Tennessee School Improvement Plan
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Tennessee School Improvement Planning Process (TSIPP) Raleigh-Egypt High School Tennessee Department of Education Commissioner Kevin Huffman August, 2011 Tennessee School Improvement Planning Process (TSIPP) Assurances with Signature of Principal I certify that _____Raleigh-Egypt 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 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 ______________________ Date Signed Page 2 of 143 TSIPP TABLE OF CONTENTS Assurance Page …………………………………………………………………………………………………….. 2 Component 1a—School Profile and the Collaborative Process …………………………………………………… SIP Leadership Team Subcommittee Formation and Operation …………………………………………………………………………... Data Sources ……………………………………………………………………………………………………….. School and Community Data ………………………………………………………………………………………. 5-39 Instruction by Highly Qualified Staff …………………………………………………………………………… Assistance to Preschool Children from Early Childhood Programs to Elementary Programs …………….. Increased Parental Involvement ………………………………………………………………………………… 12 18 22 Component 1b—Academic and Non-Academic Data …………………………………………………………….. Comprehensive Needs Assessment of the entire school using data analysis of subgroups ………………….. Variety of Academic and Non Academic Data ……………………………………………………………………. Data Collection and Analysis ……………………………………………………………………………………… Report Card Data Analysis ………………………………………………………………………………………. Narrative Synthesis of all Data ……………………………………………………………………………………. Prioritized List of Goals …………………………………………………………………………………………… 32-39 Component 2—Beliefs, Common Mission, and Shared Vision …………………………………………………… 40-42 Component 3.1—Curricular Practices ……………………………………………………………………………... School-wide Reform Strategies With Emphasis on Improved Achievement of the Lowest Achieving Student ………………………………………………………………………………………... Curriculum Practices ……………………………………………………………………………………………….. Curriculum Gap Analysis …………………………………………………………………………………………... Curricular Summary Questions …………………………………………………………………………………….. 43-52 Component 3.2—Instructional Practices …………………………………………………………………………… Instructional Practices ……………………………………………………………………………………………… Instructional Gap Analysis ………………………………………………………………………………………… Strategies to Attract Highly Qualified Teachers to High Needs Schools ……………………………………… Instructional Summary Questions ………………………………………………………………………………….. 53-58 53 56 Component3.3-Assessment Practices ………………………………………………………………………………. Assessment Practices ……………………………………………………………………………………………….. Assessment Gap Analysis …………………………………………………………………………………………... Assessment Summary Questions …………………………………………………………………………………… 59-66 59 63 65 Component 3.4—Organizational Practices ………………………………………………………………………… High Quality and Ongoing Professional Development …………………………………………………………. Organizational Practices …………………………………………………………………………………………… Organizational Gap Analysis ………………………………………………………………………………………. Organizational Summary Questions ……………………………………………………………………………….. 67-74 Component 4—Action Plan Development ………………………………………………………………………… Goal 1 ……………………………………………………………………………………………………………… Goal 2 ……………………………………………………………………………………………………………… Provide timely, Additional Assistance to Students Experiencing difficulty Mastering Standards ………… Goal 3 ……………………………………………………………………………………………………………… Coordination and Integration of Federal, State, and Local Services and Programs ………………………… Goal 4 ……………………………………………………………………………………………………………… Component 5.1—Process Evaluation ……………………………………………………………………………… Measures to Include teachers in Assessment Decisions to Improve Student Performance and Instructional Programs ……………………………………………………………………………………… 75-83 76 78 75-78 80 80 81 84-87 Component 5.2—Implementation Evaluation ……………………………………………………………………... 88-90 Component 5.3—Montering and Adjusting Evaluation …………………………………………………………… 91-96 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 5-10 11 12 32 33 36 37 39 43-52 43 49 52 58 67 71 74 84-87 Page 3 of 143 Addendum Assurance Page (One page statement with principal signature) •Developed during one year period •Developed with parents and other community members •Available to the local educational agency, parents, and the public •If appropriate, developed in coordination with other programs under Carl Perkins Vocational Act, and Head Start •Spend not less than 10% of funds for professional development, High Priority Schools only Intervention Plan Transition Plan Technical Assistance State and Federal Programs Teacher Mentoring Plan Family Engagement Plan School - Home Compact Professional Development Plan Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 p. 97-143 p. 97 p. 98 p. 100 p. 101 p. 103 p. 104 p. 105 p. 106 p. 108 Page 4 of 143 Component 1a - School Profile and Collaborative Process COMPONENT 1.1: SIP Leadership Team Composition In the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths. The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of this team. COMPONENT 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) Michael Bailey Anthony Bowen Dalton Blackwell Vanessa Wallace Sherry Simons N Y N N N Executive Principal Asst. Principal Asst. Principal A Instructional Facilitator Teacher Component 2 Component 1 Component 2 Component 3 Component 2 Clara Blankenbiller Jamie Hudgins Mary Helen Sinclair Danielle Berry Otis Clayton Felicia Parchman N N N N N N Teacher Teacher Media Specialist Teacher Teacher Secretary Component 1 Component 4 Component 4 Component 4 Component 5 Component 1 Stephanie McClain Karma Douglas Terrance Brook N N N Guidance Counselor Parent/Family Specialist 12 th grade student Component 1 Component 5 Component 1 Keara Hanley Karl Ward Laura Moore Kameilah Amaya Stan Collins Patricia Byers N N N N N N 12th Grade Student Community Representative Parent Advocate Teacher Exemplary Educator Building Engineer B Component 1 Component 5 Component 1 Component 4 Component 5 Component 1 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 5 of 143 Component 1a - School Profile and Collaborative Process COMPONENT 1.2: Subcommittee Formation and Operation Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge. If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team. In completing the components that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group. Indicate which member serves as the subcommittee chair. After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file. COMPONENT 1.2: Subcommittee Formation and Operation (Rubric Indicator 1.2) Subcommittee for COMPONENT 1 School Profile and Collaborative Process Member Name Position Clara Blankenbiller Teacher Tonyal Mathis John Ellis George Kelly Stephanie McClain Walter McCrimmon Tashara McDade Anthony Bowen Patricia Byers Keira Hanley Teacher AFJROTC AFJROTC Counselor Teacher Teacher Asst. Principal Building Engineer Student Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. Chair Y N N N N N N N N N YES NO Subcommittee 1 Chair Signature Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 6 of 143 Subcommittee for COMPONENT 2 Beliefs, Mission and Vision Member Name Sherry Simmons Michael Bailey Wilder Lee Mathew Rivino Melinda Stubbs Sonjala Morgan Position Chair Teacher Principal Teacher Teacher Guidance Counselor Student Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file. Y N N N N N YES NO Subcommittee 2 Chair Signature Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 7 of 143 Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness Member Name Vanessa Wallace Julie Fortune Ebony Johnson Candace Jones Position Chair Teneisha McNeil Marvo Reeves Danielle Nichols Instructional Facilitator Teacher Teacher Teacher Teacher Teacher Student Y N N N N N N Cynthia Brown Parent N Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 3 Chair Signature Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 8 of 143 Subcommittee for COMPONENT 4 Action Plan Development Member Name Position Otis Clayton Teacher Chair Y Rose Wells Teacher N Robert Hunt Teacher N Natalie Worlow Teacher N Lillian Madyun-Grant Teacher N Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 4 Chair Signature Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 9 of 143 Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation Member Name Position Chair Y Danielle Berry Teacher Karma Douglas Parent Counselor N Morgan Dunnan Teacher N Barbara Check Teacher N Alvin Dotson Teacher N Ilia Muhammad Teacher N Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 5 Chair Signature Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 10 of 143 Component 1a - School Profile and Collaborative Process COMPONENT 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis COMPONENT 1.3.1: Data Sources (Including surveys) Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors: Mobility of student families Grade span served (if you serve only three grades, you could have a complete turnover of parents every three years) Change in leadership Change in organizational practice. A school will rarely have each of the surveys listed here, but at least one survey should be administered and evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate surveys. Staff Development SACS Surveys (NSSE). COMPONENT 1.3.1: Data Sources (including surveys) (Rubric Indicator 1.3) Data Source Past Raleigh Egypt High School’s TSIPPs Relevant Findings A need to increase parental involvement. United States Census Data Provided demographic information on our community. Tennessee State Report Card Provided information on performance of Raleigh Egypt High School Students. Shelby County Clerk’s Office Provided demographic information on our community. Memphis City Schools Provided financial information. Raleigh Egypt High School Faculty/Support Staff demographic survey Provided demographic information. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 11 of 143 COMPONENT 1.3.2: Narrative and Analysis of Relevant School and Community Data Some of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted your school. COMPONENT 1.3.2: School and Community Data (Rubric Indicator 1.3) Narrative and analysis of relevant school and community factors: A. SCHOOL CHARACTERISTIC General Information 1. History- Raleigh Egypt High School (REHS) opened over 30 years ago as a suburban, county school; however, currently, REHS is a public urban school. When REHS was added to the MCS district. The percentage of black students attending the school was less than 40%. The number of advanced programs declined after the school was brought into the MCS system. The number of African American students is now approximately 94% as compared to 85% for the MCS district; Hispanics make up 5 % of REHS, MCS 6.5% ; White REHS students account for 1%, MCS 7.1%. Based on our changing demographics, we are a Title 1 school with almost 90% of our students economically disadvantaged. REHS has continued to offer advanced placement Honors courses, dual enrollment, vocational/technology elective courses and continued to offer challenging core content selections. 2. Facilities, Physical Characteristics. The main academic building is a two story brick construction. The gym was remodeled in 2006 in order to create more space and add to the aesthetics of the campus. The gym houses the football, basketball, volleyball, and wrestling teams. It has two (2) locker rooms, a weight room, a laundry room, meeting rooms, offices, and storage space. The cafeteria was built in 2004 and is connected to the main classroom building. The AFJROTC is located in the back annex. The lower level, basement, is used for REHS Band. In 2010, a security fence located between the main building cafeteria and gym was added in order to provide a secure area where students (who earn the privilege) can enjoy their lunch hour on a terrace. The security fence helps cut back on students leaving campus without permission and restricts access to the building from outsiders. Raleigh Egypt High School campus is also home to the Raleigh Egypt Middle School and Egypt Elementary. 3. Environmental and Safety Concerns. Raleigh Egypt High School is equipped with a digital camera security system that offers excellent reception as well as playback features. This system ensures a safe environment inside the school and allows us to monitor the grounds and surrounding areas. Access to the building is restricted to the main entrance, which has a camera/doorbell for the main office staff to monitor access into the school. Visitor passes are given to all non-staff who enter the building. Student check out takes place in the main office, in order to Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 12 of 143 restrict hallway traffic. In 2010, a security fence was added to help ensure access into the building can be monitored. It also provides the cafeteria with an outside veranda for students to earn the privilege to use. Raleigh Egypt High School has two (2) Memphis Police Department Officers on campus. We utilize metal detection, detection wands, and X-Ray when students enter the building in the morning. Each student must enter through metal detection and all bags are sent through X-ray. Cell phones and MP3 players are restricted on campus, and the morning metal detection duty helps reduce the student’s use of cell phones during school hours. We have revised our Emergency Management Plan to incorporate the following areas: Lock down procedures, Power out procedures, Intruder detection and removal, Incident Command System, student support procedures for inclement weather hold in place procedures, support structure for first response to emergencies and evacuation procedures. The school is equipped with an intercom system and inter-school phone system. Each room has a call button to the office and a phone. To maximize efficiency, REHS uses a walky-talky system in which key individuals are always available for immediate response and can relay important safety information. 4. Grade Distribution. Raleigh Egypt High School is a 9-12 grade level school. REHS GradeDemographics 9th Grade 10th Grade 11th Grade 12th Grade # of Students % 258 28 249 27 211 23 204 22 5. Length of School Year. Raleigh Egypt High School students attend classes for 180 days. 6. Length of School Day. Raleigh Egypt High School students attend classes from 7:30AM to 2:15 PM. 7. Operating Budget Distribution Equity. (see table below) 8. Per Pupil Expenditures per ADA. Per Pupil Expenditures per ADA System State $10,767 $8,773 40.8 39 17.2 42 13.6 47.4 Local Funding % Federal Funding % State Funding % Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 13 of 143 9. Faculty and Staff Demographic. Table showing Faculty Name Position at REHS Education Years of Experience Gender Race Amaya Anderson Berry Blankenbiller Bolgeo Bradshaw Burton Check Clayton Daniels Dotson Dumas Dunnan Ellis Fortune Goel Goodwin Grant Guerrero Hinson Hudgins Hudson Hunt, Jr. Jaquess Johnson Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher 7 years 12 years 7 years 2 years 27 years 22 years 34 years 13 years 7 years 5 years Black Black Black White White White Black White Black Black Black White White Black White 5 years 10 years 21 years 17 years 7 years F F F F M F F F M F M F M M F M F F M M F F M F F Kelly Lee Marvin Mathes McClain McCrimmon McDade McNeil Muhammad Owens Parrott Teacher Teacher Teacher Teacher Counselor Teacher Teacher Teacher Teacher Teacher Teacher Masters Masters Masters Bachelors Bachelors Masters Bachelors Bachelors Bachelor s Masters Bachelors Bachelors + Bachelors Bachelors Masters+45 Masters PhD Masters Masters Bachelors Masters +45 Masters Masters +30 Master +45 Masters Masters/Doctora te Masters Bachelors Masters Masters Masters Masters Masters Masters Masters Bachelors 14 years 12 years 2 years 7 years 23 years 9 years 3 years 4 years 7 years 9 years 29 years M M M F F M F F M F F Black Black White Black White Black Black Black Black Black White 2 years 2 years 9.5 years < 1 year 7 years 32 years 2 years 6 years Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Black Black White Black Black White Black Page 14 of 143 Patterson Reeves Rivino Simmons Sinclair Smith Smith Stack Stokes Stubbs Taylor Walker Wells Williams Worlow Teacher Teacher Teacher Teacher Library Teacher Teacher Teacher Teacher Counselor Teacher Teacher Teacher Teacher Teacher Bachelors Masters +45 Masters Masters Masters Bachelors Bachelors Masters Bachelors Masters Bachelors Masters Bachelors Masters Masters 26 years 14 years 7 years 32 years 19 years 9 years 7 years 24 years 18 years 22 years 2 years 7 years 22 years 10 years 2 years M F M F F F M F M F M F F F F Black Black White White Black White Black White Black Black Black Black Black White Table showing Support Staff Name Position at REHS Years of Experience Gender Race Alston Anderson Baggett Ballentine Brown Byers Carter Cooper Curry Douglas Dubose Eaton Eubanks Hampton Hannah Holland Hooker Lark Lott Macon McEntree- Custodial Helper Cafeteria Helper Secretary Custodial Helper MPD Officer Building Engineer Nutrition Service Manager Cafeteria Helper Clerical Assistant Parent Advocate Secretary Custodial Helper Campus Monitor Campus Monitor MPD Officer Custodial Helper Cafeteria Helper Cafeteria Helper Campus Monitor Custodial Helper Secretary < 1 year 11 years 12 years 4 years 18 years 26 years 26 years 3 years 1 year 11 years 25 years 11 years 3 years 3 years 13 years 19 years 11 years 10 years 5 years 4 years 9 years F F F F M F F F F F F F F M M F F F M F F Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 15 of 143 White Moore Parchman Stewart Walker Young Parent Volunteer Financial Secretary Cafeteria Helper Custodial Helper Custodial Helper 28 years 10 years 5 years 5 years < 1 year F F F M F Black Black Black Black Black 10. Administrative Demographics Table showing Administration Name Position at REHS Bailey Bowen Blackwell Executive Principal Assistant Principal Assistant Principal Instructional Facilitator Wallace Years of Experience Gender Race 7 years 3 years 4 years M M M White Black Black 2 years F Black 11. Percentage of faculty and staff who hold advanced degrees. 61% of the Raleigh Egypt High Schools faculty holds advanced degrees. 12. Percentage of faculty teaching courses outside their area of certification or who do not fully meet the NCLB standards for being highly qualified. <1% 13. Staff Development. Raleigh Egypt High School provides professional development weekly. It is focused on the needs of the school and of the students and teachers. In-Service days are planned carefully to increase teacher’s knowledge and skills so that they will be able to meet the needs of the students and stakeholders. MCS also provides and array of professional development opportunities throughout the school year and the summer. MCS Teaching and Learning Center also offers courses and workshops year round. 14. Enrollment Data. Raleigh Egypt High School has an enrollment of 922 students; .2% Asian, 1.2% White, 6.5 % Hispanic, and 92% African American. 15. Curriculum Offering. Raleigh Egypt High School offers 92 Courses on Campus and 43 courses off campus at Trezevant Career and Technology Center. Raleigh Egypt High School also offers E-learning courses for course recovery or for courses that are not offered on site. Academic Courses at Raleigh Egypt High School Language Arts/Humanities AP English Literature/Comp Content Area Reading Fine Arts General Music Instrumental Music Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Social Studies African American History Economics Page 16 of 143 Creative Writing DC English Comp I DC English Comp II English I English I Honors English I + English II English II Honors English II + English III English III Honors English IV English IV Honors Etymology Journalism Spanish I Spanish II Honors Spanish II Tutorial Enlgish 9-12 Senior Band I Senior Band II Senior Band III Senior Band IV Visual Art Vocal Music I Vocal Music II Vocal Music III Vocal Music IV Facing History Humanities Honors US Government US History Honors US History World History Honors World History Science Anatomy and Physiology Biology I Honors Biology I Chemistry Environmental Science Physical Science Physics Honors Mathematics Advanced Algebra & Trigonometry Algebra Honors Algebra 1+ Algebra 1 Algebra II Honors Algebra II AP Calculus Pacesetters Pre-Calculus Honors Tutorial Math 9-12 Unified Geometry Honors Unified Geometry I + Unified Geometry Other AFJROTC AVID ESL Advances 9-12 ESL Civics ESL High Beg 9-12 ESL Intermediate Life Connections Lifetime Wellness Mod Program Inc 9-12 Mod Program Inc LA Mod Program Inc Math Online Learning Resources School Sponsored Enterprise Service Learning Transitional Communication Skills 912 Transitional Individual Living Skills 912 Transitional Recreation and Leisure Skills Transitional English 9-12 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 17 of 143 Transitional Math 9-12 Transitional Science 9-12 Transitional Social Studies 9-12 Vocational/Technical Courses Vocational-Technical, Other Courses Admin Management Advanced Welding American Business/Legal System American Business/Legal System Banking and Finance Barbering I Barbering II/III Basic Principals of Welding Business Economics Business Economics Career Connections Career Management Success Chemistry of Cosmetology Clinical Intern: Diagnostic Medicine Collision Rep: Paint/Ref Collision Rep: Structure Computer Application Construction Core Culinary Arts I Culinary Arts II/III Design Principles of Cosmetology Desktop Publishing Diagnostic Medicine Diesel Brake System E-business Communication Cont… Electric I Electric II Family and Consumer Sciences Fashion Merchandise and Design Financial Planning Forensic Science Health Science Anatomy/Physiology Health Science Education HVACR Integration Input Technology Intermediate Multi Media Design Medical Therapeutics Nutrition and Food Personal Finance Personal Finance Principles of Cosmetology Principles of Manufacture Core Rehab Therapy Transportation Core Visual Entertainment Web Page Design E-communication Web Page Design -Site Design Website Foundation 16. Unique Programs Remediation. Memphis City Schools implements ZAP (Zeros Aren’t Permitted) Saturday School. This provides students who are not meeting academic standards (NMS) to come to school on Saturday’s and work. Students and Parents are contacted and asked to ensure that the student attend ZAP Saturday’s. Although all students are welcome to attend ZAP Saturdays, its primary purpose is for students who need “a little extra help.”. Raleigh Egypt High School also offers after school tutoring. All athletes and Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 18 of 143 participators in after school organizations are required to receive at least one tutoring hour a day before s/he participates in extra curriculum activities. Regardless, all students are encouraged to attend tutoring hours with their teachers. Raleigh Egypt High School also offers supplemental tutoring through the Title 1 funds. Students may register for Math, Reading or Language Arts tutoring through an outside vendor and receive the services at Raleigh Egypt High School. 17. Exceptional Children. Raleigh Egypt High School’s program for exceptional children, (special education), is predominantly Inclusion classes. The school, along with the district, believes that this creates the least restrictive learning environment (LRE) that is required by TN Law. Raleigh Egypt High School has 164 exceptional children; 154 students participate in inclusion and 10 students are in CDC classes. Raleigh Egypt High School offers inclusion in Math, English, tutorial Math, tutorial English and Online Math Foundations. The Exceptional Children Department is serviced by four (4) inclusion teachers, two (2) tutorial teachers, and two (2) CDC teachers. The CDC classes each have a para-educator. 18. ESL Program. Raleigh Egypt High School has one (1) on staff ESL teacher. Four (4) classes are offered through the ESL course selection. 19. Enrichment. Raleigh Egypt High School offers free ACT tutoring to all students in which online test preparatory classes and teacher tutoring is offered. All students who participate in athletics and after school organizations are required to participate in after school tutoring for one hour before extra curriculum activities begin. This helps emphasize academics first. All faculty members volunteer their time for this tutoring and are expected to volunteer their time at least one day a week. 20. Grants. Raleigh Egypt High School just finished with the Small Learning Communities (SLC) grant. No current grants come through Raleigh Egypt High School. 21. Honors Classes and Dual Enrollment. Raleigh Egypt High School has fourteen (14) Honors classes in Math, English, Foreign languages, Sciences, and Social Studies. Dual Enrollment classes are offered in English through Christian Brothers University. 22. Parental Support. There are a number of parental support programs at REHS which provide valuable input to the educational and extracurricular process at Raleigh Egypt High School. Community forums are held each month for parents to have the opportunity to stay abreast on their student’s education and the overall welfare of REHS. Raleigh Egypt High School also has a a Parent Advocate who provides support and resources for all parents which includes workshops and trainings. This position is hosted out of REHS Parent Center. Raleigh Egypt High School also has a parent volunteer, who is a community member who volunteers her time each day to help coordinate programs through the parent advocate. 23. Drug, Alcohol, or tobacco incidents or arrests. Raleigh Egypt High School does not tolerate drugs, alcohol, or tobacco in our school. This is a raising problem with some of our students. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 19 of 143 24. School Business Partnerships. Raleigh Egypt High School partners are Bank of Bartlett and The Tennessee Valley Authority B. STUDENT CHARACTERISTICS 1. Number of Students. Raleigh Egypt High School has 922 students enrolled, which is down over the previous few years. 2. Student Demographic. Raleigh Egypt High Schools students’ racial backgrounds have remained consistent even with decreased enrollment. Of the 922 students enrolled, 92.1% African American, 6.5% Hispanic, 1.2% White and .02% Asian. REHS Ethnic Demographics African American Hispanic Asian Caucasian # of Students 849 60 2 11 % 92.1 6.5 0.2 1.2 Raleigh Egypt High School has 454 female students and 468 male students. REHS Gender Demographics Male Female total # of Students % 468 50.8 454 49.2 922 100 3. English Proficiency. Raleigh Egypt High School currently has 17 students who are enrolled in our ESL classes. 4. Free and Reduced Lunch. 89% of Raleigh Egypt High School student population classified as economically disadvantaged. 792 students receive free lunch, 42 students receive reduced lunch, and 93 students are full pay. Over the last few years, there has been an increase in students who are receiving free or reduced lunch. 5. Students in Classes without a Credentialed Teacher. Raleigh Egypt High School has seven (7) Faculty members who have not met all requirements for a professional license. 6. Attendance. Like the MCS District, Raleigh Egypt High School has a high transient population. The attendance rate has remained steady throughout the last few years. Currently, the attendance average is 88%. 7. Discipline Referrals, Suspension. Raleigh Egypt High School has about 670 suspensions and 111 expulsions. Suspensions at Raleigh Egypt High School involve approximately equal amounts of females to males. Expulsions involve more males. Raleigh Egypt High School follows progressive discipline. Teachers and administration document student conferences, parent conferences and referrals before issuing any suspension. (Raleigh Egypt High School follows the MCS Code of Conduct meaning that each student and parent must read and sign the code of conduct upon registration.) 8. Retention Rate &Transfer Rate. Raleigh Egypt High School has a stability Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 20 of 143 rate for the past few years of approximately 70%. 9. Dropout Rate. Raleigh Egypt High School made AYP in the Event Dropout rate category under No Child Left Behind (NCLB) requirements. 10. Graduation Rate. Raleigh Egypt High Schools graduation rate fluctuates due to the transient population, transfers and dropouts. Graduate rate tracking has become much more main stream with better tracking for each cohort. The Graduation rate remains below the target and currently stands 65%. REHS Attendance, Graduation, Cohort Dropout 2009 87.7 2010 88.3 50.1 59.7 60.4 26.8 Attendance Rate(%) Cohort Drop Out(%) Graduation Rate (NCLB)(%) 11. Club/Community Involvement. Raleigh Egypt High School offers many clubs and athletic choices for students. High school seniors and juniors have the opportunity to tutor at Egypt Elementary through STAR Tutoring. Other clubs and groups are, Debate, Spanish Club, Dance team, Environmental Club, Future Business Leaders of America, Gear Up, Year Book, Band, Majorettes, National Honor Society, Color Guard, Knowledge Bowl, Choir, AFJROTC Drill team and Color guard, Football, Basketball, Volleyball, Track, Wrestling, Cross Country, Golf, Tennis, Soccer, Softball and Baseball. C. PARENT AND GUARDIAN CHARACTERISTICS. 1. Many of our students come from single parent households. The majority of the community is economically disadvantaged. As previously indicated, 89% of our students qualify for free lunch. D. COMMUNITY CHARACTERISTICS 1. Size and Demographics of the Community. The Raleigh Egypt High School Community is located in Northeast Memphis and is made up (?) of the area north of Wolf River between New Allen and Austin Peay Roads. Raleigh Egypt High School serves the entire 38128 zip code. The Community has a population of 43,852 people. The median age in the community is 29.6 years. About 16.2 % of the community population is made up of Single Mother Households. 2. Average Income and Major Employers. The median household income is $36,028 with 12.8% of households earning below the poverty level. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 21 of 143 3. Private Schools and Alternative Schools. Raleigh Egypt High School loses out on some students who choose to attend charter or optional schools. Memphis Business Academy provides career focused courses and college prep programs. There are no private schools in our neighborhood; students can apply to one of the several church affiliated schools or to one of the private preparatory schools in the Memphis area. Raleigh Egypt High School district is adjacent to the Shelby County Schools District, and each year student; may leave our school for one of the county schools. 4. Community Involvement. Raleigh Egypt High School has support from churches within our community: Kingdom & Retreat Center, the Prince of Peace church, and the Breath of Life Church, Saint Paul Douglas. Churches in our community provide after school tutorial service and provide positive role models for the students. E. SCHOOL CHARACTERISTIC General Information 25. History- Raleigh Egypt High School (REHS) opened over 30 years ago as a suburban, county school; however, currently, REHS is a public urban school. When REHS was added to the MCS district. The percentage of black students attending the school was less than 40%. The number of advanced programs declined after the school was brought into the MCS system. The number of African American students is now approximately 94% as compared to 85% for the MCS district; Hispanics make up 5 % of REHS, MCS 6.5%; White REHS students account for 1%, MCS 7.1%. Based on our changing demographics, we are a Title 1 school with almost 90% of our students economically disadvantaged. REHS has continued to offer advanced placement Honors courses, dual enrollment, vocational/technology elective courses and continued to offer challenging core content selections. 26. Facilities, Physical Characteristics. The main academic building is a two story brick construction. The gym was remodeled in 2006 in order to create more space and add to the aesthetics of the campus. The gym houses the football, basketball, volleyball, and wrestling teams. It has two (2) locker rooms, a weight room, a laundry room, meeting rooms, offices, and storage space. The cafeteria was built in 2004 and is connected to the main classroom building. The AFJROTC is located in the back annex. The lower level, basement, is used for REHS Band. In 2010, a security fence located between the main building cafeteria and gym was added in order to provide a secure area where students (who earn the privilege) can enjoy their lunch hour on a terrace. The security fence helps cut back on students leaving campus without permission and restricts access to the building from outsiders. Raleigh Egypt High School campus is also home to the Raleigh Egypt Middle School and Egypt Elementary. 27. Environmental and Safety Concerns. Raleigh Egypt High School is equipped with a digital camera security system that offers excellent reception as well as playback features. This system ensures a safe environment inside the school and allows us to monitor the grounds and surrounding areas. Access to the building is Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 22 of 143 restricted to the main entrance, which has a camera/doorbell for the main office staff to monitor access into the school. Visitor passes are given to all non-staff who enter the building. Student check out takes place in the main office, in order to restrict hallway traffic. In 2010, a security fence was added to help ensure access into the building can be monitored. It also provides the cafeteria with an outside veranda for students to earn the privilege to use. Raleigh Egypt High School has two (2) Memphis Police Department Officers on campus. We utilize metal detection, detection wands, and X-Ray when students enter the building in the morning. Each student must enter through metal detection and all bags are sent through X-ray. Cell phones and MP3 players are restricted on campus, and the morning metal detection duty helps reduce the student’s use of cell phones during school hours. We have revised our Emergency Management Plan to incorporate the following areas: Lock down procedures, Power out procedures, Intruder detection and removal, Incident Command System, student support procedures for inclement weather hold in place procedures, support structure for first response to emergencies and evacuation procedures. The school is equipped with an intercom system and inter-school phone system. Each room has a call button to the office and a phone. To maximize efficiency, REHS uses a walky-talky system in which key individuals are always available for immediate response and can relay important safety information. 28. Grade Distribution. Raleigh Egypt High School is a 9-12 grade level school. REHS GradeDemographics 9th Grade 10th Grade 11th Grade 12th Grade # of Students % 258 28 249 27 211 23 204 22 29. Length of School Year. Raleigh Egypt High School students attend classes for 180 days. 30. Length of School Day. Raleigh Egypt High School students attend classes from 7:30AM to 2:15 PM. 31. Operating Budget Distribution Equity. (see table below) 32. Per Pupil Expenditures per ADA. Per Pupil Expenditures per ADA System State $10,767 $8,773 40.8 39 17.2 13.6 Local Funding % Federal Funding % State Funding % Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 23 of 143 42 47.4 33. Faculty and Staff Demographic. Table showing Faculty Name Position at REHS Education Years of Experience Gender Race Amaya Anderson Berry Blankenbiller Bolgeo Bradshaw Burton Check Clayton Daniels Dotson Dumas Dunnan Ellis Fortune Goel Goodwin Grant Guerrero Hinson Hudgins Hudson Hunt, Jr. Jaquess Johnson Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher 7 years 12 years 7 years 2 years 27 years 22 years 34 years 13 years 7 years 5 years 2 years 2 years 9.5 years < 1 year 7 years 32 years 2 years 6 years 20 years 5 years 10 years 21 years 17 years 7 years F F F F M F F F M F M F M M F M F F M M F F M F F Black Black Black White White White Black White Black Black Black White White Black White Kelly Lee Marvin Mathes McClain McCrimmon McDade Teacher Teacher Teacher Teacher Counselor Teacher Teacher Masters Masters Masters Bachelors Bachelors Masters Bachelors Bachelors Bachelor s Masters Bachelors Bachelors + Bachelors Bachelors Masters+45 Masters PhD Masters Masters Bachelors Masters +45 Masters Masters +30 Master +45 Masters Masters/Doctora te Masters Bachelors Masters Masters Masters Masters 14 years 12 years 2 years 7 years 23 years 9 years 3 years M M M F F M F Black Black White Black White Black Black Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher 9 years Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Black Black White Black Black White Black Page 24 of 143 McNeil Muhammad Owens Parrott Patterson Reeves Rivino Simmons Sinclair Smith Smith Stack Stokes Stubbs Taylor Walker Wells Williams Worlow Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Library Teacher Teacher Teacher Teacher Counselor Teacher Teacher Teacher Teacher Teacher Masters Masters Masters Bachelors Bachelors Masters +45 Masters Masters Masters Bachelors Bachelors Masters Bachelors Masters Bachelors Masters Bachelors Masters Masters 4 years 7 years 9 years 29 years 26 years 14 years 7 years 32 years 19 years 9 years 7 years 24 years 18 years 22 years 2 years 7 years 22 years 10 years 2 years F M F F M F M F F F M F M F M F F F F Black Black Black White Black Black White White Black White Black White Black Black Black Black Black White Table showing Support Staff Name Position at REHS Years of Experience Gender Race Alston Anderson Baggett Ballentine Brown Byers Carter Cooper Curry Douglas Dubose Eaton Eubanks Hampton Hannah Holland Hooker Custodial Helper Cafeteria Helper Secretary Custodial Helper MPD Officer Building Engineer Nutrition Service Manager Cafeteria Helper Clerical Assistant Parent Advocate Secretary Custodial Helper Campus Monitor Campus Monitor MPD Officer Custodial Helper Cafeteria Helper < 1 year 11 years 12 years 4 years 18 years 26 years 26 years 3 years 1 year 11 years 25 years 11 years 3 years 3 years 13 years 19 years 11 years F F F F M F F F F F F F F M M F F Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Black Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 25 of 143 Lark Lott Macon McEntreeWhite Moore Parchman Stewart Walker Young Cafeteria Helper Campus Monitor Custodial Helper 10 years 5 years 4 years F M F Black Black Black Secretary Parent Volunteer Financial Secretary Cafeteria Helper Custodial Helper Custodial Helper 9 years 28 years 10 years 5 years 5 years < 1 year F F F F M F Black Black Black Black Black Black 34. Administrative Demographics Table showing Administration Name Position at REHS Bailey Bowen Blackwell Executive Principal Assistant Principal Assistant Principal Instructional Facilitator Wallace Years of Experience Gender Race 7 years 3 years 4 years M M M White Black Black 13 years F Black 35. Percentage of faculty and staff who hold advanced degrees. 61% of the Raleigh Egypt High Schools faculty holds advanced degrees. 36. Percentage of faculty teaching courses outside their area of certification or who do not fully meet the NCLB standards for being highly qualified. <1% 37. Staff Development. Raleigh Egypt High School provides professional development weekly. It is focused on the needs of the school and of the students and teachers. In-Service days are planned carefully to increase teacher’s knowledge and skills so that they will be able to meet the needs of the students and stakeholders. MCS also provides an array of professional development opportunities throughout the school year and the summer. MCS Teaching and Learning Center also offers courses and workshops year round. 38. Enrollment Data. Raleigh Egypt High School has an enrollment of 922 students; .2% Asian, 1.2% White, 6.5 % Hispanic, and 92% African American. 39. Curriculum Offering. Raleigh Egypt High School offers 92 Courses on Campus and 43 courses off campus at Trezevant Career and Technology Center. Raleigh Egypt High School also offers E-learning courses for course recovery or for courses that are not offered on site. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 26 of 143 Academic Courses at Raleigh Egypt High School Language Arts/Humanities AP English Literature/Comp Content Area Reading Creative Writing DC English Comp I DC English Comp II English I English I Honors English I + English II English II Honors English II + English III English III Honors English IV English IV Honors Etymology Journalism Spanish I Spanish II Honors Spanish II Tutorial Enlgish 9-12 Fine Arts General Music Instrumental Music Senior Band I Senior Band II Senior Band III Senior Band IV Visual Art Vocal Music I Vocal Music II Vocal Music III Vocal Music IV Social Studies African American History Economics Facing History Humanities Honors US Government US History Honors US History World History Honors World History Science Anatomy and Physiology Biology I Honors Biology I Chemistry Environmental Science Physical Science Physics Honors Mathematics Advanced Algebra & Trigonometry Algebra Honors Algebra 1+ Algebra 1 Algebra II Honors Algebra II AP Calculus Pacesetters Pre-Calculus Honors Tutorial Math 9-12 Unified Geometry Honors Unified Geometry I + Unified Geometry Other AFJROTC AVID ESL Advances 9-12 ESL Civics ESL High Beg 9-12 ESL Intermediate Life Connections Lifetime Wellness Mod Program Inc 9-12 Mod Program Inc LA Mod Program Inc Math Online Learning Resources School Sponsored Enterprise Service Learning Transitional Communication Skills 912 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 27 of 143 Transitional Individual Living Skills 912 Transitional Recreation and Leisure Skills Transitional English 9-12 Transitional Math 9-12 Transitional Science 9-12 Transitional Social Studies 9-12 Vocational/Technical Courses Vocational-Technical, Other Courses Admin Management Advanced Welding American Business/Legal System American Business/Legal System Banking and Finance Barbering I Barbering II/III Basic Principals of Welding Business Economics Business Economics Career Connections Career Management Success Chemistry of Cosmetology Clinical Intern: Diagnostic Medicine Collision Rep: Paint/Ref Collision Rep: Structure Computer Application Construction Core Culinary Arts I Culinary Arts II/III Design Principles of Cosmetology Desktop Publishing Diagnostic Medicine Diesel Brake System E-business Communication Cont… Electric I Electric II Family and Consumer Sciences Fashion Merchandise and Design Financial Planning Forensic Science Health Science Anatomy/Physiology Health Science Education HVACR Integrated Input Technology Intermediate Multi Media Design Medical Therapeutics Nutrition and Food Personal Finance Personal Finance Principles of Cosmetology Principles of Manufacture Core Rehab Therapy Transportation Core Visual Entertainment Web Page Design E-communication Web Page Design -Site Design Website Foundation 40. Unique Programs Remediation. Memphis City Schools implements ZAP (Zeros Aren’t Permitted) Saturday School. This provides students who are not meeting academic standards (NMS) to come to school on Saturday’s and work. Students and Parents are Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 28 of 143 contacted and asked to ensure that the student attend ZAP Saturday’s. Although all students are welcome to attend ZAP Saturdays, its primary purpose is for students who need “a little extra help.” Raleigh Egypt High School also offers after school tutoring. All athletes and participators in after school organizations are required to receive at least one tutoring hour a day before s/he participates in extra curriculum activities. Regardless, all students are encouraged to attend tutoring hours with their teachers. Raleigh Egypt High School also offers supplemental tutoring through the Title 1 funds. Students may register for Math, Reading or Language Arts tutoring through an outside vendor and receive the services at Raleigh Egypt High School. 41. Exceptional Children. Raleigh Egypt High School’s program for exceptional children, (special education),is predominantly Inclusion classes. The school, along with the district, believes that this creates the least restrictive learning environment (LRE) that is required by TN Law. Raleigh Egypt High School has 164 exceptional children; 154 students participate in inclusion and 10 students are in CDC classes. Raleigh Egypt High School offers inclusion in Math, English, tutorial Math, tutorial English and Online Math Foundations. The Exceptional Children Department is serviced by four (4) inclusion teachers, two (2) tutorial teachers, and two (2) CDC teachers. The CDC classes each have a para-educator. 42. ESL Program. Raleigh Egypt High School has one (1) on staff ESL teacher. Four (4) classes are offered through the ESL course selection. 43. Enrichment. Raleigh Egypt High School offers free ACT tutoring to all students in which online test preparatory classes and teacher tutoring is offered. All students who participate in athletics and after school organizations are required to participate in after school tutoring for one hour before extra curriculum activities begin. This helps emphasize academics first. All faculty members volunteer their time for this tutoring and are expected to volunteer their time at least one day a week. 44. Grants. Raleigh Egypt High School just finished with the Small Learning Communities (SLC) grant. No current grants come through Raleigh Egypt High School. 45. Honors Classes and Dual Enrollment. Raleigh Egypt High School has fourteen (14) Honors classes in Math, English, Foreign languages, Sciences, and Social Studies. Dual Enrollment classes are offered in English through Christian Brothers University. 46. Parental Support. There are a number of parental support programs at REHS which provide valuable input to the educational and extracurricular process at Raleigh Egypt High School. Community forums are held each month for parents to have the opportunity to stay abreast on their student’s education and the overall welfare of REHS. Raleigh Egypt High School also has a a Parent Advocate who provides support and resources for all parents which includes workshops and trainings. This position is hosted out of REHS Parent Center. Raleigh Egypt High School also has a parent volunteer, who is a community member who volunteers her time each day to help coordinate programs through the parent advocate. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 29 of 143 47. Drug, Alcohol, or tobacco incidents or arrests. Raleigh Egypt High School does not tolerate drugs, alcohol, or tobacco in our school. This is a raising problem with some of our students. 48. School Business Partnerships. Raleigh Egypt High School is supported by Buckman Laboratories, which prints our school newspaper and graduation programs. They also help us with the wiring required to provide internet service access to the computers in our media center (library). Buckman Laboratories also supports our Saturday School program. Other school partners are Bank of Bartlett and The Tennessee Valley Authority F. STUDENT CHARACTERISTICS 12. Number of Students. Raleigh Egypt High School has 922 students enrolled, which is down over the previous few years. 13. Student Demographic. Raleigh Egypt High Schools students’ racial backgrounds have remained consistent even with decreased enrollment. Of the 922 students enrolled, 92.1% African American, 6.5% Hispanic, 1.2% White and .02% Asian. REHS Ethnic Demographics African American Hispanic Asian Caucasian # of Students % 849 92.1 60 6.5 2 0.2 11 1.2 Raleigh Egypt High School has 454 female students and 468 male students. REHS Gender Demographics Male Female total # of Students % 468 50.8 454 49.2 922 100 14. English Proficiency. Raleigh Egypt High School currently has 17 students who are enrolled in our ESL classes. 15. Free and Reduced Lunch. 89% of Raleigh Egypt High School student population classified as economically disadvantaged. 792 students receive free lunch, 42 students receive reduced lunch, and 93 students are full pay. Over the last few years, there has been an increase in students who are receiving free or reduced lunch. 16. Students in Classes without a Credentialed Teacher. Raleigh Egypt High School has seven (7) Faculty members who have not met all requirements for a professional license. 17. Attendance. Like the MCS District, Raleigh Egypt High School has a high transient population. The attendance rate has remained steady throughout the last few years. Currently, the attendance average is 88%. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 30 of 143 18. Discipline Referrals, Suspension. Raleigh Egypt High School has about 670 suspensions and 111 expulsions. Suspensions at Raleigh Egypt High School involve approximately equal amounts of females to males. Expulsions involve more males. Raleigh Egypt High School follows progressive discipline. Teachers and administration document student conferences, parent conferences and referrals before issuing any suspension. (Raleigh Egypt High School follows the MCS Code of Conduct meaning that each student and parent must read and sign the code of conduct upon registration.) 19. Retention Rate &Transfer Rate. Raleigh Egypt High School has a stability rate for the past few years of approximately 70%. 20. Dropout Rate. Raleigh Egypt High School made AYP in the Event Dropout rate category under No Child Left Behind (NCLB) requirements. 21. Graduation Rate. Raleigh Egypt High Schools graduation rate fluctuates due to the transient population, transfers and dropouts. Graduate rate tracking has become much more main stream with better tracking for each cohort. The Graduation rate remains below the target and currently stands 65%. REHS Attendance, Graduation, Cohort Dropout 2009 87.7 2010 88.3 50.1 59.7 60.4 26.8 Attendance Rate(%) Cohort Drop Out(%) Graduation Rate (NCLB)(%) 22. Club/Community Involvement. Raleigh Egypt High School offers many clubs and athletic choices for students. High school seniors and juniors have the opportunity to tutor at Egypt Elementary through STAR Tutoring. Other clubs and groups are, Debate, Spanish Club, Dance team, Environmental Club, Future Business Leaders of America, Gear Up, Year Book, Band, Majorettes, National Honor Society, Color Guard, Knowledge Bowl, Choir, AFJROTC Drill team and Color guard, Football, Basketball, Volleyball, Track, Wrestling, Cross Country, Golf, Tennis, Soccer, Softball and Baseball. G. PARENT AND GUARDIAN CHARACTERISTICS. 2. Many of our students come from single parent households. The majority of the community are economically disadvantaged. As previously indicated, 89% of our students qualify for free lunch. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 31 of 143 H. COMMUNITY CHARACTERISTICS 5. Size and Demographics of the Community. The Raleigh Egypt High School Community is located in Northeast Memphis and is made up (?) of the area north of Wolf River between New Allen and Austin Peay Roads. Raleigh Egypt High School serves the entire 38128 zip code. The Community has a population of 43,852 people. The median age in the community is 29.6 years. About 16.2 % of the community population is made up of Single Mother Households. 6. Average Income and Major Employers. The median household income is $36,028 with 12.8% of households earning below the poverty level. 7. Private Schools and Alternative Schools. Raleigh Egypt High School loses out on some students who choose to attend charter or optional schools. Memphis Business Academy provides career focused courses and college prep programs. There are no private schools in our neighborhood; students can apply to one of the several church affiliated schools or to one of the private preparatory schools in the Memphis area. Raleigh Egypt High School district is adjacent to the Shelby County Schools District, and each year student; may leave our school for one of the county schools. 8. Community Involvement. Raleigh Egypt High School has support from churches within our community: Kingdom & Retreat Center, the Prince of Peace church, and the Breath of Life Church, Saint Paul Douglas. Churches in our community provide after school tutorial service and provide positive role models for the students. Component 1b – Academic and Non-Academic Data Analysis/Synthesis COMPONENT 1.4: Variety of Academic and Non-Academic Assessment Measures Refer to Component 1 Academic/Nonacademic Helpful Hints. COMPONENT 1.4: Variety of Academic and Non-Academic Assessment Measures (Rubric Indicator 1.4) List Data Sources Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 32 of 143 End of Course Tests; English I, English II, English III, Algebra I, Algebra II, U.S. History, and Biology I Gateway Tests: Algebra I, English II, Biology I TCAP Writing Assessments Reports TCAP Alt Assessment Reports Graduation Rate Report Cards Discovery Assessments Unit Tests ThinkLink ACT Summary Reports COMPONENT 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. COMPONENT 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 types of data used to determine our school’s strengths and needs consisted of Generated Assessment Reports, AYP Graphing Spreadsheets, REA (Research, Evaluation, and Assessment) Lists of Feeder Middle Schools, Comprehensive Statistics Reports, Formative Assessments, Graduation Reports, and Attendance Reports. During departmental and academy meetings teachers examined report cards, nine weeks, end of course, TVAAS data, unit tests and CTE competencies. Weekly team meetings are conducted by the school’s Administrative Team, Instructional Leadership Team, and Academic Coaches. During these meetings targeted data is analyzed to determine if plans should be developed to improve results. The school’s Data Depot team meets every twenty days to report data to be used for the monthly Comprehensive Statistic Report meetings. The COMPSTAT Report, using the SDIS system to analyze strengths and needs, is used to develop a plan to focus on the school’s needs. The Component One committee obtained data from these teams to be used in this report. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 33 of 143 Enrolled 9th Graders Projected to Algebra I (Proficient) Advances: Greater than or equal to 70% Accelerate II: Between 50% and 70% Accelerate I: Less than or equal to 50% Students at or above proficiency Students who lack sufficient data 81% 5% 6% 4% 1% 9% Strength: The targeted Algebra I students have been placed in Algebra I +, with extended time each day. This will help to prepare them for the EOC test. The classes with the most critical need students also have an inclusion teacher to help with instruction and remediation. Providing after school tutoring and Saturday school test prep. Needs: Increase communication to stakeholder, students, parents, and teacher so that the students understand the short term and long term importance to Algebra. Enrolled 10th Graders Projected to English II (proficient) Advances: Greater than or equal to 70% Accelerate II: Between 50% and 70% Accelerate I: Less than or equal to 50% Students at or above proficiency Students who lack sufficient data 3% 1% 81% 2% 10% 6% Strength: We are taking measures to ensure students have highly successful English teachers to prepare them for Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 34 of 143 the EOC. Providing after school tutoring and Saturday school test prep. Needs: Increase the students’ abilities to complete independent critical thinking. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 35 of 143 COMPONENT 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. COMPONENT 1.6: Report Card Data Disaggregation (Rubric Indicator 1.6) Report Card Data Disaggregation Reading/Language Plus Writing Math 2010 Target 95% % Subgroup 2010 Targ et 95% Target % Proficient & Advanced 25% % % Below Basic % % % Pr of A dv % Prof & Adv 49% % Belo w Test ed Basic % Basi c % % Pro f Adv % Prof & Adv Tested Basic All Students 97 24 50.8 18. 2 6. 8 25 All Students 99 24 37 31. 8 6.9 39 African American 97 26 50.5 17. 6 6. 3 24 African American 98 26 37.3 29. 2 7.2 36 Asian/Pacific Islander 100 * * * * * Asian/Pacific Islander 100 * * Hispanic 100 * * * * * Hispanic 100 4 Native American n/a n/a n/a n/a n/ a n/a Native American n/a 100 * * * * * 97 25 50.5 18. 2 6. 5 25 White Economically Disadvantage d 100 * * * * * White Economically Disadvantag ed Students with Disabilities Limited English Proficient * 100 * * * * Subgroup Target % Proficient & Advanced * * 33.3 * 61. 1 1.9 63 n/a n/a n/a n/a n/a 100 * * * * * 99 24 36.1 33 6.8 40 Students with Disabilities 100 * * * * * Limited English Proficient 100 * * * * * Strength: Raleigh Egypt High School students are showing improvement in every area. Needs: Raleigh Egypt High School students need to continue progress in order to meet state standards. COMPONENT 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. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 36 of 143 COMPONENT 1.7: Narrative Synthesis of All Data (Rubric Indicator 1.7) Narrative Synthesis of Data All Raleigh Egypt High School students must pass state required tests in order to graduate. The Memphis City Schools district is in its last year of Gateway Course testing. Gateway tests are mandated from the state in order for students to receive graduation credit. Students must pass a Gateway test in Algebra I (AYP), English II (AYP), and Biology I (AYP). Memphis City School students who started their Freshman year in 2009 will receive graduation credits from State End of Course (EOC) Testing. In addition, students will also need 22 course credits to graduate. End of Course test are mandated in the following subjects; Algebra I (AYP), English I, English II (AYP), Biology I (AYP), Algebra II, English III, and US History. AYP P/A % P% 89 80 53.4 51 39 25 18.2 Algebra I English II 2009 44 31.8 38.11 2219.2 Algebra I English II Algebra I English II 2010 2011 Gateway/End of Course Algebra I. Raleigh Egypt High School has lost some ground on the Algebra EOC. The EOC test provides much more rigor for the students. Math skills are incorporated into all curruculum. The students can also attend workshops on test taking strategies and tutoring with their teachers. Strength: Algebra I classes have extended time each day. The course is a double dose. This helps to prepare Raleigh Egypt High School Students for the EOC test. After school tutoring is also provided along with Saturday day school test prep. Need: Continue existing programs, casio calculator training for all teachers, improve attendance, continued communications with parents. Gateway/End of Course English II. Raleigh Egypt High School lost some ground in 2010 in Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 37 of 143 Narrative Synthesis of Data English II, the new rigor of the End of Course test provided a challenge for our kids. Students are able to attend workshops on test taking strategies and tutoring with their teachers. This has proven to help Raleigh Egypt High School in 2011 Strength: Raleigh Egypt High School Students continue to raise the test scores in English II. After school tutoring and Saturday School test prep is offered to the Raleigh Egypt High School students. Need: Continue the existing programs, improve attendance, and continued communication with parents. TCAP Writing Assessment. The writing assessment is given in 11th grade. Our student’s average performance is between 3.7 and 3.91 Strength: Raleigh Egypt High School students continue to score at the same level on the writing assessment, with no significant changes. Need: Raleigh Egypt High School students need to improve on their writing and exceed the state average. ACT. Raleigh Egypt High School provides a location for all Juniors in the school to take the ACT test. This test is taken by at least 80 % of the Junior class. Raleigh Egpyt High School also provides a secure testing environment for our student with accommodations and modifications. REHS ACT Performance 2009 2010 2011 16.5 16.5 16.1 15.9 15.5 14.9 15.6 15.2 15.1 14.8 16 15.3 15.4 15 14.2 English Mathematics Reading Science Composite Strength: Raleigh Egypt High School students are offered ACT prep tutoring through the MCS district assoication with Kaplan ACT prep. Need: Provide strategies for higher level test taking. Emphasize test taking stategies and encourage the less motivated students. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 38 of 143 COMPONENT 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. COMPONENT 1.8: Prioritized List of Goal Targets (Rubric Indicator 1.8) Prioritized List of Goal Targets 1). The percentage of students scoring proficient or advanced on the Algebra I End of Course/ Gateway test will meet or exceed 67% on the 2012- 2012 test or meet AYP through Safe Harbor by reducing the number of Algebra I students testing below proficient by 10% from the previous year as established by NCLB. 2). The percentage of students scoring proficient or above on the English II End of Course/ Gateway and TCAP Writing will meet or exceed 75%- the state goal on the 2012-2012. In order to accomplish this goal, the number of students who score a 5 or better on TCAP Writing will need to increase and the number of students who score below a four must decrease. Also, the percentage of students who score proficient or advanced on Gateway English must increase by 2 percentage points. 3). To increase the high school attendance rate by 2.8% 4). Students will increase the average composite ACT score by 3 points by the end of the 2010-2012 school-year. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 39 of 143 Component 2 – Beliefs, Common Mission and Shared Vision COMPONENT 2.1: Beliefs, Common Mission and Shared Vision Use Component 2.1 to articulate your Beliefs, Common Mission and Shared Visio Component 2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicators 2.1 and 2.2) Our stakeholders include the faculty and staff, parents, community representatives and students. All stakeholders are continuously involved in reviewing and adjusting our school improvement plan in order to provide the best education for the students. These belief statements specifically address: learning, instruction, assessment, decision-making and policy. Beliefs: Academic achievement is the main focus of all organizational and instructional practices. Each student is a valued individual with unique intellectual, emotional, social, and physical needs All instructional practices are student-centered and data driven. Students must be engaged in learning activities that incorporate differences in learning styles. Students learn in a safe environment conducive to learning. Students succeed when educators, parents and community leaders join together to facilitate decision-making regarding instruction, policy-making, and school climate. Every classroom is equipped with the technology necessary to succeed in the world beyond the school setting. Instructional strategies must be research-based and support the development of higher order thinking skills for all students. Students will be nurtured and taught with rigor and compassion. Assessment provides students with a variety of opportunities to demonstrate their learning. Students will be taught that education is a lifelong process. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 40 of 143 Common Mission The mission of Raleigh Egypt High School is to challenge and educate our students academically, socially, physically and creatively in a safe environment so that they may have successful and productive lives. Shared Vision The shared vision of Raleigh Egypt High School is to become the center of an inspired community of individuals with the common purpose of accelerating our students into position for successful futures. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 41 of 143 Collaborative Process: To support the beliefs, mission, and vision of the Memphis City Schools District and RaleighEgypt High School, collaboration of the stakeholders must take place. All stakeholders must hold high expectations with a clear purpose for achieving state and national standards. As a model of collaboration, the Egypt campuses maintain a focused and continuous hand on our community’s children from Pre-K through grade 12. To ensure community involvement we host educational forums, consult with parents and booster clubs, and implement researched -based proposals from the school’s advisory council. (Educational forums are held each month at various area churches; parents, teachers and community leaders exchange ideas and together develop our vision for Raleigh Egypt.) The school’s advisory council consists of administrative staff, teachers, parents, students, community representatives and support personnel. Meetings of the special council are held during and after school. Also, we have an annual ministerial breakfast where ideas are exchanged. This year, eight local churches were represented. Additionally, Raleigh Egypt’s PTSA meets once a month. During the first meeting, we reviewed and edited our beliefs and mission / vision statements for the 2011-2012 school year. In our next meeting, the focus will be on instructional and organizational practices, interpreting and analyzing data and student centered activities for the 2011-2012 school year. COMPONENT 3.1.a: Curricular Practices Component 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2) Current Curricular Practices State and Nationalbased curriculum School wide achievement goals Standardized and Formative Assessments Teaching and learning materials correlated to State standards Professional Development Opportunities Support System for Enhancing Curriculum and Instruction Communicat ion and Expectations for Student Learning Evidence of Practice (State in definitive/tangible terms) Textbooks selected by district are aligned with state standards Information from assessments through the year to increase student performance End of Course assessments, FOLIO writing assessments, Discovery (Think Link) assessments, Plan Tests, Advanced Placement assessments, ACT, teachermade common assessments and teacher-made tests. Curriculum guides are correlated to the State standards Curriculum supervisors and subject area department heads available for teachers as a resource Professional development activities are structured to provide teacher support in research-based strategies that have proven effective Review Tennessee School Improvement plan at least yearly, but make changes for improvement as needed Course Level Expectations, Formative and Summative Assessments, and State Performance Indicators Monitoring is in place for enhancing the quality of the instruction and curriculum. District walkthroughs and formal/ informal observations Reviewed by faculty and administration in accordance with TSIP School wide “Zeros Aren’t Permitted” policy to ensure students master content of subject Formative assessments are given each nine weeks and are aligned to meet Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Standards Checklist and State Standards to guide lesson planning and the selection of textbooks for yearly curriculum planning Teaching and learning tools shared at PLC meetings All materials purchased with Title I and Financing budgeted into Memphis City Schools for teachers to attend curricular conferences and workshops Financing budgeted into REHS PDP via Title I funds for teachers to attend curricular conferences and workshops Page 43 of 143 Bi-monthly PLC meetings Substitute teachers while teachers attend workshops Professional development also reflects needs identified from teacher Distribution of course expectations to students and parents School/ Teachers websites Parent meetings, student handbook, telephone are made by local and state level stakeholders benchmarks for students’ in Endof-Course classes local funds must be justified and correlate with state standards. Teaching and learning materials are correlated to state standards. Teachers post guiding questions, bell work, daily assignments, as well as the appropriate standard)s) with which the lessons correlate as part of white board protocol All textbooks are reviewed at the state and local levels for consideration for adoption. All adopted programs must correlate with state standards anecdotal surveys as well as testing results, differentiated instruction, Power Teacher online gradebook, Ed Plan, Learning Villages’ lesson plan development process, content reading strategies, and teacher mentors to support new teachers to REHS calls, teacher communicatio ns, and mass mail-outs are additional practices used to facilitate and inform expectations Yes Yes Curriculum guides provided by the state and used by Memphis City Schools to plan instruction at Raleigh-Egypt High School Is the current practice research-based? Yes Yes Yes Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Yes Yes Page 44 of 143 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) Yes Yes Yes Yes Yes Yes Yes Somewhat effective Effective Somewhat effective Effective Effective Effective Somewhat Effective End-of-Course assessment scores End-of-Course assessment scores End-of-Course assessment scores End-of-Course assessment scores End-of-Course assessment scores End-of-Course assessment scores Annual Measured Objectives (AMO) Annual Measured Objectives (AMO) Annual Measured Objectives (AMO) Annual Measured Objectives (AMO) Annual Measured Objectives (AMO) Annual Measured Objectives (AMO) TSIP shared with the community for input on student performance Tennessee Value-Added Assessment System (TVAAS) Tennessee Value-Added Assessment System (TVAAS) Tennessee Value-Added Assessment System (TVAAS) Tennessee Value-Added Assessment System (TVAAS) Tennessee Value-Added Assessment System (TVAAS) Tennessee Value-Added Assessment System (TVAAS) Item analysis of End-ofcourse exams and Plan test Item analysis of End-of-course exams and Plan test Item analysis of End-of-course exams and Plan test Item analysis of End-ofcourse exams and Plan test Item analysis of End-of-course exams and Plan test Item analysis of End-ofcourse exams and Plan test Chapter and Unit exams Chapter and Unit exams Chapter and Unit exams Chapter and Unit exams Chapter and Unit exams Chapter and Unit exams Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 45 of 143 Electronic posting of curriculum guides and course descriptions Other supporting sources include district publications, parent/teacher conferencessing in sheets, parent connect letters to access Power Teacher grade book, Parent link, marquee messages, school website and school report card Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) TVAAS data ACT data A two year decline in PLAN Test End-of-Course assessment data All students have access to free extra curricular tutoring services on campus. ELL and SPED students are individually encouraged to take advantage of these services. ESL class instruction includes vocabulary used in content assessments, starting with beginning level learners. After school tutorials are offered 4 days a week to all students with great emphasis on students who are identified based on Discovery testing, classroom performance and teacher referrals in the subjects of Algebra I, Biology I, and English II. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 All teachers are given $200 to spend on instructional materials during the year Local, state, and national conferences to learn new strategies on developing student potential All courses have adopted textbooks programs All teachers must record consultation with documentation for accommodatio ns for students in Ed Plan. All teachers must be evaluated and comply with administrative recommendati ons for improvement Title I funds instructional materials provided it meets federal guidelines for equity, justification, and correlates to instructional objectives aligned with state standards Page 46 of 143 There is 100% access to the school through our parent link, website, parental meetings/ visits, and Power Teacher. However despite enormous attempts and efforts to contact parents, there is very poor response to phone calls, mail outs, and marquee announcement s Evidence of equitable school support for this practice Data review of student performance following state performance indicators Use of curriculum guides to pace student instruction according to state and local standards Next Step (changes or continuations) Instructional supervisors or subject area department chairs to provide instructional support Continuing current practices with Electronic learning courses are available for students to acquire credits to stay with their academic cohort during and after school hours. Access can also be gained while student is offcampus Use of state standards to plan and guide student instruction Summative assessments results available for all students, teachers, and stakeholders TSIP benchmarks used to establish goals for the school year Decisions for instructional materials based on the diverse learning needs of the stakeholder Funds available through Federal Programs Grants and Compliance Title I for professional development Site-based decision making for student success REHS website and marquee information available to all stakeholders Assessments results reviewed by administration, teachers, and stakeholders to guide instruction Continue current practice with the focus on the Curriculum standards and course expectations provided to all stakeholders on the REHS website and at registration Continue current practices with investigation into Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Continue to evaluate all test data and Continue current practice with focus on Page 47 of 143 Continue with current practice with a Continue current practice investigation into low performance areas for stakeholder improvement Implementing strategies for increasing student performance disaggregated data to improve low performing and high performing groups’ assessment scores low and high performance areas for stakeholder improvement Implementing strategies for improving student performance Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 make adjustments as necessary to improve students’ scores on assessments improving low and high performance areas Continue to evaluate technology for effective student learning Page 48 of 143 focus on professional development to ensure curriculum is aligned to standards and organize future in-service opportunities for curricular growth COMPONENT 3.1.b: Curriculum 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 Component 3.1.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 curricular practices, also to be recorded in Component 3.1.b. Component 3.1.b: Curriculum Gap Analysis Curriculum Gap Analysis - Narrative Response Required “What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?) TIME o Documenting and formatting lesson plans in advance for submission to administrators o Faculty meetings, professional learning committees, and professional development meetings are held at least monthly o Developing and implementing intervention strategies for students using EdPlan® o Administrative/ Leadership team meets weekly o The hybrid block schedule which is based on a nine-week grading period requires that planning and instruction are in 90/45 minute increments, 28%decrease in total time allocated for classroom contact with students. o Lunch periods last for 25 minutes. o Homeroom only meets when the distribution of schedules and report cards are required and times of standardized assessments. MONEY o Title I funds are used to support instruction, tutoring, and professional development o Title I budget for instructional materials ($19,058) o Title I budget for professional development on instruction ($43,000), at least 10% of the operating budget PERSONNEL o Executive Principal o Two assistant principals o Instructional facilitator o Classroom teachers o Full time reading specialist o One librarian o Two guidance counselors Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 49 of 143 o Six Inclusion Teachers o One ELL teacher o Five secretaries o Two full time Memphis Police Department officers o Three hall monitors o Two SPED teacher assistants o Six custodial workers OTHER RESOURCES o Teachers for after-school and Saturday tutorials ($26/hour, paid via Title I and Memphis City Schools’ Extended Learning Program o Power teacher online grade-book o Curriculum guide and Instructional maps through Learning Village o New standards for End-of-Course assessments are retrieved through Tennessee Department of Education website “What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?) TIME o Develop a plan for lateral and grade-level planning sessions o Provide parents with more training and incentives for their attendance at parent/teacher meetings o Use homeroom period to implement an effective advisory/teacher-student mentor curriculum MONEY o Continue to monitor enrollment in the free/ reduced lunch program in order to maintain and increase federal fund allocations for Title I. o Solicit increased financial support from community businesses PERSONNEL o Develop strategies to attract highly qualified teachers by recruiting teachers from Teach for America, attending yearly career fairs, and networking with colleagues interested in transferring o More teachers are needed to decrease the size of core course classes to provide students with more individualized instruction OTHER RESOURCES – Continue to build close ties with the community and business leaders Equity and Adequacy: Are we providing equity and adequacy to all of our teachers? All teachers have access to o Curriculum materials o Professional development o Copier facilities Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 50 of 143 o Teachers’ lounges o Peer evaluation and review, including observations and critical friends’ groups o Opportunities for leadership in professional development, vertical teaming, school planning and review, sponsoring extracurricular activities o A safe and healthy physical environment o Equal access to useful technology for classroom use Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? The Instructional facilitator has ordered professional articles to address teaching issues of bias and equity in the classroom Professional development for differentiating instruction is ongoing Teachers have opportunity to request resources, programs, and materials that will benefit their instructional efforts Based on the data, are we accurately meeting the needs of all students in our school? According to academic AMO data, we are not meeting the needs of all students in our school. Challenges also exist in maintaining accurate records concerning graduation requirements as it affects the graduation rate. Students with disabilities continue to be a focus. ELL and SPED groups are identified and evaluated on an ongoing basis and M-Teams meet to develop instruction and assessment geared for their success Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 51 of 143 COMPONENT 3.1.c: Curricular Summary Questions The following summary questions are related to curriculum. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area. Component 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? In addition to identifying students for special support during class time, Raleigh-Egypt High teachers provide tutoring after regular school hours to include Saturdays to help students be successful. Teachers have received exemplary professional development in implementing strategies that addresses the needs of all students. REHS has been successful in identifying students at risk of failure and we immediately implement intervention strategies. Teachers also collaborate to develop successful teaching strategies. As a result, students have either maintained or gained an increase in all testing areas except Algebra I where there was a decrease. 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 components above that could be a cause of the prioritized needs identified in component 1.) Raleigh-Egypt High has established goals to meet/exceed the state benchmarks for AMO in Algebra I, English II, Biology I, improving graduation rate and increasing average on the writing assessment scores to meet/exceed the state’s average. In order to meet these goals, our major challenge to instruction is contacting parents in order to support efforts for students to attend class and to be prompt so that teachers can provide quality instruction. Very often, addresses and phone numbers on file are not accurate which delays the contact process. We must encourage greater parental involvement for support in tutoring sessions. Lack of parent response to surveys and contracts, poor attendance at parent meetings and the lack of support in Parent/Teacher Organizations all support our interpretation of this problem. Curriculum Summary Questions- Narrative Response Required How will we address our challenges? All teachers, administrators, and support staff will collaborate to develop successful strategies for instruction. Outstanding teachers will model teaching and classroom management strategies that other teachers can observe and emulate in their classrooms. All stakeholders will continue to monitor test results and other data sources for ways to improve instruction. We must devise several methods of making and maintaining contact with parents so they can help their students to succeed. We will send home notices by students to obtain changes in contact information during the fall and spring semesters. We will also offer training and incentives to increase parental involvement. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 52 of 143 COMPONENT 3.2.a: Instructional Practices Component 3.2.a: Instructional Practices (Rubric Indicators 3.3 and 3.4) Current Instructional Practices Classroom instruction is aligned with standard-based curriculum Teaching process is data driven Classroom organization and management support classroom learning Evidence of Practice (State in definitive/tangible terms) National, state, and local standard-based curriculum drives Raleigh-Egypt High’s classroom instruction. Analyzing assessment results and developing strategies to improve scores in each quintile Teachers receiving training in classroom organization and management programs Yes Credit recovery Classroom management strategies being addressed at beginning of the year in-services Weekly lesson plans indicates which standards are being addressed Is the current practice research-based? Students are provided with multiple opportunities to receive additional assistance beyond initial classroom instruction After school and Saturday tutoring Yes Yes Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Students are actively engaged in high quality learning environment as supported by higher order thinking skills Classroom instruction is aligned with the assessments Higher thinking skills are included in the Learning Villages COMPONENT, which drives lesson planning and classroom instruction Classroom instruction is aligned with Endof-Course testing and FOLIO Writing Assessment. These assessments determine strategic planning, course offerings, and teacher assignments Teachers are required to include activities that require/inspire/elici t higher-order thinking processes: analyzing, evaluation, etc. Yes Yes Page 53 of 143 Yes Is it a principle & practice of highperforming schools? Yes Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? What data source(s) do you have that support your answer? (identify all applicable sources) Somewhat Effective Somewhat Effective Effective Effective Somewhat Effective Effective School report card NCLB data End of Course assessment FOLIO Writing Assessment Benchmark formative assessments Student projections and results Formal observations Tutoring sign-in sheets Formal and informal teacher observations Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) REHS had an increase in AMO in all areas except Algebra I. There has been a considerable decrease in staff retention. Scores indicate that tutoring strategies combined with appropriate staff allocation were somewhat effective REHS offers ESL and SPED instruction for students who need to acquire skills and knowledge that are prerequisite for learning curriculum content. Honors and AP courses also are offered for students who demonstrate high proficiency. English II and Writing assessment scores improving School report card NCLB data End of Course assessment FOLIO Writing Assessment Benchmark formative assessments REHS has gained increase in all AMO areas except Algebra I. Target goals have been revised to address areas of concern in an effort to meet/exceed benchmarks Evidence of equitable school support for this practice Walk-through observations Discipline handled effectively EOC scores showed gain in all areas except Algebra I Review of TVAAS data and teachereffect data Course successfully mastered in credit recovery Feedback from students, parents, and teachers Improved graduation rate Posting discipline procedures in the classroom Departmentalize d tutoring Administrative support in classroom management Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 54 of 143 Writing Assessments Advanced Placement assessment scores All teachers received professional development on creating instruction for higher order thinking skills. Particular professional development has been given in the use of the Multiple All students have access to free tutoring services on campus in areas tested to determine AMO. Electronic learning (webbased instruction) is also available for all students in grades 9-12 to obtain online Next Step (changes or continuations) Provide additional professional development for teachers who do not address all standards in their instruction Focus on improving scores Provide professional development to strengthen instruction in Algebra I Continuing training for teachers and provide professional development for teachers who do not meet the standards Continuing current practices but research the effectiveness to increase student attendance in tutoring, student mastery in credit recovery and parental support Intelligences model as well as differentiated instruction. AP teachers receive training and workshops are held throughout the school year Teachers whom administrators have identified as skilled in this area will model in their classrooms the teaching of higher order thinking skills for colleagues who need additional support. Identified teachers will complete online training on high yield instructional strategies Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 55 of 143 credits. Continue all successful aspects of this practice. Provide professional development to strengthen instruction in Algebra I. COMPONENT 3.2.b: Instructional 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 Component 3.2.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 instructional practices, also to be recorded in Component 3.2.b. Component 3.2.b: Instructional Gap Analysis Instructional Gap Analysis - Narrative Response Required “What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?) TIME o Developing and implementing intervention strategies for students o Contacting and documenting contact with parents for at-risk students o Faculty meetings/professional development meetings weekly o Taking attendance in roll book and Chancery o Placing grades in the grade book and in Power Teacher MONEY o Title I funds are used to support instruction, tutoring, and professional development o Title I budget for instructional materials ($19,058) o Title I budget for professional development on instruction ($43,000), at least 10% of the operating budget PERSONNEL o Executive Principal o Two assistant principals o Instructional facilitator o Classroom teachers o Full time reading specialist o One librarian o Two guidance counselors o Six Inclusion Teachers o One ELL teacher o Five secretaries o Two full time Memphis Police Department officers o Three hall monitors o Two SPED teacher assistants o Six custodial workers Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 56 of 143 OTHER RESOURCES o Teachers for after-school and Saturday tutorials ($26/hour, paid via Title I and Memphis City Schools’ Extended Learning Program “What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?) TIME o Any time teachers are scheduled to come to school for parent meetings outside of school o Professional development meetings should be provided in individual content areas so that faculty members can learn new instructional ideas MONEY o Continue to monitor enrollment in the free/reduced lunch program in order to maintain and increase federal fund allocations for Title I o Develop strategies to attract highly qualified teachers o Allocate more funding in order for teachers to buy instructional materials for their classrooms PERSONNEL o Instructional specialist should be hired in core subject areas to remediate individuals who perform below grade level in core courses OTHER RESOURCES Equity and Adequacy: All teachers have access to o Curriculum materials o Professional development o Copier facilities o Teachers’ lounges o Peer evaluation and review, including observations and critical friends’ groups o Opportunities for leadership in professional development, vertical teaming, school planning and review, sponsoring extracurricular activities o A safe and healthy physical environment o Equal access to useful technology for classroom use Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? The Instructional facilitator has ordered professional articles to address teaching issues of bias and equity in the classroom Professional development for differentiating instruction is ongoing Teachers have opportunity to request resources, programs, and materials that will benefit their instructional efforts Based on the data, are we accurately meeting the needs of all students in our school? According to academic AMO data, we are not meeting the needs of all students in our school. Challenges also exist in maintaining accurate records concerning graduation requirements as it affects the graduation rate. Students with disabilities continue to be a focus. ELL and SPED groups are identified and evaluated on an ongoing basis and M-Teams meet to develop instruction and assessment geared for their success Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 57 of 143 COMPONENT 3.2.c: Instructional Summary Questions The following summary questions are related to instruction. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area. Component 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? Raleigh-Egypt High has established goals to meet national, state, and local standards. In order to meet these goals, our major challenge to instruction is parental support and students’ attendance. Our teachers use MCS curriculum maps and state standards to develop and implement instructional plans. Lessons are formulated based on assessments designed to assess state standards. This is evident through use of multiple formative assessments to design lessons based on needs determined from formative assessment results. Research from high performing schools indicates there must be frequent analysis of assessments to drive instructional practices. 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 components above, that could be a cause of the prioritized needs identified in component 1.) Remedial classes should be offered in departments where they do not currently exist. Teachers should have more opportunities, such as conferences, conventions, and workshops for professional development. Teachers should have more training on effectively using the technology in their classroom. Instructional Summary Questions- Narrative Response Required How will we address our challenges? Continue to plan instruction based on both data results and individual needs. Challenge the upper quintiles to develop higher order thinking skills. Provide more training for teachers on using technology in the classroom All teachers, administrators, and support staff will collaborate to develop successful strategies for instruction. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 58 of 143 COMPONENT 3.3.a: Assessment Practices Component 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6) Current Assessment Practices Uses a variety of data points for decision making relative to student achievement Assesses all categories of students Insures that the appropriate assessments are made to guide decisions relative to student achievement Uses student assessments that are aligned with the state standardsbased curriculum Provides support and technical assistance to teachers in developing and using assessments Evidence of Practice (State in definitive/tangible terms) State assessments All students participate in state-mandated standardized tests The state, district, and local mandated assessment are required to follow the mandated curriculum All textbook materials, including pre-written tests, are aligned to state standards-based curriculum All textbook adoptions now include a variety of assessment instruments and professional development is available for using these tools and resources Subtest data on state assessments School report cards IEP information All teachers are required to regularly assess and report on the progress of all students NCLB cohort groups for Raleigh-Egypt High include male, females, AfricanAmerican, Economically Disadvantaged and Students with Disabilities Exceptional students are identified through S-Team and M-Team meetings so that the school can implement appropriate modifications in instruction and assessment if needed Curriculum and instruction are aligned with EOC standards, which are also the state standards for English II, Biology I, and Algebra I Exam software that accompanies textbook adoptions has all questions aligned to standards ESL and ELL Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 59 of 143 Provides assessment information to communicate with students, parents, and other appropriate stakeholders regarding student learning Power Teacher online grade book provides assessment results online for all stakeholders to access Student report cards are issued each 9 weeks and progress reports are issued at mid-term of each quarter Marquee announcements School’s website Parent conferences, telephone calls, and letter Is the current practice research-based? Yes Yes students are identified through English language mastery testing to determine the level of support they need from the ESL teacher Yes Is it a principle & practice of highperforming schools? Yes Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? Somewhat Effective Effective Effective Somewhat Effective Somewhat Effective Somewhat Effective What data source(s) do you have that support your answer? (identify all applicable sources) School report card data All standardized tests Parent link Teachers’ grade books State report card including attendance and graduation rates as well as standardized test results Teacher grade books Standardized test results Report cards Guidance records Students seem to be placed in classes and to receive support services appropriate to needs. The STeam process makes it relatively simple to identify and follow through with students with special needs Increased graduation rate Suspension and attendance data M-Team records ESL records Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) There is a direct relationship between attendance and grades. Students who attend class regularly have better scores Teachers identify students’ needs through assessments and are required to provide School report card data Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Yes Yes Yes Student and teacher textbooks Report cards Computer records Professional development attendance records Benchmark formative tests State Department of Education website Increased graduation rate and gains in most standardized test areas Page 60 of 143 All students must create a culminating performance project each year Marquee Progress reports and Parent Contact Logs Poor parent conferences attendance records School climate surveys Raleigh-Egypt High commits a tremendous amount of time and resources to contact parents and other stakeholders, than students who do not. differentiated instruction as needed Gain on standardized tests results in most areas Seniors must produce a Capstone project SPED and 504 students receive modifications as mandated Evidence of equitable school support for this practice Next Step (changes or continuations) The administration and all teachers shall hall duties to implement a strong attendance policy to provide strong support for appropriate behavior. Continue alternative assessment strategies Identify new and effective strategies to improve attendance and conduct All teachers are required to review M-Team and 504 records to implement modifications as needed Teachers’ teaching and planning must show evidence of on-going planning and adjustments made as a result of assessments On-going professional development for differentiated instruction Improve early identification of students at risk of not being successful Programs are offered for all students. Students who do not qualify for honors or AP classes based on standardized test results still are recruited to participate if they are interested and feel they can succeed All students in EOC courses were given a formative assessment Strategies should be developed to have more students participate in advanced courses Continue to implement more frequent/ relevant assessments Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Schools’ effectiveness is measured in longitudinal study of standardized test results as well as graduation and attendance rates Page 61 of 143 Alternative assessment strategies have not been addressed in recent professional development Mentors provide formal and informal support to develop and use assessments Most assistance is informal and “by request” but often the yield is a rare minimum All students are provided report cards and progress reports as well as a password to their parent connect access to view their grades online. All students receive handouts to take home to parents announcing school events Teachers are required to contact parents of all students at risk of failing a class All school events are announced and mailings are sent to every address in the database Professional development on assessment is needed Improve data collection for address and telephone contacts The district should provide more information with more lead time on assess Improve parent participation and attendance at school events Maintain and culminating projects Improve enrollment and attendance for after-school tutoring Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Acquire more technology for teachers to use assessment programs provided by their textbooks Page 62 of 143 incorporate effective ways to communicate with all stakeholders regarding student learning COMPONENT 3.3.b: Assessment 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 – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Component 3.3.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 assessment practices, also to be recorded in Component 3.3.b. Component 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 o Developing and implementing intervention strategies for students o Contacting and documenting contact with parents for at-risk students o Faculty meetings/professional development meetings weekly o Taking attendance in roll book and Chancery o Placing grades in the grade book and in Power Teacher MONEY o Title I funds are used to support instruction, tutoring, and professional development o Title I budget for instructional materials ($19,058) o Title I budget for professional development on instruction ($43,000), at least 10% of the operating budget PERSONNEL o Executive Principal o Two assistant principals o Instructional facilitator o Classroom teachers o Full time reading specialist o One librarian o Two guidance counselors o Six Inclusion Teachers o One ELL teacher o Five secretaries o Two full time Memphis Police Department officers o Three hall monitors o Two SPED teacher assistants o Six custodial workers OTHER RESOURCES o Teachers for after-school and Saturday tutorials ($26/hour, paid via Title I and Memphis City Schools’ Extended Learning Program “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 o Any time teachers are scheduled to come to school for parent meetings outside of school o Professional development meetings should be provided in individual content areas so that faculty members can learn new instructional ideas MONEY o Continue to monitor enrollment in the free/reduced lunch program in order to maintain and increase federal fund allocations for Title I o Develop strategies to attract highly qualified teachers o Allocate more funding in order for teachers to buy instructional materials for their classrooms PERSONNEL o Instructional specialist should be hired in core subject areas to remediate individuals who perform below grade level in core courses OTHER RESOURCES o Continue to maintain all and make improvements Equity and Adequacy: All teachers have access to o Curriculum materials o Professional development o Copier facilities o Teachers’ lounges o Peer evaluation and review, including observations and critical friends’ groups o Opportunities for leadership in professional development, vertical teaming, school planning and review, sponsoring extracurricular activities o A safe and healthy physical environment o Equal access to useful technology for classroom use Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? The Instructional facilitator has ordered professional articles to address teaching issues of bias and equity in the classroom Professional development for differentiating instruction is ongoing Teachers have opportunity to request resources, programs, and materials that will benefit their instructional efforts Based on the data, are we accurately meeting the needs of all students in our school? According to academic AMO data, we are not meeting the needs of all students in our school. Challenges also exist in maintaining accurate records concerning graduation requirements as it affects the graduation rate. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 64 of 143 Students with disabilities continue to be a focus. ELL and SPED groups are identified and evaluated on an ongoing basis and M-Teams meet to develop instruction and assessment geared for their success COMPONENT 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. Component 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? Raleigh-Egypt High has established the goals of improving graduation rate to meet NCLB standards, meeting/ exceeding federal benchmarks for AMO in Algebra I, English II, and Biology I, and increasing average writing assessment scores to meet/ exceed the state average. Although we did not reach AYP, we made an increase in all assessed areas excluding Algebra I where there was a decrease in performance. 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 components above; that could be a cause of the prioritized needs identified in component 1.) Raleigh-Egypt High has established the goals of improving graduation rate to meet NCLB standards, meeting/ exceeding federal benchmarks for AMO in Algebra I, English II, and Biology I, and increasing average writing assessment scores to meet/ exceed the state average. In order to meet these goals, our major challenge to instruction is securing parental support. We need to ensure that students attend classes every day to receive quality instruction. We must encourage greater parent participation in supporting the after school and Saturday tutorial sessions. Lack of parent response to surveys and contracts, poor attendance at parent meetings/ conferences and the lack of an active PTO all support our interpretation of this problem. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 65 of 143 Assessment Summary Questions- Narrative Response Required How will we address our challenges? All teachers, administrators, and support staff will collaborate to develop successful strategies for instruction. Outstanding teachers will model teaching and classroom management strategies that other teachers can observe and emulate in their classrooms. All stakeholders will continue to monitor test results and other data sources for ways to improve instruction. We must devise several methods of making and maintaining contact with parents so they can help their students to succeed. We are currently using the Kaplan pre and post-test results to develop instruction that will raise our ACT scores. Our Algebra I students are currently using computer based Stanford Math which is designed to strengthen their math skills. Our Content Area Reading students are currently using Reading Plus which is designed to strengthen their reading skills. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 66 of 143 COMPONENT 3.4.a: Organizational Practices Component 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8) Current Organizational Practices Evidence of Practice (State in definitive/tangible terms) School’s beliefs, mission, and shared vision define the purpose and direction for the school Representative staff meets annually to review the school mission and beliefs and update as needed The school’s mission statement reflects our commitment to providing meaningful learning experiences as well as preparation for post-secondary experiences Organizational processes increase the opportunity for success in teaching and learning at all schools SPED and ELL classes are offered for students who need additional academic and organizational support Dual credit will be offered to students to gain college credit while in high school After school and Saturday tutoring sessions for EOC/Gateway courses are offered at no cost to students ACT workshops are offered to help students improve their scores on the ACT at no cost Organizational practices and processes promote the effective timeon-task for all students Weekly lesson plans, classroom observations All classes meet every day Hall sweeps are implemented to make sure students get to class on time. Students found in violation are given overnight suspensions and parents must accompany them to clear and discuss students demerits Teachers provide bell School provides continuous professional development for school leaders School is organized to engage the parents and community in providing extended learning opportunities for children Professional development has been provided to teachers to use and implement the Learning Village online lesson planning module 9-weeks report cards All teachers have opportunities to be responsible for planning and implementing effective professional development that reflects the goals of REHS Title I receptions and parent nights State, district, and site base workshops, along with PLC meetings provide opportunities to receive and provide Power Teacher online grade book School website State website and report card School assemblies and programs Yearly review and updating of the School Improvement Plan work for students to encourage punctual attendance best practices Student work with rubric is displayed Is the current practice researchbased? Yes Yes Hybrid block schedule Yes Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Somewhat Effective Effective Effective Not Effective What data source(s) do you have that support your answer? (identify all applicable sources) State report card including attendance and graduation rates as well as standardized test results Attendance logs for tutorial sessions Decreased suspensions from hall sweeps Attendance logs for faculty meetings and onsite training Parent surveys Avatar Attendance logs for all after school conferences Disciplinary referrals Progress reports Report cards Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Address graduation rate and attendance Increase participation in Increased participation in tutorial sessions and course recovery programs State report card Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 There is a direct relationship between attendance and grades. Students who Yes Yes Results of the professional development online survey that is required each year by the district Poor teacher participation in all surveys Lack of teacher attendance in small Page 68 of 143 Home/ School Compacts Attendance at PTO and Leadership Council meetings Very poor parent attendance and participation in activities Few responses to parent surveys dual enrollment by ensuring that more students meet the minimum qualifications Evidence of equitable school support for this practice Next Step (changes or continuations) Continue to address enrollment in post-secondary institutions and other programs that offer career training/ certification All students are encouraged to enroll in offcampus vocational school programs that reflect their goals All SPED and ELL students are mainstreamed into the school population for academic coursework Continue offering courses that reflect students’ interests and abilities at all levels attend class regularly have better scores that students who do not group meetings where a more intimate and relaxed environment is provided. All meetings are approved and requested by the school principal Programs are offered for all students, with preference given to students who have not yet passed Gateway or are overage for their grade The administration and all teachers share hall duties to implement the hall sweeps All teachers are required to participate in PLC meetings and to attend faculty/ professional development meetings All information concerning school calendar and other events are posted on the REHS website Strategies should be developed to have more students participate in tutorial and credit recovery programs Continue hall sweeps and develop more effective strategies to improve attendance to school and to Continue professional development for new technology that is available for teachers and students Develop strategies to increase parental involvement Continue to address Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 69 of 143 Parents notified by school marquee and a letter sent home by student or mailed home of parent/teacher meetings REHS mission statement to enhance school culture and to reach all students Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 class Increase teacher participation in surveys Page 70 of 143 COMPONENT 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 Component 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 Component 3.4.b. Component 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 o Developing and implementing intervention strategies for students o Contacting and documenting contact with parents for at-risk students o Faculty meetings/professional development meetings weekly o Taking attendance in roll book and Chancery o Placing grades in the grade book and in Power Teacher MONEY o Title I funds are used to support instruction, tutoring, and professional development o Title I budget for instructional materials ($19,058) o Title I budget for professional development on instruction ($43,000), at least 10% of the operating budget PERSONNEL o Executive Principal o Two assistant principals o Instructional facilitator o Classroom teachers o Full time reading specialist o One librarian o Two guidance counselors o Six Inclusion Teachers o One ELL teacher o Five secretaries o Two full time Memphis Police Department officers o Three hall monitors o Two SPED teacher assistants o Six custodial workers Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 71 of 143 OTHER RESOURCES o Teachers for after-school and Saturday tutorials ($26/hour, paid via Title I and Memphis City Schools’ Extended Learning Program MONEY PERSONNEL OTHER RESOURCES “What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?) TIME o Any time teachers are scheduled to come to school for parent meetings outside of school o Professional development meetings should be provided in individual content areas so that faculty members can learn new instructional ideas MONEY o Continue to monitor enrollment in the free/reduced lunch program in order to maintain and increase federal fund allocations for Title I o Develop strategies to attract highly qualified teachers o Allocate more funding in order for teachers to buy instructional materials for their classrooms PERSONNEL o Instructional specialist should be hired in core subject areas to remediate individuals who perform below grade level in core courses OTHER RESOURCES o Continue to maintain all and make improvements Equity and Adequacy: All teachers have access to o Curriculum materials o Professional development o Copier facilities o Teachers’ lounges o Peer evaluation and review, including observations and critical friends’ groups o Opportunities for leadership in professional development, vertical teaming, school planning and review, sponsoring extracurricular activities o A safe and healthy physical environment o Equal access to useful technology for classroom use Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? The Instructional facilitator has ordered professional articles to address teaching issues of bias and equity in the classroom Professional development for differentiating instruction is ongoing Teachers have opportunity to request resources, programs, and materials that will benefit their instructional efforts Based on the data, are we accurately meeting the needs of all students in our school? Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 72 of 143 According to academic AMO data, we are not meeting the needs of all students in our school. Challenges also exist in maintaining accurate records concerning graduation requirements as it affects the graduation rate. Students with disabilities continue to be a focus. ELL and SPED groups are identified and evaluated on an ongoing basis and M-Teams meet to develop instruction and assessment geared for their success Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 73 of 143 COMPONENT 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. Component 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? In addition to identifying students for special support during class time, Raleigh-Egypt High teachers provide tutoring after regular school hours to include Saturdays to help students be successful. Teachers have received exemplary professional development in implementing strategies that addresses the needs of all students. REHS has been successful in identifying students at risk of failure and we immediately implement intervention strategies. Teachers also collaborate to develop successful teaching strategies. As a result, students have either maintained or gained an increase in all testing areas except Algebra I where there was a decrease. 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 components above, that could be a cause of the prioritized needs identified in component 1.) Raleigh-Egypt High has established goals to meet/exceed the state benchmarks for AMO in Algebra I, English II, Biology I, improving graduation rate and increasing average on the writing assessment scores to meet/exceed the state’s average. In order to meet these goals, our major challenge to instruction is contacting parents in order to support efforts for students to attend class and to be prompt so that teachers can provide quality instruction. Very often, addresses and phone numbers on file are not accurate which delays the contact process. We must encourage greater parental involvement for support in tutoring sessions. Lack of parent response to surveys and contracts, poor attendance at parent meetings and the lack of support in Parent/Teacher Organizations all support our interpretation of this problem. Organization Summary Questions- Narrative Response Required How will we address our challenges? All teachers, administrators, and support staff will collaborate to develop successful strategies for instruction. Outstanding teachers will model teaching and classroom management strategies that other teachers can observe and emulate in their classrooms. All stakeholders will continue to monitor test results and other data sources for ways to improve instruction. We must devise several methods of making and maintaining contact with parents so they can help their students to succeed. We are currently using the Kaplan pre and post-test results to develop instruction that will raise our ACT scores. Our Algebra I students are currently using computer based Stanford Math which is designed to strengthen their math skills. Our Content Area Reading students are currently using Reading Plus which is designed to strengthen their reading skills. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 74 of 143 Component 4 – Action Plan Development COMPONENT 4.1: Goals (Based on the prioritized goal targets developed in Component 1.) Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal statements. How does this goal connect to your system’s five year or system- wide plan? (Rubric Indicator 4.1) COMPONENT 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on curricular, instructional, assessment and organizational practices.) Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal targets. The action steps are strategies and interventions, and should be based on scientifically based research where possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies are to be included within the action steps of each goal statement. (Rubric Indicator 4.2) COMPONENT 4.3: Implementation Plan For each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the projected cost(s), funding sources and the evaluation strategy. (Rubric Indicator 4.3) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 75 of 143 GOAL 1 – Action Plan Development Component 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________ Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? The percentage of students scoring proficient or advanced on the Algebra I End of Course/ Gateway test will meet or exceed 67% on the 2012- 2013 and test or meet AMO through Safe Harbor by reducing the number of Algebra I students testing below proficient by 10% from the previous year as established by NCLB. This goal addresses the need for students to increase mathematical achievement scores to the proficient level as mandated to meet the requirements established by NCLB. This goal is linked to the system’s Five Year Plan as it addresses the district’s Strategic Goal 1: Student Achievement: Accelerate the academic performance of all students. ACTION STEPS – Component 4.2 – (Rubric Indicator 4.2) Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal. Action Step Action Step IMPLEMENTATION PLAN – Component 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 On Mondays, Tuesdays, Thursdays, and Fridays students scoring below proficient on the 2011 Algebra I End of Course or Gateway will participate in after-school tutoring. Aug 2011May 2013 Reevaluate each semester Tier 2 Students will enroll in the math-tutoring program on Saturdays beginning October 2011. Students from all sub-groups will be considered for eligibility. Aug 2011May 2013 Reevaluate each semester Action Step All math teachers will receive professional development training on graphic calculators. Action Step Continued usage of Inclusion in Algebra I classes. Aug 2011May 2013 Aug 2011 May 2013 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Person(s) Responsible Math Teachers Required Resources 2 Math Teachers Projected Cost(s) & Funding Sources Extended Contract program Evaluation Strategy Performance Results / Outcomes Progress/Deficiency Reports, Student Work samples, Walkabout, Sign-in sheets, pre-and postassessment results monitored weekly Students attending after school program regularly will score proficient or advance on the Algebra I End of Course Test Title I funds $10,452.20 End of Course teachers will report directly to the INSTR. FACIL. Students attending the math tutoring program will score proficient or advanced on the Algebra I End of Course Title I funds$2,500.00 Teacher observations Student data Progress reports Student Work Sample Title I funds $21.93 per hour for after school tutors Math Teachers Instructional Facilitator Ms. Jacques Calculators, student computers, Math teachers, Graphic Calculators No additional resources necessary No additional funds Page 76 of 143 Classroom observations and evaluations, Increase academic performance by students on formal and informal assessments Increased academic performance for exceptional children Weekly lesson plans Action Step Daily integration of technology in curriculum instruction such as, but not limited to: Smart Boards, Stanford Math Lab, Graphing Calculators, Microsoft Office tools. Aug 2011May 2013 Instructional Facilitator Paper/ink-toner Computers Microsoft Office software Graphing calculators Math Manipulative Action Step Students will use class binders/ agenda books on a daily basis Aug 2011May 2013 Instructional Facilitator Binders, Agenda Books Action Step Math teachers will meet in a PLC to discuss effective teaching strategies, standardize assessments, plan collaboratively and analyze data. Aug 2011May 2013 Action Step Utilization of a uniform classroom student tracking system October 2011-May 2013 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Title I funds, OIT- Feeder Pattern Initiative Title I funds All math teachers No additional resources necessary No additional funds All math teachers No additional resources necessary No additional funds Page 77 of 143 Observation of classrooms and review of lesson plans Weekly binder and agenda checks. Teacher observations Student data Progress reports Student Work Samples Classroom observation Review of assessment data Increased academic performance by students on formal and informal assessments. Improved student organization skills Improved student performance on formal and informal assessments Improved student mastery of State Performance Indicators GOAL 2 – Action Plan Development Component 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________ Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? The percentage of students scoring proficient or above on the English II End of Course/ Gateway and TCAP Writing will meet or exceed 75%- the state goal on the 2012-2013 assessment. In order to accomplish this goal, the number of students who score a 5 or better on TCAP Writing will need to increase and the number of students who score below a four must decrease. Also, the percentage of students who score proficient or advanced on Gateway English must increase by 2 percentage points. This goal addresses the need for all students to increase reading and writing scores as mandated by NCLB requirement; thus, preparing them for higher level education as life-long learners. This goal is linked to the school’s five-year plan by addressing our mission statement as well as the district’s Strategic Goal1: Student Achievement: accelerate the academic performance of all students. ACTION STEPS – Component 4.2 – (Rubric Indicator 4.2) Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal. Action Step Action Step Freshman English teachers working in teams to address all weaknesses, including teamteaching and common assessments Reading Plus classes for early intervention IMPLEMENTATION PLAN – Component 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 Aug 2011May 2013 Aug 2011May 2013 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Person(s) Responsible Mr. Stokes Ms. Johnson Ms. Berry Required Resources English teachers Reading Plus program, and training Projected Cost(s) & Funding Sources No Additional Funding NCLB Title I funds/ services Page 78 of 143 Evaluation Strategy Progress reports Data obtained from Pre and post assessments Student work samples Teacher discussions/ meetings Reading Plus diagnostic test SRI score Lexile scores Performance Results / Outcomes Students will be better prepared for 10th grade English and will score advanced or proficient on the End-of-course test Struggling readers will improve reading comprehension Reduce number of students who score below proficient on End of Course Action Step Increased utilization of technology in classrooms: Smart Boards, computers, projectors, white boards in all classrooms, Power Teacher grade book for online grades Smart Boards White boards Projectors Computers Chancery online grade book No additional funds Principal and INSTR. FACIL. Observations and review of lesson plans and class syllabi NCLB Title I funds Scores will be used as data to identify specific areas needing improvement Professional books and journals NCLB Title I funds Review of meeting sign-in sheets and evaluations Increased best practices by teachers; improved student performance Any strategies or ideas teachers wish to contribute No additional funds needed Review of sign-in sheets for PLC’s Increased student achievement Aug 2011May 2013 All English Teachers Oct 2011Feb 2013 Ms. Check Mr. Muhammad Learning Express Mock Writing Tests Action Step Teachers will participate in professional development sessions with the INSTR. FACIL. that focus on using research-based strategies, classroom management and classroom design strategies Oct 2011May 2013 Ms. Wallace (INSTR. FACIL.) Action Step English professional learning communities/ meeting in departments to discuss and implement strategies in the classroom Aug 2011 April 2013 All English teachers Action Step All 11th grade teachers will administer two mock writing tests using Learning Express Folio Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 79 of 143 Increased student achievement Improved student test scores on TCAP Writing GOAL 3 – Action Plan Development Component 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________ Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? To increase the high school attendance rate by 2.8% from the 2010 rate of 88.3% by the end of the 20122013 school year. High School Attendance Rate will increase toward the 93% state goal Student achievement: to create a challenging, meaningful, relevant, safe, nurturing, learning environment. ACTION STEPS – Component 4.2 – (Rubric Indicator 4.2) Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal. IMPLEMENTATION PLAN – Component 4.3 – (Rubric Indicator 4.3) Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.) Timeline Person(s) Responsible Required Resources Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results / Outcomes No Additional Funding Periodic review of call logs and attendance reports Parental awareness and assistance in ensuring their child attends regularly No Additional Funding Review of attendance reports, report cards Increased attendance and graduation rate No Additional Funding Develop report with individual students to keep communication open to discuss issues related to attendance Student ownership and increased motivation to want to attend school Review of students’ attendance after each program Parent and Student Recognition and awareness which will lead to increased motivation to attend school Action Step Contact parents by phone to inform of attendance issues with their child (Parent Link) Aug 2011May 2013 All teachers Classroom phone Action Step Teachers will offer incentive rewards for academics and attendance – Class Rollouts Aug 2011May 2013 All teachers Gifts from Stakeholders Aug 2011May 2013 All teachers and administrativ e staff Action Step Communicate regularly importance of regular attendance in class and school wide assemblies – Stop the Violence Program Action Step Teachers and Staff will create an Honor Assembly Program each 9 weeks to highlight those students with perfect attendance; parents will be invited to attend – Honors Program with guest speakers from the community. Aug 2011May 2013 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Ms. Stubbs Ms. Wallace Time and effort Certificates Awards Trophies Light Refreshments for Parents $300 Page 80 of 143 GOAL 4 – Action Plan Development Component 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________ Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal Which need(s) does this Goal address? How is this Goal linked to the system’s Five-Year Plan? To address the need indicated by ACT data in Component 1, students will increase the average composite ACT score by 3 points by the end of the 2012-2013 school year. High School scores will increase to meet state composite of 20 points Student Achievement: Increase the academic performance of all students ACTION STEPS – Component 4.2 – (Rubric Indicator 4.2) Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal. Action Step Action Step Recognition of ACT scores improvement. ACT scores will be displayed in a prominent location to (a) reward students to have performed well and (b) create an incentive for students to improve their own scores. Create a club for students with scores above a certain amount and host a breakfast for the student and their parents. – Party for Writing Test Takers with scores of 5 or 6. Quiz Bowl style competition between students on ACT style questions. IMPLEMENTATION PLAN – Component 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 Ongoing, 2011-2013 school year March 2013 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Person(s) Responsible Ms. Stubbs Ms. McClain Guidance Counselors Ms. Check, Ms. Hudgins Required Resources Bulletin board or wall space to display score reports. Questions, prizes for winners Projected Cost(s) & Funding Sources Materials and Supplies for Bulletin Board $500.00 No additional funding Page 81 of 143 Evaluation Strategy Performance Results / Outcomes Observation by teachers, administrators and students Students will gain knowledge of and confidence in the types of questions asked on the ACT. This will lead to an overall improvement of the average ACT composite score. Student motivation to do well on the test will increase. Student evaluations Students will gain knowledge of and confidence in the types of questions asked on the ACT. This will lead to an overall improvement of the average ACT composite score. Action Step Action Step Action Step Action Step After school tutoring will be provided by content area teachers. ACT tutoring after school for English on Mondays, Tuesdays, and Fridays ACT-style Knowledge Bowl after school College Readiness Night Ongoing, present until end of school year. Department heads will arrange tutoring schedule for their department ACT lesson plans as developed by content area teachers. Materials and supplies (paper, prep questions, etc.) $300.00 Ms. Simmons Ms. Check Classroom materials ACT practice books Oct 2011April 2013 Ms. Hudgins Ms. Check Projector Jeopardy Game Smart board NCLB Title I funds April 2012, April 2013 Ms. Wallace Ms. Douglas Senior English Teachers School and Community Resources Light Refreshments, materials for parents and students School and Community Resources Book vouchers for each teacher ACT strategy lesson plans as developed by the presenting Stipend for supplies (paper, etc.) Aug 2011May 2013 Action Step Teacher Book Fair Nov 2011 Ms. Wallace Ms. Douglas Senior English Teachers Action Step Students will gain knowledge of and confidence in the types of questions asked on the ACT. This will lead to an overall improvement of the average ACT composite score. 2-3 weeks prior to Oct. 23, 2011 Dec. Various Teachers. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 NCLB Title I funds to pay teachers 21.96 per hour Page 82 of 143 Observation of sessions by INSTR. FACIL. or administrator Pre and post ACT mock tests to measure growth ACT test given to all 11th grade students Students will gain knowledge of and confidence in the types of questions asked on the ACT. This will lead to an overall improvement of the average ACT composite score. Increased ACT composite scores by 3 points Increased ACT composite scores by 3 points Discuss college opportunities for students and the parents’ role in making college a viable option Teachers will have the opportunity to peruse and purchase books for the classroom as indicated by the District. Observation of sessions by INSTR. FACIL. or administrator Awareness of need for parental support in preparing for college. Knowledge of what to expect as students prepare for college Students will have a greater selection of reading material for each classroom. In turn students will have the opportunity to read books that they like as well as increasing their reading comprehension and ACT and standardized test scores Students will gain knowledge of and confidence in the types of questions 11, 2011 Feb. 12, 2013 & Apr. 9, 2013 teachers. asked on the ACT. This will lead to an overall improvement of the average ACT composite score. Oct 2011– May 2013 Instructional Facilitator , Guidance Counselors PowerPoint Flyers Handouts Sample Test Booklets Light Refreshments for Parent Meeting $350.00 Observation of Sessions by INSTR. FACIL. and Guidance Counselor Students will participate in the PLAN Test for ACT and SAT (PSAT) Oct 2011May 2013 Instructional Facilitator , Guidance Counselors Test Booklets No Additional Funding Review of practice tests scores Teachers will incorporate questions/standards aligned to ACT college readiness benchmarks into their classroom lessons at minimum of 2 times per week. Oct. 2011May 2013 All classroom teachers. ACT benchmark standards; accessible on ACT website. No Additional Funding. Observation by Instructional Facilitator and administration. Action Step Students and parents will participate in a student/parent multiple testing information session. Action Step Action Step Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 83 of 143 Students will gain knowledge of and confidence in the types of questions asked on the SAT/ACT, Gateway and End of Course Tests. This will lead to an overall improvement of the average ACT composite score. Students will gain knowledge of and confidence in the types of questions asked on the/SAT ACT. This will lead to an overall improvement of the average ACT composite score. All students will be exposed to ACT aligned skills and content during the regular school day. Students will become more familiar and comfortable with ACT aligned skills and thus will improve their overall ACT composite score. Component 5 – The School Improvement Plan and Process Evaluation COMPONENT 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. COMPONENT 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? The greatest strength of Raleigh Egypt High School (REHS) is the combined effort from all stakeholders to assure that every student has the best chance of succeeding. All stakeholders at REHS take an active role in the collaborative process which consists of creating a school improvement plan. The REHS Tennessee School Improvement Plan (TSIP) Committee is comprised of administrators, faculty, staff, students, parents, and community members. The committee worked diligently with all stakeholders to develop an accurate document that targets the strengths and limitations of REHS as determined through the use of quantitative and qualitative analysis of formative assessments gathered through the 2006-2011 school years. Collaborative processes were used throughout the planning of the TSIP. In 2011 new vehicles for input were created: the development of a Professional Learning Community (PLC) greatly enhanced this undertaking, and Teacher and Student Think Tanks allowed input from all. Collaboration among stakeholders occurred in the following areas and in the following groups: Parent Teacher Student Association Teacher Collaboration Student/Teacher Collaboration PLC Implementation o Administration Teacher Advisory Council (TAC) o Faculty and Staff Evidence of Collaborative Process – Narrative response required Departmental and grade level alignment of objectives (horizontal and vertical alignment) o Guidance Graduation requirements met using quarter system o Support Staff We know that these are major strengths because they have been the source of many innovative, cross curricular ideas: EOV pull-out review sessions, ACT test preparation, and content themes for district Think Show. All of these activities contributed to improvement in the academic success of REHS students. 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? All of our goals are directly aligns with our shared vision and mission. REHS’s TSIP goals are student centered. Student learning is the primary focus of all curricular and instructional practice; thus our concern for improving on our EOC scores is enormous. Quality teaching and quality instruction are embedded in our everyday practices and plan for growth. The English and Math departments both meet in PLCs to discuss and implement classroom instructional strategies to meet the needs of all students. A focus on academics and instruction are two identifiable beliefs we think are key. 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? The Raleigh Egypt High School TSIP Team is committed to achieving the mission, beliefs, and goals as set forth in the TSIP. Most recently, the goals of student achievement on the EOC Algebra 1 and English II tests have been targeted due to the observation of lagging test scores. Obviously, student learning is the primary focus at Raleigh Egypt; as a result of our most recent test scores, our goals are the consequence of identifying changing needs and student experiences. We believe that Biology encompasses a wide range of academic prowess. Action steps that have been effective will be retained and those that have been ineffective will be adjusted or discontinued. Revised information for the TSIP will be disseminated to all stakeholders. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 85 of 143 Evidence of Alignment of Data and Goals – Narrative response required What evidence do we have that proves alignment between our data and our goals? REHS values collaboration as a key element to school improvement. Administrators, teachers, parents, students, and community members meet regularly to examine data from the following instruments: Discovery Assessment The PLAN and ACT Tests End of Course (EOC) Tests The Tennessee School Report Card Tennessee Value Added Assessment System (TVASS) Formative Assessments Attendance School Improvement Survey The TSIP committee communicated expectations, goals, and outcomes in a way that was beneficial and helpful to student learning. The collaborative process was used continuously as evidenced by the TSIP meeting minutes; PLC meeting minutes; school website, PTSA meeting agendas, sign in sheets, and minutes. The TSIP has and will continue to be monitored, reviewed, evaluated, and adjusted to ensure the goals set forth are being met actively. REHS’s TSIP goals are student achievement centered. These instruments measure the performance of administrators, teachers, and students; as a result, the aforementioned data instruments are relevant to the attainment of the TSIP goals. EOC Algebra 1 and English have been the basis for two of our goals. Disaggregation of data shows that results have been in the lower quintiles for our students. In order to improve these scores, we have implemented a system of practice tests and are holding teachers and students accountable for their preparation of the EOC Tests. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 86 of 143 Suggestions for the Process – Narrative response required What suggestions do we have for improving our planning process? Raleigh Egypt High School is dedicated to the improvement of our TSIP process. In order to be more effective, the school has spent more time on involving all of the stakeholders by creating Professional Learning Communities. And has developed a more rigorous way to monitor the gathering and implementation of action steps. REHS will follow these guidelines to improve the planning process: Teachers will work throughout the year on the TSIP document. Continual efforts will keep the school focused on the goals. REHS will establish a clear level of expectations and increase the level of accountability for all stakeholders. More time will be scheduled for component groups to meet in committees. An overview of our TSIP goals will be discussed regularly at faculty meetings in an effort to keep instruction focused. Data will be reviewed annually to check for progress, to identify new areas for improvement, and to revise the goals and action plans. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 87 of 143 COMPONENT 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. COMPONENT 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 ? ACTION STEPS: The following action steps are EOC English II and Algebra I: Improve teacher familiarization with the tests Create a data base with multiple examples of questions from each standard Maintain a record of teachers use of the practice exams Host professional development workshops to review practice materials, strategies, and assessment results Improve student familiarization with tests All classes will have scheduled diagnostic test days each quarter Each student will take the practice tests (two times in each semester) Students in the first quintile will receive extra practice of reading in the content area Increase student/teacher accountability for test preparations through better use of formative assessments Continue formative assessment professional development and add formative assessment strategies to lesson design Create a tracking system measuring ongoing student performance PLAN OF IMPLMENTATION: The detailed process to begin these action steps began in 2009 and continues. After reviewing and analyzing the data from a variety of assessments (including EOCs, TVASS, Discovery Assessment, ACT, graduation rate, grade distribution, conduct, and attendance) administrators, teachers, counselors, librarians, and special education assistants will continue to implement the action steps listed above to improve, enhance and supplement student achievement. Teachers will continue to develop lesson plans and assessments (formative and summative) to ensure students are mastering the standards covered on state mandated exams. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 88 of 143 Administrators will monitor teacher instruction with announced and unannounced observations & will continue to provide support for professional development. Planning time will be provided for teachers to meet in their PLCs. The school schedule will be adjusted in the fourth quarter to provide days for EOC review. Teachers will be provided with practice tests and review materials, and students will complete a minimum of two practice tests for each EOC course. Each test will be reviewed with the students during the mandatory review days. Teachers will also use the computer lab for Discovery learning and ACT Online. English and Math teachers, with the assistance of the schools Special Education Department (SPED), will monitor and provide accommodations for all students with IEPs. Co-Teaching classes will continue to be used to ensure the success of all students who require modifications. Tutoring after school will be available for students who require addition assistance with mastering the standards. Evidence of the Use of Data – Narrative response required What is the plan for the use of data? Administrators will distribute and discuss test data with department chairs. The department chairs will share that information with the teachers in their departments. Each department will analyze and determine what additional steps need to be taken to make improvements where students’ results are the lowest. Teachers will also work within their PLC to develop a plan to improve lessons and provide additional formative and summative assessments for their individual courses. Test results will also be discussed with the all teachers at faculty meetings and with parents at PTSA meetings; a school-wide plan to improve student achievement will be modified as needed. For example, during the 2010-2011 school year each teacher was required to have students complete a writing assessment in each class to help students prepare for the state mandated writing exam for 11th graders. At the beginning of each year, each teacher will be provided with the previous years’ test results. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 89 of 143 After analyzing the data, teachers will adjust their lesson plans to address where student performance was the lowest from the previous year. The administration will provide professional development to teachers to help with the planning and implementation of revised and adjusted lesson plans. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 90 of 143 COMPONENT 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. COMPONENT 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. The School Leadership Team consists of the following people: SIP Leadership Team Member Name Leadership Chair? (Y/N) Position Name of Subcommittee(s) (when applicable) Michael Bailey N Executive Principal Component 2 Anthony Bowen Dalton Blackwell Vanessa Wallace Y N N Asst. Principal Asst. Principal A Instructional Facilitator Component 1 Component 2 Component 3 Sherry Simons N Teacher Component 2 Clara Blankenbiller Jamie Hudgins Mary Helen Sinclair Danielle Berry N N N N Teacher Teacher Media Specialist Teacher Component 1 Component 4 Component 4 Component 4 Otis Clayton Felicia Parchman Stephanie McClain Karma Douglas N N N N Teacher Secretary Guidance Counselor Parent/Family Specialist Component 5 Component 1 Component 1 Component 5 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 91 of 143 Terrance Brook Keaira Hanley Karl Ward Laura Moore Kameilah Amaya Stan Collins Patricia Byers N N N N N N N Action Person(s) Leadership Team will meet to discuss the procedure to update and to review all SIP components for the 2011-2012 school year. 12th Grade student 12th Grade Student Community Representative Parent Advocate Teacher Exemplary Educator Building Engineer B Timeline Component 1 Component 1 Component 5 Component 1 Component 4 Component 5 Component 1 Responsible Evidence June/July 2011 LTC, Principal Instructional Facilitator sign-in sheet & minutes The principal will review (with the faculty and parents) the past year’s student assessments to identify strengths and weaknesses in core areas. Aug 2011 sign-in sheet & minutes Leadership Team (LT) will direct teachers to evaluate and to correlate department curriculum with state competency objectives. PLCs will meet to update components 3 and 5. Aug 2011 LTC, Principal, LT sign in sheet & minutes PLCs will review and communicate standards for course content, lesson Aug 2011 LTC, Principal, LT sign-in sheet LTC, Principal Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 92 of 143 plans, and course syllabi. The LT will meet to update Component 3 & 5 using the suggestions from the PLCs. The LT will meet to proof all components of the TSIP. Sept 2011 The LT will post the REHS TSIP on the school website. The LT will review student grades and diagnostic tests results to determine scheduling and placement within core classes. Oct 2011 & Jan 2012 The LT will communicate through faculty meetings, PLCs, PTSA meetings, new statistical data from the 2010 -2011 school year as it becomes available. PLCs will meet each quarter to analyze the current data to determine if the action steps need to be revised. Based on the findings of the PLCs, the LT will suggest TSIP revisions to stakeholders for review, discussion, and recommendations. Sept 2011May 2012 Sept 2011May 2010 PLCs will meet to share ideas for research Sept 2011 based strategies for formative assessments May 2012 that can be used to differentiate instruction & assessment for all levels of academic abilities. PLCs will meet to discuss how organizations, clubs, and athletics at REHS can support the goals and action plans beyond the classroom. Classroom teachers will contact parents and Sept 2011 guardians to review grades, assignments, and May 2012 LTC, Principal, LT sign-in sheet LTC, Principal, LT Guidance Counselors Webmaster sign-in sheet LTC, Principal, LT sign-in sheet LTC, Principal, LT sign-in sheet LTC, Principal, LT sign-in sheet Teachers sign-in sheet Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 93 of 143 interventions to improve student achievement. The faculty will meet to review yearly progress. Guidance Counselors will compile a recommendation roster of students who need to complete course recovery or summer school to meet graduation requirements May 2012 LTC, Principal, LT Guidance counselors Roster 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? The School Leadership Team meetings will be scheduled each quarter. The leadership team committee chairperson will notify participants of the date, time and place of the meeting. The participants will review the most current data available and will make adjustments to the TSIP as needed. This will be an ongoing progress. Feedback from students, parents, and community members will be obtained. Evaluation Steps: The agenda will be set for the School Leadership Team meeting based on formative assessment of current practices, new assessment scores, and survey results. The data and observations from the School Improvement Team meeting will be shared with PLCs. They will discuss and return suggestions for action to the School Leadership Team. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 94 of 143 Evidence of a Process for Adjusting Plan – Narrative response required What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed? The School Leadership Team (SLT) will be responsible for monitoring and adjusting the TSIP. The SLT will meet once a quarter to review formative assessments of current action plans, to analyze updated data, and to revise action plans. If the SLT determines that revisions need to made, they will proceed by following these steps to change the goals: Determine the person(s) responsible that need to be involved in executing the change(s) Explain the need for the change and identify the group of students who will be affected by the change and desired impact on that group. Identify current practices, outline specific actions to be taken, determine a timeline for the actions, and identify assessments to evaluate the effectiveness of the actions The SLT will re-evaluate the actions at each meeting to see if the timeline is being met and to see if the assessments indicate progress. If needed, steps will be taken to adjust the actions. Any changes will be communicated through the school website, PTSA, and designated meetings. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 95 of 143 Evidence of a Plan for Communicating to All Stakeholders – Narrative response required How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders? The SLT will use the following methods to communicate success or adjustments to stakeholders: School Website PTSA Newsletter Teacher Advisory Council Professional Learning Communities Faculty Meetings School Announcements We will also solicit input from stakeholders through the following methods: Surveys/Questionnaires PTSA/Parent Meetings Parent teacher conferences Teacher Advisory Council Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 96 of 143 Title I School Improvement Plan Assurance Page I, Michael L Bailey, principal of Raleigh-Egypt High School, give assurance that this Title I School-wide Plan was developed during a one-year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public. The intent and purpose of each federal categorical program is included. When appropriate there is coordination with programs under Reading First, Early Reading First, PCLT, Carl D. Perkins Vocational Act, and Head Start. High Priority Schools Only _Raleigh-Egypt 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. ____________________________________ ____________________ Michael L. Bailey Date Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 97 of 143 Raleigh Egypt High School Intervention Plan 2011-2012 School Year Action Steps Student’s non-proficient on Gateway Algebra I and scored in lowest percentile on standardized test will participate in Algebra IA+ class during the school day. Subject Mathematics Timeline August 2011-May 2012 Students’ not mastering standards participate in Extended Day Tutoring daily and Saturdays Mathematics and English August 2011May 2012 Students will participate in Course Recovery after school to master subjects failed previously Students reading in the lowest percentile will participate in Reading Plus during the school day Classroom Performance Systems will be used in the classroom as a Mathematics English Science Social Studies Reading/ English August 2011May 2012 August 2011May 2012 English Mathematics Science August 2011May 2012 Required Resource Stanford Math Lab T-84 Calculators Coach Workbooks Gateway Algebra I Practice Test Books Response Boards Manipulative Coach Workbooks ACT Prep Books Gateway Practice Workbooks Math-Ms. R. Wells English- Ms. B. Check, Desk Top Computers Stanford Math Lab Mrs. M. Stubbs Ms. B. Check Reading Plus Program Software, Computers, Materials and Books Ms. D. Berry Teacher Made Test Math, English and Science Teachers, Inclusion Teachers Individual Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Person Responsible Ms. R. Wells Ms. M. Parrott Mr. S. Marvin Mr. M. Dunnan Page 98 of 143 technology tool as assessment measure (Formative Assessments) Differentiated Instruction will be used in all content area classrooms to accommodate all learners STAR Reports and Excel Reports Raleigh Egypt High School PBIS Saturday School Discovery Assessment /Think Link All content area Classes August 2011May 2012 Performance Systems Computers September 2011-May 2012 All content August 2011 area classes – May 2012 End-of-Course/ November Gateway 2011 – April students 2012 Variety of teaching tools Teacher Designed Materials Variety of Teaching Strategies Ed Plan Various Incentives Gateway students (Biology, English, Algebra I) Teacher Designed Materials Manipulative Computers Variety of Teaching Strategies Test Booklets Answer Sheets All content area classes September 2011 November 2011 February 2012 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 All Content Area Classes at Raleigh Egypt High School Principal PBIS PLC End-of-Course/ Gateway Teachers Instructional Facilitator All Teachers District Personnel Instructional Facilitator Page 99 of 143 Raleigh Egypt High School Transition Plan Raleigh Egypt High School has a comprehensive transition plan that seeks to develop the holistic student. All parents, teachers, students and all other stakeholders are involved as well. Middle School to High School In an effort to make the transition from middle school to high school as easy and productive as possible, Raleigh Egypt High School has initiated the Summer Bridge Program. This program is open to all eighth grade students who are transitioning to high school. The program focuses on acclimation of the incoming freshman about the school, allowing them to tour the school as well as giving them the opportunity to jumpstart their high school learning by providing a glimpse of high school classes. These incoming freshmen have the opportunity to participate in Reading courses, math courses that focus on using the TI-84 calculators efficient and effective and preparing to use the calculators on the Gateway Test. Students also become acquainted with a myriad of technology as they learnt to create PowerPoint presentations, Photo Story, and other software applications. In addition, counselors from the middle school and high school work closely together to make the transition from middle school to high school smooth. High School to College / Work Each year Raleigh Egypt High School works diligently to prepare its seniors to transition into college or the world of work. High school guidance counselors begin early in the first semester of the school year (September/October) analyzing students’ transcripts in order to discuss the necessary graduation requirements. Counselors also plan various activities including college visits to allow students to see the opportunities that are available. In addition, Raleigh Egypt High School has established relationships with 27 colleges and universities that come on campus to provide information and support the teachers. In an effort to meet the needs of those students who are entering the workforce, counselors work to bring in businesses and organizations each year and are working together to plan a Career Expo on site. Additionally, all branches of the military have relationships with the guidance counselors and students interested in venturing into the military are offered the opportunity to take the ASVAB each year on school campus. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 100 of 143 Technical Assistance Report Name Check One Title/Position State Georgianne Spight Trevor Thompson Marcus Jones Dr. Geralyn Seals Monika Johnson Terry Dickerson Jackie Saunders Derrick Sanders Dr. Carolyn Graham Patrice Myers Rhoda Stigall Dolores Flagg James Lancaster Symentra Matthews Wanda Woodruff Stanley Collins NCLB Supervisor NCLB Parental Coordinator NCLB Monitor NCLB Supervisor Director Contract Services Data Information Specialist Director Procurement Service FPG&C Senior Accountant NCLB Supervisor NCLB NCLB NCLB MCS ESL Ex. Children Supervisor Technology Division TN Academic Specialist District √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Check One Topic SchoolBased Site Visit NCLB Compliance Assistance with Parents as Partners training Extended Day Proposal PLC teams and monitoring documentation Information on Requirements & Procedures Tracking Title I Equipment/ Labeling E-procurement Process Title I Budgeting Comprehensive Needs Assessment Supplemental Education Services Family Engagement and Family Resources Information for homeless children/families Services provided to ELL Information for students with disabilities Assistance with Technology Training Academic Support for Staff Page 101 of 143 Phone Call Email √ √ √ √ √ √ √ √ √ √ Technical Assistance Narrative Raleigh Egypt High School has relied on several areas of Technical Assistance. The following departments and persons have been responsible for many helpful academic assessments and other valuable assistance: Memphis City Schools Federal Programs, Grants and Compliance Career Technical Education Supervisors and Administrative Assistants GEAR Up Tutors/Personnel Special Education Supervisor and Support Staff School Nurse School Psychologist WIN Program Advisors Lisa Siano, State Consultant Memphis City Schools Department of Research and Evaluation Memphis City Schools Career and Technology Department Memphis City Schools Department of Academic Operations, Technology and Innovation Report of Individual Assessment Results to Parents in a Language They Understand The office of Research and Evaluation provides individual student assessment results to parents for the following assessments: Gateway Assessment: Algebra I Gateway Assessment Biology Gateway Assessment Language Arts Gateway Assessment TCAP Writing Assessment End of Course Assessments This school provides individual student assessment results to parents for the following assessments: Reading Plus Discovery Assessment Stanford Math Progress Reports Report Cards Power Teacher Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 102 of 143 Raleigh Egypt High School State and Federal Programs State educational programs and other Federal programs are consolidated in this plan. 1. Title I 8. Positive Behavior Intervention Strategies (PBIS) Plan 2. Gear Up 9. 3. Course Recovery 10. Reading Plus 4. Discovery Assessment 11. Special Education 5. E-learning 12. EdPlan 6. English Language Learners 13. Stanford Math Intervention Program “Raising the Bar” New Teacher Mentoring 7. Extended Contract Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 103 of 143 Teacher Mentoring Program Action Steps 1. New Teacher Orientation 2. Complete initial inventories and sign commitments to the mentoring program by all involved parties. 3. Provide support through classroom visits, observations, demonstrations of effective strategies, common assessments, and classroom management techniques 4. Protégés will meet monthly to discuss best practices and strategies for success as a new teachers 5. Protégés will meet weekly with their assigned mentors in order to discuss the progress of the protégé as well as needs and concerns that may arise 6. Monitor and evaluate the mentoring process Timeline August 3, 2011 Required Resources New Teacher Handbook Person Responsible Michael Bailey, principal August 17, 2011 “Raising the Bar Mentoring Program” Daily Monitoring Instruments TLA Staff Mentor Coordinator Instructional Facilitator Principal Asst. Principal Mentor Coordinator Mentors Instructional Facilitator Monthly Meeting Logs Agenda Logs Meeting Minutes Mentor Coordinator Principal Ongoing (August 2011 – May 2012) Notes Mentor May 2012 Evaluation forms New Teacher Mentor Coordinator, Principal Instructional Facilitator Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 104 of 143 Raleigh Egypt High School Family Engagement Plan 2011-2012 Parents are the primary teachers of their children. We believe that family involvement and support are major factors in the successful educational process of all students. Therefore, Raleigh Egypt High School administrators, faculty, and staff have jointly developed with parents this written Family Engagement Plan. Out parents will serve as advisors, resource persons and coordinators in the following ways: Attend school events and serve as advisors Serve on the Site-Based Leadership Council Team Respond to memos, questionnaires, and surveys expressing ideas and concerns Become our primary proactive supporters No Child Left Behind (NCLB) Involvement / Title I Requirements The administrators, faculty, and staff will implement an annual Title I meeting to which all parents have been invited to hear and participate in the following guidelines set forth under Title I law and to establish our expectation for parental involvement: Inform parents of the right to be involved Offer parents the opportunity to participate in school affairs Solicit feedback from parents and provide timely information about parent programs Provide parents with assessment results Provide a description/explanation of curriculum, academic assessment, and proficiency levels Provide parents with a copy of the Family Engagement Plan Allow parents to help revise our School Improvement Plan and review our Action Plan Keep parents abreast of on-going planning sessions and flexible meeting times to give them opportunities to participate Involve parents in an organized, ongoing and timely way To ensure that our parents participate in the ongoing development and implementation of the school’s program, Raleigh Egypt High school will do the following: Provide flexible times (A.M. and P.M.) for our parents to attend meetings Provide a (an) annual meeting (s) to inform parents of school participation in Title I and to explain Title I requirements Offer parental training and workshops in parenting skills Develop a Parent-School Compact showing how parents, the school and students share responsibilities. Distribute the compact to acquire appropriate signatures Encourage parents to take advantage of parent/teacher conferences Involve parents in planning and developing school improvement projects Offer volunteer opportunities for parents to participate in school activities and special programs such as band sports, D.O.G.S. and MOMS Strongly encourage parents to participate in our monthly PTSA meetings Provide challenging, meaningful, and differentiated classroom instructions that will enhance proficient levels of all students Sincerely, Michael L. Bailey, Principal Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 105 of 143 Raleigh Egypt High School School - Home Compact The compact has been jointly developed and agreed upon by parents, students, and the Raleigh Egypt High School staff. School’s Responsibility I, as the chief stakeholder in the education of children at Raleigh Egypt High School promise to commit to the following: Provide a high-quality curriculum in a supportive and effective learning environment. Create a safe, positive environment conducive to learning. Communicate with and work with parents as equal partners, implement and coordinate programs that will bridge the gap between the home and the school. Provide full opportunities for the participation of parents with limited English proficiency (in a language parents can understand), and disabilities and parents of migratory children. Monitor students’ and teachers’ attendance. Principal’s signature ____________________________________________________ Parent’s Agreement I, the primary teacher in my child’s life and undersigned partner in his/her education, promise to do the following: Support my child’s learning by monitoring homework completion, limiting the amount of time spent watching television. Require daily attendance. Develop an on-going relationship with my child’s teachers through telephone calls, letters, classroom visitations, e-mail messages, and Power Teacher. Support the School’s Code of Conduct and Uniform Policies. Provide supplies and necessary materials for classroom work. Volunteer my time, talent and resources when possible. Participate as appropriate in decisions relevant to the education of my child. Parent’s Signature______________________________________________ Student’s Agreement As a student preparing for the future, I will do the following: Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 106 of 143 Work toward academic excellence, strive for perfect attendance, and participate in school activities. Obey rules and regulations of Memphis City School, Raleigh Egypt High School and policies governing student behavior in the Student Code of Conduct Book. Respect the authority of my teachers, school administrators, and other authorized personnel that may/can maintain discipline. Attend school regularly and on time. Come to school with all required tools (textbooks, pen, folder, paper, etc.) Take home all written communications generated for my parent and respond according to the written request. Student’s Signature ______________________________________________________ Teacher’s Agreement As a partner in the education of all Raleigh Egypt High School students, I commit to the following: Come to class each day well prepared with challenging and meaningful objectives to teach. Use various teaching strategies to enhance student learning. Have regular high expectations for all students. Provide frequent reports (telephone calls, parent-teacher conferences, written communication, progress reports, nine week report cards, and access to Power Teacher) to parents on their child’s progress. Provide a safety net connected to my course (after school tutorial assistance) for students needing extra help. Express to students their reason for being through personalization skills. Teacher’s Signature_____________________________________________________ Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 107 of 143 2011 – 2012 Professional Development Plan School: Raleigh-Egypt High School Date: October 7, 2011 Principal: Michael Bailey Regional Supt: Kevin McCarthy $43,000.00 Instructional Facilitator: Vanessa Wallace *Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount equals zero. Professional Development Plan Overview Based on an extensive review of student data, teacher data and school data, Raleigh-Egypt High School identified and prioritized measurable objectives by subgroups as follows: 1. Employ research based instructional strategies to improve student achievement in mathematics, reading, and language arts 2. Build effective relationships (principals, teachers and parents) 3. Improve graduation rate Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 108 of 143 The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives: Goal 1: Assist teachers in maintaining a classroom environment that is conducive to learning by employing data and standards driven to differentiate instruction and instructional strategies thereby maximizing student learning in the classroom Goal 2: Provide opportunities to strengthen family/school/community partnerships to support academic, social and emotional developments of all students Goal 3: Increase faculty’s knowledge of post-secondary options for all students 3. The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives: Goal 1: Increase teacher’s expertise, knowledge, and practice in the daily use of reading/language arts/writing using research based instructional strategies that focus on Marzano’s nine strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance organizers, generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, indentifying similarities & differences, and technology), differentiation, problem solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the needs of all students, enhance student learning, and overall increase student achievement in reading/language arts/writing in the classroom for all students and subgroups. Goal 2: Increase teacher’s expertise, knowledge, and practice in the daily use of mathematics using research based instructional strategies that focus on Marzano’s nine strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance organizers, generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, indentifying similarities & differences, and technology), differentiation, problem solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the needs of all students, enhance student learning, and overall increase student achievement in mathematics in the classroom for all students and subgroups. Goal 3: Provide strategies and additional support to increase teachers’ ability to motivate all students in all subgroups to complete graduation requirements. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 109 of 143 Action Plans The following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required. Goal 1: Content: What will be learned? Mathematics- Research-based best practices in mathematics instruction; Use of technology in mathematics instruction; How to plan lessons that address the different learning modalities of students; How to differentiate instruction to address the needs of individuals students; How to assign and assess quality work Process: What effective processes will be used? Presentations/workshops by district staff, school staff, & outside professional development providers; Coaching and Mentoring; Examining student work; Analyzing data; Action Research; Conferences; SDIS; Book Study Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Context: What aspects of our learning environment will support this goal? PLC’s- Content Area Meetings; Team Teaching/Co-teaching; Study Groups; Shared Planning Time; Visiting Teacher Classrooms; Job-Embedded Professional Development; Collaboration; Data Display Board Page 110 of 143 Professional Learning Activities/Events Title and Avatar Number Practitioners Summit (Teacher Conference) Instructional Facilitator50% of Salary for School-wide Professional Development Activities Presenters/Leaders Implementation Timeline Expected Outcomes What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) $43,000.00 PD Budget Balance Memphis City Schools Professional Development and Staff In-service Department August 3 & 4, 2011 Participants will learn about effective teaching from area professionals with the latest information, resources, ideas and a foundation for collaboration. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($43,000.00) Instructional Facilitator August 2011- July 2012 Facilitator will spend 50% of her tasks involved in professional development activities to help increase student achievement. Teacher/Classroom Data, Classroom Observations, Teacher Observations, Syllabi, PLC Meeting Reports $33,514.56Title I Funds ($8,600.00) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 111 of 143 Teacher Effectiveness Measure (TEM) Principal, Assistant Principals, Instructional Facilitator August 1, 2011, September 7, 2011 TeachScape Principal, Assistant Principals, Instructional Facilitator, October 2011- May 2012 (On-going) Instructional Curricula, Syllabi/Lesson Plans Instructional Facilitator August 1, 2011, August 24, 2011 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Teachers will learn about TEM, the teacher evaluation process. The process makes for a fair, consistent, objective and transparent process of evaluating teachers. Teachers will learn about TeachScape, develop an understanding of the Classroom Walkthrough Standards Look Fors in the classroom, and how to access it for professional purposes. Faculty and staff will learn about the nine week curricula for their instructional area(s) and the process for creating and submitting syllabi/lesson plans in Learning Village. Page 112 of 143 Growth in Student Learning, Observation of Practice, Stakeholder Perception Surveys, & Teacher Knowledge $0.00 ($8,600.00) Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($8,600.00) OSHA: Sexual Harassment, Chemical Right-to-Know, Blood borne Pathogens Assistant Principal, Financial Secretary August 1, 2011 Faculty and staff will learn procedures regarding sexual harassment, chemical right-to-know, and blood borne pathogens. Classroom/School wide Safety Observations, $0.00 ($8,600.00) School/Classroom Do’s and Don’ts Assistant Principal August 5, 2011 Faculty and staff will learn and review school classroom do’ and don’ts. Classroom/School wide Observations, Teacher/Student Data, Teacher Observations, Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Learning Village 2.3c Instructional Facilitator October 2011 Teachers will learn about Learning Village 2.3c, how to access Learning Village 2.3c, navigate the lesson planning software, and create syllabi for instructional classes. Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 113 of 143 Discovery Education Assessment Instructional Facilitator October 2011 Academic Interventions (EdPlan, Capstone Support, Credit Recovery, E-School, Language!, Reading Plus, Stanford Math, Tutoring in Core Courses/AYP-EOC, EOC Test Blitzes, Gateway Blitz, Academic Coaching, AP Test Blitz) Instructional October 2011- May Facilitator, Principal 2012 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Teachers will learn about the various teacher reports that Discovery Education Assessment provides and how the data will be used to evaluate students’ mastery of SPI’s/CLEs. This data will be used to create and re-teach instructional lessons for students in preparation for EOC Tests and Gateway Assessments. Teachers will learn about forms of academic intervention and how they will be used to support our students. Page 114 of 143 Discovery Education Assessment Data $0.00 ($8,600.00) Student Progress Reports & Report Cards, Teacher Observations, Teacher-Made Assessments, Stanford Math Data, Reading Plus Data, Language! Data, CPS Data, Discovery Education Assessment Data, End of Course Test Data, ACT Data, Gateway Assessment Data, Folio Express Data, Capstone Progress (Benchmarks), EdPlan $0.00 ($8,600.00) Reports Differentiated Instruction Instructional Facilitator, Select Teachers August 5, 2011 – May 2012 (Ongoing- Present portions during faculty meetings throughout the school year.) Raleigh-Egypt High School New Teacher Network Meetings/Teacher Mentoring November 29, 2011, January 31, 2012, March 27, 2012 Instructional Facilitator, Assistant Principal, Teacher Mentors Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Teachers will learn how to find interesting, engaging, and appropriate ways to help students learn new concepts and skills at their level to successfully reach targeted standards. 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. Page 115 of 143 Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Mentor/Protégé Needs Assessment, Mentor/Protégé End of Year Survey, Weekly Logs, Peer Observations $2,800.00 ($1,400MCS AOTI, $1,400.00Title I Funds) ($7,200.00) TVASS Review and Analysis (Value-Added) Instructional Facilitator, Data Team, Turnaround Specialist October 17, 2011 – May 2012 Teachers will learn how to access and navigate the TVAAS website. They will also review TVAAS data and meet in professional learning communities (departments, grade level meetings) to analyze results and continue planning for the 2011-12 school year. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($7,200.00) Class Performance System (CPS)/ Mobi All Teachers, Instructional Facilitator October 20, 2011 Teachers will incorporate the CPS/Mobi into everyday classroom instruction. They will create an exciting and fun, instructional environment engaging all students. Teachers will take instructional tools and strategies that are already in place and combine them with simple technology integration for the classroom. They will learn how to produce Classroom Observations, Syllabi, PLC Meeting Reports, CPS Data $0.00 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 116 of 143 ($7,200.00) and administer assessments and collect and analyze student data using the CPS. They will use the CPS to take attendance and mange all aspects of the student’s grades. CPS/Mobi TrainingSmall Group PLC Avatar Training National Title I Conference, Seattle, Washington Educational Awareness, CPS Teachers, Instructional Facilitator November 2011 Teacher will meet in a small group PLC setting to begin class set-up and learn how to navigate using the CPS/Mobi. Classroom Observations, Syllabi, PLC Meeting Reports, CPS Data $0.00 ($7,200.00) Instructional Facilitator November 2011 Avatar Learning Platform $0.00 ($7,200.00) Conference Presenters, Instructional Facilitator, Title I Parent Counselor January 21-24, 2012 Teachers will learn how to register for professional development sessions and navigate the Avatar Professional Development System for professional development courses. Participants will further their knowledge about Title I programs, policies, and great Classroom Observations, Syllabi, PLC Meeting Reports $1,864.90 each- Title I & SIG ($5,335.10) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 117 of 143 ideas. This is the premier opportunity to hear current and innovative ideas for reform in instructional, leadership and policy, learn strategies to immediately enhance instruction and intervention in the differentiated classroom discover research based techniques proven to help close the achievement gap and increase student achievement and incorporate the optimum leadership strategies to enhance collaboration and improve the learning community. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 118 of 143 AP Institutes (including vertical teaming) College Board, Betty Davis, Keena Day, Cathlyn Tsirgiotis, Tracey Jones Effective Practices Conference, Murfreesboro, TN Division of August 28-30, 2011 Accountability, Teaching and Learning through the Office of Accountability, System and School Improvement, Interim Principal, Instructional Facilitator, School Improvement Grant Coordinator, Graduation Coach Instructional October 2011 Facilitator, Teachers Teacher Data Notebooks (Academic & Nonacademic) Summer 2012 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Teachers will receive training in Biology, English, and History. Classroom Observations, Syllabi, PLC Meeting Reports $5,791.60SIG ($5,335.10) Participants will share Classroom improvement Observations, Syllabi, practices they have PLC Meeting Reports learned and have access to new strategies from other schools. $1,934.88SIG ($5,335.10) Teachers will use data Classroom to drive instruction Observations, Syllabi, and increase student PLC Meeting Reports achievement. They will analyze data to address specific areas of need and strengths to increase the graduation rate. $200.00Title I ($5,135.10) Page 119 of 143 School Improvement Plan Review/Revision (SIP)- Instructional August 24, 2011, Facilitator, Teachers September 7, 2011, October 3-5, 2011; October 2011- May 2012 Increase student performance schoolwide. Classroom Observations, Syllabi, PLC Meeting Reports $200.00Title I ($4,935.10) Writing Across The Curriculum Literacy Coach, Instructional Facilitator November 2011 – January 2012 Designed to assist teachers with writing in all curricular areas. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Instructional Practices for Bilingual/Bi-literacy for English ESL teachers, Instructional Facilitator November 2011 (on-going) Best practices to assist teachers with ELL students who are bilingual. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 120 of 143 Instructional Design and strategies for ELL and SPED ESL teachers, Instructional Facilitator November 2011 (on-going) Instruction strategies to assist teachers with ELL and SPED students. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Thinking Maps/Graphic Organizers Instructional Facilitator November 2011 Graphic organizers for use in the classroom. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Research-Based Literacy Strategies Literacy Coach, Instructional Facilitator November 2011 Research-based instructional strategies that can be used in all classrooms. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 121 of 143 State Academic Vocabulary Professional Learning Communities Instructional Facilitator Instructional Facilitator, Math Department Chairperson November 2011 Learn how to incorporate the Tennessee State Academic Vocabulary in daily instruction through the use of Word Walls and/or Whiteboard protocol. October 26, 2011; Biweekly/monthly 4th networking and Tuesdays/Thursdays collaborative sessions (All Teachers) to focus collectively on teacher learning across grade levels and develop common lessons, instructional strategies, classroom assessments, and data. These sessions are designed to increase student achievement in the classroom and on the EOC Test. Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 122 of 143 Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) TI/Casio Graphing Calculators Gender Equity in the Classroom Gizmos Instructional Facilitator, Math Teachers November 2011 (on-going) Learn how to integrate TI/Casio Graphing Calculators into mathematics instruction. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Instructional Facilitator October & November 2011 Learn how gender equity effects student achievement. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Instructional Facilitator, Math Teachers October 12, 2011; October 2011- May 2012 Learn how to use online simulations that power inquiry in mathematics and science. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 123 of 143 ACT Mathematics Prep Sessions Instructional Facilitator, Principal, Math Teacher October 2011- May 2012 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Increase in the graduation rate and number of students receiving a composite score of 21 or higher on the ACT. Page 124 of 143 Number of Students Scoring 21 or higher on the ACT; Increase in the Graduation Rate $0.00 ($4,935.10) Goal 2: Content: What will be learned? Process: What effective processes will be used? Presentations/workshops by district Reading/Language ArtsResearch-based best practices in staff, school staff, & outside professional development providers; Coaching and reading/language arts/writing Mentoring; Examining student work; instruction; Use of technology in Analyzing data; Action Research; reading/language arts/writing Conferences; SDIS; Book Study instruction; How to plan lessons that address the different learning modalities of students; How to differentiate instruction to address the needs of individuals students; How to assign and assess quality work Professional Learning Activities/Events Title and Avatar Number Practitioners Summit (Teacher Conference) Presenters/Leaders Memphis City Schools Professional Development and Staff In-service Department Implementation Timeline August 3 & 4, 2011 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Context: What aspects of our learning environment will support this goal? PLC’s- Content Area Meetings, Team Meetings, Grade-level Meetings; Team Teaching/Coteaching; Study Groups; Shared Planning Time; Visiting Teacher Classrooms; Job-Embedded Professional Development; Collaboration; Data Display Board Expected Outcomes What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) Participants will learn Classroom about effective Observations, Syllabi, teaching from area PLC Meeting Reports professionals with the latest information, resources, ideas and a foundation for collaboration. Page 125 of 143 $43,000.00 PD Budget Balance $0.00 ($43,000.00) Instructional Facilitator- 50% of Salary for School wide Professional Development Activities Instructional Facilitator August 2011- July 2012 Facilitator will spend 50% of her tasks involved in professional development activities to help increase student achievement. Teacher/Classroom Data, Classroom Observations, Teacher Observations, Syllabi, PLC Meeting Reports $33,514.56Title I Funds ($8,600.00) Teacher Effectiveness Measure (TEM) Principal, Assistant Principals, Instructional Facilitator August 1, 2011, September 7, 2011 Teachers will learn about TEM, the teacher evaluation process. The process makes for a fair, consistent, objective and transparent process of evaluating teachers. Growth in Student Learning, Observation of Practice, Stakeholder Perception Surveys, & Teacher Knowledge $0.00 ($8,600.00) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 126 of 143 TeachScape Principal, Assistant Principals, Instructional Facilitator, October 2011- May 2012 (On-going) Instructional Curricula, Syllabi/Lesson Plans Instructional Facilitator August 1, 2011, August 24, 2011 OSHA: Sexual Harassment, Chemical Right-to-Know, Blood borne Pathogens Assistant Principal, Financial Secretary August 1, 2011 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Teachers will learn about TeachScape, develop an understanding of the Classroom Walkthrough Standards Look Fors in the classroom, and how to access it for professional purposes. Faculty and staff will learn about the nine week curricula for their instructional area(s) and the process for creating and submitting syllabi/lesson plans in Learning Village. Faculty and staff will learn procedures regarding sexual harassment, chemical right-to-know, and blood borne pathogens. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Classroom/School wide Safety Observations, $0.00 ($8,600.00) Page 127 of 143 School/Classroom Do’s and Don’ts Assistant Principal August 5, 2011 Faculty and staff will learn and review school classroom do’ and don’ts. Classroom/School wide Observations, Teacher/Student Data, Teacher Observations, Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Learning Village 2.3c Instructional Facilitator October 2011 Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Discovery Education Assessment Instructional Facilitator October 2011 Teachers will learn about Learning Village 2.3c, how to access Learning Village 2.3c, navigate the lesson planning software, and create syllabi for instructional classes. Teachers will learn about the various teacher reports that Discovery Education Assessment provides and how the data will be used to evaluate students’ mastery of SPI’s/CLEs. This data will be used to create and re-teach instructional lessons for students in preparation for EOC Tests and Gateway Discovery Education Assessment Data $0.00 ($8,600.00) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 128 of 143 Assessments. Academic Instructional October 2011- May Interventions (EdPlan, Facilitator, Principal 2012 Capstone Support, Credit Recovery, ESchool, Language!, Reading Plus, Stanford Math, Tutoring in Core Courses/AYPEOC, EOC Test Blitzes, Gateway Blitz, Academic Coaching, AP Test Blitz) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Teachers will learn about forms of academic intervention and how they will be used to support our students. Student Progress Reports & Report Cards, Teacher Observations, Teacher-Made Assessments, Stanford Math Data, Reading Plus Data, Language! Data, CPS Data, Discovery Education Assessment Data, End of Course Test Data, ACT Data, Gateway Assessment Data, Folio Express Data, Capstone Progress (Benchmarks), EdPlan Reports Page 129 of 143 $0.00 ($8,600.00) Differentiated Instruction Instructional Facilitator, Select Teachers August 5, 2011 – May 2012 (Ongoing- Present portions during faculty meetings throughout the school year.) Raleigh-Egypt High School New Teacher Network Meetings/Teacher Mentoring Instructional Facilitator, Assistant Principal, Teacher Mentors November 29, 2011, January 31, 2012, March 27, 2012 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Teachers will learn how to find interesting, engaging, and appropriate ways to help students learn new concepts and skills at their level to successfully reach targeted standards. 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. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($8,600.00) Mentor/Protégé Needs Assessment, Mentor/Protégé End of Year Survey, Weekly Logs, Peer Observations $2,800.00 ($1,400- MCS AOTI, $1,400.00Title I Funds) ($7,200.00) Page 130 of 143 TVASS Review and Analysis (ValueAdded) Instructional Facilitator, Data Team, Turnaround Specialist October 17, 2011 – May 2012 Teachers will learn how to access and navigate the TVAAS website. They will also review TVAAS data and meet in professional learning communities (departments, grade level meetings) to analyze results and continue planning for the 2011-12 school year. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($7,200.00) Class Performance System (CPS)/ Mobi Educational Awareness, English Teachers, Instructional Facilitator October 20, 2011 Teachers will incorporate the CPS/Mobi into everyday classroom instruction. They will create an exciting and fun, instructional environment engaging all students. Teachers will take instructional tools and strategies that are already in place and combine them with simple technology integration for the classroom. They will Classroom Observations, Syllabi, PLC Meeting Reports, CPS Data $0.00 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 131 of 143 ($7,200.00) learn how to produce and administer assessments and collect and analyze student data using the CPS. They will use the CPS to take attendance and mange all aspects of the student’s grades. CPS/Mobi TrainingSmall Group PLC Avatar Training CPS English Teachers, Instructional Facilitator November 2011 Teacher will meet in a small group PLC setting to begin class set-up and learn how to navigate using the CPS/Mobi. Classroom Observations, Syllabi, PLC Meeting Reports, CPS Data $0.00 ($7,200.00) Instructional Facilitator November 2011 Teachers will learn how to register for professional development sessions and navigate the Avatar Professional Development System for professional development courses. Avatar Learning Platform $0.00 ($7,200.00) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 132 of 143 National Title I Conference, Seattle, Washington Conference Presenters, Instructional Facilitator, Title I Parent Counselor January 21-24, 2012 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Participants will further their knowledge about Title I programs, policies, and great ideas. This is the premier opportunity to hear current and innovative ideas for reform in instructional, leadership and policy, learn strategies to immediately enhance instruction and intervention in the differentiated classroom discover research based techniques proven to help close the achievement gap and increase student achievement and incorporate the optimum leadership strategies to enhance collaboration and improve the learning community. Classroom Observations, Syllabi, PLC Meeting Reports Page 133 of 143 $1,864.90 eachTitle I & SIG ($5,335.10) College Board, AP Institutes (including vertical Betty Davis, Keena Day, Cathlyn teaming) Summer 2012 Teachers will receive training in Biology, English, and History. Classroom Observations, Syllabi, PLC Meeting Reports $5,791.60- SIG ($5,335.10) Participants will share improvement practices they have learned and have access to new strategies from other schools. Classroom Observations, Syllabi, PLC Meeting Reports $1,934.88- SIG ($5,335.10) Teachers will use data to drive instruction and increase student achievement. They will analyze data to address specific areas of need and strengths to increase the graduation rate. Classroom Observations, Syllabi, PLC Meeting Reports $200.00- Title I ($5,135.10) Tsirgiotis, Tracey Jones Effective Practices Conference, Murfreesboro, TN Teacher Data Notebooks (Academic & Nonacademic) Division of August 28-30, 2011 Accountability, Teaching and Learning through the Office of Accountability, System and School Improvement, Interim Principal, Instructional Facilitator Instructional October 2011 Facilitator, Teachers Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 134 of 143 School Improvement Plan Review/Revision (SIP)- Instructional August 24, 2011, Facilitator, Teachers September 7, 2011, October 3-5, 2011; October 2011- May 2012 Increase student performance schoolwide. Classroom Observations, Syllabi, PLC Meeting Reports $200.00- Title I ($4,935.10) Writing Across The Curriculum Literacy Coach, Instructional Facilitator November 2011 – January 2012 Designed to assist Classroom teachers with writing Observations, Syllabi, in all curricular areas. PLC Meeting Reports $0.00 ($4,935.10) Instructional Practices for Bilingual/Biliteracy for English ESL teachers, Instructional Facilitator November 2011 (on-going) Best practices to assist teachers with ELL students who are bilingual. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Instructional Design and strategies for ELL and SPED ESL teachers, Instructional Facilitator November 2011 (on-going) Instruction strategies Classroom to assist teachers with Observations, Syllabi, ELL and SPED PLC Meeting Reports students. $0.00 ($4,935.10) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 135 of 143 Thinking Maps/Graphic Organizers Instructional Facilitator November 2011 Graphic organizers for use in the classroom. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Research-Based Literacy Strategies Literacy Coach, Instructional Facilitator November 2011 Research-based instructional strategies that can be used in all classrooms. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) State Academic Vocabulary Instructional Facilitator November 2011 Learn how to incorporate the Tennessee State Academic Vocabulary in daily instruction through the use of Word Walls and/or Whiteboard protocol. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 136 of 143 Professional Learning Communities Gender Equity in the Classroom Instructional Facilitator, English Department Chairperson August 24, 2011 (English); October 26, 2011; 4th Tuesdays/Thursdays (All Teachers); 1st & 3rd Tuesdays (English) Instructional Facilitator October & November 2011 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Biweekly/monthly networking and collaborative sessions to focus collectively on teacher learning across grade levels and develop common lessons, instructional strategies, classroom assessments, and data. These sessions are designed to increase student achievement in the classroom and on the EOC Test. Learn how gender equity effects student achievement. Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($4,935.10) Page 137 of 143 ACT English Prep Sessions Instructional Facilitator, Principal, English Teacher October 2011- May 2012 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Increase in the graduation rate and number of students receiving a composite score of 21 or higher on the ACT. Number of Students Scoring 21 or higher on the ACT; Increase in the Graduation Rate Page 138 of 143 $0.00 ($4,935.10) Goal 3: Content: What will be learned? Strategies and activities to increase the graduation rate and parental involvement. Professional Learning Activities/Events Title and Avatar Number Instructional Facilitator- 50% of Salary for School wide Professional Development Activities Process: What effective processes will be used? Presentations/workshops by district staff, school staff, & outside professional development providers; Coaching and Mentoring; Analyzing data; Conferences; SDIS; Book Study; Parent Teacher Conferences/Meetings Presenters/Leaders Implementation Timeline Instructional Facilitator August 2010July 2011 Teacher Data Notebooks Instructional Facilitator, Literacy Coach, Teachers School Improvement Plan Review/Revision (SIP)- Parent Workshops on Graduation Requirements- Principal, Resident Principal, Assistant Principals, Instructional Facilitator, Literacy Coach, Teachers Graduation Coach, 12th Grade Fall 2010 (ongoing) September 22, 2010, February 23, 2011 (ongoing) September 2010 (2:30-6:30 pm); Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Context: What aspects of our learning environment will support this goal? Graduation Coach, Parent Resource Center/Parent Counselor, PLC’s- Content Area Meetings, Study Groups; Collaboration Expected Outcomes What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) $41.026.00 PD Budget Balance Facilitator will spend 50% of her tasks involved in professional development activities to help increase student achievement. Use data to drive instruction and increase student achievement. Increase student performance school-wide Teacher Classroom Data, Classroom Observations, Teacher Observations, Syllabi, PLC Meeting Reports $29,856.00Title I Funds (Same as above) ($11,170.00) Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($11,170.00) Classroom Observations, Syllabi, PLC Meeting Reports $0.00 ($11,170.00) Increase the graduation rate and Graduation Rate, Student Report Cards, $0.00 ($11,170.00) Page 139 of 143 Senior (Commitment to Graduation) Counselor November 2010 (6:00 PM) promote parent and community involvement. PTSA Meetings Raleigh-Egypt High PTSA Officers, Members, Parent Counselor Monthly 20102011 School Site Based Decision Making Council Raleigh-Egypt High 6 times per School Site Based school year Decision Making 2010-2011 Council, Parent Council Family Academic Night Instructional Facilitator, Math Coach, Literacy Coach, Teachers Parent meetings with teachers and students to present strategies, materials, and resources to help parents. Meetings with parents, teachers, students, and community members (stakeholders) to make school wide decisions and present strategies, materials, and resources to help increase student achievement and improve the school. Increase parents’ awareness of curricula and SPI’s and inform parents on what they can do to assist students at home. Spring 2011 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 140 of 143 Courses Recovery Data, AttendanceParent/Community Participation Sign-in Sheets, AttendanceParent/Community Participation $0.00 ($11,170.00) Sign-in Sheets, AttendanceParent/Community Participation $0.00 ($11,170.00) Sign-in Sheets, Evaluation Forms, Attendance $2,000.00 (Title I Parental Involvement) ($11,170.00) ACT Prep Sessions Title I Parent Meeting School Counselors, Students, Extended Contract Coordinator, Math Coach, Literacy Coach, Math, English, & Science Teachers, Instructional Facilitators Instructional Facilitator September 22, 2010, November 8, 2010- April 29, 2011 Increase in the number of students mastering SPI’s. Increase in the graduation rate and number of students scoring 20 or higher on the ACT. $0.00 Number of Students Scoring 20 or higher on ($11,170.00) the ACT, Increase in the Graduation Rate August 30-31, 2010 (Evening and morning sessions), Spring 2011 (Evening and morning sessions) Parent meetings to present strategies, materials, and resources to help parents with their child(ren) regarding NCLB. Sign-in Sheets, Attendance $0.00 ($11,170.00) Muffins with Mom Parent Counselor, Instructional Facilitator November 2010 Parent meetings to present strategies, materials, and resources to help parents with their child(ren). Sign-in Sheets, Evaluation Forms, Attendance $150.00 (Title I Parental Involvement) ($11,170.00) Donuts with Dad Parent Counselor, Instructional Facilitator December 2010 Parent meetings to present strategies, materials, and resources to help parents with their child(ren). Sign-in Sheets, Evaluation Forms, Attendance $150.00 (Title I Parental Involvement) ($11,170.00) Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 141 of 143 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 142 of 143 Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 Page 143 of 143
