Melrose High School
Tennessee School Improvement
Planning Process (TSIPP)
Tennessee Department of Education
Commissioner Lana C. Seivers
August, 2007
Table of Contents
Assurances ...................................................................................................................................... 4
Component 1a - School Profile and Collaborative Process ............................................................ 5
TEMPLATE 1.1: SIP Leadership Team Composition ................................................................... 5
TEMPLATE 1.2: Subcommittee Formation and Operation ........................................................... 6
1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis .............................. 11
1.3.2 School and Comm unity Data ............................................................................................ 12
 Instructed by highly qualified staff
 Strategies to attract high qualified teachers
 Comprehensive Needs Assessment
Component 1b – Academic and Non-Academic Data Analysis/Synthesis .................................. 14
(Rubric Indicator 1.4)................................................................................................................ 14
(Rubric Indicator 1.5)................................................................................................................ 15
Component 2 – Beliefs, Common Mission and Shared Vision .................................................... 22
Component 3.1 – Curricular, Instructional, Assessment, and Organizational Effectiveness ....... 24
 Policies and practices to ensure all students meet the state's proficiency level
 Offer timely, additional assistance to students experiencing difficulty
Template 3.2.a: Instructional Practices…………………………………………………………30
 Funds used to remove school from HP list
Template 3.3.a: Assessment Practices .......................................................................................... 38
 Report to individual assessment results to parents in language they understand
Template 3.4.a: Organizational Practices ..................................................................................... 41
Component 4 Action Plan Development ...................................................................................... 46
4.1: Goal ....................................................................................................................................... 46
Action Steps 4.2 ....................................................................................................................... 46-65
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School-wide reform strategies based upon scientific research
High quality, on -going professional development,
Coordination of federal, state, and local services and programs
Specific annual measurable goals and objectives
Specify responsibility of school, including technical assistance
Strategies to promote effective parental involvement
Intervention strategies
Funds used to remove school from improvement status
 Strategies to improve parent involvement
Component 5 – The School Improvement Plan and Process Evaluation...................................... 66
TEMPLATE 5.1: Process Evaluation .......................................................................................... 66
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Melrose High School – Tennessee School Improvement Plan
 Measures to include teachers in decision regarding assessment results
TEMPLATE 5.2: Implementation Evaluation .............................................................................. 69
TEMPLATE 5.3: Monitoring and Adjusting Evaluation ............................................................. 71
Addendum
73
Assurance Page
Technical Assistance Report
Family Engagement Plan
Melrose High School NCLB School-Parent-Student Compact
Freshmen Academy Transition Plan
High School Graduation Transition Plan
Mentoring Plan
2011-2012 Revised High Priority Components
Ten Components Review
Coordination and Integration of Federal, State, and Local Funds
Intervention Plan
Home School Connection
Professional Development Plan
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Melrose High School – Tennessee School Improvement Plan
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with Signature of Principal
I, Leroy McClain, certify that Melrose 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
______________________
Date Signed
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Melrose High School – Tennessee School Improvement Plan
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.1: SIP Leadership Team Composition
(Rubric Indicator 1.1)
SIP Leadership Team
Member Name
Leadership
Chair?
(Y/N)
Position
Name of Subcommittee(s) (when applicable)
Leroy McClain
N
Principal
All Subcommittees
Sherita Flake
Y
Instructional Facilitator
Frances Barnes
N
Curriculum Coordinator
Linda Putt
N
Guidance Department
LaShelle Stigger
N
Parent
Donald Young
N
Student
Component 2
Connie Nurse
N
Teacher
Component 5
Linda Love
N
Teacher
LaTonya Taylor
N
Librarian
Sadie Heaston
N
Teacher
Earmond Booth
N
Assistant Principal
Component 5
Tonia Elliott
N
Educational Assistant
Component 3
Dr. Tanisha Heaston
N
Assistant Principal
Component 3
Chris Hopkins
N
Community Member
Component 4
All Subcommittees
Component 1
Component 1
Component 4
Component 2
Component 5
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Melrose High School – Tennessee School Improvement Plan
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommittee Formation and Operation
(Rubric Indicator 1.2)
Subcommittee for COMPONENT
1 School Profile and Collaborative Process
Member Name
Linda Putt
Position
Guidance Counselor
Frances Barnes
Curriculum Coordinator
Christopher Allen
Teacher
James Duckworth
Teacher
Jacquelyn Graham
Teacher
Catherine Woods
Teacher
Gracie Smith
Teacher
Deborah McCarroll
Teacher
Chris Herr
Teacher
Jermaine Johnson
Teacher
Althea Coleman Terry
Teacher
Marvin Craddock
Supervising Building Engineer
Sandra Dunlap
Community Member
Irving Jordan
Student
Nicola Grayson
Parent
Component 1 Subcommittee has met to address critical
components of the SIP and minutes are on file.
Chair
Y
YES
NO
Subcommittee 1 Chair Signature
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Melrose High School – Tennessee School Improvement Plan
Subcommittee for COMPONENT
2 Beliefs, Mission and Vision
Member Name
Position
Sparkle Ambrose
Teacher
Michael Fair
Teacher
David Johnson
Teacher
Alexia Jones
Teacher
Michelle Lee
Teacher
Opal Thomas
Teacher
LaTonya Taylor
Librarian
Reginald Johnson
Teacher
Leroy McClain
Principal
Vanessa Shipp
Cafeteria Manager
Beverly Woods
Secretary
Emma Weaver
Parent
Donald Young
Student
Yvonne McClain
Student
Josie Hopkins
Community Member
Chair
Y
(tab in last cell to create a new row as needed)
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 2 Chair Signature
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Melrose High School – Tennessee School Improvement Plan
Subcommittee for COMPONENT
3
Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name
Position
Angela Long
Teacher
Tonia Carpenter
Educational Assistant
Linda Love
Teacher
Jarvette Harris
Teacher
Clayton Clay
Teacher
Dr. Tanisha Heaston
Assistant Principal
Crystal Johnson-Evans
Teacher
Elizabeth Johnston
Teacher
Kendra Martin
Teacher
Nikki Wallace
Teacher
Inez Crawford
SMS Coordinator
Angelique Nicholson
Student
Chris Hopkins
Community Member
Valera Hudgins
Parent
Chair
Y
(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 3 Chair Signature
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Melrose High School – Tennessee School Improvement Plan
Subcommittee for COMPONENT
4 Action Plan Development
Member Name
Position
Partricka Cole
Counselor
Charlotte Lewis
Teacher
James Wiggins
Teacher
Sherita Flake
Instructional Facilitator
Talia Childress
Teacher
Meckaela Langhorn
Teacher
Shana Moore
Teacher
Jim Thomas
Educational Assistant
Lashelle Stigger
Parent
Markel Crawford
Student
Amber Beach
Student
Henry Jones
Community Member
Chair
Y
(tab in last cell to create a new row as needed)
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 4 Chair Signature
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Melrose High School – Tennessee School Improvement Plan
Subcommittee for COMPONENT
5 The School Improvement Plan and Process Evaluation
Member Name
Position
Connie Nurse
Teacher
Sadie Heaston
Teacher
Martha Gunn
Teacher
Schevonda Hunt
Teacher
Wanda Milburn
Teacher
Gloria Morrison
Teacher
Emilee Sigee
Teacher
Glinda Velasco
Teacher
Earmond Booth
Assistant Principal
Donnie Jeans
ASBE
Reginald Matthews
Educational Assistant
Nicola Grayson
Parent
Josie Hopkins
Community Member
Samantha Smith
Student
Chair
Y
(tab in last cell to create a new row as needed)
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES
NO
Subcommittee 5 Chair Signature
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Melrose High School – Tennessee School Improvement Plan
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.3 Collection of Academic and Nonacademic Data and
Analysis/Synthesis
TEMPLATE 1.3.1: Data Sources (including surveys)
(Rubric Indicator 1.3)
Data Source
ACT
TCAP scores from feeder
schools
Discovery Education
Formative Assessments
EOC/Gateway Algebra
Relevant Findings
An analysis of ACT Profile report indicates that Melrose High School students’
current Reading and English skills fall below the district and state national means.
(current composite: 15.5).
Spring 2011 TCAP scores revealed that 81% of the students entering 9th grade were
below proficient.
Discovery Education Formative Assessments measure students’ progress towards
AYP Benchmarks. Currently students are still below the AYP benchmarks in
English and Math.
Student performance increased from 17% proficient/advanced in 2009-2010 to 23%
proficient/advanced in 2010-2011.
EOC/Gateway English
Student performance decreased from 39% proficient/advanced in 2009-2010 to 33%
proficient/advanced in 2010-2011.
AYP Status Report
Melrose High School did not make AYP in the area of English, math, and Graduation for the
2010-2011 school year.
Graduation Rate
For the 2009-2010 school year, our school fell a few points below the target in the Graduation
Rate Component.
NSSE Opinion Inventories
(Community, Parent, Teacher,
Support Staff)
School Climate Survey
(District)
Parents and community feel that Melrose High School is a safe learning environment with the
quality of education that adequately prepares students for the future.
2011 TN School Report
Card
Data is currently unavailable
TCAP Writing
11th Grade
Our scores continue to be comparable to those of the district.
Assessment
Title 1 Parent Survey
Stakeholders feel that Melrose High School is preparing students for the next grade or
college.
The data reflects the parent and community supports the school.
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Melrose High School – Tennessee School Improvement Plan
TEMPLATE 1.3.2: School and Community Data
(Rubric Indicator 1.3)
Narrative and analysis of relevant school and community factors:
Historical Background. Since its humble beginnings in the late 1800’s, Melrose has been the pride of the Orange
Mound neighborhood. From its Park Avenue location to its present site, Melrose has been the school of choice for
generations of Orange Mound families.
Melrose’s history began in 1890 when district 18 School of Shelby County, Tennessee was established. Although
the children were educated in a two-story framed, unheated building, the residents believed in family values and
education; thus, the school became an important institution in the community. The school’s name was later changed
to Melrose- in honor of Dr. Melrose, a philanthropist and humanitarian who gave much of his service to school,
civic, and community activities.
Messick to the north in the Buntyn community was the school for whites, and Melrose in Orange Mound was the
school for Blacks. Students attended Melrose in grades one through eight and Booker T. Washington for high
school. When Mrs. Fannie M. Kneeland was appointed as the principal of the newly named Melrose School; she
also served as the only teacher. As history records it, Melrose grew from a one teacher-principal school to a threeteacher school. In 1894, Melrose graduated it first class, which was comprised of five (5) girls.
When the area was annexed to the city in 1919, Melrose became part of the city school system. At the time, students
were educated in an eleven-classroom, outmoded stucco structure. In 1929, a reporter from the Memphis PressScimitar visited the school and reported many conditions that needed remedy. “…ill-heated, ill-lighted, ill-kept, bad
in itself, with ‘temporary’ additions that are even worse, because, though propped up on wooden pegs and roofed
only with a species of paper, they have become practically permanent.” The building, which was considered to be a
firetrap, was three-quarters of a mile from the car lines, and the surroundings were muddy. There were no electric
lights, and the janitor used a lantern. The 703 students were crowded, used the cloakrooms as extra classrooms.
William Alexander Lynk was principal, and the reporter gave high marks to Lynk and his faculty. Profits from the
cafeteria had been used for books, three pianos, band instruments, a sewing machine, and two phonographs. A new
building was badly needed.
In an effort to avoid a fire hazard to schoolchildren, city officials were able to obtain support and financing for a
new building. Upon completion of the new building, it was reported that a merger would occur. The smaller Park
Avenue School, which had been earlier built as a county school, would be discontinued and the children sent to
Melrose School.
The new $137,000 Melrose School building would have 24 classrooms, library, offices, a health department clinic,
sanitary conveniences on each floor and provision for future classrooms and an auditorium. As reported in the
Memphis Press-Scimitar (November 16, 1937), “It will be fireproof. It will be for ‘Negroes’.”
In 1938, Melrose and Park Avenue Schools merged when the new brick, steel, concrete, and fireproof building was
constructed as a Public Works Administration Project. In 1940, additional land was purchased, giving the Board of
Education a 300-foot frontage on Park Avenue from Dallas to Hanley, and a depth of 115 feet. The physical plant
was expanded to include 79 classrooms, a well-equipped library, two domestic science laboratories, one applied
science laboratory, two soundproof music rooms, a shop building, a combination cafeteria-auditorium, and an 11.65acre campus area. In 1944, Mr. J. W. Westbrooks joined the staff and organized football, boxing, and basketball
teams. As the Orange Mound community grew, Melrose also evidenced a metamorphosis: It evolved into three (3)
schools-in-one:
Melrose Elementary serving students in grades 1-6
Melrose Junior High serving students in grades 7-8
Melrose High serving students in grades 9-12
The first high school class graduated in 1946, and in 1948 a $217,000 stadium was built. In
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Melrose High School – Tennessee School Improvement Plan
1949, Mr. Floyd M. Campbell was appointed principal of Melrose High School. He emphasized
the “family” idea. As a result, a close relationship developed between the administration,
teachers, students, and the community. The four “A’s” were stressed: Academics, Attendance,
Attitude, and Athletics. Teachers were inspired to improve themselves professionally and many
were promoted to positions of leadership in the Memphis City Schools system. Students grew
rapidly in the development of character, scholarship, leadership, and service. Each year, a
significant number of students were recognized for attending Melrose form grades 1 through 12.
These graduates achieved the distinction of being inducted in the Melrose “12-Year Society.”
Serving more than 2,400 students, Melrose maintained its prominence in the Orange Mound
community. The advent of the ‘60’s, however, marked compelling changes in society,
education, and the community. In 1965, the elementary grades were dropped from Melrose.
With the onslaught of civil rights/human rights litigation and educational reforms, black students
were bused across town to white schools and appointment s the “return of the native son”
because he had formerly served as a biology teacher and coach.
The “new” Melrose High School provided the best of three instructional designs:
General
-A well-balanced program of studies which includes regular
academic and vocational courses
College-Preparatory -A well-balanced program of studies with emphasis on
enriched and/or AP courses
Vocational
-A well-balanced program of studies that prepare students
with entry level skills for employment
In 1979, Mr. LaVaughn Bridges began his tenure as chief executive officer of Melrose
High School. He served as principal through the 2007-2008 school year – 29 years.
Melrose High School
(Current Location on Deadrick Avenue)
In 2008, Mr. Leroy McClain began his tenure as the Administrative Leader
of
Melrose High School.
Our School-Wide Expectations are:
Be prompt, respectful, responsible, and a scholar.
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Melrose High School – Tennessee School Improvement Plan
Component 1b – Academic and Non-Academic Data
Analysis/Synthesis
TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures
Refer to Component 1 Academic/Nonacademic Helpful Hints.
TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment
Measures
(Rubric Indicator 1.4)
List Data Sources
EOC/Gateway tests
Think Link Assessment
Advanced Placement Results
ACT Results
Graduation Rates
11th Grade Writing assessment
Career-Technical Education (CTE) Competencies (reviewed each 20 day period and yearly)
School Climate Data (reviewed annually)
o Student
o Parent
o Staff
Student Focus Group (meet each quarter)
Formative Results (monitored after each cumulative assessment)
Discipline Data
o Student Enrollment (monitored weekly)
o Student Absences (monitored weekly)
o Student Tardies (monitored weekly)
o Early Dismissals (monitored weekly)
o Number of referrals (monitored weekly)
SPI review (monitored weekly by teachers and Admin team)
Teacher Attendance (monitored each 20th day reporting period)
Formal and Informal evaluations (monitored weekly)
Mobility rates
Retention rates
Suspension Rates
Percent of D’s and F’s
STAR-Academic Early Intervention Reports (monitored each nine weeks)
Nine-Weeks Class assessments
 Lesson Plans (weekly monitoring)
Career-Technical Education (CTE) Competencies
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Melrose High School – Tennessee School Improvement Plan
2010 State Report Card
Writing Express Folio
Comstat Reports
Stanford Law and Math
TEMPLATE 1.5: Data Collection and Analysis
Describe the data collection and analysis process used in determining your strengths and needs. Collection refers to
the types of data gathered. Analysis would be the process used for the full review of all data gathered.
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.
The Melrose High School SIP Leadership Team relies on a number of data sets to establish and
monitor initiatives in accordance with all of the required assurances and certifications. Valid and
high quality data are the underpinnings of best practices that are found throughout our school.
The process of data collection, review, and analysis at Melrose High School is evolving. To
improve overall situational awareness and better inform decision making about academic and
non-academic concerns, the SIP Leadership Team formed a dedicated group, the Data Collection
and Analysis Committee (DCAC). The DCAC characterizes, coordinates, analyzes, and
identifies data gaps/trends/anomalies/needs within and across school programs. The DCAC
serves as the clearinghouse for all data and ensures that collected data is valid and high quality.
The DCAC ensures data analyses are relevant to the school’s mission. In most instances, the
DCAC uses technology and automated tools to facilitate data analysis and display. The DCAC
conducts analyses to inform SIP Leadership Team decisions. The DCAC ensures data analyses
are consistent with federal, state, and local policies and guidelines. The DCAC works closely
with state and city officials to ensure that new data are reliable, secure, and accessible for
analysis.
Stakeholder input is an important part of the data collection and analysis process at Melrose High
School. It ensures that decision making is transparent to all constituencies. Transparency is
critical for credibility and accountability. Consequently, the composition of the DCAC is as
follows: Principal, Assistant Principals, Counselors, Instructional Facilitator, Behavioral
Specialist, Instructional Specialists, Grade Chairpersons, Family Resource Specialist, Attendance
Office Personnel, Educational Assistant, Parents, and Community members. Feeder school staff
and local college representatives are strongly encouraged to be in attendance at monthly DCAC
meetings.
The first step in our data collection and analysis process is to identify academic or non-academic
criteria/benchmarks vital for decision making, increasing the strength and utility of the findings
of the process. Once the points of interest are clearly defined, data collection and analysis
options needed to inform decision making are identified and prioritized. Variables include the
specific kinds of information needed (e.g., quantitative, qualitative), sources of the information
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Melrose High School – Tennessee School Improvement Plan
(e.g., documents, surveys, observations, interviews, focus groups), timing and frequency of data
collection, resources available, and the timeframe of interest for decision making. Our data
collection is designed to produce the types of academic and non-academic information that are
correct, complete, valid, unbiased, and relevant.
Academic and non-academic data are collected from both internal and external sources. At the
school level, data is received and generated in a number of offices. In an effort to establish a
repository for historical and statistical data, all DCAC members are asked to provide a copy of
any relevant data that has been received or generated to the principal and/or the Instructional
Facilitator.
Collaborative discussions between the principal, assistant principals, and
Instructional Facilitator determine if a special call meeting should be held to review and/or
analyze new data that has been received. Prior to each DCAC meeting, copies of appropriate
data are made for distribution to all DCAC members for discussion and review.
A review of existing academic and non-academic data provides information to determine
whether and what type of new data are needed. In the absence of data, the DCAC may elect to
conduct a call for data, develop a strategy for acquiring more data, or conduct an expert
elicitation to supplement existing data. A call for data (based on data gaps identified) may also
be made to determine how to best address a concern. Outcome evaluation is planned at the same
time as the data collection process, so that the data needed to support the evaluation can be
included in the data collection plan.
When new or existing data is reviewed at DCAC meetings, data analysis revolves around the
extraction of useful information about the impacted populations being addressed. This might
include presenting summary statistics, statistical plots, curve fitting, trend forecasting, selecting
certain subsets based on specific criteria, determining sample sizes, or other techniques. Both
descriptive and inferential statistics may be used to arrive at conclusions. The analytical tools
and techniques used in data analysis vary according to the issues/ questions being addressed. The
DCAC ensures that data is used in the appropriate context. DCAC responsibilities and timelines
for completion of deliverables are discussed and assignments made before the conclusion of each
meeting.
Based on the findings of DCAC analyses, concerns/comments/recommendations are written on
how to best address identified academic or non-academic criteria/benchmarks. DCAC reports
will identify issues driving the analysis, the sources and quality of the data, methodology used,
sources of uncertainty and variability, and data gaps and assumptions. After completion, the
draft analysis report will be presented to the SIP Leadership Team as appropriate for comment.
This is followed by a meeting of various stakeholders at which the findings of the data analysis
report are written so that all stakeholders understand the results and are represented by
appropriate personnel. The report will be revised in response to stakeholder comment and peer
review. The final report will effectively communicate the findings of the data collection and
analysis process.
Using the recommendations developed from the DCAC process, the SIP Leadership Team will
proceed with the implementation of a new initiative, the modification of an existing procedure,
or other identified actions.
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Melrose High School – Tennessee School Improvement Plan
As previously stated, the process of data collection, review, and analysis at Melrose High School
is evolving. To date, our data collection and analysis process has revealed the following process
strengths and needs:
Strengths
Needs
-The DCAC is actively supported by the principal.
-Faculty and staff members eagerly anticipate becoming a DCAC member.
-Relevant data sources are available at the state, city, and local levels.
-Although efforts have been made to establish a data acquisitions repository, a
central repository could more effectively house data sets.
-Consistent parent and community involvement are needed at DCAC meetings.
-Consistent feeder school and college-level involvement are needed at DCAC
meetings.
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Melrose High School – Tennessee School Improvement Plan
TEMPLATE 1.6: Report Card Data Disaggregation
Provide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces
for a detailed review. The results would focus on what you learn about the individual data pieces.
TEMPLATE 1.6: Report Card Data Disaggregation
(Rubric Indicator 1.6)
Report Card Data Disaggregation
2011 Report Card Data is currently unavailable.
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Melrose High School – Tennessee School Improvement Plan
TEMPLATE 1.7: Narrative Synthesis of All Data
Give a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.
TEMPLATE 1.7: Narrative Synthesis of All Data
(Rubric Indicator 1.7)
Narrative Synthesis of Data
High School AYP Indicators
Our high school AYP indicators were reviewed for a two-year period. As previously stated, we have fewer than
45 students who are Asian/Pacific Islander, Hispanic, Native American, White, with limited English proficiency,
or with disabilities. Reports in these areas are, therefore, not required, however we use our student demographic
data as it relates to poverty, family issues, and housing facilities has a massive impact.
In 2008, 2009, and 2010 we exceeded the federal benchmark (95%) for the number of students tested in
mathematics. In 2008, 99% of African American students tested in mathematics. In 2009, 99% tested in
mathematics. In 2010, 98% of all students, and of all African American students, tested in mathematics. In 2008,
99% of economically disadvantaged students tested in mathematics. In 2009, 99% tested in mathematics. In
2010, 98% tested in mathematics. In 2008, 2009, and 2010, 100% of students with disabilities tested in
mathematics. As previously stated, every reported student population exceeded the federal benchmark for
students tested.
In both 2008 and 2009, we exceeded the federal benchmark (95%) for the number of students tested in
reading/language arts plus writing. In 2008, 98% of African American students tested in reading/language arts
plus writing. In 2009, 99% tested in reading/language arts plus writing –a one percent increase. In 2010, 98% of
all students, including all African American students, tested in reading/language arts. In 2008, 2009, and 2010,
98% of economically disadvantaged students tested in reading/language arts plus writing. In 2008, 2009, and
2010, 100% of students with disabilities tested in reading/language arts plus writing. As previously stated, every
reported student population exceeded the federal benchmark for the number of students tested.
After new end-of-course requirements were enacted in 2009, rates of proficiency dropped across testing areas due
to the increased requirements for proficient scores. Similar drops occurred across the district as a result of the
new requirements.
In 2008, 73% of African American students tested were proficient in mathematics. In 2009, 75% of African
American students tested were proficient in mathematics. We are proud to have evidenced a 2% increase in the
number of African American students who scored proficient or better in math. Under new requirements in 2010,
17% of African American students were proficient or advanced in mathematics.
In 2008, 74% of economically disadvantaged students tested were proficient in mathematics. In 2009, 74% were
proficient in mathematics. Under new requirements in 2010, 16% of economically disadvantaged students scored
proficient or advanced.
In 2008, 14% of students with disabilities tested were proficient in mathematics. In 2009, 22% were proficient in
mathematics. We are proud to have evidenced an 8% increase in the number of students with disabilities who
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Melrose High School – Tennessee School Improvement Plan
Narrative Synthesis of Data
were proficient in math. Under new requirements in 2010, however, 0% of students with disabilities were
proficient or advanced in mathematics.
Over a two-year period, our African American and economically disadvantaged students progressed from low to
middle achievers in mathematics. Although our students with disabilities evidenced a lower percentage of
students who were below proficient from 2008 to 2009, they remained in the low achiever status. Over the last
two years, the proficiency level in mathematics of students with disabilities has been lower than those of any
other subgroup.
In 2008, 84% of African American students tested were proficient in reading/language arts plus writing. In 2009,
88% were proficient reading/language arts plus writing. We are proud to have evidenced a 4% increase in the
number of African American students who were proficient or better in reading/language arts plus writing. Under
new requirements in 2010, 39% of African American students were proficient or advanced in reading/language
arts plus writing.
In 2008, 86% of economically disadvantaged students tested were proficient in reading/language arts plus
writing. In 2009, 89% were proficient - a 3% increase. Under new requirements in 2010, 41% of economically
disadvantaged students were proficient or advanced in reading/language arts plus writing.
In 2008, 70% of students with disabilities tested were proficient in reading/language arts plus writing. In 2009,
64% were proficient. Under new requirements in 2010, 8% of students with disabilities were proficient or
advanced in reading/language arts plus writing.
Over a two-year period, our African American and economically disadvantaged students progressed to a higher
level of middle achievers in reading/language arts plus writing. Although our students with disabilities evidenced
a lower percentage of students who were below proficient from 2008 to 2009, they remained in the low achiever
status. Over the last two years, the proficiency level in reading/language arts plus writing of students with
disabilities has been lower than those of any other subgroup.
Melrose High School AYP Indicators, 2010
NOTE: We have fewer than 45 students who are Asian/Pacific Islander, Hispanic, Native American,
or White. As a result, these populations are not reflected below.
PROFICIENCY IN MATH
Target:
PROFICIENCY IN READING/LANGUAGE PLUS WRITING
63%
Target:
74%
100
90
80
60
90%
40
20
0
17%
41%
39%
16%
8%
African
Economically
Students
0%
American Disadvantaged w/Disabilities
African
American
Economically
Disadvantaged
High
School
AYP Indicators,
TVAASPlan
Report,
Melrose High
School
– Tennessee
School Improvement
Students
w/Disabilities
Page 20 of 88
and State Report Card 2010
MELROSE HIGH SCHOOL
TEMPLATE 1.8: Prioritized List of Goal Targets
List in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this
prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok
would start.
TEMPLATE 1.8: Prioritized List of Goal Targets
(Rubric Indicator 1.8)
Prioritized List of Goal Targets

Based upon data from EOC, Gateway Assessments, ACT, AP Tests, Benchmark Tests, and
student grades, the main goals of Melrose High School are:
Melrose High School will increase the percentage of all students in all subgroups (All, Black, ED, & SWD) scoring
proficient or advanced in English and Writing from 33% to 74% on the 2011-2012 and from 74% to 87 on the 20122013 EOC test in order to meet the NCLB Benchmark.

Melrose High School will increase the percentage of all students in all subgroups (All, Black, ED, & SWD) scoring
proficient or advanced in Math and Writing from 23% to 63% on the 2011-2012 and from 63% to 81 on the 2012-2013
EOC test in order to meet the NCLB Benchmark.

Melrose High School will increase the graduation rate to 90% in 2011-2012 & 2012-13. (cohorts 2011-12 & 2012-13including on-time and early graduates).
Page 21 of 88
Melrose High School – Tennessee School Improvement Plan
Component 2 – Beliefs, Common Mission and Shared Vision
TEMPLATE 2.1: Beliefs, Common Mission and Shared Vision
Use Template 2.1 to articulate your Beliefs, Common Mission and Shared Vision
Template 2.1: Beliefs, Common Mission and Shared Vision
(Rubric Indicators 2.1 and 2.2)
Beliefs









All students can learn, achieve, and succeed.
Teachers, parents, and the community share the responsibility for the support of the
school’s.
Students should take personal responsibility for their own learning.
Students learn best when they are actively engaged in the learning process.
Every student is entitled to a safe and comfortable learning environment.
Student’s achievement should be monitored, evaluated, and analyzed to ensure a measure
of success for all students.
School curriculum should be grade appropriate and challenge the student’s higher level
thinking skills.
Faculty, parents, students, and community should collaboratively engage in decisionmaking processes that support the school’s mission.
No child will be left behind, as prescribed by the NCLB policy.
Common Mission
Our mission at Melrose High School is to empower students to become productive citizens in an
ever-changing world through a commitment to academic excellence and personal responsibility
as we engage parents, partners, and community stakeholders to maximize every student’s
success.
Page 22 of 88
Melrose High School – Tennessee School Improvement Plan
Shared Vision
Our school will be among the best in the nation in meeting the needs of all stakeholders and
preparing students to achieve proficiency in the classroom and to succeed in life.
Page 23 of 88
Melrose High School – Tennessee School Improvement Plan
TEMPLATE 3.1.a: Curricular Practices
Template 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)
Current Curricular Practices
School uses the
Tennessee Department
of Education state
approved standards
and provides training to
staff in the use of
standards
Lesson Plans
Learning Village
State CLEs, SPIs, and
Checks
Curriculum is
prioritized and
mapped.
School has
established school
wide student
achievement
benchmarks.
School has
implemented a
grade appropriate
cohesive standards
based model for
mathematics
Melrose High School
utilizes curriculum
maps as a teachermade pacing guide.
Melrose High School
utilizes the benchmark
levels of proficiency in
English and Algebra I.
Our school utilizes
the benchmark
levels of proficiency
in Algebra I.
The Administrative
Leadership Team
reviews the
curriculum for
proficiency.
The Discovery
Assessment are
aligned with State
benchmarks and
administered four
times a year in EOC
and twice a year to
determine writing
proficiency.
The Discovery
Assessment are
aligned with State
benchmarks and
administered four
times a year in
EOC to determine
proficiency.
Evidence of Practice (State in
definitive/
tangible terms)
TN Standards
Curriculum Guides
School has
implemented
formative
assessment aligned
with the school
benchmarks
The Discovery
Assessment are
aligned with State
benchmarks and
administered four
times a year in EOC
and twice a year to
determine writing
proficiency.
Stanford Math
Intervention
Program
Discovery
Education System
Yes
Yes
Yes
Yes
Yes
Is the current practice research-based?
Melrose High School – Tennessee School Improvement Plan
Page 24 of 88
Support system is
in place for
enhancing the
quality of
curriculum and
instruction
Teachers engage
in bi-monthly
departmental
meetings to
collaborate on
best instructional
practices.
Monitoring is in place
for enhancing the
quality of curriculum
and instruction
Administrative and
district walk-throughs
are performed
frequently. Staff
members are required
to submit lesson plans
for review and
feedback.
New teachers are
provided with
mentors for the
first year to help
assess strengths
and weaknesses.
The mentors offer
practical advice on
classroom
management,
instructional plans,
and differentiated
teaching
strategies.
Professional
Development Plan
Mentoring Logs
Yes
Yes
Is it a principle & practice of highperforming schools?
Has the current practice been effective
or ineffective?
What data source(s) do you have that
support your answer? (identify all
applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Effective
Effective
Data from Discovery
Education
Assessment,
Graduation Roster
20 Day Attendance
Report, Observations,
Compstat Rerport
Increase performance
on Discovery
Assessments
Formal and informal
evaluations
Syllabus and State
Assessment Scores
Lesson plans, Syllabus.
Classroom
observations, Formative
Assessments, Weekly
Common Assessments,
EOC Results, Data
Notebooks
90% success on
Gateway scores
Increase to 81%on
math and 87% on
English EOC Scores
Increase to 81%on
math and 87% on
English Formative
Assessment results
Administrators monitor
all teachers lesson
plans and syllabus
Whiteboard Protocol
SPI Mastery Charts
MCS Curriculum
Map
Nine Week Syllabi
Continue to monitor
Continue to monitor
Evidence of equitable school support
for this practice
100% of teachers
demonstrate
evidence through
observations and
Nine Week Syllabi
Mandatory district
meetings and
mandatory bimonthly
departmental
meetings for all
teachers
Nine week syllabi
Next Step (changes or continuations)
AYP 2010 and EOC
scores
Assessment Data
Improved Test
Scores
Gateway Scores
EOC Scores
AYP 2010
Gateway scores
Agendas
Sign-in sheets
NCLB Red
Folders
Training Material
Opportunities for
Professional
Development for
all teachers
Curriculum Audits
Observation data
All teachers are
provided with
ongoing
professional
develop-ment in
addition to one on
one training is
provided by the
instructional
facilitator as
needed.
Computer Labs,
Library Media
Center
Continue to
monitor
Ongoing PD
PLCs
Compstat Report
Gateway Scores
EOC Scores
Increase Graduation
Rates.
20 Day Attendance
Reports
All teachers are
provided with ongoing
professional
development
SPI Mastery Charts
Lesson Plans
Continue to monitor
Pre-test
Post-Tests
Weekly Common
Assessment
Disaggregation of
test data for all
teachers
Compstat reports
reveal data for all
teachers
Resources are
designated to all
teachers in each
department to ensure
academic success.
Continue to monitor
Ongoing PD
Continue to monitor
Melrose High School – Tennessee School Improvement Plan
Page 25 of 88
Continue to monitor
3.1
b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES
 TIME
- All educators are allotted 50 minutes a day for planning effectively by using the standards developed by the
State Department of Tennessee each day.
- Educators can receive release time to attend mandated professional development. Information obtained from
the conference will be shared with all staff members or designated staff to enhance the curriculum and focus on
quality work.
- Each Wednesday, educators will have a two-hour PLC or departmental meeting to discuss data and ways to
improve instruction.
- Three (3) in-service days built into the system-wide calendar.
 MONEY
- Each department is given Title I funding to enhance student learning.
- To ensure quality works is performed by all students, teachers will receive additional funding to assist students
who need assistance.
- Our Library Media Center has received a grant to update relevant resources.
- Reading Is Fundamental (RIF) is a grant provided by the federal government to improve reading across the
curriculum.
- To adhere to MCS curriculum standards, state and local funding are spent on materials such as software,
textbooks, ancillary materials, and equipment.
- Funding is also provided for professional conferences/workshops for teachers and parents.
- End-of-course and Gateway coach books are purchased using Title I funds.
- Title I funds used to purchase additional computers, calculators, SMART Boards, printers, projectors, CPS
systems/Mobi,, eBeams, Document cameras, supplement the curriculum, provide professional development
training for staff, parents, and paraprofessionals, and other classroom supplies as needed.


PERSONNEL
- Title I provides a Title I Instructional Facilitator, Curriculum Coordinator, Educational Assistants, and teacher.
- The district, administration, and Title I Instructional Facilitator have provided a curricular framework for a
schedule aligned with the curriculum.
- Department members ensure that the prerequisites and course descriptions are updated yearly.
- Faculty member’s Syllabi are aligned with state standards and ACT standards of transitions.
- Other staff members are given the opportunity to present PLC sessions.
OTHER RESOURCES
- Some of the resources used to prepare our students for state assessments include, but are not limited to, the
following: Gateway Coach Books, End-of Course Coach Books, ACT On-line, Kaplan Books, and reference
books.
- Additional resources are integrated to enhance ‘Quality Work Exhibition’.
- WORKFORCE INVESTMENT NETWORK (W.I.N.) Program, also provides tutorials, ACT preparation, College
Application Fees, and stipend for students participating in the program.
- Stanford Math program was purchase by district and being implemented. Computer lab dedicated to Stanford
Math.
- Inclusion program fully implemented.
- Reading Plus
- Failure Free Reading
Activities will be research based to improve the learning of all students while preparing educators to apply
research to decision making in the classroom.
-
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES
Melrose High School – Tennessee School Improvement Plan
Page 26 of 88
TIME
-
Teachers need more lateral and grade-level planning time.
More time is needed for teachers to meet in Professional Learning Communities.
More time is needed to monitor files of Students with Disabilities to ensure that they are receiving adequate
services.
More SPED/co-teaching/inclusion training to successfully implement inclusion.
More time is needed to work with our over-aged student population
-
More monies are need for technology updates and Student Exhibitions
-
MONEY
PERSONNEL
- Additional staff is needed to ensure SWD are receiving adequate services.
- More teachers are needed to decrease the size of all classes, especially EOC classes.
- Hall monitor is needed to promote an environment conducive to learning.
OTHER RESOURCES
- An additional technology-based learning lab would provide enrichment activities and integrate instruction with
technology for increased progress and achievement.
Melrose High School – Tennessee School Improvement Plan
Page 27 of 88
Melrose High School – Tennessee School Improvement Plan
Page 28 of 88
3.1. c: Curricular Summary Questions
(Rubric Indicator 3.2)
Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Melrose High School has based its curriculum decisions on an array of data disaggregation. By using our SPlan and Data Dashboard to collect data that include: Gateway, Attendance, Graduation Rate, TCAP Writing,
Over-aged for Grades, ACT, SAT, PSAT, Advanced Placement, End-of-Course, PLAN, ELL Assessment,
Literacy Project and Discipline. Each department meet and plan measures to align data to aid students to
master state standards and assessments. This is evidenced through the gains made in Algebra I on the 2011
Algebra I EOC.
Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as curricular practice
challenges identified in the templates above that could be a cause of the prioritized needs identified in
component 1.)



Our major challenge is meeting the needs and graduating our large population of over-age for grade
students.
Another challenge is enabling our special needs student population to achieve AYP status.
We need more textbooks, workbooks, technology, and highly qualified teachers.
Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?
Over-aged for Grade – In lieu of an additional staff person to address these concerns, we have designed a
team to mentor, council, and monitor the progress of this student population through graduation.
Special needs students are given extended time for assignments. After-school tutorial sessions are also
provided to assist with skill development and mastery.
We offer in school intervention, after-school tutoring, and professional development for all teachers.
Melrose High School – Tennessee School Improvement Plan
Page 29 of 88
TEMPLATE 3.2.a: Instructional Practices
Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Current Instructional Practices
Classroom
instruction is
aligned with the
standards based
curriculum
Teacher lesson
plans,
Syllabi, and
curriculum maps
are aligned with
state CLEs, SPIs,
and checks
Whiteboard
protocol
Evidence of Practice (State in
definitive/tangible terms)
Classroom
instruction is
aligned with the
assessments
Teachers
incorporated a
wide range of
research based,
student centered
teaching
strategies
Classroom
teachers and
special needs
teachers attend
weekly
collaborative
meetings to
analyze data in
curriculum from
previous EOC
scores, TVAAS,
TCAP, Formative
assessment and
any other
available scores,
and correlate
instruction to state
standards and
align instruction in
all areas.
Common
Assessments
Syllabi
Lesson Plans
Teachers
incorporated
strategies that
require using all
styles of learning.
We employ
technology to
actively engage
students in the
learning activities.
Modifications are
used for children
with disabilities.
Graphic
organizers, small
group and whole
group instruction,
and cooperative
learning are
further evidence of
how teachers
incorporate
research based
strategies.
Classroom
organization and
management
techniques
support the
learning process
Classroom lesson
plans are
reviewed by the
principal and
assistant
principals. Routine
drop-in visits are
conducted by
administration for
curriculum audits
and observations.
New teachers are
supported by an
effective staff
mentoring
program. Some
collaboration
meetings and
Professional
Development days
are dedicated to
management
issues. New
teacher mentors
work with first year
teachers on
Classroom
instruction
supports the
learning of
students with
diverse cultural
and language
background and
with different
learning needs
and learning
styles
Syllabi
Lesson Plans
Inclusion
Differentiated
Instructional
Strategies
Melrose High School – Tennessee School Improvement Plan
Page 30 of 88
Teaching process
is data-driven
Classroom
Assessments
Formative
Assessment
Data Notebooks
Department
Meetings
Students are
provided with
multiple
opportunities to
receive additional
assistance to
improve their
learning beyond
the initial
classroom
instruction
After school
tutoring
Saturday School
Academic
Bootcamps
Extended
Learning
Extended Contract
SES
ELearning
YES
YES
YES
instructional,
organizational,
and management
techniques that
support the
learning process
YES
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Effective
Effective
Effective
Effective
EOC’s, Formative
Assessments,
Stanford Math,
Pre-Post Tests,
PowerTeacher,
SMS, Report
Cards, Promotion
rate, Writing
Assessments,
ACT, SAT, Syllabi
Data from
Formative
assessment
tests/pretest in
each class/
progress report
grades/individual
assessment/Powe
r , and Teacher
scores in each
class demonstrate
student
achievement
increased to 81%
in math and 83%
in English to reach
state benchmarks
EOC’s, Formative
Assessments,
Stanford Math,
Pre-Post Tests,
PowerTeacher,
SMS, Report
Cards, Promotion
rate, Writing
Assessments,
ACT, SAT
100% of teachers
use Formative
assessment
tests/pretest in
each class/
progress report
grades/individual
assessment/Powe
rTeacher scores in
each class
EOC’s, Formative
Assessments,
Stanford Math,
Pre-Post Tests,
PowerTeacher,
SMS, Report
Cards, Promotion
rate, Writing
Assessments,
ACT, SAT
100% of teachers
use Formative
assessment
tests/pretest in
each class/
progress report
grades/individual
assessment/Powe
rTeacher scores in
each class
EOC’s, Formative
Assessments,
Stanford Math,
Pre-Post Tests,
PowerTeacher,
SMS, Report
Cards, Promotion
rate, Writing
Assessments,
ACT, SAT
100% of teachers
use Formative
assessment
tests/pretest in
each class/
progress report
grades/individual
assessment/Powe
rTeacher scores in
each class
EOC’s, Formative
Assessments,
Stanford Math,
Pre-Post Tests,
PowerTeacher,
SMS, Report
Cards, Promotion
rate, Writing
Assessments,
ACT, SAT
100% of
classroom
instruction use
Formative
assessment
tests/pretest in
each class/
progress report
grades/individual
assessment/Powe
rTeacher scores in
each class
EOC’s, Formative
Assessments,
Stanford Math,
Pre-Post Tests,
PowerTeacher,
SMS, Report
Cards, Promotion
rate, Writing
Assessments,
ACT, SAT
100% of teaching
is based on data
from Formative
assessment
tests/pretest in
each class/
progress report
grades/individual
assessment/Powe
rTeacher scores in
each class
EOC’s, Formative
Assessments,
Stanford Math,
Pre-Post Tests,
PowerTeacher,
SMS, Report
Cards, Promotion
rate, Writing
Assessments,
ACT, SAT
81% of math and
84% of English
students are
meeting the state
benchmarks due
to the use of data
driven decisions
that are based on
Formative
assessment
tests/pretest in
each class/
progress report
grades/individual
assessment/Powe
rTeacher scores in
each class
YES
YES
YES
Is the current practice research-based?
Is it a principle & practice of highperforming schools?
Has the current practice been effective or
ineffective?
What data source(s) do you have that
support your answer? (identify all
applicable sources)
Evidence of effectiveness or
ineffectiveness (State in terms of
quantifiable improvement)
Melrose High School – Tennessee School Improvement Plan
Page 31 of 88
Evidence of equitable school support for
this practice
Next Step (changes or continuations)
All teacher s us
Instructional Plan
Notebooks and
Curriculum guides
are available for
all teachers.
Professional
development is
provided for all
teachers to
actively engage in
curriculum
mapping and
pacing.
Department
meetings are
available for all
teachers. Minutes
from department
meetings are
available to the
administration.
Lesson Plans are
available for all
teachers to
review.
All faculty
members have
access to the
information given
during
professional
development and
inservice.
Professional days
are provided to all
teachers.
We will continue
to use state
standards to
modify our
instruction and the
adoption of
textbooks.
Formative
Assessment
exercises and
Stanford Math will
continue to be
used.
Continue practice
and provide
professional
development on
assessment for
learning.
Continue with
professional
development on
using data to drive
instruction and
data notebook for
entire faculty.
Begin looking at
Common Core
Standards.
All staff and
faculty are
provided with
professional
development and
support.
Educational
assistants, staff
development, and
instructional
materials aid in
the assessing and
modifying the
instruction on our
special needs
students.
This is an ongoing
process. We will
continue to have
parent and
community
meetings to offer
programs and
incentives to
attract diverse
population of
students. Provide
more training in
inclusion.
Melrose High School – Tennessee School Improvement Plan
Page 32 of 88
School wide data
is shared with all
faculty during
Professional
Development.
Grade level data
is shared in
collaborative
meetings with all
special areas
represented
school wide.
Every teacher has
a copy of the
curriculum guide.
To improve their
learning beyond
the initial
classroom
instruction, all
students are given
information on
these after-school
programs
including times
and dates to
attend.
Additional
professional
development
opportunities for
teachers to learn
how to incorporate
differentiated
instruction into
instructional
delivery. Provide
more training in
inclusion.
We will continue
aligning instruction
with state
standards.
TEMPLATE 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
TIME




Leadership team and department PLC meetings are held to review data and address school-wide issues and
operation.
Professional development is designed to help teachers provide quality instruction and incorporate technology and
research-based strategies.
Mentors assigned to new teachers are required to meet at least one hour a week to collaborate and data results, etc.
Regular school-wide Professional Learning Community (PLC) sessions are held each week to collaborate, review
data, address specific PD needs, communicate with parents, and other practices.
MONEY




District funds pay for the Discovery Formative Assessments.
End-of-course and Gateway coach books are purchased using Title I funds.
In an effort to improve instruction, Title I funds are used to purchase additional technology: additional computers,
calculators, SMART Boards, printers, projectors, CPS systems/Mobi, and other classroom supplies.
Title 1 funds are used to supplement curriculum, provide professional development training for staff, parents, and
paraprofessionals.
PERSONNEL


Approximately, 95% of faculty is highly qualified.
Teachers are required to have 57 hours of professional development.
OTHER RESOURCES





Instructional maps can be retrieved from Learning Village.
Stanford Math and Reading Plus programs were purchase by district and being implemented.
Inclusion program fully implemented.
Thinking Maps, Stanford Math, calculators, projectors, SMART Boards, student computer workstations, classroom
libraries, projectors
Two computer labs (One for Stanford math and one for the school) have been purchased with Title I funds.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
TIME





Reduce the number of classroom interruptions
Provide time for meaningful teacher reflection.
Reduce the number of meetings after school due to limited planning time.
Provide time for peer observations on site and off-campus.
Spend more time in weekly PLCs on PD and less time on house keeping information.
MONEY


Funds should be used to purchase more technology (computers, eBeams, document camera, printers, projectors,
laptop computers, desk top computers) and curriculum supplements.
Teachers should be supplied with adequate classroom supplies and materials (paper, ink, printers and books) to
Melrose High School – Tennessee School Improvement Plan
Page 33 of 88
effectively operate a classroom.
PERSONNEL

More teachers are needed in EOC courses to allow students to receive individual attention and smaller classroom
sizes.
OTHER RESOURCES






Need mobile computer labs
Need additional computer lab
Need a reading lab
Need a foreign language library
Professional Development library and resource center for teachers in needed
Professional Development is needed for all teachers.
Melrose High School – Tennessee School Improvement Plan
Page 34 of 88
TEMPLATE 3.2.c: Instructional Summary Questions
Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Teachers are planning lessons based on data to teach to all students. This is evidenced by student performance on
weekly common assessments and formative assessments.
Teachers are beginning to integrate technology in their lessons. This is evidenced through documentation on
lesson plans, syllabi, and observations.
In an effort to improve community relations, several opportunities are included which enable our faculty and
staff to interact with the community. It is our goal to involve each stakeholder in the education of our students .
Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as instructional practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)




Our major challenge is meeting the needs and graduating our large population of over-age for grade
students.
Another challenge is enabling our special needs student population to achieve AYP status.
Based on the data, the performance of English II, Algebra I, and all SWD students.
Our major challenges also include low student performance on the ACT, AP exams, low parental
involvement, lack of common planning time, and student attendance.
Instructional Summary Questions- Narrative Response Required
How will we address our challenges?
Over-aged for Grade – In lieu of an additional staff person to address these concerns, we have designed a
team to mentor, council, and monitor the progress of this student population through graduation.
Special needs students are given extended time for assignments. After-school tutorial sessions are also
provided to assist with skill development and mastery.
The instructional facilitator will work closely with the president of the PTSA to develop a plan to increase
parental involvement.
Title I will fund intervention programs and provide the needed resources.
Melrose High School – Tennessee School Improvement Plan
Page 35 of 88
TEMPLATE 3.3.a: Assessment Practices
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Current Assessment Practices
Evidence of Practice (State in definitive/tangible
terms)
Ensures that the
appropriate
assessments are used
to guide decisions
relative to student
achievement
Teachers use a variety
of programs such as
Stanford Math,
Discovery Education,
Efolio, EdPlan, RTI,
Progress Zone,
Interim Assessments,
Formative
Assessments, Pre and
Post Tests, Common
assessments
Uses a variety of data
points for decision
making relative to
student achievement
We use a wide range
of assessments such
as TCAP, End of
Course Formative
Assessments, shared
probes and teacher
probes. Teacher made
pre and post test are
also used.
Yes
Yes
Yes
Provides
professional
development in
the appropriate
use of
assessment
Professional
Development is
provided to ensure
that all teachers
can interpret data
and use it to drive
instruction. New
teacher mentors
assist first year
teachers in
appropriate
performance and
progress.
Data Notebooks
AVATAR
Transcripts
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Uses student
assessments that are
aligned with the
Tennessee
Department
All assessments given
are aligned with the
state standards since
questions are based
on SPIs.
Formative
Assessments
Weekly Common
Assessments
Provides support and
technical assistance to
teachers in developing
and using assessments.
Professional Development
is provided to ensure that
all teachers can interpret
data and use it to drive
instruction.
AVATAR Transcripts
Sign-in sheets from PLCs
and PD
Provide assessments
information to communicate
with students, parents, and
other appropriate
stakeholders regarding
student learning.
Assessment information is
communicated through mid
nine week progress reports,
report cards, Parent
Teacher conferences, and
letters of concern, parent
notes, and EOC reports.
Parent Link
School Marquee
SMS
Yes
Yes
Yes
Yes
Yes
Effective
Effective
Effective
Is the current practice research-based?
Is it a principle & practice of high-performing
schools?
Has the current practice been effective or ineffective?
What data source(s) do you have that support your
answer? (identify all applicable sources)
TVAAS, AYP, and
EOC data
Report Cards
Test Data
TVAAS, AYP, and
EOC data
Syllabi
Progress reports
Report cards
TVAAS, AYP, and
EOC data
Teacher survey
Lesson Plans
Student
performance
Melrose High School – Tennessee School Improvement Plan
Page 36 of 88
Teacher survey
Formative Assessments
Parent Opinion Survey
SMS Reports
Attendance
Title I resource Room Signin sheet
Evidence of effectiveness or ineffectiveness (State in
terms of quantifiable improvement)
Increased the
percentage of
students scored
proficient on tests
(EOC, Common
assessments,
Formative
Assessments) to
27% in math and
33% in English. Will
continue to improve
and increase the
percentage to 81%
in math and 87% in
English by the
2012-13 school
year.
Increase the
percentage of
students scoring
proficient on tests
(EOC, Common
assessments,
Formative
Assessments) to
81% in math and
87% in English by
the 2012-13 school
year.
Currently using
Formative
Assessments,
Weekly Common
Assessments,
Observation
Curriculum Audits,
PLC Meeting Agenda,
and Minutes to
Professional
development is
provided to assist
with Weekly
Lesson Plans,
Syllabi, and after
Observations to
Student Performance on
assessments
Report cards
Progress reports
Parent teacher conference
sign-in sheets
Title I Annual Meeting
Agendas
Student performance
All teachers base their
assessments on
pacing guides, and the
curriculum maps.
All teachers have
equal access to these
programs to help
guide decisions
related to student
achievements.
The reports from the
collaboration meetings
are given to the
administration and all
teachers.
This program is
available to all
teachers.
This program is available
to all teachers.
Any changes will be
made based on
changes to the state
standards.
Teachers will receive
additional training on
the various models of
the TFAP assessment.
Melrose High School
will continue the
evaluation and
disaggregation of date
to create lesson plans
and daily activities for
the diversified
learners.
We will request
that professional
Development days
are focused on
our areas of
weaknesses.
Any additional support will
be based on needs
indicated in a teacher
survey.
All Melrose High School
teachers use a variety of
means to communicate with
parents and appropriate
stakeholders. Progress
reports, notices of concern,
report cards, notes and
phone calls are some of the
means of communication.
We will continue to monitor
our current practices.
Evidence of equitable school support for this practice
Next Step (changes or continuations)
increase to 81% in
math and 87% in
English by the
2012-13 school
year.
increase to 81%
in math and
87% in English
by the 2012-13
school year.
Melrose High School – Tennessee School Improvement Plan
Page 37 of 88
TEMPLATE 3.3.b: Assessment Gap Analysis
Template 3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)

-
TIME
EOC and AP tests are given in May.
Weekly Common assessments are administered each week.
Pre- and Post-test are given based upon the current unit of study.
Discovery Formative Assessments will be given in September, November, and February.
Practice writing assessments will be given in October, November, and January.
Tenth grade students will take the ACT Plan test in October.
All students in eleventh grade homerooms will take the ACT test in March.

MONEY
- Federal Programs and Grants/Site-Based Pay allocate substitute pay for PD for teachers.
- Extended contract, tutoring after-school, E-learning, SES, and Course Recovery.
- Title I funds are used to purchase End-of-Course coach books and curricular materials.
- Up-to-date technology has been purchased to facilitate the learning process.

PERSONNEL
- Traditional teachers work with EOC Prep.
- Teacher tutor before, after-school, and over the summer paid by MCS funding, Title I, and SES.
- Teacher teams analyze test data.
- Weekly Department meetings are held to analyze data.
- Teachers provide written communication to parents about their child’s success.

OTHER RESOURCES
- E-Learning program, Website subscriptions, Computer lab equipment for state assessment practices.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)
 TIME
- PLC Meetings to analyze assessment data and make plans.
 MONEY
- Need a better technology budget to update all the technology in the school, rental may be an option.
 PERSONNEL
- Need an additional instructional facilitator and a overage for grade assistant principal
- Need more math teachers to assist with Algebra I classes and reduce class size.
- Need teacher assistant for Gateway and EOC classes
 OTHER RESOURCES
- Need an upgrade in technology
-
Additional supplies for EOC courses (curricular materials, ink, paper, printers, computers)
TEMPLATE 3.3.c: Assessment Summary Questions
The following summary questions are related to assessment. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.3.c: Assessment Summary Questions
(Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
The administrative staff, teachers, and students have worked hard to meet the overall state standards of assessment
that reflects we made AYP for the 2011-2012 school years. We are able to communicate our assessment data with
all our stakeholders by using flyers, the marquee, and our school website. Gains were made in all subgroups in
order for our school to make ‘Good Standing’. Parents are encouraged to participate in various activities
at the school including Open House and Curriculum Nights.
Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as assessment practice challenges
identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)
Our major challenges are improving the performance outcome on student achievement as measured by state
assessments, with emphasis on students with disabilities. Increasing the performance outcome of ACT outcomes,
and our graduation rate.
Melrose High School – Tennessee School Improvement Plan
Page 39 of 88
Assessment Summary Questions- Narrative Response Required
How will we address our challenges?
We will continue our strategies that are all ready in place such as adding more technology, professional
development on demand, tutorial programs, peer tutoring, awards programs for success, and aid students to develop
‘Quality Work’ designed to promote rigor to assist in mastering state assessments.
Melrose High School – Tennessee School Improvement Plan
Page 40 of 88
TEMPLATE 3.4.a: Organizational Practices
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
Current Organizational Practices
School is
organized to be
proactive in
addressing issues
that might impede
teaching and
learning
Parents and
community
stakeholders
participate in a
variety of learning
activities such as
PTA meetings,
Open House and
newsletters to
enable them to
extend learning
opportunities in
their home.
School’s beliefs, mission
and shared vision define
the purpose and direction
for the school
All programs, strategies
and policies are driven by
our beliefs, missions, and
vision which is displayed
in our handbook. Visitors
to our website can view
this information
School provides
continuous professional
development
for school leaders
School leaders
participate in a variety
of Professional
development activities:
Framework for
Evaluations Training,
and Differentiated
Instruction Workshop.
yes
yes
yes
yes
School is organized to
engage the parents and
community
in providing
extended learning
opportunities for children
Organizational structures that
contribute to success in
teaching and learning are
special education classes,
supplying children with
disabilities an educational
assistant, inclusion and
differentiated instruction.
Administrative walk-throughs,
hall monitoring during
transition times, parental
contacts are additional
examples of how Melrose is
organized to address issues
that might impede teaching
and learning.
yes
yes
yes
yes
yes
yes
Effective
Effective
Effective
Effective
Effective
Evidence of Practice (State in definitive/tangible
terms)
School is organized to
support a diverse
learning community
through its program and
practices.
Organizational structures
that contribute to success
in teaching and learning
are collaborative
meetings, special
education, literacy
centers, enrichment
programs, afterschool
tutoring programs,
differentiated learning
activities, and New
teacher mentors.
Is the current practice research-based?
Is it a principle & practice of high-performing
schools?
Has the current practice been effective or
ineffective?
What data source(s) do you have that support
your answer? (identify all applicable sources)
Evidence of effectiveness or ineffectiveness (State
in terms of quantifiable improvement)
Evidence of equitable school support for this
practice
NCLB Red Folder,
Professional
Development Log
Sign-In Sheets
Agendas
Approximately 95% of
staff participate in
some form of
professional
development and
document in NCLB
Red Folder or through
Avatar
Formal and informal
observations
Scheduling
Three Redesign
Academies
Through a collaborative
effort from all teachers
and stakeholders,
reviews and revisions
were made to the beliefs
mission statement and
vision. All Stakeholders
were surveyed and the
changes were adopted to
ensure that all students
are addressed
Revisions may be
necessary as new faculty
members are employed.
Next Step (changes or continuations)
Observations
Classroom
walkthroughs
Agendas
Schedules
Nine week syllabus
Flyers,
Agendas, Minutes,
Sign-In Sheets
Student Handbook
Parent Handbook
All classrooms
and key areas
have belief,
mission and
shared vision
posted
Progress Reports
Report Cards
SMS
Nine Week Syllabus
Overall, low number of
consistent parental
involvement.
Family Resource Room is
available for all parents.
All school leaders are
offered professional
development
opportunities
throughout the school
year.
All grade levels
and all special
areas are
represented in this
committee.
All programs listed above
are school-wide and
available for everyone.
Consistent guidelines are
followed in all areas
All programs listed above are
school-wide and available for
everyone. Consistent
guidelines are followed in all
areas
School leaders will
continue to participate
and evaluate
professional
development. The
leadership team will
increase classroom
walkthroughs.
We will monitor
our current parent
advisory
committee and
look for ways to
increase parental
involvement.
We will continue to
identify weaknesses and
provide support and
training where needed.
An increase in incentives
to encourage more
parental support.
We will incorporate learning
strategies that will increase
proficiency in all areas.
Increased course
selections for all
students.
Melrose High School – Tennessee School Improvement Plan
Page 42 of 88
TEMPLATE 3.4.b: Organizational Gap Analysis
Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we
have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy,
or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state
– “What Ought To Be” – which is found in the rubric. Completing Template 3.4.b (the gap analysis) should help
school team members discover “What Ought To Be.”
Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy
questions relative to organizational practices, also to be recorded in Template 3.4.b.
Template 3.4.b: Organizational Gap Analysis
Organizational Gap Analysis – Narrative Response Required
“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)

TIME
-
The school day consists of seven periods, homeroom, and lunch.
Teachers use an array of strategies for instruction.
Mentor teachers work with novice teachers.
Mentor teachers meet with mentor coordinator to monitor progress of mentoring program.
School Leadership Team, guidance staff, office workers, paraprofessionals, ISS support staff, work to ensure
sound learning environment that is conducive for learning.
Teachers and other staff members are strategically places throughout the building to facilitate the changing of
classes.

MONEY
-
The school is funded through the site based budget, and Title I funds which are used to support and/or supplement
school-wide programs, parental involvement efforts, professional development, salaries, benefits, equipment,
textbooks, software, teaching materials, substitute teachers and other resources.

PERSONNEL
-
Approximately 46 teachers, three administrators, and support staff which includes, two guidance counselors,
paraprofessionals, one instructional facilitator, one curriculum coordinator, and one in-school-suspension teacher.


OTHER RESOURCES
Curricular materials and technology.
“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)


TIME
There is a need to have additional time built into the day to have leadership team
Melrose High School – Tennessee School Improvement Plan
Page 43 of 88



meetings.
There is a need to have additional time for administrative staff to work with teachers and
instructional leaders.
MONEY
There is a need to have funds to purchase additional technology for the instructional
leaders.



PERSONNEL
There is a need to have additional members of the leadership team and teachers.

OTHER RESOURCES

There is a need to have additional technology.
Melrose High School – Tennessee School Improvement Plan
Page 44 of 88
TEMPLATE 3.4.c: Organization Summary Questions
The following summary questions are related to organization. They are designed as a culminating activity for your
self-analysis, focus questions discussions, and findings, regarding this area.
Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
The process of shared leadership and input for decision making is one of our strengths. This is evidenced from the leadership
team and instructional specialists meetings .
Organization Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as organizational practice
challenges identified in the templates above, that could be a cause of the prioritized needs identified in component
1.)
Major challenges we face include: encouraging all teachers to consistently use differentiated instructional strategies, student
participation in extended learning programs, teacher support of inclusion practices, providing shared planning periods for all
EOC teachers, limited course selections for the students, continual technology updates, and a problem with secondary literacy
among our students
Organization Summary Questions- Narrative Response Required
How will we address our challenges?
We will address these challenges through continuing to identify students who are experiencing difficulty in all classes and
provide interventions, when appropriate. In addition data notebooks will be issued to faculty which will include AYP reports,
membership 1 students, below proficient students, overage for grade students, attendance and other essential information to
better serve students and address their learning challenges.
Melrose High School – Tennessee School Improvement Plan
Page 45 of 88
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: April 7, 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Which need(s) does this Goal address?
How is this Goal linked to the system’s Five-Year Plan?
Melrose High School will increase the percentage of all students in all subgroups (All, Black, ED, & SWD) scoring
proficient or advanced in English and Writing from 33% to 74% on the 2011-2012 and from 74% to 87 on the 20122013 EOC test in order to meet the NCLB Benchmark.
Students (ALL, Black, Hispanic, Economically Disadvantaged, LED, and SWD) need to improve reading/language
arts/writing skills in order to pass the EOC English II Test, TCAP Writing Assessment, and increase individual scores
on the ACT.
The school shares the District’s goal on student achievement: Accelerate the academic performance of all students.
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 provide professional
development on:

Data Disaggregation

Classroom Performance System
(CPS/Mobi)

Writing Across the Curriculum

Inclusion/ Co-Teaching (SPED)

Thinking Maps/Graphic Organizers
Research-based Literacy Strategies

Differentiated Instruction

Learning Village

Use of State Academic Vocabulary

Discovery Education

ACT Prep

Instructional Curricula, Syllabi,
Whiteboard Protocol

AvatarPowerTeacher Gradebook
TVASS Data Review and Analysis

TEM

OSHA: Classroom Safety

Schoolwide and Classroom
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
August 1,
2011-May
18, 2012
August 6,
2012- May
17, 2013
Person(s)
Responsible
Consultants,
District
Personnel,
Principal,
Assistant
Principals,
Instructional
Facilitator,
Teacher
Leaders,
Literacy
Coach
Projected
Cost(s) &
Funding
Sources
Required
Resources
Instructional
Materials for
each session
Title I
Instructional
Supplies$5,000.00,
Sherita FlakeSalary of Title
Instructional
Facilitator$61,239
Computers
$30,712
Title I
Document
Cameras
$4580
Title I
Melrose High School – Tennessee School Improvement Plan
Page 46 of 88
Evaluation Strategy
Classroom
Observations, Syllabi,
PLC Meeting Reports,
CPS Data, Discovery
Assessment Data,
ACT Kaplan Data,
ACT Plan Post Test
Data, Folio Express
Writing Data
Performance Results
/ Outcomes
Increased
collaboration between
faculty and parents,
increased EOC,
TCAP Writing, and
ACT scores in
reading/language
arts/writing and
enhanced teacher
performance,
knowledge and skills.








Action
Step #2
Procedures and Protocols
Discovery Education
Gender Equity in the Classroom
EdPlan
eBeam
Document Camera
Reading Plus
iPad
Computers
The school will provide academic intervention
programs including:

Extended Contract, Extended
Learning- After school & Saturday
tutoring (Capstone Support, Credit
Recovery, eSchool, Reading Plus,
Stanford Math, Tutoring in Core
Courses/AYP-EOC, EOC Test Blitzs,
Gateway BlitzAP Test Blitz)

SES

EdPlan
October
2011- May
2012,
October
2012-May
2013
Student Progress
Reports & Report
Cards, Teacher
Observations,
Teacher-Made
Assessments, Reading
Plus Data, Stanford
Math Data, CPS Data,
Discovery Education
Assessment Data, End
of Course Test Data,
TCAP Writing
Assessment Data,
ACT Data, Gateway
Assessment Data,
Folio Express Writing
Data
Scores will increase
on state
assessments: better
grades in the
classroom, increased
ACT scores
Instructional
Facilitator,
Extended
Contract
Coordinator,
Extended
Learning
Coordinator,
SES
Coordinator,
Select
English
Teachers
Computers,
Printers, Tutors,
Instructional
Supplies
Smart Boards or
eBeams in each
English
classroom, CPS
units in AYP
classes and
training for those
teachers;
working
computers and
printers in all
English
classrooms
Salary of Title I
Instructional
Facilitator$61,239,
Training funded
by Title I
$,2,500
Classroom
Observations,
examples of student
work; TEMS; NineWeek Syllabi, PLC
meeting reports, CPS
data
Students will take
more responsibility for
their own learning
and will be more
engaged with the
process; this in turn
will increase test
scores
Schedules
SPED MCS
District Budget8 SPED
teachers
Classroom
observations, Syllabi,
PLC Meeting Reports,
CPS Data, Schedules
Increased EOC &
TCAP Writing
Assessments scores.
Action
Step #3
English teachers will use technology (eBeams,
Smart Boards, CPS/Mobi systems,
computers/laptops, projectors, document
cameras) to enhance instruction, increase
student engagement, and interactivity with
lessons, and increase achievement in AYP
areas
August
2011-May
2012,
August
2012-May
2013
Instructional
Facilitator;
English
teachers
Action
Step #4
The school will place SWD (inclusion) in regular
English classes.
August
2011,
August
2013
Counselors,
SPED
Teachers
SES Funds
Title I Extended
Learning Funds
$35,000,
Extended
Contract Funds,
District
Salary of Title I
Instructional
Facilitator$61,239,
Melrose High School – Tennessee School Improvement Plan
Page 47 of 88
Action
Step #5
English teachers will participate in weekly PLCs
with the Curriculum Coordinator to network and
collaborate in sessions (PLC’s) to focus
collectively on teacher learning that leads to
greater student learning across grade levels
and develop common lessons, instructional
strategies, and classroom assessments. These
sessions are designed to increase student
achievement in the classroom and on the EOC
Test and TCAP Writing Assessment.
Each
Tuesday
for the
2011-12 &
2012-13
school
year
Curriculum
Coordinator,
All English II
Teachers
Materials (paper,
copies, etc.) for
each session
Salary of
Curriculum
Coordinator
funded by Title I
$67,147
Instructional
Supplies: $500Title I Funds,
Classroom
Observations, Syllabi,
PLC Meeting Reports,
Test Score Data,
Examples of Student
Work
Conference
Registration &
Travel$2,700.00,
Salary of Title I
Instructional
Facilitator$61,239,
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased
collaboration amongst
faculty, better
communication and
collaboration within
the English
department,
increased number of
students mastering
Language
Arts/Reading/Writing
SPI’s, and enhanced
teacher performance,
knowledge, and skills.
Action
Step #6
Members of the leadership team will attend the
TN High Priority Schools Effective Practices
Conference in Murfreesboro, TN.
August
28-30,
2011,
August
2012
Principal,
Instructional
Facilitator,
Three
teachers
N/A
Action
Step #7
The school will place 9th and 10th grade
students who scored Below Basic and SWD
students in English Plus classes.
August
2011,
August
2012
Counselors,
English
Teachers,
SPED
Teachers
Schedules
Salary of SPED
teachers
Observations
Schedules
Increased EOC &
TCAP Writing
Assessments scores.
Actions
Step #8
SWD students will receive additional support to
prepare for EOC and TCAP testing; this
support will take place in the regular classroom
and through pull-out activities during the day
and after school.
Achievement
data for SWL and
ELL students
SPED MCS
District Budget8 SPED
teachers, Title I
and SES Funds
for tutors
Discovery and Folio
test data; TEMS and
Nine-Week Syllabi
Test scores for
students in these
subgroups will
increase
English Teachers will attend the NCTE Annual
Conference in Chicago, IL
Action
Step #9
August
2011- May
2012,
August
2012- May
2013
November
2011,
November
2012
SPED
Teachers;
English
Teachers
Two English
Teachers
Conference
Registration,
Travel,
Melrose High School – Tennessee School Improvement Plan
Page 48 of 88
$3622.58
(Conference
Travel and
Registration)
Title I
$600.00 2
Substitute
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased knowledge
of new strategies to
improve reading/
language arts/ writing
Increased knowledge
of new strategies to
improve reading/
language arts/ writing
Teachers
Title I
Action
Step #10
Action
Step #11
Teacher Mentoring/New Teacher Network
Meetings- Teacher mentors will meet with new
teachers in a PLC setting to share their ideas
and experiences, grow professionally, and
improve the education of students in the
classroom.
Student schedules and transcripts will be
closely monitored to ensure that all students
are in the correct English classes, Parents of
these students will be actively involved in
ensuring that the students are in the correct
classes and in supporting student success in
these classes.
November
16, 2011,
January
18, 2012,
March 28,
2012,
November
2012,
January
2013,
March
2013
June,
2011-July
2012;
June
2012-July
2013
Instructional
Facilitator,
Assistant
Principal,
Teacher
Mentors,
Proteges
Mentor Stipends
and
Refreshments for
Teacher Network
Meeting
2,100.00
$700.00- Title I
Funds)
Salary of Title I
Instructional
Facilitator$61,239
Light
Refreshments$400.00,
Instructional
Materials$100.00 Title I
Guidance
Counselors;
English
teachers
Access to
student
schedules and
transcripts and
current
graduation
requirements
Salary of two
Guidance
Counselors
funded by MCS
District
Action
Step #12
The school will encourage parent/community
participation via Family Academic Night.
April 2012,
April 2013
Instructional
Facilitator,
English
Teachers,
Parent
Counselor
Action
Step #13
Teachers in all content areas will incorporate
the Tennessee State Academic Vocabulary in
daily instruction through bell work, word walls,
and use of the Whiteboard Protocol
August
2011 –
May 2012;
August
2012-May
2013
Instructional
Facilitator,
Curriculum
Coordinator,
All English
Teachers
Instructional
Materials and
Supplies,
Light
Dinner/Refreshm
ents
(Instructional
Supplies/Materi
als- $100.00
$$61,239,
(salary of
Instructional
Facilitator- Title
I
Light
Dinner/Refresh
ments:
$2000.00- Title I
Tennessee State
Academic
Vocabulary,
Instructional
Supplies
Instructional
Supplies: $200Salary of Title I
Instructional
Facilitator$61,239,
Melrose High School – Tennessee School Improvement Plan
Page 49 of 88
Mentor/Protégé Needs
Assessment,
Mentor/Protégé End of
Year Survey, Weekly
Logs, Peer
Observations
Increased knowledge
and expertise of new
teachers in
reading/language
arts/writing and
improved student
learning in the
classroom.
Student schedules and
transcripts collected
through Chancery;
letter/phone/
conference logs to
parents
Test scores and
student achievement
in English will
increase; parental
involvement will
increase
Sign In Sheets,
Evaluation
Forms/Survey
Attendance
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased parents’
awareness of the
reading/language
arts/writing curriculum
and SPI’s and
informed parents on
what they can do to
assist students with
reading/language
arts/writing at home.
Increased number of
students mastering
Language
Arts/Reading/Writing
SPI’s.
Constant
Reinforcement of
vocabulary will
increased EOC Test
scores and ACT
scores
Action
Step #14
Action
Step #15
Capstone Project-
Implement a more aggressive plan to
effectively drive instruction and address
learning deficiencies. Begin by selecting an
administrator with the exclusive responsibility
for curriculum and instruction.
Teachers will learn how to use the Apple iPad2
to differentiate instruction for students.
Actions
Step #16
Actions
Step #17
Actions
Step #18
Teachers will use the Apple iPad2 to access
the Tennessee State Department of Education
for featured standards aligned podcasts and
featured educator podcasts involving
technology in instruction, effective practice
series, Tennessee Value Added Assessment,
English/LA Arts Standards Training, ACT
Workshop, and AYP Basics for Tennessee. All
of these podcasts can be accessed via iTunes
using the Apple iPad2.
9th and 10th grade students who scored Basic
or below on TCAP/ EOC tests in the previous
year will participate in the Reading Plus
program/ Reading in Content Areas class
August
2011- May
2012,
August
2012-May
2013
August
2011-May
2012,
August
2012- May
2013
August
2011- May
2012,
August
2012-May
2013
12th Grade
English
Teacher
Capstone Project
Research
Manual,
Computers,
Printers, Ink,
Instructional
Supplies
Principal,
Assistant
Principal,
Instructional
Facilitator
Instructional
Materials and
Supplies,
Curriculum
Coordinator
$67,147
Materials and
supplies funded
by the District,
Additional
supplies funded
by Title I
$400.00
Salary of Title I
Instructional
Facilitator$61,239
(Sherita Flake),
Evaluation Rubric for
Capstone Projects
Increased skills in
language arts/reading
/writing.
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased instruction
and decreased
academic
deficiencies.
Instructional
Facilitator
Elizabeth
Smith
English
Teachers
Apple iPad2
Salary of Title I
Instructional
Facilitator$61,239
(Sherita Flake)
Classroom
Observations, Syllabi,
PLC Meeting Reports
August
2011- May
2012,
August
2012-May
2013
Instructional
Facilitator,
English
Teachers,
Curriculum
Coordinator
Apple iPad2
Salary of Title I
Instructional
Facilitator$61,239
(Sherita Flake),
Curriculum
Coordinator
$67,147.00
Classroom
Observations, Syllabi,
PLC Meeting Reports
October
2011- May
2012,
August
2012-May
2013
guidance
counselors,
English
Teachers,
Assistant
Principal
Assistant
Principal of
Instruction
Test score data; data
from Reading Plus
classes
Test data;
teachers to teach
the intervention
classes; class
materials;
training for
teachers
Melrose High School – Tennessee School Improvement Plan
Page 50 of 88
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Low-achieving
students will make
gains on EOC and
TCAP tests
Action
Step #19
Actions
Step #20
Action
Step #21
Actions
Step #22
9th, 10th, and 11th grade students will participate
in practice writing assessments (two Folio tests
for 10th and 11th grade) and data gathered will
be used to plan and modify classroom
instruction in order to target the needs of all
students. Parents will be informed in a timely
manner of the progress their students are
making on these practice tests.
11th and 12th grade students will have access to
personalized ACT tutoring after school and on
Saturdays
ThinkShow
Data (test scores, report card grades) will be
used in conjunction with teacher
recommendations in scheduling students into
advanced classes, including Honors and AP
level courses.
October
2011-May
2012,
October
2012-May
2013
Instructional
Facilitator;
Curriculum
Coordinator,
Guidance
Counselors;
English
teachers
Folio materials
and data
Salary of Title I
Instructional
Facilitator$61,239,
Folio test data; TEMS
and Nine-Week
Syllabi; parent contact
logs; Classroom
Observations, PLC
Meeting Reports
Attendance sheets;
tutoring plans; ACT
test data
Individual ACT scores
will increase
Student Products,
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased student
achievement and the
number of students
mastering Language
Arts/Reading/Writing
SPI’s.
Schedules accessed
through Chancery
SMS
High-achieving
students will be
placed in more
rigorous classes,
while lower-achieving
students will be
placed in classes that
provide more
structure. This will
allow honors/ AP
teachers to increase
the rigor and depth of
study, which in turn
will increase ACT and
EOC test scores
among those
October
2011- May
2012,
August
2012-May
2013
Instructional
Facilitator,
English
Teachers
ACT materials;
PLAN and ACT
data
Salary of Title I
Instructional
Facilitator$61,239
(Sherita Flake),
$11,000
Extended
Learning
Contract
$9,000
Extended
Contract
Proposal
March 1,
2012,
March
2013
LaTonya
Taylor
(Curator),
ThinkShow
Committee,
English
Teachers
Instructional
Materials and
Supplies, Light
Refreshments
Instructional
Materials$500.00 (Title I),
$200.00- Light
Refreshments
(Title I)
August
2011-May
2012,
August
2012-May
2013
Guidance
Counselors;
English
Dept. chairs;
English
teachers
Physical
evidence of past
student
achievement;
test scores,
report cards,
transcripts
Melrose High School – Tennessee School Improvement Plan
Page 51 of 88
Salary of
Guidance
Counselors
funded by the
District
TCAP writing scores
will increase; parental
involvement will
increase
students and will also
improve preparation
for pre-AP and AP
classes
Actions
Step #23
Two English Teachers will observe an English
Teacher at a Cooperating High School that is
meeting the State Benchmarks with similar
demographics.
November
2011,
November
2012
English
Teachers
Apple iPad2,
Materials,
Instructional
Supplies
Classroom
Observations, Syllabi,
PLC Meeting Reports
Two Substitutes
$200 Title I
Funds
Teacher will attend the Annual AP Conference
in Florida
Actions
Step #24
July 2012
July 2013
One AP
English
Teacher
Conference
Travel and
Registration
(Title I)
$2000
N/A
Teachers will attend the Annual ISTE
Conference in San Diego
Actions
Step #25
Actions
Step #26
Action
Step #27
June 2012
June 2013
Teachers will attend the Annual SREB
Conference in Hilton Head
English teachers will use the Discovery
Education Formative Assessment to identify
mastery and non-mastery of SPI’s. It will also
Five
Teachers
Conference
Travel and
Registration
(Title I)
11898.00
N/A
February
2012
February
2013
Three
Teachers
N/A
Sept.
2011February
English II
Teachers,
Instructional
Discovery test
materials and
data supplied by
Conference
Travel and
Registration
(Title I)
3993.00
District FundsDiscovery
Education,
Melrose High School – Tennessee School Improvement Plan
Page 52 of 88
Classroom
Observations, Syllabi,
PLC Meeting Reports
Classroom
Observations, Syllabi,
PLC Meeting Reports
Classroom
Observations, Syllabi,
PLC Meeting Reports
Discovery test data;
TEMS and Nine-Week
Syllabi; parent contact
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Students’ EOC and
TCAP writing scores
will increase. Parental
be used to determine gains and losses. With
this data, teachers will be better able to plan
and modify classroom instruction in order to
target the needs of all students. They will
determine best practices/instructional strategies
to increase student achievement in
reading/language arts/writing. Parents will be
involved in a timely manner of the progress
their students are making of these practice
tests.
Action
Step #28
Action
Step #29
Implement research based practices in reading
that will result in achieving benchmark
status on the Adequate Yearly Progress (AYP)
Report.
The school at all cost should preserve quality
time for instruction. Examples: teaching the full
55 minute period, minimizing intercom
interruptions.
2012,
Sept.
2012February
2013,
Facilitator
MCS
Instructional
Facilitator$61,239
logs; Classroom
Observations; PLC
Meeting Reports
November
2011- May
2012,
November
2012- May
2013
August
2011-May
2012,
August
2012- May
2013
Instructional
Facilitator
Instructional
Materials and
Supplies
Salary of Title I
Instructional
Facilitator$61,239
(Sherita Flake)
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased AYP
Benchmark Status.
Principal,
Instructional
Facilitator,
Assistant
Principals,
English
Teachers,
Curriculum
Coordinator
Instructional
Materials and
Supplies
Salary of Title I
Instructional
Facilitator$61,239
(Sherita Flake),
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased quality time
for instruction.
Melrose High School – Tennessee School Improvement Plan
Page 53 of 88
involvement will
increase.
GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: October 7, 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal
Melrose High School will increase the percent of all students in all subgroups (All, Black, ED, & SWD) scoring
proficient or advanced in Mathematics from 23% to 63% in 2011-2012 and from 63% to 81% in 2012-2013..
Which need(s) does this Goal address?
Students (ALL, Black, Economically Disadvantaged, and SWD) need to improve mathematics skills in order to pass
the EOC Algebra I Test and increase individual scores on the ACT.
How is this Goal linked to the system’s Five-Year Plan?
The school shares the District’s goal on student achievement: Accelerate the academic performance of all students.
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 provide professional development
on:

Analyzing Data

Classroom Performance System
(CPS/Mobi)

TI Graphing Calculators

Writing Across the Curriculum

Inclusion/ Co-Teaching (SPED)

Instructional Practices for SPED

Thinking Maps/Graphic Organizers
Research-based Literacy Strategies

Differentiated Instruction

Learning Village 2.3c

Use of State Academic Vocabulary

Discovery Education

ACT Prep

Instructional Curricula, Syllabi,
Whiteboard Protocol

TeachScape

AvatarPowerTeacher Gradebook
TVASS Data Review and Analysis

TEM

OSHA: Classroom Safety
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
August 1,
2011-May
18, 2012
August 6,
2012- May
17, 2013
Person(s)
Responsible
Consultants,
District
Personnel,
Principal,
Assistant
Principals,
Instructional
Facilitator,
Teacher
Leaders,
Required
Resources
Instructional
Materials for
each session
Projected Cost(s)
& Funding
Sources
Title I
Instructional
Supplies$1500.00,
Sherita FlakeSalary of Title
Instructional
Facilitator$61,239,
Computers
$30,712
Title I
Document
Cameras
$4580
Title I
Melrose High School – Tennessee School Improvement Plan
Page 54 of 88
Evaluation Strategy
Classroom
Observations, Syllabi,
PLC Meeting
Reports, CPS Data,
Discovery
Assessment Data,
ACT Kaplan Data,
ACT Plan Post Test
Data, Folio Express
Writing Data
Performance Results
/ Outcomes
Increased
collaboration between
faculty and parents;
increased EOC and
ACT scores in
mathematics and
enhanced teacher
performance,
knowledge and skills.








Action
Step #2
Action
Step #3
Action
Step #4
Schoolwide and Classroom Procedures
and Protocols
Discovery Education
Gender Equity in the Classroom
EdPlan
eBeam
iPad
Document Cameras
Computers
The school will provide academic intervention
programs including:

Extended Contract, Extended LearningAfter school & Saturday tutoring
(Capstone Support, Credit Recovery,
eSchool, Reading Plus, Stanford Math,
Tutoring in Core Courses/AYP-EOC,
EOC Test Blitzs, Gateway BlitzAP Test
Blitz)

SES

EdPlan
9th
10th
The school will place
and
grade students
who scored Below Basic and SWD students in
Algebra I & Geometry Plus classes.
The school at all cost should preserve quality time
for instruction. Examples: teaching the full 55
minute period, minimizing intercom interruptions.
October
2010- May
2011,
October
2011-May
2012
August
2011,
August
2012
August
2011-May
2012,
August
2012- May
2013
Instructional
Facilitator,
Extended
Contract
Coordinator,
Extended
Learning
Coordinator,
SES
Coordinator,
Select Math
Teachers
Counselors,
Math
Teachers,
SPED
Teachers,
Instructional
Facilitator
Principal, ,
Instructional
Facilitator,
Assistant
Principals,
Math
Teachers
Student Progress
Reports & Report
Cards, Teacher
Observations,
Teacher-Made
Assessments,
Reading Plus Data,
Language! Data,
Stanford Math Data,
CPS Data, Discovery
Education
Assessment Data,
End of Course Test
Data, TCAP Writing
Assessment Data,
ACT Data, Gateway
Assessment Data,
Folio Express Writing
Data
Scores will increase
on state
assessments: better
grades in the
classroom, increased
ACT scores
Schedules
SPED MCS
District Budget-8
SPED teachers,
$$61,239, (salary
of Instructional
Facilitator- Title I
Observations
Schedules
Increased EOC
scores.
Instructional
Materials and
Supplies
Salary of Title I
Instructional
Facilitator$61,239 (Sherita
Flake),
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased quality time
for instruction.
Computers,
Printers, Tutors,
Instructional
Supplies
Melrose High School – Tennessee School Improvement Plan
Page 55 of 88
SES Title I
Funds, Extended
Contract Funds,
Extended
Learning for
tutors Salary of
Title I
Instructional
Facilitator$61,239
Action
Step #5
Math teachers will participate in weekly PLCs to
network and collaborate in sessions (PLC’s) to
focus collectively on teacher learning that leads to
greater student learning across grade levels and
develop common lessons, instructional strategies,
and classroom assessments. These sessions are
designed to increase student achievement in the
classroom and on the EOC Test.
Action
Step #6
Implement research based practices in reading
that will result in achieving benchmark
status on the Adequate Yearly Progress (AYP)
Report.
Action
Step #7
Action
Step #8
Action
Step #9
Math teachers will attend the T3 Conference in
Chicago
ThinkShow
The school will encourage parent/community
participation via Family Academic Night.
Every
Tuesday in
Each
Month for
2011-12 &
2012-13
November
2011- May
2012,
November
2012- May
2013
March 2012
March 2013
March 1,
2012,
March 2013
April 2012,
April 2013
Instructional
Facilitator,
All Math
Teachers
Materials (paper,
copies, etc.) for
each session
Salary of Title I
Instructional
Facilitator$61,239,Instructi
onal Supplies:
$400Title I Funds,
Instructional
Facilitator
Instructional
Materials and
Supplies
Salary of Title I
Instructional
Facilitator$61,239 (Sherita
Flake),
2 Math
Teachers
LaTonya
Taylor
(Curator),
ThinkShow
Committee,
Math
Teachers
Instructional
Facilitator,
English
Teachers,
Parent
Counselor
N/A
$$3314.10
(Travel)
$400
(Substitutes)
Instructional
Materials and
Supplies, Light
Refreshments
Instructional
Materials$500.00 (Title I),
$200.00- Light
Refreshments
(Title I)
Instructional
Materials and
Supplies,
Light
Dinner/Refreshm
ents
(Instructional
Supplies/Material
s- $100.00
$$61,239, (salary
of Instructional
Facilitator- Title I
Light
Dinner/Refreshm
ents: $2000.00Title I
Melrose High School – Tennessee School Improvement Plan
Page 56 of 88
Classroom
Observations, Syllabi,
PLC Meeting
Reports, Test Score
Data, Examples of
Student Work
Increased
collaboration amongst
faculty, better
communication and
collaboration within
the mathematics
department,
increased number of
students mastering
mathematics SPI’s,
and enhanced
teacher performance,
knowledge, and skills.
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased AYP
Benchmark Status.
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased knowledge
of new strategies to
improve mathematics
Student Products,
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased student
achievement and the
number of students
mastering
mathematics SPI’s.
Sign In Sheets,
Evaluation
Forms/Survey
Attendance
Increased parents’
awareness of the
mathematics
curriculum and SPI’s
and informed parents
on what they can do
to assist students with
mathematics at
home. Increased
number of students
mastering
mathematics SPI’s.
Action
Step #10
Members of the leadership team will attend the
TN High Priority Schools Effective Practices
Conference in Murfreesboro, TN.
August 2830, 2011,
August
2012
Action
Step #11
Math teachers will use the Discovery Education
Formative Assessment to identify mastery and
non-mastery of SPI’s. It will also be used to
determine gains and losses. With this data,
teachers will be better able to plan and modify
classroom instruction in order to target the needs
of all students. They will determine best
practices/instructional strategies to increase
student achievement in mathematics. Parents will
be involved in a timely manner of the progress
their students are making of these practice tests.
Sept.
2011February
2012, Sept.
2012February
2013,
Action
Step #12
Action
Step #13
Math teachers will use technology (eBeams,
Smart Boards, CPS/Mobi systems,
computers/laptops, projectors, graphing
calculators, iPads, document cameras) to
enhance instruction, increase student
engagement, and interactivity with lessons, and
increase achievement in AYP areas
August
2011-May
2012,
August
2012-May
2013
Teachers in all content areas will incorporate the
Tennessee State Academic Vocabulary in daily
instruction through bell work, word walls, and use
of the Whiteboard Protocol
August
2011 – May
2012;
August
2012-May
2013
Principal,
Instructional
Facilitator,
and 3
teachers
N/A
Algebra I
Teachers,
Instructional
Facilitator,
Discovery test
materials and
data supplied by
MCS
;
Instructional
Facilitator;
Math
teachers
Smart Boards,
ebeams,
document
cameras, iPads,
graphing
calculators, &
projectors in
each
mathematics
classroom,
CPS/Mobi
systems in AYP
classes and
training for those
teachers;
computers/laptop
and printers in all
mathematics
classrooms
Instructional
Facilitator,
All Math
Teachers
Tennessee State
Academic
Vocabulary,
Instructional
Supplies
Melrose High School – Tennessee School Improvement Plan
Page 57 of 88
Conference
Registration &
Travel- $2,700,
Salary of Title I
Instructional
Facilitator$61,239,
District FundsDiscovery
Education,
Salary of Title I
Instructional
Facilitator$61,239,
Salary of Title I
Instructional
Facilitator$61,239 (Sherita
Flake),
Instructional
Supplies: $100Salary of Title I
Instructional
Facilitator$61,239,
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased knowledge
of new strategies to
improve mathematics.
Discovery test data;
TEMS and NineWeek Syllabi; parent
contact logs;
Classroom
Observations; PLC
Meeting Reports
Students’ EOC
scores will increase.
Parental involvement
will increase.
Classroom
Observations,
examples of student
work; TEMS; NineWeek Syllabi, PLC
meeting reports, CPS
data
Students will take
more responsibility for
their own learning
and will be more
engaged with the
process; this in turn
will increase test
scores
Classroom
Observations, Syllabi,
PLC Meeting Reports
Constant
Reinforcement of
vocabulary will
increased EOC Test
scores and ACT
scores
Teacher Mentoring/New Teacher Network
Meetings- Teacher mentors will meet with new
teachers in a PLC setting to share their ideas and
experiences, grow professionally, and improve
the education of students in the classroom.
Action
Step #14
Action
Step #15
Teachers will use the Apple iPad2 to access the
Tennessee State Department of Education for
featured standards aligned podcasts and featured
educator podcasts involving technology in
instruction, effective practice series, Tennessee
Value Added Assessment, Mathematics
Standards Training, ACT Workshop, and AYP
Basics for Tennessee. All of these podcasts can
be accessed via iTunes using the Apple iPad2.
Teacher will attend the Annual AP Conference in
Florida
Action
Step #16
Action
Step #17
August
2011- May
2012,
August
2012-May
2013
July 2012
July 2013
Implement a more aggressive plan to effectively
drive instruction and address learning
deficiencies. Begin by selecting an administrator
with the exclusive responsibility for curriculum
and instruction.
Teachers will learn how to use the Apple iPad2 to
differentiate instruction for students.
Action
Step #18
Action
Step #19
November
16, 2011,
January 18,
2012,
March 28,
2012,
November
2012,
January
2013,
March 2013
SWD students will receive additional support to
August
2011-May
2012,
August
2012- May
2013
August
2011- May
2012,
August
2012-May
2013
August
2011- May
Instructional
Facilitator,
Assistant
Principal,
Teacher
Mentors,
Proteges
Instructional
Facilitator
Mentor Stipends
and
Refreshments for
Teacher Network
Meeting
Apple iPad2
One AP
Math
Teacher
N/A
Principal,
Assistant
Ptincipal,
Instructional
Facilitator
Instructional
Materials and
Supplies,
2,100.00
$700.00- Title I
Funds)
Salary of Title I
Instructional
Facilitator$61,239
Light
Refreshments$400.00,
Instructional
Materials$100.00 Title I
Salary of Title I
Instructional
Facilitator$61,239 (Sherita
Flake)
Mentor/Protégé
Needs Assessment,
Mentor/Protégé End
of Year Survey,
Weekly Logs, Peer
Observations
Classroom
Observations, Syllabi,
PLC Meeting Reports
Conference
Travel and
Registration
(Title I)
$2000
Classroom
Observations, Syllabi,
PLC Meeting Reports
Salary of Title I
Instructional
Facilitator$61,239 (Sherita
Flake),
Classroom
Observations, Syllabi,
PLC Meeting Reports
Increased knowledge
and expertise of new
teachers in
mathematics and
improved student
learning in the
classroom.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC
assessment scores;
Better grades in the
classroom.
Increased knowledge
of new strategies to
improve mathematics.
Increased instruction
and decreased
academic
deficiencies.
Instructional
Facilitator
Elizabeth
Smith
Apple iPad2
Salary of Title I
Instructional
Facilitator$61,239 (Sherita
Flake)
Classroom
Observations, Syllabi,
PLC Meeting Reports
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC
assessment scores;
Better grades in the
classroom.
SPED
Teachers;
Achievement
data for SWD
SPED MCS
District Budget- 8
Discovery test data;
TEMS and Nine-
Test scores for
students in these
Melrose High School – Tennessee School Improvement Plan
Page 58 of 88
prepare for EOC testing; this support will take
place in the regular classroom and through pullout activities during the day and after school.
2012,
August
2012- May
2013
Instructional
Facilitator
students
SPED teachers,
Title I Funds for
tutors
Week Syllabi
Action
Step #20
Data (test scores, report card grades) will be used
in conjunction with teacher recommendations in
scheduling students into advanced classes,
including Honors and AP level courses and Dual
Enrollment classes
August
2011-May
2012,
August
2012-May
2013
Guidance
Counselors;
Math Dept.
chair; Math
teachers
Physical
evidence of past
student
achievement;
test scores,
report cards,
transcripts
N/A
Schedules accessed
through Chancery
SMS
Actions
Step #21
Two Math Teachers will observe an Algebra
Teacher at a Cooperating High School that is
meeting the State Benchmarks with similar
demographics.
November
2011,
November
2012
Math
Teachers
Apple iPad2,
Materials,
Instructional
Supplies
Two Substitutes
$200 Title I
Funds
Classroom
Observations, Syllabi,
PLC Meeting Reports
Teachers will attend the Annual ISTE Conference
in San Diego
Actions
Step #22
June 2012
June 2013
Five
Teachers
N/A
Melrose High School – Tennessee School Improvement Plan
Page 59 of 88
Conference
Travel and
Registration
(Title I)
11898.00
Classroom
Observations, Syllabi,
PLC Meeting Reports
subgroups will
increase
High-achieving
students will be
placed in more
rigorous classes,
while lower-achieving
students will be
placed in classes that
provide more
structure. This will
allow honors/ AP
teachers to increase
the rigor and depth of
study, which in turn
will increase ACT and
EOC test scores
among those
students and will also
improve preparation
for pre-AP and AP
classes.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Teachers will attend the Annual SREB
Conference in Hilton Head
Actions
Step #23
Action
Step #24
Action
Step #25
Action
Step #26
Action
Step #27
February
2012
February
2013
Three
Teachers
The school will place students basic and below
basic in mathematics in a Stanford Math
intervention class that is in addition to their
regular Algebra I class. Teachers will increase
usage of Stanford Math by using the Stanford
Math lab Daily.
August
2011- May
2012,
August
2012-May
2013
Math
Teacher,
Full-time
Education
Assistant,
The school will place SWD (inclusion) in regular
mathematics classes.
August 8,
2011,
August 6,
2012
Counselors,
SPED
Teachers,
Instructional
Facilitator
Teachers will use MCS curriculum maps for
rigorous lesson planning and instruction.
August
2011-May
2012,
August
2012-May
2013
11th and 12th grade students will have access to
personalized ACT tutoring after school and on
Saturdays
October
2011- May
2012,
August
2012-May
2013
Math
teachers,
Instructional
Facilitator;
Instructional
Facilitator,
Extended
Contract
Coordinator,
Extended
Learning
Coordinator,
SES
Coordinator
N/A
Computers,
printers,
instructional
supplies
Schedules
Conference
Travel and
Registration
(Title I)
3993.00
Title I- Salary of
Full-time
Computer
Assistant$17,934
Computers
$15.356
Printer
$200
SPED MCS
District Budget- 8
SPED teachers
Sherita FlakeSalary of Title
Instructional
Facilitator$61,239,
Classroom
Observations, Syllabi,
PLC Meeting Reports
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Careful analysis of
data generated by the
program
Increased EOC
scores.
Classroom
observations, Syllabi,
PLC Meeting
Reports, CPS Data,
Schedules
Increased EOC
scores.
MCS curriculum
maps, Learning
Village
Salary of Title I
Instructional
Facilitator$61,239 (Sherita
Flake),
Classroom
Observations, TEMS;
Nine-Week Syllabi,
PLC meeting reports
Increased EOC
scores
ACT materials;
PLAN and ACT
data
Salary of Title I
Instructional
Facilitator$61,239 (Sherita
Flake), SES,
Extended
Contract,
Extended
Learning funds
for tutors
Attendance sheets;
tutoring plans; ACT
test data
Individual ACT scores
will increase
Melrose High School – Tennessee School Improvement Plan
Page 60 of 88
GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)
Revised DATE: ______09-30-11______________
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?
Melrose High School will increase the graduation rate to 90% in 2011-2012 & 2012-13. (cohorts 2011-12 & 2012-13including on-time and early graduates).
To accomplish the mastery of the NCLB state mandated standards and assessments requirement for increasing the
graduation rate according to the high school AYP benchmark of 90%..
This goal supports the Memphis City Schools Five Year Comprehensive PD Plan 2007-2012:
Strategic Goal 1 page 6 - STUDENT ACHIEVEMENT: Accelerate the academic performance of all students & Goal
5-Safety: Maintain a positive, safe and respectful environment for all students and staff
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
Students will have opportunities for career and
post-secondary planning, including a Career
and College Fair (academy), financial aid
workshops, and academic informational
speakers.
Action
Step #2
The school will provide academic intervention
programs including:

Extended Learning- After school ,
Extended Contract, SES, & Saturday
tutoring (Capstone Support, Credit
Recovery, eSchool, Language!,
Reading Plus, Stanford Math, Tutoring
in Core Courses/AYP-EOC, EOC Test
Blitz’s, Gateway Blitz, Academic
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
August
2011- May
2012,
August
2012-May
2013
Guidance
Counselors
October
2011- May
2012,
October
2012-May
2013
Principal,
Assistant
Principal,
Instructional
Facilitator,
Extended
Contract
Coordinator,
Extended
Required
Resources
Printer, postage,
banners, signs,
refreshments,
sponsors for the
college/ career
fair, speakers
Computers,
Printers, Tutors,
Instructional
Supplies, Data
from 8th grade
TCAP
Projected Cost(s)
& Funding
Sources
Evaluation Strategy
Performance Results
/ Outcomes
Salary of
Guidance
Counselors
funded by MCS
District
Career and College
contacts; Capstone
and portfolio projects
will reflect knowledge
gained at the fair
Students will have
information about a
variety of postsecondary
opportunities and will
be better prepared to
make decisions about
what to do after
graduation.
SES Title I
Funds, Extended
Contract Funds,
for tutors Salary
of Title I
Instructional
Facilitator$61,239.00
Student Progress
Reports & Report
Cards, Teacher
Observations,
Teacher-Made
Assessments,
Reading Plus Data,
Language! Data,
Stanford Math Data,
Scores will increase
on state
assessments: better
grades in the
classroom, increased
ACT scores
Melrose High School – Tennessee School Improvement Plan
Page 61 of 88
Coaching, AP Test Blitz)

SES

EdPlan
(Interventions will be used beginning with incoming 9th graders who are at-risk.)
Action
Step #3
Action
Step #4
Action
Step #5
Action
Step #6
The school will continue to strengthen the
Freshman Academy to implement strategies to
increase graduation rate.
Develop an environment to promote and
reward achievement. Examples: Freshmen
Academy, attendance rewards, Achievement
Incentives, and public recognition.
The school will promote parent and community
involvement by:

Offering a workshop on graduation
requirements- Commitment to
Graduate

TN Diploma Project

Monthly PTSA meetings with teachers
present to present strategies,
materials, and resources to help
parents.

School’s Site Based Decision Making
Council

Title I Parent Meetings

Senior Intervention Night
The guidance counselors will use Kuder and
College for tn.org to receive intensive guidance
in goal setting career and academic goals.
Learning
Coordinator,
SES
Coordinator,
Guidance
Counselors
August
2011- May
2012,
August
2012-May
2013
August
2011- May
2012,
August
2012-May
2013
Freshman
Academy
Administrato
r, Freshman
Academy
Teachers
Principal,
Assistant
Principals,
Instructional
Facilitator
CPS Data, Discovery
Education
Assessment Data,
End of Course Test
Data, TCAP Writing
Assessment Data,
ACT Data, Gateway
Assessment Data,
Folio Express Writing
Data
Computers,
Printing,
Transportation
Incentives,
rewards, snack
items
N/A
$500- Site Based
Budget,
Donations from
Adopters,
Business,
Community
Salary of Title I
Instructional
Facilitator$61,239.00
August
2011- May
2012,
August
2012-May
2013
Instructional
Facilitator,
Counselors,
Guidance
Counselor,
Flyers, Postage,
Curriculum
Materials
Title I Funds
(Instructional
Supplies/Material
s-$100.00
$61,239.00Salary of
Instructional
FacilitatorSherita Flake
Light
Refreshments$250.00 (Title I)
October
2011- May
2012,
Guidance
Counselor
Handouts and
workshops for
parents and
Title I funds for
tutors
Melrose High School – Tennessee School Improvement Plan
Page 62 of 88
Summary Report,
Attendance Reports,
Student Surveys,
EOC Scores
Increased EOC
scores and fewer
drop-outs.
Student Attendance,
Grades, Test Scores,
Increased student
achievement.
Attendance data
about PD and
meetings; Parental
evaluation of the
workshop
Increased parental
involvement and
understanding of the
importance of
graduation
requirements in
meeting AYP; Parent
and community
stakeholders will be
more involved and
students will be more
engaged with their
own success.
Kuder Data; Careful
analysis of student
success rate upon
Students will have
specific career and
academic goals for
October
2012- May
2013,
students on the
three graduation
paths, Kuder
August
2011- May
2012,
August
2012-May
2013
Access to old
and new
graduation
requirements;
Copies of
graduation
requirements
Action
Step #7
All stakeholders (administrators, guidance
counselors, Guidance Counselor, teachers,
parents, and students) will be aware of and
understand graduation requirements for 20112012 seniors and for underclassmen.
Action
Step #8
The school will implement accommodations for
SWD who are working on Capstone and will
provide additional support throughout the
Capstone process for all students; Parents of
senior students will be informed of the
Capstone project at each stage, and parents of
SWD will be informed of accommodations
being made.
October,
2011April, 2012
SPED
teachers;
Senior
English
teachers
Action
Step #9
The school will provide E-learning courses for
new course material. The school will also
provide opportunities for students to repeat
classes in Credit Recovery, so that students
can graduate on time.
Septembe
r 2011May 2012,
Septembe
r 2012May 2013
Guidance
Counselor,
Extended
Learning
Teachers
The Guidance Counselor, Homeroom
Teachers, School Counselors will evaluate all
9th -12th grade transcripts to ensure students
are on target to graduate on time.
August
2011- May
2012,
August
2012-May
2013
Guidance
Counselor,
Guidance
Counselors,
Homeroom
Teachers
Action
Step #10
Action
Step #11
11th and 12th grade students will have access to
personalized ACT tutoring after school and on
Saturdays
Action
Step #12
All teachers will implement best practices in
their daily instruction.
October
2011- May
2012,
August
2012-May
2013
August
2011-May
2012,
Principal,
Assistant
Principals,
Guidance
Counselors
completion of the
sessions
Salary of
Guidance
Counselors
graduation.
Schedules and
transcripts
All stakeholders will
have a common
understanding of
exactly what is
required for
graduation and
students will be better
prepared to meet
those requirements
All students will
successfully complete
Capstone papers and
products
Capstone Project
Research
Manual,
Computers,
Printers, Ink,
Instructional
Supplies
SPED MCS
District Budget- 8
SPED teachers
Documentation that
accommodations
have been drafted
and implemented;
modified Capstone
assignments and
completed Capstone
papers/ products
Computers
Salary of
Guidance
Counselor
Careful analysis of
student success rate
upon completion of
the course
Students will receive
credit for the courses
passed.
Student Schedules,
Progress Reports and
Report cards,
attendance data
through Chancery
Students will be
scheduled in the
correct classes and
will be able to achieve
at a higher level;
Increased number of
on-time graduates
and decreased
dropout rate.
Attendance sheets;
tutoring plans; ACT
test data
Individual ACT scores
will increase
Evaluate EOC
results, Progress
reports, Report cards
Increased student
achievement and
graduation rate
Guidance
Counselor
Computer,
Printer,
Transcripts
Instructional
Facilitator
ACT materials;
PLAN and ACT
data
All teachers,
Instructional
Facilitator,
Professional
Development
Salary of Title I
Instructional
Facilitator$61,239.00
(Sherita Flake),
District for tutors
Salary of Title I
Instructional
Facilitator-
Melrose High School – Tennessee School Improvement Plan
Page 63 of 88
August
2012-May
2013
Action
Step #13
Two Math Teachers will observe an Algebra
Teacher at a Cooperating High School that is
meeting the State Benchmarks with similar
demographics.
November
2011,
November
2012
$61,239.00
(Sherita Flake)
Math
Teachers
Apple iPad2,
Materials,
Instructional
Supplies
Teachers will attend the Annual ISTE
Conference in San Diego
Action
Step #14
June 2012
June 2013
Teachers will attend the Annual SREB
Conference in Hilton Head
Action
Step #15
Action
Step #16
Counselor will attend the Tennessee
Counseling Association Annual Conference
Five
Teachers
N/A
February
2012
February
2013
Three
Teachers
N/A
November
2011
November
2012
Guidance
Counselor
N/A
Two Substitutes
$200 Title I
Funds
Conference
Travel and
Registration
(Title I)
11898.00
Conference
Travel and
Registration
(Title I)
3993.00
Conference
Registration
$275.00
Melrose High School – Tennessee School Improvement Plan
Page 64 of 88
Classroom
Observations, Syllabi,
PLC Meeting Reports
Classroom
Observations, Syllabi,
PLC Meeting Reports
Classroom
Observations, Syllabi,
PLC Meeting Reports
Graduation Rates,
Student Attendance
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Enhanced teacher
performance,
knowledge and skills
with technology;
Increased EOC and
TCAP writing
assessment scores;
Better grades in the
classroom.
Increased Graduation
rates and student
attendance, Overall
improved student
performance and
parental involvement
Melrose High School – Tennessee School Improvement Plan
Page 65 of 88
Component 5 – The School Improvement Plan and Process Evaluation
TEMPLATE 5.1: Process Evaluation
The following summary questions are related to Process. They are designed as a culminating activity for you to
analyze the process used to develop the school improvement plan.
TEMPLATE 5.1: Process Evaluation
(Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning process?
 BEFORE any TSIP committee member were identified and BEFORE PLANS were formulated, the TSIP
co-chairs conducted a communications blitz that invited stakeholders to get involved in school
improvement and serve on TSIP committees.
 Information-sharing sessions were scheduled to recruit and engage stakeholders in school improvement
activities.
 After several information-sharing sessions, stakeholders were identified for various TSIP committees.
 Every phase of planning and every TSIP committee engaged the time, talent, wisdom, and energies of all
stakeholders.
 The composition of TSIP committees, agenda, sign-n-sheets, minutes, surveys, questionnaires, inventories,
and various other communications are further evidence that a collaborative process was used throughout
our entire planning process.
 Summarily, a collaborative process was used throughout the entire planning process AND in the
development of the TSIP.
Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?
At Melrose High School, data drives our planning process and school improvement decisions. The first evidence of
our alignment of data with goals is in the establishment of our Data Collection and Analysis Committee (DCAC),
which is a stakeholder-comprised body. Evidence of this committee’s year-long focus and engagement with our
data and goals can be found in their agendas, minutes, and various other communications that cited data collection,
analyses, and recommendations. Evidence of alignment between our data and our goals is also found in our
principal’s meeting agendas and other administrative communications. Further evidence of alignment between our
data and our goal is found in departmental agendas and minutes. Evidence of alignment between our data and our
goals is found in the lesson plans of our teachers – lesson plans that reflect data-driven modifications and strategies
to more accurately meet the needs of students. Evidence of alignment between our data and our goals is cited on the
bulletin boards and whiteboard protocol of EOC teachers who display and integrate the results of formative
assessment.
Our complaint of data is outlined in Component 1b. The data was selected and used because of its intrinsic
alignment with our goals. Further proof of alignment between our data and our goals is as follows:
ALIGNMENT OF OUR DATA ABD GOAL1:
Goal 1: Improve performance outcomes by 27 % to 63% on student achievement as measured by state
assessments: English/TCAP Writing, and End-of-Course testing with emphasis on white, Hispanic
Native American, Asian/Pacific Islander, SWD, ESL, and ED subgroups.
Goal 2: Data Alignment: Formative Assessment: TCAP results from feeder school: Tennessee EOC Results for
Math, Reading/Language Arts, Science: AYP Proficiency Rates , NCLB Report Card Melrose High School, TSIPPAdvancED Report 2009-2012.
Goal 3: SIG/Title 1 grant funds are being used to purchase technology and other resources for the classrooms.
Evidence of Alignment of Data and Goals – Narrative response required
Goal 4: Extended Learning program that includes intervention (Capstone Support, Credit Recovery, Language
Reading Plus, Standford Math, Tutoring in Core Courses and AYP Courses, Gateway) and enrichment options
(ACT English and Math Prep, Dual Enrollment, Academic Coaching, Online Learning, Service Learning, AP
Testing) will greatly contribute to exceed the benchmark of 74% in reading and writing and 63% in Math (20112012) and 87% in reading and writing and 81% in Math (2012-2013).
This data was used to develop and prioritize our goals.
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?
As previously stated, stakeholders played an integral role in the TSIP planning process and in its development.
Evidence of our communication of the TSIP to all stakeholders includes, bur is not limited to, the following
 Mail-outs of agendas, information-sharing sessions, and meet dates to the homes of parents/guardians of
2011-2012 students.
 Handouts of agendas, information-sharing sessions, and meeting dates given to 2011-2012 students to take
home to their to parents/guardians
 School marquee postings of information-sharing sessions and meeting dates
 Minutes from TSIP information-sharing sessions and TSIP meetings that encourage and list opportunities
for involvement
 Minutes from PTSA meetings that address the TSIP and opportunities for involvement
 Copies of the TSIP are available at all PTSA meetings.
 Copies of the TSIP are distributed to faculty and staff.
 Copies of the TSIP are at department meetings.
 Copies of the TSIP are available in the main office.
 Copies of the TSIP are available in the library.
 Copies of the TSIP are available at information-sharing sessions.
 Copies of the TSIP are available at Student Council meeting.
 Copies of the TSIP are available at Melrose-based community activities.
 Copies of the TSIP are available in administrative offices.
 Copies of the TSIP are available in the Parent Resource Center.
 Copies of the TSIP are available on the school web site.
 Copies of the TSIP are available in the Library Media Center.
 Availability of the TSIP is included in parent and school newsletters.
Melrose High School – Tennessee School Improvement Plan
Page 67 of 88
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative
response required
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in
Component 4?
At information-sharing sessions and TSIP meetings, stakeholders developed MHS beliefs, vision, mission, and
goals. Agendas, notes, and minutes provide an overview of these discussions.
Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and
Organization – Narrative response required
What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of
curriculum, instruction, assessment and organization in Component 3?
At information-sharing sessions and TSIP meetings, stakeholders made every effort to ensure alignment of
curriculum, instruction, assessment, organization and our action steps. Agendas, notes, and minutes provide an
overview of these discussions.
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?
Our planning process is fundamentally sound. Stakeholders are involved in every aspect of planning and
development. From the onset of planning, our stakeholders demonstrate interest and commitment to school
improvement. At some point, however the presence of our “external” stakeholders begins to dissipate before the end
of the school year. As we endeavor to improve our planning process, our challenge is to maintain consistent
involvement of all stakeholders from beginning to end.
Melrose High School – Tennessee School Improvement Plan
Page 68 of 88
TEMPLATE 5.2: Implementation Evaluation
The following summary questions are related to TSIPP Implementation. They are designed as a culminating
activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are
implemented.
TEMPLATE 5.2: Implementation Evaluation
(Rubric Indicator 5.2)
Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps?
As evidence by agendas and minutes from information-sharing sessions with stakeholders, our pan to begin
implementation of the action steps is as follows:
 Schedule a series of meetings with stakeholders to discuss and review action plans. It is imperative that all
stakeholders clearly understand school goals, the specified timeline for action steps, the alignment of action
steps with school improvement, and the importance of using data to make informed decisions and improve
student learning.
 Conduct a series of meetings with stakeholders to discuss and review action plans.
 For each goal, the Leadership team will meet persons responsible for an action step to clarify their role and
expectations.
 Before implementation of action steps, the adequacy of physical, monetary, and human resources will be
verified.
 Before implementation of action steps, evaluation strategies will be organized and in place.
 Before implementation of action steps, the process for collecting, analyzing, discussing, reporting, and
distributing performance results and outcomes will be organized and in place.
 The action steps in the SIP are currently being implemented for 2011-2012 school year.
 Faculty will use the SIP Implementation and Impact Check monitoring instrument to monitor
implementation of the plan at least three times during the school year.
 Discovery Formative Assessment (Sept20-23, Nov.15-18, Feb.21-24, )
 Explore and PLAN (October 25)
 EOC U.S. History (Nov. 28), (May 7,)
 EOC Algebra II (Nov. 29), (May 8)
 EOC English III (Nov. 30), (May 9)
 EOC English I (Dec. 1), (May10)
 EOC Algebra I (Dec. 6). (May1)
 EOC English II (Dec. 7), (May 2)
 EOC Biology (Dec. 8). (May 3)
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
As evidenced by agendas and minutes from meetings (staff meetings, department meetings, TSIP committee
meetings, information-sharing sessions, and parent meetings), data is reviewed and integrated to improvement
student learning. Further evidence of our use and integration of data is seen in the development and finalization of
every TSIP component.
Our plan for data use and integration is as follows:
 The Data Collection and Analysis Committee (DCAC) will collect and analyze vital academic or non
academic data.
 The DCAC will prepare reports and make recommendations to the TSIP ‘Leadership Team.
 The TSIP Leadership Team will use data and recommendations to make data –driven decisions regarding
continuous school improvement and increased student learning.
 The TSIP Leadership Team will use data to measure student progress.
Melrose High School – Tennessee School Improvement Plan
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













The TSIP Leadership Team will use data to identify trends, gaps, and the root causes of gaps.
The TSIP Leadership Team will use data to measure the effectiveness of action steps.
The TSIP Leadership Team will use data to determine if actions steps should be modified or adjusted.
The TSIP Leadership Team will use data to guide curriculum development.
The TSIP Leadership Team will use data to assess instructional effectiveness.
The TSIP Leadership Team will use data to allocate resources wisely.
The TSIP Leadership Team will use data to measure the effectiveness of action steps.
The TSIP Leadership Team will use data to promote accountability.
The TSIP Leadership Team will use data to meet district, state, and federal reporting requirements.
At regular and called information-sharing sessions and meetings, data reports and data integration will be
clearly and effectively presented to stake holders with a focus on causes, not gathering and displaying data.
Data will be used to build capacity at both local and district levels.
Meet state and federal reporting requirements
Maintain educational focus
Show trends (but not necessarily solutions)
Melrose High School – Tennessee School Improvement Plan
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TEMPLATE 5.3: Monitoring and Adjusting Evaluation
The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a
culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan
leads to effectively supporting and building capacity for improved student achievement for all students.
TEMPLATE 5.3: Monitoring and Adjusting Evaluation
(Rubric Indicator 5.3)
Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the
Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role
they will play in the monitoring process.
September 26, 27, 28, 2011-October/May, 2012
-Chairperson Sharita Flake will be responsible for preparing and providing formative assessment data to members of
the School Leadership Team for review.
-The Melrose High School Leadership Team will meet to sustain the Tennessee School Improvement Planning
Process.
-Chairperson Sharita Flake will be responsible for ensuring that all stakeholders are represented and having a voice
in the review of data analysis.
May 26, 2012
-Chairperson Sharita Flake will be responsible for ensuring that each member of the School Leadership Team
receives a copy of the data analysis.
-The Melrose High School Leadership Team will convene to sustain the Tennessee School Improvement Planning
Process.
-The Component Teams will review the TSIP each nine weeks.
-Chairperson Sharita Flake will be responsible for ensuring that all stakeholders are represented and have a voice in
the review of data analysis.
Evidence of a Process for Monitoring Plan – Narrative response required
What will be the process that the School Leadership Team will use to review the analysis of the data from the
assessments and determine if adjustments need to be made in our plan?
-Prior to meeting each member of the School Leadership Team will receive a copy of the data analysis.
-School Leadership team members will be apprised of the meeting date and encouraged to review the data before the
meeting.
-During the meeting, School Leadership Team members will review each data analysis set, comment on each data
analysis set, and makes recommendations for adjustments as needed to improve academic achievement for all
students
-The School Leadership Team will use data analyzed by the Data Team and report their findings and suggestions to
the TSIP component and departmental chairpersons.
-The various PLC’s will determine if adjustments need to made in our plan.
All stakeholders will be informed and asked to give input..
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Evidence of a Process for Adjusting Plan – Narrative response required
What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,
timeline, actions steps, resources, evaluation strategies) when needed?
-Recommendations for adjustments are approved; Chairperson Sharita Flake will be responsible for ensuring that
said adjustments are implemented and monitored.
-The person(s) responsible, timeline, action steps, resources, and evaluation strategies will be determined by the
recommended adjustment.
-Chairperson Sharita Flake will be responsible for ensuring that approved adjustments are included in the School
Improvement Planning document.
-The Academic/Leadership Team will use the School Improvement Plan Implementation and Impact Check, at least
two times (Jan, April) for the purpose of adjusting and revision of the plan.
Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders?
-Throughout the second semester, parents and stakeholders will be advised of our end-of –year school celebration.
-On May 2012, the Melrose High School Leadership team and other stakeholders will celebrate accomplishments,
new beginnings, improvements, and progress made toward sustaining a high-performance learning culture.
-During this celebration, stakeholders will be asked to provide input on the 2012-2013 school program, staff,
services, and achievement.
-During this celebration, stakeholders will be encouraged to sign-up for continued involvement in the School
Improvement Planning Process.
-The 2011-2012 success /adjustments will be communicated in2011-2012 school and parent newsletters.
Melrose High School – Tennessee School Improvement Plan
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Assurance Page
Technical Assistance Report
Family Engagement Plan
Egypt Elementary School (EES) NCLB School-Parent-Student Compact
Pre-K Transition Plan
Middle School Transition Plan
Mentoring Plan
Ten Components Review
2011-2012 Revised High Priority Components
Coordination and Integration of Federal, State, and Local Funds
Intervention Plan
Home Connection
Professional Development Plan
Melrose High School – Tennessee School Improvement Plan
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Melrose High School
Assurance Page 2011-2012
I, Leroy McClain, principal of Melrose High School, give assurance that this Title I School-wide
Plan was developed during a one-year period with parents, faculty, staff and other members of
the community. This plan is available to the local educational agency, parents, and the public.
When appropriate, there is coordination with programs under Reading First, Early Reading First,
Even Start, Carl D. Perkins Vocational Act, and Head Start.
Melrose High School is on the “high priority” list. Therefore, I understand that I must spend not
less than 10% of title I funds for professional development.
____________________
Leroy McClain, Principal
_______________
Date
Melrose High School
Melrose High School – Tennessee School Improvement Plan
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Technical Assistance Report
Technical Assistance has been provided to Melrose High School by the
following personnel/agencies:
Name
Zach Thomas
Stephen Hermes
Shelly Arnsman
Harold Baker
Mary Ross
Patrice Myers
Eric Holloway
Dr. Terrance Brown
Beverly Leigh
Dawn Kuehl
Mr. Gettys
Tamara Jones
Etta Harris
Affiliation
Exalt Hope Memphis
Ekon Ministries
Ekon Ministries
EPGY Stanford Math
NCLB
NCLB
Preventive Behavior Intervention Support
Superintendent of Southeast Region
Social Worker
School Psychologist
Special Education Supervisor
TRIO/ Financial Aid
Parent and Community Engagement
Melrose High School – Tennessee School Improvement Plan
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MELROSE HIGH SCHOOL NCLB FAMILY ENGAGEMENT
POLICY
* REVISED August 2011*
Melrose High School has jointly developed with and distributed to parents of participating children, our
written Family Engagement Policy. This Policy establishes the expectation for PARENTAL
INVOLVEMENT.
Melrose High School strongly encourages parental involvement in the educational process. The school
and home have a shared goal of promoting success in our children. Our parents are encouraged to become
advisors, resource persons and coordinators in all aspects of the school. We encourage this in the
following ways:
 Convene an annual meeting, at convenient times, to which all parents are invited and
encouraged to attend. This meeting is established to inform all parents of TITLE I
REQUIREMENTS, SCHOOL’S PARTICIPATION IN TITLE I, the school’s FAMILY
ENGAGEMENT POLICY, SCHOOL’S COMPACT AND THE RIGHTS OF PARENTS TO BE
INVOLVED at Melrose High School.
o Melrose communicates this and all parent meetings through flyers, team and school
letters, ParentLink, school marquee, and school website. This meeting is held annually in
the fall and spring of each year. The annual meeting is conducted at 6:00pm and 9:30am
the following day to meet the needs of all parents.
 Offer flexible schedule of meetings to further encourage parental involvement.
o NCLB Parents Meetings are offered monthly (PTSA/NCLB meetings; SBDMC meetings,
Discipline Committee meetings), monthly (Parenting training sessions offered by
community support organizations, improving student achievement), every semester
(Parent-teacher conferences) and yearly (TCAP Writing, End of Course Assessments,
ACT workshops, and Gateway when applicable). These meetings are offered at various
times. We have offered meetings early morning (during breakfast), immediately after
school, late afternoon, during the school day, on Saturdays and during the summer.
 Involve parents, in an organized, ongoing, and timely way, in the planning, review and
improvement of programs under parent involvement. Advise parents that they can offer
suggestions relating to the education of their children at Melrose High School. If requested by parents,
Melrose provides opportunities for regular meetings to formulate suggestions and to participate in
decisions relating to the education of their children. We will respond to any suggestions in a timely
manner.
o During the above meetings, parents input is always requested and documented on sign in
sheets with positions, minutes, agendas, phone communications, parent/teacher
conference checklist and notes, EdPlan Reports and email. Parents are provided parental
involvement information through our NCLB Parent Handbook, our school website,
letters, Annual Meetings, and student progress reports.
 Provide parents a description and explanation of the CURRICULUM used at Melrose and by the
district, forms of ACADEMIC ASSESSMENTS used to measure student progress, and the
PROFICIENCY LEVELS students are expected to meet.
o Through the distribution of our NCLB Handbook, the School Improvement Plan,
Discovery Education, Stanford Math reports, Reading Plus reports, and EdPlan reports
parents receive on-going description and explanation of the curriculum and academic
assessments.
Melrose High School – Tennessee School Improvement Plan
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 To describe how Melrose has jointly developed with parents, the entire school staff, and students to
share the responsibility of improved student academic achievement through a school (administrators)parent-student compact.
o The development of the school’s-parents-student compact begins with the School
Leadership Council (comprised of parents, community persons, students, teachers and
administrators). It will be reviewed, revised, adopted and presented at the annual meeting.
The final document is sent home to every parent and distributed and discussed at
registration, parent-teacher conferences, and parent meetings. The document is reviewed
biannually at SBDMC meetings.
o The school-parent-student compact describes:
 The responsibilities of all parties for improving student achievement and the
partnership between Melrose and its parents to help students achieve the
State’s high standards.
 Melrose’s responsibility to provide high-quality curriculum and instruction.
 The ways in which each parent will be responsible for supporting their
children’s learning
 The importance of on-going communication between the teachers and parents.
 The parent-teacher conferences held at Melrose to discuss the compact as it
relates to student achievement.
 How Melrose distributes frequent student progress reports.
 How Melrose gives parents access to staff, to volunteerism participation, and
class observation.
 How Melrose distributes an understandable and uniform hard copy of the
school’s parental involvement plan in a language parents can understand.
The administrators, faculty and staff will provide a strategic plan and implement NCLB requirements
according
to the guidelines set forth by the law to ensure effective involvement of parents and to support this
partnership
to include the following:
1. Provide assistance to the parents of children served by Melrose in understanding State’s academic
content standards and student academic achievement standards, State and local academic
assessments, and how to monitor a child’s progress and work with educators to improve the
achievement of their children. Melrose provides information through NCLB Parent Handbook,
the School Improvement Plan, Discovery Education, Stanford Math reports, Reading Plus reports,
and EdPlan reports, Curriculum Night, and EOC Parent Workshops.
2. Provide materials and training to help parents to work with their children to improve their
children’s achievement.
3. Provide teachers, pupil services personnel, principals and other staff strategies to reach out to
communicate with and work with parents as equal partners to implement and coordinate parent
programs and build ties between parents and the school.
4. Provide professional development sessions by the Instructional Facilitator and teachers on closing
the relationship gap & provide staff with the Teaching Children of Poverty Training.
5. Provide and integrate parental involvement programs and activities that encourage and support
parents to fully participate in the education of their children. Parent training sessions offered by
community partners and the school discipline committee.
6. Provide the information sent home related to school and parent programs, meetings and other
activities in a language parents can understand.
7. Provide full opportunities for the participation of parents with children with disabilities, and
parents of migratory children ensuring the information and school reports are in a language
parents can understand.
Melrose High School – Tennessee School Improvement Plan
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MHS NCLB SCHOOL-PARENT-STUDENT COMPACT
STUDENT’S NAME: ______________________________ GRADE: _______________
Melrose High School has jointly developed with parents, the entire school staff, and students how all parts will
share the responsibility for improved student academic achievement through a school (administrators and
teachers)-parent-student compact. The development of the compact begins with the School Leadership Council
(made of parents, community persons, students, teachers and administrators) taken to the faculty for review, revision
and adoption. The compact is presented at the annual NLCB meeting. The compact is sent home to every parent and
distributed and discussed at registration, parent-teacher conferences, and parent meetings.
PRINCIPAL, ASST. PRINCIPAL & NCLB FACILITATOR RESPONSIBILITIES:
We, __________________________________________________________________________, agree
to:
 Provide high-quality curriculum and instruction in a supportive and effective learning
environment that enables children to meet the State’s academic achievement standards.
 Provide a safe school climate where respect and high expectations of all stakeholders are
displayed.
 Support the teacher/parent/student link by holding on-going flexible parent-teacher
conferences to discuss, inform and educate parents of students’ academic achievement.
 Support the District’s curriculum and NCLB concepts in the best interest of the child, family and
community.
 Work with faculty and staff to provide quality services to parents, students and community.
 Provide parents and other stakeholders frequent progress reports of student achievement
through the dissemination of progress reports, assessment results and report cards.
 Provide an open door policy, promoting open communication between school and home, and
encouraging parents as participants, observers, and volunteers in their child’s class at Melrose
High School.
TEACHER/TEAM RESPONSIBILITIES:
I/We, ________________________________________________________________________, agree
to:
 Provide students access to various teaching/learning experience through high-quality curriculum
development, technology, and real life experiences.
 Provide information to parents regarding student progress in a timely manner and frequently.
 Maintain an on-going and positive line of communication between parents and myself.
 Assign meaningful homework to support, emphasize and extend classroom-learning experiences.
 Create an effective learning environment that enables the children to meet State’s academic
achievement standards and make needed adjustments to accommodate students in need.
 Support and participate in extracurricular activities.
 Demonstrate professionalism by example in every way and remain sensitive to the individuality of
each child.
PARENT/GUARDIAN RESPONSIBILITIES:
I, ____________________________________________________________________________, agree :
 Support the school in all of its efforts on behalf of my child, i.e., proper discipline, adherence to
regulations, plans and programs for learning.
 Monitor my child’s attendance and punctuality on a daily basis.
 Arrange for a quiet, well-lit place for established homework time, to study and review regularly
for completion.
 Be watchful and aware of what my child is learning as reflected by behavior, grades and
associations.
 Support, encourage, and assist my child’s effort when needed.
 Encourage and promote reading and set an example by reading myself.
Melrose High School – Tennessee School Improvement Plan
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 Assist the school by giving my time and talent through volunteering in classroom as time
permits.
 Consult regularly with my child’s teachers during parent-teacher conferences and other
parent meetings to determine what more I can do to help my child succeed.
STUDENT RESPONSIBILITIES:
I, ___________________________________________________________________________, agree:
 Attend school regularly and at the appointed time.
 Come to school each day with notebook, paper, pencils, pens, and other necessary tools for learning
 Observe at least one hour of study time daily and complete my assignments based on my own
ability.
 Take books home to complete and return homework assignments on time.
 Conform to all school rules and regulations with respect.
 Seek the help of my teachers, principals or another respected adult when I do not understand or have
problems I cannot solve.
 RESPECT myself, RESPECT others and RESPECT my school.
Melrose High School – Tennessee School Improvement Plan
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2011-2012 Freshmen Academy Transition Plan
Action
Step(s)
Timeline
Resources
Person(s)
Responsible
Outcome
Freshmen
Academy
Freshmen
Counselor
Freshmen
Academy
Freshmen
Counselor
Freshmen
Academy
Freshmen
Counselor
Freshmen
Academy
Freshmen
Counselor
Freshmen
Academy
Freshmen
Counselor
Freshmen will transition
to high school.
Identify Incoming
Freshmen
April 2011
SMS Chancery
Visit Feeder Schools
May 2011
Transportation
Brochures
Invite Freshmen for
a Visit
June-July 2011
Powerpoint
Presentation
Snacks
Freshmen
Orientation
August 2011
School
Information
Snacks
Freshmen Parent
Night
September 2011
Snacks
School
Information
Freshmen will transition
to high school.
Freshmen will transition
to high school.
Freshmen will transition
to high school.
Freshmen will transition
to high school.
Melrose High School – Tennessee School Improvement Plan
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2011-2012 High School Graduation
Transition Plan
Action
Step(s)
Identify
Graduating
Seniors
Provide PostSecondary Needs
Assessment
Transcript
Analysis
Post Secondary
Plans (College
Application and
Financial Aid)
Timeline
Resources
May 2011
SMS Chancery
August 2011
SMS Chancery
Needs
Assessment
May 2011
SMS Chancery
August 2011
Internet
College Fairs
Computers
Person(s)
Responsible
Guidance Counselor
Senior Teachers
Principal
Guidance Counselor
Senior Teachers
Principal
Guidance Counselor
Senior Teachers
Principal
Guidance Counselor
Senior Teachers
Principal
Outcome
Students will graduate on
time and transition to post
secondary studies
Students will graduate on
time and transition to post
secondary studies
Students will graduate on
time and transition to post
secondary studies
Students will graduate on
time and transition to post
secondary studies
Melrose High School – Tennessee School Improvement Plan
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2011-2012
Mentoring Plan
Action Steps
Timeline
Required
Resources
Person(s) Responsible
Planning meeting
for 2011-2012
mentoring program
June 2011
Calendar, Faculty list
Administrative Team
Mentoring Coordinator
Host 2 day
workshop for all
teachers new to
Melrose High
July 2011
MHS Faculty
Handbooks
Administrative Team
August 2011
Faculty List
Administrative Team
Sept. 9, 2011
Conference Room,
snacks
Administrative Team
Mentoring Coordinator,
mentors, new teachers
Weekly and
as needed
August 2011 –
May 2012
April 2011 May 2012
Mentor Logs and
assorted materials as
needed
Mentoring Coordinator,
mentors, new teachers
Mentoring Evaluation
Forms
Mentoring Coordinator,
mentors, new teachers
May 2012
Mentor Logs,
Mentoring Evaluation
Forms
Administrative Team
Mentoring Coordinator,
mentors, new teachers
Assign In School
Mentors
Mentor Gathering
Begin Mentoring
Administer
evaluation forms
and review results
Utilize evaluations
and suggestions to
plan 2010-11
mentoring program
Melrose High School – Tennessee School Improvement Plan
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Revised High Priority School Improvement Plan
Revised School Improvement Plan
(Highlighted Pages as Requested)
Revised Components
(i)
SIP Pages
Scientifically based research
strategies that will strengthen core
academic subjects
p. 29-44, 45-63
(ii)
Policies and practices concerning
the school’s core academic subjects p. 29-44, 45-63
that will help ensure all groups of
students will meet state academic
standards
(iii)
Assurance the school will spend
not less than 10% for high quality
professional development
(iv)
How funds will be used to
remove school from improvement
status
p. 29-44, p. 45-63
Establish specific annual,
measurable objectives for
continuous and substantial growth
p. 21
(v)
(vi)
How school will provide written
notification to parents
(vii)
Specify responsibilities of the
school, including technical
assistance
1. Directly addresses academic achievement
problem
p. 45-63
2. Meets requirements for professional
development
p. 45-63
3. Affords increased opportunities for
parent & teacher participation
p. 45-63
p. 33, 38
p. 45-63
Strategies to promote effective
parental involvement
p. 35, 42, 43, 49, 51, 52
(ix)
Intervention strategies
p. 24, 29, 35, 45, 47, 50, 55, 60, 61
(x)
Teacher mentoring program
p. 49, 58
(viii)
School Melrose High School
District __Memphis City Schools
Date Submitted ___________________
Date Reviewed
Melrose High School – Tennessee School Improvement Plan
Page 83 of 88
School Improvement Plan Review
Ten Components of a Title I School-wide Program
(Highlighted Pages as Requested)
School wide Program Component
SIP Pages
1. Comprehensive Needs Assessment of the
entire school using data analysis of subgroups
Pg. 15-17, 24, 29
2. School-wide Reform Strategies with
emphasis on improved achievement of the
lowest achieving student
Pg. 28, 32, 37, 45-63
3. Instruction by Highly
Qualified Staff
Pg. 32
4. High Quality and Ongoing Professional
Development
Pg. 26, 33, 35, 46, 52, 53, 59, 63
5. Strategies to Attract Highly Qualified
Teachers to High Needs Schools
Pg. 29, 32
6. Increased Parental Involvement
Pg. 39, 63
7. Assistance to Preschool Children from Early
Childhood Programs to Elementary Programs
N/A
8. Measures to Include teachers in assessment
decisions to improve student performance and
instructional programs
Pg. 31, 39, 42, 46, 53
9. Provide Timely, Additional Assistance to
Students Experiencing Difficulty mastering
standards
Pg. 27, 33, 35, 45, 46, 47, 53, 59
10. Coordination and Integration of Federal,
State and Local
Pg. 33, 38
Addendum
Melrose High School – Tennessee School Improvement Plan
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Melrose High School
Coordination and Integration of Federal, State and Local Funds
2011– 2012
The following is a list of all State educational programs and other Federal
educational programs that are consolidated in our 2011 – 2012 School
Improvement Plan
 Local School Funds
 Title I Funds
 Title III Funds – ELL
 Title IV Funds – PBIS
 Title X Funds – Homeless
 IDEA – Exceptional Children
 Safe and Drug Free Schools
 Extended Contract Tutoring
 Extended Learning Tutoring
 SES Tutoring
 Local Business and Community Grants and Donations
Melrose High School – Tennessee School Improvement Plan
Page 85 of 88
Melrose High School
SCHOOLWIDE ACADEMIC INTERVENTION PLAN 2011-2012
Effective Programs, Models and Strategies
Differentiated Instruction is used daily in all grades 9-12
Responsive Classroom guiding principles and practices are incorporated daily in all grades 9-12
Stanford Math is used daily Algebra I
Content Area Manipulatives provide supplemental practice of skills daily in grades 9-12
Classroom Libraries are used daily in all grades
Thinking Maps and other graphic organizers are used to provide visual organization of information in
grades 9-12
Extended Learning Tutoring is utilized on Mondays, Tuesdays, Thursdays, and Saturdays for small group
intervention tutoring.
Extended Contract Tutoring is utilized on Mondays, Tuesdays, Thursdays, and Saturdays for small group
intervention tutoring.
SES is utilized on Mondays, Tuesdays, Thursdays, and Saturdays for small group intervention tutoring.
Technology is utilized via eBeam, SMART Board, document cameras, iPads, Computers, and TI Graphing
Calculators
Melrose High School – Tennessee School Improvement Plan
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Home School Connection
EKON Ministries provide tutoring each week to students.
New Hope Missionary Baptist Church provides mentoring to students at Melrose High School.
The Melrose High Alumni Association provides tutoring and mentoring to students..
The Melrose Parent Organization is setting goals to increase parental involvement.
Melrose High School – Tennessee School Improvement Plan
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Melrose High School – Tennessee School Improvement Plan
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