Memphis City Schools Budget Crisis in the Past

SCHOOL IMPROVEMENT PLAN MEMPHIS CITY SCHOOLS Craigmont High School Optional School for International Studies 2004 - 2005 Dr. Carol Johnson, Superintendent Jim Long, Principal Table of Contents Component 1 - School Profile and Collaborative Process FORM 1.1: SIP Leadership Team Composition (Rubric 1.1) SIP Leadership Team Member Name Leadership Chair? (Y/N) Name of Subcommittee(s) (when applicable) Component #6 Component #1 & Component #4 Position James Long Gemma Washington Odessa Scott Richard Threkeld Randi Young Kathy Pennel Donald Hopper Bill Dunaway Jody Janovetz Dianne Foster Elisa Brock Tim Anderson Thelma Mott Rose Bryant Michael McKenzie Theresa Simi Bob Nipp Kathleen Rugel Shelta Banks Phil Sikes Paul Viera N N N N N Y N N N N N N N N N N N N N N N Principal Parent Parent Parent Student Council President Title One Facilitator Exemplary Educator English Chair For. Lang. Chair Counselor Social Studies Chair Math Chair C & T Chair Exceptional Children Chair Component #1 Component #2 Component #3 Component #4 Component #5 Fine Arts Chair P.E. Chair AJROTC Chair Science Chair Teacher Teacher Teacher Component #4 Component #2 Component #1 Component #5 FORM 1.2: Subcommittee Formation and Operation (Rubric 1.2) Subcommittee for COMPONENT 1 Member Name Bill Dunaway Gemma Washington Janit Donald Mike Stephenson Melissa Kormash Alicia Buckner Ed Bell Phil Sikes Larry Aldridge Shirley Lile Doug Dakin Rodrigo Velencoso Mary Wooldridge Yusaf Bayraq School Profile and Collaborative Process Position Chair Teacher Parent Teacher Teacher Teacher Teacher Teacher Teacher AJROTC Teacher Teacher Teacher Teacher Building Engineer Y N N N N N N N N N N N N N Component 1 Subcommittee has met and minutes are on file. YES NO Subcommittee 1 Chair Signature Subcommittee for COMPONENT 2 Member Name Jody Janovetz Amber Guthrie Marcy Harrifeld Shelta Banks Cheryl Dailey Mary Francis Sparkman Jenny Walker Loretta Martin Steve Carter Eddie Hill Jean Clark (tab in last cell to create a new row as needed) Beliefs, Mission and Vision Position Chair Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher C & T Teacher FACS Teacher Y N N N N N N N N N N Component 2 Subcommittee has met and minutes are on file. YES NO Subcommittee 2 Chair Signature Subcommittee for COMPONENT 3 Member Name Dianne Foster Marjorie Robinson Migdalia Herbert Anna Karpovich Charlotte Allen Donna Thomas Duncan Teague Dianne Langford Kathy Bowling Jim Oliver Alvin Wright Michael Naya Beverly Wilson Academic and Non-Academic Data Analysis Position Chair Counselor Teacher Teacher Teacher Librarian Teacher Teacher Counselor CDC Teacher Teacher Teacher C & T Teacher Librarian Y N N N N N N N N N N N N Component 3 Subcommittee has met and minutes are on file. YES NO Subcommittee 3 Chair Signature Subcommittee for COMPONENT 4 Member Name Elisa Brock Gemma Washington Madeline Howard Joyce Pacente Susan Angel Pandora Stafford Andrea Zimmerman Tamika Montgomery-Lester Symentra Matthews Susan Brooks Becky McRae Theresa Simi Nalini Iyer Curricular, Instructional, Assessment, and Organizational Effectiveness Position Chair Teacher Parent Teacher Teacher Teacher Teacher Teacher C & T Teacher SPED Teacher C & T Teacher Teacher Teacher Teacher Y N N N N N N N N N N N N Component 4 Subcommittee has met and minutes are on file. YES NO Subcommittee 4 Chair Signature Subcommittee for COMPONENT 5 Member Name Tim Anderson David Lewers Dolores Briggs Paul Viera Gyra Mangle Kathleen Rugel David Taylor Harold Yager Tammie Hayes Kathy Pennel Carlene Holt-Gray Paula Turner Charles Hurt Action Plan Development Position Chair Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Title One Teacher Teacher C & T Teacher Y N N N N N N N N N N N N Component 5 Subcommittee has met and minutes are on file. YES NO Subcommittee 5 Chair Signature Subcommittee for COMPONENT 6 Member Name James Long Donald Hopper Kathy Pennel Sherilyn Brown Janet Thompson Dianne Foster The School Improvement Plan and Process Evaluation Position Chair Principal EE Title One Assistant Principal Assistant Principal Counselor Various Y N N N N N N Members of the School Leadership Team previously listed in Rubric 1.1also serve as committee members and review this plan and other school issues at regularly scheduled meetings. Component 6 Subcommittee has met and minutes are on file. Subcommittee 6 Chair Signature YES NO COMPONENT ONE SCHOOL AND COMMUNITY PROFILE History. Constructed in 1974 on the northwest corner of Craigmont Street and Covington Pike in Memphis, Tennessee, Craigmont High School is the Optional International Studies School for the Memphis City Schools District. Craigmont has a proud tradition of excellence in academics, including the United States Department of Education Blue Ribbon School of Excellence award, a Magnet Schools of America “Award of Merit,” and inclusion in Redbook Magazine’s list of “America’s Best Schools.” Although some of these awards are dated, Craigmont continues to raise the bar for other schools; this year Craigmont is the only school in the District to be selected by the University of Memphis as a Professional Development school, which will result in close partnerships with university students and staff working with our students and staff to create and practice new ideas in teaching and learning. The school is highly noted for visual and performing arts awards and for the intense concentration on social studies and foreign languages that promote a multicultural education and encourage students to become global citizens and thinkers. Originally, Craigmont was designed as a comprehensive school for grades seven through twelve. Then, in 1974, the school split into a junior high and a high school with separate administrations within the same building. Most recently, in 2001, it became a school for grades nine through twelve, when the seventh and eighth grades moved down the street to their new home at Craigmont Middle School. Physical Characteristics. To some, the three story slab of desert tan bricks may be an imposing and even odd structure for a school, since there are very few windows in the building. Yet, current and former students see an academic oasis, crowded with windows of opportunity. Craigmont is a large school. Indeed, with seven and one-half acres under the same roof, the fifty-acre Craigmont campus qualifies as huge. Size alone, however, does not make Craigmont unique. Facilities include an outdoor classroom; a nature trail and stream bed; multiple visual arts studios; performing arts classrooms; several science and technology laboratories; two gymnasiums; a “tea room” dining area for faculty and guests; a Hall of Flags, featuring 174 flags from countries around the world; home economics facilities; industrial arts and technology classrooms; a greenhouse; and the school district’s only fully functional planetarium, open to our students and to the community. Our in-house television production studio, WCHS, delivers the school news every morning. Outside, the building is surrounded by playing fields and practice fields for various sports and has large grassy commons, where students may relax and study in areas decorated with flowers and shrubs planted and maintained by the horticulture classes. Inside, the walls of the building are painted with student art, and individual classrooms are painted and decorated to reflect teachers’ personalities. Additionally, the building is equipped for handicapped students, with ramps and an elevator. These students are supplied personal assistants when necessary. When asked to describe the school, Shiquita Hymon, of the junior class, wrote “Overall, the Craigmont facility is acceptable. The walls of Craigmont are lavishly and vividly decorated alfresco with student paintings. Each classroom seems to be distinctly designed to meet the needs of the subject taught in the room. The teachers at Craigmont are some of the brightest and try their best to help each and every student, not just to get by, but also to excel. Like no other school in the city, Craigmont has its own planetarium. We have a spacious and patriotic Hall of Flags. There are several handicap ramps found around school for easy access for students in wheelchairs, and there are restrooms located at each lobby opening. Few schools are as ethnically diverse as Craigmont, either. And with a variety of after school activities and clubs, students have an opportunity to participate in multicultural events and associate with children of vastly different backgrounds. Craigmont also offers special privileges to students, such as relaxed uniform days, Homecoming Week, talent and fashion shows, eating contests, pep rallies, and even dances. The school also does a wonderful job with honor roll programs, recognizing students who do well in the classroom. As a student at the school, I believe Craigmont is doing its best to better me.” School Safety. Safety is a vital concern at Craigmont and students and faculty feel safe at the school. The Safety Committee meets regularly to examine and discuss safety issues and policies to ensure that the building complies with all federal guidelines for environmental concerns. A school nurse is available one day a week, and the Division of Exceptional Children supplies mental health services. The school has 16 video cameras monitoring the security of the hallways and grounds 24 hours a day. Teachers are required to stand in the hallways during each class change to expedite traffic into, and out of, classrooms. Craigmont securely serves the community, as well, with adult education classes at night, and with numerous community functions on weekends. Moreover, the following safety strategies are in effect: A full time police officer is assigned to the school. Routine metal detector searches are conducted throughout the school year. Administrators and selected staff have been trained for crisis response. In the classrooms, all personnel have a Classroom Crisis Response Procedures handbook outlining emergency actions. Fire drills and civil defense drills are practiced regularly. All rooms are connected with the office for immediate communication by intercom. Administrators and selected personnel carry walkie-talkies for immediate response to crisis situations. In school suspensions are utilized and enforced for disruptive students. Grade Distribution. Grade 9____ 410 Students Grade 10____ 389 Students Grade 11____ 330 Students Grade 12____ 305 Students Ethnic Distribution African-American Caucasian Hispanic Asian 1123 258 35 18 Gender Boys 684 Girls 750 Free or reduced lunch program 675 Students (47%) Total____1,434 Students Length of School Year and Day The school year for Memphis City Schools lasts 180 days. Classes began on August 9, 2004 and will end on May 20, 2005. Students report to class at 7:30 AM and are dismissed at 2:15 PM. Per Pupil Expenditures. The average per pupil expenditures for Tennessee Schools in 2003 – 2004 was $ 6,997.00. The average per pupil expenditures for the Memphis City Schools District in 2003 - 2004 was $8,326.00. Craigmont’s site-based operating budget for 2004-05 is $185,232.00. These budget items include textbook acquisition, professional development, furniture, equipment and supplies, as well as money to support clerical and office operation. Craigmont has a Title I budget of $114, 480.00. Administration, Faculty, and Staff. Craigmont is well staffed with licensed, quality instructors. Of the 85 administrators and teachers, 62 (or 73%) have master’s degrees or higher with an average of fourteen years of classroom experience. Within this group, 53 are Caucasian, 26 are African-American, 4 are Hispanic, and 2 are Asian. Principal Jim Long, B.S.E., University of Arkansas, M.Ed., Freed-Hardeman University Assistant Principals Allen, Ollie B.S., Tennessee State University M.A., Tennessee State University , +45, University of Memphis, Cumberland University Brown, Sherilyn B. B.S., University of Memphis, M.Ed., University of Memphis Thompson, Janet B.S., University of Tennessee, M.A., University of Memphis Aldridge, Larry Sergeant, 1st Class, U.S. Army, Retired Allen, Charlotte S. B.S., University of Memphis, M.Ed.+45, University of Memphis Anderson, Tim B.S., Alcorn State University Angel, Susan C. B.S., University of Memphis, M.A.T. University of Memphis Atkins, Jimmie F. B.S., Memphis State University M.S., Memphis State University Banks, Shelta M. B.P.S., University of Memphis M.A.T., University of Memphis Bell, Eddie P. B.A. History, University of Memphis M.A.T.+45, University of Memphis Bowlin, Matthew B.M.M.E., University of Tennessee at Martin Bowling, Kathy B.A. Christian Brothers University, M.A. University of Memphis Briggs, Dolores J. B.A., LeMoyne-Owen University, M.A. + 45, New York University Brock, Elisa B.A., Rhodes College M.A.T. University of Memphis Dunaway, Billy B.S. Ed, University of Memphis Everson, Stefani B.A., University of Memphis Foster, Dianne B.S., University of Tennessee at Martin , M.Ed.,+45, University of Memphis Greene, Terry G. B.S., McNeese State University, M.Ed., McNeese State University Guthrie, Amber J. B.A. in English, Union University Harrifeld, Marcy L. B.A., University of Oklahoma, M. Ed, Sam Houston State University Hayes, Tammie R. B.B.A./MIS, University of Memphis, M.A.T., Christian Brothers University Herbert, Migdalia S. M.A.T., University of Memphis, B.B.A., University of Puerto Rico Hill, Eddie B.S., University of Memphis Holt-Gray, Carlene D. B.S. and M.S., Jackson State University, Ed.S. in Secondary Education Science, Jackson State University Howard, Madeline B.A., State University of New York at Albany, M.A., Norfolk State University, Virginia Hurt, Charles B.S., Southern University, Baton Rouge, M.Ed.+45, University of Tennessee Knoxville / Cumberland University Inman, John D. B.S., Tennessee State University, A.S., Full Sail Real World Education Iyer, Nalini B.S. and M.S., University of Bombay, India , +45 University of Memphis Janovetz, JoAnne C. B.A., University of Memphis, B.A., Siena College, M.A.+45, University of Memphis Jowers, Sandra S. B.A., University of Memphis, M.A.,+45 University of Memphis Karpovich, Anna G. B.A., St. Petersburg State University (Russia), M.A., St. Petersburg State University Kormash, Melissa B.A., Canisius College Langford, Diane B.A. Harding College, M.S.E. Arkansas State University Brooks, Susan C., Certified Professional Secretary (CPS) Microsoft Office User Specialist (MOUS) B.S., Freed-Hardeman University Bryant, Rose B.S., University of Memphis, M.Ed. +45, University of Memphis Buckner, Alicia O. B.S., University of Memphis Carter, Nick B.S. Ed., University of Memphis Carter, Steven W. B.A., Memphis State University Christenberry, Don L. B.S., Carson-Newman College, M.Ed. +45, University of Memphis Clark, Jean B.S., University of Memphis, M.S.+45, Trevecca College Cook, Thomas D. B.S., Mississippi State University, M.Ed., University of Mississippi Copeland, Wilhelmina J. B.S., Memphis State University Dailey, Cheryl B.S., Mississippi Valley State University, M.A.+45, Cumberland University and Jackson State Dakin, Douglas A. Master Sergeant, U.S. Army, Retired Donald, Janit B.A.E., University of Mississippi Lester, Tanika S. Montgomery, MOUS, B.S., University of Tennessee, Martin, M.S., University of Tennessee, Martin, M. Ed.+45, Cumberland University Lewers, David B.A., Rhodes College Lile, Shirley M. B.S., University of Tennessee, Knoxville, M.Ed., University of Memphis Mangle, Gyra D. B.S., Alcorn State University, M.S., Jackson State University Martin, Loretta B.B.A., University of Memphis, M.S., University of Memphis Matthews, Symentra R. B.B.A., University of Memphis, M.A.T., University of Memphis McKenzie, Michael B.M.E., University of Memphis, M.M., University of Memphis McRae, Becky R. B.S., University of Memphis, M.A.T., University of Memphis Mott, Thelma F. B.S., University of Memphis, M.Ed., University of Memphis Naya, Michael J. B.F.A., Delta State University, M.A.T., University of Memphis Nipp, Robert F. B.S., University of Tennessee at Martin, M.B.A., University of Alabama Oliver, James H. B.S., Tennessee Tech Pacente, Joyce C. B.A., Memphis State University, M.A., Memphis State University Pennel, Kathy B.S. Ed University of Georgia M.S.Ed. Union University Poole, Viki S. B.S., University of TN, Knoxville, M. Ed. University of Memphis Robinson, Marjorie M. B.A., Memphis State University, M.A.T., Memphis State University Rugel, Kathleen B.S., University of Memphis Sikes, Phil B.S., University of Tennessee, Knoxville Simi, Theresa A. B.S., University of Memphis, M. Ed., University of Memphis Slack, Richard B.S., Lane College, M.S., Tennessee State University Sparkman, Mary Frances B.A., Gonzaga University, M.A., William Paterson College Stafford, Pandora L. B.S., University of Arkansas Tim Montisere, Officer Memphis Police Department Stephenson, Michael B.A., University of Memphis, M.A., University of Memphis Taylor, David L. B.S., University Of Tennessee, B.A., Rhodes Colleg Teague, Duncan R. B.S., Massachusetts Institute of Technology, M.Ed., University of Memphis Thomas, Donna R. B.S., Lambuth University, M.S., Walden University, M.S., Mississippi State University Turner, Paula Bert B.A., University of Mississippi, M.A.T., University of Memphis Vanhooks, Cecil B.S. Ed. University of Tennessee / Chattanooga Velencoso, Roderico M.S. Biology University of Valencia, Spain Viera, Paul A. B.A., University of New Mexico, M. Div., Southwestern Baptist Theological Seminary Walker, Jenny M. B.A., University of TN, Knoxville, M.S., University of TN, Knoxville Williams, Casey D. B.A., Rhodes College, M.A.T., Christian Brothers University Wilson, Beverly A. B.S., University of Memphis, M.A. +45 University of Memphis Wright, Alvin B.S., University of Memphis, Electrical Engineering Yager, Harold E. B.S., United States Military Academy Zimmerman, Andrea B.A., George Washington University, M.A.T., University of Memphis Carwell, Tamika B.A. ,University of Memphis M.A. Freed Hardeman Univ. Ed.S., Union University, New Leaders Resident Principal New Leaders for New Schools Hopper, Donald B.A., Union University, M.S.S. , University of Mississippi, Ph. D., University of Mississippi Brown, Susan Holmes Secretary Farris, Betty Secretary Pesce, Elizabeth Secretary Griffin, Lynne Secretary-Bookkeeper Taalib-Din, Carolyn Secretary Bayraq, Yusuf Building Engineer Classes Taught Aldridge, Larry JROTC Allen, Charlotte S. Librarian Anderson, Tim Honors Algebra I, II Angel, Susan C. Honors Biology, Anatomy & Physiology Honors Anatomy & Physiology Atkins, Jimmie F. Driver Education Banks, Shelta M. Honors U.S. History Television Production Bell, Eddie P. Algebra II, Algebra I Bowlin, Matthew Choir Bowling, Cathy CDC Teacher Briggs, Dolores J. African American Literature English 12 Brock, Elisa AP World History, Honors World History, Honors Humanities, Honors Mythology Brooks, Susan C., Keyboarding, Interactive Multimedia Design, Web Page Design, Information Management Systems Bryant, Rose Instructional Resource Buckner, Alicia O. Honors Spanish I, Spanish II, III Carter, Nick Head Football Coach Carter, Steven W. Geometry 9-12 Christenberry, Don L. Biology, AP Environmental Science Clark, Jean Family and Consumer Science, Foods & Nutrition, Child Development Betts, Bobby Assistant Building Engineer Iyer, Nalini Honors Chemistry, Chemistry 10-12 Cook, Thomas D. AP Literature and Composition, Honors English 10, Survey of Cinema, Honors Speech Copeland, Wilhelmina J. Nutrition and Foods I, Culinary Foods I Dailey, Cheryl World Geography Dakin, Douglas A. JROTC Donald, Janit English 11 Dunaway, Billy Honors English 9, Honors Etymology Everson, Stefani Media Concepts (9-12) Foster, Dianne Guidance Counselor Greene, Terry G. World Geography Honors World Geography Guthrie, Amber J. English 10 Harrifeld, Marcy L. English 9 Harville, Kimberly Guidance Hayes, Tammie R. Algebra 1 and 2, Geometry Herbert, Migdalia S. Spanish I, Honors Spanish III, Hill, Eddie Diversified Technology I & II Holt-Gray, Carlene D. Biology and Physical Science Howard, Madeline English 11/12 Hurt, Charles Horticulture, Physical Science Inman, John D. Algebra 9, Geometry 10 Janovetz, JoAnne C French I-IV Jowers, Sandra S. Clue English 9 Karpovich, Anna G. Honors Russian I, II, III, and IV Kormash, Melissa English 10 Langford, Diane Guidance Counselor Lester, Tanika S. Montgomery, MOUS Keyboarding, Keyboarding Applications, Lewers, David Economics Lile, Shirley M. Art Mangle, Gyra D. Biology Physical Science Martin, Loretta Sociology Psychology Matthews, Symentra R. Instructional Resource McKenzie, Michael Senior Band, Jazz Band, Concert Band Instrumental Music McRae, Becky R. Art I-IV Mott, Thelma F. Marketing Naya, Michael J. Graphics Arts, Yearbook Nipp, Robert F. Army Junior ROTC Oliver, James H. Advanced Algebra, Pacesetter Math, A.P. Calculus Pacente, Joyce C. English 9 Pennel, Kathy Instructional Facilitator No Child Left Behind Poole, Viki S. Visually Impaired Program Robinson, Marjorie M. German I and II, World History Rugel, Kathleen Biology and Chemistry Sikes, Phil Social Studies Simi, Theresa A. Lifetime Wellness, Fitness and Conditioning Slack, Richard Chemistry Honors Physics Sparkman, Mary Frances English 11 English 12 Stafford, Pandora L. Algebra I, Geometry, Algebra II Stephenson, Michael Social Studies AP U.S./European History Taylor, David L. U.S. History, World History, World Geography Teague, Duncan R. Planetarium Director Thomas, Donna R. Planetarium Instructor Turner, Paula Bert Orchestra, AP Music Theory Vanhooks, Cecil Lifetime Wellness Velencoso, Roderico Spanish Viera, Paul A. Spanish I and II Walker, Jenny M. English 11 Williams, Casey D. Japanese I-IV, World History Wilson, Beverly A. Librarian Woolridge, Mary F. Instructional Resource Wright, Alvin Algebra I, Algebra I-B, Algebra II Yager, Harold E. Algebra II, Honors Algebra II Zimmerman, Andrea Honors U.S. History 11, U.S. History 11, Honors Practical Law Brown, Susan Holmes Secretary Farris, Betty Secretary Griffin, Lynne Records Secretary Stewart, Patsy Financial Secretary/Bookkeeper Taalib-Din, Carolyn Secretary Bayraq, Yusuf Supervising Building Engineer Betts, Bobby Assisting Building Engineer Curriculum Offerings. Craigmont is a college preparatory school. In addition to all of the normal curriculum offerings of a major high school, many unique programs are offered in core subjects as well. English Honors English 9-12, Honors Etymology, Honors Mythology, Honors Speech, CLUE, African-American Literature, Advanced Placement Literature and Composition. Mathematics Honors Algebra I and II, Honors Geometry, Honors Pre-Calculus (Pace-Setter), Advanced Placement Calculus, Advanced Placement Trigonometry. Science Honors Biology, Honors Chemistry, Honors Physics, Honors Anatomy and Physiology, Advanced Placement Biology, Advanced Placement Environmental Science. Social Studies Honors Geography, Honors U.S. History, Honors World History, Honors Economics, Honors Government, Honors Humanities, Practical Law, Advanced Placement World History, Advanced Placement European History, Advanced Placement U.S. History. Foreign Languages Spanish, French, German, Russian, Japanese. Technology Television Production, Computer Graphics/Design, Multimedia/Web Page Design, Cinema, Horticulture, Culinary Arts/Commercial Food Service. Fine Arts Orchestra, Jazz Band, Show Choir, Advanced Placement Music Theory. School Support. Every school needs support and the community in several ways graciously supports Craigmont. As part of the Adopt-a-School initiative, our official adopters are Covington Pike Toyota Company, Northwest Airlines, Red Lobster Restaurants, and Computer Support Services Corporation. These companies are available to provide materials, manpower, and money to support numerous school functions. Other support comes from concerned parents. Our Parent-Teacher Association has been reorganized and revitalized with new officers and a new agenda of school projects, both inside and outside the classroom. Our Athletic Booster Club helps raise funds and support for the extensive sports programs. Only football and basketball games charge admission; other sports are partially self-funded and require long hours of volunteer help from students, staff, and community to remain viable. The Craigmont Instrumental Music Association, composed primarily of parents, supports our orchestra and band programs. Many schools have a band; yet, few can boast of a major string orchestra. Support from CIMA, in time and money, lends harmony to our talented young musicians. Discipline Infractions. Children often make poor choices in modes of conduct and often misbehave. Although our discipline problems are fewer than many schools, Craigmont children are no different than others in some aspects of conduct. Our Discipline Committee works diligently to reduce inappropriate behavior with the success of our in-school-suspension program leading the way in curtailing poor conduct. Most of the 419 suspensions and expulsions listed below were for repeated tardiness and class cutting; however, some were for fighting and insubordination, 2 were for assault, and 12 were for drug possession. Moreover, though the numbers seem to suggest nearly 30% of our students have received suspensions, this is misleading. Many of the discipline referrals were for repeat offenders. The vast majority of our students follow the rules and are as disappointed as the faculty over the actions of a relatively few unfortunate children. Suspensions 26 - 11.1% 373 - 31.3% 10 - NA% 0 - NA% 241 - 32.3% 168 - 22.7% Expulsions 1 - 0.4% 9 - 0.8% 0 - NA% 0 - NA% 9 - 1.2% 1 - 0.1% Caucasian African-American Hispanic Asian Male Female The Tennessee School Report Card shows our attendance rate for 2003 at 91.3% and for 2004 at 91.9%, which is just under the state goal of 93%. The cohort dropout rate for 2003 was 12.3%, but for 2004 it was 9.9%, which is better than the state goal of 10%. The graduation rate for 2004 was 83.0%, which is still below the state goal of 90%. Of our 259 graduates in 2004, 81 were offered 212 scholarships, which were valued at $4,527,791.00. Of these, our students accepted 119 scholarships, valued at $2,054,190.00. Craigmont High School Academic Achievement Data & State Report Card 2004 2002 CHS % Below Proficient 50 8 n/a 2003 CHS % Below Proficient 59 8 14 % Proficient 30 45 38 % Advanced 11 47 48 2002 State % Below Proficient 23 5 n/a 2003 State % Below Proficient 25 5 13 % Proficient 30 36 35 % Advanced 45 59 52 % Proficient or Advanced 2 Yr Avg 79 96 90 Math Science English % Proficient 30 55 n/a % Advanced 20 37 n/a % Proficient 29 39 n/a % Advanced 48 56 n/a Math Science English Math Science English 3 year average Writing Writing 11th 2004 CHS 50 11 11 2002 Score 3.8 % % Proficient Proficient or or Advanced 2 Advanced Yr Avg 50 51 89 91 89 89 2004 State 19 4 10 % Proficient or Advanced 81 96 90 Grade B Grade B Grade B Trend NC Trend NC State 3.8 2003 Score 3.7 2004 Score 3.9 Grades 9-12: ACT (3 year average) Composite English Math Reading Science/Reasoning What's this? 2003 18.9 19.0 17.9 19.4 18.8 2004 18.2 18.3 17.4 18.6 18.1 Community Characteristics Since Craigmont is the optional school for international studies and sponsors a large string orchestra, many students come here from all over the city. However, most of our students come from the neighborhood. Craigmont sits on the eastern edge of the Raleigh community, a Memphis suburb of middle and lower-middle income families. Additionally, a significant number of our students come from the Douglass community, a Memphis suburb of lower income / poverty level income families. Most of our entering freshmen come from Craigmont Middle School, just down the street. Due to the wide range of incomes and due to our optional status, the student body is extremely diverse with an eclectic blend of incomes, races, religions, and social customs The population of the area served by Craigmont is approximately 66,964 (Male: 47.6%, Female: 52.5%). The median age for people living in this community is 31.9 years of age. The overall number of households in the area equals 24,846. The number of single people (never married, widowed, and/or divorced) is 33,270 and of those married the number is 18,878. There are 5,207 households with school-aged children. The median household income for people in these communities is approximately $31,413 and the average income is $38,893. The number of owned homes is 7,601 while the number of rental properties is 4,823. The major employers in this area are FedEx, Wal-Mart, and the city and state governments. Also there are a number of food service establishments and retail outlets that employ adult workers beyond high school age. Raleigh Springs Mall, at one time the choice shopping location, has declined over the past few years with three of its major anchor stores, Goldsmith’s, Dillard’s, and J.C. Penney’s, closing within the past two years. There is only one private school in our community that serves high school students. Parent/Guardian Demographics. Of the parents or guardians in the community, 32% have a high school diploma, 22% have some college credits, 4.5% have an associate degree, 7% have a bachelor’s degree, and 3.5% have a graduate degree. Racial groups break down as follows: 1.18% Asian 2.16% Hispanic 10.94% White 85.71% Black Income levels break down as follows: 16.2% less than $10,000 10.1% $10,000-$14,999 15.0% $15,000-$24,999 12.5% $25,000-$34,999 15.2% $35,000-$49,999 16.5% $50,000-$74,999 7.5% $75,000 or above COMPONENT TWO MISSION, BELIEFS, VISION Mission Statement Craigmont High School is dedicated to educating each student in a safe, academically challenging learning environment. We Believe: Our diverse student body and community provide an awareness of differing social and cultural structures. All stakeholders must have a voice in the development of school policies and procedures. A safe, nurturing environment and supportive community enhance student learning. Students, parents, educators, and the community are partners in the learning process. Instruction must consider a variety of learning styles. Teachers must seize the opportunity to teach beyond the textbook when appropriate. Students learn best when they are actively engaged in well-developed, meaningful activities. Student performance and behavior improve as a result of high expectations. Assessment must reflect student learning. A variety of assessment techniques must be used to evaluate different learning styles. Students must accept personal responsibility for their learning. Students must be prepared for the paths they will follow after graduation. Vision: Craigmont High School’s commitment is to provide a supportive, innovative environment to inspire life-long learning through academic excellence and extracurricular activities. Through the cooperative efforts of the administration, faculty, parents, and students, Craigmont students will become responsible citizens. Form 2.1 Collaborative Process Rubric 2.1 The collaborative process we used to develop these components is as follows: The current Beliefs, Mission and Vision Statements were sent to the following stakeholders requesting input as to how these statements could be revised to better reflect our present stakeholders and our current service to the community: Craigmont Middle School leaders Douglass Community leaders Craigmont Parent- Teacher Organization leaders Craigmont High School faculty Parents via a school-sponsored spaghetti dinner COMPONENT 3 Academic and Non-Academic Data Analysis At Craigmont High School the criteria for what students will know and will be able to do is determined by the Tennessee State Board of Education High School Policy, the NCLB Act, the Memphis City Schools Improvement Plan, and Craigmont’s mission statement. As stated in Component One, Craigmont offers its students a variety of courses, depending on which graduation path the student chooses: the technical, university or the combined path. The effectiveness of the school program can be measured by multiple sources of academic and nonacademic student data, such as: the TCAP writing assessment, the Gateway algebra I, biology and language assessment, end of course tests, ACT results, Advanced Placement test scores, textbook tests, report card data, dropout rate, attendance and graduation rate. The data from 2004 was disaggregated and compared to data collected in 2002 and in 2003. This data array became the basis from which the following comprehensive information was developed. The following synthesis of the data reveals the strengths and areas to be strengthen with respect to student achievement. Strengths There was an improvement in TCAP Writing Assessment scores in 2004. Craigmont’s average score in 2002 was 3.8. In 2003 the average score was 3.7 The average score in 2004 rose to 3.8, which seems to indicate that the language arts teachers are reinforcing writing skills while vertical teaming in English classes. Data also indicated that Craigmont was successful in eliminating one and zero scores in the three-year period. An analysis of the Advanced Placement data revealed an increase in the scores of AP English literature with 50% of the students enrolled passing the exam. In AP English composition the number of students enrolled doubled from 2002 to 2004. The number passing decreased only slightly and there was an increase in the number of 5’s and 4’s, especially among African-Americans. Other strengths were in AP Calculus in which the number of 5’s and 4’s doubled from 2002. Our strongest area appears to be in AP Music Theory in which 75% of the students tested scored a 4 or 5. Our Gateway scores in Reading/Language Arts increased to 89%, which is within 1% of the AYP goal of 90%. The largest gain was reflected from 2003 to 2004 with a 51% increase in the number of students at the proficient level. After randomly selecting the final exam scores of 25 core curriculum teachers over a period of three years, data revealed that in every class there was an improvement ranging from 2% to 13%. The largest and smallest gains occurred among students taking honors or AP classes. The improvements of the students taking regular classes were also at a level between the largest and smallest gain. It was concluded that regardless of the class level, Craigmont students’ final exam grades improved from 2002 to 2004. The cohort dropout rate for Craigmont has decreased in 2004. The disaggregated data shows that in 2002, the cohort white dropout rate was 10.7%, while the cohort black dropout rate was 19.5%. In 2003, the cohort white dropout rate was 9.7% and cohort black dropout rate was 13.0%. The rate decreased even more in 2004 with the white cohort dropout rate at 8.8% and the black cohort dropout rate at 9.7%. In 2002 Craigmont’s promotion rate for grades 9-12 fell dramatically from 99.1% to 83.0%. However, in 2004, with an increase of 3%, the promotion rate was 86.0%. The attendance rate has improved from 91.1% in 2002 to 91.9% in 2004. The graduation rate has improved from 76% in 2002 to 81.0% in 2004. Areas to Strengthen Craigmont’s ACT scores were identified as a target area for improvement. Data indicate that in the last three years, there was a drop in composite scores from 18.8% to 17.8%. There is consistent evidence that the scores of African-Americans have dropped more than any other ethnic group and it is this population of test takers, which has increased the most. The subtest needing the most support is mathematics, which is targeted for emphasis in an attempt to improve these scores. Craigmont is offering ACT workshops and tutoring to improve test-taking skills. Algebra I Gateway scores are well below the state average and the AYP target of 74%. Ironically, in 2004, Craigmont increased the percentage of students taking the test, but this resulted in an unacceptable number of African-American males and economically disadvantaged students failing the test. Therefore, Craigmont failed to meet the AYP in these two areas. The staff is currently identifying the low performing students in math and offering classes concentrating on Gateway Algebra I competency and after-school tutorial assistance. Advanced Placement courses in Biology and U.S. History do not have the same high pass rate as other AP courses. Currently these courses are being reevaluated and will be restructured as may be necessary. The demographics of Craigmont High School are changing as the population of the community changes. The school presently has more economically disadvantaged students than at any previous point in its history. There is an increase in the number of students who qualify for free and reduced lunch. For the first time, Craigmont is a Title I school. Each year the ninth grade students compose the majority of discipline referrals. A mentoring program has been implemented to reduce this and identified ancillary problems. Areas of Priority Concern The challenge of educating Craigmont students increases each year, and the staff is diligently planning, revising, and experimenting with teaching methods and instructional strategies that will encourage students to strive for academic excellence. In order to more adequately address the opportunities to meet the academic needs of the students of Craigmont High School, the following areas are targeted for emphasis within the framework of the curriculum of the school. First, a concentrated effort will be implemented to increase the Gateway Mathematics scores for students taking the test for the first time by a minimum of 10%. In addition, a tutorial program will be implemented for repeaters in an effort to provide them with the opportunity for all these students to reach proficient or above on the Gateway Mathematics Test. A second priority will be to increase the Gateway Language Arts scores to the AYP goal of 90% for all students testing for the first time and to allow the repeaters to attain scores of proficient or above. The third topic of emphasis will be to address the ACT scores. The fourth area that will receive attention will be the school climate. COMPONENT FOUR CURRICULAR, INSTRUCTIONAL, ASSESSMENT, AND ORGANIZATIONAL EFFECTIVENESS Data incorporated in Component Four of the School Improvement Plan for Craigmont High School are based on the following sources; school report cards for 2003 and 2004, school surveys, minutes, and agendas from meetings of departments, minutes of faculty meetings, and minutes and agendas of meetings o the Leadership council. Implementing a collaborative process the faculty, staff, and administration, and other stakeholders identified the strengths of the school on which they continue to build. Areas of lesser strengths identified by the stakeholders are the focus of strategies designed to improve their educational impact within the scope of the vision and mission of Craigmont High School. FORM 4.1: Collaboration As a part of the collaborative effort to improve instruction and design it to be more applicable to the needs of the students, programs are in place and are systematically implemented. These include curriculum planning and revision, collaboration among the stakeholders, and professional development, which addresses areas targeted for improvement, such as departmental and vertical training. Each strategy and method is accompanied with an instrument for immediate feedback. Documentation for these activities is provided through the minutes of the meetings, agendas, plans, and by narrative descriptions of the meetings including dates and those in attendance and agendas or topics that were discussed. Survey instruments and similar data gathering devices were also utilized. The data contained therein provides documentation for validating the assumptions. Departmental chairs meet with the administration to receive information about policy and instruction to be disseminated at departmental meetings; Departmental chairs collaborate with the administration to adjust curriculum offerings each year to reflect the growing and changing needs of the students; Strong, active, departments meet for vertical teaming and curriculum mapping; Team teaching, particularly between the Instructional Technology department and other departments, is in place, as well as between social studies and language arts; A mentoring program has been established for non-tenured teachers as well as teachers new to Craigmont; The Leadership Council is comprised of teachers, administrators, parents, and student leaders to review school policies and plan for ways to increase stakeholder participation in the life of Craigmont; Teachers submit regular syllabi, calendars, and unit plans to the administration for review and support; Teachers and the administration met during the summer of 2004 for a two-day inservice, and adopted the “Failure Is Not an Option” model for school planning and improvement, which includes several strategies already implemented. o To create a mentoring program for ninth graders in which all teachers contact five or six freshmen throughout the school year to maintain a personal contact to monitor achievement and to provide academic and social support as needed; o To join with the University of Memphis to become a Professional Development School; o To adopt a web-based grade book for teachers, parents, and students to access current grades and teacher comments on a regular basis; Teachers, students, and parents have the opportunity to participate in a school climate survey from the AEL Continuous School Improvement Questionnaire; By overwhelming teacher request, we established on-going professional development for inclusion strategies in the classroom; IEP-Team and S-Team meetings are held to identify students who need services and to create an instructional and support plan for exceptional students; The School Improvement Plan process allows for teachers to collaborate and to do an in-depth study of strengths and limitations. FORM 4.2: Evaluation of the School Decision-Making Process The decision-making process at Craigmont High School has several strengths, but analysis of the school climate instrument also indicates areas may be strengthened for effective school improvement. Areas of Strength: The Craigmont Leadership Council was established to formally include all stakeholders in key decisions affecting Craigmont. In the past, the Leadership Council has successfully campaigned for streetlights to properly illuminate the school, video surveillance cameras to monitor key areas of facility, and supplemented the Memphis City School dress code policy to include school colors. The Craigmont Student Council is comprised of student representatives selected from each grade, class officers elected by their classmates, and council officers elected from the student body at-large. The student council has activities to support school spirit and participation in school life. Decisions are made by the council and approved by the assistant principal. School Climate Survey Results from Spring, 2004 indicate that teachers, students, and parents all agree that math is the academic area most in need of improvement. All three groups gave the school an overall grade of C, indicating that all three groups share consensus on the overall effectiveness of the school. National, state, and local standards drive curriculum design, but outcomes of Gateway, TCAP, and End-of-Course testing determine strategic planning, course offerings, teacher assignments, and professional development. The administration formally evaluates teachers on a three-year cycle and teachers and administrators develop a teaching improvement plan based on observations, self-reflections, and written plans. Administrators also provide feedback for improvement to all teachers throughout the school year as needed. Areas to Strengthen: Results of the AEL Continuous School Improvement Questionnaire (AEL-CSIQ) indicate that from Fall, 2003 to Spring, 2004, “…the mean percentile scores for the Craigmont High School staff were below average on all six AEL CSIQ scales when compared to other high schools that had taken the instrument. The scores ranged from a low of 15 percentile rank points on the School/Family/Community Connections to a high of 20 on Learning Culture. None of the six scales can be viewed as a particular strength area.” The survey also indicated that mean percentile scores for all six scales declined from the fall to the spring administration. The data seem to indicate that improvement is limited and that the declines noted may be related to the challenges of the implementation of strategies that are designed to improve scores on the exit exams. The School Improvement Team was charged with discussing and analyzing the meaning of the observed declines to facilitate improvement. The results of the analysis are that the staff doubts the validity of the instrument based on the facts that Several teachers expressed concern that they believe that it is possible to track teachers’ identities from the questionnaire; Many questions are redundant, long, and confusing, and teachers grew impatient and frustrated with the survey itself; The survey does not include any report of standard deviation in the mean percentile ranking of the answers, limiting consensus or strong agreement of the responses. The teacher responses on the AEL CSIQ survey seem to imply their concern for School/Family/ Community Connections and Shared Leadership. An analysis of the Spring, 2004 School Climate Survey Results for Craigmont provided by the Memphis City Schools Office of Research and Administration shows the following information: The staff survey indicates all areas of parent/community/stakeholder participation are considerably lower than the mean percentile responses of both the secondary and the all schools categories in the Memphis City Schools by five or more percentage points. The responses indicating poor stakeholder participation are the reason for the very low outcomes for School/Family/Community Connections and Shared Leadership, because most teachers perceive that too few parents participate in sharing decision-making in the school and that they do not believe that parents provide respect for the teachers or the goals of the school. Likewise, the faculty survey indicates that faculty members do not participate in community events. Clearly, Craigmont must take steps to improve parent and faculty participation in the school and community programs. Of the 278 climate surveys for parents that were mailed to students’ homes with self-addressed return envelopes, only four were returned – clearly reinforcing teachers’ survey responses. There were too few responses to determine a consensus from the parent survey to facilitate school improvement. Based on low staff and student responses concerning participation in school/community activities and low student responses indicating that they do not brag about the school to their friends or recommend the school to their friends, the conclusion is that there is no real sense of school pride and citizenship from either faculty or students. Teachers and student surveys both show responses above the Memphis City Schools’ mean scores for teachers having to deal with disciplinary issues. FORM 4.3 – Resource Allocation The School Report Card issued by the Tennessee State Department of Education indicates that Craigmont has passed its goals for achievement in Gateway Biology I and English II. Craigmont has shown a three-year gain in TCAP Writing Assessment, indicating that we are achieving our goals for language arts achievement. We have not yet passed all components of the No Child Left Behind criteria for economically disadvantaged students, African Americans, and males for Algebra I competency. Of the 329 seniors enrolled, 82 students (25%) have not yet passed at least one Gateway exam and 43 students (13%) have not passed two or more Gateway exams. As of 2004, Craigmont also qualifies for Title I funds to support school improvement. Based on the identified academic needs, Craigmont has allocated resources in the following manner: Donations o Faculty members have given books to the school library; o The local medical center donated twenty computers to the school for teachers who either had no computer technology resources in their classrooms, or had outdated equipment that was obsolete; o Through the Adopt-A-School Program, Covington Pike Toyota donated the Channel 3 weather station to the school library. Human resources – volunteers o Leadership Council o Parent-Teacher-Student Association o Craigmont Instrumental Music Association o Athletic boosters’ clubs o Adopt-a-School Human resources – compensated o Exemplary Educator (Tennessee State Department of Education) – Dr. Donald Hopper Provide assistance in curriculum and instruction and resource development for Algebra I Gateway and for identified subgroups in all other Gateway areas. o Title I Coordinator – Kathy Pennel Star Math is an algebra diagnostic program for identifying objectives needed for passing Gateway standards and for appropriate placement of students in Algebra I and Algebra I-A classes; Web Grader online grade book was purchased by the school after professional development sessions produced a consensus among teachers that a web-based computer grade book would be an ideal way to allow parents and students to access students’ grades on a regular basis; Accelerated Math is a computerized program that is implemented after the Star Math diagnostic program that allows students to take practice tests on identified standards. Computerized curriculum mapper provides correlation between school curriculum and state and national standards to guide teachers. Professional development is provided for all the above-listed programs to help teachers integrate the new practices into their classrooms and daily lessons. After-school tutorials are offered three days a week to Algebra I, Biology I, and English II students who are identified by the Star Math program, classroom performance, and teacher referrals. So far, Craigmont records indicate that all students who attend these tutorial sessions regularly have passed the Gateway exams for which they were preparing. These teachers are compensated through Title I. Contracts between students, parents, administrators, and teachers were distributed through English classes, and all who signed promise to contribute to their student's academic success. Other o Additional English and math tutoring is available after school for identified students. The teachers are compensated through the Memphis City Schools’ extended contract program. o PLATO computer tutorial is available for reinforcing curriculum objectives and for Gateway, SAT, and ACT practices. Sixteen of the 30 computers in the library are available for PLATO use. o A course recovery program is available after school through Memphis City Schools at no cost to students who are lacking one or two credits to graduate on time. Students who are at-risk for dropping out are targeted, with preference given to seniors. They must sign a contract for attendance and pass all objectives as well as the courses they are enrolled in throughout the day. After two semesters of implementation, no one has met the attendance requirements for the program. Teachers are compensated through the Memphis City Schools’ extended contract program. FORM 4.4 – Exemplary Curriculum Analysis and Support Craigmont High School administration and faculty have aligned instruction and school improvement for achieving the benchmarks for passing Gateway exams, reducing dropouts, retaining at-risk students, and meeting all criteria for No Child Left Behind. The latest data from the 2002-03 School Report Card and Gateway results are as follows: Gateway Biology I – all goals met English II – all goals met. Algebra I – continued failure in overall percentage for identified subgroups (males, African Americans, and economically disadvantaged). This is the main focus for academic achievement school improvement. TCAP Writing Assessment – three-year improvement showing above-average scores. Dropout rates show an improvement from 2002 to 2003, and the cohort drop out rate has improved from below average to average. Graduation rate is 76%, equal to the state average. ACT achievement showed greater than expected gains, but three year longitudinal outcomes show a decrease in all areas of competency, with the greatest decrease in math. Strengths: Title I and Exemplary Educator support Exceptional technology support After-school tutorials Curriculum mapping All textbooks must align with state and national standards All district-mandated six-weeks tests are aligned to state standards There are many ways Craigmont reports achievement data and school news: o Six weeks report cards; o Web-grader, web-based grade book; o School website, www.craigmont.org; o State Department of Education website and the School Report Card; o Weekly bulletins from the principal; o School news broadcast over the Channel 1 television channel after the Channel 1 news; o Regular club meetings; o PTSA, CIMA, athletic boosters', Leadership Council, and Student Council meetings; o Regularly scheduled parent-teacher conferences; o Low-cost spaghetti-dinner to meet and discuss No Child Left Behind issues; o Craigmont school newspaper; o School assemblies; o Frequent feedback from students in the form of elections and class activities; o Faculty meetings, which include discussion and monitoring of achievement, school climate for school improvement; o Yearly review and updating of the School Improvement Plan. Areas to Strengthen: Outcomes are reported at faculty meetings and subject area departments discuss these results and how to support improvement within their subject areas. Teachers participate in the development of the School Improvement Plan as well. The weakness, however, is that teachers who are not in identified needs areas often do not read or save their copy of the School Improvement Plan and do not know the overall plan for improvement. Although planning and vertical development with feeder schools is evident in the foreign languages and fine arts departments, there is little evidence of collaboration in most subject areas between Craigmont High School and Craigmont Middle School, the main feeder school. FORM 4.5: Instructional Analysis and Support Upon the receipt of school report cards for 2003 and 2004, the leadership of Craigmont has adjusted the instructional programs to attempt to improve academics in the areas of need indicated by these data. Profession al development and student support opportunities are provided for all Gateway subjects with specific focus on the sub-groups shown to have the greatest need, which includes African-American males and economically disadvantaged. The administration dropped AP Environmental Science due to lack of student interest and added Gateway Algebra I and Algebra IA, Honors Anatomy and Physiology, Honors Mythology, Speech (honors and standard), Practical Law, AP World History, and Graphic Communications. Based on evaluation of teachers and results of Gateway and End-of-Course testing, the administration makes teaching assignments. Professional development reflects needs identified from teacher anecdotal surveys as well as testing results: o Differentiated instruction o Web Grader online grade book o Lesson plan development o Effective teaching strategies for Algebra I, Biology I, and English II o Assigning teacher mentors to support ninth graders Optional School enrollment has increased from 2003 to 2004, but there is an overall decrease of 25% from 2002 to 2004. We believe that this has occurred because of the Open Enrollment policy and the No Child Left Behind Act, which allow students to attend Craigmont from low-performing school districts within the Memphis City Schools to the higher-performing Craigmont district. Families of high-performing students that traditionally attended Craigmont are moving out of the district or opting for private or home schooling, and we are facing the challenge of structuring curriculum and instruction for students with different needs than the students who were served by Craigmont in the past. Although honors and AP courses are still offered to students, there are fewer classes, and there are an increasing number of students in standard and remedial classes. Craigmont has added two additional resource teachers (one CDC). Craigmont also had adopted two research-based models for school-wide instruction and assessment: Multiple Intelligences and Failure Is Not an Option. After-school tutoring for Gateway Algebra I, Gateway Biology, Gateway English, and a credit recovery program for at-risk students are offered at no cost to students. Extracurricular activities enrich the curriculum and encourage students to pursue their interests in fine arts, foreign languages, international studies, the U.S. legal system, environmental science, and character development. Varsity sports coaches also support the curriculum by monitoring the academic and social development of their athletes. The curriculum of Craigmont is correlated to the state standards and is aligned within the school and with the feeder schools as per the curriculum guides and instructions of the Memphis City Schools. GOAL 1 Form 5.1: Goal 1 The percent of students scoring proficient or above on the Gateway Mathematics Assessment will increase by a minimum of 10%; the percent of students retaking the Gateway Mathematics Assessment scoring proficient or above will increase by 50%. Which Need(s) does this Of the students taking the Gateway Mathematics Assessment in the Spring of 2004, Goal address? 50 percent scored below proficiency. How is this Goal linked to the To provide each student the opportunity of academic success. Goal system’s Five-Year Plan? FORM 5.2: Action Steps (Goal 1) GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) FORM 5.3: Implementation Plan (Goal 1) Timeline (Rubric 5.3) Person(s) Responsible (Rubric 5.3) Projected Cost(s) (Rubric 5.3) Monitoring Strategy (Rubric 5.3) Conduct a dual tutorial programs for students taking the Gateway Mathematics Assessment for the first time and for repeaters. Project Achieve is a tutorial project designed to provide the tools necessary for success. Use STAR Math computer-based program to pre-assess all Algebra I students to assist in identifying nonmastered objectives Implement the utilization of supplementary materials into the classroom on a daily basis Implement a mentoring program in which 9th grade students are assigned to teachers/staff to promote collaboration among teachers, students, and parents. September, 2004 – May, 2005. Project is conducted 3 days each week and on Saturday. September, 2004May, 2005, on a monthly basis School staff and math teachers and retired math teachers from the community. School staff and math teachers Classroom teachers will administer pre and post test on Gateway objectives each three weeks. Math teachers will utilize data to set goals and design the instructional program In-class and out-ofclass assignments; assessments and quizzes Reports are made by mentors to the administration and staff for review each six weeks or more often if September, 2004 – May, 2005. School staff and math teachers $ 4,300.00 = materials; $ 1,000 = calculators N/A September, 2004 – May, 2005 with reports and reviews of progress scheduled each six weeks grading Faculty and staff of Craigmont High School and selected 12th grade students. FORM 5.2: Action Steps (Goal 1) GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) FORM 5.3: Implementation Plan (Goal 1) Timeline (Rubric 5.3) Person(s) Responsible (Rubric 5.3) Projected Cost(s) (Rubric 5.3) Monitoring Strategy (Rubric 5.3) period. needed. Form 5.3, continued Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) GOAL 1 Professional development (PD) is provided for all math teachers in the use of the TI-83+ graphing calculators; PD is provided through networking and collaborating with staff and faculty; continuous updates and review of computer-based tutorial software; PD provided in the area of planning of lessons emphasizing performance indicators; PD in assessment activities, teaching methods and instructional strategies as well as classroom management. Parent and Community Provide a parent curriculum night; training for parents in the Member Involvement use of the TI-83+ graphing calculators; newsletters and (Steps or Strategies) to meetings with parents explaining the tutorial programs and the Support Action Plan (as value for their children; regularly scheduled conferences with applicable) (Rubric 5.2) teachers and parents to update progress. GOAL 2 Form 5.1: Goal 2 The number of students scoring proficient or above on Gateway Language Arts Assessment will increase from 89% to 90% plus. To increase the overall number students scoring proficient or above on the Gateway Language Which Need(s) does this Goal Arts Assessment Goal address? How is this Goal linked to the system’s Five-Year Plan? To provide students with the academic background that will prepare them for an experience of life-long learning. FORM 5.2: Action Steps (Goal 2) GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) FORM 5.3: Implementation Plan (Goal 2) Timeline (Rubric 5.3) Person(s) Responsible (Rubric 5.3) Projected Cost(s) (Rubric 5.3) Monitoring Strategy (Rubric 5.3) Administer pre-test at the beginning of the year to assess current usage level September, 2004 – December, 2004 English Teachers – 10th Grade None Implement usage of the Gateway Fast Start Language Arts into classroom instruction September, 2004 – May, 2005 English Teachers – 10th Grade $ 100.00 for copies and supplies Implement English 10 Curriculum Guide and Tennessee State Learning Standards into classroom instruction September, 2004 – May, 2005 English Teachers, 10th Grade $ 100.00 copies and supplies Implement Mentor Programs for 10th graders to improve overall academic performance and attendance September, 2004 – May, 2005 Craigmont High School selected staff to include all core subject teachers None Administer post-test at the end of the first semester to measure academic gain Teachers will administer homework, quizzes, and class work using the Fast Start Program. Teachers will use information/data from pre-test to modify classroom instruction to meet student’s need. Staff will meet with their selected mentees at least two times per six weeks to evaluate progress. FORM 5.2: Action Steps (Goal 2) GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) FORM 5.3: Implementation Plan (Goal 2) Timeline (Rubric 5.3) Person(s) Responsible (Rubric 5.3) Projected Cost(s) (Rubric 5.3) Monitoring Strategy (Rubric 5.3) Establish Tutorial Teams both on-site and at Douglas Community Center for remedial assistance. September, 2004 – May, 2005 Volunteer Student Mentors and Volunteer Parent Mentors None Students will return their proof of attendance slips to their current English Teachers. Form 5.3, continued Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) Professional development for entire staff on results-driven instruction; All English 10 teachers must attend Gateway and Curriculum Guide workshops; Professional development for entire staff on mentor program. Host a community/school-wide meeting to get both volunteer students and parents for the tutorial teams; Have regular communication between teachers and parents through newsletters, conferences, and billboard announcements to keep them updated on their students academic progress and additional services available to help their children. GOAL 3 Form 5.1: Goal 3 The percentage of students re-testing in Gateway Language Arts scoring proficient or above will increase by 50%. There are students who have not passed the Gateway Language Arts assessment in order to receive Which Need(s) does this Goal a regular high school diploma. Goal address? GOAL 2 To improve the graduation rate. How is this Goal linked to the system’s Five-Year Plan? FORM 5.2: Action Steps (Goal 3) GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) FORM 5.3: Implementation Plan (Goal 3) Timeline (Rubric 5.3) Person(s) Responsible (Rubric 5.3) Projected Cost(s) (Rubric 5.3) Monitoring Strategy (Rubric 5.3) Students will attend after school tutorials in Gateway English. Enroll students in BOE classes for Gateway tutoring. Implement mentor tutoring program for students repeating the Gateway Language Arts Assessment. English teachers will incorporate Gateway objectives in daily lesson plans. September, 2004 – May, 2005 TBA Selected English II teachers Personnel for BOE Extended Contract of $1000.00 per teacher per semester Materials provided by BOE None Computer generated modules. Monitoring designed by BOE personnel Written reports on the progress of each student at bi-weekly intervals. Assess mastery of performance indicators weekly. September, 2004 – May, 2005 Staff and selected teachers September, 2004 – May, 2005 Teachers model and correct grammar usage September, 2004 – May, 2005 All English teachers None with students who need to repeat the Gateway assessment All Subject Area None Teachers Self-assessed by each teacher and shared in subject area faculty meetings. Form 5.3, continued Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) Provision by the administration for professional development opportunities for all English teachers and other subject area teachers in instructional methods and teaching strategies relating to Gateway performance indicators and curriculum standards. GOAL 3 Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) Provide opportunities for meetings with parents to inform them of student/school strategies and the need for their involvement with their children; collaboratively provided with other parent meetings with emphasis in other subject areas. GOAL 4 Form 5.1: Goal 4 Goal Which Need(s) does this Goal address? Improve school climate. The number of disciplinary referrals for disruptive behavior in the classroom indicates that learning time is being lost due to the present of disruptive influences. Provide a safe and secure environment for learning. How is this Goal linked to the system’s Five-Year Plan? FORM 5.2: Action Steps (Goal 4) GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) FORM 5.3: Implementation Plan (Goal 4) Timeline (Rubric 5.3) Person(s) Responsible (Rubric 5.3) Projected Cost(s) (Rubric 5.3) Monitoring Strategy (Rubric 5.3) Engage students in meaningful work. September, 2004 – May, 2005 Administrators, staff and teachers None Positive reinforcement for Honor Roll students through awards program. Involve parents in school to improve climate through programs, dinners, implementation of SIP, and utilization of Web Grader. Teacher Mentoring Program September, 2004 – May, 2005 September, 2004 – May, 2005 Guidance Department Designated administrator, staff and teachers Principal None N/A September, 2004 – May, 2005 None Student response and involvement in engagement strategies. Report cards monitored by homeroom teachers. Monitor grades, number of parents participating, and parental feedback. Veteran teachers are paired with teachers who are new to the profession or new to the system; monitor office referrals. Form 5.3, continued Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) Parent and Community Member Involvement (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) Professional development provided for all teachers in the area of classroom management strategies; PD also provided for the participants in the mentoring program; PD for administrators in discipline strategies for whole school application. Parents included in professional development opportunities in how to handle discipline at home as a support of the efforts at the school; information for parents as to the positive benefits of a good school climate as they relate to the education of their children; emphasize the importance of the part parents play in the establishing school climate. GOAL 5 Goal Which Need(s) does this Goal address? The percentage of students graduating in 2005 will increase by 2% of the 2004 graduation rate. The graduation rate must be 90% by the 2006-2007 school year. All students graduating on time. How is this Goal linked to the system’s Five-Year Plan? FORM 5.2: Action Steps (Goal 5) GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) GOAL 4 FORM 5.3: Implementation Plan (Goal 5) Timeline (Rubric 5.3) Person(s) Responsible (Rubric 5.3) Projected Cost(s) (Rubric 5.3) Monitoring Strategy (Rubric 5.3) Course Recovery Program in place to recover credit for courses failed by the student. September, 2004 – May, 2005 Selected Teachers Estimated that teachers will be paid $ 20 per hour for 6-8 hours per week Department of Student Engagement, MCS FORM 5.2: Action Steps (Goal 5) GOAL 1: Action Steps (Strategies, Interventions, or Scientific Based Research) (Rubric 5.2) FORM 5.3: Implementation Plan (Goal 5) Timeline (Rubric 5.3) Person(s) Responsible (Rubric 5.3) Projected Cost(s) (Rubric 5.3) Monitoring Strategy (Rubric 5.3) After school tutoring for students testing below proficient in Gateway assessments required for graduation. Off-site tutoring for Gateway subjects in the Douglas Community September, 2004 – May, 2005 Selected Teachers As above. September, 2004 – May, 2005 Selected Teachers and volunteers As above YO-Memphis Tutoring and Mentoring Programs Mentoring program for all 9th grade students Year-round program YO-Memphis personnel Funded by grant to City of Memphis September, 2004 – May, 2005 Administration, staff, and teachers None Pre-test/post-test scores; six-weeks grades; Gateway results. Pre-test/post-test scores; six-weeks grades; Gateway results. Guidelines determined within the YO-Memphis Project. Grade distribution sheets each sixweeks; reports to the principal or his designee. Form 5.3, continued Professional Development Plan (Steps or Strategies) to Support Action Plan (as applicable) (Rubric 5.2) Professional development provided for all teachers in areas of student retention, attendance, and dropout prevention; PD also provided for instructional methods and strategies as these relate to graduation rates as reflected in scientific based research. Parent and Community Parents involved in the PD emphasizing the importance of Member Involvement attendance as it relates to the graduation rate; involvement of (Steps or Strategies) to parents in the monitoring of their children’s attendance record; Support Action Plan (as emphasis placed on attendance and graduation in all parent applicable) (Rubric 5.2) meetings. GOAL 5 COMPONENT SIX: THE SCHOOL IMPROVEMENT PLAN AND PROCESS EVALUATION 6.1 Formative Assessment Our formative assessment instruments evaluate the various components of our action plan. There are some similarities and differences between the disciplines as described in the tables that follow. Area Assessment Data Analysis Procedures Review results to identify students for appropriate placement in Algebra I or Algebra IA Intervals Long-term comparison District Algebra Math readiness test Gateway administered to (Algebra I) rising 9th grade Used as one component for Annually in potential scheduling to summer as soon Algebra I, further as data are information is elicited at available registration and/or by student final marks Used as one component for potential scheduling to Algebra I, further information is elicited at registration and/or by student final marks TCAP achievement data from rising 9th grade students Review results to identify students for appropriate placement in Algebra I or Algebra IA Annually in summer as soon as data are available STAR Math test Measure growth, monitor student progress, and for Start of school, at scheduling decisions for Use results to establish readiness end of 1st 2nd semester courses (in level and discrete areas of semester, midcase a student is not making strength and need for each March, and endstudent for Algebra I coursework sufficient progress, team of-year will consider moving student to Algebra IA Monitor and track student performance to identify specific areas for intervention Areas of concern and interest are addressed with appropriate personnel (teacher or student/parent) Used as one component for potential scheduling to Algebra I, further information is elicited at registration and/or by student final marks District supplied 6 Score and review for appropriate Each 6 weeks weeks tests objective mastery Administrative review for: Report card grade student progress and teacher distribution consistency in grading practice Each 6 weeks TCAP achievement data from rising 9th grade students Review results to identify students for appropriate placement in Algebra I or Algebra IA Annually in summer as soon as data are available Area Assessment Data Analysis Procedures Administrative review of scores for purposes of early identification for tutoring program Intervals Long-term comparison Monitor and track student performance to identify specific areas for intervention Monitor and track student performance to identify specific areas for intervention Areas of concern and interest are addressed with appropriate personnel (teacher or student/parent) English Gateway 9th grade English I (English II state end of course and Writing performance Assessment) Annually 6 weeks exams Score and review for appropriate Each 6 weeks objective mastery Administrative review for Report card grade student progress and teacher distribution consistency in grading practice Each 6 weeks Area Assessment Data Analysis Procedures Intervals Long-term comparison Monitor and track student performance to identify specific areas for intervention Monitor and track student performance to identify specific areas for intervention Areas of concern and interest are addressed with appropriate personnel (teacher or student/parent) 9th grade end of Science course Physical (Biology I) Science test performance Administrative review of scores for purposes of early Annually identification for tutoring program Score and review for appropriate Each 6 weeks objective mastery 6 weeks exams Administrative review for: Report card grade student progress and teacher distribution consistency in grading practice Each 6 weeks Area School Climate Assessment MCS school climate survey Data Analysis Procedures Review results reported by stakeholder groups Review results reported by stakeholder groups Intervals Annually Long-term comparison Compare with previous results to analyze trends and adjust practice. Compare with previous results to analyze trends and adjust practice. Review disciplinary referrals and guidance referrals for trend analysis AEL CSIQ Annually Mentor report forms Monitor reports of staff participating in student mentoring Each 6 weeks program 6.2 Summative Assessment Plan There is a continual data stream flowing into the school from many different areas. Data are generated as a result of NCLB mandated tests, state mandated tests, disaggregated data from Research and Evaluation, local school-generated data regarding student performance and climate indicators as well as anecdotal data from parent, teacher, student, and administrative conferences. In order to make the best use of these multiple data streams, our overall data plan needed revision. Assessment Instruments: All previously identified formative assessment data End-of-course test data from all state mandated tests All Gateway test data All local school-generated data including report card data, grade distribution data, disciplinary data, attendance data, and guidance referrals and categories Data Analysis Procedures: Receive, log, and sort data Refer data to a data committee so they may collaboratively review and disseminate the data to appropriate personnel Examine data reports from the committee and compare to previous results Long-term Comparisons Data will be disaggregated, tracked, and charted over a three year period and will better drive decisions regarding instruction, curriculum, and all academic phases of the educational process Communicating the Data Present and post results and trend analyses to Leadership Council, faculty and staff, community, district leaders and other appropriate stakeholders Receive input from various stakeholders regarding adjustments to curriculum, pedagogical strategies, school organization and resource allocation Continue using all media currently in place to communicate with internal and external stakeholders including: memoranda, faculty meetings, department meetings, Leadership Council meetings, school web-site, school newsletters, and principal letters to parents, guardians, teachers, and students 6.3 Evaluation of the School Improvement Plan Process The Craigmont High School Leadership Team is committed to continuous school improvement. As an oversight committee, the team functions to coordinate the development and implementation of the plan, monitor the data stream as well as the analysis and dissemination of the data. To attain these objectives and to monitor and adjust the plan we will: Implement the current plan as written by communicating the plan to all stakeholders. Teachers and/or central office staff will receive copies of action plans and goals germane to their assignments or supervisory areas. Students and parents will receive summaries of the plan and the plan will be posted on the school website. Actively seek feedback related to the plan. Internal and external stakeholders will be asked for input and feedback via surveys, feedback forms, suggestion forms, or by any communication method to which the stakeholder has access. Implement the plan by providing authority and responsibility to individuals responsible for area(s) within the plan. School administrators will be responsible and accountable for monitoring and coordinating the required components and monitoring/implementation activities of others. We will also ask outside liaisons, our Exemplary Educator for example, for additional monitoring oversight of the plan implementation. Seek input and feedback regarding the school improvement planning process. Debriefing sessions will be held following the feedback. Stakeholders will be asked to suggest ways to improve the planning process as well as to recognize areas of the process that worked well. Monitor the plan and recommend adjustments. Following the cycle of continuous improvement, we will seek to collaboratively monitor the plan implementation, make data-based decisions regarding plan effectiveness, seek collaborative input to adjust, and monitor the effectiveness of any adjustments, changes, or amendments to the plan. The data committee will be charged with the responsibility for regularly coordinating the revision of any data contained within this document.