
community involvement initiatives within the action steps of each
goal.
Action
Step
Action
Step
1. Implement an incentive program for
100% attendance in homeroom.
2. Teachers will contact the
parent/guardian of students who are
frequently tardy or absent from school.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required
resources, funding sources, and evaluation strategy. (For Evaluation Strategy, define how you will evaluate the
action step.)
Timeline
Person(s)
Responsible
Start Date:
8/8/11
End Date:
5/21/13
Homeroom Teachers
L. Watkins, Attendance
secretary
M. Spearman- Parent
Counselor
Liaison with Attorney
General’s Office
Start Date:
8/8/11
End Date:
5/21/13
L. Watkins, Attendance
secretary,
Homeroom teachers
Liaison with Attorney
General’s Office M.
Spearman-Parent
Counselor
ParentLink (automated
phone system)
74
Projected Cost(s)
/ Required
Resources
Incentive awards
($1,200)
20-day
Attendance
charts, SMS
Data
Funding Sources
Community
Donations/PTO/Site
Based Funds
($1200)
Parent Counselor—
salary-- (Title One)
Parent Counselor— Parent Counselor—
Title One
salary-- (Title One)
Evaluation
Strategy
Incentive chart,
Recognition at
honor assemblies
each nine-weeks,
20-day
attendance charts
Daily attendance
chart figures,
Homeroom 20day attendance
charts
Action
Step
3. The school will utilize an in-school
suspension program in order to keep
students at school as opposed to homesuspensions for Level 1 offenses.
Start
Date:
8/8/11
End Date:
5/21/13
G. Nicholson, Principal
A. Ryan, Asst.
Principal
B. Johnson—
Instructional Facilitator
External PBIS Coach
M. Spearman—Parent
Counselor
V. Walker, ISS
Specialist
75
ISS Teacher District Funds
Parent
Counselor—Title
One
Parent Counselor—
salary-- (Title One)
Monitoring of
discipline
referrals and
reports
GOAL 5 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: October 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal:
Testing Dates Attendance
Which need(s) does this Goal address?
How is this Goal linked to the system’s FiveYear Plan?
ACTION STEPS – Template 4.2 – (Rubric
Indicator 4.2)
Section B – Descriptively list the action you plan to take to
ensure you will be able to progress toward your goal.
Action steps are strategies and interventions which
should be scientifically based where possible and include
professional development, technology, communication,
and parent and community involvement initiatives within
the action steps of each goal.
Action
Step
Action
Step
1. Implement an incentive program
for 100% of students testing in all
subject areas.

Movie day

Wolfbucks

Dance

Pizza Party
2. Teachers will contact the parents
of students in their homeroom to
inform them of the importance of
attending school on all scheduled
testing days.
Cypress Middle School will maintain a percentage of at least 95% of all sixth, seventh, and eighth
grade students and all students in each subgroup (African American, Economically
Disadvantaged, and Students with Disabilities) participating in state mandated testing for the
2011-2012 school year in order to achieve Adequate Yearly Progress as defined by the
Benchmarks of No Child Left Behind.
Need: Maintain the total percentage of students tested at Cypress. For the 2010-2011 school
year, the percentage tested was 98%.
District’s Long Range Academic Goal: Increase the participation rate in testing. At least 95%
of all students and all students within each subgroup will participate in state-mandated testing.
IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required
resources, funding sources, and evaluation strategy. (For Evaluation Strategy, define how you will evaluate the action
step.)
Timeline
TCAP Writing
Feb. 1,
2012
TCAP
Achievement
April 23 –
May4, 2012
Testing Dates
as listed
above
Person(s) Responsible
Projected Cost(s)
/ Required
Resources
G. Nicholson– Principal
A. Ryan – Asst. Principal
B. Johnson –Instr. Facilitator
M. Spearman, Parent
Counselor
L. Paxton -School Counselor
L. Watkins - Attendance
secretary
All school personnel
Community
Agencies/Incentives
Awards ($1200)
G. Nicholson– Principal
A. Ryan – Asst. Principal
B. Johnson –Instr. Facilitator
M. Spearman, Parent
Counselor
L. Paxton -School Counselor
L. Watkins - Attendance
secretary
All school personnel
76
Parent Counselor—
Title One
Parent contact
information
Chancery
Data
Funding
Sources
Evaluation
Strategy
Community
Agencies/PTO
School
attendance
data monitored
on each
testing day.
Parent
Counselor—
salary-- (Title
One)
School
attendance
data monitored
on each
testing day.
5.1: Process Evaluation
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning process?
All members of the Cypress faculty were involved in the development of the School
Improvement Plan by serving on committees for the various components. The committees
included stakeholder representatives: parents, students, non-certificated staff, and community
members. Once all the components were completed in committee, the entire faculty had an
opportunity to review the plan and make needed changes. Components of the School
Improvement Plan were shared with parents at the annual Title I/NCLB meeting and open house,
and commitment to its full implementation was sought from the stakeholders.
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
The School Improvement Plan committees worked during faculty meetings, during professional
learning community meetings, and after school to analyze test data in order to identify specific
groups of students and their various needs toward meeting our target goals. During team and
departmental meetings, instructional strategies were identified to be included in the action plans
for the goals. Agendas and minutes of meetings are kept on file.
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
The Tennessee School Improvement Plan Process is communicated to all stakeholders (students,
teachers, parents, administrators, and community partners) in a timely manner through the parent
newsletter, the NCLB/Title I Annual Parents Meeting, PTSA meetings, faculty meetings,
professional learning communities, grade level meetings, and department meetings. Agendas
and minutes of all meetings are kept on file. Plan will be shared on school website for all
stakeholders to view.
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative
response required
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in
Component 4?
Our beliefs, shared vision, and mission are focused on providing quality learning experiences
that will enable students to master grade level curriculum as measured by standardized testing;
for each goal in Component 4 we have assembled a series of action steps to provide those quality
learning experiences.
77
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and
Organization – Narrative response required
What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of
curriculum, instruction, assessment and organization in Component 3?
Differentiated instruction, research-based strategies, and a commitment to aligning instruction
with a standards based curriculum are all common to the analyses of Component 3 and the action
steps in Component 4. Throughout the school year, professional development is focused on this
alignment.
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
The School Improvement Plan is an ongoing process, not simply a document that is written,
printed, collated, distributed, and forgotten. In order to ensure a cycle of continuous evaluation
and re-evaluation, monitoring instruments will allow teachers and administrators to constantly
evaluate progress and celebrate with all stakeholders as activities and strategies are implemented.
Our annual review for revision of the School Improvement Plan will be held in May 2012. The
plan will be again revisited during the in-service week in August of 2012 as we review data and
plan for the 2012-2013 school year.
78
5.2: Implementation Evaluation
Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps?
Implementation of the action steps is not dependent upon a particular date or event. We do not
wait for “official” approval from the district or the state to begin instruction, and the strategies
and activities embedded in our action plans must not wait either. The implementation focus must
be on monitoring compliance and gathering data to determine effectiveness of the action steps.
The School Leadership team will examine the data on a regular basis to monitor implementation.
Monitoring of the plan’s implementation will be done through weekly review of lesson plans,
feedback from classroom observations, mentoring sessions, conferences, and agendas and
minutes from team and departmental meetings.
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
After each nine week period, teams will meet to obtain feedback regarding the effectiveness of
the plan and make recommendations for adjustments. Utilization of a structured monitoring
instrument will be done if analysis of data indicates need. Report cards, progress reports, EdPlan
will provide additional opportunities for monitoring the plan’s implementation and effectiveness.
A summative assessment of the plan’s effectiveness will be done by comparing all data sources
for 2010-2011 school year that were identified in the School Improvement Plan for 2009-2010.
When these reports and data become available, school, class, and student achievement will be
examined and a determination of the plan’s effectiveness will be evaluated and shared with
stakeholders.
79
5.3: Monitoring and Adjusting Evaluation
Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the
Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role
they will play in the monitoring process.
The School Improvement Plan is a working document that is constantly reviewed and revised as
necessary to assure that the school and the plan will meet district, state, and federal guidelines as
mandated by Title I and No Child Left Behind. In order to ensure a cycle of continuous
evaluation and reevaluation, monitoring instruments (including but not limited to observation
checklists and surveys) will be used on or near the following dates in 2011-2012: December 5,
January 30, February 27, and March 26. While the principal is always the ultimate person
responsible for monitoring the process, the professional expertise of our school Instructional
Facilitator will be called upon to spearhead the monitoring process as they review lesson plans,
observe instruction in classrooms, and examine formative data with the grade level teams. In
August 2011, the School Leadership Team met to review preliminary data from the Spring 2011
TCAP results. Teachers then met to work with their individual TCAP scores. From this
information, they developed a preliminary list of students in need of intervention. Grade level
teams met to analyze performance of the children, and examine their results as a teacher.
Evidence of a Process for Monitoring Plan – Narrative response required
What will be the process that the School Leadership Team will use to review the analysis of the data from the
assessments and determine if adjustments need to be made in our plan?
At the beginning of the year, TCAP data and summative data will be given to teachers to utilize
as a tool when addressing needs of their students. The administrator and the Instructional
Facilitator will monitor instruction and curriculum to see if areas of weakness are being
addressed. Differentiated instruction will be utilized to ensure that all students’ needs are met.
The school leadership team will monitor and adjust action steps throughout the year to ensure
compliance. Summative assessment will be done after data are available to make comparisons of
Spring 2011 with Spring 2010 student achievement and with data for the previous three years to
determine longitudinal trends. Student data results from formative assessments will be used to
determine the effectiveness of programs and projects such as Reading Plus, Stanford Math, and
Study Island in order to monitor and adjust the application of these programs. Assessments will
form the bases of analysis, evaluation and modifications to the next school improvement cycle.
80
Evidence of a Process for Adjusting Plan – Narrative response required
What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,
timeline, actions steps, resources, evaluation strategies) when needed?
The administrator and Instructional Facilitator will meet monthly with stakeholders to evaluate
and ensure that specific information regarding our schools needs is addressed as related to our
goals. The Instructional Facilitator will share this information with the grade level teams during
weekly common planning PLC Meetings. Committee chairs will meet in teams on a monthly
basis to review the overall document for needed revisions. Professional Development will be
monitored and adjusted throughout this process. Teachers will use this information to make
changes as needed. Once disaggregation has been finalized, the 2011 TCAP results (student
scores and yearly attendance) and End-of-the-Year tests will be reviewed to determine if goals
were accomplished and what changes needs to be made. Once results are reviewed by the
administration, teachers will meet to discuss results and develop an instructional plan of action
and adjust action plan items to include any new measures and remove ineffective action items.
Input from the school Instructional Facilitator will be considered by the School Leadership Team
to constantly evaluate progress and celebrate with all stakeholders as activities and strategies are
implemented. “Monitor and Adjust” has long been a technique that schools and teachers use to
fine-tune instruction; this is also the case with the implementation of the School Improvement
Plan.
Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders?
The school leadership team will share information with the faculty, parents, and all stakeholders
on a monthly basis. Information will be distributed to parents through the school
calendar/newsletters, monthly PTO and Site Based Decision and Making Council meetings. In
addition, Results of data analysis and attainment goals will be communicated to all stakeholders
(students, teachers, parents, administrators, and community partners) in a timely manner through
letters to parents, parent newsletters and updates, the NCLB/Title I Annual Parents Meeting, and
parent conferences. Stakeholders will be encouraged to contact the team with any comments,
suggestion, or questions. A copy of the revised TSIPP will be available on the web-site for
review.
81
Cypress Middle School
2109 Howell
Memphis, Tennessee
Appendix
2011 -2012
82
TITLE I SCHOOL-WIDE 10 COMPONENTS
A1. Each Title I SCHOOLWIDE program has implemented a
comprehensive school improvement plan which addresses
the 10 required elements:
Yes
No
Schoolwide Plan/TSIPP
Page #s
(a.) a comprehensive needs assessment of the entire school
using data analysis of NCLB subgroups.
TSIPP Pg# 18, 31, 50
(b.) school-wide reform strategies with emphasis on
improved achievement of the lowest achieving students;
TSIPP Pg# 12
(c.) instruction by highly qualified personnel as addressed in
NCLB;
TSIPP Pg# 12
(d.) high quality and ongoing professional development
activities;
TSIPP Pg# 62-76 & 95105
(e.) strategies to attract highly qualified teachers to high
needs schools;
TSIPP Pg#59
(f.) strategies to increase effective family involvement;
TSIPP Pg# 62-76; 85-87
(g.) plans for assisting preschool children from early
childhood programs to elementary school programs;
TSIPP Pg# 94
(h.) measures to include teachers in assessment decisions
regarding the use of assessment in improving student
performance and instructional programs
TSIPP Pg# 19
(i.) strategies for providing timely additional assistance to
students experiencing difficulties mastering standards
TSIPP Pg# 91
(j.) coordination and integration of federal, state and local
services and programs.
TSIPP Pg# 62-76 & 92
83
2011- 2012 Revised High Priority School Improvement Plan
Revised School Improvement Plan
(Highlighted Pages as Requested)
Revised Components
(i)
(ii)
(iii)
(iv)
SIP Pages
Scientifically based research
strategies that will strengthen core
academic subjects
Policies and practices concerning
the school’s core academic subjects
that will help ensure all groups of
students will meet state academic
standards
Assurance the school will spend
not less than 10% for high quality
professional development
How funds will be used to
remove school from improvement
status
62-76
34-52
1.Directly addresses academic problem
2. Meets requirements for professional
development
3. Affords increased opportunities for
parent & teacher participation
34 – 59; 62 - 76
(v)
Establish specific annual,
measurable objectives for
continuous and substantial growth
(vi)
How school will provide written
notification to parents
85 - 87
(vii)
Specify responsibilities of the
school, including technical
assistance
87; 93
(viii)
Strategies to promote effective
parental involvement
85- 87
(ix)
Intervention strategies
(x)
Teacher mentoring program
62-76
91
89-90
84
95-105
95-105
85-86
Memphis
city
schools
Cypress middle school
Family
Engagement
Plan
2011-212
PURPOSE:
Cypress Middle School encourages parental involvement in the educational process while ensuring the understanding and promising of the “No
Child Left Behind Act.” The school and home have a shared goal of promoting success in every child. Therefore, our Family Engagement
Plan was jointly developed with our parents to establish the expectations for parental involvement.
SCOPE:
This policy is applicable to all parents of participating children attending Title I schools. The federal government, Tennessee School Board
Association, Memphis City School District, and Cypress Middle School will work jointly to ensure effective involvement of parents. Cypress
Middle School believes that parental involvement is vital to the educational process, since parents are the primary educators of their children.
We all believe strongly that parental involvement affects academic achievement. Parents of participating students will be provided with
opportunities to be informed of and involved in the implementation of the Title I projects under the NCLB Laws as required by regulation.
Our Family Engagement Plan at Cypress Middle School was jointly developed with our parents to establish
expectation for parent involvement in the following ways:
Parental Involvement
Parents of students at Cypress Middle School can share in the formal and informal role as educators and act as advisors, resource persons, and
coordinators in the following ways:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Serve on the Site-Based Leadership Team.
Support educational activities in the home and community.
Support Cypress Middle School activities and programs (both academic and extra-curricular.)
Become educational advocates for all children and an avid support of Cypress Middle School and its vision.
Attend school events and serve as advisors.
Use their talents and resources to enhance the instructional programs.
Respond to memos, surveys, and questionnaires expressing ideas and concerns to improve the educational process in a timely
manner
Participate in monthly School Based Decision Making Council Meetings
PTO
Participate in training sessions at Title I Center for Parental Involvement and at the local, regional, and national level
Access to the school, the parent resource center
Opportunities to share experiences, offer suggestions, and participate in decisions
Serve as school volunteers and chaperones
Help with SACS and SIPP Planning and Preparation Process
NCLB Involvement
The administrators, faculty and staff will provide a strategic plan and implement NCLB requirements according to the guidelines set forth by
law and Memphis City School Policy which includes the following:
1.
2.
3.
4.
5.
6.
7.
8.
Hold and involve parents in organized, on-going and timely informational meetings concerning NCLB and Cypress Middle
School participation and involvement.
Invite parents to observe Cypress Middle School Programs and visit classrooms.
Provide parents with timely information concerning student progress reports, deficiency notices, TCAP data, and report cards.
Welcome feedback from parents.
Provide parents with a copy of the Family Engagement Plan.
Provide parents with a description and explanation of curriculum, assessment measures and proficiency levels in use at the
school.
Provide parents and students with a handbook outlining school rules, policies and procedures.
Parents will attend and participate in conferences, workshops, and instructional activities that will inform and educate them
concerning the curriculum and assessment and proficiency levels that affect their child’s education.
85
NCLB Involvement
Program Development
Cypress Middle School will encourage parents to become meaningfully involved in their child’s education. To ensure Cypress Middle School
parents participate in the development of the school's program, we will do the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Invite parents to serve on Cypress Middle School’s Site-Based Council.
Invite all parents to annual meetings, with flexible dates and times, to explain the components and requirements of NCLB.
Provide an opportunity for parents to meet regularly through PTO, SBDMC, and other meetings to communicate suggestions,
decision-making, and responses, which are given timely responses with teachers, administration, and guidance for the education of
their child.
Provide various meetings (PTO, Parent/Teacher, SBDCM etc.) at flexible times that allow parents to participate (day and
evening).
Develop and/or revise jointly with parents the school/parent compact and engagement plan.
Invite parents to the two annual Title I meetings with flexible times to inform them of the Title I requirements, the school’s
participation in Title I, and their right to be involved
Providing opportunities for parents to explain and observe the Title I – NCLB programs, activities, and services.
Provide timely information about parent and family engagement programs for improvement.
Provide Family Literacy Night and training sessions to improve parents’ abilities to help with their children’s education through:
Family Science, Reading, and Math Nights and a series of Professional Consultant’s parent training sessions.
Utilize partnerships with community organizations, adopters, and businesses.
Provide and conduct regular parent meetings throughout the school year to inform parents of current educational changes at the
school, district, and cluster levels.
Offer diverse training and workshops in parenting skills.
Involve parents in planning and developing school improvement projects.
Develop jointly with parents; a revised parent-school compact and Family Engagement Plan showing how parents, school, and
students share responsibilities.
Disseminate the compact and Family Engagement policy to all students/parents and acquire appropriate signatures.
Encourage parents to regularly visit and take an active role in school planning and volunteer their services.
Parents will be invited and encouraged to attend grade level team meetings to review EXCEL reports, ThinkLink reports,
Learning Express Folio reports, Stanford Math data, and student’s daily progress reports.
86
Cypress Middle School
Title I Home/School Compact
2011-2012
This compact was jointly developed with and agreed upon by Cypress Middle School on order to outlines how parents, school staff,
and students will share the responsibility for improving student academic achievement.
PARENT/GUARDIAN SCHOOL AGREEMENT
As the parent/guardian of a Cypress Middle School student and a stakeholder in the education of my child, I commit to the
following:

Ensure that my child is on-time and attends school every day.

Support the school in its efforts to maintain a safe and orderly place to learn by ensuring that my child adheres to
MCS/Cypress Middle School’s uniform policy, PBIS Plan and School Attendance policy.

Provide a quite place to study, establish homework and study routines, and review them daily.

Encourage and support my child’s effort and be available for questions

Read with my child and let him/her see me read

Participate in parent training and student learning activities

Participate in the Parent/Teacher Association

Provide opportunities and encourage opportunities for conference and communication with my child’s teachers before,
during, and after school through parent/teacher conferences, telephone, or e-mail

Discuss with students the Home/School Compact in relationship to their child’s achievement.
Parent/Guardian’s Signature: _______________________________________________
STUDENT AGREEMENT
It is important that I work to the best of my ability. Therefore, I shall strive to do the following:

Report to school on time and on a daily basis

Come to school each day dressed appropriately and with the necessary tools for learning (pencil, paper, and book)

Complete and return class work/homework assignments

Commit to studying on a regular basis

Conform to the rules outlined in the student code of conduct as well as the PBIS Plan.

Designate time at home for homework and study;

Put forth my best effort in all subjects;

Ask questions for clarification;

Respect other students and adults just as I want to be respected
Student (Print Name): ______________________________________
Signature: ________________________________
PRINCIPAL/SCHOOL AGREEMENT
As principal of Cypress Middle School, I support this form for parental involvement. Therefore, I shall strive to do following:

Provide an environment that allows for positive communication between the teacher, parent, and student.

Encourage teachers to regularly provide homework assignments that will reinforce classroom instruction.

Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables students to
meet the state’s student academic achievement standards.

Hold flexible and annual parent/teacher conferences to discuss school compact and how it relates to student achievement.

Provide a supportive and effective learning environment that promotes high quality curriculum and instruction to enhance
student academic achievement.

Provide parents with reasonable access to staff, volunteer, participate, and observe their child’s classroom.

Provide programs and activities that will help parents be responsible for supporting their child’s learning.
Principal’s Signature: _______________________________________
TEACHER AGREEMENT
It is important that students at Cypress Middle School achieve; therefore, I shall do the following:

Provide regular homework assignments that reinforce skills taught in the classroom.

Provide and encourage opportunities for conferences and communication with parents before, during, or after school.

Encourage parents and students by providing frequent reports about students’ progress using student progress reports.

Structure lessons that promote academic growth towards mastering TCAP objectives

Provide interventions to ensure all students have a chance at success.

Discuss with parents the Home/School Compact in relationship to their child’s achievement.
Teacher’s Signature: _______________________________________
87
Cypress Middle School
Homeless/Displaced Children’s Academic Plan
2011-2012
Comprehensive Belief Statements
The staff believes:
 All students are unique individuals and can learn, but at different rates.
 A variety of instructional methods, strategies and assessments will be used to support student
learning.
 Learning is paramount and is supported by rich, rigorous, meaningful and challenging content.
 Commitment to continuous improvement and upholding high expectations is essential for
maximum student achievement.
 All vested stakeholders must build relationships and work as a team in the decision-making
process to promote the school mission and vision.
 All activities of the school will be governed by district, state, and federal policy.
Mission Statement
The mission of Cypress Middle school is to empower all students to achieve their full potential in academic, social,
and emotional development. Students will be provided a rich and challenging learning environment, which will
enable them to maximize their potentials to become lifelong learners and productive, responsible citizens.
“Empowering Excellence ……. #1”.
Policies for “Homeless/Displaced” students:
Cypress Middle School faculty and staff have developed the following procedures for ensuring that homeless
children and youths are given the opportunity to meet the same challenging state academic achievement standards
that all students in the state are expected to meet:
1. Instructional Facilitator will train Cypress Middle School staff on specific needs
of runaway and homeless youths.
2. Cypress Middle School faculty and staff will provide a courteous, warm
invitation into our school waiving all requirements and necessary documents
usually required for registration.
3. Instructional Facilitator will post homeless youth posters throughout school
4. Principal will establish a homeless youth advisory committee. Committee will
help assist families in gaining necessary school supplies and uniform clothing.
5. Professional School Counselor with assistance from school social worker will
train Cypress Middle School staff in working with homeless youths, particularly
runaway and throwaway youths.
5. Instructional Facilitator will train Cypress Middle School staff on the
educational rights of unaccompanied youths, including guardianship issues that
cannot exclude enrollment.
6. Parent counselor with assistance from Professional School Counselor and
school social worker will provide referral to appropriate social service agencies for
services and make materials available to unaccompanied youths that explain
benefits. In addition, to provide help in as many areas as possible such as
counseling and provide families with information about community/city resources.
88
Annually: Updated August 1, 2011
(Ongoing)
Annually: Updated August 1, 2011
Annually: Updated August 1, 2011
Annually: Updated August 1, 2011
(Ongoing)
Annually: Updated August 1, 2011
(Ongoing)
Individually for each youth and update
information annually for referral
sources.
Cypress Middle School
Teacher Mentoring Program
2011-2012
Action Steps
Novice Teacher Center
Orientation
Timeline
August 2011
Required Resources
Person(s) Responsible
Teacher Handbook
Ms. B. Johnson –
Classroom Instruction Instructional
That Works books
Facilitator
Attendance Policy
Grade book Guidelines
Novice Teacher Center
Monthly Meeting
08/2011 05/2012
Research-Based
Strategies Lesson Plan
booklet
‘Classroom Instruction
That Works’
Instructional best
practices
TN State Standards
Literacy/Writing Plan
Classroom
Management
Variety of
Assessments
Team Building
Exercises
Mrs. Nicholson Principal, Mr. Ryan Assistant Principal,
Ms. B. Johnson –
Instructional
Facilitator, Ms.
Paxton – School
Counselor (PBIS)
Non-tenured teachers will
observe instruction,
organizational practices,
and classroom
management of assigned
mentor’s classroom.
November 2011
January 2012
March 2012
Substitutes
($500-Title I)
Mrs. Nicholson Principal, Mr. Ryan Assistant Principal,
Ms. B. Johnson –
Instructional
Facilitator, Ms.
Paxton – School
Counselor (PBIS)
Exemplary teachers will
be trained using the state
teacher-mentoring model.
Start Date:
October 2011
End Date:
May 2012
Teacher Induction
program
District Mentors
Pair non-tenured teachers
with seasoned teachers.
A) Review
Curriculum Guide
October 2011
(weekly
mentoring
meetings)
Teacher Resources
Mrs. Nicholson Principal, Mr. Ryan Assistant Principal,
Ms. B. Johnson –
89
B) Review textbook
and teaching
materials
Instructional
Facilitator, Ms.
Paxton – School
Counselor (PBIS)
Mentors and protégés will
meet weekly to discuss
varies topics.
All non-tenured teachers
will attend professional
development in the areas
of balanced literacy,
classroom instruction and
management.
10/2011 – 5/2012 District Mentoring
Resources
Substitutes
($500-Title I)
Ms. B. Johnson –
Instructional
Facilitator,
Mrs. Nicholson Principal, Mr. Ryan Assistant Principal,
Ms. B. Johnson –
Instructional
Facilitator, Ms.
Paxton – School
Counselor (PBIS),
School Mentors
Evaluate teacher/mentor
process
December 2011
May 2012
N/A
Mrs. Nicholson Principal, Mr. Ryan Assistant Principal,
Ms. B. Johnson –
Instructional
Facilitator, Ms.
Paxton – School
Counselor (PBIS)
Monitor, Assess, and
adjust teacher/mentor
process as it relates to the
goals in the SIP
11/2011 –
05/2012
Observation, evaluate
mentoring logs
Mrs. Nicholson Principal, Mr. Ryan Assistant Principal,
Ms. B. Johnson –
Instructional
Facilitator, Ms.
Paxton – School
Counselor (PBIS)
90
SCHOOLWIDE ACADEMIC INTERVENTION PLAN
Directions: Complete the form to articulate the programs, models, and strategies which clearly define your school’s intervention
plan. What strategies have you incorporated in your school improvement plan to ensure that students experiencing difficulties are
identified on a timely basis? How do you provide additional support to these students? These activities should provide students with
additional services that increase the amount and quality of instructional time.
SCHOOL: ____Cypress
Middle School____________________
SCHOOL YEAR: ______2011-2012__________
Effective Programs, Models, and Strategies
Extended Day/Year
(Ex, Differentiated instruction, Voyager, Stanford Math, Course
Recovery, Classroom Libraries, Thinking Maps, ACT/SAT Prep,
cooperative learning, STAR, etc.)
(Before, during, after school, summer, year round, STAR, SES)
Identify the name of the extended day/year program, date, & time.
Ex. After-school Tutoring or Homework Center, Saturday School
Differentiated Instruction to address individual student
needs and ensure school-wide reform strategies are present
with emphasis on the overall student achievement of our
lowest achieving students.
Libraries to familiarize and strengthen student knowledge
and allow application of essential skills within context
Stanford Math
Study Island
SES
Rhodes College-Tutors
Reading Plus
Full Inclusion
Creative Writing Class/Reading Class
School-wide Literacy Initiatives
Program Name
Date & Time
During School/TBD
August 2011-May 2012
Classroom Instruction
September 2011-May 2012
Family and Student assistance/resources
provided by Title I
District Provided
Purchased through Title 1
Title 1/SES Providers
Rhodes College
District provided
Classroom instruction
Classroom instruction
Classroom instruction
Tutoring through Extended Proposal
Literacy & Mathematics
Classroom
During School
Before and afterschool
Afterschool
During school
During school
During school
During school
During school
During school, after
school and Saturday
workshop
Afterschool; Saturdays
Before, during and
afterschool
Afterschool/Saturdays
School-wide Mathematics Initiative
During school
Writing Workshop
Extended Learning/Saturday School
EdPlan (Excel Reports)
Home-School Connection
Ex. Community Volunteers
List the name of the organization, church,
adopter, parent/ community group.
September 2011-May 2012
November 2011-May 2012
October 2011-May 2012
October 2011-May 2012
August 2011-May 2012
August 2011-May 2012
August 2011-May 2012
September 2011 – May 2012
October 2011-February 2012
Classroom instruction/Title 1 Extended
Programs
September 2011-May 2012
Title 1—Extended program
September 2011-May 2012
District required
November 2011 – May 2012
Extended Contract
Classroom instruction/ Small-group
instruction and pull-outs
October 2011-May 2012
91
Cypress Middle School
Coordination and Integration of Federal, State, and Local Funds for 2011 - 2012
The following is a list of all State educational programs and other Federal educational programs that are consolidated in our 20112012 School Improvement Plan:












Local School Funds/ Site Base Funds
IDEA – Exceptional Children
Local Business and Community Grants and Donations
PBIS
Free/Reduce Lunch
Fee Wavier
Our Children/Our Future
Extended Contract
School Improvement Grant for Professional Development
Title I Extended Learning Program
Supplemental Education Services (S.E.S.)
RTTT Funds
Federal Programs:
Title I
Title IIa – Quality Professional Development / 100% Highly-Qualified Staff
Title IId – Technology Resources
Title III
Title IV -Safe and Drug Free Schools
Title IX – Gender-Based Equity and Use of Research-Based Instructional Methods
Title X – Homeless Children
92
Cypress Middle School
2011-2012 Technical Assistance Report
Name
 Check One
Title/Position
State
Amanda Walden
Amy Griffin
E.Wilkins
Roderick Richmond
District
Phone
Call
Email
X
X
X
Directives
X
X
X
X
Professional Development Information
Protocols; Templates; Regional
Information
Compliance Guidance
SES Protocols/ Information
Provision of Title I
Deadlines/Documentation
Budget Guidance
SRI Testing
Classroom Visits
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Directives; Site Assistance
X
X
X
X
X
X
Classroom Visits/ Math Support
Classroom Visits/Literacy Support
Literacy Support
X
X
X
Carolyn Graham
Patrice Myers
Rita Hooker
Title I Supervisor
Title I/SES Coordinator
Records Clerk II
X
X
X
Derrick Sanders
Latisha Bryant
Doris Wheat
Title I Senior Accountant
PreK-12 Literacy
Department of Exceptional
Children
School Operations/
Striving School Zone
Striving School Zone
Striving School Zone
Striving School Zone
X
X
Pamela Harris-Giles
Tomeka Spivey
Cheryl Bailey
Site
Visit
X
Femetres Gray
Jada Askew
Sharon Griffin
SchoolBased
Mondays – Student Groups
IEP Meeting
Vision Screening
Directives
School Social Worker
School Psychologist
Vision and Hearing
Regional Superintendent –
Striving Schools
Regional Superintendent –
Northwest Region
NW Academic Coordinator
SSZ Academic Coordinator
Catherine Battle
 Check One
Topic
X
X
X
X
93
X
X
X
X
X
X
Cypress Middle School
Title 1 Transitional Plan
2011 – 2012
ACTIVITY
PERSON RESPONSBLE
DATE
OUTCOME
Entering 6th grade students will be presented the various
services offered through the guidance department.
Students will be informed of academic, career and
personal /social standards.
To assess 8th grade students readiness for college. As well
as give students an interest inventory survey to determine
possible career opportunities.
Students will select their high school courses to prepare
them for graduation. Students will gain knowledge of
course requirements and state mandates for graduation as
well as college information.
Counseling and
Classroom Guidance
Sessions
Lisa Paxton, Professional School
Counselor
September
2011 – May
2012
ACT Explore Test
Lisa Paxton, Professional
School Counselor
October
2011
Focus Plan of Study
Lisa Paxton, Professional
School Counselor
January
2012- April
2012
High School Day for
8th grade students
Lisa Paxton, Professional School
Counselor; Brenda Johnson,
Instructional Facilitator; Northside
High School ‘s & Douglass High
School’s Counselor
April 2012
Counselors from surrounding high schools will speak to
8th grade students about the high school experience and
requirements for entry.
Information Day for
Elementary Feeder
Schools Transition to
Cypress Middle
School
Lisa Paxton, Professional School
Counselor; Brenda Johnson,
Instructional Facilitator
May 2012
Students from feeder schools will participate in an
information session at Cypress Middle School and learn
about the 6th grade. Students will tour the school and
experience the middle school transition.
Summer –
July 2012
The Cypress transition program will provide students and
parents an opportunity to become familiar with
expectations, routines, curricula, classmates, and buildings
before the new school year begins. Cypress will
communicate with incoming students and parents by
visiting feeder schools, parent link, and community
centers. The program will be three days in length.
Bridges to Middle
School
Brenda Johnson, Instructional
Facilitator
94
2011 - 2012
Professional Development Plan
School:
Cypress Middle
Date:
September 7, 2011 (revised)
Principal:
Gina Nicholson
Regional Supt:
Catherine Battle/Sharon Griffin
*Beginning PD Budget Amount=
$15792
PDSCC:
Brenda Johnson
*Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount equals zero.
Professional Development Plan Overview
Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by
subgroups as follows:
1. Increase reading and language arts TCAP scores in all subgroups from 22% to 66%.
2. Increase mathematics TCAP scores in all subgroups from 6% to 60%.
3. Increase TCAP writing scores in all subgroups from 77.5% to 85%.
The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to
meet our identified objectives:
Goal 1: To increase teacher ability to deliver high quality instruction that will increase student achievement in Mathematics
and include parental involvement pieces that will improve our school to home participation rate.
Goal 2: To increase teacher ability to deliver high quality instruction that will increase student achievement in Reading and
Language Arts and include parental involvement pieces that will improve our school to home participation rate.
Goal 3: To increase teacher ability to deliver high quality instruction that will increase student achievement in the Writing
Process and include parental involvement pieces that will improve our school to home participation rate.
95
Goal 1: Increase teacher’s knowledge of effective mathematical and instructional strategies in order to improve student achievement
in mathematics.
Professional Learning
Activities/Events
Community Support
Meetings
(Springdale/Cypress
Community)
ACT EXPLORE
Assessment Training
Teacher
Expectations/Student
Motivation
Presenters/Leaders
Implementation
Timeline
Gina Nicholson, Principal
Antonio Ryan, Asst.
Principal
Michael Spearman, Parent
Counselor
Community Partners
Every third
Thursday starting
August 18, 2011
Lisa Paxton, Professional
School Counselor
September 13, 2011
October 24, 2011
March 2012
Gina Nicholson , Principal
Antonio Ryan, Asst.
Principal
Brenda Johnson, Instr.
Facilitator
Lisa Paxton, Prof. School
Counselor
August 1, 2011
September 12, 2011
October 3, 2011
November 7, 2011
December 5, 2011
January 9, 2012
February 6, 2012
March 5, 2012
April 9, 2012
May 7, 2012
96
Expected Outcomes
Community gain
knowledge of Title I,
district curriculum, state
standards, and school
expectations that lead to
positive student
behavior, increased
student achievement and
stronger communityschool relationships.
Teachers, parents, and
students will be trained
on the significance of
the EXPLORE
assessment as it relates
to student
Teachers will learn
effective strategies
Students will become
more motivated
Increased student
achievement in math
What data sources
will you use to
evaluate
effectiveness? (i.e.,
teacher data,
student data)
Evaluation
$___15,792___
PD Budget Balance
($0)
Community
Volunteers
Balance:
$15,792
Lesson Plans
evaluation, student
data, classroom
observations
Classroom
Observations
Peer Observations
Quality Works
($100)
Copies
Balance:
$15,692
($0)
Balance:
$15,692
Cypress Middle School
Annual
NCLB Meeting
AdvancED TN
2011-2012
QAR Training
Workshop
FPG&C Professional
Development and
School Compliance
Coach
 NCLB
Compliance
 School
Improvement
 Supplemental
Services
Training
 High Priority
Schools
 Teacher
Evaluation
Process
Gina Nicholson, Principal,
Antonio Ryan, Assistant
Principal, Brenda Johnson,
Instr. Facilitator
Michael Spearman, Parent
Counselor
August 24, 2011
January , 2012
Gina Nicholson, Principal
Antonio Ryan, Asst.
Principal
Brenda Johnson, Instr.
Facilitator
Lisa Paxton, Prof. School
Counselor
Tomeka Fraizer
September 26, 2011
FPG&C Supervisors and
Staff; Instructional
Facilitator
August 18, 2011
August 23, 2011
August 25, 2011
September 8, 2011
September 22, 2011
September 29, 2011
October 12-13,
2011
November 3, 2011
November 10, 2011
December 1, 2011
97
Parents will gain
knowledge of the
school’s status, the
curriculum, team and
school expectations, and
opportunities to build
the parent-school
relationship.
Workshop designed for
school contacts and
teams who are hosting a
Quality Assurance
Review (QAR) school
visit during the 20112012 school year. Focus
on how to see effective
practices to build one’s
capacity to improve
teaching and learning.
Parent sign-in logs,
parent surveys,
teacher sign-in logs
With the assistance of FPG
& C supervisors and staff
training; Instructional
Facilitator will deliver the
research-based practices
and NCLB compliance
information learned to the
entire faculty.
Teachers will learn
strategies that will increase
student achievement and
suggestive ideas to assist in
maintaining Title One
Compliance. Also teachers
will gain knowledge of the
NCLB law and ways to
increase communication
among stakeholders.
Classroom
Evaluations,
Teacher Data,
Student data,
Teacher Surveys,
Team Meetings
Logs, Content Area
Meeting Logs
(Parental
Involvement)
($400)
Refreshments
Balance:
$15,092
SACS Visit
Observations
Walk-through
Evaluations
($350)
Workshop/Travel
Balance:
$14742
($200)
Copies/Notebooks /
District/ FPG&C
Balance:
$14542
Gina Nicholson, Principal,
Antonio Ryan, Assistant
Principal, Brenda Johnson ,
Instr. Facilitator
Tomeka Frazier, Literacy
Specialist, District
Personnel
Gina Nicholson , Principal
Antonio Ryan, Asst.
Principal
Brenda Johnson, Instr.
Facilitator
Data Team
September 2011 –
May 2012
What is a Professional
Learning Community
(PLC)?
Brenda Johnson, Instr.
Facilitator
Stanford Math Training
(Technology)
Kevin Harris, Stanford
Math Lab Coordinator
Brenda Johnson, Instr.
Facilitator
Teacher Evaluation
Process
Data 101/
Data Analysis
Non-tenured and tenured
teachers will gain an indepth understanding of
the Evaluation Process.
Experience Teachers
will review the process.
Teacher
evaluations
August 1, 2011
October 24, 2011
December 12, 2011
February 20, 2012
April 9, 2012
Teachers will learn how to
analyze data
Teachers will begin using
data to drive instruction.
Teachers will compare data
by subgroup, year, class
and student. Teachers will
determine gains, losses,
and areas of strengths and
weaknesses. Teachers will
create a data tracking event
for students and a plan for
how subgroups ALL &
SWD will be academically
prepared for test.
Increased student
achievement in math.
Data notebooks,
agendas, sign-in
sheets, PLC, team
meeting minutes,
SDIS, Meeting
Evaluations,
Open Discussions
October 20, 2011
Teachers will be
reintroduced to the PLC
format, the difference
between a meeting and a
PLC and will begin to
implement the process in
future meetings.
Teachers will be trained
to use the research-based
Stanford Math Program
Teachers will begin
using the math program
with their students
Increased student
achievement in math
PLC Observations
PLC Agendas &
Minutes
October 12, 2011
98
($200)
Copies/
Balance:
$14342
Student Data
Classroom
Observations
Lesson Plans
Dept. Minutes
($142)
Copies/Notebooks
Balance:
$14200
($0)
Balance:
$14200
($0)
Balance:
$13200
PLC: Timberwolves
Teachers’ Talk
Brenda Johnson, Instr.
Facilitator
Topics:
Quality Assessment
Technology Integration
(Study Island, Stanford
Math, PowerTeacher,
Memino boards, Learning
Village, and Discovery
Assessment)
Lesson Planning/Unit
Planning/: Lesson
Design
Teach Scape
Learning Village
Skillful Teacher
Novice Teacher Center
 Mentor meetings
 Peer observations
 PLCs
 Teacher Evaluation
Process
 Understanding the
TCAP test
 Data Analysis
 Common Core
Standards
Brenda Johnson, Instr.
Facilitator
Lisa Paxton, Guidance
Counselor
Antonio Ryan, Asst.
Principal
District Mentors
School Assigned Mentors
October 20, 2011
October 27, 2011
November 3, 2011
November 17, 2011
December 8, 2011
December 16, 2011
January 12, 2012
January 26, 2012
February 9, 2012
February 23, 2012
March 8, 2012
March 22, 2012
April 12, 2012
April 26, 2012
May 10, 2012
Teachers will gain insights
August 25, 2011
September 22, 2011
October 25, 2011
November 22, 2011
December 20, 2011
January 24, 2012
February 21, 2012
March 20, 2012
April 24, 2012
May 15, 2012
New teachers learn
instructional strategies to
assist with teaching high
poverty and low
economic students.
Teachers will learn
important teaching tools
& general school
information.
Increased student
achievement in math
about the
components of MCS’s
Lesson Design Template
Teachers will learn how to
complete lesson plans
Teachers will be able to
write detailed lesson plans
Increased student
achievement.
Teachers will learn how to
successfully integrate
technology to drive
instruction and the location
of valuable data sources.
Lesson Plans
Classroom
Observations
PLC Minutes
Lesson plans, data
notebooks, meeting
agendas, sign-in
sheets, PLC team
meeting minutes,
reports from
Discovery,
Study Island, and
classroom assessment
Teacher
evaluations,
classroom
observations,
lesson plan
evaluations, teacher
surveys
Mentor/Protégé
Feedback
($0)
Balance:
$14200
District Materials/
School Resources
Classroom
$1,400-MCS
$700 - Cypress
($1000)
Mentors/ Resources
Balance:
$13200
99
PLC-School
Improvement Planning
PLC-PBIS
PLC—Understanding
how to provide
assistance to our
students through
guidance, Excel Plan,
and using other
intervention strategies.
Brenda Johnson, Instr.
Facilitator, School
Improvement Chairpersons
Stakeholders
Bi-Monthly –
September 28, 2011
October 3, 2011
October 5, 2011
November 7, 2011
November 16, 2011
December 13, 2011
January 11, 2012
February 14, 2012
March 13, 2012
April 17, 2012
May 15, 2012
Teachers will learn how
to interpret the data and
use it to determine best
strategies. Teachers
work collaboratively to
effectively create a plan
that will guide the
school to improve
student improvement
and create a culture of
high expectations.
Lesson plans
evaluation, student
data, classroom
observations
Lisa Paxton, Guidance
Counselor, Brenda
Johnson, Instr. Facilitator
Ptorey Crutchfield External
PBIS Coach
Antonio Ryan, Asst.
Facilitator
Monthly—
Beginning in
September 2011
Lesson plans
evaluation, student
data, classroom
observations,
Behavior plans.,
classroom
behavioral logs,
office referrals
Balance:
$13200
Lisa Paxton, Guidance
Counselor, Brenda
Johnson, Instr. Facilitator
Ptorey Crutchfield External
PBIS Coach
Antonio Ryan, Asst.
Facilitator
October 2011
December 2011
February 2012
April 2012
Teachers will learn how
to interpret discipline
data and use it to
determine best
strategies. Teachers
work collaboratively to
effectively create a plan
that will guide the
school to improve
student improvement
and create a culture of
high expectations.
Teachers will use the
guidance in-house staff
to assist with situations
and issues involving
students with academic
and behavior challenges.
Teachers will learn
intervention strategies
and how to effectively
use Excel Plan and other
intervention strategies.
Excel Plan,
guidance referrals,
student progress
and report cards
($200)
Materials
100
($0)
Balance:
$13200
($0)
Balance:
$13000
Gang Awareness and
Intervention Strategies
Family Math/Science
Night
District Attorney Office
Michael Spearman, Parent
Counselor
Brenda Johnson, Instr.
Facilitator, Jane K. Ford,
Librarian, Science and
Math Teachers
September 2011
November 2011
March 2012
Educate teachers and
students on the
importance of gang
awareness and related
topics.
Behavior logs,
discipline reports,
suspension reports,
teacher reports,
student data
Teachers will teacher
parents a variety of
reading strategies to use
a home to promote
reading
Parent surveys,
parent agenda
($0)
Community Partner
Provided
Balance:
$13000
(Parent Involvement)
($400)
Light Refreshments/
Copies/Instructional
Material
Balance:
$12600
Quality Work and
Student
Exhibition/Capstone
Project
TI 83 and TI 83 Plus
Calculator Training
(Technology)
Bullying and
Intimidation/Peer
Mediation
Brenda Johnson, Instr.
Facilitator
Eight Grade teacher
representative
September 2011
October 2011
February 2012
March 2012
District Math Coach
Brenda Johnson, Instr.
Facilitator
Math Dept.
October 2011
Ongoing as needed
Lisa Paxton, Guidance
Counselor, Brenda Johnson,
Instr. Facilitator
Ptorey Crutchfield External
PBIS Coach
Antonio Ryan, Asst.
Facilitator
October 2011
Ongoing as needed
101
Teachers will learn
characteristics of quality
work and strategies to
produce quality work in
their classrooms.
Teachers will also learn
what is and how to use
project based learning in
their classroom.
Increased student
achievement in math
Teachers will be
refreshed on how to use
the calculators
Students will use
calculators in math
Lesson Plan
Evaluation
Classroom
Observation
Student products
and performances
PLC & Team
meeting minutes
Teachers will be exposed
to effective strategies to
address bullying and
intimidation. Teachers will
also learn peer mediation
techniques.
Meeting evaluation
Referral Forms
Mediation session
feedback
Classroom
Observations
Student Work
Lesson Plans
Dept. Minutes
PLC Minutes
($300)
Instructional
Materials
Balance:
$12300
($0)
TI-84 Calculators
Balance:
$12300
($0)
Balance:
$12300
Differentiated
Instruction
National Council of
Teachers of
Mathematics (NCTM)
2012
Annual Meeting &
Exposition
Discovery Education
Training
Gender Equity Training
Gina Nicholson , Principal
Antonio Ryan, Asst.
Principal
Brenda Johnson, Instr.
Facilitator
November 2011–
May 2012
Brenda Johnson, Instr.
Facilitator
Math Department
Special Education Inclusion
Teachers
April 25-28, 2011
Donna Neblett, Discovery
Education
Brenda Johnson, Instr.
Facilitator
November 2011
Brenda Johnson, Instr.
Facilitator
Lisa Paxton, Prof.
Counselor
December 2011 –
May 2012
Ongoing as needed
102
Increased student
achievement in math
Teachers will learn how
to effectively meet the
needs of all students
Teachers will
differentiate instruction
Teachers will visit
classrooms
Teachers will learn
effective strategies
Students will become
more motivated
Increased student
achievement in math
Teachers will learn to
use discovery education
to deliver measurable,
proven, research-based
results that maximize
teaching and technology.
Increased Student
achievement in Math.
Teachers will receive
training on researchbased strategies that will
increase learning for
both boys and girls.
Teachers will implement
strategies.
Peer Observations
Classroom
Observations
Lesson Plans
Student Work
PLC Minutes
Lesson Plans
Classroom
Observations
Quality Work
Teacher
Effectiveness
Student
Engagement
Observations
Lesson Plans
Lesson Plans
Classroom
Observations
Student
Attitudes/Behaviors
Quality Work
PLC Minutes
($300)
Books/Materials
Balance:
$12000
($1000)
Conference/Travel
Balance:
$11000
($0)
District Funded
Balance:
$11000
($100)
Copies/Articles
Balance:
$10900
Tennessee Association
of Middle Schools
(TAMS Drive-In)
TAMS Summer
Conference
Gina Nicholson, Principal
Antonio Ryan, Asst.
Principal
Brenda Johnson, Instr.
Facilitator
Staff
Spring 2012
Teachers will learn
effective strategies
Students will become
more motivated
Increased student
achievement in math
Gina Nicholson, Principal
Antonio Ryan, Asst.
Principal
Brenda Johnson, Instr.
Facilitator
Staff
Summer 2012
NMSA/Association for Antonio Ryan, Asst.
Middle Level Education Principal
Annual Conference &
Staff
Exhibit
November 10–12,
2011
ACA 2012
Annual Conference &
Exposition
March 23-27, 2012
Lisa Paxton, Prof.
Counselor
103
Teachers will learn
effective strategies
Students will become
more motivated
Increased student
achievement in math
Teachers will learn
effective strategies
Students will become
more motivated
Increased student
achievement in math
Counselor will learn
effective strategies to
create the most effective
educational experience
for every young
adolescent in your
school. Increased
student achievement in
math
Lesson Plan
Evaluation
Classroom
Observation
Student products
and performances
PLC & Team
meeting minutes
Lesson Plan
Evaluation
Classroom
Observation
Student products
and performances
PLC & Team
meeting minutes
Lesson Plan
Evaluation
Classroom
Observation
Student products
and performances
PLC & Team
meeting minutes
Evaluation
Classroom
Guidance
PBIS Support
Student Behavioral
Plans
PLC & Team
meeting minutes
($400)
Conference
Balance:
$10500
($1000)
Conference
Balance:
$9500
($3000)
Conference
Balance:
$6500
($1500)
Conference
Balance:
$5000
SDE: National
Conference on
Differentiated Instruction
SDE Presenters
July 10-13, 2012
Teachers and
administration presented
information to school upon
return. The book
“Integrating Differentiated
Instruction +
Understanding by Design”
will be utilized as a book
study.
Classroom
observation, teacher
surveys, teacher data,
student surveys,
student data, lesson
plan evaluations,
classroom
observations
($1500)
Conference
Balance:
$3500
Goal 2: Increase teacher’s knowledge of effective instructional strategies to increase student achievement in Reading and Language
Arts.
Professional Learning
Activities/Events
Inclusion Strategies
Family Reading Night
Presenters/Leaders
Brenda Johnson, Instr.
Facilitator
District Personnel
Brenda Johnson, Instr.
Facilitator, Tomeka
Frazier, , Librarian, Faculty
and Staff
Implementation
Timeline
Expected Outcomes
October 27, 2011
November 17, 2011
December 16, 2011
January 12, 2012
February 9, 2012
March 8, 2012
April 12, 2012
May 10, 2012
Teachers will learn
additional inclusion
strategies to meet the
needs of our
exceptional children
population.
December 2011
February 2012
Teachers will teacher
parents a variety of
reading strategies to
use a home to promote
reading
What data
sources will you
use to evaluate
effectiveness?
(i.e., teacher data,
student data)
Classroom
Observations
Team Meeting
Minutes
Lesson Plans
Parent surveys,
parent agenda
$___3500___
PD Budget Balance
($500)
Book: “A Guide to CoTeaching: Practical Tips
for Facilitating Student
Learning” Authors:
Villa; Thousand; Nevins
Balance:
$3000
(Parent Involvement)
($300)
Light Refreshments
Balance:
$2700
104
National Council of
Teachers of English
(NCTE) 2011
Annual Meeting &
Exposition
Literacy Strategies
 PLC study groups
 Peer observations
and shared
practices
 Team meetings
 Content area
meetings
English Department
Special Education
Inclusion Teachers
Tomeka Frazier, Librarian
Brenda Johnson, Instr.
Facilitator
English Department
Special Education
Inclusion Teachers
Tomeka Frazier, Librarian
November 18-21,
2011
October 2011
(weekly)
Teachers will learn
effective strategies
Students will become
more motivated
Increased student
achievement in
Reading/Language
Arts
Teacher will learn new
literacy strategies
Lesson Plans
Classroom
Observations
Quality Work
($2000)
Conference/Travel
Balance:
$700
Classroom
observations, teacher
evaluations, student
work, work stations,
student data, teacher
data, content logs
$200
Book purchase, Practice
with Purpose, Debbie
Diller
Balance:
$500
Goal 3: To provide teachers with strategies, skills, resources, and data to meet the needs of students with writing difficulties
Professional Learning
Activities/Events
The Wolf-Writing Pack
School-wide Teaching of
Writing Process
Presenters/Leaders
English Department
Tomeka Frazier,
Librarian
Implementation
Timeline
October 2011
November 2011
December 2011
Expected
Outcomes
Teachers and
students will
learn the 5
paragraph
Expository
Essay.
What data sources
will you use to
evaluate
effectiveness? (i.e.,
teacher data,
student data)
DEW Essay Data
Meeting Discussion
& Feedback
TCAP Writing
Results
$___500___
PD Budget Balance
Percent of Instructional Facilitator’s Salary
Balance
105
($100)
Printing
Balance:
$400
$400.00
$0.00
106