White Station High School Improvement Plan (TSIPP)
advertisement
1 WHITE STATION HIGH SCHOOL 2007-2008 HIGH PRIORITY SCHOOL IMPROVEMENT PLAN Mr. David Mansfield, Principal Mr. Dan Ward, Superintendent Memphis City Schools 2 Tennessee School Improvement Planning Process (TSIPP) Assurances with Signature of Principal I certify that White Station High 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. I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge. __________________________________________ Signature of Principal 1.1: SIP Leadership Team Composition (Rubric Indicator 1.1) ______________________ Date Signed 3 SIP Leadership Team Member Name Leadership Chair? (Y/N) Position Name of Subcommittee(s) (when applicable) Charlotte Blassingame Crystal Davis Sandra Halfacre Clint Williams Alicia Holloway Carrye Sowell Nikki Jones Wallace Kathy Doyle N N N N N N N N Administrator Teacher-Science Teacher-Mathematics Administrator Teacher-Science Administrator Librarian Librarian Component 1 Co-Chair Component 1 Co-Chair Component 1 Co-Chair Component 2 Co-Chair Component 2 Co-Chair Ann Brown N Librarian Component 3 Co-Chair Rochelle Griffin Barbara Jones Melvin Harris Ulanda Crivens Pat Sutton David Mansfield Alex Bransford Kay Swamey N N N N Y N N N Administrator Teacher-English Administrator Teacher-Consumer Science Administrator Principal Student Parent Component 4 Co-Chair Component 4 Co-Chair Component 5 Co-Chair Component 5 Co-Chair SIP Leadership Team Chair Shirley Kincaid Sherrie Fairbanks N N Community Member Non-Certified Staff Component 3 Co-Chair Component 3 Co-Chair Component 3 Co-Chair 4 1.2: Subcommittee Formation and Operation (Rubric Indicator 1.2) Subcommittee for COMPONENT 1 School Profile and Collaborative Process Member Name Position Chair Teacher- Science Co-Chair Teacher-Mathematics Co-Chair Crystal Davis Sandra Halfacre Teacher-Mathematics Michael Cartwright Teacher-Social Studies Charlene Bafford Teacher-Hearing Impaired Program Lajuana Beasley Teacher- Science Tony Brooks Teacher-Mathematics Susan Campbell Teacher-English Sarah Condra Teacher- History Tony Fernandez Counselor Leslie Fleming Teacher- HIP Elaine Friedman Teacher- Foreign Language Vickie Hunt Teacher - Psychology L.G. Isom Teacher - Mathematics Elizabeth Kirby Teacher – Social Studies Luanne Matson Teacher-Science Paul Meeks Teacher-Social Studies Chad Odle Teacher-Lifetime Wellness Jesus Patino Teacher- Science Patricia Phillips Teacher- Resource Chris Simpson Teacher - Hearing Impaired Program Angela Spiers Teacher-Art Michael Waner 5 Subcommittee for COMPONENT 1 School Profile and Collaborative Process (cont.) Member Name Member Name Member Name Teacher - Mathematics Major Wright Teacher - Economics Anthony Oliver Church Secretary Janice Moore Non-Certified Staff Joanne Hodge Student Alex Bransford Parent Valia Oliver (tab in last cell to create a new row as needed) Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. Subcommittee 1 Chair Signature Subcommittee for COMPONENT 2 Beliefs, Mission and Vision X YES NO 6 Member Name Position Teacher- Science Alicia Holloway Administrator Clint Williams Teacher-Foreign Language Marsha Barrom Teacher - HIP Kemm Browne Teacher- Special Education Susie Carlson Teacher-Science William Coulter Teacher- Physical Education Darryl Durham Teacher- English Monique Fisher Teacher - Business Julia Goff Teacher- Foreign Language Seiko Igarashi Teacher- Mathematics Theresa Jennings Teacher- Foreign Language Ronald Kantor Guidance Counselor Cecilia Kirkwood Teacher- Science Barry McCrory Teacher-History Scott Moore Teacher-English Vickie Nienaber Teacher-Drama Regina Regan Teacher-Science Susie Rutherford Teacher-Science Tyrone Smith Teacher-CLUE Kittie Stauffer Teacher-History Alan Whitehead Teacher-Social Studies Reid Yarbrough HIP Interpreter (staff) Carol Ann Young HIP Interpreter(staff) Kathy Doughty HIP Interpreter(staff) Angie Rosenteel Parent Kay Swamey Non-Certified Staff Ms. Baker (tab in last cell to create a new row as needed) Chair Chair 7 Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file. Subcommittee 2 Chair Signature X YES NO 8 Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness Member Name Position Librarian Nikki Jones-Wallace Administrator Carrye Sowell Teacher-Art Charles Berlin Teacher – Hearing Impaired Program Tracey Brummer Teacher-Foreign Language Olivia Coleman Teacher-Mathematics Karen Crosby Teacher-English Lindsay Douglas Counselor PamGossett Teacher-English Joann Graham Teacher-English Lorraine Hall Teacher-Foreign Language Joann Haughton Teacher- Foreign Language Douglas Insch Teacher- Foreign Language Dawn LaFon Teacher-Science Mark McDomald Teacher-ROTC Royce Myers Teacher-English Molly Oster Teacher-Science Angel Perkins Teacher-Art Cher Sanders Teacher-Band Leroy Snell Teacher-Mathematics Suzanne Spence Teacher-Mathematics Poppy Underwood Teacher-English Suzanne Wexler Librarian Ann Brown Librarian Kathy Doyle Parent Sandra Faulkner HIP Interpreter (staff) Sherrie Fairbanks Secretary Paula Young Parent Stephanie Dunlap Chair Chair 9 Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file. Subcommittee 3 Chair Signature X YES NO 10 Subcommittee for COMPONENT 4 Action Plan Development Member Name Position Administrator Chair Chair Rochelle Griffin Teacher - English Barbara Jones Teacher-Marketing Harold Bouldin Teacher-Foreign Language Ludovic Bruneau Teacher-Business Aretha Coleman-Terry Teacher-History Rachel Davis Teacher-English Herdy Farris Teacher – Hearing Impaired Program Kathleen Faverty Counselor Heather Heaston Teacher – Hearing Impaired Program Sara Johnston Teacher - Mathematics Dennis Lewis Teacher-Physical Education Eddie McDugle Teacher - Mathematics Rebecca Newman Teacher - Marketing Dot Ousley Teacher-Science George Richardson Teacher-Science Annette Scott Teacher-Vocal Music Mary Sellers Teacher - History Mike Stephenson Teacher-Foreign Language Mark Sturgis Teacher-Resource Joseph Tezi Teacher-ROTC Douglas Walterhouse Teacher-English Barbara Jones Secretary B.J. Easterling HIP Interpreter (staff) Lindsey Ferrell Community member Shirley Kincaid Parent Zellaery Smith (tab in last cell to create a new row as needed) Co-chair 11 Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file. X YES NO Subcommittee 4 Chair Signature Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation Member Name Position Chair 12 Teacher-Consumer Science Ulanda Crivens Administrator Melvin Harris Teacher-English Carole Branyon Teacher-Computer Science Michael Catlin Teacher-Science Chris Colwich Teacher-Science Arlisha Darby Teacher-Foreign Language Carlos Espinosa Teacher – Hearing Impaired Rita Grivich Teacher-ROTC James Jones Teacher Chris Smith Teacher-Foreign language Lydia Martin Teacher- English Lori McFalls Teacher- Consumer Science Lisa Newton Teacher- Marketing Dot Ousley Teacher - Orchestra Andrew Palmer Teacher- History Paul Ross Teacher – English Linda Seymour Teacher-Special Education Nancy Stephenson Teacher-Social Studies Ericka Sugarmon Teacher-Physical Education Wade Walter Counselor-HIP Teresa Wilson Secretary Zellary Smith HIP Interpreter (staff) Pam McCullar Parent Angela Austin (tab in last cell to create a new row as needed) yes 13 Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file. Subcommittee 5 Chair Signature X YES NO 14 TEMPLATE 1.3.1: Data Sources (including surveys) (Rubric Indicator 1.3) Data Source Chancery Relevant Findings Student Characteristics Survey Administration, Faculty & Staff Characteristics Historical Archives, Maps, Blueprints, Yearbooks School Characteristics Survey Parent/Guardian Demographics 2000 Census Parent/Guardian Demographics Community Characteristics Edvantia Spring 2007 School Survey Faculty perceptions of- Expectations of Student Performance; Use of Instructional Data; High-quality/Research –Based Instructional Strategies; Professional Collaboration & Effective Classroom Management. Annual Yearly Progress; Pass-Fail Rate; Discipline; Graduation Data TN 2006 State Report Card and AYP Detail Report 2007 Survey- 2007-2008 First Grading Period Teacher Unit Test/Progress Reports 2007-2008 First Unit Test and Progress Report Data 15 TEMPLATE 1.3.2: School and Community Data (Rubric Indicator 1.3) Narrative and analysis of relevant school and community factors: INTRODUCTION White Station High School accommodates over 2,000 students in grades nine through twelve and over 150 Memphis City Schools employees. The main building of the campus has three floors of classrooms as well as a library and five administrative offices. The East Annex (Ninth Grade Academy) has three floors of classrooms, a teacher workroom and a suite of three administrative offices. Attached to the East Annex is the Cafeteria. This serves both breakfast and lunch on regular school days. The Cafeteria also has a stage area that is currently being used as a classroom. A band room is located on the south entrance of the cafeteria floor. Adjacent to the cafeteria is the auditorium, capable of seating 1,500 people. The stage area has been recently renovated with new curtains. Due to overcrowding issues, the lobby of the auditorium is being used as a classroom as well. On the east side of the campus is the ROTC building, which is furnished with an indoor shooting range. Nearby, the East Gymnasium has a basketball court, bleachers, a classroom, coach’s office, and 9,000 square feet of space. The Senior Gymnasium, located on the north side of the campus has a basketball court, two levels of seating, a weight training room, boys and girls locker room facilities, and coach’s offices. This gymnasium has 17,280 square feet and is the biggest public school gymnasium in Shelby County. Further north on the campus are two portable classrooms situated adjacent to the student parking area. Each classroom has a television to view Channel One, a national news program. Also, each room is equipped with at least one computer with Internet access. On the south end of the campus is the South Annex. This building has 14 classrooms, a teacher workroom, and a faculty lounge. On the campus grounds, White Station High School offers a newly fenced football practice field, a softball field, and a baseball field that is outfitted with a batter’s practice cage and a concession stand. 16 STUDENT CHARACTERISTICS Enrollment Data F Native American Asian Black or African Hispanic or Latin White Students with Disabil. (SWD) Economically Disadvantaged Total 0 26 155 10 108 11 9 10 11 12 M Total F M Total F M Total F M Total 0 0 0 0 0 1 0 1 0 0 0 17 43 30 19 49 17 15 32 12 27 39 137 292 142 122 264 139 88 227 123 90 213 8 18 8 13 21 6 6 12 11 5 16 116 224 118 127 245 130 115 245 117 97 214 15 87 71 299 278 26 17 24 158 72 76 577 298 281 41 12 17 148 68 48 579 293 224 Total 1 163 996 67 928 26 39 145 116 61 49 517 263 219 110 482 532 2,155 29 13 White Station High School has a very diverse student population. Eight percent of our student body is ASIAN/PACIFIC ILANDER; forty-six percent is AFRICAN AMERICAN; three percent is HISPANIC or Latin; and forty-three percent is WHITE. We also serve 70 STUDENTS WITH DISABILITIES. Seventy of our STUDENTS WITH DISABILITIES are Hearing Impaired. White Station High School is home to the only Hearing Impaired program in the district. Our staff includes Hearing Impaired teaches who sigh fluently as well as interpreters who accompany students to inclusion classes. Twenty-five percent of our student body comes from ECONOMICALLY DISADVANTAGED homes. FEMALES make up fifty-four percent of our student population and MALES make up forty-six percent. STAFF CHARACTERISTICS Administration, Faculty and Staff Demographics Of the 134 faculty and administration, seven of the total number are administrators – two for ninth grade, one each for tenth, eleventh and twelfth grades, one principal for the entire school and one administrative assistant. One of the 134 is a behavior specialist. Ten of the number are hearing impaired translators. The racial/ethnic composition of the faculty is twenty- eight percent African-American, sixtynine percent Caucasian and three percent Hispanic or thirty-seven percent are male and sixtythree percent are female. Twelve are new to White Station and three are totally new to the teaching profession. The average years experience is approximately 20 with 71% having masters’ degrees or above. Regarding types of degrees held by White Station teachers, 98 have professional licenses and 18 have apprentice licenses. 17 All teachers are highly qualified in the subjects they are teaching. SCHOOL CHARACTERISTICS Historical Background White Station is one of the oldest schools in Shelby County, Tennessee. It was organized as a pay school on the first floor of the Albert Pike Masonic Lodge just prior to the beginning of the Civil War. When the Masons stopped using the building, the upper story became available for the “higher” studies. By 1897, Albert Pike High School was considered one of the largest schools in Shelby County, with an enrollment of eighty pupils. Immediately after World War I, the name of the school was changed to White Station in honor of Mr. Eppie White, who donated three acres of land for the construction of the present old elementary building. Following World War II, Memphis began a rapid expansion eastward. The White Station school community was annexed to the City of Memphis in January, 1950, and began operation as a Memphis City School during the 1950-1951 school year. It served first through eighth grades at this time. In the spring of 1951, the Memphis City Board of Education saw a need for a junior and senior high school in the White Station Community. Long-range building plans were placed on the drawing boards. Rush W. Siler, a mathematics teacher at East High School, was appointed by the board as principal to develop this expanding program. White Station began its junior high program in 1951. It remained a junior high school only until September, 1954. In August, 1954, the first high school building was completed, and the school began its one-year movement toward becoming a senior high school. At this time, the school mascot was the “Bulldog”- its colors blue and white. The name of the paper was the “Bulldog Leash.” The class of 1956-1957 was charged with making sweeping changes in the school. School colors had to be changed because Catholic High already had blue and white. Green and gray were chosen as the schools colors and the mascot became a “Spartan”. The “Bulldog Leash” became “The Scroll”; the yearbook became “The Shield”; and Larry MaRette wrote the Alma Mater. The movement was completed with the graduation of seventy-eight seniors on May 30th, 1957. In the fall of 1975, White Station junior and senior high schools were divided into separate schools. Although grades seven, eight and nine were located on the same campus, they had their own principal and staff. In 1981, the junior and senior high schools were again placed under one administration. In 1986, the school was operating at full capacity with a waiting list of several hundred students. This required that the junior high school move to a separate campus. White Station High School is one of 38 high schools in the city of Memphis, Tennessee. It serves the entire city of Memphis and Shelby County because of its Academic Optional Program that attracts students throughout the city and county. At present, White Station High school is serving approximately 2,156 students in grades nine through twelve. The school is one of the 18 best known and most popular traditional and college preparatory optional schools in the city. The student body represents diverse ethnic, racial, religious and socioeconomic groups. White Station attempts to meet the needs of every student whether honors, traditional, or students with disabilities. White Station was recently ranked by Newsweek Magazine as one of the top 1,000 high schools in the nation. The future is bright, and with the continued support of the community, parents and alumni, White Station will remain an institution of academic excellence. Unique Programs To help new teachers become acclimated to the school and to the teaching profession, the New Educators to White Station was formed and meets on a regular basis. Topics such as building relationships with students and research-based strategies are discussed. In the College Preparatory Optional program, students must enroll in honors designated courses, receive no semester grade lower than “C”, and students must also earn four credits each in English, mathematics, and science, three credits in social studies, and at least two credits in the same foreign language. The Optional Open House is held each year to introduce parents and prospective students to the outstanding optional program at White Station. White Station High School is recognized for its achievements in academics, athletics, and programs beyond the classroom. Because of our diverse population from many countries, an annual Cultural Fair celebrates and allows students to showcase their heritage. Students set up booths with food, music, dance, and a variety of activities for the student body to celebrate. WSHS has begun a 9th Grade Academy in 2007-2008. The 9th Grade Academy will help transition students from the middle school setting to the high school setting. The Academy will try to provide a nurturing atmosphere by placing students on teams where their needs can better be met. Teachers will provide guidance for students entering the world of Carnegie units (credits) and greater independence and responsibility. White Station is the only high school program for Hearing Impaired Students in the Memphis City Schools. We serve students from Memphis, Shelby County, northern Mississippi and eastern Arkansas. In the Hearing Impaired Program (HIP), we have 75 students, 8 teachers, 10 interpreters, 1 speech therapist, 1 audiologist, and 1 counselor. Many students in the HIP program are mainstreamed into Advanced Placement, Honors, Career and Technology, and regular classes. There are also self-contained classes taught by the 8 teachers. White Station is also the home of one of the oldest Deaf Drama Clubs in the United States. The club, which consists of HIP students and hearing students, performs throughout the year at businesses and other schools and presents a large show every spring. SAT/ACT preparation workshops are held on Saturdays before the fall administration of the test. In addition, ACT and SAT workshops are held in June. Each session last two weeks, and students can select a morning or afternoon session for an intense review for these tests. Testtaking strategies are included in all workshops to put students at ease. Before Gateway Exams, students receive on-site tutorials from faculty members from the specific area being tested. Additionally, each spring peer tutoring is offered for those students who must repeat a specific test. This is a positive for students who tutor as well as the students working to pass the test. The 19 peer tutors are selected by teachers for their ability in the subject area and interpersonal skills. The tutoring sessions are held on Saturdays in April and May and during the day in late June before the summer Gateway tests. Additionally, the teachers in all Gateway subjects provide tutoring for students after school during the year. Other subjects are included such as English 1, Social Studies, Geometry and Spanish. This is the first year for “Homework Central” in the library - a teacher, upper classman staffed location where students can receive help with homework assignments and projects. Seniors who meet specific guidelines for attendance, conduct and grades are invited to participate in a senior out-to-lunch program each six weeks. These students earn the right to leave campus for the fifth period and enjoy lunch off-campus. This has been a successful incentive. The national organization, Facing History and Ourselves, is active at WSHS, allowing students to participate in forums and activities throughout the year. Many Social Studies teachers have received extensive training in summer workshops. WSHS has set up guidelines for juniors and seniors to visit colleges without being penalized for absences. There are specific guidelines for the number of visits, as well as documentation and approval requirements. This year the senior class has been invited to visit the annual College Fair at the AgriCenter during school hours, with transportation provided by Memphis City Schools. The Youth Model United Nations program participates in three contests annually: Vanderbilt, Yale, and Rhodes. WSHS has been participating in the Yale Y-MUN for fifteen of the twenty years it has existed. Several graduates who attended Yale University have continued at the college level and worked with the WSHS teams. The ROTC program at White Station has received the highest award possible from Memphis City Schools for the past sixteen years. Many students have earned appointments from all branches of the service academies. Each year in February, White Station presents the Queen of Clubs pageant. An independent panel judges girls on poise, talent, academics and the way they express the purpose of the club. The girls represent the many different clubs here at White Station. It is an occasion that is greatly anticipated by the entire school. The Partners in Education is the parent organization at White Station. This group supports many activities including Project Graduation, “The Whistler” (a parent newsletter), different fundraising activities as well as breakfasts and luncheons for teachers. They also present special speakers who have pertinent information for parents at some of the meetings. The Freshman Picnic is held each year during the summer to help incoming freshmen become acclimated to the high school. Students meet the Student Council officers, administrative staff, are given a tour of the school and have an opportunity to meet each other and make new friends. Other student activities include an annual blood drive, various charity drives and Lunch Mix-itUp to encourage students to mingle and meet other students. 20 Curriculum Offerings White Station High School has a wide variety of curriculum offerings with all of its core subjects being offered on the traditional (grade level), honors (accelerated), and advanced placement or college levels. Students may obtain an honors diploma by attaining, at the end of seven semesters, an unweighted grade point average of 3.0. All students on the university path at White Station must earn four credits each in English, mathematics and science three credits in social studies, and at least two credits in the same foreign language. In the College Preparatory Optional program, students must enroll in honors designated courses and receive no semester grade lower than “C. WSHS also offers electives and business/technology courses to enhance the educational experience for all students. Opportunities exist for participation in drama, music, visual art and ROTC. Honors and Advanced Placement Classes Students can receive honors level credit in the following courses: Algebra I, Algebra II, Anatomy, Astronomy, Band, Biology, Calculus, Chemistry, Contemporary Issues, Economics, English, Etymology, French, Geometry, German, Government, Humanities, Introduction to College Mathematics, Japanese, Latin, Marketing, Mythology, Spanish, Physics, Pre-Calculus, United States History, World Geography and World History. Students enrolled in the optional program have the opportunity to earn college credits during their junior and senior years through the Advanced Placement (A.P.) Program. A.P. courses are available in the following subjects: English Language and English Literature, calculus, statistics, chemistry, biology, physics, computer science, United States history, French, German, Latin, Spanish, world history, European history, art, psychology, and music theory. Recent graduates have received as many as 33 hours of college credit for courses taken at WSHS. In 2006, more than eighty-three percent of all A.P. students received scores sufficient for college credit. PARENT/GUARDIAN CHARACTERISTICS We do not have separate information on the parents of our students, but we do have information on the demographics of the Memphis area. Besides the in-district students living in our zoned area, 38% of our students come to us from Memphis and the surrounding county. The median income of our parents is $66,187, while thirty-nine and a half percent have an income less than $50,000. COMMUNITY CHARACTERISTICS According to the 2000 Census, Shelby County has 897,000 residents, while Memphis City (household population) touts 642,251 residents. Of the 642,251 residents in Memphis City in 2000, 63.1% (404,970) are African American; 31.3% (200,735) are White; 0.2% (1, 228) is American Indian and Alaska native; 1.7% (11, 235) is Asian; and 4.1% (26,563) are Hispanic or Latino. 21 Of the 642,251 residents, there are 75,883 in married-couple families category; male householder, no wife present are 15,959. And, there are 64,033 in the category of female householder, no husband present. The average household size and the average family size in the 2000 American community survey were 3.17. The estimated median income as of September 2000 for the families represented in Memphis Tennessee was $40,111. Per capita income in 2000 is $20,279. 22 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4) List Data Sources Academic Assessment End of Course US History, Physical Science, and English I Gateway Algebra, English, and Biology Scores/Writing Assessment Scores – DC from State Dept. of Education SAT/ACT College Entrance Exam Data Gateway Renaissance Assessment Master Tests (District-wide Formative Assessment) Gateway White Station Teacher-Made Benchmark Assessments 6 Weeks Tests Report Card Results 2007-2008 First Grading Period Teacher Unit Test/Progress Reports CTE Competencies 2006-2007 Pass-Fail Rate AP Exam Scores 2006 School Report Card AYP Detail Report 2007 Non-Academic Assessment Measures Drop-out Rate Attendance Rate Graduation Rate Suspension Expulsions 23 TEMPLATE 1.5: Data Collection and Analysis (Rubric Indicator 1.5) Describe the data collection and analysis process used in determining your strengths and needs. When the 2007-2008 school year began, White Station High School again embarked on a new era. Again we have a new principal who has a definite vision of what White Station High School is and should be. All of our assistant principals returned from the previous school year. We have moved the majority of our ninth grade teachers into the East Annex where our Freshman Academy is housed. The freshman principal and her support team are also housed in the East Annex. As the first six weeks draws to a close, the Freshman Academy looks like a success. Even though our students performed better on the 2007 Gateway Mathematics test, we are still challenged with making more progress in several groups of students. WSHS has three experienced Algebra I teachers with three Honors Algebra I, eight traditional Algebra I, and two Algebra IA sections. Though there are many challenges in improving student performance, we accept the challenge enthusiastically – knowing that each student at White Station High School is capable of achieving success. ACADEMIC DATA END OF COURSE EXAM DATA English 1 End of Course English Data Source: Gateway Data CD Subgroups % Proficient All ED 98% 97% Students w/ Disabilities 100 White 100 African American 97 Hispanic API LEP Male Female 100 100 97 98 99 We exceeded the goals set by the state of Tennessee for all schools on the End of Course English I test with 98% Proficient or Advanced. In four subgroups students scored 100%. Strengths: All subgroups scored above the target. 24 Physical Science End of Course Physical Science Data Source: Gateway Data CD Subgroups All ED % Proficient 87 82 Students w/ Disabilities 50 Afri-can American Hispanic API LEP Male White Female 100 80 100 100 97 83 91 On the End of Course Physical Science exam White Station High School had 83% of students score proficient or above. That was a little under the state average. Strengths: WHITE, HISPANIC, ASIAN PACIFIC ISLANDER, LIMITED ENGLISH PROFICIENT AND FEMALE subgroups scored above 90% Advanced and Proficient. Needs: Low performing Students in the ECONOMICALLY DISADVANTAGED AND MALE subgroups should be identified and given assistance in increasing content knowledge. o STUDENTS WITH DISABILITIES scored only 50% Advanced and Proficient. These students also need to be identified early in the year for intervention. U.S. History End of Course U. S. History Data Source: Gateway Data CD Subgroups All ED % Proficient 98 95 Students w/ Disabilities 74 Afri-can American Hispanic API LEP Male White Female 100 96 100 100 97 83 91 The TN State Report Card 2006 indicated 93.6% of our students scored Proficient or Advanced on the End of Course US History examStrengths: As a school, students scored 98% Advanced and Proficient. o WHITE, AFRICAN AMERICAN, HISPANIC, ECONOMICALLY DISADVANTAGES, LIMITED ENGLISH PROFICIENT AND FEMALE subgroups all scored at 90% or above Advanced or Proficient. Need: STUDENTS WITH DISABILITIES scored lowest of all subgroups at 74%. o MALE students scored 83% - needing additional help in achieving higher test scores. 25 GATEWAY EXAM DATA Algebra I White Station High School has many students that are enrolled in the Optional program. The Optional program is a Memphis City School’s term used to describe its honors program. Most of the Optional students take Algebra One in the 8th grade and bring those scores to White Station High School. Of the three Algebra One teachers at White Station High School, only one of them teaches Honors Algebra I. This teacher has three sections of Algebra One students. The other two teachers teach 10 sections of Algebra I courses combined. Many of these students come from inner city schools that struggle with underachievement. White Station is dedicated to high achievement for all students – “Excellence for All.” Algebra 1 Data Data Source: NCLB/AYP Summary Report 2006-2007/Quick Score Reports % Proficient Male Female Algebra 75% 88% 79% 93% 100% 98% 83% 74% I ED – ECONOMICALLY DISADVANTAGED; API – Asian & Pacific Islanders; LEP – LIMITED ENGLISH PROFICIENT 82% Target All ED Students w/ Disabilities 74% White African American 77% Hispanic API LEP Using the AYP Detail Report 2007, we can see that the Gateway Exam data indicates that White Station High School’s average score in the All category exceeded the target of 75%. In general, 88% of White Station students scored proficient or advanced on the Gateway Exam. Strength: o AFRICAN AMERICAN students scored slightly above the target percentage o 100% of HISPANIC students scored Advanced or Proficient. o Our target for students to be tested in Algebra I was 95% in 2006; we tested 100%. We tested 99% in 2007. Need: The STUDENTS WITH DISABILITIES subgroup and the MALE subgroup scored below the 75% target. o ECONOMICALLY DISADVANTAGED and AFRICAN AMERICAN subgroups just above the target – a cause for concern. 26 Reading,Language Arts and Writing Reading, Language Arts and Writing Data Data Source: NCLB/AYP Summary Report 2006-2007 % Target All White ED African Students Hispanic API LEP M F Proficient American w/Disabilities Reading/ 90% 94% 99% 91% 92% 65% 93% 94% 77% 93% 96% Language/ Writing ED – ECONOMICALLY DISADVANTAGED; API – ASIAN & PACIFIC ISLANDERS; LEP – LIMITED ENGLISH PROFICIENT The general student population of White Station High School met the target goals on the English Gateway Exam during the 2006-2007 school year with 94% of the students scoring proficient or advanced. All subgroups scored above 90% except the STUDENTS WITH DISABILITIES and the LIMITED ENGLISH PROFICIENT. According to the NCLB/AYP Summary Report, 92% of the AFRICAN AMERICAN subgroup scored proficient. Ninety-one percent of the ECONOMICALLY DISADVANTAGED subgroup scored proficient. The NCLB/AYP Summary showed that only 65% of STUDENTS WITH DISABILITIES scored proficient or advanced, indicating that SWD subgroup needs improvement. Special Education and Hearing Impaired teachers are aware of the scores and are working diligently with students to increase the number of students who score proficient on the English Gateway Exam. Also, the LIMITED ENGLISH PROFICIENT only scored 77% proficient, indicating they are in need of improvement. We will not have the LIMITED ENGLISH PROFICIENT group this year. The Memphis Report Card 2006 showed we met adequate yearly progress in all categories for reading, language arts, and writing. The proficiency target goal for 2008 is 93%. Strengths: All subgroups but two scored above proficient. Needs: STUDENTS WITH DISABILITIES and LIMITED ENGLISH PROFICIENT subgroups scored below proficient. 11th Grade Writing Scores – 2006-2007 Target All 0 1 .8% .2% 2 3 4 1.8% 8.9% 42.6% 5 6 31.7% 14% Writing Scores by Subgroups Subgroups % 4 or Above All 88.3 SWD NR ED NR White 94.3 African Americ an 81.9 Student s w/Disa bilities 60 Hispani c NR API 94 LEP NR M F 83.9 92.6 White Station High’s 2007 total proficient writing scores indicate that 88.3% of the total 11th grade writing test takers scored 4 or above. Strength: WHITE, ASIAN PACIFIC AND FEMALE students scored above the target. Need: Only 1.7% of White Station students scored below proficient on the writing exam. AFRICAN AMERICAN students scored almost 9% below the target goal. 27 o MALES scored 6% below the target goal. o STUDENTS WITH DISABILITIES scored significantly below the target with 60% Advanced or Proficient. Science Gateway Biology Data Report: Gateway CD Subgroup Target % Proficient All ED Students w/Disabi lities White African Amer-ican Hispanic API LEP M F 97 95 82 100 95 100 100 NR 96 98 Strength: Eight subgroups scored above proficient. Need: 6% of the STUDENTS WITH DISABILITIES subgroup scored 8% below the target. SAT/ACT ACT Scores The 2006-2007 district data available is not available from the district. SAT Scores For 2007 college-bound seniors the SAT data showed that of the students taking the test 75% scored 700 or above in critical reading, 680 or above in mathematics, and 690 or above in writing. WSHS scores are above the state and the total group scores. 28 LOCAL DISTRICT ASSESSMENTS Memphis City Schools has administered the Renaissance Benchmark Assessment Master Tests to all Algebra I, English II and Biology students. These formative assessments are created in connection with the MCS curriculum guides (which contain the State Performance Indicators). Results from these tests give teachers information about whether or not students have mastered tested SPIs. Teacher All A B C D E F Combined Teacher Percentage 100% 50% 70% 75% 65% 46% Algebra Renaissance Benchmark Tet May 2007 White Black HispanAsian ic Pacific Islanders Students w/Disabities 100% NA 89% 88% 84% 50% 100% 0% 61% 62% 57% 43% 100% 100% NA 100% 100% NA 100% 100% 100% 0% 100% NA 100% 50% 50% 78% 80% 46% Economically Disadvantag ed 100% NA 65% 71% 63% NA 76.8% 82.2% 64.6% 100% 80% 67.3% 74.75% The Renaissance Benchmark Tests were helpful in indicating how well our students would do on the Gateway Algebra I exam. As you can see, the students actually performed better on the Gateway than they did on the Renaissance. Strength: THE WHITE, HISPANIC AND ASIAN PACIFIC ISANDER subgroups scored above the target goal. Need: BLACK, STUDENTS WITH DISABILITIES AND ECONOMICALLY DISADVANTAGED subgroups scored below the target. An analysis of English and Science Renaissance tests was not available. 29 SIX WEEKS REPORT CARDS Grade Number of Students Six Weeks Report Data First Six Weeks Student Management System Grade Distribution Report A B C D 4587 3859 2541 714 F 664 The Optional Program, described previously, concentrates large numbers of high achieving students in honors classes at White Station High School. For this reason the number of A’s is seven times that of F’s. And the number of B’s is over five times that of D’s. The Student Management System does not disaggregate subgroup data. Strength – over two thirds of the grades are A’s and B’s Need – continue to work with D and F students to encourage passing grades. UNIT TESTS The first six weeks report card grade is another predictor of whether a student will be successful When all the first six weeks report card data is calculated and studied, the results will guide us in designing interventions, providing support, and moving some of our students into intervention programs. Unit tests scores and progress report scores have been collected. Unit Test and First Progress Report Information Unit Test First Progress Report A 35.3% 41.6% B 26.3% 28.6% C 16.3% 19.3% D 6.2% 4.5% F 9.6% 6.0% As can be seen in the table, 77.9% of our students score C or above on the unit tests for which we received data and 89.5% made C or above on their first progress reports. We would like to think this is a good indicator of what their first report card grades would be. Strength: Over 61% of students received an A or B on their first unit test. o Only 9.6 % of students scored an F. o Over 70% of students received an A or B on their first progress report. Need: Continue to intervene with students scoring D’s and F’s. 30 CAREER-TECHNICAL EDUCATION Actual Performance Level Negotiated Performance Level WHITE, NON HISPANIC AFRICAN AMERICAN, NON HISPANIC Male Female Nontraditional Tech Prep STUDENTS WITH DISABILITIES ECONOMICALLY DISADVANTAGED Single Parents Other Educational Barriers TN Report Card 2006 Career-Technical Education Academic Skill CompleAttainmen Protion t ficiencies 92.31% 94.87% 92.31% 68.58% 86.83% 68.58% 88.89% 100% 88.89% 95.24% 90.48% 95.24% Placement 90.91% 89.89% 100% 85.71% Participation NonTraditional 24.36% 30.66% 18.37% 27.06% 80 96.55% 90.32% 66.67% 100% 90% 96.55% 93.55% 100% 100% 80% 96.55% 90.32% 66.67% 100% 100% 85.71% 90% 75% 100% 65.85% 1.97% 24.36% 0% 0% 100% 93.33% 100% 0% 11.11% 100% 100% 100% 100% 100% 100% 0% 100% 11.11% 32% Looking at trends in Career-Technical Education on the TN State Report Card 2006, AFRICAN AMERICAN students are doing better than the White students in academic attainment and in completion of the program. However, it seems they are having more trouble in job placement. Also, females do better than males in every category except placement. The program is effective for STUDENTS WITH DISABILITIES, Students from Single Parent Homes, ECONOMICALLY DISADVANTAGED Students, and Students with Other Educational Barriers. 31 ADVANCED PLACEMENT COURSES In the 2006-2007 school year, 307 students took one or more of the 23 Advanced Placement tests offered of that number 93% scored a 3 or above. We could use some improvement in the Mathematics areas where only 38% scored 3 or above on the Calculus AB test, 86% scored 3 or above on the Calculus BC test, and 52% scored 3 or above on the Statistics test. Another area that needs improving is the Spanish test where 53% scored 3 or above. Overall student performance on the Advanced Placement tests is outstanding. Biology Calculus AB Calculus BC Chemistry Chinese Language Computer Science A Computer Science AB English Language/Composition English Literature/Composition French Language Japanese Language Latin – Vergil Music Theory Physics B – Electricity & Magnetism Physics C - Mechanics Psychology Spanish Language Statistics Studio Art – Drawings US History World History Advanced Placement Test Numbers 5 4 3 19 10 12 1 8 15 23 12 13 3 7 4 1 1 1 25 30 19 24 30 31 1 3 5 11 2 2 14 1 1 8 4 5 5 26 2 6 7 25 17 3 9 1 8 11 17 12 4 3 6 8 3 3 3 2 6 12 1 6 1 1 26 7 1 1 1 3 5 1 1 1 3 3 1 4 9 1 1 1 1 4 11 32 NON-ACADEMIC DATA DROP-OUT RATE Drop-out data is not available for the 2006-2007 school year. ATTENDANCE Subgroup All ED SWD Percentage 93.3 NA NA Whit e 93.9 Blac k 92.5 Hisp anic 92.0 Nat. Am 95.3 API 96.4 Nat. Am. NA LEP M F NA NA NA NA = Data not available Our attendance is above 90%. Little difference is seen between the subgroups. The HISPANIC subgroup has the lowest attendance. Data is not available for the LEP and MALE AND FEMALE subgroups. Strength: Attendance above 90% in every available subgroup. Weakness: We need to develop strategies for improving HISPANIC attendance. GRADUATION RATE WSHS had a graduation rate of 84.1% in 2006 and the state goal was 90% . We met the goal by safe harbor. Strengths: Areas to Strengthen: The graduation rate is 5.9% below the state goal. At a school where many students are in honors programs, the number is reason for great concern. We must determine how to identify potential dropouts and how to prevent students from dropping out between their freshman year and graduation. SUSPENSIONS AND EXPULSIONS The number of suspensions and expulsions are not available from the district. 33 TEMPLATE 1.6: Report Card Data Disaggregation (Rubric Indicator 1.6) Report Card Data Disaggregation SUSPENSIONS AND EXPULSIONS Number of Suspensions Year All Economically Disadvantaged African American Students w/Disabilities White Hispanics Male Female 2005/2006 287 NA 235 NA 48 4 167 120 NA = Data not available Students from the AFRICAN AMERICAN subgroup made up 82% of the suspensions. More males than females are being suspended. A disproportionate number of black students were suspended compared to WHITE and HISPANIC students. Number of Expulsions Year All Economically Disadvantaged 2005/2006 31 NA NA = Data not available African American Students w/Disabilities White Asian Male Female 23 NA 7 1 25 6 According to the 2006 Report Card, four times as many males as females were expelled. Three times as many AFRICAN AMERICAN students were suspended as WHITE STUDENTS even though the percentages of total students at White Station are about equal (57% AFRICAN AMERICAN; 43% WHITE). ATTENDANCE RATE Attendance 2005-2006 2004-2005 91.9% 92.8% Students maintained a 92.8% attendance rate during the 2004-2005 school year and a 91.9% attendance rate during the 2005-2006 school year, a slight decrease. The subgroup data for earlier years is not available. 34 Report Card Data Disaggregation DROP-OUT RATE 2005-2006 2004-2005 Cohort Drop-Out Rate 6.7% 9.5% The drop-out rate for 2004-2005 was 9.5 %, and in 2005-2006 was 6.7%, both of which were under the state target goal of 10%. GRADUATION RATE 2006 2005 2004 Target 90% 90% 90% WSHS 84.1% 85% 93.9% White Station High School met the graduation rate for our adequate yearly progress according to the Tennessee State Report Card 2006 by safe harbor. In 2004, 93.9% of the students graduated; while, in 2005, only 85% graduated. In 2006 White Station High School had a graduation rate of 84.1%. While White Station is noted for large numbers of students graduating and attending prestigious universities, data shows that an increasing number of students are not only missing college but are not graduating. One of the reasons is the steep drop in enrollment as students matriculate through grades nine through twelve. This year 579 ninth graders are enrolled, but there are only 482 seniors in the senior class. Many students withdraw from White Station before 12th grade; however, the school does not have accurate data on where students go when they leave White Station. The graduation data for subgroups is not available. 35 Report Card Data Disaggregation GATEWAY DATA Algebra One TN Report Card 2006 Gateway Algebra I Summary (2007 data was taken from the AYP Detailed Report July 2007) Year % Prof Target 2006 2005 75% 75% % All % White % Hispanic % % & % African API ED SWD American 83% 96% 54% 70% 92% 65% 48% 83% 94% 73% 69% 100% 63% 24% ED – Economically Disadvantaged; API – Asian & Pacific Islanders % M % F 83% 80% 85% 85% The number of students who scored proficient in 2005 and 2006 remained the same. This was atthe target goal of 75%. In 2006 while 83% of the school population scored proficient or better, African American students scored only 70% proficient. In the Economically Disadvantaged subgroup, achievement showed some gains (2005-63% proficient; 2006 – 65% proficient). Only 24% of the Students with Disabilities students were proficient in 2005 and 48% in 2006 showing an increase of 24%. More Females scored proficient or above than Males. The ALL group remained the same. AFRICAN AMERICAN students have improved from 69% to 70% - meeting the target percentages but still remain much lower than the WHITE subgroup. After a high percentage of 100%, ASIAN PACIFIC students remain at 98% after dropped to 92% in 2006. The ECONOMICALLY DISADVANTAGED subgroup increased from 24% to 74% - not meeting the target and far below high performing WHITE and ASIAN PACIFIC subgroups. Growth Differences/Gaps: Low to Middle – The Hispanic subgroup actually showed a decrease Middle to High Low to High: Reading/Language Plus Writing TN Report Card 2006 Year % All White Hispanic African API ED ProficAmerican ient Target 2006 90% 94% 97% 92% 92% 95% 91% 2005 90% 96% 99% NA 90% 100% 85% ED – Economically Disadvantaged; API – Asian & Pacific Islanders Students w/ Disabilities Male Female 65% 43% 93% 94% 96% 96% The general population of students at White Station scored well above the 90% target goal in 2005 and 2006. AFRICAN AMERICAN students met or exceeded the target goal. ECONOMICALLY DISADVANTAGED students did not meet the 90% goal in 2005, but did meet the target goal in 2006. STUDENTS WITH DISABILITIES who scored 43% in 2005 showed a marked improvement in 2006 with 65% proficiency shown. Both MALE and FEMALE students maintained scores above proficient all both years. 36 Report Card Data Disaggregation Growth Differences High performing students remained high performing with increases of only one to three percentage points. Underperforming subgroups (ECONOMICALLY DISADVANTAGED and STUDENTS WITH DISABILITIES) showed marked increases with ECONOMICALLY DISADVANTAGED students increasing by six percentage points. STUDENTS WITH DISABILITIES showed an increase of 22 percentage points from 2005 to 2006. 37 TEMPLATE 1.7: Narrative Synthesis of All Data (Rubric Indicator 1.7) Narrative Synthesis of Data Gateway English and Tennessee Writing Assessment White Station High School made Adequate Yearly Progress on the English Gateway and Tennessee Writing Assessment for all students collectively. One hundred percent of all first time test takers were present, exceeding the target participation rate by 5%. Of those tested, 94% of them received proficient and advanced scores, again exceeding the target by 4%. Upon examining the subcategories, there is dire need for improvement in the percentage of STUDENTS WITH DISABILITIES scoring Proficient and Advanced on the English Gateway and Tennessee Writing Assessment. Currently, only 60% of these students are scoring Proficient or Advanced. This shows a decrease from the 2006 report card which reflects that 65% of the STUDENTS WITH DISABILITIES were proficient or advanced in 2006 and 43% in 2004. However, the STUDENTS WITH DISABILITIES are still below the 2006-2007 federal benchmark requiring 90% of them to score proficient and advanced. Therefore, increasing the percentage of STUDENTS WITH DISABILITIES obtaining proficient or advanced scores on the English Gateway and Tennessee Writing Assessment to 68.5% is a need that is being addressed by White Station High School. The Writing Assessment scores fall below the proficiency target goal so we will work to bring those up. Other subcategories met the 2006-2007 federal benchmarks for the Gateway English and Tennessee Writing Assessment. According to the 2007 AYP Detailed Report, 91% of ECONOMICALLY DISADVANTAGED students are proficient or advanced on the Tennessee Writing and English Gateway Assessment. 93% of Hispanic students and 92% of African American students are Proficient and Advanced. 94% of ASIAN/PACIFIC ISLANDER students are proficient or advanced, and 99% of WHITE students are proficient or advanced. Each subgroup of students exceeds the federal benchmark requiring 90% of them to score proficient and advanced. White Station High School will continually improve the percentage of students scoring proficient and advanced on these assessments, as No Child Left Behind benchmarks become increasingly stringent. 38 Narrative Synthesis of Data Mathematics The aggregate of first time test takers on the Gateway Mathematics Assessment exceeded the 2006-2007 federal benchmark of 75% obtaining proficient and advanced scores by 13%. White Station High School exceeded the federal benchmark target of a 95% attendance rate by 4% for first time test takers participating in the Gateway Mathematics Exam. The Students with Disabilities still need to make some improvement. They were down from the target goal of 75% by 1%. While the amount of students with disabilities performing successfully on the Gateway Mathematics Assessment is significantly improving, there is room for more improvement. 39 TEMPLATE 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8) Prioritized List of Goal Targets Gateway English and Tennessee Writing Assessment The percentage of all students making proficient or advanced scores on the Gateway English and Tennessee Writing Assessment will increase from 94% to 94.5% in 2008. The percentage of Students with Disabilities receiving proficient or advanced scores on the English Gateway Exam will increase from 60% to 64% in 2008. The percentage of Economically Disadvantaged students receiving proficient or advanced scores on the English Gateway Exam will increase from 91% to 93%. The percentage of students scoring 4, 5, and 6 on the Writing Assessment will increase from 88.3% to 93%. Gateway Mathematics Assessment The percentage of all students making proficient or advanced scores on the Gateway Mathematics Assessment will increase from 88% to 88.5% in 2008. The NCLB proficiency target for 2008 is 83%. The percentage of Students with Disabilities scoring proficient or advanced on the Gateway Mathematics Assessment will increase from 74% to 76.6% in 2008. The percentage of African Americans scoring proficient or advanced on the Gateway Mathematics Assessment will increase from 77% to 79.3% in 2008. The percentage of Economically Disadvantaged students scoring proficient or advanced on the Gateway Mathematics Assessment will increase from 91% to 93% in 2008. Graduation Rate The Graduation Rate will increase from 84.1% (as indicated in the 2006 Report Card Data) to 85% in 2008. 40 Component 2 – Beliefs, Mission and Vision 2.1: Collaborative Process This committee was formed by choosing a diverse group of teachers, non-certified personnel, and stakeholders. A School Beliefs Inventory was used to help determine the belief, mission, and vision statements for White Station High School. This inventory was given to the entire faculty, all support personnel, as well as parents and community members. From the inventory, the committee was able to form our beliefs, mission and vision. During departmental meetings, on September 5, 2007, the faculty gave their input on the current mission, vision, and values of our school. Parents and community representatives were also given the opportunity to provide input on the current mission, visions and beliefs through a questionnaire distributed by email. A number of random students were also given the opportunity to express their suggestions on the current mission, vision and beliefs. During our first committee meeting, on September 12, 2007, the members of the committee evaluated all the data and made suggestions on how to incorporate suggestions made from the staff, parents and community members. The committee revised the mission and vision statement, as well as our beliefs to represent the beliefs of the stakeholders. The component was presented to the White Station High School staff, the community and parents for consensus. During a later meeting, on September 19, 2007, the committee made the final revisions to the vision and mission statement. Dates and minutes for each meeting are on file at the school. 2.2/2.3: Beliefs Beliefs Learning 1. Learning is a life long process. 2. All students can learn to their own maximum potential given appropriate expectations and a challenging curriculum. 3. A well-rounded education includes academic, fine and practical arts, physical fitness and emotional well-being. Instruction 4. Teachers should use a variety of instructional strategies to provide the skills and essential knowledge that help all students see a relationship between their education and their lives. 41 5. Students learn best when they are actively engaged in the learning process, which involves student interaction, coupled with building healthy and positive relationships. 6. High expectations foster higher achievement. Assessment 7. Administrators, faculty, and students use a variety of assessments to measure and improve the achievement of all students. 8. Assessment results guide interventions to help at-risk students master the concepts. Decision Making 9. Students’ learning needs should be the primary focus of all decision-making at the school. 10. Parents, students, educators, school board and the entire community, in partnership, are responsible for implementing and achieving the school’s goals. Policy 11. Teachers and students, alike, should follow policies and procedures stated in their handbooks on a consistent basis. 12. A safe, orderly, nurturing environment, outlined in school and district policies, promotes growth, life-time learning and success. 2.4: Mission The mission of White Station High School is to ensure that all students will possess the knowledge and skills defined by the state standards and will demonstrate their knowledge and skills by writing effectively, reading with comprehension, computing accurately and solving problems as measured annually by the Tennessee Comprehensive Assessment Program. 42 2.5: Vision Our vision is for White Station High School to be a student-centered, family friendly school that represents and appreciates a diverse population, fosters collaboration among parents, staff, and students, and provides a quality education to each student served. 43 Component 3 – Curricular, Instructional, Assessment and Organizational Effectiveness FORM 3.1: Collaboration Collaborative Process White Station High School possesses a unique community of stakeholders. Due to the Optional Program, Hearing Impaired Program, as well as traditional and vocational programs, the school culture is rich with various diverse populations that are rarely seen in a school setting. This unique environment requires skillful collaboration to meet the needs of all stakeholders. One concept that addresses the needs of the stakeholders is strategically designed faculty meetings. Each week Gateway teachers meet with the Exemplary Educator to design lessons and assessments and analyze data. In addition, faculty and staff meet as departments, grade levels and academy teams to address specific agenda items that have been framed by the grade level principals during their weekly meetings. Each department collaborates at a monthly meeting to plan the curricular needs that are integral to that particular subject matter. These monthly meetings are excellent opportunities for vertical teaming and sharing of best practices. Teachers have been able to create grade level reading lists and design prerequisite concepts for students before they move to a more advanced level of study. The monthly grade level meetings foster a similar type of collaboration. Teachers, counselors and administrators address the needs and concerns that are relevant to each individual grade level. This is especially significant for the teams who are vested in the Ninth Grade Academy and are dedicated to assisting students as they transition from middle school to high school. Three goals that the stakeholders have established as priorities are a higher attendance rate, a lower failure rate, and a lower dropout rate. These goals are being reached by collaborative efforts between administrators, teachers, students, parents, and community members. Recently, teachers and administrators met with students to revise the student handbook so that clear expectations and consequences were outlined regarding truancy and tardiness. The communication between these groups granted students ownership of the policies that governed their behavior as well as allowed teachers to express their ideas regarding how the administration addresses issues related to student conduct and school policies and procedures. White Station has also partnered with the business community to establish the WAVE program as an integral component of the ninth grade curriculum. WAVE (Work, Achievement, Values, and Education), which is funded by Shering Plough, provides incentives for students who have above average attendance and teaches skills that prepare students for life postgraduation. Another essential partner in White Station’s collaborative effort is the Educational Fund Committee. The Committee is comprised of parents from White Station and one of its feeder schools, a White Station High faculty member, and members of local businesses. In an attempt to increase students’ success in the classroom, the Education Fund provides grants that are used to 44 Collaborative Process purchase supplementary classroom materials and cover the cost of attending professional meetings and national conferences. During the 2007 – 2008 school year, the Committee approved a grant for the purchase of sixteen new library computers so that technology would be available to students at all levels of instruction. A vital component in White Station High’s collaborative process is Partners in Education (PIE). PIE is a very active parent group that meets monthly to discuss the needs of the school. Members of PIE, with input from faculty and administration, plan activities for students, provide luncheons for teachers, create an informative newsletter each grading period, volunteer for college visits and clerical needs and contribute many other resources that improve the climate and performance of students and teachers. PIE works in tandem with several academic and athletic booster clubs that provide assistance not only for male and female sports, but also contribute time and resources towards the ongoing success of the school’s Knowledge Bowl and Mock Trial teams. 45 FORM 3.2: Evaluation of the Decision-making Process Evaluation of the Decision-making Process White Station High School has experienced two straight years of changing leadership. Our current principal served as an assistant principal within the school for more than ten years. A new assistant principal and a new guidance counselor have joined the administrative team this year. Of a staff of more than 120 teachers, two teachers left by choice at the end of the 20062007 school year, two retired and eight new teachers have joined the faculty. A recent decision-making survey reveals that more than ninety percent of our teachers know whom to consult when they have a question or need help with making a decision. Based on this survey data, one may conclude that teachers rely primarily on administrators when decisions must be made. Informal conversations with many teachers indicate that teachers do feel that they have some input into decisions that are made. However, the data indicates that teachers rely heavily on administrators; therefore, the school must consider whether or not it is including all stakeholders in the decision-making process. We realize that high-performing schools include a variety of stakeholders when making decisions that impact school performance. White Station High School recently evaluated and revamped its Advanced Placement (AP) admission process. After much discussion with teachers and students, administrators found that the AP selection process excluded many students due to low test scores, average grades in perquisite courses, poor writing sample, a previous teacher’s poor evaluation of a student’s performance, or already full course load. The administration consulted AP teachers and asked for their input into the current process and what could be done differently. The teachers gave their input, the process was revised based on their feedback, and teachers ultimately scored anonymous writing samples while other data was collected and objectively scored. We saw a dramatic increase in the number of students as well as the variety of students who entered AP courses as a result of this adaptive change in the AP admission process. Another example of teacher feedback into the decision-making process relates to the student handbook that outlines student rules and regulations. During the summer all teachers were invited to come to the school to provide input into changes that were being made to the handbook. Approximately twelve teachers met with the administrative team and gave their insights that lead to the modification of several procedures. White Station implemented a Freshman Academy at the beginning of the 2007-2008 school year. The previous year was used to plan and structure the academy itself. Teachers were consulted throughout the process and were involved in decisions that directly affected the creation of the academy. They attending training and were asked to provide insight to insure that the academy would be effective for students transitioning to high school. Student involvement is an integral part of White Station’s culture. Student clubs have, for many years, met during the school day on one day per month. After observing the lack of structure that ensued during this past school year, administrators asked for teacher input into the club process. Teachers shared that they felt clubs could continue to run effectively even if students met after school. The decision was made, based primarily on teacher feedback, to have clubs meet after school in order to limit interruptions to instructional time. 46 Evaluation of the Decision-making Process White Station has a large foreign language department, which provides instruction in five foreign languages. While foreign language instruction is a required and important part of secondary education, teachers and administrators alike noticed that freshmen were struggling as a whole in first year foreign language classes. Student grades, conduct, and attendance were reviewed and the decision was made based on this data as well as teacher feedback to delay foreign language instruction until after freshman year. This gives students the change to develop and mature somewhat before being immersed in a foreign language-learning environment. Faculty meetings provide faculty members with an opportunity to share feedback into decisions that have been made or that have yet to be made (pending teacher insight and input). The administration is open to input from teachers; administrators integrate teacher feedback into the decision-making process during weekly administrative meetings. Each department meets monthly to discuss issues pertinent to that subject area. Decisions are made regarding reading material, curricula, planning, use of departmental funds, and professional development. Ideas are shared, and when necessary are brought to the attention of administration for discussion and/or approval. Department chairpersons work closely with administration to share the needs, address concerns, and clarify questions within the department. Teacher Ease is an online grade book program that White Station has recently implemented school wide. Teachers and parents have persistently asked for an online program that is accessible to parents. The existing district student information program that promised grade and attendance access to parents is still not available. Therefore, teachers and parents felt it was necessary to create a feasible solution to this lack of accessible student performance information. All stakeholders within White Station High School came together to support the implementation of Teacher Ease, which is now in place for the 2007-2008 school year. Strengths The organizational structure for decision-making include the reception of ideas by administration as well as the comfort level of teachers in providing feedback into the decision-making process. Teachers indicated that they appreciate the “open door” policy that they feel the administrative staff displays. Limitations White Station’s organizational structure for decision-making include the lack of a formal process for making decisions as well as lack of a provision for inclusion of a variety of stakeholders into this formal decision-making process. The size of the school presents a challenge. 47 FORM 3.3: Resource Allocation Resource Allocation There are many avenues of support available at White Station High School. Each of these resources enhances the education of students by providing knowledge beyond that found in ordinary textbooks (though well-written and developed texts continue to be important). An important human resource that has been allocated by the State is the assignment of an Exemplary Educator whose role is to assist the school in reaching its benchmarks. In addition, the Board of Education allowed $12,757.00 in funding for extended contract, and an additional $27, 320 for Gateway tutorial sessions in English, math, science and biology. The school also allocated $7,100.00 toward the purchase of study guides that allowed students additional practice for the Gateway exams. To address the needs of our math students who failed to make proficient achievement on the Algebra Gateway test, dedicated teachers with extended contracts held weekend workshops and after school tutoring sessions to help students in Algebra and geometry. In addition, members of the math department serve as weekend and summer tutors for the ACT/SAT. The math department also received a $7, 622.00 grant that was used to purchase graphing calculators for students and a $5,000 grant to purchase Stanford Math Software. The English Department often employs a wide range of speakers to enhance the educational experience. These include people from local colleges and universities as well as community leaders. These speakers donate their time for speaking engagements and generally focus upon the need for good speaking and writing skills. During a visit by renowned author Alan Lightman, students were given the opportunity to ask questions about the techniques that creative writers employ. Speakers have also played a prominent part of the science curriculum. Professors from the science and engineering departments are regular visitors to our school. In addition, students from our school have been invited each year to attend University of Memphis physics department lectures. Students in Advanced Placement Biology and Advanced Placement Physics also utilize online software in the library to supplement their classroom lab experiences. The Social Studies Department at White Station has access to on-line ancillary materials for both students and teachers, and the advanced placement classes use document books and primary source materials. In addition, several instructors utilize newspapers in their classroom for primary sources. Community involvement is evident in the social studies department by the number of speakers representing many professions and avocations who have donated their time to enhance the educational experiences of our students. Curtis Jones, the cousin of the notable civil rights figure Emmett Till, captivated students as he chronicled his experiences during the Civil Rights Movement. Many students have also befitted by their involvement in Facing History and Ourselves student group. Students have toured exhibitions at local museum, attended workshops on leadership and received a personal account on the importance of social participation from Terrance Roberts, a member of the Little Rock Nine. White Station’s foreign language department offers courses Latin, French, Spanish, German, Japanese, and an after-school Chinese academy. A full array of ancillary materials accompanies texts for these classes and most of these materials may also be found on-line. Our 48 Resource Allocation Spanish teachers received a grant to purchase a vocabulary workbook series that features an interactive online component, and Latin students were given the opportunity to attend the National Junior Classical League conference due to a generous donation from a teacher and a parent. The Library at White Station utilized funds of over $100,000 to upgrade its collection and computer technology. A $5,000 was used to purchase sixteen new desktop computers, and the school provided additional funding of $6,000 to purchase lap top computers. Due to these expenditures and the addition of a wireless network, an entire class can now access the Internet and online databases during a library visit. Not only did the library experience a technological transformation, an analysis of the library book collection and a survey assessing the curricular needs of students and teachers revealed a tremendous need for current materials. As a result, $31,000 was spent updating the library’s book and media collection. Now class sets of many novels exist to reflect the titles on English reading lists, and research materials exist to support the entire school curriculum. Another resource that White Station uses to meet its attendance goal is Parent Link. Parent link is a phone service that sends recorded messages to parents. The phone system can make general announcements, and, more importantly, it can also report to parents when a student is truant from school or class. This is a proactive measure that allows parents to address student absenteeism before major problems arise. FORM 3.4: Curriculum Analysis and Support Curriculum Analysis and Support Teachers use a wealth of tools including report card grades, unit tests, Renaissance assessments, teacher-made common assessments, attendance reports and discipline to analyze student progress and achievement. Information regarding scores and standards are freely shared with all stakeholders and average yearly progress (AYP) is a public record accessible on the State Board of Education website. Also, the school report card is a matter of public record and is available on our school’s website. While this represents the most basic form of analysis and support there is far greater in depth analysis. White Station High School operates on a six-weeks grading period. Parents, Teachers, Counselors, and Administrators are free to review student grades through our guidance department. This is particularly important for the honors and advanced placement programs where pre-requisite courses and averages are necessary components for the following school year. Also, since all teachers are using Teacher Ease this year, grades are readily accessible to both students and parents. The Student Management System, Chancery, allows teachers to view grades and conduct for all classes. This system enhances monitoring of students throughout the school and further aids collaboration among teachers. 49 Curriculum Analysis and Support In recent years there has been tremendous energy dedicated to teaching “across the curriculum.” The English department and many in the social studies department have developed journal writing and creative essay writing to augment lessons and engender a more developed sense of ownership for students. This also provides valuable insight into the students themselves and challenges them process material in a valuable way. Collaboration among teachers is a strength at White Station. This occurs naturally within departments where student achievement is easier to track (Algebra I students who are ready for Algebra II). However this collaboration occurs across the curriculum as well. Advanced placement and Honors English teachers regularly share writing samples with advanced placement social studies instructors. The Guidance department is the hub of any successful academic program and at White Station a dedicated group of counselors plays a vital role. This is particularly the case involving all manner of standardized testing. Gateway, Writing Assessments, PSAT, and ACT/SAT scores are analyzed and interpreted by our counselors and they play an active role using this data to place future students (PSAT scores are a major determining factor in placing students in AP U.S. History, for example). Students also collaborate with counselors in fashioning a four-year plan that will guide them in selecting classes and later, colleges and careers. Articulation and Communication Teachers are required to submit detailed class syllabi for their students with clearly established goals and objectives. Many of these are posted on teacher-made websites and file sharing programs. All teachers have access to telephones in their classrooms and these also feature a messaging system where parents can leave voice mail. All teachers utilize Teacher Ease, which allows students and parents to monitor grades on a constant basis. The school maintains a very detailed website that contains a school calendar that is updated on a daily basis. The website posts information such as test dates, workshops, tutoring schedules, college visits, and report card/progress report dates. Students are issues textbooks by the state and most of these also have an on-line companion website and even complete versions of the text itself. Certain ancillary materials are also present. The Channel One television system is utilized daily as is the school intercom system. Teachers have the ability to communicate with administrators and staff via email through the district’s Lotus Notes system. The Optional School coordinator and administrative team along with the guidance department make visits to feeder schools and conduct open-house and workshops for parents. Important information is also mailed to parents through the postal service. Parent-Teacher Conference Days are set aside by the district but Mr. Mansfield openly encourages staff members to seek conferences at all times. Use of Ongoing Monitoring and Adjustment of These Process and Programs District wide in-service meetings are held for all departments before each school year and these are crucial gateways for examining test results and priorities for the school year. This information is contained in the state report. At these meetings 50 Curriculum Analysis and Support sessions are held that address teaching methods used by successful instructors. These models allow teachers in struggling schools to emulate their peers. Professional development sessions are held monthly (or sometimes more) that focus on developing strategies for enhanced academic achievement. These meetings allow the faculty to collate efforts toward elevating student achievement. Instructional models that are geared toward the individual needs of our students can more adequately be addressed. Department meetings most often focus on strategies for elevating (or maintaining) AYP and standardized test scores. White Station High School has consistently scored above the state average on ACT and SAT tests and this is largely due to the after school and summer tutoring programs and workshops that are held by our staff members. Teachers use Memphis City Schools Curriculum Guides, which are available via the board website, that are aligned to state standards as models for teaching and learning. Strategies are developed based upon previous testing for Gateway Algebra, English, and Biology. Intervention classes and tutoring have been developed to advance student learning and to achieve (or maintain) AYP for our school. The English department employs the use of Renaissance testing programs, and most departments give six-weeks and/or unit examinations that reflect styles of questions seen by our students on Gateway, End-of-course tests, TCAP Writing Assessments, and ACT/SAT. Gateway teachers are creating common assessments to measure students’ mastery of state performance indicators. 51 FORM 3.5: Instructional Analysis and Support Instructional Analysis and Support Upon analysis of the 2007 AYP data of the instructional practices employed at White Station High School, a number of significant strengths were revealed. A quality curriculum has been developed and implemented for Advanced Placement, Honors and traditional courses in each subject. AP teachers design lessons around syllabi that have been approved by the College Board, Honors teachers use syllabi that have been approved by the Board of Education, and traditional instruction is designed around the Tennessee State Standards and Memphis City Schools Curriculum Guides. Because students are mandated to take state assessments, teachers incorporate state performance indicators at every level of instruction. Quality instruction and an academic learning climate is maintained and supported through peer tutoring in classes and after school, and weekly data meetings keep teachers abreast of the performance of each subgroup. Pretest and posttest data taken Algebra I during the 2007 – 2008 school year showed a significant increase in skill, and most of the students who attended after school tutoring performed at the advanced or proficient levels on the Gateway tests. The faculty and staff are committed to the use of professional development as a means to promote quality instruction. One faculty meeting each month focuses on professional development. In addition, during the summer faculty and staff members engage in reading research strategies and practices that increase student learning and address different learning styles. These summer assignments are revisited in professional development activities throughout the school year. Although successful practices have been put in place that has led to significant professional growth, there are challenges that need to be addressed. There is a need to employ more data-driven instructional decision-making. Continued improvement is needed to meet AYP during the current school year. Continued flexible grouping needs to address areas of weakness and target skill groups, and teachers must consistently implement what has been learned in professional development. A variety of assessment methods such as portfolios, selfassessment and other alternative methods need to be explored and used where applicable. In order to address these challenges, data on Renaissance and classroom assessments will continue to be analyzed in an effort to guide instructional practices. More training on interpretation of this data will be scheduled to evaluate future need for pullout grouping. After-school and possible weekend tutoring sessions might be used to emphasize reinforcement and practice. Continuous professional development sessions will include a focus on varied methods of assessment to improve work quality and performance. 52 GOAL 1 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________ Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal The percentage of all students making proficient or advanced scores on the Gateway English and Tennessee Writing Assessment will increase from 94% to 94.5% in 2008. Which need(s) does this Goal address? Meeting this goal will ensure that we continue to meet AYP in language arts and that the academic needs of all subgroups will be met in this subject area. Objective: The percentage of Students with Disabilities receiving proficient or advanced scores on the English Gateway Exam will increase from 60% to 64% in 2008. Objective: The percentage of Economically Disadvantaged students receiving proficient or advanced scores on the English Gateway Exam will increase from 91% to 91.8% in 2008. Objective: The number of students receiving proficient or advanced scores on the TCAP Writing Assessment will increase from 88.3% to 93% in 2008, How is this Goal linked to the system’s Five-Year Plan? As stated on Memphis City School’s 5-Year Academic Plan, WSHS Goal 1 is linked to the following MCS goals to: Create academically-challenging, safe, supportive, and effective learning environments; and Establish high levels of accountability for academic and fiscal performance throughout the system. 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. 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.) 53 Action Step Action Step Action Step 1. All teachers will implement reading across the curriculum through incorporating literacy strategies in every unit in all subject areas. 2. Identified at-risk students will attend afterschool tutoring and in-school technologybased intervention programs at least once per week. 3. Students will complete formative assessments every six weeks in order to identify most frequently misunderstood SPIs. Timeline Person(s) Responsible Sept. 2007 through May 2008 All instructional staff; Pat Sutton, PD Coordinator In-house PD for instructional staff All school counselors Community volunteer tutors; Academic mentors; Elearning intervention software; computers; money for additional copies and tutoring materials; Gateway Coach Books October 2007 through April 2008 October 2007 through May 2008 Campus Assessment Coordinator; all English II teachers; all librarians Required Resources Assessment Master assessments; teacher-made formative assessments Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes No additional cost required Teachers will analyze student grades and progress reports to ensure that literacy strategies are helping to improve scores. Student scores will consistently increase at least 5% during each Renaissance Assessment. $2100 provided through High Priority grant funding and WSHS Adopters Counselors and/or mentors will analyze progress report data to determine if students need intervention plans. 93% of students participating in tutoring and inschool interventions will score proficient or advanced on the English Gateway exam. No additional funds required Teachers will use Renaissance reports to analyze data about student SPI mastery. Using data to drive instruction will help teachers to deliver more specific instruction, resulting in students scoring proficient or advanced on the English Gateway exam. 54 Action Step Action Step Action Step 4. WSHS will provide PD and support for SPED teachers to ensure that each SPED teacher is including Gateway SPIs and test taking strategies in their instruction every day. 5. Students will complete timed, mock writing assessments for writing practice every six weeks. 6. The school will contact parents/guardians of at-risk students (via Teacher Ease webbased communication software, email, and/or telephone) every six weeks to provide intervention counseling and re-sign intervention contracts. August 2007 through May 2008 Grade Level Principals; Exemplary Educator October 2007 through May 2008 (2nd- 6th 6 wks) Scott Harrison, English dept chair; Rochelle Griffin, Campus Assessment Coordinator; Clint Williams, 11th grade principal October 2007 through May 2008 Grade level secretaries; all counselors; grade level principals; teachers PD materials; Gateway Coach books Common writing prompts created by the 11th grade English teachers; black/blue ink pens Teacher Ease software; grade reports; intervention contracts $1000; funding source- WSHS Educational Fund SPED teachers will meet every other week to analyze data gained from biweekly formative assessments. According to this data, the teachers and administration will better know how to address the students’ needs. Involving SPED teachers in the Gateway preparation process will cause a definite increase in the performance of the SWD subgroup on the Gateway English test. $50 from Counseling department budget English teachers will grade the practice writing assessments each six weeks. They can use these tests to assess student preparedness for the TCAP Writing Assessment. Repeated practice on writing will increase students’ performance on the TCAP Writing Assessment by 2 points. No additional funds required. School personnel will compare the data of students whose parents attend intervention meetings with that of students whose parents do not attend meetings in order to ensure that Heightened parental awareness and cooperation with intervention plans will aid 75% of atrisk students in obtaining proficient or advanced scores on English Gateway 55 parent meetings are having a positive effect on student achievement. Action Step 7. The school will maintain web-based AYP scoreboard on the school’s website to keep stakeholders informed of the school’s progress towards AYP. Year round Web masters Website No additional funds required. Data clearly displayed on the internet will allow for all stakeholders to collaborate and easily evaluate ways to increase student achievement. and TCAP exams. Heightened community awareness of school’s goals and AYP status will produce a more community based effort towards increasing English Gateway scores from 94% to 94.5%. 56 GOAL 2 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________ 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 Five-Year Plan? The percentage of all students making proficient or advanced scores on the Gateway Mathematics Assessment will increase from 88% to 88.5% in 2008. Meeting this goal will ensure that we meet AYP in mathematics in all subgroups and that the academic needs of all demographic groups will be met in this subject area. Objective: The percentage of Economically Disadvantaged students making proficient or advanced scores on the Gateway Mathematics Assessment will increase from 79% to 81.1% in 2008. Objective: The percentage of African American students scoring proficient or advanced on the Gateway Mathematics Assessment will increase from 77% to 79.3% in 2008. Objective: The percentage of Students with Disabilities scoring proficient or advanced on the Gateway Mathematics Assessment will increase from 74% to 76.6% in 2008. As stated on the district’s 5-Year Academic Plan, WSHS’s Goal 2 is linked to the following MCS goals to: Create academically-challenging, safe, supportive, and effective learning environments; and Establish high levels of accountability for academic and fiscal performance throughout the system. 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 1. The school will identify at-risk students by analyzing data from 8th grade Algebra End-ofCourse tests, Assessment Master, and teacher made formative tests, as well as May 2007 Gateway results. Action Step 2. WSHS will provide PD and support for SPED teachers to ensure that each SPED teacher is including Gateway SPIs and test 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 Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Sept. 2007 through April 2008 Grade level principals and counselors Assessment Master tests, teacher-made formative tests No additional funds required Formative assessments will be used to evaluate student academic progress every three weeks. August 2007 through Grade Level Principals; all SPED PD materials; Gateway Coach books $1000; funding source- WSHS Educational SPED teachers will meet every other week to analyze data Performance Results / Outcomes The number of atrisk students achieving proficient scores on the mathematics Gateway will increase according to the school’s goals in each subgroup. Involving SPED teachers in the Gateway preparation 57 taking strategies in their instruction every day. Action Step Action Step Action Step 3. Gateway teachers will create and administer formative assessments that mock the Gateway Algebra exam every 6 weeks. 4. The school will contact parents/guardians of at-risk students (via Teacher Ease webbased communication software, email, and/or telephone) every six weeks to provide intervention counseling and re-sign intervention contracts. 5. The school will maintain web-based AYP scoreboard on the school’s website to keep stakeholders informed of the school’s progress towards AYP. May 2008 Sept. 2007 through May 2008 October 2007 through May 2008 Year round teachers Campus Assessment Coordinator s; Exemplary Educator Grade level secretaries; all counselors; grade level principals; teachers Web masters Fund Assessment Master tests; teacher-made formative assessments Teacher Ease software; grade reports; intervention contracts Website gained from biweekly formative assessments. According to this data, the teachers and administration will better know how to address the students’ needs. process will cause a definite increase in the performance of the SWD subgroup on the Gateway Algebra test. No additional funds required Teachers will analyze data from teacher –made common assessments will be to evaluate student academic progress every six weeks. The number of atrisk students achieving proficient scores on the mathematics Gateway will increase according to the school’s goals in each subgroup. No additional funds required. School personnel will compare the data of students whose parents attend intervention meetings with that of students whose parents do not attend meetings in order to ensure that parent meetings are having a positive effect on student achievement. Heightened parental awareness and cooperation with intervention plans will aid 75% of at-risk students in obtaining proficient or advanced scores on Algebra Gateway exams. No additional funds required. Data clearly displayed on the internet will allow for all stakeholders to collaborate and easily evaluate ways to increase student achievement. Heightened community awareness of school’s goals and AYP status will produce a more community based effort towards increasing 58 mathematics Gateway scores from 88% to 88.5%. 59 60 GOAL 3 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________ 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 Five-Year Plan? The Graduation Rate will increase from 84.1% (as indicated in the 2005 Report Card Data) to 85% in 2008. Meeting this goal will ensure that we progress toward and met the 90% graduation rate goal by 2014, according to NCLB. As stated on the district’s 5-YearPlan, WSHS’s Goal 3 is linked to the following MCS goals to: Strengthen the family/school/community partnership to support the academic, vocational, social, and emotional development of all students, Establish high levels of accountability for academic and fiscal performance throughout the system, and Create a climate system-wide that is sensitive and responsive to the needs to an increasingly diverse student and community population. 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. 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 Person(s) Responsible Action Step 1. Senior homeroom teachers will identify atrisk seniors each 6 weeks based on reviewing report cards prior to distribution. October 2007 through May 2008 Senior homeroom teachers; Leslie Fleming, senior counselor Action Step 2. Every six weeks, at-risk students will participate in the development and execution of an individualized improvement plan, including after-school tutoring, in-school technology-based intervention programs, October 2007 through May 2008 Senior Dream Team, which consists of Required Resources Projected Cost(s) & Funding Sources Report cards; at-risk student reports No additional funds required Community volunteers (tutors, business stakeholders, etc.), Senior at- $2000 for incentives; funds solicited from community business Evaluation Strategy Teachers will analyze at-risk students’ performances from each grading period to ensure that the number of at-risk students is decreasing in number each time. Dream Team members will analyze students’ academic performance each 6 Performance Results / Outcomes The number of graduating seniors will increase to meet our goal of 85%. The number of graduating seniors will increase to meet our goal of 85%. 61 career counseling & community business interships, etc. Action Step 3. Each faculty member will “adopt” a senior that is at-risk for graduation to hold the senior accountable for consistent attendance, satisfactory conduct, and academic progress. Senior contacts with mentors must be documented and made at least once per week. Action Step 4. The school will contact parents/guardians (via Teacher Ease web-based communication software, email, and telephone) and will provide intervention counseling for at-risk seniors every six weeks. Action Step 5. The school will maintain web-based AYP scoreboard on the school’s website to keep stakeholders informed of the school’s progress towards AYP. at-risk seniors and their parents, Behavior specialist, senior counselor, senior principal, and senior secretary risk reports, Senior individualized improvement plans Decembe r 2007 through May 2008 WSHS faculty; senior principal Community volunteers (tutors, business stakeholders, etc.), Senior individualized improvement plans October 2007 through May 2008 Senior secretary; senior principal; Senior “Dream Team” Senior individualized improvement plans; Senior atrisk reports Year round Web masters Website stakeholders and corporate adopters No additional funds required; however, incentives will be solicited from community stakeholders and corporate adopters. No additional funds required No additional funds required. weeks in order to evaluate progress and revise the plans as needed. Staff mentors will provide progress reports to the Senior “Dream Team” every three weeks. These reports will be examined during the 6 weeks improvement plan review to evaluate progress and revise the plans as needed. Mentors will keep records of mentoring efforts, home contacts, and intervention strategies used. These activities will be analyzed to evaluate student progress and revise intervention plans as needed. Data clearly displayed on the internet will allow for all stakeholders to collaborate and The number of graduating seniors will increase to meet our goal of 85%. The number of graduating seniors will increase to meet our goal of 85%. Heightened community awareness of school’s goals and AYP status will 62 easily evaluate ways to increase student achievement. produce a more community based effort towards increasing our graduation rate from 84.1% to 85%. 63 Component 5 – The School Improvement Plan and Process Evaluation TEMPLATE 5.1: Formative Assessment (Rubric 5.1) Formative Assessment White Station High School follows the Academic Intervention Plan set forth by the Memphis City Schools Board of Education official policy. Multiple support mechanisms are in place to provide intervention for students who are experiencing difficulty. These include, but are not limited to: School guidance counselors Tutorial opportunities Extended Contract Program (after-school tutorial programs) Extended year promotional programs utilizing Plato software (Course Recovery) School Support Team (including all groups of stakeholders) IEP Team Teachers, counselors, and administrators will use a variety of assessments to track student performance. Six-week averages and report cards will be used each grading period. However, a number of other assessments will be viewed. Teachers will use pre- and post-tests, chapter and unit tests, and other informal assessment tools. At-risk students are identified and offered extra help and/or counseling as needed. Teachers are always available to give students extra help on an individual basis as needed, and intervention programs are available specifically for those who need extra help in passing Gateway exams. Teachers who teach Gateway courses review practice test scores from the Assessment Master, and identify needs based upon reports generated through Assessment Master. These scores are compared with past scores for White Station and with state averages annually to ensure that we are making progress. This year all Gateway teachers are 64 Formative Assessment creating common benchmark assessments to determine if all students are mastering state performance indicators. The faculty, counselors, and administration will review all necessary data, and share their findings with students, parents, and the community at large. Parents and students are made aware of opportunities for extra help, not only at school, but also from community agencies that offer tutoring. Table 5.1 identifies the assessment instruments to be used, the procedure for analyzing the data, the intervals at which the assessments will be made, and the long-term comparisons planned. Table 5.1 Formative Assessment Instruments used at White Station High School Assessment Instrument Student Report Cards Data Analysis Procedure Long-Term Comparisons Analyze areas of need so that students can be referred for tutorial programs. Compare grades each six weeks to look for areas of improvement. Report cards will be viewed to look Compare changes in overall grades to Frequency Every six weeks. Communication Plan Teachers will recommend at-risk students for intervention programs through guidance. Teachers will recommend at-risk 65 Formative Assessment Progress Reports Lesson Plans Writing Assessment (Assessment Master) Gateway for subject areas and identify where a student is at risk of failure for the six weeks. progress reports to look for areas of improvement. Lesson plans will reflect reteaching and use of research-based strategies. Lesson plans will also outline specific objectives taught. Teachers will adjust plans to accommodate needs and prepare plans with varying instructional strategies. *Analyze test scores and actual samples of student writing using the state rubric to determine areas that need to be strengthened. *Specific writing strategies will be employed based upon results. Scores and Individual students’ scores are compared to determine the signs of improvement. Every three weeks. Daily and/or weekly. November 6, 2007 students for intervention programs through guidance. Feedback from class observations. MCS Secondary Literacy Plan Strategies. January 9, 2008 Teachers will discuss results with their students. Teachers will discuss results in departmental meetings, and with Exemplary Educator. October 07 Teaches will go 66 Formative Assessment Practice Exams (Algebra I) using Assessment Master reports will be generated by each SPI. Teachers can identify which objectives student scores are the lowest. Reports will be generated to compare each exam to previous ones. Gateway Practice Exams (English II) using Assessment Master Scores and reports will be generated by each SPI. Teachers can identify which objectives student scores are the lowest. Reports will be generated to compare each exam to previous ones. Gateway Practice Exams (Biology) using Assessment Master Scores and reports will be generated by each SPI. Teachers can identify which objectives student Reports will be generated to compare each exam to previous ones. November 07 December 07 February 08 March 08 May 08 (Post) October 07 November 07 December 07 February 08 March 08 May 08 (Post) October 07 November 07 December 07 February 08 March 08 over score reports with their students. Teachers will share information on teaching strategies and outline areas to re-teach as well as discuss future plans for the course in departmental meetings and with the Exemplary Educator. Teachers will go over score reports with their students. Teachers will share information on teaching strategies and outline areas to re-teach as well as discuss future plans for the course in departmental meetings and with the Exemplary Educator. Teachers will go over score reports with their students. Teachers will share information on teaching strategies and outline areas to 67 Formative Assessment scores are the lowest. Six-Week Exams Teacher-made Gateway Practice Exams Teacher Ease Six weeks Teacher-made assessments with questions specific to each SPI will identify problematic objectives. Teacher-made assessments with questions specific to each SPI will identify problematic objectives. We- based, system wide grade program Grade Frequency Grade Distribution Analyze the six The overall scores on the exams will be viewed to determine which objectives students have difficulty with. Scores are compared to those of the previous practice tests and from the previous year’s scores. Parallel performance indicators cross curriculum Determine the May 08 (Post) Each six weeks. Every six weeks Once a week update grades and assignments re-teach as well as discuss future plans for the course in departmental meetings and with the Exemplary Educator. Reports are given to the Exemplary Educator and shared in departmental meetings. Teachers will analyze results to identify areas of concern and focus for re-teaching. Open Gradebook Documentation of contact and/or correspondence Reports are given 68 Formative Assessment Attendance reports weeks attendance using Student Management System Six weeks Discipline reports Analyze the six weeks discipline logs using Student Management System Six weeks Grade Distribution reports Analyze the six weeks grade using Student Management System correlation between attendance and academic performance on assessments Determine the effects of discipline and the correlation between discipline and academic performance on assessments Determine the connection between six weeks grade distribution and academic performance on assessments Every six weeks Every six weeks Every six weeks to the Exemplary Educator and shared in departmental meetings. Reports are given to the Exemplary Educator and shared in departmental meetings. Reports are given to the Exemplary Educator and shared in departmental meetings. 69 TEMPLATE 5.2: Summative Assessment (Rubric 5.2) Summative Assessment Table 5.2 Summative Assessment - Instruments used at White Station High School Assessment Instrument Data Analysis Procedure Long-Term Comparisons 2006 Tennessee Report Card (including Gateway and ACT) Faculty, department chairs, and administrators review the results and use the information in making decisions about curriculum, policies, and practices at WSH. Current scores are compared to scores from the past two years and to threeyear averages. End-of-Course Exams, Gateway Exams, & Writing Assessments Teachers, department chairs, administrators, and the Leadership Team, noting particular areas of need, review results annually. Results are compared to tests from past years and to three-year averages. Frequency Annually Annually Communicatio n Plan School and system web sites Parent Meetings Faculty Meetings Departmental Meetings Faculty Meetings Students’ Report Cards Departmental meetings Leadership Team Meetings 70 ACT Administrator s, department chairs, the Leadership team, and faculty will review the ACT report. Composite scores and individual test scores are used to gauge the level of preparation of our college-bound students. Results from the student survey Scores and survey answers are compared to those of previous years. Score results are reported for the past five years. These are compared to averages for the state and nation. Annually Annual School Report Card Departmental Meetings Leadership Team meetings Parent meetings Faculty meetings Printed materials (i.e. school newsletter, 71 are also considered to help improve instruction in study skills, reading, writing, and math. SAT Final Report Cards (Pass or Fail) Administrators, department chairs, the Leadership team, and faculty will review the ACT report. Composite scores and individual test scores are used to gauge the level of preparation of our collegebound students. Faculty, department chairs, and administrators review the results and use the information in making decisions about curriculum and practices at WSH. internet site, etc). Scores and survey answers are compared to those of previous years. Score results are reported for the past five years. These are compared to averages for the state and nation. Current report cards are compared to report cards from the past two years Annually Annually (AYP Report) Departmental Meetings Leadership Team meetings Parent meetings Faculty meetings Printed materials (i.e. school newsletter, internet site, etc). Grade Distribution Report 72 AYP Detail Report 2008 Faculty, department chairs, and administrators review the results and use the information in making decisions about curriculum and practices at WSH. Current report is compared to reports from the past two years Annually Internet site White Station High School will make additional assessments available for specific grade levels and/or groups. These multiple assessment mechanisms include, but are not limited to: PLAN PSAT ASVAB LDI (Learning and Development Inventory) CELLA 73 TEMPLATE 5.3: Evaluation of the SIP Process (Rubric 5.3) Evaluation of the SIP Process FORM 5.3: Evaluation of the SIP Process School Improvement Plan Process Evaluation All members of the White Station faculty are involved in the development of the School Improvement Plan by serving on committees for the various components. These committees work during faculty meetings to analyze test data in order to identify specific groups of students and their various needs. During team and departmental meetings, instructional strategies are identified to be included in the action plans. After approval of the School Improvement Plan, teachers will be provided complete copies. 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 No Child Left Behind. The plan is reviewed again at the beginning and ending of each semester, and commitment to its full implementation is sought from the stakeholders. After each six week period, teams complete a survey to provide feedback regarding the effectiveness of the plan and make recommendations for adjustments. Monitoring of the plan’s implementation is done through weekly review of lesson plans, feedback from classroom observations, mentoring sessions, conferences, agendas, and minutes from team and departmental meetings. Utilization of a more structured monitoring instrument is done on the dates identified in this component if analysis of data indicates need. Report cards, deficiency notices and intervention progress reports will provide additional opportunities for monitoring the plan’s implementation and effectiveness. A summative assessment of the plan’s effectiveness is done by comparing all data sources for 2007-2008 school year that were identified in component 3 for 2006-2007. When these reports and data become available, school, class, and student achievement will be examined and a 74 determination of the plan’s effectiveness will be evaluated and shared with stakeholders. At the end of each grading period, there is a school-wide celebration to honor successes in citizenship, academics, and attendance. School Improvement Plan Evaluation The School Improvement Plan is an ongoing process. In order to ensure a cycle of continuous evaluation and re-evaluation, monitoring instruments (including but not limited to the attached observation chart and surveys) will be used on or near the following months in 2008: January, March, and April (specific dates will be set at least two weeks prior to the surveys). This will allow teachers and administrators to constantly evaluate progress and celebrate with all stakeholders as activities and strategies are implemented. Our annual review of the School Improvement Plan will be held in May of 2008. The plan will be revisited during the in-service week in August of 2008 as we review data and plan for the 2008-2009 school year. Monitoring of Action Plans Goal 1-English II-Gateway: By the end of the 2007-2008 school year, all students scoring proficient or advanced scores on the Gateway English and Tennessee Writing Assessment will increase from 94% to 94.5%. In addition, each subgroup (Economically Disadvantaged, Students with Disabilities and Students who are proficient or advanced) receiving proficient or higher will increase from 91% to 91.8, 60% to 64%, 88.3% to 93% respectively, or will meet Adequate Yearly Progress (AYP) through Safe Harbor by reducing the number of students below proficient in Reading/Language Arts as established by No Child Left Behind. Monitoring of Action Plans Goal 1-English II-Gateway: By the end of the 2006-2007 school year, all tenth-grade students making 75 proficient or advanced scores on the Gateway English and Tennessee Writing Assessment will increase from 94% to 95%. In addition, each subgroup (African American, Economically Disadvantaged, and Students with Disabilities) receiving proficient or higher will increase from 48% to 53.2 %, or will meet Adequate Yearly Progress (AYP) through Safe Harbor by reducing the number of students below proficient in Reading/Language Arts as established by No Child Left Behind. Action Step Person Responsible 1. All teachers will implement reading across the curriculum through incorporating literacy strategies in every unit in all subject areas. 2. Identified atrisk students will attend after-school tutoring and inschool technologybased intervention programs at least once per week. All instructional staff; Pat Sutton, PD Coordinator All school counselors Date Monitored Monitoring Personnel Level of Implementation Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) Notes 76 3. Students will complete formative assessments every four weeks in order to identify most frequently misunderstood SPIs. Campus Assessment Coordinator; all English II teachers; all librarians 4. WSHS will provide PD and support for SPED teachers to ensure that each SPED teacher is including Gateway SPIs and test taking strategies in their instruction every day. Grade Level Principals; Exemplary Educator Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) 77 5. Students will Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) Partially complete timed, mock writing assessments for writing practice every six weeks. Scott Harrison, English dept chair; Rochelle Griffin, Campus Assessment Coordinator; Clint Williams, 11th grade principal 6. . The school Grade level secretaries; all counselors; grade level principals; teachers Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) Web masters will contact parents/guardia ns of at-risk students (via Teacher Ease web-based communication software, email, and/or telephone) every six weeks to provide intervention counseling and re-sign intervention contracts. 7. The school will maintain web-based AYP scoreboard on the school’s website to keep stakeholders informed of the school’s progress 78 towards AYP. Monitoring of Action Plans Goal 2-Algebra I Gateway: By the end of the 2006-2007 school year, all students scoring proficient or advanced will increase from 83% to 83.5%. In addition, all students in each subgroup (Economically Disadvantaged, African American, and Students with Disabilities) will proficient or advanced scores from 65% to 68.5%, 70% to 73%, and 48 to 53.2% respectively, as established by No Child Left Behind. Action Step 1. The school will identify atrisk students by analyzing data from 8th grade Algebra End-ofCourse tests, Assessment Master, and teacher made formative tests, as well as May 2007 Gateway results. 2. WSHS will provide PD and support for SPED teachers to ensure that each SPED teacher is including Gateway SPIs and test taking strategies in their instruction every day. Person Responsible Grade level principals and counselors Grade Level Principals; all SPED teachers Date Monitored Monitoring Personnel Level of Implementation Partially Implemented _____ Fully Implemented ______ Completed_____ Date__________ (If not, explain in notes.) Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) Notes 79 Campus Assessment Coordinators; Exemplary Educator Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) Grade level secretaries; all counselors; grade level principals; teachers Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) 3. Gateway teachers will give formative assessments that mock the Gateway Algebra exam every 6 weeks. 4. The school will contact parents/guardian s of at-risk students (via Teacher Ease web-based communication software, email, and/or telephone) every six weeks to provide intervention counseling and re-sign intervention contracts. 80 5. The school will maintain web-based AYP scoreboard on the school’s website to keep stakeholders informed of the school’s progress towards AYP. Web masters Monitoring of Action Plans Goal 3-Graduation Rate: By the end of the 2006-2007 school year, all students scoring proficient or advanced will increase from 83% to 83.5%. In addition, all students in each subgroup (Economically Disadvantaged, African American, and Students with Disabilities) will proficient or advanced scores from 65% to 68.5%, 70% to 73%, and 48 to 53.2% respectively, as established by No Child Left Behind. Action Step Person Responsible 1. Senior homeroom teachers will identify at-risk seniors each 6 weeks based on reviewing report cards prior to Senior homeroom teachers; Leslie Fleming, senior counselor Date Monitored Monitoring Personnel Level of Implementation Partially Implemented _____ Fully Implemented ______ Completed_____ Date__________ (If not, explain in Notes 81 distribution. 2. Every six weeks, at-risk students will participate in the development and execution of an individualized improvement plan, including after-school tutoring, inschool technologybased intervention programs, career counseling & community business internships, etc. 3. Each faculty member will “adopt” a senior that is at-risk for graduation to hold the senior accountable for consistent attendance, satisfactory conduct, and academic progress. Senior contacts with mentors must be documented and made at least once per week. Senior Dream Team, which consists of atrisk seniors and their parents, Behavior specialist, senior counselor, senior principal, and senior secretary WSHS faculty; senior principal notes.) Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) 82 4. The school will contact parents/guardian s (via Teacher Ease web-based communication software, email, and telephone) and will provide intervention counseling for at-risk seniors every six weeks. 5. The school will maintain web-based AYP scoreboard on the school’s website to keep stakeholders informed of the school’s progress towards AYP. Senior secretary; senior principal; Senior “Dream Team” Web masters Partially Implemented _____ Fully Implemented ______ Completed_____ Date _________ (If not, explain in notes.) 83 Monitoring Implementation of SIP Using a Walkabout Strategy In order to determine whether there is tangible evidence that the SIP is being implemented to a degree that will make a difference in student achievement, it becomes necessary to identify some activities, behaviors, and products that we can see, hear or feel around the school and in individual classrooms. What would you see or hear if the mission is to provide……… “ quality learning experiences for all children” What would you see or hear if one of the teaching strategies in the action plan is to provide…… “ differentiated instruction” What would you see or hear if one motivational strategy is to ……… “ relate learning to every day experiences” What would you see, hear or feel if you believe that…. “all children are capable of learning at high levels” 84 Teachers will identify indicators of specific behaviors, activities or products that can be observed during a 3-5 minute class observation. The Exemplary Educator, Instructional Facilitator, and Administrators will use the charts to record the frequency of the observed indicators. See the sample chart that follows. Quality Learning Experiences for All Children Activities, Behaviors, Products (Indicators) Classrooms Hall 1 1. 2. 3. 4. 5. 2 3 4 5 6 7 8 Other Locations Library Cafe Total 85 Teachers: As a part of continuous monitoring of the implementation of the School Improvement Plan (SIP), reflect on your instructional practices as they relate to the strategies identified in the SIP. Please use the scale below when circling the frequency that best describes your instruction. 4- Always 3- Frequently 2- Seldom 1-Never Instructional Practices 1. Lessons incorporate real life experiences 4 3 2 1 2. Use whole group instruction 4 3 2 1 3. Engage a majority of students in discussion or dialogue during class 4 3 2 1 4. Collaborate with team members to plan, implement, and assess varied teaching strategies 4 3 2 1 5. Identify specific reading skills that are being taught during instruction in the content area 4 3 2 1 6. Verbalize and display objectives or guiding question for each lesson 4 3 2 1 7. Ensure there is student work on display and free of errors 4 3 2 1 8. Reflect on your instruction to identify strengths and areas that need improvement 4 3 2 1 9. Provide opportunities for students to writeparagraphs, essays, poems, reports, research papers 4 3 2 1 10. Provide hands-on, projects, or collaborative learning/give students options for learning 4 3 2 1 11. Assess learning after lesson 4 3 2 1 12. Vary activities during an instructional period 4 3 2 1 86 Monitor_________________________ Date Following is a list of key components of school improvement. The purpose of this checklist is to provide information on school improvement progress and is not intended for evaluation purposes. This assessment will assist you and the leadership in determining the steps required to achieve the goals set forth in the SIP. Area Degree Present Leadership Low-------------High 1. The leadership and teams are actively involved with planning and implementation of SIP. 1 2 3 4 5 NA 2. The site administrators are observing classroom instruction. 1 2 3 4 5 NA 3. The principal is monitoring student progress by reviewing report cards, attendance, and conferencing with teachers. 1 2 3 4 5 NA 4. Implementation of SIP is discussed at staff, team, and departmental meetings 1 2 3 4 5 NA 5. The site administrators share decision-making and leadership responsibilities. 1 2 3 4 5 NA 6. The administrators promote student and teacher leadership. 1 2 3 4 5 NA 1. Instruction is aligned with the State, District and School goals and objectives. 1 2 3 4 5 NA 2. The SIP drives instruction. 1 2 3 4 5 NA 3. Teachers use different instructional strategies, materials 1 2 3 4 5 NA Instruction Comments 87 and time allocation for students who are not performing satisfactorily. 4. Teachers incorporate effective 1 elements of instruction when planning and presenting lessons. 2 3 4 5 NA 5. Teachers are interacting with students during instruction. 1 2 3 4 5 NA 6. Students are progressing through the curriculum at the desired rate. 1 2 3 4 5 NA 7. Student learning is assessed through multiple strategies. 1 2 3 4 5 NA 8. Teachers incorporate higher higher order thinking skills in instruction and activities. 1 2 3 4 5 NA 9. Teachers use classroom management procedures that provide for efficient and effective use of instructional time. 1 2 3 4 5 NA 10. Teachers plan and implement lessons likely to achieve a high degree of student engagement. 1 2 3 4 5 NA 11. Teachers’ lessons exemplify 1 high expectations of all students and provide enrichment for students who consistently perform at a high level. 2 3 4 5 NA 12. Teachers conference with 1 students to set goals and evaluate progress. 2 3 4 5 NA 13. The classroom environment 1 is stimulating, caring, and studentcentered. 2 3 4 5 NA 88 14. Students are recognized and rewarded for successes. 1 2 3 4 5 NA 1. Staff development is focused on teachers’ needs and adjusted to address changing needs. 1 2 3 4 5 NA 2. Teams meet regularly to discuss new topics, plan, and coordinate instruction. 1 2 3 4 5 NA 3. Staff development topics address strategies to increase student achievement. 1 2 3 4 5 NA 4. Strategies and plans presented are being implemented and are effective. 1 2 3 4 5 NA 5. Teachers serve as mentors and coaches for each other. 1 2 3 4 5 NA 1. Vision and Mission statements 1 prominently displayed. 2 3 4 5 NA 2. Student norms displayed. 1 2 3 4 5 NA 3. Current quality student work displayed. 1 Staff Development School Environment 4. Teacher workspace and 1 professional resources available. 2 2 3 3 4 4 5 5 NA NA 91
