Transcript Memphis City Schools Striving Schools School Improvement Plan

Memphis City Schools
Striving Schools
School Improvement Plan Report
2011-2012
Trezevant High School
Dr. Joe Canada, Principal
Components of School Improvement Plan
Component 1a: School and Community Profile
1b: Academic and Non-Academic Data
Component 2: Beliefs, Mission and Vision
Component 3: Curricular Practices/Instructional
Practices/Assessment Practices/Organizational
Practices
Component 4: Action Plan Development
Component 5: The School Improvement Plan and Process
Evaluation
Component 1a:
School and Community Profile
Student Characteristics
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Enrollment: 653
African-American: 648
White: 4
Hispanic: 1
Freshman : 195
Sophomores: 155
Juniors: 175
Seniors: 128
Resource: 20.5%
CDC: 2.8%
Free/Reduced Lunch: 94.6%
Component 1a:
School and Community Profile
Staff Characteristics
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3 Administrators
2 Instructional Facilitators & 1 SIG Administrator
1 Graduation Coach
1 Guidance Counselor
1 Librarian
29 Classroom Teachers, 10 SPED Teachers, 2 AJROTC Instructors
6 Paraprofessionals (Educational Assistants)
1 ISS Assistant
Part-time: 1 PBIS (Behavior) Coach, 1 School Psychologist, 1 Social
Worker, 1 School Nurse, and 2 Hall Monitors
3 Secretaries, 7 Full-time Cafeteria Workers, 7 Full-time Custodial
Workers
1 MCS Security Officer and 2 MPD Police Officers
Component 1a:
School and Community Profile
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Staff Characteristics (cont.)
82.4 % of teachers are teaching on a professional or administrative
license
17.6% of teachers are teaching on an alternative license, apprentice
license, or occupational license
3 teachers are either 1st or 2nd year teachers
Component 1a:
School and Community Profile
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Community Characteristics
(Census 2000 Report)
Median family income: $30,220.00
Families below the poverty level: 22.9%
Individuals below the poverty level: 25.9%
Married-couple families with children under the age of 18: 16.8%
Single female with children under the age of 18: 23.4%
Component 1a:
Data Sources
Academic Data Sources
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Gateway Tests
EOC Tests
TCAP Writing Assessment
Discovery Education
Formative Assessment
Learning Express Folio Writing
Assessment
ACT Scores
Report Cards
CTE Competencies
Non-Academic Data
Sources
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Graduation Rate
Drop-out Rate
MCS Retention and Promotion
Rates
Percent of Stable Students
Report
Suspension, Expulsions and
Remands Report
Attendance: Student and
Teacher
Trezevant High School
EOC Algebra I
Percent Proficient & Advanced
100
90
80
70
60
50
2010
2011
56
40
30
20
10
14
0
All Students
Increase the number of high school students scoring
proficient/advanced in Algebra I from 14% to the state’s
required AMO of 63% or the “safe harbor” goal of 22.6%.
Trezevant High School
EOC Reading/Language Arts/Writing
Percent Proficient & Advanced
100
90
80
70
60
2010
2011
50
40
30
42.2
37
20
10
0
All Students
Increase the number of high school students scoring
proficient/advanced in Reading/Language Arts/ Writing from 37% to
the state’s required AMO of 74% or the “safe harbor” goal of 43.3%.
Trezevant High School
TCAP Writing Assessment
11th Grade
Average Writing Scores
Percent Proficient/Advanced
82
(3 Year Average)
80.2
4
80
77.1
78
76
3.9
2009
3.7
3.7
74
2010
72
70
3.8
3.8
68
2011
3.6
3.5
2009
2010
3.5
68
3.4
66
3.3
64
3.2
62
3.1
60
3
2011
Trezevant High School
EOC Biology
Percent Proficient & Advanced
100
90
80
70
60
2010
2011
50
40
30
20
10
5
3
0
All Students
Graduation Rate (%)
66.1
70
60
62.3
52.4
50
40
30
20
10
0
2008-09
2009-10
2010-11
In order to stay on track to meet the state’s graduation goal of 90% by the end
of the 2013-14 school year, Trezevant must have at least a graduation rate of
76.7% by the end of this school year (2011-12).
Component 2: Beliefs, Mission and
Vision
Shared Beliefs
All stakeholders believe:
 Teachers should hold high expectations for all students.
 All students can learn to their highest potential when
instruction is designed with a clear purpose and direction.
 All students are life-long learners.
 Student attendance and learning will only improve if we first
establish a safe school with a nurturing environment.
 All teachers must use a variety of research-based teaching
strategies to address the individual learning styles of students.
 Academic activities should meet the real-world needs of
students and the community.
Component 2: Beliefs, Mission and
Vision
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Shared Beliefs (cont.)
Student learning will improve when all stakeholders respect each
other and cooperate with each other.
Student achievement data (example: TCAP Writing Assessment and
EOC Testing) are necessary for decision making in meeting the
individual student needs.
Assessment, both formal and informal, to include before and after
instruction will drive instructional decisions.
School policies should be formed by a consensus of stakeholders,
communicated effectively, and enforced fairly and consistently.
Component 3
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Curricular Practices & Gap Analysis
Instructional Practices & Gap Analysis
Assessment Practices & Gap Analysis
Organizational Practices & Gap Analysis
Component 3.1:
Curricular Practices
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School uses the TN Dept. of Ed. State approved standards and provides
training to staff in the use of these standards
Curriculum is prioritized and mapped
School has implemented formative assessment aligned with the school
benchmarks
Support system is in place for enhancing the quality of curriculum and
instruction
Monitoring is in place for enhancing the quality of curriculum and instruction
Teaching and learning materials are correlated to the State standards and
distributed to the instructional staff
School communicates a shared vision of what students should know and be
able to do at each grade level to all stakeholders through a variety of media
formats
Component 3.2:
Instructional Practices
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Classroom instruction is aligned with the standards based
curriculum
Classroom instruction is aligned with the assessments
Teaching process is data driven
Teachers incorporate a wide range of research-based student
centered teaching strategies
Students are provided with multiple opportunities to receive
additional assistance to improve their learning beyond the initial
classroom instruction
Classroom instruction supports the learning of students with diverse
cultural & language backgrounds & with different learning needs &
learning styles
Component 3.3:
Assessment Practices
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Student assessments are aligned with the TN Dept. of Ed.
Standards based curriculum
Appropriate assessments are used to guide decisions relative to
student achievement
A variety of data points are used for decision making relative to
student achievement
All categories of students are assessed
Professional Development is provided in the appropriate use of
assessment
Support and technical assistance is provided to teachers in
developing and using assessments
Component 3.4:
Organizational Practices
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School’s belief’s, mission and shared vision define the purpose and
direction of the school
Organizational processes increase the opportunity for success in
teaching and learning at all schools
Organizational practices and process promote the effective time-ontask for all students
School provides continuous professional development for school
leaders in a variety of organizational formats
School is proactive in addressing issues that might impede teaching
and learning
Component 4
Action Steps
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The high school graduation rate will increase from 62.3% to at least 76.7% by the end
of the 2011-2012 school year.
By the end of the 2011-2012 school year, all African-American students, all White
students, all Hispanic students, all students with disabilities, and all economically
disadvantaged students will make or exceed Adequate Yearly Progress (AYP) in
Mathematics or the number of students below proficient in Mathematics will decrease
by 10%, creating a “safe harbor” as established by No Child Left Behind guidelines.
In other words, the number of Trezevant students scoring proficient/advanced in
Algebra I will increase from 14% to the state’s required AMO of 63% or the “safe
harbor” goal of 22.6%.
By the end of the 2011-2012 school year, all African-American students, all White
students, all Hispanic students, all students with disabilities, and all economically
disadvantaged students will make or exceed Adequate Yearly Progress (AYP) in
Reading/Language Arts/Writing or the number of students below proficient in
Reading/Language Arts/Writing will decrease by 10%, creating a “safe harbor’ as
established by No Child Left Behind guidelines. In other words, the number of
Trezevant students scoring proficient/advanced in Reading/Language Arts/ Writing
will increase from 37% to the state’s required AMO of 74% or the “safe harbor” goal
of 43.3%.
Component 4: Goal 1
Graduation Rate
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The school administration and SIG administrator will continue implementing the
School of Freshman Studies & Leadership to improve student engagement and
academic performance.
The school administration and faculty will continue to change school culture in The
School of Communication, Art, and Military Studies and the School of Business, BioScience, & Technology to improve student engagement and academic performance
for 10th - 12th grade students.
The school will prepare students for college readiness and success in a global society
through extended learning field trips and college tours.
The AVID Site Team will continue to implement the AVID (Advancement Via
Individual Determination) educational program to increase the number of students
who enroll in four-year colleges.
Teachers will incorporate the use of e Beam Interactive Whiteboards and SOS
Computers Student Response Systems in the classroom to enhance the learning
experience for students, differentiate instruction for students having difficulty, and
improve communication between teachers and students.
Component 4: Goal 1
Graduation Rate
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The school will encourage overage students to take new classes in eLearning in
order to meet graduation requirements.
The school will send letters home to parents concerning Gateway/EOC testing
deficiencies, credit deficiencies, and other factors that affect graduation.
The academy counselor will check students’ transcripts during pre-registration to
ensure that each student has the correct number of credits for his/her grade-level
placement; they will also check the Gateway/EOC status for each student.
The school will provide an Open House for parents to pick up report cards.
The school will identify seniors and special education students who have not passed
the Gateway Tests and provide after-school tutoring for them.
The school will provide incentives for seniors passing Gateway/EOC tests and/or all
classes with good attendance and conduct.
The school will encourage students who have failed a course to make up the credit
through the Course Recovery Program that is provided by MCS.
All teachers will attend professional development provided by the school and any
district PD that they are asked to attend, including eBeam Interactive Whiteboard
Training and SOS Computers Students Response Systems Training.
Component 4: Goal 1
Graduation Rate
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The administration and faculty will attend professional conferences and institutes
(Effective Practices Conference for High Priority Schools in TN, ASCD, NASSP,
AVID, Arts, Academy Institute, NCTE, NCTM, NSTA, IRA, Space Camp for
Educators) to keep abreast of current educational issues and practices that will
impact student achievement.
The behavior specialist will write and follow through with behavior contracts on
seniors and other students who are not behaving appropriately at school and will
monitor progress of failing/at risk students.
Each academy principal, counselor, and teachers will work with their assigned
students who are not attending classes and contact their parents.
Teachers will differentiate instruction using research-based strategies to meet the
needs of all students.
Instructional facilitators, graduation coach, counselor, and senior sponsors will meet
with parents of seniors to address graduation requirements and college financial aid.
Each teacher will observe another teacher each nine weeks and complete an
observation form. (Start a Personal Learning Plan).
Component 4: Goal 1
Graduation Rate
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Each new teacher will submit his /her own philosophy of effective teaching and
learning. (Personal Learning Plan – for Staff)
Each teacher will complete a Collaborative Professional Reflection Worksheet.
(Personal Learning Plan – for Staff)
Each teacher will meet with his /her evaluator to develop, refine, and document his /
her own personal growth plan. (Personal Learning Plan – for Staff)
Each teacher will submit a two-page summary of his / her personal collaborative
learning plan /goal progress. (Personal Learning Plan – for Staff)
Each teacher will submit his /her Reflection or “Final Thoughts” Piece. (Personal
Learning Plan – for Staff)
English, math, and biology teachers will be observed and mentored at least 11 times
by Dr. Marguerite Jackson-Jones and Dr. Jodi Couch to enhance teacher quality and
student achievement.
The school will be evaluated quarterly to ensure all SIG milestones are being met.
Component 4: Goal 2
Mathematics
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The school administration and SIG administrator will continue implementing the
School of Freshman Studies & Leadership to improve student engagement and
academic performance.
The school administration and faculty will continue to change school culture in The
School of Communication, Art, and Military Studies and the School of Business, BioScience, & Technology to improve student engagement and academic performance
for 10th - 12th grade students.
Teachers will work with special education teachers/students to develop individualized
lesson plans that address these students’ particular needs with regard to state tests.
Students will be tested several times each nine-weeks including pre- and post-tests
and a final comprehensive nine-week test to monitor student performance.
Algebra I students will be assessed three times during the school year using the
Discovery Education Formative Assessment Tests.
The school data specialist will analyze assessments, post assessment results in the
data den, and collaborate with administration and teachers.
Component 4: Goal 2
Mathematics
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Teachers will use data from Discovery Education Formative Assessment Tests to
collaborate with colleagues and compare data. The Professional Learning
Community (PLC) will develop re-teaching strategies to address deficiencies for
particular SPIs. Additional assessments will be conducted to check student mastery
Students in Algebra I will track mastery of SPIs weekly using the mastery tracking
checklist.
Teachers will identify those students whose data show lack of mastery on the EOC
SPIs. They will be tutored after school.
Teachers will incorporate the use of technology (computers, graphing calculators) in
classroom as required for instruction, testing, and projects.
All students will use graphing calculators in the classroom daily in Algebra I, Algebra
II, Geometry, and Advanced Algebra/Trigonometry.
Teachers will incorporate the use of e Beam Interactive Whiteboards and SOS
Computers Student Response Systems in the classroom to enhance the learning
experience for students, differentiate instruction for students having difficulty, and
improve communication between teachers and students.
Component 4: Goal 2
Mathematics
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Algebra I teachers will use the Stanford Math to meet the needs of Trezevant’s
middle and lower achieving students.
Math teachers will actively engage all students in inquiry –based learning and real life
problem solving using Explore Learning Gizmos.
All CDC students will be enrolled and use the FASTT Math program.
All math teachers will post a word wall containing content area vocabulary as well as
test taking terms and teach these words and terms on a weekly basis.
Teachers will differentiate instruction using research-based strategies to meet the
needs of all students.
All math teachers will incorporate at least three research-based strategies into their
lesson plans daily.
All teachers will attend professional development provided by the school and any
district PD that they are asked to attend, including eBeam Interactive Whiteboard
Training and SOS Computers Students Response Systems Training.
Each academy principal, counselor, and teacher will work with their assigned
students who are not attending classes and contact their parents.
Component 4: Goal 2
Mathematics
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Each teacher will observe another teacher each nine weeks and complete an
observation form. (Start a Personal Learning Plan).
Each new teacher will submit his /her own philosophy of effective teaching and
learning. (Personal Learning Plan – for Staff)
Each teacher will complete a Collaborative Professional Reflection Worksheet.
(Personal Learning Plan – for Staff)
Each teacher will meet with his /her evaluator to develop, refine, and document his /
her own personal growth plan. (Personal Learning Plan – for Staff)
Each teacher will submit a two-page summary of his / her personal collaborative
learning plan /goal progress. (Personal Learning Plan – for Staff)
Each teacher will submit his /her Reflection or “Final Thoughts” Piece. (Personal
Learning Plan – for Staff)
Math teachers will be observed and mentored at least 11 times by Dr. Jodi Couch to
enhance teacher quality.
Graphing Calculator Training will be provided to parents of Algebra I students to
increase awareness of technology capabilities in the classroom.
Component 4: Goal 3
Reading/Language Arts/ Writing
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The school administration and SIG administrator will continue implementing the
School of Freshman Studies & Leadership to improve student engagement and
academic performance.
The school administration and faculty will continue to change school culture in The
School of Communication, Art, and Military Studies and the School of Business, BioScience, & Technology to improve student engagement and academic performance
for 10th - 12th grade students.
Teachers will work with special education teachers/students to develop individualized
lesson plans that address these students’ particular needs with regard to state tests.
Teachers will implement the essay scaffolding strategy to improve TCAP writing
scores.
Students will be tested several times each nine-weeks including pre- and post-tests
and a final comprehensive nine-week test to monitor student performance.
The school data specialist will analyze assessments, post assessment results in the
data den, and collaborate with administration and teachers.
Component 4: Goal 3
Reading/Language Arts/ Writing
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Teachers will use data from Discovery Education Formative Assessment Tests and
Learning Express Folio Writing Assessment to collaborate with colleagues and
compare data. The Professional Learning Community (PLC) will develop re-teaching
strategies to address deficiencies for particular SPIs. Additional assessments will be
conducted to check student mastery.
Teachers will incorporate the use of technology in classrooms as required for
instruction, testing, and projects.
Teachers will incorporate the use of e Beam Interactive Whiteboards and Turning
Technologies Student Response Systems in the classroom to enhance the learning
experience for students, differentiate instruction for students having difficulty, and
improve communication between teachers and students.
Students in English I and English II will track mastery of SPIs each nine weeks using
the mastery tracking checklist.
Teachers will identify those students whose data shows lack of mastery on EOC
SPIs. They will be tutored after school.
All CDC students will be enrolled and use the Failure Free Reading program.
Component 4: Goal 3
Reading/Language Arts/ Writing
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All English and World History teachers will use the Reading Plus Program as a
remediation and enrichment tool to enhance student reading abilities and
comprehension skills.
All English teachers will post a word wall containing content area vocabulary, as well
as test- taking terms and teach these words and terms on a weekly basis.
Teachers will differentiate instruction using research-based strategies to meet the
needs of all students.
All English teachers will incorporate at least three research-based strategies into their
lesson plans daily.
All English teachers will provide an opportunity for students to read for pleasure
during the school day.
All teachers will attend professional development provided by the school and any
district PD that they are asked to attend, including eBeam Interactive Whiteboard
Training and SOS Computers Students Response Systems Training.
Each academy principal, counselor, and teachers will work with their assigned
students who are not attending classes and contact their parents.
Component 4: Goal 3
Reading/Language Arts/ Writing
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Each teacher will observe another teacher each nine weeks and complete an
observation form. (Start a Personal Learning Plan).
Each new teacher will submit his /her own philosophy of effective teaching and
learning. (Personal Learning Plan – for Staff)
Each teacher will complete a Collaborative Professional Reflection Worksheet.
(Personal Learning Plan – for Staff)
Each teacher will meet with his /her evaluator to develop, refine, and document his /
her own personal growth plan. (Personal Learning Plan – for Staff)
Each teacher will submit a two-page summary of his / her personal collaborative
learning plan /goal progress. (Personal Learning Plan – for Staff)
Each teacher will submit his /her Reflection or “Final Thoughts” Piece. (Personal
Learning Plan – for Staff)
English teachers will be observed and c at least coached 11 times by Dr. Marguerite
Jackson-Jones to enhance teacher quality and increase student achievement.
Component 5: The School Improvement Plan
and Process Evaluation
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5.1: Process Evaluation
5.2: Implementation Evaluation
5.3: Monitoring and Adjusting Evaluation
Component 5.1:
Process Evaluation
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What evidence do we have that shows that a collaborative process
was used throughout the entire planning process?
What evidence do we have that proves alignment between our data
and our goals?
What evidence do we have of our communication of the TSIPP to all
stakeholders?
What evidence do we have that shows our beliefs, shared vision and
mission in Component 2 align with our goals in Components 4?
What evidence do we have that shows our action steps in
Component 4 align with our analysis of the areas of curriculum,
instruction, assessment and organization in Component 3?
What suggestions do we have for improving our planning process?
Component 5.2:
Implementation Evaluation
What is our plan to begin implementation of the
action steps?
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Monitoring dates are tentatively set for January 26, 2012 and April
12, 2012.
The assessment instruments to be used is the TSIP
Implementation/Impact Check.
Letters will be sent to leadership team members requesting that
specific information that will show implementation of our intervention
strategies be brought to the meetings.
Implementation will be monitored monthly by the School Based
Decision Making Council (SBDMC).
Long-term comparisons of data will be used.
Component 5.3:
Monitoring & Adjusting Evaluation
The monitoring and adjusting evaluation process will:
 Evaluate the effectiveness of the School Improvement
Plan and lead to change that will improve student
performance
 Evaluate the process used to develop the School
Improvement Plan
Implementation/Impact Check
Action Step
Level of
Implementation
Evidence of
Implementation
Level of
Assessment
Level of
Impact
Implementation/Impact Check
Rubric
Level of Implementation
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4 - The action step is completely implemented.
3 - Implementation of this action step has begun;
partial implementation.
2 - Plans have been made to implement this
action step.
1 - This action step is not implemented.
Implementation/Impact Check
Rubric
Level of Assessment Impact
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4 - The school has a plan for formal assessment and has
generated all the evidence possible by this date.
3 - The school has a plan for formal assessment and has
generated some of the planned evidence. OR The
school has informally gathered evidence to assess
the effectiveness of this action step.
2 - The school has a plan to assess the impact of this
action step, but has not yet begun to assess the
action step.
1 - The school has no plan to check or assess the impact
of this action step.
Implementation/Impact Check
Rubric
Level of Impact
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4 - The evidence gathered to date shows this action step has made
significant impact on student achievement, instructional
practices, or organizational improvement.
3 - The evidence gathered to date shows this action step has made
some impact on student achievement, instructional practices, or
organizational improvement.
2 - The evidence gathered to date shows this action step has made
limited impact on student achievement, instructional practices,
or organizational improvement.
1 - The evidence gathered to date shows this action step has made
no impact. OR No evidence has been gathered; therefore,
impact cannot be determined at this time.