SHEFFIELD HIGH
SCHOOL
Compstat Report #2
SCHOOL IMPROVEMENT GRANT
ZONE
Agenda
• Academic Report
-Math
-English/ Reading / Language Arts
• Non Academic Reports
Attendance
-Week, 20-Day, Year (Students)
Graduation
-Number of Seniors
-Number of On-Time Graduates Summary
Discipline
-Referrals, Suspensions, Expulsions
Interventions
- Stanford Math
-Reading Plus
-Kaplan
School Demographics
Current Enrollment
826-830
Special Education Population
137 (Includes CDC, ED, Gifted, & Inclusion)
TCAP –Alt (Portfolios)
5
English Second Language Population
107 (96 last yr)
Algebra I=19 English I=23 English II=24
Free and Reduced Lunch
78.2% (646)
9th
10th
11th
12th
Total
216-224
Total
227-231
Total
199-195
Total
184-180
Special Education (Full Inclusion) to be
tested for EOC
9th
10th
11th
12th
Total
26/Eng I
13/ Alg I
Total
35/Eng II
28/Bio
Total
34
6/Alg II
Total
33
Sheffield High Goals
50
45
40
35
43
41
36 37
31
30
37
33
31.3
39
37.1
32.9
2011-12
26.7
25
22
17 18
20
15
12
10
5
0
English I
English II
Algebra I
Biology
AMO
SIG
Sheffield
English 2
%
Correct
Median
State
%ile
Test 1 Results
Grade HS
47.0
25
Test 2 Results
Grade HS
43.4
18
Avg.
Scale
Score
Advanced
Proficient
#
#
%
%
Basic
#
Below Basic
%
#
Totals
%
#
%
32.8
201
100
48.1
162
100
SHEFFIELD HIGH English II Grade HS (ABC)
1594
2
1.0
46
22.9
87
43.3
66
SHEFFIELD HIGH English II Grade HS (ABC)
1606
1
0.6
34
21.0
49
30.2
78
ENGLISH II
Discovery Assessments English II A & B
Advanced A
Advanced B
Proficient A
Proficient B
Basic A
Basic B
Below Basic A
Below Basic B
87
78
66
49
46
34
2
1
A
B
Advanced
A
B
Proficient
A
B
Basic
A
B
Below Basic
The Self-Directed
Improvement System™
Reading/Language
ArtsSDIS™ |
English II Grade Distribution by Teacher
(Quarter 1)
(Quarter 2)
100%
80%
60%
Action Plan
9%
28%
31%
33%
44%
A
B
32%
C
28%
29%
40%
18%
D
35%
24%
13%
20%
20%
13%
15%
16%
2%
5%
Jackson 2
Branch 2
4%
0%
Jackson 1
Branch 1
F
The Self-Directed
Improvement System™
Reading/Language
ArtsSDIS™ |
Action Plan
English I Grade Distribution by Teacher
(Quarter 1)
(Quarter 2)
100%
80%
1%
2%
19%
20%
35%
11%
43%
37%
A
41%
37%
60%
35%
C
20%
19%
40%
36%
17%
18%
11%
D
27%
32%
13%
20%
21%
0%
15%
16%
25%
12%
12%
8%
13%
1%
Carter 1
Day 1 Lumpkin 1
Carter 2
B
Day 2 Lumpkin 2
F
Reading/Language Arts
Number of
Students
Scheduled
Weeks
Completed
Average
Sessions
Completed
Lumpkins
D2
21
15
3
48
84%
Lumpkins
D5
21
16
5
48
60%
Eweka
D4
12
17
37
48
70%
Class
Average
Minimum
Session Comprehension
last 7 days
Goal
Findings: Students in Reading Plus are in grades 9 and 10 only and scored Basic on the English I EOC or TCAP Test. Nine percent
of the students are on schedule. Four percent has received a warning for not meeting the on schedule status. Eighty-seven
percent are using Reading Plus insufficiently. Our goal is to have all students scheduled for Reading Plus meet the requirement
of 90 minutes per week, and all students with comprehension of 70% or greater.
Reading Plus Usage Data
Reading Plus Usage Data
Reading Plus Usage Data
Reading/Language Arts
What’s working
1.
Reviewing student common assessment data from the Common
Assessment and Discovery Formative Assessments to identify areas of
proficiency and deficiency for students in PLC settings.
2.
Increase in professional development on effective teaching strategies and
checking for understanding.
3.
Internal and external mentoring for new teachers
4.
Focused interventions based on student needs
5.
On-site and off-site learning walks
6.
Blended Instruction
7.
Rigor, Relevance, and Relationship Framework
8.
NRA Instructional Design
Challenges
1. Increased student to teacher ratio in English II classes
2. Lack of computers for interventions
3. Common assessment and lesson alignment
Next Steps
•
•
•
•
•
•
•
•
•
•
•
Extended Contract for EOC selected students and Homework Center tutoring
Administering Mock Assessments aligned to the EOC
Implementing Sheffield High School Literacy Initiative
Implementation of Mobis and All in Learning System to create a quicker
turnaround in disaggregating and analyzing data
Book studies and increased professional development to improve instruction
Action plan for all teachers with failure rates above 18%
Mrs. Branch’s bubble students (41) and two classes have been moved to Ms.
Lumpkins switching her to Reading Plus.
Additional computers have been purchased allowing a lab on each floor and an
additional cart increasing usage for interventions.
Interdisciplinary common planning
Teacher Coaching Team (Day)
Personalized PD to accommodate individual teacher needs
The Self-Directed Improvement System™
Proficiency
•Meet or Exceed
the New Goal of 37%
Target
Proficient/Advanced on English II EOC.
•85% Proficient and Advanced on the District
Formative and School wide Common Assessments
•Meet or Exceed the District Reading Plus
Benchmark of 90 Minutes Per Week and 70%
Reading Comprehension.
•All Proficient and Advanced students completing
5 hours weekly on Kaplan ACT
Baseline Assessments
District Discovery Formative Assessment Test A
Chancery SMS (Grade Distribution)
Reading Plus and Kaplan
School-Wide Common Assessment
Execute
Who? Principal, English II teachers Does What? Continue the EOC
English II Intervention based upon the levels of proficiency; When?
Ongoing
Who? English II teachers , Principal, Instructional Facilitator Does
What? Continue to review student common assessment data from
the mock assessment, Discovery Formative Assessment, and
assessments administered in blitz settings to identify areas of
proficiency and deficiency for students in PLC settings; When? Daily
during Blitz with Collaborating Teachers; Faculty Meetings (Wed.)
Who? Instructional Facilitator Does What? Continue to review the
syllabi for SPI’s and teaching strategies; When? Quarterly; Weekly
Who? Instructional Facilitator & SIG Coordinator Does What?
Provide professional development on effective teaching strategies
and checking for understanding; When? Bi-monthly (As needed)
Who? Instructional Facilitator, Reading Plus Teachers Does What?
Ensure that at least 50 students are enrolled in Reading Plus,
scheduled, and “On Schedule”; When? Daily, Weekly
Who? Reading Plus Teachers Does What? Ensure that students
complete 90 minutes per week and have at least 70% reading
comprehension When? Daily
Who? Reading Plus Teacher, Literacy Coach, SIG Coordinator, SES
Coordinator, Extended Contract Coordinator Does What?
Implement interventions: Reading Plus, Gateway Pullout Sessions,
Increased Learning Time (SIG),, Extended Contract, Saturday School;
When? Daily, Some Saturdays
Strategy
•Continue to review student common
assessment data from the mock
assessment, Discovery Formative
Assessment, and assessments administered
in blitz settings to identify areas of
proficiency and deficiency for students in
PLC settings.
•Continue to review the syllabi from all
teachers to determine SPIs that were
taught and to be taught and review of
teaching strategies.
• Continue to provide professional
development on effective teaching
strategies and checking for understanding.
•Ensure that at least 50 students are
enrolled, scheduled, and on schedule in
Reading Plus.
•Ensure that Reading Plus students
complete 90 minutes per week and have at
least 70% reading comprehension.
•Continue to offer the following
interventions: Reading Plus, Gateway
Language Pull-Out Sessions during the
school day, Increased Learning Time (SIG),
Extended Contract After-School Tutoring,
Saturday School.
•Incentives for Kaplan and Reading Plus
usage
SDIS™ | Action Plan
Data
District Discovery Formative
Assessment Test A Data
25.66% prof/adv
-Chancery SMS (Grade Distribution)
English II Data- Quarters 1
F=24%; D=31%, C=54%; B= 56%;
A=32%
Reading Plus Usage
Enrolled=Active
Avg sessions completed=7.3
Avg comprehension=75%
Feedback
1.
2.
3.
4.
5.
Why are students scoring
below 85% on targeted skills?
How can we help all students
attain 85% proficiency?
What strategies did the
teachers use to teach the
skills?
Are teachers frequently
checking for understanding
throughout their lessons?
How can we ensure that 100%
of students scheduled in
Reading Plus are “On
Schedule”?
Algebra 1
%
Correct
Median
State
%ile
Test 1 Results
Grade HS
34.8
24
39.6
43
Proficient
#
#
Basic
Below Basic
Totals
Avg.
Scale
Score
%
%
#
%
#
%
#
%
40.0
200
100
191
100
SHEFFIELD HIGH Algebra I Grade HS (ABC)
1600
Test 2 Results Test 1 Results
Grade HS
Advanced
1604
15
7.5
28
14.0
77
38.5
80
SHEFFIELD HIGH Algebra I Grade HS (ABC)
11
5.8
51
26.7
85
44.5
44
23.0
Math
Discovery Assessment Algebra I A & B
Advanced A
Advanced B
Proficient A
Proficient B
Basic A
Basic B
Below Basic A
85
Below Basic B
80
77
51
44
28
15
11
A
B
Advanced
A
B
Proficient
A
B
Basic
A
B
Below Basic
The Self-Directed Improvement
AlgebraSystem™
I
100%
Algebra I Grade Distribution by Teacher
(Quarter 1)
(Quarter 2)
13%
15%
18%
18%
16%
11%
80%
60%
SDIS™ | Action Plan
43%
B
30%
31%
28%
40%
38%
0%
3%
2%
Burton
14%
24%
19%
Waldrip
C
D
F
26%
20%
A
23%
12%
Burton
Waldrip
Findings: The percentage of failing grades decreased during the 3rd quarter for Mrs. Arnold and Mrs.
Tsirgiotis. Mrs. Jackson had an increase in failing grades. Mrs. Arnold had the greatest percentage of
failing students for the 3rd quarter, but she does have the largest number of English II students. Mrs.
Jackson had the largest percentage of students earning a grade of C or better for Quarter 3.
The Self-Directed Improvement
Math System™
SDIS™ | Action Plan
Sheffield High School’s
Stanford Math Performance
Number
of
Students
Average
Minutes
Average %
Correct
Correct on First Attempts
Percent Correct on First Attempts
September 10-14
1
5.4
88.2%
15.0
88.2%
September 17-21
14
89.5
44.0%
91.1
40.2%
September 24-28
11
37.4
61.7%
26.0
54.5%
October 1-5
17
22.5
45.0%
7.1
39.2%
October 8-12
34
41.3
49.4%
19.5
43.7%
Average
15.4
39.1
57.6%
31.7
53.1%
September 10-14
17
46.9
70.5%
46.8
63.9%
September 17-21
14
89.5
44.0%
91.1
40.2%
September 24-28
27
49.6
49.2%
39.8
44.1%
October 1-5
42
66.6
53.4%
40.6
46.4%
October 8-12
53
46.4
52.1%
22.5
46.5%
Average
30.6
59.8
53.8%
48.1
48.2%
Intervention
All
Findings: The average number of students increased each week due to routine beginning of the year schedule
changes. As to date, we have not achieved an average of 90 minutes each week. However, we have
rescheduled students during the extra learning time to assist with Stanford Math time. Teachers with
Intervention students will be approached and encouraged to ensure intervention students meet 90 minute per
week goal. Availability of computers is also a problem that will be addressed.
The Self-Directed Improvement
Math System™
SDIS™ | Action Plan
Sheffield High School’s
Stanford Math Performance
Number
of
Students
Average
Minutes
Average %
Correct
Correct on First Attempts
Percent Correct on First Attempts
November 05-09
32
39.2
57.6%
15.7
50.1%
November 12-16
32
47.4
49.8%
18-8
45.4%
November 19-23
15
18.8
61.0%
4.4
55.9%
November 26-30
39
61.3
55.8%
29.1
50.0%
December 03-07
37
62.5
57.1%
27.5
51.2%
31
45.8
56.3%
19.1
50.5%
November 05-09
52
56.2
56.4%
35.2
49.8%
November 12-16
53
53.9
48.0%
28.7
42.7%
November 19-23
27
33.0
50.8%
26.6
43.2%
November 26-30
61
71.4
55.7%
50.2
50.1%
December 03-07
60
74.4
57.9%
44.2
51.9%
50.6
57.8
53.8%
36.9
47.5%
Intervention
Average
All
Average
Findings: The average number of students remained consistent with the exception of November 19th due to
Thanksgiving holidays. As to date, we have not achieved an average of 90 minutes each week. However, we
have rescheduled students during the extra learning time to assist with Stanford Math time. Teachers with
Intervention students will be approached and encouraged to ensure intervention students meet 90 minute per
week goal. Availability of computers is also a problem that will be addressed.
Math
What’s working
1.
Reviewing student common assessment data from Common Assessment
and Discovery Formative Assessments to identify areas of proficiency and
deficiency for students in PLC settings.
2.
Increase in professional development on effective teaching strategies and
checking for understanding.
3.
Decrease in the number of failing students from focused interventions.
4.
No failure option
Challenges
1. Lack of computers for students in need of interventions.
2. Stanford Math students meeting the Average Minutes (90) and the
Percentage of Correct First Attempts (100)%.
3. Students identified as below basic are not in plus class due to a lack of plus
teachers
Next Steps
•
•
•
•
•
•
•
•
•
•
Extended Contract for EOC selected students and Homework Center tutoring
Administering Mock Assessments aligned to the EOC
Implementing Sheffield High School Literacy Initiative
Implementation of Mobis and All in Learning System to create a quicker
turnaround in disaggregating and analyzing data
Book studies and increased professional development to improve instruction
Action plan for all teachers with failure rates above 18%
Additional computers have been purchased allowing a lab on each floor and an
additional cart increasing usage for interventions.
Interdisciplinary common planning
Teacher Coaching Team (Burton)
Personalized PD to accommodate individual teacher needs
The Self-Directed Improvement System™
Baseline Assessments
District Discovery Formative Assessment Test A
Chancery SMS (Grade Distribution)
Stanford Math
Proficiency
Target
•Meet or Exceed the New Benchmark of 43%
Proficient/Advanced on Algebra I EOC.
•85% Proficient and Advanced on the District Formative
and School wide Common Assessments
•Meet or Exceed the District Stanford Math Benchmark
of 90 Minutes Per Week and 100% CFA.
•All proficient and Advanced students complete 5 hours
weekly on Kaplan
Execute
Who? Principal, Algebra I teachers Does What? Continue the EOC
Algebra I Intervention based upon the levels of proficiency; When?
Ongoing
Who? Algebra I teachers , Principal, Instructional Facilitator Does
What? Continue to review student common assessment data from
the mock assessment, Discovery Formative Assessment, and
assessments administered in blitz settings to identify areas of
proficiency and deficiency for students in PLC settings; When? Daily
during Blitz with Collaborating Teachers; Faculty Meetings (Wed.)
Who? Instructional Facilitator Does What? Continue to review the
syllabi for SPI’s and teaching strategies; When? Quarterly; Weekly
Who? Instructional Facilitator & SIG Coordinator Does What? Provide
professional development on effective teaching strategies and
checking for understanding; When? Bi-monthly (As needed)
Who? Stanford Math Teacher Does What? Continue to provide
intervention to students enrolled in Stanford Math by classroom
teacher; When? Daily Who? Stanford Math Teacher, Mathematics
Coach, SIG Coordinator, SES Coordinator, Extended Contract
Coordinator Does What? Implement interventions (Stanford Math,
Gateway Pullout Sessions, Increased Learning Time, SES, & Extended
Contract; When? Daily
Strategy
•Continue EOC Algebra I Blitz/Intervention
based upon the levels of proficiency.
•Continue to review student common
assessment data from the mock assessment,
Discovery Formative Assessment, and
assessments administered in blitz settings to
identify areas of proficiency and deficiency
for students in PLC settings.
•Continue to review the syllabi from all
teachers to determine SPIs that were taught
and to be taught and review of teaching
strategies.
• Continue to provide professional
development on effective teaching
strategies and checking for understanding.
•Continue to provide intervention to
students enrolled in Stanford Math by
Stanford Math teacher.
•Continue to offer the following
interventions: Stanford Math Lab, Gateway
Mathematics Pull-Out Sessions during the
school day, Increased Learning Time (SIG),
SES & Extended Contract After-School
Tutoring.
SDIS™ | Action Plan
Data
District Discovery Formative
Assessment Test A
Prof/Adv= 22.58%
Chancery SMS (Grade Distribution)
Algebra I Data- Quarters 1
F=21%; D=29%; C=68%; B=54%;
A=27%
Stanford Math Usage
Students=31; Avg Mins=60;
Avg % correct=54% ;
correct 1st attempt=48%
Feedback
1. Why are students scoring below
85% on targeted skills?
2. How can we help all students
attain 85% proficiency?
3. What strategies did the teachers
use to teach the skills?
4. Are teachers frequently
checking for understanding
throughout their lessons?
5. Why are students not meeting
the 100% Correct on First
Attempts goal?
Biology
%
Correct
Median
State
%ile
Avg.
Scale
Score
Advanced
Proficient
#
#
%
%
Basic
#
Below Basic
Totals
%
#
%
#
%
42.1
57
31.1
183
100
38.7
75
48.4
155
100
Test 1 Results TN Memphis Biology Grade HS (ABC)
Grade HS
38.1
29
1563
6
3.3
43
23.5
77
Test 2 Results TN Memphis Biology Grade HS (ABC)
Grade HS
34.9
29
1556
3
1.9
17
11.0
60
Biology
Advanced A
Advanced B
Proficient A
Proficient B
Basic A
Basic B
Below Basic A
Below Basic B
77
75
57
60
43
17
6
A
3
B
Advanced
A
B
Proficient
A
B
Basic
A
B
Below Basic
The Self-Directed Improvement
BiologySystem™
100%
9%
Biology Grade Distribution by Teacher
(Quarters 1)
(Quarter
2)
2%
24%
80%
17%
28%
36%
21%
28%
60%
A
42%
40%
20%
0%
SDIS™ | Action Plan
31%
24%
C
19%
26%
D
F
22%
20%
8%
9%
9%
13%
Davis 1
Federoff
1
Davis 1
Federoff
1
17%
B
Science
What’s working
1.
Reviewing student common assessment data from the Common Assessment and
Discovery Formative Assessments to identify areas of proficiency and deficiency
for students in PLC settings.
2.
Increase in professional development on effective teaching strategies and checking
for understanding.
3.
Internal and external mentoring for new teachers
4.
Focused interventions based on student needs
5.
On-site and off-site learning walks
6.
Blended Instruction
7.
Rigor, Relevance, and Relationship Framework
8.
NRA Instructional Design
9.
Usage of AP standards for instruction
Challenges
1. Lack of computers and resources for interventions
2. No daily common planning for Biology teachers.
3. Common assessment and lesson alignment
Next Steps
•
•
•
•
•
•
•
•
•
•
Extended Contract and Home Center tutoring
Administering Mock Assessments aligned to the EOC
Implementing Sheffield High School Literacy Initiative
Continued usage of data trackers and data analysis in PLCs
Book studies and increased professional development to improve
instruction
Action plan for all teachers with failure rates above 18%
Additional computers have been purchased allowing a lab on each
floor and an additional cart.
Interdisciplinary common planning
Teacher Coaching Team
Increase in Teachscape recordings to create the professional
Development Library
ACT
ACT Score Analysis for
Non Kaplan Students
Number of Non Kaplan Students- 44
Number of Students scoring a 17 or higher- 17
Total Number of Students with an Increase - 20
•One Point- 8
•Two Points- 9
•Three Points- 2
•Five Points- 1
Number of Students with a Decrease of 1-3 points- 15
*Fourteen Non Kaplan students were not included in this analysis due to students taking the ACT make-up
and scores still pending, students who transferred from the MCS district, and students who did not test.
ACT
ACT Score Analysis for
Kaplan Students
Number of Kaplan Students- 77
Number of Students scoring a 17 or higher- 10
Total Number of Students with an Increase - 39
•One Point- 11
•Two Points- 10
•Three Points- 1
•Four Points- 4
•Five Points- 2
•Seven Points- 1
Number of Students with a Decrease of 1-4 points- 22
*Fifty-seven Kaplan students were not included in this analysis due to students taking the ACT make-up and
scores still pending, students who transferred from the MCS district, and students who did not test.
Comparison of ACT Score Analysis for
Kaplan Students vs. Non Kaplan Students
39
40
35
30
25
20
17
20
15
22
Kaplan
15
10
10
5
0
Score of 17+
Increase
Decrease
Non Kaplan
9th Grade Student Usage
Overall Lesson Completion | K12 ACT
On Demand | 84 Enrolled Students
• English: 3 % (12 of 418 complete)
• Math: 2 % (21 of 931 complete)
Student Usage
•
Enrolled
Students: from 70 to 84
•
Active
Students: from 10 to 12
•
Avg. Logins
Per Student: from 6.6 to 8
•
Avg. Time
Online
per Student: from 2.09 hours to 2.29 hours
•
Avg. Time
Per Session
per Student: from 0.32 hours to 0.29 hours
• Reading: 4 % (6 of 171 complete)
• Science: 3 % (4 of 133 complete)
• Writing: 5 % (6 of 114 complete)
10th Grade Kaplan Usage
Overall Lesson Completion | K12 ACT
On Demand | 64 Enrolled Students
Student Usage
•
Enrolled
Students: from 48 to 64
•
• Math: 12% (144 of 1225
complete)
Active
Students: from 18 to 20
•
Avg. Logins
Per Student: from 6.2 to 19.5
• Reading: 2% (4 of 225 complete)
•
Avg. Time
Online
per Student: from 1.82 hours to 6.29 hours
• Science: 6% (11 of 175 complete)
•
Avg. Time
Per Session
per Student: from 0.29 hours to .32 hours
• English: 3% (19 of 550 complete)
• Writing: 2 % (3 of 150 complete)
11th Grade Kaplan Usage
Overall Lesson Completion | K12 ACT
On Demand | 359 Enrolled Students
•
Student Usage
•
Enrolled
Students: from 100 to 359
•
Active
Students: from 36 to 67
•
Avg. Logins
Per Student: from 6 to 11.5
•
Avg. Time
Online
per Student: from 1.7 hours to 3.45 hours
•
Avg. Time
Per Session
per Student: from 0.28 hours to 0.3 hours
English: 6% (236 of 3696 complete)
• Math: 5% (452 of 8232 complete)
• Reading: 5% (70 of 1512
complete)
• Science: 12 % (136 of 1176
complete)
• Writing: 2% (16 of 1008
complete)
12th Grade Kaplan Usage
Overall Lesson Completion | K12 ACT
On Demand | 68 Enrolled Students
Student Usage
•
Enrolled
Students: from 47 to 68
•
Active
Students: from 15 to 32
•
Avg. Logins
Per Student: from 7.2 to 10.4
• Reading: 3% (11 of 378 complete)
•
Avg. Time
Online
per Student: from 1.42 hours to 3.05 hours
• Science: 6% (18 of 294complete)
•
Avg. Time
Per Session
per Student: from 0.2 hours to 0.29 hours
• English: 4% (35 of 924 complete)
• Math: 4% (90 of 2058 complete)
• Writing: 2% (4 of 252 complete)
School-wide Kaplan Usage
Usage Average | K12 ACT
On Demand | 4 Classes
Overall Lesson Completion | K12
ACT On Demand | 8 Classes
• English 5%
184 of 3740 complete
• Math 6 %
481 of 8330 complete
• Reading 4 %
56 of 1530 complete
• Science 8%
101 of 1190 complete
• Writing 2 %
21 of 1020 complete
• Online Lesson Completed 5%
843 of 15810 Lessons Complete
•
Time Online/ per class avg.: from
7.16 hrs per wk to 8.49 hrs per week
Kaplan Practice Test Score
Distribution
Composite Score
# of students
22
1
21
1
20
2
19
4
18
3
17
6
16
11
15
16
Total
28=16+ /
44=focused
intervention
ACT
What’s working
1. All students have been provided with log in information
2. Implementation of Kaplan ACT Foundations classes
3. Incentives for students reaching 5 hours completion weekly
4. Selected cohort of 9th, 10th, and 11th grade students in ACT class
with a high performing teacher
Challenges
1. Lack of computers to provide identified students with ACT
enrichment
2. Lack of subject area teachers available to assist with Kaplan ACT
The Self-Directed Improvement System™ (SDIS ™)
Data
Proficiency
Baseline
Target
93 %Attendance
Increase the number of actively
enrolled juniors by 75%. Increase the
usage of 9th and 10th graders enrolled
by 50% and increase usage to 5hours
weekly
Execute
Who? 11 Grade Homeroom Teachers,
Teachers w/ ACT Complete and ACT
Foundations Does What? Continue to
ensure that juniors have their user name and
password and encourage use of Kaplan ACT
On-Demand. When? As needed
Who? SHS Math & English Teacher Does
What? Help students to review content most
commonly tested; This class provides
students an opportunity to access the online
course. When? Daily
Assessments
Kaplan ACT Data
Strategy
Enrolled
Students: 100
Active
Students: 36
Avg. Logins
Per Student: 6
Avg. Time
Online
per Student: 1.7 hours
Avg. Time
Per Session
per Student: 0.28 hours
•11th grade homeroom teachers and teachers associated
with ACT Complete and ACT Foundations have a copy
of the juniors’ usernames and passwords; These
teachers continue to ensure that juniors they teach have
their assigned username and password and encourage
juniors to login and use Kaplan ACT On-Demand.
•ACT Complete courses have completed; By using the
English III classes as an avenue for this course, this
helped students to become familiar with the ACT test
and provide strategies; It also provided students an
opportunity to access the online course.
•ACT Foundations classes are continuing and are taught
by Sheffield High teachers. This course helps students
to review content most commonly tested; This class
also provides students an opportunity to access the
online course.
Feedback
Why was there
an increase in
the number of
juniors active in
Kaplan ACT On
Demand?
COMPARISON DATA
CURRENT (YTD)
2011-2012
2010-2011
SUSPENSIONS
196
721
648
EXPLUSIONS
51
142
110
REFERRALS
303
1020
1022
YEAR TO DATE
REFERRALS
9TH
20BOY
S
9TH
GIRLS
10TH
BOYS
10TH
GIRLS
11TH
BOYS
11TH
GIRLS
12TH
BOYS
12TH
GIRLS
1st 20
5
5
8
2
6
5
4
3
2nd 20
16
5
5
6
7
9
6
4
3RD 20
14
10
6
2
7
14
7
0
4th 20
12
12
6
7
11
14
2
5
5th 20
18
10
21
7
16
2
10
3
SUSPENSIONS
9TH
BOYS
9TH
GIRLS
10TH
BOYS
10TH
GIRLS
11TH
BOYS
11TH
GIRLS
12TH
BOYS
12TH
GIRLS
1st 20
5
5
8
2
6
5
4
3
2nd 20
16
5
5
6
7
9
6
4
3RD 20
14
10
6
2
7
14
7
0
4th 20
8
7
4
10
3
6
2
5
5th 20
6
5
3
2
6
1
10
3
EXPULSIONS
9TH
BOYS
9TH
GIRLS
10TH
BOYS
10TH
GIRLS
11TH
BOYS
11TH
GIRLS
12TH
BOYS
12TH
GIRLS
1st 20
0
0
0
0
0
0
0
0
2nd 20
6
0
0
0
0
0
2
0
3RD 20
5
2
6
5
5
1
3
0
4th 20
0
0
5
0
0
0
0
3
5th 20
6
2
0
0
0
0
0
0
Discipline
What’s working
1. Substantial decrease in the number of referrals and
suspensions due to consistent rules and procedures in
classrooms and in the hallways
2. Students feel comfortable sharing information with
administrators and school security
3. Continued administrative walkthroughs, hall sweeps, and
administrative/teacher visibility
4. At-risk students receive mentoring from teachers before and
after school
5. Senior lounge for students not having incidents
6. Classroom Ambassadors
Challenges
1. Issuing ID badges and utilizing Plasco
Next Steps
• Issuing ID badges to all students in order to utilize
Plasco
• Nobleman and Ladies of Pearls Clubs to create
positive activities and peer interactions (Churches
and organizations have donated suits and ties)
• Grade level competitions for decreased tardies
and referrals
• Snack packs for exclusive members of the Royal
Family who are in complete uniform
• Incentives and rewards for appointed Knights
The Self-Directed Improvement System™
Proficiency
Target
Baseline
Assessments
Positive Behavior Interventions
and Support Student Data
Reduce the number of referrals, suspensions,
and expulsions by 50%.
Execute
Who? PBIS Coordinator, School wide Discipline
Committee Does What? Continue to review steps
for student behavior intervention in the school wide
discipline plan in a PLC setting. When? Weekly
Who? School Administrators
Does What? Increase
walkthroughs and visibility. When? Daily
Who? Teachers Does What? Visibility When? Daily
Who? Administration, All Faculty and Staff Does
What? Monitor Student Uniforms When? Daily
Who? School Administrators & Teachers
Does What? Issue more parent conferences.
When? Daily
Who? Teachers Does What? Participate in
professional development on classroom management.
When? As needed.
Who? School Administrators & Teachers
Does What? Continue to review school wide
expectations When? Daily
SDIS™ | Action Plan
Data
•Referrals- see slides
•Suspensions- see slides
•Expulsions- see slides
Strategy
•Continue to review the
steps for Student
Behavior Intervention
with teachers in the
School wide Discipline
Plan.
•Continue to increase
administrative walkthrough and visibility.
•Continue teacher
visibility.
•Continue to monitor
student uniforms.
•Continue to issue more
Parent Conferences.
•Teacher PD- Regional
Professional on
Classroom Management.
•Continue to review
school wide expectations
with all students.
Feedback
Why was there a decrease in
the number of expulsions?
Student maintained levels 1
and 2 offenses that prevented
from reaching expulsion level;
More administrative walkthroughs, hall sweeps, and
visibility, more teacher
visibility. Students are
comfortable sharing
information with the
administrators and school
security.
2012-13 Graduation Rate
What’s working
1.
Graduation Coach & Senior Counselor tracking our active student’s individual progress through
individual Ed Plan & Transcript Evaluations. (191 Active Members + 4 Early Grads=195)
2.
Graduation Rate Tracking Team researching and finding students from unofficial 2012-13 Cohort
list and obtain proper documentation to present to the State.
3.
Implementing Course Recovery/eLearning, Capstone Tutorial, Dual Enrollment, and ACT
Tutorials during the course of the school day (D8) through SIG’s Extended Day.
4.
Using eSchool to increase number of electives to ensure each student has three electives in a
focus area to meet Tennessee Diploma Project Requirement.
5.
Enrolling seniors that need online classes in Drivers Education to meet MCS graduation
requirement.
6.
Monitoring seniors progress with eSchool and Regular Ed coursework to ensure each student
remains on-track for graduation.
7.
Continuing to increasing parental involvement by holding report cards and contacting parents
of student that are in the process of failing a class and schedule mandatory parent/teach
conferences and interventions.
8.
Continuing After School & Saturday Tutorial Program, through Extended Contract and Extended
Learning, that focuses on eSchool and Capstone Completion.
What’s not working
-Based on data
1.
After school eSchool.
2.
Getting OAG students enrolled in Prep-School.
Graduation Rate Tracking Team
“COMMITTED TO GRADUATION”
Objective: Tracking & Documenting Projected 2013 Cohort Members and Assist
Graduation Coach in Monitoring the Currently Enrolled 2013 Cohort Members.
E. Bell, Graduation Coach
K. Martin, Assistant Principal
K. Durham, Senior Counselor
D. Veasey, SMS Secretary
U. Garrett, Record Secretary
D. Curruth, Parent Counselor/Attendance Secretary
M. Garay, ESL Supervisor
K. Durham, Junior Counselor
Meet Every Friday to Report
Progress on finding missing cohort
members.
GRADUATION RATE
2012-13 Cohort Membership
258
Members
Active
191
Members
Early Grads
Graduation Status
Not On-Track
Diploma Type
4
77
On Track
181
Regular
181
Certificate Of Completion
10
Completed Online
NOT MET
167
Enrolled Online
NOT MET
21
Need Online
NOT MET
0
Sheffield High School 2012-2013 Cohort Summary Report
Totals
Total Number of 2012-13 Cohort
258
Total Number of Active Cohort Member Currently Enrolled
191
Total Number of Early Graduates
4
Total Number of 2012-13 Cohort Meeting Graduation Requirements
181
Total Number of 2012-2012 Cohort Members not on track for
graduation (67 missing cohort member + 10 Certificates of
Completions = 76)
77
Total Number of Inactive cohort Members
(63 (14 found) missing members + 4 Early Graduates)
Total Number of 2012-13 Currently Enrolled in eSchool
Total Number of SPED Students in 2013-2013 Cohort
63-14=53
21
33
The Self-Directed Improvement System™
Proficiency
Target 84.8%
Baseline
Assessments
SHS 2012-13 Active Cohort (PowerSchool)
Sheffield High Senior Cohort will
meet and exceed the 84.8%
Graduation Rate.
Execute
• D8 Credit Recovery teachersHistory-M. Daniel
Science-B. Davis
Math-S. Shelton
English-L. Johnson
D8 eLearning Teachers
Accounting-J. Boozer
Computer App-C. Duncan
D8 Capstone Support
Capstone-G. Eweka
Capstone- S. Wilson
• Graduation Coach & Senior Counselor will monitor
student progress and arrange for necessary
interventions and schedule necessary parent
teacher meetings.
• eSchool Coordinator and Graduation Coach will
monitor student progress in Blackboard and
PowerSchool.
• Graduation Tracking Teach will report out every
Friday on progress with finding missing cohort
members and provide proper documentation.
Strategy
Keeping those on-track for graduation
on-track
• Continue to offer Credit
Recovery/eLearning Courses and
Capstone tutorials during the course of
the day and continue to offer afterschool tutoring, ACT Prep and Dual
Enrollment Classes.
• Continue holding periodic senior
intervention meetings with parents and
teachers. Holding report cards of
seniors failing needed coursework and
issuing mandatory parent-teacher
conferences
Work with Ms. Ealy to Get Students
into Prep-School
• Continue to work with Innovative Schools
to get students needing Prep-School
accepted.
• Assist these student by enrolling them in
eSchool coursework each enrollment
period and providing assistance during
D8.
• Divided 53 missing members between
Graduation Tracking Team.
SDIS™ | Action Plan
Data
SHS Total Number of 2012-13
Cohort Members
(Actively Enrolled) = 191
(Early Graduated) Included in Inactive = 4
Total Cohort Members =195
Projected Graduation Rate = (70%)
(SMS Chancery Data& Official
State Report)
Feedback
Why are only 70% of the students
on track for graduation? 8 SPED
students were put on Portfolio and
are unable to receive a diploma ontime. 1 regular ed. student is
expelled and the students that are
deficient in credits to graduate are
unable to enroll in Prep-School.
Still locating documentation on
students coded 01,02, 04 & 05.
Graduation Tracking Sheet
C:\Documents and Settings\bellel\Desktop\Tracking Speadsheets\class of
2011-12 tracking sheet if all active student graduate.xls
Attendance Periods
100
95
90
85
80
75
All
Period 1
97.7
Period 2
88.6
Period 3
88.9
Period 4
88.8
Period 5
86.8
9 Female
88.5
9 Male
87.4
10 Female
87.0
10 Male
85.4
11 Female
88.7
11 Male
83.4
12 Female
86.0
12 Male
85.0
Attendance
What’s working
1. Teachers are entering attendance daily within 10 minutes of class.
2. Attendance Secretary, Parent Counselor, ESL Mentor and
Teachers continue to identify students who have unexcused
absences, tardies and those that are repeatedly truant.
3. Administrator assigned to checking the accuracy and consistency
of teachers taking attendance daily
Our Challenges
1. A few teachers have not updated absences to tardies.
2. Consistency in the SART/SARB process
3. Students not consistently living with parents
4. Increased homelessness among student population
The Self-Directed Improvement System™ (SDIS ™)
Data
Proficiency
Baseline
Target
93 %Attendance
Assessments
•See slides
2011 Chancery SMS
Student Attendance Data
93 % or More Overall
Attendance Each 20 Day Period
Execute
Who? Teachers Does What? Continue to
enter attendance into Chancery with 10
minutes of each class period and update
inaccurate attendance. When? Daily
Who? Attendance Secretary, Parent
Counselor , ESL Mentor and Teachers
Does What? Continue to identify students
who have unexcused absences and tardies to
school and class; Report truant students to
truancy office; Identify teachers who are not
updating g attendance daily When? Daily
Who? Administrators Does What? Issue
parent conferences to students with absences
and tardies to school and class. Monitoring
of teachers updating attendance. When?
Daily
Strategy
•Teachers will continue to input
daily attendance within 10 minutes
of each class period and update
inaccurate attendance from 6th and
7th attendance periods.
•The Attendance Secretary, Parent
Counselor, ESL Mentor and
Teachers will continue to identify
students who have absences and
tardies to school and class.
•Administrators will continue to
issue Parent Conferences to students
with unexcused absences and tardies
to school and class; Daily
monitoring of students attendance,
Incentives are in place to encourage
students to arrive to school on time.
Feedback
Why was there a decrease between
attendance periods?
•Due to slight schedule changes,
teachers have not updated attendance
for 6th and 7th attendance periods which
will reflect tardies instead of absences.
•Attendance Secretary
will continue to adjust inaccurate
attendance and Parent Counselor will
identify and report students who are
repeatedly truant to the Truancy Office.
•All teachers are not taking attendance
on a daily basis.
Summary
• Increase percentage of proficiency (85%) on Algebra I, English I, English
II, and Biology SPI’s based on common assessments.
• Increase percentage of Correct First Attempts and maintain the 90
minutes/week/student in Stanford Math.
• Increase usage and comprehension of Reading Plus.
• Increase student participation in interventions based on student rosters.
• Increase the number of active juniors using the Kaplan ACT On-Demand.
• Continue to decrease student absences and tardies to school and class.
• Continue to track our senior students’ and students in grades 9-11
progress toward completion of graduation requirements.
• Continue to decrease the number of referrals, suspensions, and
expulsions.
• Continue to make data-driven decisions that support academic and nonacademic student achievement.
Culture and Climate Shifts at
Sheffield High School
• Blended Instruction
College Going Culture
• “College Application Week”
Nobleman Society
Ladies of Pearls
The Sheffield High School “Ladies in Pearls” Etiquette club expects all
members to conduct themselves in a manner that exemplifies the
highest standards of ethics and propriety in any endeavor or activity
that could impact or reflect upon our school.
Pledge of Personal and Professional Conduct
•
•
•
•
•
•
•
Integrity -- I will demonstrate the highest standards of
individual conduct, personal accountability, integrity,
trustworthiness, fair dealings, considerations of the rights of
others, and the highest principles of good business
relationships.
Excellence -- I will strive to meet the highest standards of
performance, quality, service and achievement.
Honesty -- I will communicate directly, respectfully, honestly
and openly, and avoid misrepresentation.
Diversity -- I will support diversity -- promoting a working
environment that embraces the similarities and differences
all people bring to the organization.
Respect -- I will respect and act fairly toward all those with
whom I come into contact and refuse to engage in or tolerate
any form of discrimination or harassment.
Responsibility -- I will take responsibility for my actions and
decisions and remain a careful steward of the funds and
resources entrusted to me.
Compliance -- I will comply with the Sheffield High School
Code of Ethics, policies, procedures and school rules.
Ladies in Pearls Calendar of Events
•
October:
•
19th- What does it mean to be responsible? (Meeting
until 4 p.m.)
24th- First Dress up Day!
26th- View Misrepresentation (Meeting until 4 p.m.)
Responsibility Project: Mentor project with Elementary
School and creating Responsibility Posters to display
around school. Create a video advertising Being
Responsible in our building to be produced for Sheffield
television
•
•
•
•
November:
•
2nd and 9th-What does it mean to be respectful and have
self-respect? (Respect Activities and Projects)
16th- Ladies First Real-Talk: What do we need to do to
change the perception of girls at Sheffield? Projects
20th- “Ladies in Pearls” Talent Show
27th- Dress up Day!
Finer Things in Life outing: November 9th or 10th
Shakespeare Abridged at Iles Auditorium
Community Service: Can drive Month of November
December: Appreciation of the Women in Our Lives
7th- Making crafts as gifts for women we appreciate
(Invite Mrs. Brooks)
12th- Dress up Day and 1st semester Time for Tea
women’s discussion
•
•
•
•
•
•
•
•
•
Sheffield high School’S
“houSe of Thunder”