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									VANCE MIDDLE SCHOOL
                            LEVITICUS POINTER, PRINCIPAL
   BOBBY WHITE, ASSISTANT PRINCIPAL            KAREN PURYEAR, ASSISTANT PRINCIPAL
                        BARBARA ASEMOTA, PDSCC & SIP CHAIR
Tennessee School Improvement Planning Process
                Our guide for ensuring that ALL children
                    learn and perform at high levels


School Name:                  Vance Middle School


                   School Year 2008--2009
                           MEMPHIS CITY SCHOOLS
                     Dr. Dan Ward, Interim Superintendent



   Principal:                     Leviticus Pointer


                Tennessee Department of Education
                  Commissioner Lana C. Seivers

                          November 1, 2007


                                                            2
                                  School Improvement Plan Assurance Page
                                     Tennessee School Improvement Planning Process
                                                        (TSIPP)
                                                               Assurances
                                                           with Signature of Principal

I certify that _______________________________________________________ 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, Leviticus Pointer, principal of Vance Middle School, give assurance that this Title I Schoolwide 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.
When appropriate there is a coordination with programs under Reading First, Early Reading First, Evan Start, Carl D. Perkins Vocational Act,
and Head Start.
High Priority Schools Only
Vance Middle School is on the “high priority” list. Therefore, I understand that not less than 10% of Title I funds must be spent for professional
development.

                    NCLB Compliance Guidelines:
Yes                 Developed during one year period
Yes                 Developed with teachers, parents and other community members
Yes                 Available to the local educational agency, parents and the public
Yes                 If appropriate developed in coordination with other programs under Reading First,
                    Early Reading First, Evan Start, Carl Perkins Vocational Act, and Head Start
Yes                 Spend not less than 10% of funds for professional development (High Priority Schools
                    only)
Principal’s Signature: _______________________________                                                             Date: _________
                                                                                                                                                3
                           Vance Middle School TSIPP Table of Contents
School Improvement Plan Assurance Page                                                             Page    3
District Mission, Beliefs, Guiding Principles, and Strategic Goals                                 Page    6
Student Outcomes for School Improvement Planning 2007-2008 – Goal and Objective Statements         Page    7
Component 1a: School Profile and Collaborative Process                                             Page    8
 1.1 SIP Leadership Team Composition
 1.2 Subcommittee Formation and Operation
 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis
  □   Instruction by a Highly Qualified Staff (NCLB Component 3)

Component 1b: Academic and Non-Academic Analysis                                                   Page   21
                                                                                                   Page   22
  1.4 Variety of Academic and Non-Academic Measures
                                                                                                   Page   25
  1.5 Data Collection and Analysis
                                                                                                   Page   37
  1.6 Report Card Data Disaggregation
                                                                                                   Page   42
  1.7 Narrative Synthesis of All Data
                                                                                                   Page   44
  1.8 Prioritized List of Target
  □   Measures to include teachers in decision regarding the use of academic assessment results
      (NCLB component 8)
  □   Comprehensive Needs Assessments (NCLB Component 1)
  □   Establish specific measurable objectives for growth (NCLB Component v)

Component 2: Beliefs, Mission, and Vision
  2.1 Collaborative Process                                                                       Page    45
  2.2 Clarity of Belief Statements                                                                Page    45
  2.3 Comprehensive Belief Statements                                                             Page    45
  2.4 Clarity of Mission Statement/Focus on Student Success                                       Page    45
  2.5 Clarity of Vision/Focus on School Success                                                   Page    45

                                                                                                               4
Component 3: Curricular, Instructional, Assessment and Organizational Effectiveness
                                                                                                           Page     47
  3.1 Collaboration
                                                                                                           Page     48
  3.2 Evaluation of the Decision-making Process
                                                                                                           Page     49
  3.3 Resource Allocation
                                                                                                           Page     53
  3.4 Curriculum Analysis and Support
                                                                                                           Page     54
  3.5 Instructional Analysis and Support
 ■ State-federal-local programs that will be consolidated (NCLB Component 10 & iv)
                                                                                                           Page     58
 ■ Report of individual assessment results to parents in language they understand                          Page     58
 (NLCB Component 8)                                                                                        Page
 ■ Policies and Practices concerning the school’s core academic subjects that have
 the greatest likelihood of ensuring that all groups will meet state’s standards (NCLB component 9 & ii)
 ■ Strategies to attract high quality, highly qualified teachers (NCLB Component 5)
 ■ Teacher Mentoring Program (NCLB Component x)


Component 4: Action Plan Development                                                                       Page    61
                                                                                                                  62, 66,
  4.1 Goals (Reading/Language/Writing, Mathematics, Attendance)                                            Page     70
  4.2 Action Steps                                                                                         Page   62-70
  4.3 Implementation                                                                                       Page   62-70
   ■   Schoolwide reform strategies based on scientific research (NCLB component 2)
   ■   Coordination and integration of federal, state and local services and programs (Component 10)
   ■   High quality, on-going professional development - P.D. Plan (NCLB Component 4)
   ■   Intervention Plan (NCLB Component 9 & ix)
   ■   Family Engagement Policy (NCLB Component vii & viii
   ■   Plans for Middle School Transition (NCLB Component 7)

Component 5: The School Improvement Plan and Process Evaluation                                            Page   94
 5.1 Formative Assessment                                                                                  Page   95
 5.2 Summative Assessment                                                                                  Page   100
 5.3 Evaluation of the SIP Process                                                                         Page   102
  □    Reviewed and Revised (NCLB Component 2d)



                                                                                                                        5
                        District Mission, Beliefs, Motto, and Strategic Goals
District Mission

Academic Achievement #1

District Beliefs
 We believe the overall achievement level of our students must be improved, and the achievements gaps must be eliminated.
 We believe safe and effective learning environments have a positive impact on the lives of students and staff.
 We believe public education will only survive with public support and that our goal for Memphis City Schools to become a high-achieving
   organization will require community commitment and investment of financial resources, expertise and volunteerism.
 We believe parents and other caregivers are vital to the educational success.
 We believe the Memphis City Schools Board of Commissioners, students, educators, staff and families/caregivers must work as team to
   improve student achievement.
 We believe that social and emotional development, good nutrition and increased physical activity are essential for student success.
                      st
 We believe that 21 century success involves the proficient use of a wide array of technology to access information and solve problems.
 We believe diversity must be embraced and respected.
 We believe that a quality education includes the arts, international languages and cultures, career and technical programs and community
   services.

District Motto

Every Child. Every Day. College Bound.

District Strategic Goals
Goal #1 Student Achievement: Accelerate the academic performance of all students.
Goal #2 Accountability: Establish a holistic accountability system that evaluates the academic, operations and fiscal performance of the
            school district.
Goal #3 Parent and Community Involvement: Build and strengthen family and community partnerships to support the academic and
            character development of all students.
Goal #4 Healthy Youth Development: Create a school community that promotes student leadership and healthy youth development.
Goal #5 Safety: Maintain a positive, safe and respectful environment for all students and staff.
Goal #6 Diversity: Create a school community that is sensitive and responsive to the needs of an increasing diverse population.



                                                                                                                                        6
               Student Outcomes For School Improvement Planning 2007-2008
                                                         Goal and Objective Statements
For all students and for all subgroups: Asian/Pacific Islander, Black, Hispanic, Native American, White, Economically Disadvantaged, Students
with Disabilities, and Students with Limited English Proficiency


* Goal I – Improve student achievement in Reading/Language Arts/Writing
All students and all students within each subgroup will make or exceed Adequate Yearly Progress (AYP) -89% in Reading/Language
Arts/Writing.

* Goal II – Improve student achievement in Mathematics
All students and all students within each subgroup will make or exceed Adequate Yearly Progress (AYP) – 86% in Mathematics.


Goal III – Improve student achievement in Science by 10% above the 2006-2007 achievement scores



Goal IV – Improve student achievement in Social Studies by 10% above the 2006-2007 achievement scores



* Goal V Grades K-8 – Increase the Attendance Rate in grades K-8
Students in grades K-8 should have an attendance rate of 93% or greater.

* Goal V Grades 9-12 – Increase the High School Graduation Rate
High schools will achieve a cohort graduation rate of 60% or greater.



* Goal VI – Increase the Participation Rate in Testing
At least 95% of all students and all students within each subgroup will participate in state-mandated testing.

* Required goals that must be addressed to achieve Adequate Yearly Progress (AYP).
NOTES: Elementary Schools are reminded to include K-2 students in all goal plans.
       Special Needs Schools (Avon Lenox School, Shrine School) fall under the parameters of AYP.

                                                                                                                                          7
    School Profile
         and
Collaborative Process


    Component 1




                        8
Component 1a – School Profile and Collaborative Process

1.1 School Leadership Team Composition
                                                   Leader-
            SIP Leadership Team Member Name                                           Position
                                              ship Chair? (Y/N)
      Leviticus Pointer                       Y                   Principal
      Bobby White                             N                   Assistant Principal
      Karen Puryear                           N                   Assistant Principal
      Barbara Asemota                         Y                   Professional Development School Compliance
      (SACS Chair)                                                (PSDCC)
      Moneka Nathaniel                        N                   SPED Teacher
      Dena McNeal                             N                   Literacy Coach
      Stacy Keys (SACS Standard 1)            N                   Spanish Teacher
      Tamora Jackson                          N                   Math Teacher
      Jesse McNichol                          N                   Social Studies Teacher
      Carl Woodard (SACS Standard 5)          N                   Exploratory/Algebra I Teacher
      Tawanna Hall                            N                   Parent
      Sonja Baker                             N                   Parent
      Mrs. Fletcher                           N                   Parent
      John Cowherd                            N                   Community Partner
      Dennis Westbrook                        N                   Community Partner
      Hollye Shotwell                         N                   Exemplary Educator
      Wiley Moore                             N                   Parent
      Tykelia Williams                        N                   Student




                                                                                                               9
1.2 SUBCOMMITTEE FORMATIONS AND OPERATION

Subcommittee for COMPONENT    1 School Profile and Collaborative Process
                       Member Name                                                    Position             Chair
                      Barbara Asemota                         PDSCC
                        Sonja Bowers                          Self-Contained Teacher
                        Tiffany Bracy                         Financial Secretary
                      Tredena Coleman                         Attendance/General Secretary
                       Tijuana Holmes                         Family Specialist
                        Kelsey Horn                           Math Coach
                       Isaac McBride                          Family Specialist
                      Cheryl McCollins                        Exceptional Children Educational Assistant
                        Dena McNeal                           Literacy Coach                               Yes
                      Moneka Nathaniel                        Self-Contained Teacher                       Yes
                       Hollye Shotwell                        Exemplary Educator
                      Leviticus Pointer                       Principal
                       Karen Puryear                          Assistant Principal
                      Ossie Washington                        Educational Assistant
                       Dorothy Welker                         Self-Contained Teacher
                        Bobby White                           Assistant Principal
                        Mrs. Fletcher                         Parent
                       John Cowherd                           Community Partner
                       Jean Williams                          Exceptional Children Educational Assistant


     Component 1 Subcommittee has met to address critical
                                                            X YES            NO
           components of the SIP and minutes are on file.


Subcommittee 1 Chair Signature
                                                                                                                   10
Subcommittee for COMPONENT                         2 Beliefs, Mission and Vision
                                       Member Name                                                            Position                  Chair
                                        Tiffany Bracy                              Financial Secretary
                                     Tredena Coleman                               Attendance/General Secretary
                                 Latasha Wheeler-Jones                             Language Arts 8th Teacher
                                       Treena Guyton                               Physical Science/Science 8th Teacher
                                          Stacy Keys                               Spanish Teacher                                          X
                                                                                                         th
                                       Rhonda Moore                                American History 8 Teacher
                                     Charletta Rogers                              Resource 8th Teacher
                                        Martha Ward                                Pre-Algebra 8th Teacher
                                        Tawanna Hall                               Parent
                                       John Cowherd                                Community Representative
                                     Dennis Westbrook                              Community Representative
                                       Linc Gernettee                              Parent
                                         Baye Slappy                               Student
(tab in last cell to create a new row as needed)


                                                                             Component 2 Subcommittee has met to address critical
                                                                                                                                    X YES       NO
                                                                                   components of the SIP and minutes are on file.


                                                                        Subcommittee 2 Chair Signature




                                                                                                                                                     11
Subcommittee for COMPONENT   3      Curricular, Instructional, Assessment, and Organizational Effectiveness
                     Member Name                                                      Position                Chair
                                                                                 th
                    Shannon Banks                             Language Arts 6 Teacher
                      Diana Bell                              Reading 7th Teacher
                     Anna Godwin                              Resource 6th Teacher
                    Deidra Holliday                           Language Arts 7th Teacher
                    Catherine Irvine                          Resource 7th Teacher
                    Tamara Jackson                            Math 6th Teacher                                Yes
                                                                            th
                     Tamora Jones                             Pre-Algebra 7 Teacher
                    Jesse McNichol                            Social Studies 7th Teacher                      Yes
                    Edward Peppers                            Science 7th Teacher
                      Gail Potter                             Reading 180 Teacher
                   Arthur Rosenthal                           Science 6t h Teacher
                     Belinda Smith                            Social Studies 6th Teacher
                     Wiley Moore                              Parent
                     John Cowherd                             Community Representative
              Component 3 Subcommittee has met to address critical
                                                                        X YES               NO
                    components of the SIP and minutes are on file.


         Subcommittee 3 Chair Signature




                                                                                                                      12
Subcommittee for COMPONENT                         4 Action Plan Development
                                        Member Name                                                         Position                          Chair
                                   Barbara Asemota                                   Professional Development School Compliance               Yes
                                                                                     Coach (PDSCC)
                                     Shannon Banks                                   Language Arts 6th Teacher
                                    Serita Covington                                 Language Arts 8th Teacher
                                      John Cowherd                                   Community Representative (Streets Ministry)
                                      Anna Godwin                                    Resource 6th Teacher
                                     Deidra Holliday                                 Language Arts 7th Teacher
                                      Eric Holloway                                  Behavior Specialist
                                    Catherine Irvine                                 Resource 7th Teacher
                                    Tamara Jackson                                   Math 6th Teacher
                                      Tamora Jones                                   Pre-Algebra 7th Teacher
                               Michelle Jones-Wright                                 Behavior Specialist
                                    Charletta Rogers                                 Resource 8th Teacher
                                        Baye Slappy                                  Student
                                     Reginald Sibley                                 Professional School Counselor
                                      Cutrice Smith                                  Professional School Counselor
                                      Martha Ward                                    Pre-Algebra 8th Teacher
                                   Takeyla Williams                                  Student
(tab in last cell to create a new row as needed)


                                                                               Component 4 Subcommittee has met to address critical
                                                                                                                                      X YES           NO
                                                                                     components of the SIP and minutes are on file.


                                                                       Subcommittee 4 Chair Signature



                                                                                                                                                           13
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
                                      Member Name                                          Position                             Chair
                                     Graphenia Bayles                School Librarian
                                       Kanekia Curry                 Physical Education Teacher
                                        Robert Miller                Band Teacher
                                    Johnathan Phipps                 Exploratory/ African American History Teacher
                                       Julius Williams               Physical Education Teacher
                                       Carl Woodard                  Exploratory/Algebra I Teacher                               Yes
                                         Sonja Baker                 Parent
                                     Vanessa Fletcher                Parent
                                    Tawana Redmond                   Community Representative (University of TN)
(tab in last cell to create a new row as needed)


                                                              Component 5 Subcommittee has met to address critical
                                                                                                                      X YES             NO
                                                                    components of the SIP and minutes are on file.


                                                         Subcommittee 5 Chair Signature


The sub-committee for Component 1 met, reviewed and made necessary revisions to the School Profile and Collaborative Process. Members
met on August 30th, September 4th, 5th, 12th, 19th, and 24th. This committee consisted of a representative group of teachers, administrators,
and school support personnel. Care was taken to ensure that the collaborative process was utilized to reach consensus for the school profile.
The committee reviewed previous information recorded in Component 1 and agreed on revisions prior to presenting this data to staff and
stakeholders September 19, 2007. Minutes of the meetings are filed with the chairperson of this committee, Sonja Bowers.




                                                                                                                                             14
1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis (Student, Staff, School,
Parent and Community Data)
Vance Middle School (VMS) was previously a junior high school with grades seven through nine. It is located at 673 Vance Avenue in the
heart of the downtown Memphis area, and this traditional inner city middle school now houses grades six through eight. Originally, its doors
opened in October 1971 on land that had formerly housed Owen College. Later, Owen College merged with Lemoyne College to become
Lemoyne -Owen College. VMS is the only middle school in the area that serves students as far west as the Mississippi River, as far east as
Interstate 240, as far north as Jefferson Street, and as far south as McLemore Street. VMS was designated a Bredesen “Striving School” for
the 2007-2008 year with an increased focus on student achievement through additional funding, personnel, district and state support an
extended school day, and the development of the School Improvement Plan. A stringent attendance policy instituted by Memphis City
Schools in the 2004-2005 school year continues to be implemented for the 2007-2008 school year. An increased emphasis on academic
achievement continues to be the focus of all stakeholders.

   The school‟s architecture has a very unique design. The spacious three-level facility has external and internal accommodations for the
handicapped. Its immense auditorium seats over 900 people. VMS houses a cafeteria and state of the art library that includes conference
rooms, offices, and storage areas. In August of 2006, the library was up graded to a web-based centralized library automation program called
Books Systems, Inc.-Atrium. Atrium provides a web-based catalog, searching capability for school library collections, automated circulation,
and inventory using barcode technology. There is a Microsoft 2000 computer lab for grade eight to enhance technical skills. Through a
collaborative effort, VMS has been equipped with a $30,000 science learner lab sponsored by The University of Tennessee in Memphis.

  VMS believes in making the institution a safe and secure environment. Security cameras are installed inside as well as outside the building.
A full time police officer is housed on campus. Periodic metal detector and locker checks are implemented. An Aiphone System has been
installed for visitors to gain admittance to the school. Visitors must sign-in in the main office upon entering the building and are required to
wear a visitor‟s badge. School staff is required to wear Memphis City School‟s identification badges. Additionally, teachers and other staff
are encouraged to keep doors locked during the instructional day and when working after school hours. A registered nurse, a school
psychologist, a social worker, and a speech therapist provide services to students and staff one day a week.

  This No Child Left Behind School (NCLB) currently serves 397 students. Ninety-two percent of the students participate in the free lunch
program. Students receive instruction 180 days a year for 7.25 hours, five days a week. The teacher-pupil ratio is 1:19 in grade 6, 1:28 in
grade 7, and 1:18 in grade 8. The per pupil expenditure is $8,200.00.

 VMS enforces the use of Memphis City Schools‟ curriculum guides, Learning Village (lesson plans), adopted literacy plan, and The
Tennessee Blueprint for Learning. The core curricula offered at VMS consists of a comprehensive plan that is designed to improve the
attendance, academic and social progress of all students. Remedial and enrichment programs are offered to promote higher levels of thinking
and learning. The Exceptional Children Program (including CLUE, Instructional Resource and CDC students) is offered at Vance to ensure

                                                                                                                                                   15
our learning disabled and gifted students are not underserved. The core subjects offered are Language Arts, Reading, Science, Social Studies,
Mathematics, and Algebra I. Algebra I is offered as an advanced class to 8th grade students that qualify. The encore subjects offered are
Health, Physical Education, Band, and Spanish, which addresses the Memphis City Schools Whole Language Initiative. Facing History makes
up Vance‟s exploratory class. Classes are available to all students the entire year. Remedial and accelerated students with special needs
receive extra reinforcement and support from a special tutoring program sponsored by Our Children Our Future, a district tutorial program. To
further assist students with academic needs, VMS will continue as a supplementary site for an unnamed educational program. The National
Institute of law and Equity (Mothers of the Nile), a group of female attorneys, supports VMS‟s attendance policy through parent counseling
and home visits. The Memphis City Schools Connect Mentoring Program is being implemented to help students with attendance, self esteem,
social, and academic needs. The district‟s Blue Ribbon Behavioral Plan is being implemented with the use of Marzano‟s Classroom
Management That Works, Behavior Intervention Manual, Pre-referral Intervention Manual, and the Fight Free Incentive. In order to build
better relationships and communications among community schools and to promote an outstanding relationship with the community, Vance
Middle along with Georgia Avenue Elementary and Booker T. Washington High will continue the Tri- Fector Connection. The schools have
held cluster Back to School Registration, NCLB Parent Night, and Professional Development Staff Day. The schools (Tri- Fector) have also
conducted on-going activities to strengthen faculty and community relationships such as the Tri- Fector Newsletter, professional development
sessions and cross grade team planning.

 VMS‟s uniqueness is demonstrated in its implementation of a variety of enrichment and supplementary programs that are designed to help
students meet state standard guidelines. The following programs support instruction at VMS: School-wide Achievement Initiative is a
program designed to increase student achievement on state-mandated tests and daily classroom performance. It includes:

   The Memphis City Schools Literacy Plan-A plan to enhance the achievement of struggling readers across content areas
   Thinking Maps-A visual language for transferring thinking processes, integrating learning and continuously assessing progress
   Marzano‟s Classroom Instruction That Works-A teacher‟s guide that contains research-based instructional strategies
   Read 180 is a technology-based reading program designed to help struggling readers to read on grade level or above.
   Reading is Fundamental (R.I.F.) is a program that periodically distributes trade books to students for reading at home.
   Weekly Writing Focus is conducted in eighth grade language arts classes weekly to promote independent student writing and enhance
    expository writing skills.
   Renaissance Learning Assessment is an assessment tool given each six weeks in Mathematics, Language Arts and Reading in grades six
    through eight. The assessment will also administer three Expository Writing exams for grade eight.
   Think Link Assessment is an assessment administered three times a year measuring students‟ mastery of state performance indicators in the
    areas of Language Arts, Reading and Mathematics. The assessments are given to grades six through eight.
   Classroom Performance System (CPS) is a computer assessment program designed to give teachers immediate feedback of eighth grade
    students‟ understanding of identified state performance indicators.
   Lab Learner Program is a science program designed to assist students with in-depth real world experiments. These experiences ensure
    learning of the content, mastery of the standards and increased performance on assessments.


                                                                                                                                           16
   Guidance Advisement Program is a program that groups teacher(s) with a group of students to help build better relationships among the
    staff and the student body.
   Memphis City Schools Lesson Plans & Learning Village is a computer-based program that infuses the curriculum with a standard lesson
    plan format that teachers can follow daily. Teachers are also able to edit these plans to make the plans fit their pace of study.
   Enrichment and Tutorial Programs are designed to assist lower achieving students and/or students from the subgroup that did not achieve
    AYP identified students for intensive academic intervention. The programs implemented at Vance Middle school are:

    □ Our Children Our Future – district tutorial program conducted during the school day with identified students needing assistance in
      reading and mathematics
    □ Supplemental Service Providers - NCLB mandated tutorial programs offered to students who score in the lowest performance levels
      and qualify for free or reduce lunch. After school tutorial services in the areas of reading and mathematics are provided.
    □ Extended Contract –sponsored by MCS Extended Learning Programs offering; TCAP tutorial after school is offered to students not
      mastering state performance indicators.
    □ Math Pullout – School wide Title I sponsored program. During the school day tutorial services are offered by the Literacy and Math
      Coaches to identified lower achieving students and students in the subgroups that did not achieved AYP.

    School-wide Blue Ribbon Behavioral Initiative is a program designed to increase student achievement through the implementation of
several behavioral components.
        □ Character Education is used to teach social skills that complement academic skills to produce a well-adjusted learner. The
           following resources will be implemented to address the needs of Vance students.
        □ The Seven Habits of Highly Effective Teens by Sean Covey is used to teach character education to all seventh graders.
        □ Fight Free Incentive Program is an incentive based program offering students incentives for going fight-free every ten days.
        □ Behavioral Intervention Manual (BIM) by McCarney, Wunderlich and Bauer is a manual containing strategies that will be used by
            individual teachers and teams to develop alternative ways to handle student behavior.
        □ Pre-referral Intervention Manual (PRIM) by McCarney, Wudnerlich and Bauer is a manual containing interventions that can be
            used by individual teachers and teams to develop alternative strategies to assist students with academic achievement.
        □ Classroom Management That Works by Marzano is a manual containing strategies to assist teachers with classroom management.
        □ CONNECT Mentoring Program is a program targeting 7th and 8th grade students. The program encourages attendance, self-esteem,
            social and academic needs.
        □ Our Children Our Future is a tutorial program targeting 6th and 7th grade students. Selected students receive one-on-one tutoring in
            either reading or mathematics by a trained community representative.
        □ RISE is a technical assistance and support project available to educators of students in Special Education who are integrated into
            regular classes. This project works directly with schools that are striving to have all students enjoy the benefits of an inclusive and
            diverse education while meeting individual needs.



                                                                                                                                                17
        □ Trifector Connection is collaboration between Georgia Avenue Elementary, Vance Middle and Booker T. Washington High
          Schools. These schools in the South Memphis area serve the same population. The three schools are working to build community
          and parental support.
        □ Ladies in Pink and Men in Demand are designed to explore and expose students to social and behavioral development.

External Support is assistance provided by Memphis City Schools and the State of Tennessee to ensure the success of the administration,
teachers and students.
   □ Support from Memphis City Schools Cross-Functional Team (Mr. Willie Rhodes, Middle School Superintendent Striving School
        Academic Superintendent –Roderick Richmond, Middle School Coordinator-Charlene Thornton, Math and Literacy Specialist-Daphne
        Jones & Jada Askew, Technology Trainer-Jess Feldman)
   □ Support from No Child Left Behind Office (NCLB Supervisor – Mary Ross, Professional Development opportunities and Finance
        Coordinators)
   □ Support from District Professional Development Offices (Myra Whitney, Maggie Katz, Michael Hawkins, Cedric Gray)
   □ Support from Exemplary Educator-Hollye Shotwell sponsored by Edvantia and the TN State Department of Education.
   □ Support from Bridges (7th Grade Immersion) –Hannah Scott from University of Memphis
   □ Support from Exceptional Children Division – Dr. Karen Streeter & Mrs. Janis Hollifield

Technology is a major component of VMS‟s Curricula. There are two main computer labs available to students. One of the labs is open for
teachers to use for whole class instruction. All computers have Internet access and a printer connection. The Technology Lab is designed to
help students learn Microsoft 2000, which includes Excel, PowerPoint, Access, Publisher, Outlook, Microsoft Office and the Internet.
Students in grades six through eight are enrolled in computer classes. All teachers have a 21 st century station in their classroom and at least
three other computers; however, there is a need for student stations.

Administration and Staff Characteristics
     The staff at Vance Middle School consists of a principal, two assistant principals, Professional Development School Compliance Coach
(PDSCC), 29 classroom teachers, two family specialists, two behavioral specialists, two guidance counselors, one full-time in school police
officer, and three educational assistants. Additional staff (an assistant principal, a guidance counselor, a math and a literacy coach, a behavioral
and family specialist) was provided to Striving Schools funded by Governor Bredesen’s Basic Education Plan (BEP 2.0). One hundred percent
(100%) of the teachers who teach in core academic areas are highly qualified. Fifty-six percent (56%) of the teachers hold advanced degrees
and seventy seven percent (77%) have professional certification. The average teaching experience is more than eleven years. Four teachers are
projected to retire in one to five years. The racial make-up of the staff consists of eighty-six percent (86%) African Americans and fourteen
percent (14%) Caucasians.
     All three paraprofessionals are African American females, with an average of seventeen years‟ experience. The principal has been at
Vance Middle School for one and half years. He has had four and one-half years of administrative experience with the Memphis City School


                                                                                                                                                 18
system. Vance has two assistant principals, one that is new to the school funded with the Basic Education Plan 2.0 (BEP) funds and the other
has been at Vance for one and half years.

 During the first six weeks, from August 13, 2007 through September 24, 2007, teacher attendance was ninety-six point twenty-nine percent
(96.29%). During August there were nineteen (19) absences for teachers, with two of these absences Professional Development days. In
September, there were fourteen (14) absences. However, after review of the substitute coding, several teachers attended job-embedded
professional development sessions.

                            2007 -2008 First Six Weeks (August & September) Teacher Attendance Data


                                            6

                                            5

                                            4

                                            3

                                            2

                                            1

                                            0
                                                     August                   September
                                Week One               3                          0
                                Week Two               6                          0
                                Week Three             5                          5
                                Week Four              6                          1




VMS has several adopters and community partners. IBM, Greater Tabernacle Holiness Church, Office Depot, Positive Brothers Helping
Others along with Streets Ministries and Emmanuel Center, Mothers of the Nile, Mt. Nebo Baptist Church, Mt. Olive Cathedral CME
Church, First Baptist Lauderdale, and Advance Memphis provide Vance monetary and in-kind donations. They assist by lending support to
boost student achievement and promote student self-esteem. The Memphis Grizzlies provide additional community outreach by sponsoring
the “Stay In School Challenge” to help increase students’ attendance.




                                                                                                                                            19
Student Characteristics

VMS has an enrollment of 496 African-American and 1 White English-speaking students. VMS is a Title One School-wide school where
92% of the students qualify for free or reduced lunch. Students come from primarily four elementary feeder schools: Georgia Avenue,
LaRose, Lauderdale, and Downtown. Other schools in which Vance received students are Orleans and Bruce. The attendance for 2006-2007
was ninety-three percent (93%). For the first twenty-day attendance of 2007-2008, the attendance rate was ninety-five percent (95%). The
asterisks (*) in the table below indicate that the numbers include special education students.

                                                  2007 – 2008 ENROLLMENT
                          ENROLLMENT by GENDER                                              ENROLLMENT by SPECIAL NEEDS
                    TH                     TH                     TH
                   6     GRADE            7     GRADE            8     GRADE            CLUE                                         2
MALE                       64                     82                     62             INSTRUCTIONAL RESOURCE                      50
                                                                                        LEARNING DISABLED & EDUCABLE
FEMALE                     57                     66                     65                                                         25
                                                                                        RETARDED
                                                                                        TRAINABLE MODERATELY
TOTAL                     121*                   149*                   127*                                                         6
                                                                                        MENTALLY RETARDED
Ethnicity breakdown is 396 or 99.7% African American Students and 1 or 0.3%             TOTAL                                       83
White student.

Parent or Guardian Demographics – School Climate Survey/Title I Needs Assessment
Based on the parent demographic survey conducted in 2006, 100% of the parents and guardians of VMS students are African-American. Single
mothers of low socio-economic status head most of the households. These single parents are generally unemployed or working in a low paying
job. Title One economic data reveal the vast majority of parents receive some form of government assistance. In spring 2007, Memphis City
School‟s Office of Research and Evaluation conducted a School Climate Survey to offer a comprehensive needs assessment of Vance. This
survey requested parents, students and staff to respond to questions regarding subject areas, school needs, principal‟s responsibilities and
feelings toward the overall climate of the school. Seventeen (17) members of the staff completed the survey. A total of sixty-six (66) parents
responded to the survey. Three hundred fifty-two (352) students responded to surveys sent to the school. There was a decrease in the number of
surveys submitted in 2007. The 2007 survey for the first time was completed on-line for the staff and the parent and student surveys arrived in
May close to the end of the school year. This survey requested parents, students and staff to respond to questions regarding subject areas,
school needs, principal‟s responsibilities and feelings toward the overall climate of the school. 98% of parents felt Vance made an effort to get
important information to parents and were interested in parents‟ ideas and opinions. However, concerns that the survey revealed were that
seventy percent (70%) of parents do not volunteer for the school or go on trips with their child or participate in any school based parent
organization. In reviewing the School Climate/Title I Needs Assessment, Vance staff must increase parental involvement by encouraging


                                                                                                                                              20
parents to participate in the school‟s Parent-Teacher Organization, parent workshops and volunteer programs such as Parents On Patrol,
CONNECT Mentoring and Title I Parental Involvement activities.


Community Characteristics

Single-family dwellings and three major housing developments, namely Clearborn Homes, College Park and Foote Homes, surround VMS, a
traditional inner city middle school. The housing developments have undergone a total renovation in the past several years, causing
displacement of many of the family dwellers. This added to the already extremely high mobility rate that the school is experiencing. Due to
the location, the socioeconomic level of the community is extremely low. Many families live in single-parent dwellings with the mother or
grandmother being the head of the household. Most receive assistance from the government, although some are in the low paying service
industry or menial paying blue-collar jobs.

The racial composition of the VMS community is ninety-nine percent (99%) African American. Schools, churches and businesses make up the
composition of the community. One private school, St. Patrick Catholic, and two charter schools, Memphis Academy of Science and
Engineering, Hollis Price Academy and STAX Academy are located in the VMS community. Georgia Avenue, LaRose, Bruce, Orleans and
Lauderdale Elementary Schools are feeder schools for VMS. Cummings Elementary and The Downtown Elementary Schools are also in this
area. Booker T. Washington High School and The Grizzlies Academy are the only high schools in the area.

The major employers in the VMS community include retail stores, restaurants and service providers. The VMS community has become
involved in various school activities. Many of the surrounding churches, outreach ministries, and the Vance Avenue Public Library have
partnered with the school to provide academic, religious and social support. This involvement includes tutoring, mentoring, monitoring, in-
kind services and many others per the school‟s request.

Component 1b.

Committee members met and reviewed Academic and Non-Academic school data to complete Component 1b. The committee‟s responsibilities
included the analysis of the school‟s 2007 TCAP test information, Tennessee State Report Card for VMS, first six report cards, Gateway Test,
Discipline Referrals, Attendance Rate, Think Link formative assessment, Student/Teacher Academic Reports (STAR) and other data for grades
six through eight. These meetings were held on the following dates in 2007: August 30th, September 4th, 5th, 12th, 19th, and 24th. Sign-in sheets
and minutes of these meetings are filed with the chairperson, Barbara Asemota. The committee structured findings so areas of students‟
strengths and weaknesses could be identified and interventions could be researched, suggested and implemented. The analysis and review of
school data were completed with and continues to occur with all stakeholders to ensure everyone has a part in the decisions regarding
assessment results. The Vance team utilizes the results of student assessments as an essential entity to address instructional changes and
accountability.

                                                                                                                                              21
1.4 Variety of Academic & Non-Academic Assessment Measures
The following table shows the academic and non-academic data examined by the School Improvement Component 1 team.

     DATA SOURCE                   IDENTIFIED AREAS OF STRENGTH                            IDENTIFIED AREAS TO BE                      TYPE OF
                                                                                                  STRENGTHENED                         MEASURE
No Child Left Behind              Vance makes AYP and is in Good Standing.          24% of Students With Disabilities (SWD)          Academic
(NCLB) Annual Yearly              Vance made Safe Harbor in all subgroups            students tested below Proficient in
Progress (AYP)                     for Mathematics and made Safe Harbor in            Mathematics and 22% of SWD were below
(The following subgroups are       Students with Disabilities subgroup for            proficient in Reading/Language Arts.
not represented at Vance -         Reading/Language Arts.
White, Hispanic, Native
American, Asian, or LEP)
                                  VMS increased the percent of students
                                   scoring proficient or advanced by 17
                                   percentage points, making SAFE HARBOR
                                   1 in Reading and by 31 percentage points in
                                   Mathematics for subgroups (All, Black and
                                   Economically Disadvantage).
                                  VMS attendance rate increased by one
                                   percentage point and achieved AYP in
                                   Attendance.
                                  VMS had a 99% Participation Rate in all
                                   subgroups and all tested areas.
Criterion Referenced              Significant increase in students scoring          Seventh grade students with disabilities         Academic
Test (CRT)                         advance/proficient in reading/language arts        scoring below proficient in science and social
                                   and mathematics in all subgroups.                  studies showed a slight decrease going from
                                  Significant decrease in 7th and 8th grade          one hundred percent to ninety-five percent.
                                   students scoring below proficient in Science      Seventy-two percent (72%) of 8th graders
                                   and Social Studies.                                scored below proficient in social studies.
                                  6th, 7th & 8th graders showed a significant       Sixty-nine percent (69%) of 7th graders scored
                                   increase in % scoring proficient/advanced in       below proficient in Social Studies.
                                   Reading/Lang. And mathematics.                    Seventy percent (70%) of 7th grader male
                                  Sixth and seventh grade females showed a           students scored below proficient in Science &
                                   three-year positive trend in the number of         sixty-nine percent (69%) in Social Studies.
                                   scoring proficient/advanced in reading and
                                   mathematics.
2007 TCAP Writing                 Ninety-six (96) 8th grade students including      More students need to score in the               Academic

                                                                                                                                              22
Assessment                   Special Education scored at the                    COMPETENT Level and above.
                             COMPETENT Level.                                  Increase the number of special education
                            The number of students scoring Proficient          students scoring competent.
                             increased by one in 2008.                         Increased the number of students scoring
                            82% scored proficient in 2008, a 19 point          Flawed or Deficient from three (3) in 2008 to
                             increase from 2007.                                zero (0) in 2009.
2008 TCAP Portfolio         100% of SWD students completing the                                                               Academic
Assessment                   TCAP Portfolio were proficient or advanced
Algebra I Gateway           The number of students scoring proficient in      Thirteen percent (13%) of students scored       Academic
                             2008 was the same from 2007.                       below proficient.
                            A thirty-one percentage point decrease in
                             2008 in the number of students scoring
                             below proficient.

Promotion & Retention       VMS achieved a 95% promotion rate;                7th grade had the lowest promotion rate         Non-
Rate                         students are promoted to the next grade with       compared to all grades with 96% of 7th          Academic
                             a rate of 95%.                                     graders being promoted to the 8th grade.
                            Promotion rate increased from 2006 to
                             2008.
                            Retention decreased rom 2006 to 2008.
Attendance Rate             The 2008 attendance rate increased by two                                                          Non-
                             (2) points from ninety-two (92) to ninety-                                                         Academic
                             four (94), meeting the NCLB benchmark.
                            VMS met AYP in Attendance.
Disciplinary Referrals      The number of infractions decreased by            The number of infractions indicates almost      Non-
                             1,284 in 2007.                                     two discipline referrals for each student       Academic
                            The number of fights declined from 2006 to         enrolled in 2008.
                             2008.
                            Female had fewer fights than their male
                             counterparts in 2008.
Overage                     In 2007 there were twenty-six overage              □ Trend data indicate overage students are      Academic
                             students a significant increase from one           mostly Male students.
                             hundred seventy five in 2008.                      □ In 2008, the largest overage subgroup is
                            Sixth grade had the fewest number of               8th grade male students.
                             overage students.

                                                                                                                                       23
                                 All grades (6th –8th) had a significant
                                  decrease of overage students in 2007.
                                 There are a significant fewer number of
                                  Female overage students in 7th grade in
                                  2007 than the other grades.
Spring 2007 School               □ Teachers feel there is a Use of             Professional Development received lowest
Survey by Edvantia               instructional data, High-quality/research-     score followed by Expectations for student
Exemplary Educator               based instructional strategies                 performance
                                 □ Teachers feel there is effective classroom
                                 management
Needs                            □ Parent and student feel school is safe.     □ Increase the number of parents responding         Non-
Assessment/Climate               □ Increased number of parents responding      to the School Climate Survey.                       Academic
Survey                           to survey.                                    □ Increase the percentage of parents feeling
                                                                               parental involvement does make an impact on
                                                                               student learning.



1.5 Data Collection and Analysis
 The committee for Component 1b used all available data resources to identify strengths and weaknesses in student achievement. Based on the
data collection, interventions will be implemented. A complete review of AYP, criterion referenced TCAP data and other data sources
(Gateway, Think Link Assessment, student report cards, promotion rate, retention rate, attendance rate, discipline referrals and School Climate
Survey) revealed strengths, weaknesses and trends for each data source. The committee, along with the SIP planning team, examined the
Tennessee School Report Card for No Child Left Behind (NCLB) Benchmarks. The school‟s performance data were compared to the district
and the state. The test data for VMS were examined by grades, economically disadvantaged, students with disabilities and by gender. The
writing scores were also disaggregated. However, LEP or race was not disaggregated since VMS‟s enrollment does not reflect any Hispanic,
Asian, Native American or Caucasian students. Ninety-nine percent (99%) of the students at VMS are classified as economically
disadvantaged. Therefore, there was no need to disaggregate the scores by economic groups. Once Component 1b was completed, all data
sources were presented to the entire faculty. The remaining committees provided valuable input towards completion of this component of the
SIP. All stakeholders used the data to make decisions regarding assessments results and meeting the needs of all identified subgroups.




                                                                                                                                            24
     TCAP WRITING ASSESSMENT
The TCAP Writing Assessment measures the 8th grade students’ ability to successfully write a five paragraph expository essay. In the area of
Writing, there was a significant decrease in total percent proficient from 2005 to 2007 however there was a significant increase in 2008. Most
of the students scored 4 based on the state rubric. The state TCAP Writing Assessment goal states that at least 70% of eighth grade (8th)
students will earn a score of 4 or better using a rubric from 0 to 6. In 2008 eighty-two percent (82%) of 8th grade students scored at the
competent level or better exceeding state mandates. When reviewing the writing scores by the students with disabilities subgroup, thirty-five
percent (35%) scored proficient. When comparing VMS to the district and state, Vance’s 3-year average writing scores are below both the
district and state scores by point five (1.5) percentage points respectively. VMS has shown a significant increase in 2008 after a three year
decreasing trend for writing. Based on calculations, Vance has a set a goal of increasing the percentage of students scoring proficient to 90.2%.


                                        100
                                        90
                                        80
                                        70
                                        60
                                        50
                                        40
                                        30
                                        20
                                        10
                                         0
                                                     %Proficient                 %Below Proficient

                                 2005                    80                             20
                                 2006                    79                             21
                                 2007                    63                             37
                                 2008                    82                             18
                                 2009 (10%)             90.2                            9.8



       IDENTIFIED STRENGTHS from Writing Assessment                           Identified NEEDS from Writing Assessment
        Decrease in the number of students scoring at Flawed or              Continue to increase the number of students scoring
           Deficient Level                                                     a 5 or 6.
        Increased the percentage of students scoring proficient              Decrease the number of special education students
                                                                               receiving deficient scores.


                                                                                                                                              25
  TCAP PORTFOLIO
The TCAP Portfolio is the alternative assessment to the TCAP test. The assessment is administered to the Students With Disabilities subgroup
in which these students that have an Individualized Education Plan (IEP) and a certain IQ score. This score meets states requirements that the
student performance is far below the regular education student. At Vance Middle School two instructional resource students and twenty-two
students Comprehensive Development Class students participated in the TCAP Portfolio. Based on the results, all students and in all grades
were proficient or advanced.

                                                TCAP PORTFOLIO RESULTS
                                               th
                                           6 GRADE              7TH GRADE                                     8TH GRADE
ADVANCE                                       3                      1                                             2
PROFICIENT                                    8                      2                                             4
BELOW PROFICIENT                              0                      0                                             0


GATEWAY ALGEBRA I
The Gateway Algebra I is a state assessment given to all students enrolled in Algebra I. The test is used to measure students’ level of
proficiency regarding the content. The four-year comparison of VMS’s Gateway Algebra assessment revealed a significant decrease in the
number of students scoring below proficient in 2008. The percent of students scoring advanced increased by 12 percentage points in 2008. The
2008 results showed a one point decrease in the number of students scoring below proficient. When analyzing the Gateway assessment by
gender, 88% of tested females scored proficient/advanced while 75% of the seven males scored proficient or advanced. There is an
achievement gap between girls and boys taking Algebra I. Even though over 50% of the both subgroup are proficient/advanced, there are more
girls achieving proficient/advanced than boys. The data reveal this has been a three trend.

                                                    ALGEBRA GATEWAY 3-YEAR COMPARISON
                                                                 Chart 2

                                                    60
                                                    50
                                                    40
                                                    30
                                                    20
                                                    10
                                                     0
                                                          2004           2005              2006
                                 %Advanced                 7               7                 0
                                 %Proficient               59             52                50
                                 %Below Proficient         34             41                50                                             26
          IDENTIFIED STRENGTHS from Gateway Exam                                       IDENTIFIED NEEDS from Gateway Exam
       Increased the number of students scoring proficient in 2008.            Increase number of students scoring Advance and Proficient
        Increased the number of students scoring advanced by 13                 in the gender (particularly the males) and economically
        percentage points.                                                       disadvantaged subgroups.
       88% of girls and 75% of boys are scoring proficient or                  Decrease the number of students scoring Below Proficient.
        advanced.

PROMOTION and RETENTION RATE
In 2008, VMS’s promotion rate of ninety-five percent (95%), meeting the state’s goal. The promotion and retention rate have maintained a
consistent rate for the past two years. In 2005, the retention rate decreased by ten point five (10.5) percentage points to three (3) percent. From
2006, the promotion rate increased by twelve percent (12%) to ninety-five percent (95%); reaching the state’s benchmark goal of 95%. In 2008,
the promotion rate is consistent with 2007 data. In looking at the 2007-2008-promotion rate by grade, it was revealed that the 94% of 8th
graders were promoted, 91% of 7th graders were promoted and 99.3% of 6th graders were promoted.
                                             VMS FIVE YEAR COMPARISON of PROMOTION and RETENTION RATES



                                       100
                                        90
                                        80
                                        70
                                        60
                                        50
                                        40
                                        30
                                        20
                                        10
                                         0
                                                 2004         2005         2006          2007         2008
                                 Promotion       86.5          97           83            95           95
                                 Retention       13.5          3            17             5             5




                                                                                                                                                27
OVERAGED STUDENTS
Overage students are students that are two or more years older than students in the same grade. There was a significant increase in the number
of overage students in 2008 for male and female students. VMS have one hundred seventy-five (175) overage students. This is a significant
increase from twenty-six in 2007, forty-eight (48) in 2006 and seventy-six (76) in 2005. The grade distribution for these students (2008)
                                               THREE-YEAR COMPARISON of OVERAGE STUDENTS BY GENDER & GRADE


                                                     70

                                                     60

                                                     50

                                                     40

                                                     30

                                                     20

                                                     10

                                                         0
                                                               6th grade          7th grade           8th grade
                                             Male-2006            9                  19                  4
                                             Male 2007            5                  6                   7
                                             Male 2008            37                 64                  57
                                             Female 2006          4                  8                   4
                                             Female 2007          4                  1                   3
                                             Female 2008          17                 23                  23


included fifty-four (54) 6th graders, sixty-four (64) 7th graders and fifty-seven (57) 8th graders. In 2007, the grade distributions for these
overage students are nine for 6th grade (35 less than 2008), seven for 7th grade (47 less than 2008) and ten for 8th grade (47 less than 2008). The
chart displays the percentage of overage students by gender. In 2008, the largest overage subgroup is 7th grade male students. Trend data
indicate overage students are mostly male students and reveal an achievement gap between male and female students resulting in males being
less likely promoted to the next academic grade. All students represented are economically disadvantaged.


  DISCIPLINARY REFERRALS
In review of the three-year trend data for disciplinary referrals, a significant decrease occurred in 2006-2007 school year from the 2005-2006
school year. The total number of infractions decreased by one thousand two hundred eighty four (1,284). All reported categories showed a

                                                                                                                                                 28
significant decrease from the 2004-2005 school year except for overnight suspensions. Overnight suspensions showed a significant increase
from 2004-2005 but a significant decrease from 2005-2006. In the first twenty days for the 2007-2008 school year reviewed a significant
decrease in the number of infractions from 2006-07.7 In 2006-07,Vance had a total of eighty-two (82) Home Suspensions during the first
twenty days however in 2007-08 the number of home suspension were down to twenty-four. When comparing the first twenty day reporting
period to the second reporting period for 2007-08, the number of infractions also showed a significant decrease from seventy-one (71) to forty-
nine (49) during the second reporting period.

                   Four-Year Trend of Number of                                                    Trend Data of # of Fights by Gender
                              Fights
                                                                                               150
            10
              8                                                                                100
                                                                                2005-06                                                            2005-06
              6                                                                 2006-07                                                            2006-07
              4                                                                 2007-08         50                                                 2007-08
              2                                                                 2008-09
                                                                                                  0
              0    1st   2 nd   3rd   4t h   5t h   6t h   7t h   8t h   9t h                         Fights     Male     Female     Both


            IDENTIFIED STRENGTHS for Discipline Referrals                                 IDENTIFIED NEEDS for Discipline Referrals
                    Significant decrease in total number of infractions                     The number of overnight suspensions increased
                     when compared to 2005-2006 school year                                  Sixth grade male students have the highest
                    All reporting categories except overnight                                number of suspensions.
                     suspensions had a decrease in the number of                             Male students represent the subgroup with the
                     infractions                                                              highest number of suspensions in 6th & 7th grades.
                    Eighth grade students identified with the lowest                        Eighth grade females have the highest number of
                     number of suspensions.                                                   suspensions given to females.
                    Eighth grade males identified with the lowest
                     number of suspensions.




                                                                                                                                                       29
ATTENDANCE RATE
The Attendance Rate for VMS has increased four percentage points since 2005. The daily attendance data for the beginning the 2008-2009
                                                     FIVE-YEAR TREND of SCHOOL-WIDE ATTENDANCE RATE




                                         94

                                         93

                                         92

                                         91

                                         90

                                         89

                                         88

                                         87

                                         86

                                         85
                                              2004            2005          2006             2007         2008

                                 Attendance    88              90            92               92           94




school year revealed that VMS is meeting the attendance benchmark targets of 93% in all grades and both genders. In reviewing the first
twenty-day attendance for 2008-2009, the overall attendance rate is 95%. 6th grade had a 95.5% attendance rate while 7th grade had 93.9% and
8th grade had 94.9% attendance rate.

                   IDENTIFIED STRENGTHS for Attendance                                  IDENTIFIED NEEDS for Attendance
                   Attendance rate is in a positive upward trend and                 Attendance should meet the set MCS district
                    has achieved the NCLB attendance benchmark.                        Benchmark of 95%.
                   The first twenty days attendance met the NCLB
                    benchmark




                                                                                                                                         30
SCHOOL CLIMATE SURVEY RESULTS- SPRING 2008 (Title I Comprehensive Needs Assessment)
In spring 2008, Memphis City School‟s Office of Research and Evaluation conducted a School Climate Survey to offer a comprehensive needs
assessment of Vance. This survey requested parents, students and staff to respond to questions regarding subject areas, school needs,
principal‟s responsibilities and feelings toward the overall climate of the school. Twenty-three (23) members of the staff completed the survey.
A total of seventy-sight (78) parents responded to the survey. Two hundred seventy-nine (279) students responded to surveys sent to the school.
There was an increase in the number of surveys submitted by staff and parents in 2008. The 2008 survey for the first time was completed on-
line for the staff and the parents however the student surveys were completed in school but arrived in May close to the end of the school year.
The table below recognizes the top four questions identified as strengths and top six questions that are identified as areas of concern based on
the responses of the staff, parents and students.

                                           2008 SCHOOL CLIMATE SURVEY RESULTS
                                                    STAFF RESPONSES
                                                Questions                                         Percent (%) of Staff Responses
IDENTIFIED STRENGTHS                            28. Is your principal friendly and                100% responded Always or most times
                                                approachable?
                                                42. Is academic achievement recognized and        100% responded always or most times.
                                                acknowledged by the school?
                                                30. Does the school set high standards for        100% responded always or most times.
                                                academic performance?
                                                36. Does your principal maintain definite         100% responded always or most time.
                                                standards of performance?
                                                32. Would you recommend this school as a          82.6% responded always or most times.
                                                good place to teach?
IDENTFIED AREAS OF CONCERN                      26. Are the parents of most of your students      78.2% responded never or sometimes.
                                                active in the school‟s parent organization?
                                                45. Do parents advocate for school                56.5% responded sometimes or never.
                                                improvement at this school?
                                                9. Teachers here fail to reach some students at   34.7% responded strongly agree or agree.
                                                this school because of poor teaching methods.
                                                5. Our students come to school ready to learn.    39.1% responded disagree or strongly
                                                                                                  disagree.

                                                       PARENTS’ RESPONSES
                                                Questions                                         Percent (%) of Parents Response

                                                                                                                                             31
IDENTIFIED STRENGTHS            46. Does the school make an effort to get         76.6% responded Most Times or Always.
                                important information to parents?
                                47. Does your family eat supper together?         82.0% responded Most Times or Always.
                                45. Is the school interested in parents‟ ideas    72.3% responded Most Times or Always.
                                and opinions?
                                38. Do you make sure your child does her/his      93.4% responded Most Times or Always.
                                homework?
IDENTIFIED AREAS OF CONCERNS    30. Do you volunteer for the school (for          72.8% responded Sometimes or Never.
                                example, bake cookies, help in the office, help
                                with school fund raising?)
                                32. Do you participate in any school based        71.0% responded Sometimes or Never.
                                parent organizations?
                                33. Are you given the opportunity to              43.2% responded Sometimes or Never.
                                participate during the school day?
                                41. Do family health problems reduce your         59.5% responded Sometimes or Never.
                                improvement with the school?

                                       STUDENTS’ RESPONSES
  IDENTIFIED STRENGTHS         Questions                                          Percent (%) of Students’ Response
                               13. Do your teachers expect you to make good       80.0% responded Always, most times or
                               grades?                                            sometimes.
                               3. Are you ever afraid at school?                  2.5% responded Always Most times or
                                                                                  sometimes.
                               5. Do you expect to go to college?                 96.0% responded Always, Most times or
                                                                                  sometimes.
                               6. Are you teachers doing a good job?              87.1% responded Always, Most Times or
                                                                                  sometimes.
   IDENTIFIED AREAS OF         30. When you are in class, do you only pay         31.9% responded Always, most times or
       CONCERNS                attention to the things that interest you?         sometimes.
                               28. When you are in class, do you usually          24.3% responded Always, most times or
                               daydream?                                          sometimes.
                               18. Do you brag about your school to your          49.2% responded Never or Sometimes.
                               friends who do not attend this school?
                               21. Do you share your opinions a lot in class?     52.1% responded Never or Sometimes.

                                                                                                                          32
In reviewing the 2008 School Climate Survey for Vance Middle School, the following similarities were revealed in each group of respondents.
   As strengths –
           o Teachers, parents and students felt they and their property were safe at this school.
           o Parents and students felt teachers work hard and fair.
   As needs –
           o Teachers and students and parents felt School pride is lacking.
           o Teachers and parents felt Parental involvement is low.
           o Teachers and students felt students are not focused on learning.

The 20078 School Climate Survey also revealed parents‟ top four areas where the school should spend its money. Parents felt the school should
spend money to:
       1. Buy and use educational materials and resources for helping your child achieve at higher levels.
       2. Help your child improve his/her achievement by providing assistance or tutoring with homework assignments.
       3. Provide parent training to make sense of test results such as TCAP or Gateway to help your child learn.
       4. Teach your child about drug awareness, school violence, safety issues, gang awareness, and conflict awareness.
                IDENTIFIED STRENGTHS from SURVEYS                               IDENTIFIED NEEDS from SURVEYS
                Parents and students feel school is safe.                  Increase the number of parents responding to the
                Increased number of staff and parents responded               School Climate Survey.
                  to survey.                                                Increase the percentage of parents feeling parental
                                                                               involvement does make an impact on student
                                                                               learning.



1.6 Report Card Data Dissaggregation
The Component 1b members analyzed or compare data on the 2008 Tennessee School Report Card due to unavailability of this report prior to
submission of the School Improvement Plan. This 2008 data determines the priorities for performance based on race, Economically
Disadvantaged, Special Education, LEP, gender, proficiency level and growth differences. Based on the No Child Left Behind Profile provided
by the Department of Education, VMS achieve Annual Yearly Progress (AYP) in all subgroups and was placed in Good Standings status. VMS
made Safe School Status or Safe Harbor in Reading/Language Arts, Mathematics and Attendance in all subgroups. The tables in section 1.3
represent a three-year comparison of all subgroups based on the percent of students making proficient or advanced in math and
reading/language arts. There is a steady decrease in students scoring below proficient in mathematics and in reading/language arts. VMS has
achieved the participation rate for testing (at least 95%) for the past four years. The data also revealed that students in African American,
Economically Disadvantaged and Students With Disabilities subgroups are making progress in all areas. In 2008, the percent of students
scoring proficient or above in math increased by three (2) percentage points for Black and Economically Disadvantaged Students. The scores
increased by seven (7) percentage points for Students with Disabilities. In Reading/Language Arts/Writing, Black and Economically

                                                                                                                                          33
Disadvantaged students scoring proficient or above increased by one three (3) percentage point; however a six percentage point increase was
seen in Special Education students. When looking at data for Safe Harbor 2 or 3, VMS did met the criteria in Reading/Language Arts/Writing.
Vance‟s overall attendance increased by one (1) percentage point making improvement and meeting AYP status in Attendance. Due to VMS‟s
enrollment profile, which is 100% Blacks; White, Hispanic, Native Americans, Asian and Pacific Islander are not measured. When reviewing
the 3-year Criterion Referenced averages on the 2007 School Report Card, VMS will receive a grade of F in Mathematics, Reading/Language,
Science and Social Studies. Due to the unavailability of the 2008 TN School Report Card, comparing school performance to district and state
performances will be computed when it is received. However, the data team, analyzed at the TCAP criterion referenced data looking at the
identified subgroups at Vance Middle School.
The report card data revealed an Achievement Gap between economically disadvantaged students and Students With Disabilities in
Reading/Language Arts and in Mathematics. There is a thirty (30)-percentage point difference between the two groups in mathematics and a
twenty (20)-percentage point difference in Reading/Language Arts. However, the achievement gap is decreasing since these figures were
greater in 2007.




                            Three-Year Trend % Below Proficient in
                                        Mathematics
                             100


                              80

                              60

                              40

                              20

                               0
                                       ALL            AFR. AM            ED              SWD

                            2006        40              40               38               76
                            2007        33              33               33               67
                            2008        20              20               20               24




                                                                                                                                         34
                                Three-Year Trend % Below Proficient in
                                       Read/Lang. Art/Writing
                                 100

                                  80

                                  60

                                  40

                                  20

                                   0
                                           ALL          AFR. AM          ED           SWD

                                2006        31            31             31             59
                                2007        32            32             32             53
                                2008        17            17             17             22


CRITERION-REFERENCE TEST (CRT)
Criterion-reference tests (CRT) measure a student‟s knowledge of the state‟s standards. Results are measured and reported on the following
performance levels: Below Proficient, Proficient and Advanced. The following charts compare 6th, 7th and 8th grade percent proficient in each
content area from 2006 to 2008. In comparing 2007 and 2008 CRT data, there was a significant decrease in students scoring at the below
performance levels in Reading/Language Arts/Writing in 2008. The percent of seventh grade students scoring at the proficient/advanced level
increased by nine (9) percentage points in Mathematics; however, a decrease in the number of sixth graders scoring proficient in mathematics
and language arts areas was reported. When analyzing 6th grade data, Math, Reading/Language Arts, and Science scores revealed an increase
in the number of students scoring proficient/advanced. The CRT data for eighth grade revealed significant increases in the number of students
scoring proficient and advanced in reading/language arts and mathematics.
When reviewing the 2008 CRT test data by gender and grade it was determined that male and female students in Reading/Language Arts and
mathematics in 7th and 8th grades made significant gains. Sixth grade Students with Disabilities made gains Reading/Language Arts and
mathematics. When comparing female students by grade, eighth grade students made the most significant gains.
Male students in all grades increased the number of students scoring proficient or advance in reading/language arts and mathematics except for
7th grade male students in mathematics. Eighth grade male students had to greatest gains by decreasing the number of students scoring below
proficient in mathematics. When comparing male students to females, there is an achievement gap. More male students are at the below
proficient level in any areas than females. Overall, the three-year comparison reveals that male and female students in grade six, seven and
eight are making progress. When reviewing Students With Disabilities (SWD) data over eighty percent of students were below proficient in all


                                                                                                                                            35
subjects tested except 6th grade Reading/Language Arts, Social Studies and 8th grade Reading/Language Arts in 2008. In 2008, twenty-three
cells versus five cells in 2006 revealed students scoring proficient was increasing.

                     THREE YEAR COMPARISON OF CRT DATA BY GENDER & GRADE (Female Students)
                                               6th-Female                              7th -Female                               8th-Female
                                   Reading   Math      Science   Social    Reading/   Math      Science   Social    Reading/   Math      Science   Social
                                   Lang.                         Studies   Lang.                          Studies   Lang.                          Studies
    Below Proficient 2006          38        25        65        67        26         36        72        82        20         49        72        74
    Below Proficient 2007          40        35        -         -         13         12        -         -         11         22        -         -
    Below Proficient 2008          40        7         13        37        11         8         65        53        10         17        57        74
    Proficient & Advance 2006      63        75        35        33        74         64        28        18        80         51        34        26
    Proficient & Advance 2007      60        65        -         -         87         88        -         -         89         78        -         -
    Proficient & Advance 2008      81        93        87        63        89         92        35        47        90         76        43        24
              GAINS                     +      +         +          +           +       +          +        +            +          -       +           -


                      THREE-YEAR COMPARISON OF CRT DATA BY GENDER & GRADE (Male Students)
                                                  6th-Male                                 7th -Male                                8th-Male
                                   Reading   Math      Science   Social    Reading/   Math      Science   Social    Reading/   Math      Science   Social
                                   Lang.                         Studies   Lang.                          Studies   Lang.                          Studies
    Below Proficient 2006          37        35        65        75        53         45        77        88        40         60        66        77
    Below Proficient 2007          38        40        -         -         34         24        -         -         31         27        -         -
    Below Proficient 2008          16        13        20        52        33         22        70        69        29         27        65        72
    Proficient & Advance 2006      63        65        35        25        47         55        23        12        60         40        34        23
    Proficient & Advance 2007      62        68        -         -         66         55        -         -         69         73
    Proficient & Advance 2008      73        88        80        48        67         78        30        31        71         73        35        28
              GAINS                     +      +         +          +           +       +         +         +            +       +         +         +




                                                                                                                                                             36
                THREE-YEAR COMPARISON OF CRT DATA BY GENDER & GRADE (Students with Disabilities)
                                                  6th-SWD                                 7th -SWD                               8th-SWD
                                     Reading   Math    Science   Social    Reading/     Math    Science   Social    Reading/   Math   Science   Social
                                     Lang.                       Studies   Lang.                          Studies   Lang.                       Studies
    Below Proficient 2006            78        100     100       94        70           60      90        90        71         93     86        100
    Below Proficient 2007            70        90      90        70        88           100     100       100       57         100    100       100
    Below Proficient 2008            6         6       47        76        52           48      96        92        40         55     95        95
    Proficient & Advance 2006        22        0       0         6         30           40      10        10        29         7      14        100
    Proficient & Advance 2007        30        10      10        30        13           0       0         0         43         0      0         0
    Proficient & Advance 2008        94        94      53        24        48           52      4         8         60         45     5         5
              GAINS                       +      +       +          +           +         +       +         +            +       +      +         +



             IDENTIFIED STRENGTHS for CRT                                                      IDENTIFIED WEAKNESSES for CRT
      Eighty seven percent (87%) of 7th grade female students are                     6th grade male students scoring proficient decreased in 2007 in
       proficient in Reading/Language and eighty-eight (88%) percent                    Reading/Language Arts and Mathematics.
       proficient in Mathematics.                                                      7th & 8th grade SWD have not made any gains in Science or Social
      7th grade female and male students made gains in Mathematics and                 Studies in 2006.
       Reading/Language Arts in 2007.                                                  The number of 6th grade female students scoring advanced or
      7th grade SWD made gains in all areas.                                           proficient decreased in Reading and Mathematics.
      8th grade female and male students made gains in                                Male students proficient scores are far below when compared to
       Reading/Language Arts and Mathematics.                                           female students in 2007.



1.7 Narrative Synthesis of All Data

This section of the School Improvement Plan summarizes the identified strengths, weaknesses and needs of all data disaggregated in
Component 1.

CRITICAL AREAS OF STRENGTHS
After detailed disaggregation of TCAP test information, Tennessee State Report Card, school wide assessments, attendance rate, promotion
rate, report cards, parent/student/teacher climate survey and other data for grades six through eight, the committee reports the following
strengths:

                                                                                                                                                          37
      In the area of Mathematics, all grades demonstrated a three-year trend of improvement.
      Only Two percent of all students failed a content area and are repeating that grade.
      Parent and student images made drastic change from end of the year to next year.
      Eighty-seven percent and eighty-eight percent of female students are proficient in Reading/Language Arts and Mathematics
      The number of seventh and eighth grade students scoring proficient significantly increased in 2007 from 2006.

CRITICAL AREAS OF WEAKNESSES
Based on the analysis of the data the committee reports the following weaknesses for VMS and gave an in-depth look at what all stakeholders
must address:
  Increase the number of students scoring a 5 or 6 on the TCA Writing Assessment.
  Decrease the number of special education students receiving deficient scores in Writing.
  Decrease the number of students scoring below proficient on the Algebra I Gateway Exam.
  Decrease the Achievement gap of male students scoring proficient on the Algebra I Gateway Exam when compared to female students.
  Increase the percent of parents feeling parental involvement does make an impact on student learning.
  Decrease the Achievement gap between the number of male overage students and female overage students.
  Increase from Forty-nine percent of 7th grade students scoring below proficient in Reading/Language Arts;
  Increase the number of students scoring advanced or proficient in all subgroups in Reading/Language Arts and Mathematics.
  Significantly increase in the number of SWD students scoring proficient in Reading/Language Arts and Mathematics.
  Achievement gap between SWD students and Economically Disadvantaged students in Reading/Language Arts and Mathematics.

CRITICAL AREAS OF NEEDS
The committee took a comprehensive look at school data. The strengths and weaknesses revealed from these data determined the following to
be critical needs. The ultimate goal of VMS is to increase student performance and create positive well-rounded children for the next academic
level.
     To create professional learning communities through on-going professional development, the implementation of research-based
         instructional strategies and the involvement of all stakeholders in the educational process
     To create a uniform delivery of effective writing strategies
     To increase Writing scores by 10% on the Writing Assessment
     To meet the 2008-2009 state’s annual target of 89% of students testing at or above proficient in Reading/Language Arts/Writing
     To meet the 2008-2009 state’s annual target of 86% of students testing at or above proficient in Mathematics
     To maintain 95% participation rate in all content areas tested
     To increase the number of economically disadvantaged students achieving at or above the level of proficiency in all tested areas and
         close the achievement gap between SWD and ED students.

                                                                                                                                           38
      To increase the daily attendance by 2 percentage point to reach the 95% NCLB benchmark.
      To use an incentive based program and organize a parental involvement organization to encourage and motivate students’ daily
       attendance
      To develop a relationship among feeder schools that will build positive communication with parent, and community representatives.

1.8 Prioritized List of Goal Targets

   Goal One
  1a The percent of students scoring proficient or above in Language Arts, Reading and Writing will increase from 83%
     on the 2008 tests to at least 89% (achieving Safe Harbor) on the 2009 tests.
 1b The percent of special education students scoring proficient or above in Language Arts, Reading and Writing will
     increase from 76% on the 2008 test to 89% on the 2009 tests.

   Goal Two
  2a The percent of students scoring proficient or above in Mathematics will increase from 80% on the 2008 test to
     86% on the 2009 test.
  2b The percent of special education students scoring proficient or above in Mathematics will increase from 78% on
     the 2008 test to 86% on the 2009 test.

   Goal Three
 3a The daily attendance will increase from 95% in 2008 to achieve and exceed the district’s benchmark of 95% in
2009.
 3b The number of students receiving Home Suspensions will decrease by 5% in 2009.




                                                                                                                                     39
Beliefs and Mission Development


         Component 2




                                  40
2.1 Collaborative Process
In order to successfully address the school‟s beliefs, mission and vision, committee members met and collaborated at VMS and collectively
developed Component 2. The committee met on August 29, August 30, August 31, and September 4, 2007. Teachers, two community
members (John Cowherd, STREETS and Pastor Dennis Westbrook, Greater Deliverance Church), a parent (Linc Genettee), a student (Baye
Slappy) and a school secretary (Tredena Coleman) represented the various stakeholders. The proposal was presented to the entire SIP team
for review and feedback. Consensus was reached and the Beliefs, Mission and Vision were adopted on September 5, 2007. Final revisions
were submitted to SIP Chair on September 10th & 11th. Minutes and sign-in sheets are filed with Mrs. Stacy Keys, the committee‟s
chairperson.
2.2/2.3 COMPREHENSIVE BELIEF STATEMENTS
Students should have the opportunity to think critically, synthesize information, develop decision-making skills, work together and apply the
    knowledge.
Students learn in different ways and should be taught using a variety of research-based instructional practices.
All students have a right to a free, sound and basic education through effective instructional practices.
Teachers will apply best instructional practices to immerse students in life-long learning through on-going assessment.
The staff and stakeholders assume the decision-making responsibility to ensure improved attendance, on-going assessments and best
    practices in instruction.
The administration, teachers, students and community must work to maintain the district/school policies of a drug-free and violence-free
    learning environment.
The staff and stakeholders assume the responsibility of facilitating ongoing communication with parents through parent meetings, team and
    school letters, Easy Caller, and the community outreach program.

2.4 MISSION STATEMENT/FOCUS ON STUDENT SUCCESS
   Vance Middle School will assist all students in acquiring the skills and knowledge necessary to become educated, competent, and
   productive students in their pursuit of higher learning.

    (The school will establish a culture of continuous quality improvement with emphasis on the No Child Left Behind (NCLB) Act. Upon
   completion of the April 2007 Achievement test, students will have achieved NCLB benchmarks with 83% proficient or advanced mastery
   in Mathematics and 89% proficient or advanced mastery in Reading, Language Arts and Writing. Teachers will utilize current and
   emerging technologies, instructional resources and strategies.)

2.5 VISION/FOCUS ON SCHOOL SUCCESS
The vision of Vance Middle School is to motivate, educate and empower students to compete academically with schools utilizing the
knowledge, skills, and values necessary to be productive students in preparation for the next level of education.

                                                                                                                                                41
Curricular, Instructional, Assessment and
      Organizational Effectiveness


            Component 3




                                            42
3.1 Collaboration
The committee met and reviewed data to successfully analyze and update Component 3: Curricular, Instructional, Assessment and
Organizational Effectiveness. These meetings were held on the following dates: August 29-31, September 4 - 7, 10 – 12, 2007. Teachers,
school secretary, a parent, family specialist and teacher assistant represented the various stakeholders. Minutes and sign-in sheets are filed in
the professional development school compliance coach‟s office.

The academic support team including the principal, assistant principals, Professional Development School Compliance Coach (PDSCC),
professional school counselors, exemplary educator, behavior specialist, literacy and math coaches, established a quality working relationship
and educational environment for faculty members, parents, families and students. Because VMS utilizes the “Middle School Model,” student
achievement is paramount. This is the driving force behind the extensive professional development program for all stakeholders. Traditional
classroom teachers work collaboratively with special education teachers using inclusion to address the educational needs of exceptional
children. The principal, assistant principals, PDSCC, guidance counselors, exemplary educator, literacy and math coaches schedule team
meetings and professional development sessions that address current trends and research-based strategies, which lead to a higher-quality
educational experience for students. The administrative staff is available to assist with any questions or challenges teachers may be
experiencing with classroom organization and/or management. Grade level members take an active role in the presentation of numerous
professional development sessions. By drawing on the experience and expertise of the faculty, a greater sense of ownership and pride in the
professional development program will result in a more skilled faculty. Other key stakeholders, including clerical, custodial, cafeteria, district
and community representatives play an active role in the development of the SIP. These persons meet with the SIP team to reach consensus on
the organizational and instructional effectiveness of the school. Progress reports generated every three weeks are used to apprise parents of
their child‟s performance. Memphis City Schools' yearly calendars were issued to students to inform parents and families of important dates,
events and information. Parents are also invited to grade-level conferences to discuss their child‟s academic performance, attendance and
behavior in school. The Parent Teacher Organization (PTO)/ Parent Teacher Student Association (PTSA) at VMS are designed to provide
parents with strategies to assist their children with positive educational habits and goals. Vance is reaching out to parents by offering
opportunities to volunteer through the School Leadership Council, tutorial programs, open house, conferences, workshops, curriculum night,
Pretty-In-Pink, and Men-In-Demand. Other scheduled collaborative efforts include Family Reading Night, Math/ Science Fair, and Career Fair.
Increased efforts at the school level are targeting more parental involvement to ensure a sense of belonging, building relationships, and shared
responsibility to reach the desired results for student behavior and academic achievement.

VMS collaborates extensively with many outside organizations through the assistance of the Exemplary Educator and NCLB Specialist. VMS
is striving to reach and maintain high academic achievement. The school collaborates extensively with adopters and neighborhood
organizations. With the assistance of the adopters and neighborhood organizations such as Streets Ministries, CONNECT Mentoring, The
Emmanuel Center and Greater Deliverance Tabernacle Holiness Church, and other community churches. VMS is striving to reach higher
standards. The school will continue to collaborate with outside organizations to enhance the integrity and academic achievement of the
students.



                                                                                                                                               43
The committee met and reviewed data to successfully analyze and update Component 3: Curricular, Instructional, Assessment and
Organizational Effectiveness. These meetings were held on the following dates: August 30, 31, September 4, 6, 11, 13 and September 26,
2007. Teachers, school secretary, a parent, family specialist and teacher assistant represented the various stakeholders. Minutes and sign-in
sheets are filed in the instructional facilitator‟s office.


3.2 Evaluation of the Decision-Making Process
For the 2007-2008 school year, Vance Middle School is identified as a High Priority / Striving Title One School. This reform required Vance
Middle to add math and literacy coaches, another assistant principal, a school counselor, and a family and behavioral specialist. The principal
is the instructional and organizational leader of VMS. Decisions that affect the school and its stakeholders are made by the School Leadership
Team and approved by the principal. This team consists of faculty and staff members, adopters, parents and community leaders. Agendas,
minutes and sign-in sheets of meetings are housed in the PDSCC office. Designated faculty members such as the principal, assistant
principals, PDSCC, literacy and math coaches, Exemplary Educator, school and guidance counselors, designed a detailed school-wide
professional development plan. Unlimited leadership opportunities for teachers exist at Vance Middle. Teachers on each grade level team are
given the opportunity to serve as grade chairpersons and volunteer as sponsors for various academic and extra-curricular projects. Teachers
are provided a fifty-five minute common planning time daily. Of those five days, two days are mandated for professional development during
planning periods. The faculty as an advocate elects the Memphis Education Association (MEA) representative for teachers and to share
information with the faculty on various issues.


Strengths:
     Additional personnel (Math Coach, Literacy Coach, counselor, Assistant Principal, Behavioral Specialist and Family Specialist) to
       assist in ensuring students are successful academically and socially.
     The “Middle School Model” has provided an extensive professional development program that addresses research-based practices,
       strategies, and assessments to create a positive culture or high expectations.
     Common planning periods are provided for each grade. Grade level teams share in decisions regarding instructional design, strategies
       and assessments.
     Staff and stakeholders are involved in decision-making practices to improve student achievement.
     The School Leadership Council is comprised of faculty members, adopters, parents, community members and administration.
     Community involvement and volunteer programs have impacted the organizational effectiveness through increased community
       support.
     Staff prioritized and mapped State Performance Indicators (SPIs) for all grades.
     A rubric was developed to monitor School Improvement Plan implementation.

Limitations:
    There is some staff resistance to educational reform issues addressed through professional development.
    There is a need to foster a climate for continued change that will promote proactive involvement in the total school program.
    There is a need to continue to build strong relationships between teachers and administration and between students and teachers.



                                                                                                                                              44
3.3 Resource Allocation
Vance benefits from several funding sources and in-kind resources to support student achievement. Resources at VMS are used to ensure that
all students in all subgroups receive a quality education, research-based materials and modern technology to augment their diverse learning
needs, styles and abilities. These funds are also utilized to guarantee that teachers deliver effective instruction, receive desirable research-
based materials and the have opportunity for ongoing quality professional development. Using these funds in this joint manner will aid in
achieving the desired academic results and AYP for 2007-2008, removing the school off the High Priority List. To meet the No Child Left
Behind (NCLB) provision that all students be able to read on grade level by 2014, the site-based, NCLB and donated human/material
resources are utilized to acquire research-based materials for all classrooms. These funds also allow for an expansive professional
development program to increase the level of instructional effectiveness of all faculty members in all grades. NCLB, and the site-based funds
are allocated to provide substitute teachers for classrooms while teachers attend scheduled professional development sessions. NCLB also
provides Title IV funds, which provides key personnel such as the Behavior Specialist and Family Specialist as well as in-depth data to
determine effectiveness of our Blue Ribbon Initiatives. A professional development library has been established with the use of a library
grant and NCLB funds to offer research-based instructional resources that can be easily accessed and implemented daily. As indicated in
Components 3 and 5, the need to provide sustained quality professional development, research-based strategies and student-centered
activities are accomplished through the integration of these funds. The Professional Development School Compliance Coach (PDSCC), and
one full time teacher assistant are provided through the NCLB funding. The Literacy Coach, Math Coach, an additional Guidance Counselor,
Assistant Principal, Family Specialist and Behavior Specialist are funded through Bredesen’s Basic Education Plan (BEP 2.0). These
positions are key resources in assisting with the implementation of the school’s mission and vision to address student performance; data
based instruction and assessment, and school improvement monitoring. With the consolidation of local, state and federal programs consisting
of NCLB funds, BEP 2.0, site-based management, in-kind services, library grant, state reform funds, Supplemental Education Service
Providers, Title III, extended contract and Lab Learner funds, students will be given an opportunity to participate in academic enrichment and
intervention programs including during/after school tutorial, science experiments, and career assessments. The district has provided a per
pupil expenditure of $8, 326.00 for VMS.




                                                                                                                                               45
No Child Left Behind          Site-Based Budget             Other Title One Funds       Other Site-Based Funds
(NCLB)
Professional                  Professional                  TITLE IV                    Reading Is
Development                   Development         $850.00                               Fundamental
School                                                      Family                      (RIF)
Compliance                    Property                      Specialist     $54,169.00   Books
Coach                         Maintenance         $273.24   Behavioral                  (paperbacks
(PDSCC),                                                    Specialist     $54,169.00   given in Oct.
Instructional                 Supplies &                    (salaries)                  Jan & April
Teacher                       Materials      $28,264.30*                                distributed to      $2,793.00
Assistant                                                                               grades 6th –8th)
(FT) &                        Travel           $2,872.00
Clerical (PT)
Salary and                    Equipment
Benefits         $99,557.00   Athletics        $4,000.00

Professional                  Property        $19,299.78
Development      $13,184.26
                              Contracted
Teacher                       Services            $256.74
Tutors            $6,000.00

Stipends          $1,370.00

Substitutes       $1,440.00                                 Extended Contract           Newspaper in Education
                                                                                        Program
Parental          $2,000.57
Involvement
                                                            Teacher        $8,505.00    Newspapers in the    $800.00
                                                            Salaries                    classroom
Materials        $10,291.20



TOTAL           $133,843.03                  $53,200.00                  $116,843.00                        $3,593.00




                                                                                                                        46
                 Basic Education Plan (BEP 2.0) Striving Schools Funding
Additional Personnel                           Teacher Instructional
Salaries                                       Materials (200 x 21)
  Literacy Coach                 $54,169.00                                 $4,200.00
  Math Coach                     $54,169.00
  Guidance                                    Failure Free Reading
 Counselor                        $54,169.00
  Assistant Principal                                                      $23,717.68
  Behavioral                     $89,245.00
 Specialist
  Family Specialist              $43,769.00
  Over Allocation                $43,769.00
 Teacher
                                  $54,169.00

Incentive Pay
  Non-Instructional
 ($1,000 X 20)
  Teacher ($3,000 X              $20,000.00
 28)
  Administrator
 (7,500 X 1)                      $84,000.00

                                   $7,500.00

Extended Day ($3,500
X 28)                             $98,000.00

                                               GRAND TOTAL             $414,200.68




                                                                                         47
                                                 DONATED SERVICES

       MCS ORGANIZATIONS                                 ADOPTORS                      COMMUNITY REPRESENTATIVES

Our Children     Reading & Math        Greater               Tutors for Our          Mothers of the      Parent
Our Future     Tutorial Materials       Deliverance         Children Our Future        NILE             Counseling &
                 Training for Tutors   Tabernacle          (OCOF)                                      Workshops
                                        Holiness              Motivational                                TCAP
                                        Church              Speakers                                    incentives

Junior             Speakers            Mt. Nebo              Motivational            Positive            Donations of
Achievement                             Baptist Church      Speakers                   Brothers           school supplies,
                                                                                       Helping Others     mentors
Memphis          Drug, Alcohol &       IBM                     In-kind services
Police         Gang Awareness                                   Computers             Memphis             Tickets to
Department     Program                                          Speakers              Grizzlies        games & other
(GREAT)                                                         Mentors                                incentives toward
                                                                                                        Attendance Initiative
                                                                                                        & School supplies
CONNECT        One to One Mentors       Streets Ministry      In-Kind services –      University of       Lab Learner
Mentoring                                                   Monitors                   Tennessee        Science Lab Speakers
program                                                       Donations of                             Lab Assistants and
                                                            materials, resources and                    Tutors for OCOF in
                                                            building                                    Math & Reading
                                        Mt.Olive            ▪ In-Kind Services –
                                        Cathedral CME       Speakers, Mentors
                                        Church




                                                                                                                          48
3.4 Curriculum Analyses and Support

To ensure the academic success of all subgroups, a variety of instruments align curriculum assessment with the Blueprint for Learning and
Memphis City Schools Curriculum Standards to establish baseline data and continuous monitoring of student performance. These instruments
include the weekly testing requirement, Think Link Learning, Renaissance Learning, teacher-generated assessments, Read 180, pre and
posttests, CPS system, TCAP Writing Assessment, TCAP Achievement Test and rubrics. These data sources are used to assign at-risk
students to tutorial services where intervention strategies are in place to address academic deficiencies. Assessments are administered
weekly, quarterly, every six weeks, at the end of the first semester and at the end of the school year. These generated data are used for
assigning intervention activities to address identified student skill deficiencies. The outcomes of these on-going assessments provide data on
student academic gains for the year. During team, department and faculty meetings, and parent-teacher conferences, analysis of the data,
planning delivery of instruction and review of feedback are discussed. If desired results are not acquired, additional best practice strategies
for re-teaching and re-assessing are established. The data of these individual assessments are provided to parents in language they understand
during parent-teacher conference and Title I parent data workshops.

The data and analysis that the school uses to monitor and adjust the curriculum to ensure that student learning is aligned with state standards are
as follows:
     Continuous staff development on effective lesson/unit planning and execution
     Classroom observations by the administration, Instructional Facilitator, Exemplary Educator, The Academic Leadership Team, Weekly
        submission of lesson plans that are aligned with the curriculum guides, TN Blueprint for Learning, TCAP/AYP benchmarks
     Submission of six week syllabi, and weekly unit designed lesson plans that are aligned with the curriculum guides, TN Blueprint for
        Learning, TCAP/AYP benchmarks

The administrators at VMS and the feeder schools will work collaboratively on curriculum alignment and the transitional needs of the students
entering and exiting the school. A detailed plan for middle school transition can be found at the end of Component Four. All stakeholders will
be apprised of the process toward alignment through the six weeks Trifector newsletter, monthly PTO meetings, scheduled meetings, daily
school conferences and monthly School Leadership Team and Discipline Team meetings.




                                                                                                                                                  49
3.5 Instructional Analysis and Support

For the 2006-2007 school year VMS achieved AYP in attendance. AYP was met under Safe Harbor in all subgroups in the area of
mathematics.

To boost the reading scores, VMS will continue to use the district‟s Literacy Plan with intense emphasis on research-based reading strategies in
all core-content areas. Thinking Maps will be used to enhance students‟ critical and higher-order thinking skills. Read 180, a computer-
generated Reading program will target 6th graders scoring in the first quartile on the TCAP. Other innovative research-based programs will be
used to assist the Reading/Language scores to meet AYP. The Computerized Performance System (CPS), an assessment program; and the
Weekly Writing Focus, will be used in all grades to raise TCAP writing scores. To continue improve performance in mathematics and continue
to move students toward the NCLB benchmarks, VMS is implementing the best teaching strategies in Mathematics using the Holt math
curriculum. The curriculum continuously remediates and assesses student performance. All Mathematics teachers will use manipulatives,
Stanford Math, Math Knowledge Bowls, smart boards in selected mathematics classrooms, the American Choice intervention program and TI
73/83+ Graphing Calculators. To provide academic intervention to identified students, the PDSCC, content area teachers, math and literacy
coaches will provide additional ongoing assessment and remediation.

Each teacher at VMS uses activities from Marzano‟s Classroom Instruction That Works, A Handbook For Teachers of African American
Children and Behavior Intervention Manual as resources to augment instruction in all content areas. Teachers will meet by teams and as a
whole group weekly and in departmental meetings bi-monthly to brainstorm best practices, monitor and evaluate student progress based on the
gathered data (mid-six weeks progress reports, teacher-made tests, Think Link Assessments and Renaissance Learning Assessments) to decide
the next steps. To ensure that teachers meet the TN standards and benchmarks, instructional units/lessons will be aligned with the MCS
curriculum and the TN Blueprint for Learning. The administration will conduct daily routine and formal and informal observations of teaching
practices to monitor instructional effectiveness.

                                                   Summary of Strengths and Limitations
The chart below addresses the strengths and limitations with evidence found from the data analysis in the instructional and
organizational practices of Vance Middle School:

                                                      Instructional Practices
                    Strength                                                               Evidence
  Implementation of the Middle School Model              o Teachers are planning by using the MCS Unit Lesson Design and incorporating
To ensure quality, high standard instruction and           the MCS curriculum and Learning Village.
mastery of state benchmarks by all subgroups             o Teachers are participating in on-going professional development sessions
will occur.                                                provided by PDSCC, Math and Literacy Coaches, and Exemplary Educator.


                                                                                                                                             50
                                                    o A variety of literacy and math strategies are utilized to meet achievement and
                                                      learning needs of all subgroups
                                                    o Create a schoolwide reading and writing focus targeting each subgroup due to
                                                      all subgroups not achieving AYP in Language/Reading/Writing.
                                                    o There is an increase in the use of higher order questioning (rigor) in
                                                      instructional delivery.
                   Strength                                                              Evidence
Implementation of the Reading Academy               o Teachers use the extended day time (30 minutes) provided by BEP 2.0 funds to
                                                      implement a Reading Academy.
                                                    o Create a schoolwide reading and writing focus targeting each subgroup due to
                                                      all subgroups not achieving AYP in Language/Reading/Writing.
                                                    o Reading Academy is used to enhance reading comprehension and fluency of all
                                                      students.
                      Strength                                                           Evidence
Teachers use high-interest lessons and              o A variety of teaching materials and methodology are utilized to meet the needs of
instructional variation to aid students with           student achievement and learning.
different abilities to progress toward standards.   o Teachers are knowledgeable of teaching strategies.
                                                    o Strategies include cooperative learning, hands-on activities, demonstrations,
                                                       review and drill, lecture, question and discussion, technology integration, and
                                                       peer tutoring.
                                                    o All students –in regular education and special education programs- are exposed
                                                       to a rigorous curriculum aligned with multiple instructional strategies and
                                                       district, state, and federal standards.
                     Strength                                                            Evidence
The curriculum content and instructional            o An analysis of student learning needs with the use of Think Link, Renaissance,
strategies provide for effective student learning      TCAP Achievement test and attendance was conducted to determine the
and are aligned with district, state and federal       strengths and limitations of student learning and priorities for improvement..
goals and standards.                                o To be in compliance with the district’s STAR (Student Teacher Academic Report)
                                                       program and the 2002 No Child Left Behind legislation, teachers in the core
                                                       content areas write intervention plans for all students identified as potential
                                                       failures.
                  Strength                                                               Evidence
Teachers are knowledgeable of a variety of             o Teachers use alternative assessment tools to evaluate student learning

                                                                                                                                          51
assessment methods and instructional strategies          (teacher-made tests, rubrics, manipulatives, projects, group interaction,
that provide effective learning for students on          graphic organizers, portfolios, and presentations).
all learning levels.
                     Strength                                                       Evidence
Inclusion                                           o Teachers are co-teaching in mathematics and language arts classes.
                                                    o Identified students with disabilities receive enhanced instruction (regular
                                                       and instructional special education) in language arts and mathematics.
                                                    o To meet the needs of the identified subgroup (SWD) in achieving AYP.
        Limitations (Needs corrections)                                               Evidence
   o The school did not make the AYP              o The State Department of Education has placed Vance Middle in Restructuring
     benchmarks for Students with                   Two-Improving for the 2007-2008 school year based on the TCAP scores.
     Disabilities in Mathematics.                 o Students failed to meet the No Child Left Behind AYP achievement goals.
   o Parental and community involvement are
     not very strong.                             o Eighty-one of the total student body receives Special Education services for
   o There is a high number of at risk              disabilities.
     students
                                                   Organizational Practices
                    Strengths                                                         Indicators
Structure for improving academic achievement       o Implementing the Striving Schools Action Plan
and behavior through the development of            o Support by the district through Striving School Superintendent and other
Striving Schools using the Governor Bredesen         technical assistance provided by the district and state (a complete list of Technical
Basic Education Plan 2.0 funding                       assistance provided is located at the end of this component)
                                                   o Hiring of additional personnel to improve instruction and behavior (Math and
                                                     Literacy Coaches, Guidance Counselor, Assistant Principal, Family Specialist,
                                                     Behavioral Specialist
                                                   o Provide teachers additional funds for instructional materials
                                                   o Use of a variety of assessments (Renaissance, ThinkLink, six weeks test, student-
                                                     centered projects, Gateway, Writing and TCAP assessments)
                                                   o Extend the regular class day by thirty minutes
                                                   o Provide high-quality professional development
[An interdisciplinary team organization at all     o Team scheduling responds to the developmental needs of young adolescents.
grades 6-8]                                        o Teaming facilitates the communication and collaboration process for of teachers
Teams of teachers combine their expertise and        and students and fosters collegiality and interpersonal affiliation.

                                                                                                                                             52
course content to integrate the disciplines and       o Students benefit from teams setting common goals and reinforcing specific basic
interface common areas of the curriculum. Teams         skills in all disciplines within the team.
of teachers share common planning periods             o In teams, teachers get to know their students quite well -- their strengths and
during which they can meet together on a daily          weaknesses – and enhance student learning through self-evaluation, student
basis to hold team meetings, student/parent             performances and participation.
conferences, and plan interdisciplinary               o In teams teachers infuse academic skills that require students to read, write and
instruction.                                            solve mathematical problems daily.
                     Strengths                                                             Indicators
[A full exploratory program]                          o Students in grades 6-8 are offered a variety of exploratory courses –performance
During the planning time of core teachers, a            band, physical education, health, computer technology and African American
variety of exploratory courses are available to all     History.
students.

                                                      o Opportunities are provided for each student to discover and explore special
                                                        interests and aptitudes for future vocational decisions.
                                                      o Exploratory teachers collaborate with core-content teachers to integrate TCAP
                                                        objectives.
                    Strengths                                                             Indicators
Students have access to multiple support              o The support team consists of two professional school counselors, two Family
mechanisms that maximize academic growth with           Specialists, two Behavioral Specialists, Math and Literacy Coach, additional
assistance of BEP 2.0 funds.                            Assistant Principal, a social worker and a school psychologist.
                                                      o CONNECT mentors offer opportunities, tutoring and reinforcement activities.
                                                      o An extended –day learning program is offered in the content areas.
                    Strengths                                                             Indicators
Teachers are equipped with district content-          o Teachers use the Middle School Model, Unit Lesson Design and syllabus format,
driven curriculum guides, State Performance             the Directed Teaching Model, Bloom’s Taxonomy, The MCS Literacy Plan,
Indicators, Middle School Model, The VMS Data           Marzano’s research-based strategies, Holt Middle School Math, Holt Middle
Notebook (a manual comprised of instructional,          School Reading, and the TN Blueprint for Learning to create high order and
planning, and classroom management strategies,          rigorous instruction.
school and grade data, SPI Mapping) and Robert
Marzano’s ‘Classroom Instruction That Works.‟
                    Strengths                                                           Indicators
There are several opportunities for leadership at     o Teachers serve as leaders on the following committees:

                                                                                                                                       53
Vance Middle. Every teacher serves on a school-               a. Academic Leadership Team
wide committee. Teachers prepare and conduct                  b. Team Leaders
staff development activities to lend their expertise          c. Curriculum Department Groups
on various and sundry topics.                                 d. Positive Behavior Team
                                                              e. School Leadership Council
                                                              f. Emergency Response Team
                                                              g. Core-content Area Departments
                                                              h. School Improvement Planning Team/ SACS and Sub-Committees
                                                              i. Various School Committees (Eagles Celebration Committee, Teacher
                                                                 Courtesy Committee, Program Committee)
Structure for Decision-Making                          o While the school has made great efforts to include parents, the level of
(The Principal’s Advisory Council and the                participation, though improved, is not where we would like for it to be.
Academic Leadership Team, which includes               o Academic Leadership Team meets weekly while other team meetings are held
parents, teachers, community representatives, the        monthly. Meeting agendas and minutes are recorded and kept.
Exemplary Educator, Math and Literacy Coaches,
Counselors and adopters, make decisions.)
Structure to Attract Highly Qualified Teachers         o Support for new teachers and uncertified personnel to gain certification
(The Leadership Team has established a                 o Establishment of collaborative partners with colleges and universities through
comprehensive plan to ensure the best teachers           Student Teacher program, Class observations)
teach Vance students.)                                 o Provisions for on-going quality professional development
                                                       o Encouragement of participation in local, state and national professional
                                                         development
                                                       o Establishment of celebratory programs to recognize outstanding achievement,
                                                         programs and growth of teachers (Wall of Fame)
                                                       o Participation in the district’s School Choice Fair
Elementary to Middle and Middle to High                o Support students from the feeder schools in making an easy transition to middle
Transition Plan                                          school and support students from 8th grade transitioning to high school. (a
                                                         complete plan is located at the end of Component Four)
New Teacher Mentoring Program                          o Participation in District New Teacher Training and Workshops (on-going)
(The PDSCC, Math/Literacy Coaches and the              o Conducting Orientation Workshop for New Teachers (August & January)
Exemplary Educator have established a                  o Supporting new teachers through the New Teacher Mentoring Program (district
comprehensive plan to ensure new teachers is             and school level monthly network meetings)
successful in developing highly effective              o Conducting Classroom Observations – Peer Observations & Mentor/Protégé
instructional skills.)                                   Observations (once a semester)

                                                                                                                                       54
                                                      o Providing and promoting on-going quality professional development (school,
                                                        district level)
                                                      o Modeling/coaching is provided by Math/Literacy Coaches, PDSCC.
                                                      o Development of a comprehensive Mentoring plan (complete plan follows this
                                                        page)
The Tri-Fector                                          o Collaboration of feeder schools (Georgia, Vance, BTW) to increase parental
                                                            improvement in all three schools.
                                                        o Improve parent teacher relationship and strengthen lines of communication.
Extended Day                                            o Thirty minutes allotted for increased instructional time.

                            Teacher Mentoring Program - Federal Grants & Programs (NCLB)
Complete Action Plan for developing and implementing a mentoring program.

      Action Steps            Timeline                    Required Resources                         Person(s) Responsible
Provide New Teacher         August 2007     2007-08 Teacher Handbook                     Leviticus Pointer, Principal
Orientation                                 Classroom Instruction That Works books       Barbara Asemota, PDSCC
                                            Attendance Policy                            Ann Nero, MCS New Teacher Coordinator
                                            Grade book Guidelines
Implement the MCS           September       District trained mentors -$700.00 stipend    Barbara Asemota, PDSCC
„Raising the Bar‟ Mentor    2007 – May      Professional Development on „Raising the     District appointed-Trained Mentor
Program                     2008            Bar‟ (substitutes for teachers)
Create New Teacher          October 2007    Lesson Plan booklet                          Barbara Asemota, PDSCC
Professional Learning       – June 2008     „Classroom Instruction That Works‟           Dena McNeal, Mentor
Community for teachers to                   Common Planning Time                         Curtrice Smith, Mentor
research, implement and                     Instructional best practices
share best practices and
collaboration in teams
Provide sustained and on-   October 2007-   Classroom Instruction that Works             Leviticus Pointer, Principal
going professional          June 2008       TN Blueprint for Learning                    Hollye Shotwell, Exemplary Educator
development based on                        Literacy Plan                                Barbara Asemota, PDSCC
teachers‟ self-assessment                   Classroom Management                         Dena McNeal, Literacy Coach
(see Professional                           Variety of Assessments
Development Plan)                           Team Building Exercises


                                                                                                                                   55
       2007-2008 TECHNICAL ASSISTANCE provided by District and/or State – Federal Grants and Programs
                                             (NCLB)
     Name                          Role                                              Responsibilities
Roderick          Striving School Academic           Oversee all striving school principals and teachers to ensure that student
Richmond          Director                            performance benchmarks are met
Hollye Shotwell   Exemplary Educator                 Assist in building capacity
                                                     Focus on Results
                                                     Develop effective instructional strategies
                                                     Provide support to administration and staff
                                                     Assist in strengthening parent and community involvement
                                                     Conduct quality professional development
Greg Keith        Striving School Assistant          Complete classroom observation with new teachers
                                                     Provide professional development for new teachers
Mary Ross         NCLB Supervisor                    Monitor and supervise the NCLB school to ensure compliance in budget and
                                                      documentation
Jada Askew        MCS Literacy Specialist (Read      Ensure all components of the Read 180 program are in place
                  180)                               Complete classroom Summary Observation Measures (SOMS)
                                                     Assist in developing Benchmarks
Patrice Myers     NCLB SES Coordinator               Assist in identifying eligible students to participate in Supplemental
                                                      Education Services (SES) program
                                                     Provide training on the SES program
Dr. Karen         School Psychologist                Complete psychological evaluations
Streeter                                             Assist with S-Team, E-Team and IEP team meetings
                                                     Counsel students individually or in groups
                                                     Assist with behavior intervention and functional behavior assessments
                                                     Serve as a consultant to school staff
Pearl Meredith    Social Worker (Community           Manages the severe truancy cases for VMS
                  Service Agent)                     Makes home visits to speak with parents and students regarding reasons
                                                      student is absent
                                                     Refers students to Juvenile court
                                                     Represents VMS at Juvenile Court regarding the truancy cases
MCS IT                                               Provide technical assistance for computers and telephone system
Department



                                                                                                                         56
Action Plan Development


     Component 4




                          57
4.1 Goals                                 4.2 Actions Steps                                         4.3 Implementation Plan


                                                                  GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                                 Revised DATE: __________________________

                     Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

                                                                          1a The percent of students scoring proficient or above in Language Arts, Reading and
                                                                          Writing will increase from 83%on the 2008 tests to at least 89% (achieving Safe Harbor) on
                                                           Goal One       the 2009 tests.
                                                                         1b The percent of special education students scoring proficient or above in Language Arts,
                                                                          Reading and Writing will increase from 76% on the 2008 test to 89% on the 2009 tests.

                                                        To increase Vance Middle School‟s Writing Scores by 5% on the 2009 Writing Assessment
                                                        To meet the 2008-2009 state annual target of 89% of students testing at or above proficient in
                                                        Reading/Language
                                                        To maintain 95% participation rate in Language Arts, Reading and Writing
               Which need(s) does this Goal address?
                                                        To increase the number of Economically Disadvantaged students achieving at or above the level
                                                        of proficiency in Language Arts, Reading and Writing by 10%.
                                                        To increase the number of SWD students achieving at or above the level of proficiency in
                                                        Language Arts, Reading and Writing by 10%
                                                        Goal One is linked to the system’s Five-Year Plan by meeting its goal in the following
                                                        areas:
                                                            o Student Achievement: Accelerate the academic performance of all students.
                                                            o Accountability: Establish a holistic accountability system that evaluates the academic,
How is this Goal linked to the system’s Five-Year Plan?        operations and fiscal performance of the school district.
                                                            o Parent and Community Involvement: Build and strengthen family and community
                                                               partnerships to support the academic and character development of all students.
                                                            o Healthy Youth Development: Create a school community that promotes student
                                                               leadership and healthy youth development.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                            IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure   Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are        sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based      step.)




                                                                                                                                                                                                58
where possible and include professional development, technology,                                                   Projected Cost(s)
communication, and parent and community involvement initiatives                  Person(s)        Required                                                    Performance Results
                                                                    Timeline                                          & Funding         Evaluation Strategy
within the action steps of each goal.                                           Responsible       Resources                                                        / Outcomes
                                                                                                                       Sources
               Teachers will implement the Middle                  August       Grade          Instructional         Site-based        1. Classroom           Eighty percent of
               School Model through:                               2008         Chairpersons   Materials               Funds              Observation         Vance’s teachers will
                                                                   through      T. Guyton                                                                     use Thinking Maps, to
                 Unit Plan Designs Incorporating the                                          $1,500.00           $4,000.00-          2. Follow-up
               Memphis City Schools curriculum & Learning          May 2009     8th            MCS Literacy
                                                                                                                                                              help introduce, teach
                                                                                D. Holliday                        equipment              sessions through    and evaluate Math
               Village                                                                         Plan (MCS - no                             grade level         and Literacy
                 Common Characteristics of Highly                 Strategies   7th            cost)                                      meetings            Strategies.
               Effective Middle School                             are          B. Smith 6th   MCS Curriculum                                                 Eighty percent of
                                                                   conducted    SIP Team                              Title One        3. PLC minutes &
                 Professional Learning Communities                                            Guides (MCS -                                                  Vance’s math
                 Academic Walkthroughs                            on a         Leviticus      no cost)                Budget             Evaluations         strategies will be
                 MCS Literacy Plan/Thinking Maps                  Weekly       Pointer,       Additional          $13,184.26-         4. Lesson Plans        aligned with High
                 Research for Better Teaching                     Bases        Principal      Personnel           Professional        5. Displays of         School Algebra I.
                                                                                Bobby                                                                         Eighty percent of
                 SPI Mapping                                                                  (Coaches- math,     Development            quality student
                                                                                White & K.                                                                    Vance’s lesson plans
                 Inclusion Collaboration (regular &                                           Literacy, Special   $6,000.00-             work                and classroom
               Special education teachers & students)                           Puryear,       Education; Asst.    materials           6. Posting of          observations will
                 Use of Quality Work w/Rubrics                                 Asst.          Principal-
                                                                                Principals                                                rubrics and         demonstrate and
                 Reading Academy                                                              salaries                                   adherence to        reflect “Learning by
                 Intervention Programs such as STAR,                           Barbara                                                                       Design.”
                                                                                Asemota,                              Bredeson            requirements        Eighty percent of
               Tier 2 and 3 interventions, Read 180
                                                                                PDSCC                                   Basic             using Lesson        “Grade Level, Team
  Action       a complete comprehensive list of schoolwide                      Curtrice                           Education Plan         Plans Checklist     and Leadership
   Step                                                                         Smith,                                (BEP) 2.0        7. District &          Meetings” will
               interventions can be found after Action Steps)
                                                                                Guidance                           $4,200.00-             School              address the PLC’s
                                                                                Counselor                                                                     ideology via SMART
                                                                                                                   materials              walkthrough         Goals.
                                                                                D. McNeal,                         $216,676.00-           results             Eighty percent of
                                                                                T. Jackson,
                                                                                                                   Salaries                                   quality student work
                                                                                & S. Bowers                                                                   will demonstrate
                                                                                Coaches                                                                       rubric usage, SPI’s
                                                                                                                                                              Mapping, Inclusion,
                                                                                                                                                              Reading Academy
                                                                                                                                                              Goals, and other
                                                                                                                                                              strategies
                                                                                                                                                              implemented at
                                                                                                                                                              Vance for the 2008-
                                                                                                                                                              2009 school year.




                                                                                                                                                                        59
         Students in grades 6-8 will participate in       Weekly      English          Read 180                             Grading of weekly
         enhanced expository writing strategies via the   starting:   Teachers         Programs                             writing assessments   Eighty percent of
         use of                                           Late        L. Jones 8th     (headphones &                        Lesson Plans         students’ writing
            Read 180 reading strategies                  September   Holliday 7th     other materials)       Title One     Classroom            assessments will
            Thinking Maps                                2007        D. Sanders       Student materials   $4,500.00        Observation           demonstrate real-
            Weekly Writing Focus                         through     & Banks 6th      - folders, paper,                                          world expository
                                                                                                                                                  writing via the use of
            Daily Oral Language (DOL)                    March                        copies, etc            BEP 2.0                             rubrics, reading
Action      Daily Vocabulary                             2008                         District purchase      Funding                             strategies, Thinking
 Step       Reading Academy                              (This                        of Failure Free                                            Maps, weekly writing
            Drop Everything & Write (DEW)                includes                     ReadingProgram
                                                                                                           $23,717.68
                                                                                                                                                  focus, daily oral
            Writing Blitz                                two                          Student                                                    language skills, daily
            Failure Free Reading                         Saturday                     Incentives              Student                            vocabulary, and the
                                                          Writing                                             activities                          linking of writing to
                                                          Workshops                                                                               the Reading
                                                          in                                                                                      Academy.
                                                          January)
         Administration will provide on-going job-        Bi-weekly   Administrators   Reading                               Follow-up           Ninety percent of
                                                          starting:   Leviticus        strategies-copies                    discussions in
         embedded professional development for                                                                                                    Professional
                                                          August      Pointer,         of materials                         team meetings
         teachers on the use of                                                                                                                   Development will be
                                                          2008        Principal        Thinking Maps                        Displays of          on going and will
                 Title One Compliance                                Bobby                                   Title One
                                                          through                      Data Driven                          quality student       target the needs of
                 PLC                                                 White &                              $1,550.00-                             teachers based on
                                                          June 2009                    Instruction P.D.-                    work
                 Research for Better Teaching                        Karen                                instructional                          assessment data,
                 Literacy strategies/ Thinking Maps
                                                                                       data notebooks                       Classroom
                                                                      Puryear,         $150.00             materials                              team meetings,
                 Exhibition/Quality Work                                                                                   observation           observations, and a
                                                                      Asst.                                $13,184.26-
                 Writing Strategies                                                                                        Monthly/weekly       Professional
                                                                      Principals                           Professional     assessments           Development Needs
                 Data driven instruction                             Barbara                              development                            Survey.
                 Math Strategies                                     Asemota,                             opportunities
                 Discipline/Attendance                               PDSCC
                                                                                                           PDSCC Salary
                 SDIS Model & Efficacy                               Dena
                 Support Services                                    McNeal,
                                                                      Literacy                             BEP 2.0
                                                                      Coach                                Salaries
         (the comprehensive Professional Development
         Plan follows the action steps)                               T. Jackson,
                                                                      Math Coach

         Students (All subgroups) in grades 6-8 will      Weekly      Grade            Think Link          District        1.   Classroom         Eighty percent of
                                                          and Every   Chairpersons     Assessment          purchased            Observations      students in grades six
Action   participate in school-wide assessment
                                                          three-      T. Guyton -                                          2.   Think Link        thru eight will show
 Step    strategies including                                                          (booklets and       assessments
                                                          months      8th                                                       results           monthly improvement
            Think Link Assessment                                                     answer sheets)      BEP funding                            on school-wide

                                                                                                                                                             60
   Six Weeks Assessments (MCS or           starting     D. Holliday   $3,200.00          purchase        3.    CPS results       assessments via
teacher generated)                          September    - 7th         Six Weeks          testing         4.    TCAP              Think Link, six weeks
   CPS (Classroom Performance System)      2008         S. Smith -                                             Achievement       assessments, CPS,
                                                                       Tests (MCS)        materials and                           and weekly
   Pre/Post Assessment                     through      6th           $200.00 -          provide               Test
                                                                                                                                  Assessments.
   Weekly Math Assessment                  April                                                         5.    Renaissance
                                                                       printing           training
   Bi-monthly Writing Assessments          2009         Barbara                                                Learning
                                                                       Scantron                                 Assessment
                                                         Asemota,      Sheets              Title One      6.    Weekly
                                                         PDSCC         $500.00            $3,500.00             Assessments
                                                         Dena          CPS Systems                              (Thursdays)
                                                         McNeal,       $1,500.00
                                                         Literacy      Printing of Test
                                                         Coach         results from
                                                         T. Jackson,   Think Link &
                                                         Math          Renaissance
                                                         Coach




Teachers and administration will provide    Monthly      Barbara       Parenting          Title One-           1. Meeting         Parents, community,
support to parents and community to         starting     Asemota,      Booklets           Parental             agendas,              teachers and
                                            August                                                                                 administration will
become actively involved in the schools                  PDSCC         $650.00            Involvement          minutes, sign in   develop and maintain
                                            2008         D. McNeal,    Light              Funds                sheets and
goal to improve the number of students in                                                                                           a PTSO that will
                                            through
all subgroups scoring proficient through:                Literacy      Refreshments       $2,000.57            evaluations         develop out of the
                                            July 2009                                                                              parental activities.
    o Development and distribution of       (monthly     Coach         during parent                           2. Flyers
      Family Engagement Policy and          activities   T. Jackson,   meetings/                               3. Copy of
      School/Home Compact (follows the      offered)     Math          workshops                               Newsletter
       action plans)                                     Coach         $1000.00                                4.
   o Tri-Fector NCLB Parent Meeting                      K. Puryear,   Printing
   o Tri-Fector Parent-Teacher                           Asst.         Materials
    Conferences                                          Principal     (TCAP testing
   o School Base Decision Making                         C. Smith &    brochure,
    Council                                              Sibley,       NCLB

                                                                                                                                            61
                o    Family Reading, Science, Math                               Counselors       Handbook)
                    Nights                                                                        $150.00
                o    Mother & Daughter Luncheon &
                    Workshops
                o    Tri-Fector Newsletter (every Six
                    weeks)
                o    Poetry Night/Math in a Minute
                o    Understanding the Curriculum
                o    TCAP & You Workshop
                o    AIDS Awareness Workshop



                                                         GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                         Revised DATE: __________________________

                Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                     2a The percent of students scoring proficient or above in Mathematics will increase from
                                                                     80% on the 2008 test to 86% on the 2009 test.
                                                   Goal Two          2b The percent of special education students scoring proficient or above in Mathematics
                                                                      will increase from 78% on the 2008 test to 86% on the 2009 test.

                                                        To meet the 2008-2009 state’s annual target of 86% of students testing at or above proficient in
                                                        Mathematics
                                                        To maintain 95% participation rate in all content areas tested
                                                        To increase the number of economically disadvantaged students achieving at or above the level
               Which need(s) does this Goal address?
                                                        of proficiency in all tested areas.
                                                        To increase the daily attendance by 2 percentage point to reach the 95% NCLB benchmark.
                                                        To develop a relationship among feeder schools that will build positive communication with
                                                        parent, and community representatives.
                                                        Goal Two is linked to the system’s Five-Year Plan by meeting its goal in the following
                                                        areas:
                                                            o Student Achievement: Accelerate the academic performance of all students.
How is this Goal linked to the system’s Five-Year Plan?     o Accountability: Establish a holistic accountability system that evaluates the academic,
                                                               operations and fiscal performance of the school district.
                                                            o Parent and Community Involvement: Build and strengthen family and community
                                                               partnerships to support the academic and character development of all students.

                                                                                                                                                                                 62
                                                                            o    Healthy Youth Development: Create a school community that promotes student
                                                                                leadership and healthy youth development.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                            IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure   Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are        sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions, which should be scientifically based     step.
where possible, and include professional development, technology,                                                               Projected Cost(s)
communication, and parent and community involvement initiatives                        Person(s)            Required                                                                Performance Results
                                                                        Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                 Responsible           Resources                                                                    / Outcomes
                                                                                                                                    Sources
                Teachers will implement Middle School August                          Grade             Instruction                Site-based           1. Classroom               Eighty percent of
                Model through:                        2008                            Chairpersons      Materials                    Funds               Observations              Vance’s teachers will
                   Unit Plan Designs Incorporating the                through        T. Guyton                                                                                    use Thinking Maps, to
                                                                                                        $1,500.00               $4,000.00-              2. Follow-up
                lesson plan design & Learning Village                  May 2009       8th                                                                                          help introduce, teach
                                                                                      D. Holliday       Thinking Maps           equipment                sessions through          and evaluate Math
                   Math Strategies aligned with High                                                   $2,000.00                                        grade level
                School Algebra I                                       Strategies     7th                                                                                          Strategies.
                                                                       are            B. Smith 6th      MCS Literacy                                     meetings                  Eighty percent of
                   Academic Walkthroughs                                                                                                                                          Vance’s math
                                                                       conducted      SIP Team          Plan (MCS - no             Title One            3. Lesson Plans
                   Demonstration Classroom                                                                                                                                        strategies will be
                   MCS Literacy Plan                                  on a           Leviticus         cost)                       Budget              4. Displays of
                                                                                                                                                                                   aligned with High
                   TN Blueprint for Learning                          Weekly         Pointer,          TN Blueprint            $13,184.26-              quality student           School Algebra I.
                   MCS Curriculum Guides                              Bases          Principal         for Learning            Professional             work                      Eighty percent of
                   SPI Mapping                                                       Bobby             (MCS - no               Development             5. Posting of              Vance’s lesson plans
                   Inclusion Collaboration (regular &                                White & K.        cost)                   $6,000.00-               rubrics and               and classroom
                Special education teachers & students)                                Puryear,                                                                                     observations will
                                                                                                        MCS                     materials                adherence to              demonstrate and
                   Accommodations and Modifications                                  Asst.
                                                                                      Principals        Curriculum                                       requirements              reflect the “Cycle of
  Action           Use of Quality Work w/Rubrics                                                       Guides (MCS -                                    using lesson plan         Learning.”
                   Comprehensive Professional                                        Barbara
   Step                                                                               Asemota,          no cost)                   Bredeson              checklist                 Eighty percent of
                Development opportunities for teachers and                                                                                                                         “Grade Level, Team
                                                                                      PDSCC             Additional                   Basic
                staff members                                                                                                                                                      and Leadership
                                                                                      Curtrice          Personnel               Education Plan                                     Meetings” will
                                                                                      Smith,            (Coaches-                  (BEP) 2.0                                       address the PLC’s
                                                                                      Guidance          math, Literacy,         $4,200.00-                                         ideology via SMART
                                                                                      Counselor         Special                 materials                                          Goals.
                                                                                      D. McNeal,                                                                                      Eighty percent of
                                                                                                        Education;              PDSCC Salary                                        quality student work
                                                                                      T. Jackson,
                                                                                                        Asst. Principal-        $216,676.00-                                          will demonstrate
                                                                                      & S. Bowers
                                                                                      Coaches           salaries                Salaries                                             rubric usage, SPI’s
                                                                                                                                                                                     Mapping, Inclusion,
                                                                                                                                                                                     Reading Academy
                                                                                                                                                                                      Goals, and other
                                                                                                                                                                                          strategies
                                                                                                                                                                                       implemented at
                                                                                                                                                                                     Vance for the 2008-
                                                                                                                                                                                      2009 school year


                                                                                                                                                                                                63
         Math Teachers including Exceptional Children   Daily         Barbara        NCLB-                             1. Review of
         teachers will integrate technology in daily    starting      Asemota,       computers &                        Lesson Plan
         lesson plans                                   August        (PDSCC)        overhead                           activities
              o United Streaming                        2008–         Dr. J.         projectors                        2. Implemented       Eighty five percent of
              o Internet searches                                     Feldman,       $10,000.00                         Differentiated      teachers will use
                                                        May
Action        o Textbook/CD                                           District                       Title One          Instructional       technology to teach
 Step     Overhead projectors
                                                        2009          Technology                                        Strategies          and integrate math
                                                                                                     $4,000.00
          Smart Boards-selected classes                              Coach                                            3. Quality student   concepts into their
                                                                                                                                            daily lessons.
          Scientific/Graphic Calculators                             T. Jackson,                                       work
          Tape/CD Players                                            Math Coach
          Teacher Workstation                                        C. Woodard,
                                                                      Technology
         Students including SWD in grade 6-8 will       Daily         T. Jackson,    NCLB –                           1.Weekly Lesson
         participate daily in using various math        starting      Math coach     calculators,                     Plans                 Eighty –five percent
         resources:                                     Late          Math           workbooks &                       1. Report Cards      of teachers will
             o CPS                                      September     teachers- D.   manipulatives                     2. Classroom         increase their
Action                                                                                               Title One
             o TI73/TI83 Calculators                    2008          Bell, T.       $2.530.00                          observation         repertoire of
 Step                                                                                                $2,000.00                              resources for
             o TCAP Coach Books                         through       Jones, Ward,
             o Stanford Math                            May 2009      C. Woodard                                                            teaching math
             o Algebra Scool-8th grade only                           B. Asemota,                                                           concepts.
                                                                      PDSCC
         Students (all subgroups) in grade 6-8 will     Monthly       L. Pointer,    NCLB- Think                      1.Report Card
                                                                                                                                            Eighty percent of
         participate in school-wide assessments         or Every      Principal      Link            BEP funding      grades
                                                                                                                                            students in grades six
              o Think Link Assessment                   three-        B. White, &    Assessments     purchase          2. Progress Report   through eight will
              o Six week assessments                    months        K. Puryear     $3,200.00       testing           3. Pre and Post      show monthly
              o Teacher generated assessments           starting      Asst.          MCS- district                      assessments         improvement on
                                                                                                     materials and
Action        o Classroom Performance System            September     Principals     assessments                                            school-wide
                                                                                     NCLB – CPS
                                                                                                     provide                                assessments via
 Step             (CPS)- selected classes               2008 &        B. Asemota
              o TCAP State Assessment                   continue      PDSCC          ($5,000)        training                               Think Link, six weeks
                                                        until April   D. McNeal                                                             assessments, CPS,
                                                        2009          & T.                            Title One                             and Renaissance
                                                                                                     $3,500.00                              Learning
                                                                      Jackson,
                                                                                                                                            Assessments.
                                                                      Coaches
         Students grades 6-8 will participate in the    Daily         All math       Student         Title One        1.   MMGW Lesson
         following math interventions:                  starting      teachers:      Incentives                            Plan             Ninety five percent of
                                                                                                     $1,100.00                              students will have
              o Math Knowledge Bowl                     November      T. Jackson,                                          implementation
                                                                                                                                            extra exposure and
              o Problem of the Day                      2008 –        T. Jones,      ThinkLink                        2.   Sign in sheets
                                                                                                     Student                                knowledge of the
              o TI 73/TI83+ Calculators (including      April         M. Ward,       questions                        3.   Agendas          tested SPI’s that were
                  special education classes)            2009          C. Woodard,    Printing of     Incentive Fund   4.   PD Evaluations   not mastered.
              o TCAP Coach Books                                      M.             questions       raising               and feedback

                                                                                                                                                       64
                 o   Math/Science Fair                                           Nathaniel        TCAP Coach            activities            5.  Student
                                                                                 and Irvine,      books                                           performance
                                                                                 Godwin                                                           results
            Administration will provide on-going                  Monthly        L. Pointer,      Reading                                     1.Classroom
            professional development                              starting       Principal        strategies                                  observations
                                                                                                                                                                          Ninety percent of
                 Thinking Maps in Mathematics                    Early          B. White,        materials                                   2.Weekly lesson
                                                                                                                                                                          Professional
                 TI83 and TI73 Calculator Training               August         Asst.            NCLB-Thinking         Title One             plans                       Development will be
                 CPS Training                                    2008           Principal        Map workbooks                               3.ThinkLink                 on going and will
                                                                                                                        $13,184.26
                 All needs determined from teacher               through        B. Asemota,                                                  Assessment                  target the needs of
                     self-assessments                             June 2009      PDSCC                                                                                    teachers based on
                                                                                 D. McNeal                              BEP2.0                                            assessment data,
                                                                                 & T.                                   funding for                                       team meetings,
            (the Comprehensive Professional Development                          Jackson,                               Coaches Salary                                    observations, and a
            Plan follows the action steps)                                       Coaches                                                                                  Professional
                                                                                                                                                                          Development Needs
                                                                                 Professional
                                                                                                                                                                          Survey.
                                                                                 Developmen
                                                                                 t Committee




                                                         GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1)                                                                                                         Revised DATE: __________________________

                Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                            3a      The daily attendance will increase from 95% in 2008 to achieve and exceed the
                                                 Goal Three   district’s benchmark of 95% in 2009.
                                                              3b The number of students receiving Home Suspensions will decrease by 5% in 2009.

                                                      To maintain 95% participation rate in all content areas tested
                                                      To increase the number of economically disadvantaged students achieving at or above the level
                                                      of proficiency in all tested areas.
                                                      To increase the daily attendance by 1-percentage point to exceed the 95% MCS benchmark.
                Which need(s) does this Goal address?
                                                      To use an incentive based program and organize a parental involvement organization to
                                                      encourage and motivate students’ daily attendance
                                                      To develop a relationship among feeder schools that will build positive communication with
                                                      parent, and community.

                                                                                                                                                                                    65
                                                                       To decrease the number of student infractions i.e. suspensions, (In-school, overnight, home),
                                                                       fights, overall misconduct of students

                                                        Goal Three is linked to the system’s Five-Year Plan by meeting its goal in the following
                                                        areas:
                                                           o Student Achievement: Accelerate the academic performance of all students.
                                                           o Accountability: Establish a holistic accountability system that evaluates the academic,
How is this Goal linked to the system’s Five-Year Plan?        operations and fiscal performance of the school district.
                                                           o Parent and Community Involvement: Build and strengthen family and community
                                                               partnerships to support the academic and character development of all students.
                                                           o Healthy Youth Development: Create a school community that promotes student
                                                               leadership and healthy youth development.
ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2)                                            IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to ensure   Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are        sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions, which should be scientifically based     step.)
where possible, and include professional development, technology,                                                               Projected Cost(s)
communication, and parent and community involvement initiatives                        Person(s)            Required                                                                Performance Results
                                                                        Timeline                                                   & Funding            Evaluation Strategy
within the action steps of each goal.                                                 Responsible           Resources                                                                    / Outcomes
                                                                                                                                    Sources
                Students in grades 6-8 will participate in             Mid            L. Pointer,       IBM –                                          Attendance and             An increase in
                academic enrichment and intervention                   August –       Principal         computers                                     enrollment in tutorial       students being aware
                programs daily to enhance the whole child              2008 June      B. Asemota        $17,000                                       program                      of the action steps
                               Explore (8th grade only)               2009           (PDSCC)           MCS-                    Donated Items          Parent/teacher/stu         they must take to
                               Our Children Our Future                               C. Smith &        Discover/Kuder                                dent surveys                 improve their learning
                           
                                                                                                                                from Adopters
                                ThinkLink Assessment                                  R. Sibley         MCS & NCLB
                                                                                                                                and                    Participation in           in all subject areas.
                               Extended Contract                                     Counselors                                                      college tours
  Action                       Exploratory PullOut                                   K. Puryear,                               Community
   Step                        CLUE/Resouce/CDC                                      Asst.                                     Partners
                               Academic Spelling Bees                                Principal                                 District funding
                               CONNECT                                               -                                         for purchase of
                               YMCA Achievers
                                                                                                                                Kuder/Explore
                               Summer Bridge Program
                               Mission Graduation Tutoring
                           Entire intervention plan can be found
                           after the Action Steps
                Vance Middle School will implement an                  September      B.                 Site Base –            Site Base               Attendance                Vance‟s student
                attendance & behavior incentive program                2008 –         Asemota/D.        Prizes, Ribbons         budget                 report                      attendance
  Action             □ Eagle Bucks                                     June 2009      McNeal & J.       & certificates                                  In-School                 increasing to ninety
   Step              □ Eagle Celebrations - Recognition                               McNichol,         $500.00                 Community              Suspension (ISS)            five percent.
                     programs                                                         Program           PIP & Men in
                                                                                                                                and adopters           enrollment
                     □ Fight Free Challenge                                           Coordinator       Demand                                          Truancy and
                                                                                                                                donations

                                                                                                                                                                                                66
             □   Attendance Challenge                             L. Pointer,   materials-        $6,000.00      Home suspension
             □   Blue Ribbon Plan (6th –8th)                      Principal     $4,400.00         Title One –    reports
             □   Pretty In Pink-PIP (Female)                      Sibley &      Certificates      Printing
             □   Distinguished Men of Vance (Male)                Smith,        $300.00
             □   Wall of Fame                                     Counselors    Printer Ink
                                                                                                   BEP 2.0
             □   Student Council                                                $1,200.00
             □   Student Advisory Team                            Williams,     Monthly           $141,707.00
             □   School Discipline Plan                           Family        character
             □   School Improvement Plan                          Specialists   education
                                                                                workshops
                                                                  E. Holloway   $1,000.00
                                                                  & M. Shead    Salaries of
                                                                  Behavioral    Specialist &
                                                                  Specialists   counselor
         VMS will implement Let’s Get Involved       Start date   B. Asemota    Youth Rally,                      Sign in sheets
         Program                                     September    D.McNeal      tutors,           Site Base       Parent surveys        Vance’s students and
                                                                                                                                         parents being more
            o Development and distribution of        14, 2008     & J.          Motivational      budget          Student surveys       aware of what is
               Family Engagement Policy and          continues    McNichol,     speakers                          Attendance            needed to obtain
               School/Home Compact (follows the      monthly,     Program       Honor -ribbons,   Community      reports                 future careers.
               action plans)                         every six    Coordinator   Incentives                        Report cards          Through involvement
                                                                                                  and adopters
             □ Student rallies                       weeks        s             $500.00                                                  of parents and
                                                                                                  donations
             □ Family Curriculum Nights              ending       L. Pointer,   Adopters: human                                          community
             □ Motivational speakers                 May 2009     Principal     resources –In-    $6,000.00                              representatives, an
             □ Field Day-end of year                              B. White &    kind              Title One –                            increase in student
             □ Celebratory activities                             K. Puryear,                     $2,000.57                              achievement will be
                                                                                                                                         seen in all subgroups.
             □ PTO, and SLC                                       Asst.
Action
             □ Career Days (one per semester)                     Principals                       BEP 2.0
 Step
             □ Tri-Fector Connection                              Smith &                         $141,707.00
             □ Adopter Involvement                                Sibley,
             □ Red Ribbon Week                                    Counselors
             □ Junior Achievement                                  Family
             □ Mission Graduation                                 Specialist
             □ Parent Workshops and Training
             Sessions
             □ Title I Parental Involvement Center
             □ Student Transition Program
             □ Summer Bridge Program (incoming
             5th grade students)

         VMS will provide high quality parent        August       B. Asemota,   Instructional        Title One   1.    Meeting           The Vance
Action                                                                                                                                   Community will be
         training and workshops to teachers,         2007           PDSCC       materials for       $13,184.00        agendas, sign-in
                                                                                                                                         empowered through
 Step
         parents and community representatives to    monthly      D. McNeal,    workshops,                            sheets, meeting    participation in a


                                                                                                                                                   67
assist with their understanding of the       until June    Literacy     Purchase of     Basic Education      minutes and      PTSO to give input
curriculum, testing and strategies to help   2008            Coach      parent books,      Plan 2.0          evaluations      into the learning
                                                          T. Jackson,   Printing and     $162,507.00      2. Parent Survey    climate of Vance.
Vance students i.e.:
   o NCLB Compliance (Compact,                            Math Coach    copying of                        3. School Climate
                                                          C. Smith, &   workshop          Site-based         Survey
      Engagement Policies, Compliance)
                                                           R. Sibley    materials          $850.00
      Workshop                                            Counselors
   o Women Empowerment Workshop
   o Positive Behavior Plan Meeting
   o Understanding No Child Left
      Behind
   o The importance of daily attendance
   o Understanding the Test
   o Positive ways to Communicate
   o TCAP Strategies for Parents
   o Building Strong Relationships
      between mother and daughter
A complete and comprehensive
professional development plan follows the
Action Steps.




                                                                                                                                        68
                                                          2008 – 2009
                                                    Professional Development Plan

School: Vance Middle School                  Principal: Leviticus Pointer                  PD Budget: $13,270.00


Date: September 18, 2008                     Academic Supt: Catherine Battle               PDSCC: Barbara Asemota


                                              Professional Development Plan Overview
Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by
subgroups as follows:

1. By the end of 2008 -2009 school year, we will decrease the number of Students with Disabilities and African American students scoring
below proficient in Reading/Language Arts/Writing by 10% to achieve the NCLB benchmark of 89%.
2. By the end of the 2008-2009 school year, we will decrease the number of Students with Disabilities and African American students scoring
below proficient in Mathematics by 10% to achieved the NCLB benchmark of 86%.
3. By the end of the 2008-2009 school year, we will increase the attendance rate of all students by 2% to exceed the NCLB benchmark of 93%.

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: Throughout the 2008-2009 school year, we will provide training to teachers and parents to gain the knowledge, skills and resources
necessary to meet the needs of SWD and Afr. Am. in Reading/Language Arts/Writing.
Goal 2: Throughout the 2008-2009 school year, we will provide training to teachers and parents to gain the knowledge, skills and resources
necessary to meet the needs of SWD and Afr. Am. in Mathematics.
Goal 3: Throughout the 2008-2009 school year, we will provide training to teachers and parents to gain the knowledge, skills and resources
necessary to improve behavior and increase the attendance of all students.




                                                                                                                                             69
                                                                 Action Plans
The following plans describe our 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: To provide training to teachers to gain the knowledge, skills and resources necessary to meet the needs of SWD and Afr. Am. in
Reading/Language Arts/Writing.
Content: What will be learned?                        Process: What effective processes will be used?   Context: What aspects of our learning
        Reading/Language Arts/Writing                Professional development will be delivered to     environment will support this goal?
Focused                                               teachers, paraprofessionals and parents in         Vance Middle School‟s professional
        Plan effectively using the Common            Professional Learning Communities. To ensure            development is data-driven. The
Characteristics and Best Practices of High            learning occurs at VMS the following additional         analysis and delivery of research-based
Quality Schools and the MCS Unit Plan                 processes will take place for each PDP Goal:            instructional strategies are based on
Design (i.e. United Streaming, Learning Village)             Workshops - to provide initial                  data findings assessments (D.A.T.A. &
 Deliver good first teaching using Literacy          information to faculty, parents or the community        SPI Mapping), tri-annually (Think
  strategies (i.e. Thinking Maps, graphic organizers,        Training the Trainer - to ensure                Link) and annually (TCAP Writing and
  anticipation guide, KWL)                            experts are available within the school to              Assessment).
 Increase instructional rigor by using the Q- provide additional assistance                             Vance Middle School‟s professional
  Chart and cooperative learning group.                      Conferences -train selected members to          development is job-embedded.
 Analyze and effectively use student                 become experts in identified strategies or              Professional development is delivered
  assessment data to increase student                 programs                                                during team planning, Wednesday staff
  achievement from the Think Link, teacher-                  Modeling – used for teachers to become          development sessions, emails &
  made assessments, attendance and discipline leaders and demonstrate their understanding of                  communications and after school
  data reports.                                       strategies or programs                                  sessions.
 Identify and provide intervention to                       Team Teaching – used for collaboration         Vance Middle School‟s professional
  students at risk by using STAR folders and          among teachers and promoting common                     development is delivered through
  behavioral intervention plans.                      understanding of a strategy                             collaboration. Sessions are planned
     Create a positive culture that include                 Classroom Assistance – used for new             and delivered through the collaboration
      high expectations strategies and intense        teachers or struggling teachers to ensure mastery       of various faculty members and teams
      rigor                                           delivery of strategies                                  (PDSCC, Literacy, Math & Special
     Create highly effective teams using the                Peer Observation – used for all teachers        Education Coaches, Guidance
      Professional Learning Communities               to become peer critiques (leaders), and ensure          Counselors, Administrative Team,
      (PLC)                                           appropriate implementation of professional              Positive Behavior leaders).
Effectively communicate with all stakeholders development content.                                      All are accomplished through Classroom
and ways to provide on-going opportunities                   Team and Staff Discussion – used as a     observations, bi-weekly PLC, parent
for community involvement.                            follow-up and creating community of learners      meetings & workshops, data displays and in-
                                                                                                        service.

                                                                                                                                                70
                                                                                                               What data sources will you      $13,270.00
   Professional Learning         Presenters           Implementation                                                  use to evaluate               Total
                                                                                Expected Outcomes
     Activities/Events           /Leaders                Timeline                                              effectiveness? (i.e., teacher    PD Budget
                                                                                                                    data, student data)           Balance
Data in Review (Compstat)        Mr. Pointer,        August 4, 2008      Teachers will compare data by        Meeting Evaluations              Data
                                 Principal           September 10        subgroup, year, class and student.   Open Discussions                 Notebooks
                                 Mr. White, Ast.     October 1           Teachers will determine gains,       Meeting Minutes
                                 Principal           December 1          losses, and areas of strengths and   Data Tracking Form
                                 Mrs. Asemota,       February 9, 2009    weaknesses. Teachers will create a   Strategy Form                    $250.00
                                 PDSCC               March 23, 2009      data tracking event for students                                      (Title One)
                                                                         and a plan for how SWD & Afr.
                                                                         Am. students will be academically                                     $13,020.00
                                                                         prepared for test.
Inclusion Strategies             Mrs. Bowers,        August 4, 2008      Teachers will learn additional       Classroom Observations           $0
                                 Special Ed.                             inclusion strategies to meet the     Team Meeting Minutes
                                 Coach                                   needs of our exceptional children    Lesson Plans                     $13,020.00
                                 Mrs. Field, Asst.                       population.
                                 Principal
New Teacher Network              Mrs. Asemota,       August 19, 2008     New teachers learn instructional     Meeting Evaluations              Stipend for
Training & Workshops             PDSCC &             and continuing      strategies to assist with teaching   Mentor/Protégé Feedback          Mentor
        Starting the Year off   Mentor              monthly until May   high poverty and low economic
on the Right Foot                Coordinator         2009                students. Teachers will learn                                         $1,400
        Teacher Evaluation      Mentors: Mrs.                           important teaching tools & general                                    (
Process                          Smith, Counselor                        school information.                                                   $700.00
        Understanding the       Mrs. McNeal,                                                                                                  (Title One)
TCAP test                        Lit. Coach
        Data Analysis                                                                                                                         $11,670.00
        Sharing Best
Practices
        Gender Based
Instruction
What is a Professional           Mrs. Asemota,       August 25, 2008     Teachers will be reintroduced to     PLC Observations
Learning Community               PDSCC               Ongoing -Reviewed   the PLC format, the difference       PLC Agendas & Minutes
(PLC)?                                               at each PLC         between a meeting and a PLC and
                                                                         will begin to implement the
                                                                         process in future meetings.




                                                                                                                                                         71
Title One & Compliance         Mrs. Asemota,     August 25, 2008 to   Teachers will gain an                  Title One Monitoring          Red Folders
                               PDSCC             May 27, 2008         understanding of Title One, how        Instrument                    (purchased by
                                                                      we maintain compliance and their       Teacher Red Folder            LEA)
                                                                      role in assisting in compliance.       Checklist                     Printing of
                                                                                                             Meeting Evaluations           Brochure
                                                                                                             Ticket Our of Door Activity   (Title One)
                                                                                                             Title One Compliance          $11,670.00
                                                                                                             Checklist
Bloom‟s Taxonomy (Q            Mrs. McNeal       September 3, 2008    Teachers will learn how to             Lesson Plans                  Flip Chart
Chart) & Newspaper in the      Mrs. Jackson                           integrate HOTS- Higher Order           Lesson Plan Evaluations       $330.00
Classroom                                                             Thinking Skills in their daily         Bubble Map                    (Title One)
                                                                      lesson                                 Group Discussion              $11,340.00
Accommodations and             Mrs. Bowers,      September 15,        Teachers will learn proper SWD         Lesson Plans                  $0
Modifications                  Special Ed.       2008                 accommodations and                     Report Cards
                               Coach             Follow up            modifications. Teachers will           M Team Meeting minutes        $11,340.00
                                                 December 2008        provide specific needs for each
                                                                      SWD.
Reading/Math Academy           Dena McNeal       September            Teachers will be introduced to the     Weekly Quiz                   $0
Introduction                   Literacy Coach                         novels used for Reading Academy        Student Survey
                               Tamora Jackson,                        and given strategies to use with                                     $11,340.00
                               Math Coach                             students.
Assessment Data Analysis       Dena McNeal       September ongoing    Language Arts and math teachers        ThinkLink Data                Printing of
                               Literacy Coach    until April          identify areas of weaknesses based     Six week test                 reports
                               Tamora Jackson                         on the six weeks test data and         TCAP data                     (Title One)
                               Math Coach                             develop intervention plans.            Weekly Assessments            $11,340.00
Creating Literacy              Dena McNeal       Ongoing – w/ a       Teachers learn research-based          Classroom Observations        $0
Ambassadors & Effectively      Literacy Coach    special focus each   literacy strategies to enhance         Lesson Plan Evaluations
using Literacy strategies                        Six Weeks            student achievement. Students are      Student Work                  $11,340.00
through observation &                            Beginning August     more actively engaged in daily
modeling                                                              instruction.
Thinking Maps and how to       Dena McNeal       September            Teachers unfamiliar with the           Classroom Observations        $0
use them to increase student   Literacy Coach                         Thinking Maps or need a refresher      Lesson Plan Evaluations
achievement                                                           will be trained on implementing        Student Work
                                                                      Thinking Maps in their daily                                         $11,340.00
                                                                      instruction. Thinking Maps assess
                                                                      students‟ abilities to use tools for
                                                                      learning and support students‟ as
                                                                      they become higher order thinkers.

                                                                                                                                                     72
 All You need to know about       Sonja Bowers,      October              Teachers will learn up to date          Classroom Observations    Printing
 Co-Teaching                      Sp. Ed. Coach      Follow-up            information about the Co-               Lesson Plan
                                                     November 2008        Teaching practice. Teachers will                                  (Title One)
                                                                          learn strategies to effectively
                                                                          implement co-teaching in their                                    $11,340.00
                                                                          classrooms.
 Creative Ways to Motivate        Dena McNeal        December 5 and       Teachers will be giving creative        Classroom Observations    $0
 Students                         Literacy Coach     Ongoing              ideas and activities to get students    Lesson Plan Evaluations
                                                                          actively engaged in daily lessons.                                $11,340.00
 Train the Trainer Series         B. Asemota,        August 2008 until    Literacy Coach will learn current       Meeting Minutes           $0
  Creating a Positive            PDSCC              May 2009             district initiatives to present and     Lesson Plans
Learning Environment                                                      effectively train other teachers.       Assessment Results
  Effective Coaching                                                     Information will stem from district                               $11,340.00
  PLC                                                                    training of the PDSCC.
  NCLB regulations and
guidelines
  Quality Work/Exhibition
  Data Analysis
  ThinkLink Assessment
  School Improvement
Process
 Drop Everything and Write        Dena McNeal        October 6            Teachers and students will learn        DEW Essay Data            Printing of
 (DEW)                            Barbara Asemota    October 7            the 5 paragraph Expository Essay.       Meeting Discussion &      student
                                                     November 3                                                   Feedback                  folders
                                                     December 10                                                  TCAP Writing Results      $200.00
                                                                                                                                            $11,140.00
 Quality Work and student         B. Asemota,        September 22, 2008   Teachers will learn characteristics     Lesson Plan Evaluation    Instructional
 Exhibition                       PDSCC              October 13, 2008     of quality work and strategies to       Classroom Observation     Materials
                                  D. McNeal, Lit.    October 27, 2008     produce quality work in their           Student products and      $1,000.00
                                  Coach              February 23, 2009    classrooms. Teachers will also          performances              (Title One)
                                  T. Jackson, Math   March 24, 2009       learn what is and how to use            PLC & Team meeting        $10,140.00
                                  Coach                                   project based learning in their         minutes
                                                                          classroom.
 National Association of Middle   Conference         October 29-          Team members will gain knowledge        Lesson Plans              Registration
 School Conference (NMSA)         Presenters         November 1, 2008     on new middle school concepts,          Meeting Evaluation        Travel Expense
 Denver, Colorado                                                         research-based strategies, and trends   Conference Logs
                                                                          and how to incorporate these                                      $3,400.00
                                                                          strategies in the classroom.                                      $6,740.00


                                                                                                                                                        73
  TCAP Writing and Training       C. Smith      January 2009        Teachers and parents will learn best      Meeting Evaluation            Light
                                  B. Asemota    April 2009          strategies to effectively deliver TCAP                                  Refreshments
                                                                    strategies to students and their                                        for Parent
                                                                    children.                                                               Meeting
                                                                                                                                            $0
  International Reading           Conference    February 21 – 25,   Participants will learn various           Classroom observations        Registration
  Conference- Multiple Pathways   Presenters    2009                approaches related to teaching literacy   Evaluation of weekly lesson   Travel Expense
  to Literacy                                                       across the curriculum and how to          plans
                                                                    develop students‟ love for reading        Student work review           $4,250.00
                                                                    while strengthening reading skills.       Evaluation of presentations
                                                                                                                                            $2,490.00
  School Improvement Plan         B. Asemota    October – April     Teachers will create an action plan       Meeting minutes               $0
  Process                         L. Pointer    2009                to ensure students‟ achievement is        Survey
                                                                    met and that the SIP meets the            Data results                  $2,490.00
                                                                    exemplary standards of the state‟s
                                                                    rubric.

  Goal 2: To provide training to teachers to gain the knowledge, skills and resources necessary to meet the needs of SWD and Afr. Am. in
  Mathematics.

Content: What will be learned?                   Process: What effective processes will be used?         Context: What aspects of our learning environment
 Plan effectively using the Common              Professional development will be delivered to           will support this goal?
 Characteristics and Best Practices of High      teachers, paraprofessionals and parents in                    Vance Middle School‟s professional
 Quality Schools and the MCS Unit Plan Design    Professional Learning Communities. To ensure                   development is data-driven. The analysis
 (i.e. United Streaming, Learning Village)       learning occurs at VMS the following                           and delivery of research-based
 Deliver good first teaching using Math         additional processes will take place for each                  instructional strategies are based on data
 strategies (CPS, Interactive Board)             PDP Goal:                                                      findings assessments (D.A.T.A. & SPI
 Increase instructional rigor by using the Q-      Workshops - to provide initial                             Mapping), tri-annually (Think Link) and
 chart, mathematics strategies, TI-83Plus           information to faculty, parents or the                      annually (TCAP Writing and
 calculators, technology integration and            community                                                   Assessment).
 cooperative group.                                 Training the Trainer - to ensure experts                  Vance Middle School‟s professional
 Analyze and effectively use student               are available within the school to provide                  development is job-embedded.
 assessment data to increase student achievement    additional assistance                                       Professional development is delivered
 from the Think Link, teacher-made assessments,     Conferences -train selected members to                     during team planning, Wednesday staff
 attendance and discipline data reports.            become experts in identified strategies or                  development sessions, email &
 Identify and provide intervention to students     programs                                                    communications and after school
 at risk by using STAR folders and behavioral       Modeling – used for teachers to become                     sessions.

                                                                                                                                                        74
 intervention plans.                                       leaders and demonstrate their understanding           Vance Middle School‟s professional
    Create a positive culture that include the            of strategies or programs                              development is delivered through
    use of high expectations strategies and                Team Teaching – used for collaboration                collaboration. Sessions are planned and
    intense rigor                                          among teachers and promoting common                    delivered through the collaboration of
    Create highly effective teams using the               understanding of a strategy                            various faculty members and teams
    Professional Learning Communities (PLC)                Classroom Assistance – used for new                   (PDSCC, Literacy, Math & Special
    Use Effectively communicate with all                  teachers or struggling teachers to ensure              Education Coaches, Guidance
    stakeholders and ways to provide on-going              mastery delivery of strategies                         Counselors, Administrative Team,
    opportunities for community involvement                Peer Observation – used for all teachers              Positive Behavior grade team leaders).
  Creating shared Leadership roles (Leadership            to become peer critiques (leaders), and           All are accomplished through Classroom
     Teams, Positive Behavior Team)                        ensure appropriate implementation of              observations, bi-weekly PLC, parent meetings
      How to effectively use planning time from           professional development content.                 & workshops, data displays and in-service.
     the PLC format                                     Team and Staff Discussion – used as a
                                                        follow-up and creating community of learners


                                                                                                                     What data sources will you      _________
 Professional Learning                                 Implementation                                               use to evaluate effectiveness?       Total
                             Presenters/Leaders                                    Expected Outcomes
   Activities/Events                                      Timeline                                                    (i.e., teacher data, student     PD Budget
                                                                                                                                  data)                 Balance
Data in Review               Mr. Pointer, Principal   August 4, 2008     Teachers will compare data by              Meeting Evaluations              $0
                             Mr. White, Ast.          September 10       subgroup, year, class and student.         Open Discussions
                             Principal                October 1          Teachers will determine gains, losses,     Meeting Minutes
                             Mrs. Asemota, PDSCC      December 1         and areas of strengths and weaknesses.     Data Tracking Form               $2,490.00
                                                      February 9, 2009   Teachers will create a data tracking       Strategy Form
                                                      March 23, 2009     event for students and a plan for how
                                                                         SWD & Afr. Am. Students will be
                                                                         academically prepared for test.
Inclusion Strategies         Mrs. Bowers, Special     August 4, 2008     Teachers will learn additional inclusion   Classroom Observations           $0
                             Ed. Coach                                   strategies to meet the needs of our        Team Meeting Minutes
                             Mrs. Field, Asst.                           exceptional children population.           Lesson Plans                     $2,490.00
                             Principal


 EPGY Stanford Math                   T. Jackson       September 11,      Overview of program and benefits it       Stanford Reports                 Purchased by
     Program                                          2008                       provides to students.              Meeting Evaluations              LEA



                                                                                                                                                           75
 **TI-83 Plus Calculator    T. Jackson, Math Coach   September 25,       Optional P.D. for math teachers           Lesson Plans         $0
        Training                                     2008                needing a refreshment course              Class Observation    $2,490.00
   “Math Strategies”        T. Jackson, Math Coach   October 15, 2008    Teachers will be given a variety of       Lesson Plans         $0
                                                                         math strategies to implement in their     Class Observations   $2,490.00
                                                                         classroom.
   “Thinking Maps and       T. Jackson                 November 17,      Teachers will discover ways to use        Lesson Plans         $0
         Math”                                            2008           Thinking Maps in Math.                    Class Observations   $2,490.00

     New Mathematics        T. Jackson                Monday, May 4,     Review the new curriculum math            Meeting Evaluation   $0
    Standards for 2009-                                   2008           standards for upcoming school year.                            $2,490.00
           2010
 Tennessee Association      Conference Presenters    March 2009          Team members will gain knowledge of       Class Observation    Registration
 of Middle School Drive-                                                 new middle school concepts, strategies,
 In Conference-                                                          and trends and how to incorporate them                         $150.00
 Memphis, Tennessee                                                      in the classroom.                                              (Title One)
                                                                                                                                        $2,340.00

 Train the Trainer Series   B. Asemota, PDSCC        August 2008 until   Math Coach will learn current district    Meeting Minutes      $0
  Creating a Positive                               May 2009            initiatives to present and effectively    Lesson Plans
Learning Environment                                                     train other teachers. Information will    Assessment Results   $2,340.00
  Effective Coaching                                                    stem from district training of the
  PLC                                                                   PDSCC.
  NCLB regulations
and guidelines
  Quality
Work/Exhibition
  Data Analysis
  ThinkLink
Assessment




                                                                                                                                              76
Goal 3: To provide training to teachers to gain the knowledge, skills and resources necessary to improve behavior and increase the attendance
of all students.
Content: What will be learned?                    Process: What effective processes will be used? Context: What aspects of our learning environment
 Analyze and effectively use student             Professional development will be delivered to will support this goal?
 assessment data to increase student              teachers, paraprofessionals and parents in       Vance Middle School‟s professional
 achievement from the SMS system (attendance Professional Learning Communities. To                     development is data-driven. The
 and discipline data reports).                    ensure learning occurs at VMS the following          analysis and delivery of research-based
 Identify and provide intervention to            additional processes will take place for each        instructional strategies are based on data
 students at risk by using behavioral             PDP Goal:                                            findings assessments (D.A.T.A. & SPI
 intervention plans.                                 Workshops - to provide initial                   Mapping),tri-annually (Think Link) and
    Create a positive culture that include          information to faculty, parents or the            annually (TCAP Writing and
     high expectations strategies and intense        community                                         Assessment).
     rigor                                           Training the Trainer - to ensure             Vance Middle School‟s professional
    Creates highly effective teams using the        experts are available within the school to        development is job-embedded.
     Professional Learning Communities               provide additional assistance                     Professional development is delivered
     (PLC)                                           Conferences -train selected members to           during team planning, Wednesday staff
    Effectively communicate with all                become experts in identified strategies or        development sessions, on-line
     stakeholders and ways to provide on-            programs                                          discussions & communications and after
     going opportunities for community/              Modeling – used for teachers to become           school sessions.
     parental involvement                            leaders and demonstrate their                 Vance Middle School‟s professional
  Creating shared Leadership roles                  understanding of strategies or programs           development is delivered through
   (Leadership Teams, Positive Behavior              Team Teaching – used for collaboration           collaboration. Sessions are planned and
   Team)                                             among teachers and promoting common               delivered through the collaboration of
                                                     understanding of a strategy                       various faculty members and teams
                                                     Classroom Assistance – used for new              (PDSCC, , Literacy, Math & Special
                                                     teachers or struggling teachers to ensure         Education Coaches, Guidance
                                                     mastery delivery of strategies                    Counselors, Administrative Team,
                                                     Peer Observation – used for all teachers         Positive Behavior team).
                                                     to become peer critiques (leaders), and      All are accomplished through Classroom
                                                     ensure appropriate implementation of         observations, bi-weekly PLC, parent meetings
                                                     professional development content.            & workshops, data displays and in-service.
                                                  Team and Staff Discussion – used as a
                                                  follow-up and creating community of learners



                                                                                                                                               77
                                                                                                      What data sources will you      ________
      Professional Learning   Presenters/Lea      Implementation                                             use to evaluate              Total
                                                                         Expected Outcomes
        Activities/Events     ders                   Timeline                                         effectiveness? (i.e., teacher    PD Budget
                                                                                                          data, student data)            Balance
Achieving Success with        Mr. Pointer       August 29, 2008     Community gain knowledge          Workshop Evaluations            Light
Community Support Workshop    Mrs. Asemota                          of Title One, curriculum, state                                   Refreshments
                              Mrs. McNeal                           standards, and school
                              Mrs. Jackson                          expectations that lead to                                         $76.00
                                                                    positive student behavior,                                        (Title One)
                                                                    increased student achievement
                                                                    and stronger community-                                           $2,264.00
                                                                    school relationships.
Data in Review & School       Mr. Pointer,      August 4, 2008      Teachers will compare the         Meeting Evaluations             $0
Procedures and Processes      Principal                             2007 data with 2008 data and      Open Discussions
                              Mr. White, Ast.                       determine gains, losses, and      Meeting Minutes                 $2,264.00
                              Principal                             areas of strengths and
                                                                    weaknesses.
Inclusion Strategies          Mrs. Bowers,      August 4, 2008      Teachers will learn additional    Classroom Observations          $0
                              Special Ed.                           inclusion strategies to meet      Team Meeting Minutes
                              Coach                                 the needs of our exceptional      Lesson Plans                    $2,264.00
                              Mrs. Field,                           children population.
                              Asst. Principal
School Rules and Procedures   Mr. Pointer       August 12, 2008     Students will learn proper        Handbook Test                   Printing of
Grade Orientation             Mr. White         August 14           behavior within the school,                                       Handbook
                              Ms. Fields        September 4         class, cafeteria and hallway.                                     (SiteBased)


Support Provided to You       Mrs. Smith &      September 8, 2008   Teachers will learn how to        Referral forms                  $0
                              Mr. Sibley,       Monthly until May   complete S Team forms,            Attendance Data
                              Counselors        2009                guidance and social work          Behavior Data                   $2,264.00
                              Mrs. Williams,                        referral processes.
                              Family                                Teachers will gain an
                              Specialist                            understanding of each support
                              Mr. Holloway                          staff‟s responsibilities.
                              & Mr. Shead,
                              Behavioral
                              Specialist


                                                                                                                                                  78
                                    Mr. Quabner,
                                    ISS
How are we doing – Taking a         Mrs. Asemota,   September 17, 2008   Teachers will participate in       Monitoring walkthrough         Instructional
Closer Look?                        PDSCC           October 22, 2008     School walkthroughs and            Checklist                      Materials for
       School & Class                              November 19, 2008    using a monitoring checklist       Group Discussion results       hands-on
Environment                                                              determine the implementation       Lesson Plans                   integration
       Quality Work &                                                   of specific focus                  District Walkthrough results
Technology Integration                                                                                                                     $230.00
       Best Instructional Practices                                                                                                       (Title One)
       January Common
Characteristics                                                                                                                            $2,034.00
       HOTS
       TCAP Strategies
ACT Explore Training                 C. Smith,      September 23, 2008   Teachers are trained on the        Explore Data                   $0
                                     Counselor                           ACT Explore test.                  Classroom Observation          $2,034.00

Parent Workshops and Training       Mrs. Asemota,   September 15         Parents will learn strategies   Meeting Evaluations               Refreshments
       Title One                   PDSCC           September 30         and techniques to be a better   Parent Survey                     Printing
       Raising Confident Girls &   Mrs. Smith,     December 18          parent. Parents will complete a                                   Resource
Boys                                Counselor       January 21, 2009     5 paragraph essay.                                                materials
       TCAP Writing                Mrs. Jackson,   January 31
       TCAP Assessment             Math Coach      April 4, 2009                                                                          $1,200.00
       HIV Awareness                               April 29. 2009                                                                         (Title One)
       Math/Science
       HOTS                                                                                                                               $1,855.00
Preventing Teen Suicide             Mrs. L. Bates   October 2009         Teachers will learn strategies     Meeting Evaluations            $0
                                    Social Worker                        to correctly assist and identify   Referral Forms
                                                                         students with thoughts of                                         $2,034.00
                                                                         suicide.
Bullying and Intimidation/Peer      Mrs. C. Smith   October 2008         Teachers will be exposed to        Meeting evaluation             $0
Mediation                           Mr. R. Sibley                        effective strategies to address    Referral Forms
                                    Counselors                           bullying and intimidation.         Mediation session feedback     $2,034.00
                                                                         Teachers will also learn peer
                                                                         mediation techniques.
Mission Possible - National Title   Mrs. Asemota    February 19-22,      PDSCC will gain critical           Conference Log                 Registration
One Conference                                      2009                 information in regards to new      Meeting Evaluations            Travel
                                                                         NCLB laws and regulations.         Presentations of Information   Expense
                                                                         The PDSCC will also

                                                                                                                                                       79
                                                                        participate in current research                                $1,650.00
                                                                        –based sessions.                                               (Title One)

                                                                                                                                       $384.00
Student Workshops and Training       Mrs. Asemota   September 19        Students will learn effective     Meeting Evaluations          Incentives
(Pretty In Pink//Distinguished Men   Mrs. Smith     Monthly until May   strategies to handling            SMS reports                  Awards
of Vance)                            Mrs. McNeal    20, 2009            conflicts, present themselves,    Discipline reports            $1,500.00
        Being a Lady/Gentleman      Mrs. Jackson                       respecting others.                Fight Free Report            (Fundraisers
        Conflict Resolution                                                                                                           & Blue
        Our Bodies                                                                                                                    Ribbon)
        HIV Awareness
        Economic Awareness
        Self Awareness
        Appropriate Conversation
        The Importance of giving
Efficacy Institute and Training      Efficacy       Oct. – May 2009     Teachers and students will        Meeting Evaluations          Printing
                                     Institute                          gain knowledge and skills         Surveys                      Handbook
                                     Reginald                           about Efficacy and learn how      Class observation of the
                                     Sibley                             to example their own teaching     SDIS model                   $380.00
                                                                        and learning philosophies.

Sexual Harassment                    C. Smith       February            Teachers and students will        Referral Reports             $0
                                                                        understand the concepts of
                                                                        sexual harassment and learn                                    $0
                                                                        strategies to prevent it.
                                                                                                                        TOTAL EXPENDITURES
                                                                        Professional Development - $13,240.00        Parental Involvement - $1,855.00




                                                                                                                                                 80
                               VMS SCHOOLWIDE INTERVENTION INSTRUCTIONAL PLAN
                                             Federal Grants and Programs- NCLB
VMS School wide Instructional Programs are used to provide Intervention to struggling students in all subgroups.

                                           SCHOOLWIDE ACADEMIC INTERVENTION PLAN
Directions: Complete the form to articulate the programs, models, and strategies which clearly define your school‟s intervention plan. What
strategies have you incorporated in your school improvement plan to ensure that students experiencing difficulties are identified on a timely
basis? How do you provide additional support to these students? These activities should provide students with additional services that increase
the amount and quality of instructional time.
SCHOOL: ___________________________________                                    SCHOOL YEAR: ______________________________________

     Effective Programs, Models, and Strategies                             Extended Day/Year                   Home-School Connection

(Ex, Differentiated instruction, Voyager, Stanford Math, Course (Before, during, after school, summer, year   Ex. Community Volunteers
Recovery, Classroom Libraries, Thinking Maps, ACT/SAT Prep,      round, STAR, SES)
cooperative learning, STAR, etc.)                                Identify the name of the extended day/year   List the name of the organization,
                                                                 program , date, & time.                      church, adopter, parent/ community
                                                                 Ex. After-school Tutoring or Homework        group.
                                                                 Center, Saturday School
                                                                    Program Name               Date & Time




                                                                                                                                                   81
Timeline           Program                   Brief Description and                      Person(s)             Activity Expense
                                             Expectations                               Responsible
September 8 –     School wide implementation Entire staff has been trained and          D. McNeal, Literacy   NCLB – $5,939.00
May 2007          of Thinking Maps and MCS are implementing Thinking Maps               Coach & B.
(Two strategies   Literacy Strategies        in their daily instruction. Thinking       Asemota, PDSCC
will be                                      Maps assess students‟ abilities to
implemented       (Serving entire school     use tools for learning and support
monthly)          population)                students as they become higher
                                             order thinkers.
August 2007 - May Academic Intervention      Mathematics teachers identify areas        Daphne Jones, MCS     NCLB
2008              Program through the use of of weaknesses based on the data            Math Specialist       Substitute teachers
                  TI73/TI83+ calculators,    and develop intervention plans             Tamara Jackson,
                  CPS, Stanford Math &       using the listed materials.                math coach
                  TCAP Coach books
                   (Serving teacher identified
                   students)
August 2007- May   Inclusion – co-teaching       Teachers, regular education and        M. Nathaniel,        No expense incurred
2008                                             special education, will co-teach a     Exceptional Children
                                                 selected group of students in          D. McNeal, Literacy
                                                 reading and/or mathematics classes     Coach
                                                 in all three grades.                   K. Horn, Math Coach
October 2007       Think Link Predictive         Think Link Learning Assessments        Barbara Asemota,     District-Striving School
December 2007      Assessment                    are given three times yearly to        PDSCC                funds) - $1,296.00
February 2008      (Serving entire school        track students‟ progress in
                   population)                   reading/language arts and                                    NCLB –Light Refreshments
                                                 mathematics. Data analysis                                   during training session
                                                 results, graphs, and charts are sent                         $78.00
                                                 to the school. Each classroom
                                                 teacher and core team will evaluate
                                                 the results to address student
                                                 deficiencies, plan for instruction
                                                 and provide intervention.




                                                                                                                                        82
August 2008– May     VMS Positive Blue Ribbon       Vance developed and is                 Leviticus Pointer       No expense
2009                 Behavior Plan                  implementing a comprehensive           Bobby White
                        o Pretty In Pink            behavior plan including mission,       Barbara Asemota,
                        o Distinguished Men of      vision and goals for student           PDSCC
                          Vance                     achievement and behavior.              Dena McNeal, Lit.
                     (Serving entire school                                                Coach
                     population)                                                           Curtrice Smith,
                                                                                           Counselor
August 2007- May     Academic Intervention for      Program created to provide             L. Pointer              NCLB –calculators
2008                 students with Disabilities     targeted underserved population        B. Asemota              District- training of tutors,
                     through small group pull       (SWD) needing assistance based on      D. McNeal               coaches, PDSCC
                     out, technology integration,   data                                   K. Horn
                     inclusion, teaming and
                     professional development
Two Saturdays in     NCLB Saturday Writing          Saturday workshops for 8th grade       Barbara Asemota         NCLB
January 2009         Workshop                       students needing additional            Dena McNeal             stipend -$1,050.00
                     (Serving teacher identified    assistance in the writing process      Latasha Wheeler-        Instructional materials -
                     students)                      will be conducted two times in         Jones, 8th grade        $500.00
                                                    January.                               language arts teacher   Refreshments – 250.00

Quarterly            ThinkLink Assessment           An assessment tool given each six      District Personnel      Printing of student data
(September,                                         weeks in Mathematics, Language         Barbara Asemota         reports
November,            (Serving entire school         Arts and Reading in grades six         Tamora Jackson          $200.00
January, February)   population)                    through eight.                         Dena McNeal
October 2008         Writing Assessments            The assessment administered three      Barbara Asemota         Printing of student data
January 2009         (School/District-Expolio)      times measuring the students‟          Dena McNeal             reports
                     (Serving entire school         ability to complete the Expository     L. Wheeler-Jones        $200.00
                     population)                    Writing process in grade eight.
October 2008 –       Student Teacher                A Title One monitoring and             B. Asemota              Folders
May 2009             Achievement Report             tracking program of students           Language Arts &
                     (STAR)                         having difficulty being successful     Math teachers
                      (serving disadvantaged        with mastery of state indicators and
                     students)                      mandated academic components.




                                                                                                                                               83
September 2008 –   Pull-out Tutorial Program       During the school day tutorial       Barbara Asemota         Instructional materials
March 2009                                         services are offered by              Bobby White, Asst.      $250.00
                                                   mathematics and literacy coaches     Principal
                                                   to identified students needing       Dena McNeal,
                   (Serving below proficient       assistance in mathematics.           Lit.Coach
                   population)                                                          Tamora Jackson,
                                                                                        Math Coach
October 2008 –     Extended Contract “Raising      This program is sponsored by MCS     Barbara Asemota         Teacher Salary
May 2009           Student Achievement” After      Extended Learning Programs           Diana Bell              $8,050.00
                   school Tutorial Program         offering assistance in Reading and   Tamara Jones
                                                   Mathematics. TCAP tutorial after     Belinda Smith
                                                   school program is offered to
                   (Serving at-risk population)    students not mastering state
                                                   performance indicators.
August 2008- May   Behavior Intervention           Behavior plan is developed and       L. Pointer, Principal   Printing of Behavior Plan
2009               Program                         implemented describing procedures    B. White & K.
                      o Fight Free                 for creating a positive and safe     Puryear, Asst.
                      o Pretty In Pink             environment.                         Principals
                      o Men In Demand
                      o Positive Behavior
                         Plan
October 2008 –     Teacher-level Extra Help        Individual teachers offer current    Leviticus Pointer       Material for copying
May 2009           after school Intervention       curriculum of study tutorial to      Individual teachers
                    (Serving at-risk population)   increase students scores, master
October 2008-      During School and After-        Community representatives provide Leviticus Pointer
May 2009           School Tutorial                 one-on-one and small group        Barbara Asemota
                                                   tutoring (Mission Graduation      Curtrice Smith
                                                   STREETS Ministry; OCOF
                                                   community tutors; CONNECT,
                                                   Emmanuel Center




                                                                                                                                            84
                                 TRANSITION PLAN for ELEMENTARY & HIGH FEEDER SCHOOLS
                                                    Federal Grants and Programs- NCLB
         ACTIVITY                 PERSON RESPONSBLE                   DATE                                OUTCOME
Counseling and Classroom         Curtrice Smith & Reginald     On-going            Entering 6th grade students will be presented the various
Guidance Sessions                Sibley, Counselors            throughout the      services offered through the guidance department.
                                                               school year         Students will be informed of career opportunities,
                                                                                   college choices and the four-year plan process.
Orientation Day for Elementary   Curtrice Smith & Reginald     May (First week)    Students from feeder schools will participate in an
Feeder Schools Transition to     Sibley, Counselors                                orientation of Vance Middle School and learn about the
Vance Middle School              Barbara Asemota, PDSCC                            6th grade. Students will tour the school and experience
                                                                                   the middle school transition.
High School Day for 8th grade    Curtrice Smith & Reginald     April (Last week)   Counselors from surrounding high schools will speak to
students                         Sibley, Counselors                                8th grade students about the high school experience and
                                                                                   requirements for entry.
Career Fair                      Curtrice Smith & Reginald     December and        Various organizations and community representatives
                                 Sibley, Counselors            May (Second week) will present information in regards to their careers. Also
                                                                                   they will give motivational talks to 8th grade students
                                                                                   about the importance of staying in school.
Orientation Day at BTW 9th       Barbara Asemota, PDSCC        May (Third week)    8th grade students will tour the 9th grade Academy at
grade Academy                    Lakeisha Haywood, PDSCC                           B.T. Washington. They will learn the expectations of
                                 Curtrice Smith & Reginald                         the academy and the new challenges in 9th grade.
                                 Sibley, Counselors
Career Four+ Plans               Curtrice Smith & Reginald     January - April     Students will complete their four year college plans to
                                 Sibley, Counselors                                prepare them for high school. Students will gain
                                                                                   knowledge of course requirements and the importance
                                                                                   of grade point averages for admission into college.
ACT Explore Test                 Curtrice Smith & Reginald     September (Third    To assess 8th grade students readiness for college. As
                                 Sibley, Counselors            week)               well as give students an interest inventory survey to
                                                                                   determine possible career opportunities.
Summer Bridge- Future Eagles-    Barbara Asemota, PDSCC        Summer – June       Transition orientation for incoming 6th grade students to
Program                          Curtrice Smith & Reginald     2009                Vance Middle School. Students are introduced to school
                                 Sibley, Counselors                                procedures, rules and policies and to the middle school




                                                                                                                                         85
                       VANCE MIDDLE SCHOOL NCLB FAMILY ENGAGEMENT POLICY
                                                                * REVISED MAY 27, 2008*

Vance Middle School has jointly developed with and distributed to parents of participating children, our written Family Engagement Policy. This Policy
establishes the expectation for PARENTAL INVOLVEMENT.

Vance Middle School strongly encourages parental involvement in the educational process. The school and home have a shared goal of promoting success
in our children. Our parents are encouraged to become advisors, resource persons and coordinators in all aspects of the school. We encourage this in the
following ways:
   Convene an annual meeting, at convenient times, to which all parents are invited and encouraged to attend. This meeting is established to inform
   all parents of TITLE I REQUIREMENTS, SCHOOL’S PARTICIPATION IN TITLE I, the school’s FAMILY ENGAGEMENT POLICY,
   SCHOOL’S COMPACT AND THE RIGHTS OF PARENTS TO BE INVOLVED at Vance Middle School.
             o Vance communicates this and all parent meetings through flyers, team and school letters, Easy Caller, and the community outreach
                  program. This meeting is held the Tuesday before the 1st report card is distributed (report cards are given this night) in the school’s
                  auditorium. The annual meeting is conducted at 6:00pm and 9:30am the following day to meet the needs of all parents.
   Offer flexible schedule of meetings to further encourage parental involvement.
             o NCLB Parents Meetings are offered monthly (PTA/NCLB meetings; SLC meetings, Blue Ribbon Committee meetings), monthly (Parenting
                  training sessions offered by community support organizations, improving student achievement), every semester (Parent-teacher
                  conferences) and yearly (TCAP Writing, TCAP assessment, Gateway, and summer reading training. These meetings are offered at various
                  times. We have offered meetings early morning (during breakfast), immediately after school, late afternoon, during the school day, on
                  Saturdays and during the summer. Parents will be provided with information regarding summer employment, summer camps and summer
                  school opportunities for students and their siblings.
   Involve parents, in an organized, ongoing, and timely way, in the planning, review and improvement of programs under parent involvement.
   Advise parents that they can offer suggestions relating to the education of their children at Vance Middle School. If requested by parents, Vance provides
   opportunities for regular meetings to formulate suggestions and to participate in decisions relating to the education of their children. We will respond to
   any suggestions in a timely manner.
             o During the above meetings, parents input is always requested and documented on sign in sheets with positions, minutes, agendas, phone
                  communications, parent/teacher conference checklist and notes, STAR reports and email. Parents are provided parental involvement
                  information through our NCLB Parent Handbook, our school website, letters, Annual Meetings, and student progress reports.
   Provide parents a description and explanation of the CURRICULUM used at Vance and by the district, forms of ACADEMIC ASSESSMENTS
   used to measure student progress, and the PROFICIENCY LEVELS students are expected to meet.
             o Through the distribution of our NCLB Handbook, the School Improvement Plan, TOPS reports, Think Link Reports, STAR and progress
                  report, parents receive on-going description and explanation of the curriculum and academic assessments.
   To describe how Vance has jointly developed with parents, the entire school staff, and students to share the responsibility of improved student
   academic achievement through a school (administrators)-parent-student compact.
             o The development of the school‟s-parents-student compact begins with the School Leadership Council (comprised of parents, community
                  persons, students, teachers and administrators). It will be reviewed, revised, adopted and presented at the annual meeting. The final


                                                                                                                                                           86
                document is sent home to every parent and distributed and discussed at registration, parent-teacher conferences, and parent meetings. The
                document is reviewed biannually at SLC meetings.
            o   The school-parent-student compact describes:
                    The responsibilities of all parties for improving student achievement and the partnership between Vance and its parents to
                       help students achieve the State‟s high standards.
                    Vance’s responsibility to provide high-quality curriculum and instruction.
                    The ways in which each parent will be responsible for supporting their children‟s learning
                    The importance of on-going communication between the teachers and parents.
                    The parent-teacher conferences held at Vance to discuss the compact as it relates to student achievement.
                    How Vance distributes frequent student progress reports.
                    How Vance gives parents access to staff, to volunteerism participation, and class observation.
                    How Vance distributes an understandable and uniform hard copy of the school‟s parental involvement plan in a language parents
                       can understand.

The administrators, faculty and staff will provide a strategic plan and implement NCLB requirements according
to the guidelines set forth by the law to ensure effective involvement of parents and to support this partnership
to include the following:
     1. Provide assistance to the parents of children served by Vance in understanding State‟s academic content standards and student academic
         achievement standards, State and local academic assessments, and how to monitor a child‟s progress and work with educators to improve the
         achievement of their children. Vance provides information through NCLB Parent Handbook, Raising Student Achievement Parent meetings, TCAP
         writing, TCAP assessment and Gateway meetings, TOPS and Think Link reports, Curriculum Night, and TCAP Parent Workshops.
     2. Provide materials and training to help parents to work with their children to improve their children‟s achievement.
     3. Provide teachers, pupil services personnel, principals and other staff strategies to reach out to communicate with and work with parents as equal
         partners to implement and coordinate parent programs and build ties between parents and the school.
     4. Provide professional development sessions by Family Specialist, Professional Development Compliance Coach and Exemplary Educator on closing
         the relationship gap & provide staff with the Teaching Children of Poverty Training.
     5. Provide and integrate parental involvement programs and activities that encourage and support parents to fully participate in the education of their
         children. Parent training sessions offered by community partners and the Blue Ribbon Parent Workshop.
     6. Provide the information sent home related to school and parent programs, meetings and other activities in a language parents can understand.
     7. Provide full opportunities for the participation of parents with children with disabilities, and parents of migratory children ensuring the information
         and school reports are in a language parents can understand.




                                                                                                                                                             87
                                              ONE VISION, ONE MISSON,                 ONE GOAL!

                Motivate Educate          Empower
                                                           Vance Middle School
                                                               „Home of the Eagles’
                                                         Leviticus Pointer, Principal
                                                       Bobby White, Assistant Principal
                                                       Karen Fields, Assistant Principal
                                                         Barbara Asemota, PDSCC




VMS is a Title I school and does not discriminate in its programs or employment on the basis of race, color,
                              national origin, handicap, disability, sex or age.




                                                                                                               88
                                            VMS NCLB SCHOOL-PARENT-STUDENT COMPACT
                                                                         REVISED MAY 27, 2008*

Vance Middle School has jointly developed with parents, the entire school staff, and students how all parts will share the responsibility for improved student academic
achievement through a school (administrators and teachers)-parent-student compact. The development of the compact begins with the School Leadership Council
(made of parents, community persons, students, teachers and administrators) taken to the faculty for review, revision and adoption. The compact is presented at the annual
NLCB meeting. The compact is sent home to every parent and distributed and discussed at registration, parent-teacher conferences, and parent meetings.
PRINCIPAL, ASST. PRINCIPAL & NCLB FACILITATOR RESPONSIBILITIES:
We, __________________________________________________________________________, agree to:
   Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables children to meet the State‟s
   academic achievement standards.
   Provide a safe school climate where respect and high expectations of all stakeholders are displayed.
   Support the teacher/parent/student link by holding on-going flexible parent-teacher conferences to discuss, inform and educate parents of
   students‟ academic achievement.
   Support the District‟s curriculum and NCLB concepts in the best interest of the child, family and community.
   Work with faculty and staff to provide quality services to parents, students and community.
   Provide parents and other stakeholders frequent progress reports of student achievement through the dissemination of progress reports,
   assessment results and report cards.
   Provide an open door policy, promoting open communication between school and home, and encouraging parents as participants, observers,
   and volunteers in their child’s class at Vance Middle School.
TEACHER/TEAM RESPONSIBILITIES:
I/We, ________________________________________________________________________, agree to:
   Provide students access to various teaching/learning experience through high-quality curriculum development, technology, and real life experiences.
   Provide information to parents regarding student progress in a timely manner and frequently.
   Maintain an on-going and positive line of communication between parents and myself.
   Assign meaningful homework to support, emphasize and extend classroom-learning experiences.
   Create an effective learning environment that enables the children to meet State’s academic achievement standards and make needed
   adjustments to accommodate students in need.
   Support and participate in extracurricular activities.
   Demonstrate professionalism by example in every way and remain sensitive to the individuality of each child.
PARENT/GUARDIAN RESPONSIBILITIES:
I, ____________________________________________________________________________, agree to:
    Support the school in all of its efforts on behalf of my child, i.e., proper discipline, adherence to
       regulations, plans and programs for learning.
    Monitor my child’s attendance and punctuality on a daily basis.
    Arrange for a quiet, well-lit place for established homework time, to study and review regularly for completion.
    Be watchful and aware of what my child is learning as reflected by behavior, grades and associations.
    Support, encourage, and assist my child‟s effort when needed.

                                                                                                                                                                         89
    Encourage and promote reading and set an example by reading myself.
    Assist the school by giving my time and talent through volunteering in classroom as time permits.
    Consult regularly with my child’s teachers during parent-teacher conferences and other parent meetings to determine what more I can do to
    help my child succeed.
STUDENT RESPONSIBILITIES:
I, ___________________________________________________________________________, agree to:
   Attend school regularly and at the appointed time.
   Come to school each day with notebook, paper, pencils, pens, and other necessary tools for learning
   Observe at least one hour of study time daily and complete my assignments based on my own ability.
   Take books home to complete and return homework assignments on time.
   Conform to all school rules and regulations with respect.
   Seek the help of my teachers, principals or another respected adult when I do not understand or have problems I cannot solve.
   RESPECT myself, RESPECT others and RESPECT my school.
 VMS is a Title I school and does not discriminate in its programs or employment on the basis of race, color, national origin, handicap, disability, sex or age.




                                                                                                                                                                   90
The School Improvement Plan
            And
     Process Evaluation


       Component 5




                              91
Component 5: The School Improvement Plan and Process Evaluation
We will begin implementation through team and departmental meetings, the School Leadership Council, School Improvement Team and
personal tutoring. Implementation will begin September 2007 and continue until May 2008. The following formative assessments are used to
determine the effectiveness of implementation. For Reading and Language Arts we will use Read 180, Weekly Writing Focus and Reading
Academy. For Math we will use the Stanford Math, Gateway Test, and Algebra I. For both Reading/Language Arts and Math we will use
Think Link Tests, Renaissance Tests, Classroom Performance System, Knowledge Bowl, classroom weekly data, classroom observations,
interventions (i.e. tutoring) and six weeks testing. For attendance we will use the Chancery System (SMS) and phone logs.
The VMS Staff, along with community representatives, monitors, evaluates, reviews and adjusts the action plans that have been created for the
school. To ensure that the action plans are executed and modified to meet the educational and social needs of the students, all stakeholders
must work in tandem. Below in section 5.1 is a chart of indicators that will be used as formative assessments during scheduled intervals. The
chart in section 5.2 is provided to demonstrate the school‟s indicators to be used for summative assessments.

5.1 Formative Assessment
Goals for Reading/Language Arts/Writing:       (Vance is a Title One School)
    The percent of students scoring proficient or above in Language Arts, Reading and Writing
       will increase from 68% on the 2007 tests to 75% on the 2008 tests.
    The percent of students with disabilities (SWD) scoring proficient or above in Language Arts, Reading and Writing will increase from
       47% on the 2007 tests to 55% on the 2008 tests.
                                                           Reading/Language Arts/Writing
Assessment              Data Analysis Procedures to be        Person(s)      Assessment                    Long-Term Comparisons
Instrument                          Used                     Responsible      Intervals


Think Link             Think Link Learning                 6th, 7th, and   October 2007,    Teachers together in teams will compare and
Learning               Assessments are given three         8th grade       December 2007,   contrast results from the previous to the current
(All classes, Grades   times yearly to track students‟     Language Arts   February 2008    test. Trends will be identified; planning and
6-8)                   progress in reading/language        teachers                         intervention strategies will be developed.
                       arts and mathematics. Data
                       analysis results, graphs, and
                       charts are sent to the school.
                       Each classroom teacher and core
                       team will evaluate the results to
                       address student deficiencies,
                       plan for instruction and provide
                       intervention.


                                                                                                                                                92
Classroom           CPS is a computerized               Core-content       Daily from       Results from CPS are compared to Think link and six
Performance         interactive assessment tool that    teachers –8th      August 2007      weeks tests to note student improvement and
System (CPS)        allows ongoing assessment of        grade              through May      understanding of content taught. If there is no student
(8th grade Alg. I   standards and performance                              2008             improvement, changes are made during instruction to
class)              indicators during daily                                                 address deficiencies.
                    classroom instruction. The
                    teacher checks responses
                    instantly on the computer
                    monitor or smart board,
                    monitors progress, adjusts
                    instruction and/or re-teaches for
                    a deeper understanding of
                    concepts.
Read 180 (6th       Read 180 is an intensive            6th grade Read     Daily from       Results from each assessment are compared to note
grade targeted      Reading intervention program        180 teachers       August 2007      student improvement in reading. The goal is to move
students)           designed to generate pre, post                         through May      students from one Lexile level to another one.
                    and ongoing assessments based                          2008             Comparison of assessments is continuous throughout
                    on students‟ Lexile scores. Tests                                       the school year.
                    will be given and scored;
                    feedback printed out. Student
                    performance is tracked showing
                    mastery and non-mastery of
                    skills.
Reading/Langua      Each classroom teacher will         Administration,    September 2007   Students‟ successes and failures will be compared each
ge Arts grades      give and score student tests. The   Instructional      through May      six weeks with the previous six weeks to trend student
on six weeks,       administration, instructional       Facilitator, and   2008             performance. Low performing students will be provided
semester and        facilitator and core content        subject area                        additional intervention in the classroom and after school
final exams         teams will monitor student          teachers                            through Newton Learning.
                    success and failure. Teachers
                    will meet bi-weekly to discuss
                    areas of deficiency and adjust
                    instructional strategies as
                    needed.
Weekly Writing      Students will be involved in        8th grade          October 2007     Results from each writing activity will be compared to
Focus (all          weekly essay writing activities     English teacher    through May      note student improvement. If there is no student
Language Arts       in grade 8 and bi-monthly in                           2008             improvement, changes will be made accordingly.
Classes)            grades 6 and 7. The Language
                    Arts teachers are to determine

                                                                                                                                                      93
                   levels of proficiency in
                   accordance with the TCAP
                   writing standards and will score
                   essays.
Classroom          The administration will perform       August 2007         Administrators,     Observations will be compared with the self-assessment
Observation and    routine observations and              through May         Instructional       instruments to note teacher growth and improvement in
analysis of        feedback daily to monitor             2008                Facilitator,        instruction. Staff development activities will be planned
Teacher Self-      effective instruction and student                         Exemplary           to address the identified areas to be strengthened.
Assessment         learning. Teachers will assess                            Educator
Instruments        their individual strengths and
                   areas to strengthen using the
                   performance standards in the
                   Evaluating Teacher Services
                   (ETS) Framework.

Goal for Mathematics: (Vance Middle School is a Title One School)
    The percent of students scoring proficient or above in Mathematics will increase from 67% on the 2007 test to 79% on the 2008 test.
    The percent of special education students scoring proficient or above in Mathematics will increase from 33% on the 2007 test to 40%
       on the 2008 test.



                                                                     Mathematics
Assessment        Data Analysis Procedures to be         Person(s)              Assessment      Long-Term Comparisons
Instrument        Used                                   Responsible            Intervals
Think Link        Think Link Learning Assessments        6th, 7th, and 8th      October 2007    Teachers together in teams will compare and contrast
Learning          are given three times yearly to        grade Math             December        results from the previous to the current test. Trends will
                  track students‟ progress in            teachers               2007,           be identified; planning and intervention strategies will be
                  reading/language arts and                                     February 2008   developed.
                  mathematics. Data analysis
                  results, graphs, and charts are sent
                  to the school. Each classroom
                  teacher and core team will evaluate
                  the results to address student
                  deficiencies, plan for instruction
                  and provide intervention.


                                                                                                                                                              94
Renaissance      It is an assessment tool given three    District            October 2007      Teams will compare results from the each assessment.
Assessment       times a year in Mathematics,            Personnel           December          Trends will be identified and planning and intervention
                 Language Arts and Reading in            Barbara             2007              strategies will be developed to improve student
                 grades six through eight..              Asemota             February 2008     achievement.

Classroom       CPS is a computerized interactive        Core-content        Daily from        Results from CPS are compared to Think link and six
Performance     assessment tool that allows on-          teachers            August 2007       weeks tests to note student improvement and understanding
System (CPS)    going assessment of standards and                            through May       of concepts taught. If there is no student improvement,
                performance indicators during daily                          2008              changes are made during instruction to address deficiencies.
                classroom instruction. The teacher
                checks responses instantly on the
                computer monitor or smart board,
                monitors progress, adjusts
                instruction and/or reteaches for a
                deeper understanding of concepts.
Math grades     Each classroom teacher will give         Administration,     September         Students‟ successes and failures will be compared each six
on six weeks,   and hand score student tests. The        Instructional       2007 through      weeks with the previous six weeks to trend student
semester and    administration, instructional            Facilitator, and    May 2008          performance. Low performing students will be provided
final exams     facilitator and core content teams       subject area                          additional intervention in the classroom and after school.
                will monitor student success and         teachers
                failure results. Teachers will meet at
                the end of each six-week period to
                discuss areas of deficiency and
                adjust instructional strategies as
                needed.
Gateway for     MCS district will disaggregate the       Administrators,     Testing May       MCS provides scores to both the schools and media. Upon
Algebra I       data by subgroups and skills then        Instructional       2008              receipt of school data individual student reports will be sent
                provide it to all schools. The           facilitator, core   Scores released   to parents / guardians. Faculty meetings will be held to
                School Improvement Team will             content teachers    and reviewed      disaggregate data by subject and grade for a thorough
                meet in May 2006 to review each                              by August         understanding of student successes and failures. School
                action step to determine if they                             2008              successes will be displayed throughout the school and
                should be continued, modified or                             Bi-monthly        during morning announcements. The Tri-Fector Newsletter
                terminated. The administration and                           SIP assessment    and school brochure will be used to disseminate the scores
                core content teams will meet bi-                             meetings          to all stakeholders.
                monthly to assess the strategies
                outlined in the SIP to monitor and
                adjust based on pre/post six weeks
                progress.

                                                                                                                                                          95
Classroom        The administration will perform           August 2007      Administrators,   Observations will be compared with the self-assessment
Observation      routine observations and feedback         through May      Instructional     instruments to note teacher growth and improvement in
and Analysis     daily to monitor effective                2008             Facilitator,      instruction. Sustained staff development activities will be
of Teacher       instruction and student learning.                          Exemplary         planned to ensure teacher growth and student learning.
Self-            Teachers will assess their individual                      Educator
Assessment       strengths and areas to strengthen
Instruments      using the performance standards in
                 the 2004 Framework for Evaluating
                 Teacher Services.


Goals: To raise the daily attendance rate from 93% to 95% in 2008.
       To maintain the NVLB Federal Benchmark of students tested at 95%.
                                                                     Attendance
Assessment           Data Analysis Procedures to be Used           Person(s)        Assessment           Long-Term Comparisons
Instrument                                                         Responsible      Intervals
Chancery (SMS)       SMS will be used to produce reports           Assistant        Daily                Comparisons will be made from week to week
generated            showing the names of high absentee            principal,                            showing an increase or decrease in attendance.
attendance           students as well as for tracking perfect      Attendance                            The twenty-day reports will also be used to
records              attendance by home/classrooms. The            secretary,                            measure attendance gains. Overall attendance
                     attendance secretary will notify the          Family                                rate will be compared to the previous three
                     assistant principal of students displaying    Specialists                           years. The Attendance Initiative will be
                     trends of high absenteeism. The district‟s    Behavioral                            stringently implemented.
                     attendance teacher and family specialist      Specialists
                     will make home visits of students with
                     continuous attendance problems
Phone Logs every     Attendance will be monitored daily            Assistant        Every Six weeks      A comparison of spring 2006 and spring 2007
six weeks            through Chancery and calls will be made       principal,       until                will be made to determine if AYP has been
                     by the attendance secretary and homeroom      Attendance       April 2008           made. Strategies will be implemented to
                     teachers to parents of students with trends   secretary,                            improve attendance in all grades.
                     of poor attendance. Newsletters will be       Homeroom
                     sent to apprise parents of the dates of the   Teacher
                     TCAP and the importance of student
                     attendance each day.




                                                                                                                                                        96
5.2 Summative Assessment

Assessment             Data Analysis Procedures to be Used           Person(s)                   Assessment        Long-Term Comparisons
Instrument                                                           Responsible                 Intervals
TCAP Assessment        MCS district will disaggregate the data by    Administrators,             Testing April     MCS provides scores to both the
for students in        subgroups and skills then provide it to all   Instructional               2008              schools and media. Upon receipt of
grades 6-8             schools. The School Improvement Team          facilitator, core content   Scores released   school data individual student reports
                       will meet in May 2008 to review each          teachers                    and reviewed by   will be sent to parents / guardians.
                       action step to determine if they should be                                August 2008       Faculty meetings will be held to
                       continued, modified or terminated. The                                    Bi-monthly SIP    disaggregate data by subject and grade
                       administration and core content teams will                                assessment        for a thorough understanding of
                       meet bi-monthly to assess the strategies                                  meetings          student successes and failures. School
                       outlined in the SIP to monitor and adjust                                                   successes will be displayed
                       based on pre/post six weeks progress.                                                       throughout the school and during
                                                                                                                   morning announcements. The Tri-
                                                                                                                   Fector Newsletter and school
                                                                                                                   brochure will be used to disseminate
                                                                                                                   the scores to all stakeholders.
TCAP Writing           MCS district will disaggregate the data by    Administrators,             Testing April     MCS provides scores to both the
Assessment for         subgroups and skills then provide it to all   Instructional               2007              schools and media. Upon receipt of
Grade 8                schools. The School Improvement Team          facilitator, core content   Scores released   school data individual student reports
                       will meet in May 2008 to review each          teachers                    and reviewed by   will be sent to parents / guardians.
                       action step to determine if they should be                                August 2008       Faculty meetings will be held to
                       continued, modified or terminated. The                                    Bi-monthly SIP    disaggregate data by subject and grade
                       administration and core content teams will                                assessment        for a thorough understanding of
                       meet bi-monthly to assess the strategies                                  meetings          student successes and failures. School
                       outlined in the SIP to monitor and adjust                                                   successes will be displayed
                       based on pre/post six weeks progress                                                        throughout the school and during
                                                                                                                   morning announcements. The Tri-
                                                                                                                   Fector Newsletter and school
                                                                                                                   brochure will be used to disseminate
                                                                                                                   the scores to all stakeholders.
Gateway Algebra I      MCS district will disaggregate the data by    Administrators,             Testing April     MCS provides scores to both the
Assessments for        subgroups and skills then provide it to all   Instructional               2008              schools and media. Upon receipt of
students taking        schools. The School Improvement Team          facilitator, core content   Scores released   school data individual student reports
Algebra I in Grade 8   will meet in May 2008 to review each          teachers                    and reviewed by   will be sent to parents / guardians.


                                                                                                                                                      97
                            action step to determine if they should be                             August 2008           Faculty meetings will be held to
                            continued, modified or terminated. The                                 Bi-monthly SIP        disaggregate data by subject and grade
                            administration and core content teams will                             assessment            for a thorough understanding of
                            meet bi-monthly to assess the strategies                               meetings              student successes and failures. School
                            outlined in the SIP to monitor and adjust                                                    successes will be displayed
                            based on pre/post six weeks progress.                                                        throughout the school and during
                                                                                                                         morning announcements. The Tri-
                                                                                                                         Fector Newsletter and school
                                                                                                                         brochure will be used to disseminate
                                                                                                                         the scores to all stakeholders.



5.3 Evaluation of the SIP Process
The third Wednesday of each month has been set aside for school wide dialog and reflection of the SIP process. The Assistant principal, Mrs.
Puryear will serve as the lead person. The Academic Support Team (Principal, Assistant Principals, Exemplary Educator, Professional
Development Compliance Coach, Literacy and Mathematics Coaches) will monitor the action plan and daily instruction through daily
classroom observations and lesson plan reviews. The Academic Support Team will monitor the action plans and instruction weekly during
classroom observations, team/faculty meeting. The Assistant Principal along with the attendance secretary, behavioral specialists and family
specialists will monitor attendance and behavior on a daily basis. Trends will be identified; planning and intervention strategies will be
developed. Team meetings will be used to review the analysis of assessment data and make any adjustments necessary to ensure that stated
goals are obtained. Results from the pre and posttest will be compared to identify student achievement. Ongoing assessment will be used to re-
teach content. Teacher teams will meet with administration to examine results and note deficiencies; changes will be made where necessary.
Observations will be compared with the self-assessment instruments to note teacher growth and improvement overtime in instruction. Sustained
staff development activities will be planned to ensure teacher growth, student learning and implementation of SIP action plans. The School
Leadership Team will used the regular faculty meetings, core-content team meetings and departmental meetings to communicate successes and
make adjustments to the SIP. Celebrations will be planned to boost support and encourage activity participation of all state holders. Bulletin
board displays will be created to recognize the successes of our students and show our progress toward meeting the goals of the SIP. The table
gives an overview of the steps taken to ensure communication to all stakeholders and how the steps will be monitored and evaluated.

Communication plan for all            Plan for Feedback           Plan for Implementation        Debriefing Activities          Plan for Monitoring and
Stakeholders                          (Steps)                     (Steps)                        (Steps)                        Adjusting
(Steps)                                                                                                                         (Steps)
1. The School Improvement Plan        1. All stakeholders will    1. The Academic Support        1. Teacher teams and the       1. Results from the pre and
will be evaluated bi-monthly by one                               Team will monitor the          SIP planning team will         posttests will be compared to
of the following:
                                      provide TSIPP feedback
                                      through the following       action plans and instruction   meet to brainstorm SIP         identify student achievement.
    a. Team meetings

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     b. Faculty meetings       evaluation instruments:     weekly during classroom         process, action plans,         Ongoing assessment will be
     c. Departmental               a. Checklists           observations, team/faculty      organizational, and            used to re-teach content.
         meetings                  b. Surveys              meetings.                       instructional effectiveness.   2. Teacher teams will meet
     d. School Improvement         c. Brainstorming                                        2. The Double Bubble,          with administration to examine
         Planning Team                 using Thinking      2. The assistant principal      Tree Map, and Circle Map       results and note deficiencies;
     e. School Leadership              maps                along with the attendance       will be used to compare        changes will be made where
         Council                                           secretary, family specialist,   pre/post tests and action      necessary.
2. Tri-Fector Newsletter,      2.Walkabouts                and parent counselor, will      plans.                         3. Observations will be
newsletter, student report     performed by the            monitor attendance and          3. Successes will be           compared with the self-
cards and progress reports     Academic Support            behavior on a daily basis.      celebrated in the quarterly    assessment instruments to note
will be used to disseminate    Team (Principal,                                            VMS Tri-Fector                 teacher growth and
SIP updates to all             Assistant Principal,        3. Trends will be identified;   Newsletter and monthly on      improvement overtime in
stakeholders quarterly.        Exemplary Educator,         planning and intervention       hallway bulletin board         instruction.
3. Individual and student      and Instructional           strategies will be developed.   displays where students,       4. Sustained staff development
AYP information will be        Facilitator).                                               parents, teachers, and         activities will be planned to
mailed to parents annually.                                                                community representatives      ensure teacher growth, student
                                                                                           will be recognized for         learning and implementation of
                                                                                           meeting the desired goals.     SIP action plans.




                                                                   Summary
The School Improvement Team at Vance Middle School has given extensive planning, thought, and time to addressing the components in the
2007-2008 SIP. The State Report Card has been reviewed in each section to identify and address organizational and instructional strengths and
areas to strengthen. Internal and external stakeholders have taken part in the development of each component and are listed in the SIP team
(Sec 1.1) and Sub-committees (Sec 1.2). All data relevant to the successful implementation of this document have been included. The school‟s
profile has been updated to reflect current information as it relates to the school history, student and teacher population, ethnicity, and average
household income and community characteristics. Vance Middle is a Provision 3, High Poverty school with 100% of the students receiving
free lunch. Test data have been disaggregated by subject area, special education, gender, and attendance. Federal NCLB Benchmarks have
been included throughout the document as well as SPIs, (State Performance Indicators), CRT data and percentiles. All data are shown using
narratives, charts, and graphs and comparisons are made between the school‟s subgroups, gender, and grade. Comparisons are also shown
from year to year.




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Action steps are included addressing the strengths and weaknesses identified by grade as well as across grades. The goal is to increase student
achievement with research-based instruction based on Memphis City Schools Curriculum, Middle School model and MCS Mathematics and
Literacy Plans. Activities will be monitored by ongoing assessments, observations, rubrics, progress reports and report cards. In addition,
professional development sessions will be continuous and geared toward strengthening instruction and student learning. BEP 2.0, MCS, and
NCLB regulations will provide funds to ensure that professional development is intense and sustained.

Academic success will be celebrated at the end of each six weeks during the honors program. An Exemplary Eagles Wall of Fame will be
maintained in the front corridors to showcase excellence in student achievement and attendance. A Data board displaying current and on-going
data will be maintained in the front corridor and in the conference room. The SIP will be monitored bi-monthly during faculty meetings, team
meetings, department meetings, and during school leadership council meetings. All documentation necessary to monitor effectiveness will be
kept on file with the Professional Development School Compliance Coach (PDSCC) and Exemplary Educator.




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