TSIPP2010-2011--Revised Feb_ 2011

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					Tennessee School Improvement
  Planning Process (TSIPP)
             2010-2011




   Kingsbury High School
      ―School of Scholars & Champions‖
     1270 N. Graham, Memphis, TN 38122
                (901) 416-6060

         Carlos J. Fuller, Principal
        Shenar Miller, Assistant Principal
        Gabriela Toro, Assistant Principal




       Dr. Kriner Cash, Superintendent
   Memphis City Schools, Memphis, Tennessee
              Tennessee School Improvement Planning Process
                                 (TSIPP)
                                          Assurances
                                      with Signature of Principal




I certify that _____Kingsbury High School_____________ has utilized the data and other
requirements requested for each component. The school will operate its programs in accordance
with all of the required assurances and certifications for each program area.




I CERTIFY that the assurances referenced above have been satisfied to the best of my
knowledge.




__________________________________________                          ______________________
Signature of Principal                                              Date Signed




Tennessee School Improvement Planning Process                                     Page 2 of 136
                                                          Table of Contents
COMPONENT 1a
School Profile and Collaborative Process ............................................................................................... 05
1.1 SIP leadership Team Composition ....................................................................................................... 06
1.2 Subcommittee Formation and Operation ............................................................................................. 07
1.3 Collection of Academic and Non-academic Data and Analysis/Synthesis .......................................... 12
COMPONENT 1b
Academic and Non-Academic Data Analysis ......................................................................................... 25
1.4 Variety of Academic and Non-academic Assessment Measures ......................................................... 26
1.5 Data Collection & Analysis ................................................................................................................. 27
1.6 Report Card Data Disaggregation ........................................................................................................ 30
1.7 Narrative Synthesis of All Data ........................................................................................................... 48
1.8 Prioritized List of Targets .................................................................................................................... 51
COMPONENT 2
Beliefs, Mission and Vision....................................................................................................................... 53
2.1 Beliefs, Mission and Shared Vision ..................................................................................................... 54

COMPONENT 3
Curricular, Instructional, Assessment and Organizational Effectiveness ........................................... 55
3.1 Curricular Practices .............................................................................................................................. 56
     (Rubric Indicators 3.1 and 3.2)
3.2 Instructional Practices .......................................................................................................................... 64
     (Rubric Indicators 3.3 and 3.4)
3.3 Assessment Practices ........................................................................................................................... 75
     (Rubric Indicators 3.5 and 3.6)
3.4 Organizational Practices ...................................................................................................................... 80
     (Rubric Indicators 3.7and 3.8)
COMPONENT 4
Action Plan Development ......................................................................................................................... 86
Kingsbury High School Goal 1
4.1 Goals .................................................................................................................................................... 87
4.2 Action Steps ......................................................................................................................................... 88
4.3 Implementation Plan ............................................................................................................................ 88
Kingsbury High School Goal 2
4.1 Goals .................................................................................................................................................... 91
4.2 Action Steps ......................................................................................................................................... 91
4.3 Implementation Plan ............................................................................................................................ 91
Kingsbury High School Goal 3
4.1 Goals .................................................................................................................................................... 94
4.2 Action Steps ......................................................................................................................................... 95
4.3 Implementation Plan ............................................................................................................................ 95
COMPONENT 5
The School Improvement Plan and Process Evaluation ........................................................................ 98
5.1 Process Evaluation ............................................................................................................................... 99
5.2 Implementation Evaluation ................................................................................................................ 103
5.3 Monitoring and Adjusting Evaluation................................................................................................ 105



Tennessee School Improvement Planning Process                                                                                                Page 3 of 136
Title I Addendum……………………………………………………………………………….. 111
     Middle and High School Transition Plan………………………………….………….112-115
     Teacher Mentor Plan……………………………………………………………….………116
     Intervention Plan…………………………………………………….…………….…..117-118
     Strategies to Attract Highly Qualified Teachers…………………..…………….…………119
     State and Federal Programs……….…………………………………………………..……120
     Home School Compact……………………………………………………………..…121-122
     Family Engagement Plan…………………………………………………………….….….123
     Professional Development Plan……………………………………………………….124-130
     10 Components of a Title I Schoolwide Program ……………………………………..131-132
     Revised Professional Development Plan………………………………………………133-134
     Technical Assistance Report………………………………………………………………..135




Tennessee School Improvement Planning Process                       Page 4 of 136
          COMPONENT 1a –

                        School Profile
                             and
                        Collaborative
                           Process


Component 1a - School Profile and Collaborative Process


Tennessee School Improvement Planning Process             Page 5 of 136
  1.1: SIP Leadership Team Composition
  (Rubric Indicator 1.1)
                           Leadership
SIP Leadership Team
                             Chair?                 Position         Name of Subcommittee(s) (when applicable)
   Member Name
                             (Y/N)
Acosta, L.                     N        Parent                       School Profile and Collaborative Process

Adair, M.                      N        Counselor                    Action Plan Development

Batts, T.                      N        KCTC Assistant Principal     School Profile and Collaborative Process

Toro, G.                       N        Assistant Principal          Beliefs, Mission and Vision

McKinney, J.                   N        Parent Counselor             Action Plan Development
                                                                     Curricular, Instructional, Assessment, and
Fuller, Carlos J.              N        Principal                    Organizational Effectiveness

Miller, S                      N        Asst. Principal              School Profile and Collaborative Process

Horton, J.                     Y        Literacy Coach               Beliefs, Mission and Vision

Jenkins, R.                    N        Community Member             Beliefs, Mission and Vision
                                                                     Curricular, Instructional, Assessment, and
Sellars, M.                    N        Financial Secretary          Organizational Effectiveness

Lane, Dr. S.                   N        Fine Arts Teacher            School Improvement Plan and Process Evaluation

Levy, H.                       N        Science Teacher              School Improvement Plan and Process Evaluation

Dr. G. Williams                N        Redesign Grant Coordinator   Action Plan Development

Nelson, V.                     N        Technology Teacher           Action Plan Development

Smith, S                       Y        Graduation Coach             School Profile and Collaborative Process
                                                                     Curricular, Instructional, Assessment, and
Reyes, E.                      N        ESL Bilingual Facilitator    Organizational Effectiveness
DeGroff, S.                    N        Multi-media Specialist       School Profile and Collaborative Process
                                                                     Curricular, Instructional, Assessment, and
Falls, Dr. G                   N        SPED Coordinator             Organizational Effectiveness
Hady, N.                       N        Math Coach                   School Improvement Plan and Process Evaluation

                                        Professional Development     Curricular, Instructional, Assessment, and
Tate, S.                       N                                     Organizational Effectiveness
                                        School Compliance Coach
Whitmore, W.                   N        Student Council President    School Profile and Collaborative Process

Williams, Maj. S.              N        Senior Army Instructor       Beliefs, Mission and Vision




  Tennessee School Improvement Planning Process                                                     Page 6 of 136
Component 1a - School Profile and Collaborative Process

1.2: Subcommittee Formation and Operation
(Rubric Indicator 1.2)

Subcommittee for COMPONENT        1 School Profile and Collaborative Process
                    Member Name                                    Position                 Chair
Acosta, L.                                       Parent                                 N
Barsotti, R.                                     History Teacher                        N
Batts, T.                                        KCTC Assistant Principal               N
Dowda, L.                                        Math Teacher                           N
Hillman, J                                       Math Teacher                           N
Mathis, M.                                       Multi-media Specialist                 N
Haidar, J.                                       Science Teacher                        N
Miller, S.                                       Assistant Principal                    Y
Murria, O                                        History Teacher                        N
Smith, G.                                        English Teacher                        N
Degroff, S.                                      Multi-media Specialist                 N
Ban, L.                                          Math Teacher                           N
Halley, F                                        Lifetime Wellness                      N
Govan, J.                                        SPED Teacher                           N

Adair, M.                                        Professional School Counselor          N

Whitmore, Wesley                                 Student Council President              N
Utsey, M.                                        English Teacher                        N

Schwartz, H                                      SPED Teacher                           N



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


             Subcommittee 1 Chair Signature




Tennessee School Improvement Planning Process                                          Page 7 of 136
Subcommittee for COMPONENT           2 Beliefs, Mission and Vision
                       Member Name                                     Position            Chair
Toro, G.                                            Assistant Principal                      N
McKinnie, J.                                        Parent Counselor                         N
Falls, III, Dr. G.                                  Special Education Teacher                N
Fuller, C.                                          Principal                                N
Gorski, T.                                          Art Teacher                              N
Ayanru, A                                           Math Teacher                             N
Horton, III, J.                                     Literacy Coach                           Y
Davis, M.                                           Science Teacher                          N
Jenkins, R.                                         Community Member                         N
Legons, M.                                          Science Teacher                          N
Lester, Jr., E.                                     Lifetime Wellness                        N
Nesbitt, A.                                         Foreign Language Teacher                 N
Pittman, K.                                         Math Teacher                             N
Jackson, A                                          SPED Teacher                             N
Martinez, S                                         SPED Teacher                             N
Martin, J.                                          English Teacher                          N
Williams, Major S.                                  Senior Army Instructor                   N
Kuttner, S                                          Economics Teacher                        N
Landau, R                                           Hitsory Teacher                          N



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


             Subcommittee 2 Chair Signature




Tennessee School Improvement Planning Process                                           Page 8 of 136
Subcommittee for COMPONENT        3     Curricular, Instructional, Assessment, and
                                        Organizational Effectiveness
                    Member Name                                     Position                 Chair
Alvarado, Y.                                      Latino Memphis Student Representative        N
Dahlin, F.                                        READ 180 Teacher                             N
Diong, M.                                         Math Teacher                                 N
Williams, G, Dr                                   Grant Coordinator                            N
Sales, J                                          History Teacher                              N
Hayse, A.                                         SPED Teacher                                 N
Sellars, M.                                       Financial Secretary                          N
Katsoulis, J.                                     Math Teacher                                 N
Miles, T.                                         Reading Teacher                              N
Tavrazich, J.                                     Math Teacher                                 N
Loeffler, B.                                      Counselor                                    N
Meekins, E                                        English Teacher                              N
Nelson, V.                                        Technology Teacher                           N
Smith, S.                                         Graduation Coach                             Y
Reyes, E.                                         ESL Bilingual Facilitator                    N
Sneely                                            Supervising Building Engineer                N
Williams, M.                                      English Teacher                              N
Stalpes, L                                        History Teacher                              N



                  Component 3 Subcommittee has met to address critical
                                                                                  YES         NO
                        components of the SIP and minutes are on file.


             Subcommittee 3 Chair Signature




Tennessee School Improvement Planning Process                                             Page 9 of 136
Subcommittee for COMPONENT         4 Action Plan Development
                     Member Name                                    Position             Chair
Tate, S.                                          Instructional Facilitator                Y
Ballentine, Sgt.                                  AJROTC Instructor                        N
Bradshaw, T.                                      Counselor                                N
Carpenter, M.                                     Technology Teacher                       N
Chan, R.                                          ESL Teacher                              N
Teou-Teou, T.                                     Foreign Language Teacher                 N
Harman, K.                                        SPED Teacher                             N
Harris, P.                                        Lifetime Wellness                        N
Timmerding, C.                                    Foreign Language Teacher                 N
Ivory, T.                                         Parent                                   N
Owens, N.                                         SPED Teacher                             N
Ritter, J.                                        Science Teacher                          N
Sims, J.                                          Technology Teacher                       N
Mullins, E.                                       Reading Teacher                          N
Mazzone, M.                                       Community Member                         N
Altsman, R.                                       English Teacher                          N
Lewis, S                                          AP Psychology Teacher                    N
Bullard, H                                        Technology Teacher                       N



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


             Subcommittee 4 Chair Signature




Tennessee School Improvement Planning Process                                        Page 10 of 136
Subcommittee for COMPONENT        5 The School Improvement Plan and Process Evaluation
                    Member Name                                      Position             Chair
Bernstein, J.                                    Art Teacher                                N
Bush, M.                                         SPED Teacher                               N
Vasser,E.                                        Math Teacher                               N
Callahan, M.                                     District PBIS Coach                        N
Collins, S.                                      Driver‘s Ed Teacher                        N
Felton, U.                                       Technology Coordinator                     N
Carlton, L                                       Math Teacher                               N
Price, S.                                        AJROTC Instructor                          N
Lane, Dr. S.                                     Fine Arts Teacher                          N
Levy, Herbert                                    Teacher                                    N
Griner, J.                                       English Teacher                            N
Nickerson, R                                     Band Director                              N
Hady, N.                                         Math Coach                                 Y
Williams, Sgt. R.                                AJROTC Instructor                          N
Wilson, Dr. D.                                   ESL Instructor                             N
Simon, M                                         Spanish teacher                            N
Moore, N                                         ESL Teacher                                N



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


             Subcommittee 5 Chair Signature




Tennessee School Improvement Planning Process                                         Page 11 of 136
Component 1a - School Profile and Collaborative Process

1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

1.3.1: Data Sources (including surveys)
(Rubric Indicator 1.3)

Data Source                      Relevant Findings
2010 Staff Survey                Staff Characteristics

                                 Faculty Demographics

                                 Of the fifty-two (52) faculty members surveyed, forty-five
                                 percent (45%) of them are male and fifty-five percent (55%) are
                                 female. Of the respondents surveyed, seventy-five percent (75%)
                                 are Caucasian, twenty-three percent (23%) are African-American,
                                 two percent (2%) are Asian.

                                 Faculty Education and Experience

                                 Of the fifty-two (52) faculty members surveyed, forty-five
                                 percent (45%) hold Bachelor‘s degrees, forty-five percent (45%)
                                 hold Master‘s degrees, two percent (2%) hold a Master‘s degree
                                 plus 45 hours, and four percent (4%) hold Doctorate degrees.

                                 Of the respondents polled, forty-three percent (43%) have zero to
                                 three (0-3) years experience in the classroom, twenty percent
                                 (20%) have three to five (3-5) years experience in the classroom,
                                 eighteen percent (18 %) have six to ten (6-10) years experience in
                                 the classroom, fifteen percent (15%) have eleven to twenty (11-
                                 20) years experience in the classroom, five percent (5%) have
                                 twenty-one to thirty (21-30) years experience in the classroom
                                 and three percent (3%) have thirty-one or more (31+) years
                                 experience in the classroom.


                                 Faculty Highly Qualified Status

                                 For the 2010-2011 academic year, all faculty teaching core
                                 content subjects are Highly Qualified, by at least one of the
                                 options to demonstrate competency detailed below.

                                 Federal Title I legislation of 2001 mandates all instructors of core
                                 subjects meet Highly Qualified Status requirements by the end of
                                 the 2005-2006 academic year. The instructor must hold at least a
                                 Bachelor‘s degree and demonstrate competency in each core


Tennessee School Improvement Planning Process                                           Page 12 of 136
Data Source                      Relevant Findings
                                 subject he/she teaches. The instructor may utilize one (1) of the
                                 following venues to demonstrate competency in each core subject
                                 he/she teaches: pass a test, academic major, graduate degree,
                                 twenty-four (24) hours of appropriate coursework or advanced
                                 certification or credentials.

                                 Each instructor who could not document Highly Qualified Status
                                 as of August 2, 2005, submitted a written proposal detailing the
                                 plan required to meet the mandated Highly Qualified Status by
                                 the end of the academic school year. The instructors designated
                                 as ―No-Pending Documentation Verification,‖ as detailed above,
                                 submitted required documentation to the Human Resources
                                 Department of Memphis City Schools and have received final
                                 approval of his/her Highly Qualified status. With documentation,
                                 all core subject instructors met the federally mandated Highly
                                 Qualified Status by the beginning of the 2010-2011 academic
                                 school year.


2009 School Climate              A 2008-2009 School Climate Survey was completed by 52
Survey—                          teachers. In regards to Teacher Expectations, the top 5% of staff
                                 answers of Agree or Strongly Agree are detailed below:
Teacher Responses
                                      Ninety percent (90%) of the staff surveyed agreed that
                                        teachers at Kingsbury High School are confident they can
                                        motivate students.
                                      Ninety-eight percent (98%) of the staff surveyed agreed
                                        that teachers in this school have what it takes to get the
                                        children to learn.
                                      Ninety-four percent (94%) of the staff surveyed agreed
                                        that teachers in this school are well prepared to teach the
                                        subjects they are assigned to teach.
                                      Ninety-four percent (94%) of the staff surveyed agreed
                                        that if a child doesn‘t learn something the first time,
                                        teachers here will try another way.
                                      Ninety percent (90%) of the staff surveyed agreed that
                                        teachers in this school are skilled in various methods of
                                        teaching.
                                      Ninety-one percent (91%) of the staff surveyed agreed that
                                        if they try really hard they can get through to even the
                                        most difficult or unmotivated students.
                                 In regards to Teacher Preparation and Expectations the lowest
                                 four percent staff answers of Disagree or Strongly Disagree are as
                                 follows:
                                      Ninety-two percent (92%) disagree with the statement


Tennessee School Improvement Planning Process                                         Page 13 of 136
Data Source                      Relevant Findings
                                         Teachers in my school do not have the skills needed to
                                         produce meaningful student learning.
                                        Seventy-nine percent (79%) disagree with the statement
                                         Teachers in my school do not have the skills to deal with
                                         student disciplinary problems.
                                        Ninety-four percent (94%) disagree with the statement If a
                                         child doesn’t want to learn, teachers at this school give up
                                         on him/her.
                                        Eighty-five percent (85%) disagree with the statement
                                         When it comes right down to it, a teacher really can’t do
                                         much because most of a student’s motivation and
                                         performance depends on his or her home environment.

2009 School Climate              In regards to seven (7) questions about behavior and classroom
Survey—                          management teachers rated statements on a four-point scale ranging
Teacher Responses                from Nothing to Great Deal.
                                       Ninety-four percent (94%) of the teachers surveyed responded
                                         they could control disruptive behavior in the classroom a great
                                         deal or quite a bit.
                                       Ninety-four percent (94%) of the teachers surveyed responded
                                         they could get students to follow classroom rules a great deal or
                                         quite a bit.
                                       Ninety-four percent (94%) of the teachers surveyed responded
                                         they could calm a student who is disruptive or noisy a great
                                         deal or quite a bit.
                                       One hundred percent (100%) of the teachers surveyed
                                         responded they could get students to believe they can do well
                                         on schoolwork a great deal or quite a bit.
                                       Ninety-six percent (96%) of the teachers surveyed responded
                                         they could help students value learning a great deal or quite a
                                         bit.
                                       Ninety-two percent (92%) of the teachers surveyed responded
                                         they could motivate students who show little interest in
                                         schoolwork a great deal or quite a bit.
                                       Sixty-nine percent (69%) of the teachers surveyed responded
                                         they could assist families in helping their children do well in
                                         school a great deal or quite a bit.

                                 Forty-one (41) statements/questions addressed concerns regarding
                                 principal leadership, parental involvement, teacher attitudes, and
                                 student respect. These were gauged on a four-point scale ranging
                                 from Never to Always.
                                      Sixty-two percent (62%) of the teachers surveyed responded
                                         the parents of most of the students are active in the school‘s
                                         parent organization sometimes. Thirty-eight percent (38%)
                                         responded never.



Tennessee School Improvement Planning Process                                                Page 14 of 136
Data Source                      Relevant Findings
                                        Ninety percent (90%) of the staff members surveyed responded
                                         the buildings and grounds are kept clean always or most of the
                                         time.
                                        Eighty-three percent (83%) of the teachers surveyed responded
                                         the school set high standards for academic performance always
                                         or most of the time.
                                        Eighty-three percent (83%) of the teachers surveyed responded
                                         teachers help and support each other always or most of the time.
                                        Sixty percent (60%) of the teachers surveyed responded the
                                         principal maintains definite standards of performance always or
                                         most of the time.
                                        Seventy-nine percent (79%) of the teachers surveyed responded
                                         academic achievement is recognized and acknowledged by the
                                         school always or most of the time
                                        Eighty-three percent (83%) of the teachers surveyed responded
                                         teachers respect the professional competence of their colleagues
                                         always or most of the time.

2009 School Climate              Forty-nine (49) questions/statements were responded to by 4
                                 parents with ratings on a four-point scale ranging from Never to
Survey—
                                 Always. The survey statements dealt with relationships between
Parent Responses                 parents/teachers and parents/administrators, level of expectations,
                                 parental involvement, learning environment, and parents‘
                                 attitudes and feelings about their roles at school.
                                       Seventy-five percent (75%) of parents surveyed believed
                                         that teachers work hard to meet the needs of their child
                                         always or most of the time.
                                       Fifty percent (50%) of the parents surveyed reported
                                         teachers keep them informed about their child always or
                                         most of the time.
                                       Seventy-five percent (75%) of the parents surveyed
                                         reported the school provides a safe environment always or
                                         most of the time.
                                       Seventy-five percent (75%) of the parents surveyed
                                         reported their child‘s teacher was doing a fair job always
                                         or most of the time.
                                       One hundred percent (100%) of the parents surveyed
                                         reported the school‘s principal sets a good example for
                                         students always or most of the time.
                                       Sixty-seven (67%) of the parents surveyed reported they
                                         have input in the decision-making process always or most
                                         of the time.
                                       One hundred percent (100%) of the parents surveyed
                                         reported if there is a problem at the school they are
                                         quickly notified always or most of the time.



Tennessee School Improvement Planning Process                                              Page 15 of 136
Data Source                      Relevant Findings
                                        Sixty-seven percent (67%) of the parents surveyed
                                         reported they were invited to visit classrooms during the
                                         school day sometimes or never.
                                      Fifty percent (50%) of the parents surveyed reported the
                                         school returned phone calls or emails always or most of
                                         the time.
                                      Sixty-seven percent (67%) of the parents surveyed
                                         reported they attend open houses, parent-teacher
                                         conferences, or Annual Title I Parent Meetings always or
                                         most of the time.
                                      Sixty-seven percent (67%) of the parents surveyed
                                         reported they attend parent workshops sometimes or never.
                                      Zero percent (0%) of the parents surveyed reported they
                                         visit their child‘s classroom during the day sometimes or
                                         never.
                                      Thirty-three percent (33%) of the parents surveyed
                                         reported they make sure their child does his/her homework
                                         always.
                                      One hundred percent (100%) of the parents surveyed
                                         reported the school is interested in parents‘ ideas and
                                         opinions always or most of the time.
                                      Thirty-three percent (33%) of the parents surveyed
                                         reported they ate supper together as a family always or
School Improvement                       most of the time.
Grant Measure of                 To determine the effectiveness of Kingsbury High School’s School
Effectiveness                    Improvement Grant implementation, staff, students, and parents
                                 will be administered a survey each semester. The data obtained
                                 from these surveys will be used to assess program goals and
                                 objectives, expectations for students, coordination among programs,
                                 parent and community involvement, staff development, leadership,
                                 instruction, academic learning time, and school and classroom climate.
                                 The School Improvement Grant Steering Committee will review this
                                 data, compare it with data presented by the external evaluator,
                                 and identify strengths and areas to strengthen.

                                 The 2010-2011 administration, faculty, and educational support
Memphis City Schools             staff includes 85 certified and non-certified individuals, excluding
                                 custodial, cafeteria support staff.
Department of Human
Resources            The 2010-2011 administrative staff consists of:
                                               1 Principal
                                               2 assistant principals

                                 The 2010-2011 support staff consists of:
                                        3 Academic Coaches (Math/Literacy/Graduation)


Tennessee School Improvement Planning Process                                             Page 16 of 136
Data Source                      Relevant Findings
                                               1 Special Education Coordinator
                                               1 Parent Counselor
                                               1 Social Worker
                                               1 In-School Suspension Monitor
                                               3 Counselors
                                               1 Technology Coordinator
                                               2 Multi-media Specialists
                                               4 Secretaries
                                               3 Bilingual Mentors (1 Full-time; 2 Part-time)
                                               1 Grant Supervisor

                                 The 2010-2011 instructional staff consists of:
                                     2 Art Teachers
                                     11 English Teachers
                                     9 Math Teachers
                                     7 Science Teachers
                                     8 History Teachers
                                     4 Foreign Language Teachers
                                     2 Lifetime Wellness Teachers
                                     3 English as a Second Language Teachers
                                     5 Career and Technology Teachers
                                     2 Music Teachers
                                     4 Reading Teachers
                                     1 Driver‘s Education Teacher
                                     9 Special Education Teachers
                                     5 Special Education Assistants
                                     4 A.J.R.O.T.C. Instructors
                                     [17 Career Technology Teachers—see below.]

                                 Kingsbury High School students also enroll in courses at the
                                 Kingsbury Career Technology Center adjacent to our campus.
                                 KCTC instructors teach Business and Information Technology,
                                 Marketing, Health and Medical Technology, Trade and Industrial
                                 Technology, and Family & Consumer Science. Kingsbury High
                                 School students will participate in one of the following
                                 academies: Bio-Science, Military, and Freshmen Academies.


1.3.2: School and Community Data
(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:




Tennessee School Improvement Planning Process                                             Page 17 of 136
Kingsbury High School Data/Characteristics

Historical Background

Kingsbury was organized in the 1950-1951 school year as an elementary school with
Mrs. Hallie Douglas, principal. Seventh and eighth grade classes were added in the fall of 1952
with the addition of ten classrooms and a library. Kingsbury School became a full junior high in
1954. Building modifications and additions were made, and the tenth grade was added in the fall
of 1957. Students came to Kingsbury Middle School from the following feeder schools: Berclair
Elementary, Grahamwood Elementary, Kingsbury Elementary, Wells Station Elementary,
Macon Road Elementary, and Gragg Elementary. Kingsbury Middle High School graduated its
first class in 1959.

The elementary school moved to a new location at the corner of Graham and Bayliss in 1956.
The vacated elementary wing was converted to a junior high, and the senior high occupied the
present building. In 1962-1963 a gym expansion allowed for the construction of space for a band
room and industrial arts classes. The R.O.T.C. program was instituted in 1967. From 1958 to
1975 Kingsbury Middle High School served students in grades seven through twelve.

In the fall of 1977 Kingsbury Career and Technology Center was built within walking distance
of the Kingsbury High School campus. The 5.5 million dollar facility added extensively to the
vocational courses offered at Kingsbury High School. In the fall of 1988, Kingsbury High School
became the only vocational optional school in Memphis City Schools Optional Schools Program.
In the fall of 1995 Kingsbury High School merged with Kingsbury Junior High to form one
school, serving students in grades seven through twelve. Students came to Kingsbury Middle
High School from the following feeder schools; Berclair Elementary, Grahamwood Elementary,
Hollywood Elementary, Jackson Elementary, Kingsbury Elementary, Macon Elementary,
Treadwell Elementary, Wells Station Elementary, and Cypress Middle.

In 2001-2002 Kingsbury became a leader school of technology for the District when two
computer labs with Internet access were created having 60 middle school workstations and 90
high school workstations. By 2003-2004 all classrooms were equipped with teacher computer
workstations with Internet access. In fall 2006 all classrooms and outer offices were equipped
with Channel One/basic cable television. New leadership in 2008-2009, under the direction of
Principal Carlos J. Fuller, restructured the staffing and curriculum with an emphasis on higher
expectations and increased opportunities for participation of all stakeholders.

Kingsbury High School separated from Kingsbury Middle School in the summer of 2007.
Beginning with the 2007-2008 school year, Kingsbury High School became a separate school
serving grades 9 through 12.

Kingsbury High School Facilities
Kingsbury High School is an institution that houses students in grades nine through twelve (9-
12). There are approximately 75 teaching stations in the facility. In addition, the facility also


Tennessee School Improvement Planning Process                                          Page 18 of 136
contains a separate auditorium with a seating capacity of over 1,500 students, two gymnasiums, a
500-seat cafeteria, an A.J.R.O.T.C. building, a football field, a soccer field, and a baseball field.
Over the past three years the District has replaced every window in the buildings with opening,
energy-efficient, screened windows equipped with emergency exits. In addition, the roof over the
science laboratory wing was replaced in September of 2003. In September of 2004 the District
paved an additional 30 faculty parking spaces.

The security video system was updated during September of 2004 from 16 to 32 cameras
strategically positioned on the campus. There are also two separate administrative surveillance
stations located on campus. The surveillance equipment records various camera views that
provide needed visual verification of campus activities. The school employs an on-site, full-time
security officer who is assisted by assigned officer(s) from the Memphis Police Department.

During the summer of 2005 the high school buildings were updated to meet American with
Disabilities Act (ADA) requirements. This restoration process provided three renovated science
laboratories, ramp access to the High School buildings, and handicap accessible restroom
facilities in the A.J.R.O.T.C. building and gymnasium. The completion of these construction
projects greatly alleviates the major needs for repairs and renovations in the High School
buildings.


School Calendar and Schedule

The length of the academic year begins in early August and finishes at the end of May. The
school calendar includes student holidays and days for parent/teacher conferences.
Administrative/In-Service Days are scheduled in the school calendar to provide time for
registration, professional development, administrative work, and parent/teacher conferences.
Kingsbury High School length of the school day follows a 90-minute hybrid block schedule,
allowing for 4 academic blocks, a homeroom period option within an eight-hour day, and an
academic advisory period. The students arrive at 7:15 a.m. and are dismissed at 3:15 p.m.
Tutoring and Extended Contract day programs are held weekdays from 3:30 p.m. until
4:30 p.m. and on designated Saturdays from 8:00 a.m. until 12:00 noon. Kingsbury High
School grading schedule contains four grading periods of approximately 45 days each. High
school transcript averages are awarded by the semester with credits being awarded by the
semester or the year depending on the course requirement.


Programs and Curriculum Offerings
Kingsbury High School has several unique programs including a gender specific 9th grade Falcon
academy, a military science academy, a bio-science academy, an English as a second language
program, special education courses, advanced placement courses, honors courses, and dual
enrollment courses taken at off-campus colleges.

9th Grade Falcon Academy



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All first-time students enrolled in 9th grade are members of the Falcon Academy which consists
of two teams of students and teachers. The students are placed in the teams according to their
gender. The student schedules in 9th Grade Falcon Academy utilize the team concepts. This
scheduling style allows for the students to form personal bonds that will assist the students with
peer-to-peer tutoring and enable them to participate in small learning communities. The team-
scheduling concept allows for collaboration among a designated core group of academic teachers
serving the same group of students. This scheduling concept allows for a smoother transition for
the students moving from the middle to the high school setting and allows the students to be
members of smaller learning communities. A.J.R.O.T.C. class is offered to all the members of
the Falcon Academy with a curriculum that promotes responsibility, leadership, and community
service. Other electives including fine arts, foreign languages and technology are taken by
Academy members during their elective periods.

Optional Programs
The ninth through twelfth grade student schedules include a section designated for Optional
Program students. The students identified for the Optional Program must apply and be
approved for acceptance into one of the following academic honors programs: Information
Technology, Military Science, and/or Bio-Medical Engineering. The Optional Program students
study an accelerated academic program. There are approximately 50 students being served in the
Kingsbury High School Optional Program for the 2010-2011 academic year.

Honors Curriculum, Advanced Placement, and Dual Enrollment
The student schedules in grades 10 through 12 are based on the individual student needs of the
Technical, University, or Dual Graduation paths as detailed in the students‘ Four-Year Plans
completed in eighth grade. The unique course offerings at Kingsbury High School include
advanced placement (AP) honors courses of Biology, Physics, Studio Art, Statistics, U. S.
History, English Literature and Composition, and English Language and Composition. The
students also may enroll in honors courses in Algebra I, Algebra II, Anatomy and Physiology,
Advanced Algebra and Trigonometry, Biology, Chemistry, English, Spanish, Geometry, U.S.
History, Economics, Physics, A.J.R.O.T.C. and Facing History. For students who have
satisfactorily completed the ACT, dual enrollment classes are offered in collaboration with
institutions of higher learning. Students taking dual enrollment classes are able to complete
high school graduation requirements and earn college credit simultaneously.


A.J.R.O.T.C. Academy Optional Program

The 2010-2011 A.J.R.O.T.C. Academy serves approximately 331 cadets including
approximately ninety-seven (97) honors cadets in grades 10 through 12. This leadership program
is the largest program in the state of Tennessee and one of the top 10 largest programs in the
nation. In the 2005-2006 academic year, a Military Science Honors Program was incorporated
in the High School schedule. Students in grades 10 through 12 may apply for this honors
program. The students accepted in the Military Science Honors Program must enroll in
A.J.R.O.T.C. year two (II), year three (III), and year (IV) honors cadet training. The Kingsbury
Career and Technology Center offers the students the opportunity to enroll in an array of



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vocational programs that will allow the students to pursue technical or dual paths for graduation.


English as a Second Language

Kingsbury High School also serves as an English As a Second Language (ESL) Center for
Memphis City Schools. In 2010-2011 the ESL program serves approximately 143 students with
direct or transitional instruction. As part of the enrollment process, the ESL students are tested to
determine scheduling placement. Bilingual-mentor facilitators offer students and teachers
academic support for curriculum modification based on student English language proficiency.
ESL course offerings in the high school curriculum include five levels of English, one level of
civics, and one ESL support class. The ESL students are mainstreamed into the regular
curriculum for the additional courses required to complete their schedules for graduation credits.
ESL students have two years of transition after exiting ESL classes, during which they receive
support from the ESL department.


Exceptional Children Program

Kingsbury High School has a large Exceptional Children‘s department staffed nine (9) full-time
teachers, and five (5) teacher assistants. The students served by the Exceptional Children
Program may attend classes in the resource setting (tutorials), comprehensive development
classroom (CDC), inclusion classroom, or the regular classroom based on the students‘
Individual Education Plans (IEPs).

In 2010, Kingsbury High School met the Memphis School District‘s mandate for increasing the
number of inclusion classes offered for IEP students. Presently, there are 21 sections of special
education inclusion classes in math, science and English covering grades 9 through 12.
Currently, all SPED students who qualify to take the Gateway/End of Course exams are enrolled
in inclusion classes if needed. In the inclusion class, a regular content area teacher is paired with
a special education teacher with a background in the same content area. Both teachers are
responsible for lesson planning, instruction and assessment.


Finances
As of October 28, 2010, the 2010-2011 site-based budget is under review and revisions by the
District are expected pending final approval of the District budget for 2010-2011. The
Kingsbury High School 2009-2010 site-based budget is $219,551.21 with Total Major Objects
(Supplies and Materials) budgeted $141,918.54. Textbooks are allocated $140,697.70 and
Library and Media Services are allocated $5,509.10. These amounts are subject to change with
the final budget approval.

This following data is from the 2008-2009 school year. Kingsbury High School‘s allocated 2008-
2009 site-based budget was approximately $176,853.83 with $101,346.00 allocated for textbooks
and $4,733.90 for the media center.




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Detailed below is a two-year comparison of district, state, and national per pupil expenditures.
In 2004-2005 the national per pupil expenditure average was $8,724. This amount increased in
2005-2006 4.3% to $9,120. The State per pupil expenditure average for 2004-2005 was $6,997.
This amount increased 5% to $7,336 in 2005-2006. The district per pupil average expenditure for
2004-2005 was $8,326. This amount increased in 2005-2006 3.2% to $8,602. Current figures
indicate an average per pupil expenditure difference of $8,708 a difference of 2% from the 2005-
2006 of $8,602. This was a difference of 15% from the state average of $7,469.


Environmental and School Safety
The safety of the students and staff at Kingsbury High School is of vital importance to the
educational process. All Kingsbury High School personnel are fully trained in Emergency
Procedures according to the Memphis City Schools Employee Multi-Hazard Emergency
Management Procedures and Protocols handbook. Emergency practice drills are conducted at
predetermined dates throughout the academic year. Practice drills are announced and
unannounced. Kingsbury High School partners with the Memphis and Shelby County
Emergency Management Agency in the Outdoor Warning Siren Test program. An Indoor
Air Quality Survey is conducted and submitted annually.

Providing a safe environment to promote a positive school culture where all students can achieve
is a top priority at Kingsbury High School. A team of teachers, parents, the school police officer,
and administrators monitor the arrival and departure of nine (9) buses that transport
approximately 27% of the students to and from school each day. Student movement in the
hallways and between buildings during class changes is monitored by the same team with
administrators and the police officer continuing the process once classes are underway.
Administrators, faculty, and staff share the responsibility of ensuring student safety and campus
security by being at their duty posts prior to the opening and the dismissal of school each day.
The upgraded security and video surveillance system, call buttons, telephones in every
classroom, and locked perimeter gating allow for an efficient and effective monitoring process.



Kingsbury High School Student Data/Characteristics

Student Enrollment
Student enrollment for 2010-2011 increased by four point six percent (4.6%) to 1,061 in grades
9-12 from 1014 for 2009-2010. Ninth grade enrollment figures indicate a 26 student enrollment
difference from 308 students in 2009-2010 to 334 students in 2010-2011. Tenth grade enrollment
figures indicate a 33 student enrollment difference from 254 students in 2009-2010 to 287
students in 2010-2011. Eleventh grade enrollment figures indicate a 3 student enrollment
difference from 247 students in 2009-2010 to 244 students in 2010-2011. Twelfth grade
enrollment figures indicate an 11 student enrollment difference from 205 students in 2009-2010
to 216 students in 2010-2011.




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Student Enrollment by Subgroup
The 2010-2011 enrollment figures indicate 489 students (46%) of the student population is
African American. This is a subgroup decrease of 3% from 2009-2010. The 2010-2011
enrollment figures indicate 2 students (0.2%) of the student population are American Indian.
This is the same as indicated by the 2009-2010 data. Forty-two students (4%) of the students
enrolled in 2010-2011 were Asian. One hundred and ninety-three students (18.2%) of the
students enrolled in 2010-2011 are Caucasian. Three hundred and thirty-four (31.5%) of the
students enrolled in 2010-2011 are Hispanic, a subgroup increase of 5.5% from the 2009-2010
data. One student (0.1%) of the students enrolled in 2010-2011 are Native American. This is the
same from the 2009-2010 data indicating 1 student (0.1%).

School and Community Data
Community Characteristics:
Kingsbury High School is located in the 38122 zip code of Memphis, Tennessee. The
approximate size of the community is twenty (20) miles. The population of the area is
approximately 49,000 residents. The majority of the students at Kingsbury come from two zip
code areas in the city, 38122 and 38018. In zip code 38122 there are an estimated 4,600 African
Americans (20%), 17,400 Caucasians (74%), 1,100 Hispanics (5%), 50 Native Americans (less
than 1%), 300 Asians (1%), and 70 classified as other. In zip code 38018 there are 18,400
African Americans (74%), 6,300 Caucasians (25%), 200 Hispanics (1%), 30 Native Americans
(less than 1%), 60 Asians (less than 1%), and 30 classified as other. There are several private
schools that are associated with churches in the area. They include: Gateway Christian School,
Harding Academy, Thrifthaven Academy, Macon Road Academy, and Saint Michael‘s Catholic
School. Primary employers in the community are Plough, Inc., Velsicol Chemical, Buckman
Labs, Sears, and other service related businesses. There are approximately 1,550 households
with school age children. Residents and organizations are actively involved and supportive
of our educational endeavors. They include Kroger, Yo Memphis, Gaisman Community
Center, Latino Memphis, Memphis Interfaith Association, Girls Incorporated, Boy Scouts of
America, Special Olympics of Tennessee, Facing History and Ourselves, Memphis Works,
Memphis Chapter for Independent Living, Fogelman Scholars, Campus Crusade for Christ,
Fellowship Memphis, Young Life, and the Kingsbury School Leadership Council.

Parent/Guardian Data/Characteristics
The majority of the Kingsbury community is comprised of blue-collar working families. At least
seventy percent (70%) of the families who send children to Kingsbury High School to be
educated are single-parent homes. In many of these single-parent homes the adult responsible
for the child‘s welfare is actually a grandparent, aunt, sibling, or some other relative.
Approximately half of the parents/guardians have earned a high school diploma. Less than five
percent (5%) of the parents/guardians have earned a college degree, but most parents have a goal
of his/her student attending college.

There are eighteen (18) countries and thirteen (13) different languages represented in the
Kingsbury High School parent/guardian population. The dynamics of accommodating the needs
of these stakeholders is challenging. Conferences and written communications are translated into


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the native language of the students/parents/guardians. Bilingual students assist in presenting
morning announcements. Translators are available during school hours and for parent/teacher
conferences on in-service days.




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        COMPONENT 1b –

                      Academic
                         and
                    Non-Academic
                    Data Analysis


Component 1b – Academic and Non-Academic Data
Analysis/Synthesis



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1.4: Variety of Academic and Non-Academic Assessment Measures
(Rubric Indicator 1.4)

List Data Sources

20-Day Attendance/Truancy Reports--Non-Academic


ACT--Academic


Comprehensive Needs Assessment (School Climate Survey)--Non-Academic


PBIS Discipline Data--Non-Academic


English 9 End of Course-- Academic


Enrollment Data-- Non-Academic


Gateway Algebra I--Academic


Gateway Biology--Academic


Gateway English 10--Academic


Graduation Rates/Drop-Out Report--Academic


Title I (TITLE I) AYP Report--Academic


Over-Age for Grade Report-- Non-Academic


ThinkLink Formative Assessment Test for Gateway Courses--Academic




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Supplemental Education Services Report--Academic


STAR Reports--Academic


State Status Report--Academic


Tennessee Comprehensive Assessment Program Eleventh (11th) Grade Writing--Academic




1.5: Data Collection and Analysis
(Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.

Kingsbury High School has a Data Results Team that meets every 20-Day period to report out
on academic and non-academic data. Findings from this team meeting are published in meeting
minutes which are posted and in the Data Dashboard used to create the district COMPSTAT
report. The COMPSTAT data is presented at faculty meetings, Title 1 Meetings, Parent
Meetings, and at district meetings by region.

Non-academic data analysis results included the Spring 2010 Climate/Needs Survey Report. The
Climate/Needs Survey is distributed by the Memphis City Schools district to students and
teachers at the school site and to parents by mailing with self-addressed, stamped, return
envelopes. 20-Day period attendance, truancy, and discipline data is compiled by Chancery SMS
software which generates summary reports. Grade distribution reports and STAR reports are
completed by teachers at the end of each grading period. The district Office of Research,
Evaluation and Assessment furnishes AYP test results, graduation/drop-out and over-age for
grade data. Independent providers report on student enrollment and academic progress in
Supplemental Educational Programs. Academic and non-academic data analysis is utilized to
determine the goals of the School Improvement Plan. Content area teachers worked by
department teams to review academic and nonacademic data for decision making
regarding instruction and assessment.

Each High School instructor is given an analysis of the student class enrollment identifying the
following TITLE I ethnic subgroups:
     All ethnic subgroups
     African-American
     White
     Hispanic



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       Asian/Pacific Islander
       Native American
The individual student analysis also identifies student members of the following TITLE I other
than ethnic subgroups:
     Economically Disadvantaged
     Students with Disabilities
     Limited English Proficient
Additional student data class analysis identified for the instructors also include:
    Student Grade
    Student Gender
    Student Membership Status and Code
    Gateway Algebra I Status and Score if Available
    Gateway English 10 Status and Score if Available
    Gateway Biology I Status and Score if Available
    Algebra I Class Enrollment Status and Instructor‘s Name if Applicable
    Algebra I Class Status as a New Student or as a Repeater Student
    Biology I Class Enrollment Status and Instructor‘s Name is Available
    Biology I Class Status as a New Student or as a Repeater Student
    English 10 Class Enrollment Status and Instructor‘s Name if Available
    English 10 Class Status as a New Student or as a Repeater Student

Since student achievement is the responsibility of all instructors at Kingsbury High School,
individual student data reports are provided for each teacher. The following data sources are
utilized to identify at-risk students as defined in the TITLE I subgroups:
      STAR Reports
      Grade Distribution Reports
      Over-Age for Grade Report
      Suspension Lists
      Gateway Mathematics Algebra I
      Gateway Language Arts English 10
      Gateway Biology I
      English I End of Course
      ACT 2010 Results

The Comprehensive Needs Assessment (School Climate Survey) detailed teacher, student, and
parent beliefs regarding the educational process at Kingsbury High School. Please see
Component 1.3.1 for the details of this data.
Strengths
     Kingsbury High School faculty and staff are all engaged in the collection and analysis
        process used in determining our strengths and needs. They attend ThinkLink and Efficacy
        professional development workshops presented by the District focusing on the
        examination of data to drive instruction.
     Teachers meet weekly in departments and teams to analyze data to identify students‘



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        strengths and needs for proficiency on the state benchmarks.
       Common formative assessments are used by all content area teachers to establish a
        baseline at the beginning of school and at pre-determined check points throughout the
        school year. Data from these assessments are analyzed and tracked by teachers for every
        student, shared within teams, and presented to the faculty and community.
       All Kingsbury High School stakeholders are provided opportunities for feedback through
        district surveys distributed through homerooms, during special assemblies, and mailed
        directly to homes.
       The Kingsbury High Data Results Team meets every twenty (20) days to analyze
        academic and non-academic data. Results are shared with the faculty at faculty
        meetings and in departmental meeting. Results are provided to the academic supervisor
        for the quarterly reports. Results are shared with parents, community and business
        members at Open House, Title 1 meetings, and through the school website.
       Academic Coaches need to provide detailed reports to the Results Team identifying
        targeted needs and proposed interventions developed within department teams‘ data
        meetings based on data analysis of results at department, whole class, and student levels.

Needs
    Kingsbury High School faculty needs additional professional development focusing on
      data analysis and the use of results to plan timely and appropriate interventions to move
      below-proficient students to proficiency and to plan challenging curriculum for
      proficient/advanced students.
    Parents and community members need to be presented with current data on a regular
      basis in formats that are readily understood. They need to be included in the analysis of
      data in order to be knowledgeable of students‘ strengths and needs.
    Kingsbury needs to increase the number of parent/community responses in surveys like
      the Comprehensive Needs Assessment (School Climate Survey) to assure the accuracy of
      findings.
    State standardized test results need to be disaggregated by gender and by number of
      correct responses per question/state standard or benchmark to assist teachers with
      curriculum alignment and instruction.




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1.6: Report Card Data Disaggregation
(Rubric Indicator 1.6)
Report Card Data Disaggregation

Graduation Rate

Kingsbury High School has targeted a graduation rate for 2010-2011 of 74.9% based on our
expectation to meet the TITLE I Safe Harbor target for 2009-2010 which is 74.9%. Kingsbury
High School did not make graduation rate in 2010 which was based on the graduation rate for the
School Year 2008-2009. The AYP target for 2008-2009 was 71.2%; the actual graduation rate
for 2008-2009 was 53.1%. This was an 8.1 percentage point decrease from 2007-2008 at 57.8%.

The overall graduation rate incorporates the percent of students who fail to pass standardized
tests of accountability, and also the percent of students who drop out of school before
matriculating at Kingsbury High School. The last school attended by the student is held
responsible statistically for his or her graduation. The graduation rate is an element of the non-
academic high school data that must show yearly gains to qualify the school for Safe Harbor
status with the two academic cells and the subgroups on the AYP Report.


                         AYP Mathematics (AYP REPORT)

AYP Mathematics Enrollment Data and Participation Rate

In 2010, 297 students were enrolled in Algebra I. This was a decrease (8%) from the 235
students enrolled in 2009. Of the AYP Mathematics test population, 64 students (21.5%) were
White, 75 students (25.3%) were Hispanic, 104 students (35%) were Black, 5 students (1.6%)
were Asian/Pacific Islander.

Additionally, of the 297 students in the mathematics test population, 265 students (89%) were
Economically Disadvantaged, 37 students (12.4%) belong to the Students with Disabilities
subgroup, and 69 students (23.2%) belong to the Limited English Proficient subgroup.

In 2010, the overall participation rate for the Algebra I Gateway Exam was 95%. The overall
participation rate for the 2010 Algebra I Gateway Exam was 99% of the 235 students enrolled,
indicating a stabilization of participation for the past two years. Until now, enrollment and
participation data indicated a fluctuation in student population and participation rate since 2005.
In 2005 98% of 199 students enrolled participated in Algebra I testing. In 2006 97% of 243
students enrolled participated in Algebra I testing.




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Report Card Data Disaggregation



AYP Mathematics Subgroup Participation Rate

In 2010, subgroup data revealed 95% of all White students enrolled participated in the Algebra I
testing. 94% of all Hispanic students enrolled in Algebra I participated in the 2010 testing. 95%
of all African American students enrolled in Algebra I participated in the 2010 testing. 100% of
all the Native American students enrolled in Algebra I participated in the 2010 testing. 92% of
all Asian Pacific Islander students enrolled participated in the 2010 testing.

Additional subgroup data indicated 95% of the Economically Disadvantaged students, 100% of
the Students with Disabilities, and 94% of the Limited English Proficient students participated in
the 2010 Algebra I testing.

In 2010, 95% of the All Students subgroup, 297 students, participated in the AYP Math Algebra
I testing, which represented an increase from the 2009 participation rate. In 2009, 99% of all 235
students enrolled participated in the AYP Math Algebra I testing. This was a 5-percentage point
increase from 99% of the 221 students enrolled in 2008.

In 2010, the White student subgroup, 64 students, had a participation rate of 95%, which was a
2% decrease in participation over 2009. In 2009 the White student subgroup increased the
participation rate with 98% of the 50 students enrolled participating. This was an increase of 3-
percentage point from 100% of the 49 students enrolled in 2008 participating in testing.

In 2010, the Hispanic subgroup, 90 students, had a participation rate of 94%, a 3-percentage
point drop from 2009. In 2009 the Hispanic student subgroup increased the participation rate
with 97% of the 75 students enrolled participating. This was a decrease of 3-percentage points
from 100% of the 49 students enrolled in 2008 participating in testing.

In 2010, the African American subgroup, 130 students, had a 95% participation rate, a 5-
percentage point decrease over 2009. The African American subgroup decreased the percent of
students tested by 5 percentage points from 95% enrolled in 2008 to 100% in 2009.

In 2010, one Native American was enrolled in AYP Math and participated in the Algebra I
testing. One Native American student was enrolled in AYP Math in 2009. No Native American
student was enrolled in AYP Math and participated in the Algebra I testing in 2008.

In 2010, the Asian Pacific Islander subgroup, 12 students, had a 92% participation rate,
indicating a decrease from 2009 to 2010. In 2009, 100% of the Asian Pacific Islander population
enrolled participated in the testing. The Asian Pacific Islander subgroup decreased the percent of
students tested by 20 percentage points from 100% of 14 students enrolled in 2008 to 80% of 10
in 2009.

In 2010, the Economically Disadvantaged subgroup, 265 students, had a 95% participation rate,
which indicated a decrease from 2009 to 2010. Results for the Economically Disadvantaged


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Report Card Data Disaggregation
subgroup indicate 99% of the 261 students enrolled participated in the 2009 testing. These 2009
results indicate no change from 99% in 2008.

In 2010, the Students with Disabilities subgroup, 37 students, had a 100% participation rate,
which was a 2 percentage point decrease from 2008 to 2009. In 2009, the Students With
Disabilities subgroup, 35 students, had a 100% participation rate. This no change from 100% in
2008.

In 2010, the Limited English Proficient subgroup, 69 students, had a 94% participation rate,
which was a 4 percentage point decrease from 2009. In 2009, the Limited English Proficient
subgroup, 51 students, had a 98% participation rate. This was a 2- percentage point decrease
from the 100% testing in 2008.


Overall AYP Mathematics Test Data

2010 AYP Math test results indicate 65% of all students tested scored Below Proficient. This
was a 57-percentage point decrease in the percent Below Proficient in 2009. Test results for
2009 indicate 8% of the overall testing population scored Below Proficient. This was a
significant decrease from 2008. In 2008 the population experienced a 25-point decrease in the
percentage of students scoring Below Proficient from 12% compared to 8% in 2009.

2010 AYP Math test results indicate 20.3% of all students scored Proficient, a 14.2-percentage
point increase from 2009. 2009 test results indicate 34.5% of all students tested scored
Proficient. This was a 2.7 percent decrease from 2008.

2010 AYP Math test results indicate 14.6% of all students scored Advanced, a decrease of 42.7-
percentage points from 2009. Test results from 2009 indicate 57.3% of all students tested
scored advanced. This was a 1.1-percentage point increase from 56.2% in 2008.

Achievement Gap Analysis AYP Mathematics

The 2010 AYP Math results indicate a 16-percentage point difference between the percentage of
White students scoring at least Proficient (44%) and the percentage of Hispanic students scoring
at least Proficient (28%). This represents a 16-percentage point decrease in the achievement
gap between Whites and Hispanics. The 2009 results indicate an 9-percentage point difference
between the percentage of White students scoring at least Proficient (98%) and the percentage of
Hispanic Students Scoring at least Proficient (89%). This is a decrease from 2007 results that
indicated an 8-percentage point difference between the White subgroup (96%) and the Hispanic
subgroup (92%).

The 2010 AYP Math results indicate an 11-percentage point difference between the percentage
of White students scoring at least proficient (44%) and the percentage of African American
students scoring at least Proficient (33%). This represents a decrease in the achievement gap
between Whites and African Americans of 11–percentage points. The 2009 results indicate a


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Report Card Data Disaggregation
8-percentage point difference between the percentage of White students scoring at least
Proficient (98%) and the percentage of African American students scoring at least Proficient
(90%). This is a decrease from the 2008 results that indicated a 13-percentage point difference
between the White subgroup (96%) and the African American Subgroup (83%).

The 2010 AYP Math results indicate a 5-percentage point difference between the percentage of
Hispanic students scoring at least Proficient (28%) and African American students scoring at
least Proficient (33%). This represents an 8-percentage point decrease of in the achievement
gap between Hispanic students and African American students. The 2009 results indicate a
1-percentage point difference between the percentage of Hispanic student scoring at least
Proficient (89%) and the percentage of African American students scoring at least Proficient
(90%). This is an increase from 2008 results indicating in a 9-percentage point difference
between the Hispanic subgroup (92%) and the African American population (83%)


Growth Differences Between High, Middle, and Low Achievers

High to Middle
In 2010 the percent of Advanced students showed a decrease of 42.7% compared to a 14.2%
increase in students scoring Proficient. From 2008 to 2009 the percent of Advanced students
showed an increase of 1.1% compared to a 2.7% decrease for the same time period for Proficient
students.

High to Low
In 2010 the percent of Advanced students showed an increase of 42.7% compared to a 57%
increase in students scoring Below Proficient. From 2008 to 2009 the percent of Advanced
students showed an increase of 1.1% compared to a decrease of 25% of Below Proficient for the
same time period.

Middle to Low
In 2010, the percent of Proficient students showed a decrease of 14.2% compared to a decrease
of 2.7% for students scoring Below Proficient. From 2008 to 2009 the percent of Proficient
students showed a decrease of 2.7% compared to a decrease of 25% of Below Proficient for the
same time period.

Gender Gap Analysis for AYP Mathematics

Gender Gap Analysis data is from the Tennessee Department of Education Tennessee Gateway
Assessment Demographic Summary Spring 2010. This data includes all students tested (274
students), and is not limited to AYP Math data for Membership 1 students (235 students).

In 2009, of the 274 students tested, 159 students were male and 114 were female. Of the 159
male students, 82% scored in the Proficient/Advanced category and 18% scored in the Below
Proficient Category in 2009. Of the 114 female students, 88% scored in the Proficient/Advanced
category and 12% scored in the Below Proficient Category in 2009. Male students scored 6-


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Report Card Data Disaggregation
percentage points lower in the Proficient/Advanced category than female students and had 6-
percentage points more students score in the Below Proficient category.

In 2009, with 8% scoring in the Proficient/Advanced category, male students scored 29.6-
percentage points less than the State average of 80.2% and 1.6-percentage points lower than the
District average of 54.2%. With 88% scoring in the Proficient/Advanced category, female
students scored 4-percentage points more than the State average of 84% and 20-percentage
points higher than the District average of 68% in 2009.


                                                Subgroups
White AYP Mathematics

In 2010, the White student subgroup increased by 54-percentage points for Below Proficient
from 2% in 2009 to 56%. This group showed a 10.2-percentage point difference from the overall
testing population average of 45.8% Below Proficient.

In 2010, the White student subgroup increased the percentage of students scoring Proficient by
17.8-percentage points from 40.8% in 2009 to 20.3%. The 2010 average for this subgroup was a
7-percentage point difference from the district average of 47% and a 7.1-percentage point
difference from the state average of 27.4% Proficient.

In 2010, the White student subgroup decreased the percentage of students scoring Advanced by
35.8 percentage points from 51.1% in 2009 to 21.3%. The 2010 average for this subgroup was a
34.5-percentage point difference from the district average of 28% and a 5.5 percentage point
difference from the state average of 26.8% Advanced.

Hispanic AYP Mathematics

In 2010, the Hispanic student subgroup increased the percentage of students scoring Below
Proficient from 11% in 2009 to 72%. This group showed a 7-percentage point difference from
the overall testing population average of 65%. Additionally, the group showed a 26-percentage
point difference from the district average of 34% and a 10-percentage point difference from the
state average of 18 % Below Proficient.

In 2010, the Hispanic student subgroup increased the percentage of students scoring Proficient
by 21.9-percentage points from 38.4% in 2009 to 16.5%. The 2010 average for this subgroup
was a 10.3-percentage point difference from the district average of 38% and a 8.3-percentage
point difference from the state average of 36% Proficient.

In 2010, the Hispanic student subgroup decreased the percentage of students scoring Advanced
by 38.9 percentage points from 50.7% in 2009 to 11.8%. The 2009 average for this subgroup was
a 35.8% difference from the district average of 28% and a 16.8-percentage point difference from
the state average of 47% Advanced.



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African American AYP Mathematics

In 2010, the African-American student subgroup increased the percent Below Proficient from
67% in 2009 to 10%. This group showed a 2- percentage point difference from the overall testing
population average of 65%. Additionally the group showed an 17-percentage point difference
from the district average of 34% and a 1-percentage point difference from the state average of
18% Below Proficient.

In 2010, the African American student subgroup decreased the percentage of students scoring
Proficient by 6-percentage points from 28.8% in 2009 to 22.8%. The 2009 average for this
subgroup was a 4.7-percentage point difference from the district average of 38% and a 2.7-
percentage point difference from the state average of 36% Proficient.

In 2010, the African American student subgroup decreased the percentage of students scoring
Advanced by 51.7-percentage points from 61.5% in 2009 to 9.8%. The 2009 average for this
subgroup was a 22-percentage point difference from the district average of 28% and a 3-
percentage point difference from the state average of 47% Advanced.


Native American AYP Mathematics

In 2010, one Native American student was tested and scored advanced in AYP Mathematics.

Native American student subgroup results indicate one student tested in 2009. No students were
tested in 2008. The 2010 results indicate a 65.5-percentage point difference from the overall
average of 34.5%. Additionally the group showed a 61-percentage point difference from the
district average of 39 % and an 80-percentage point difference from the state average of 20%.

The Native American student subgroup results indicate 0% of the students tested in 2010 scored
Below Proficient or Proficient. The 2008 average for this subgroup was a significant difference
from the district average of 61% and the state average of 80%.

Asian Pacific Islander AYP Mathematics

The 2010 Asian Pacific Islander subgroup results indicate 45% of the students scored Below
Proficient. This indicates a 45-percentage point increase from 0% in 2009. This was a 20-
percentage point difference from the overall average of 65%. Additionally the group showed a
20-percentage point difference from the district average of 34% and a 4-percentage point
difference from the state average of 18%.

The 2010 Asian Pacific Islander population results indicate 9.1% Proficient. This is a 10.9-
percentage point decrease from 20% in 2009. The 2009 average for this subgroup was a 9.4-
percentage point difference from the district average of 38% and 7.4-percentage points different
from the state average of 36%.



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The 2010 Asian Pacific Islander population results indicate 45.5% scored in the Advanced range.
The 2009 average for this subgroup was a 29.1- percentage point difference from the district
average of 28% and x10.1-percentage points different from the state average of 47%.


Economically Disadvantaged AYP Mathematics

The 2010 Economically Disadvantaged student results for indicate 68% scored in the Below
Proficient range. This is a 59-percentage point increase from 9% in 2009 and a 61-percentage
point decrease from 11% in 2008. The 2010 data showed a 3-percentage point difference from
the overall student average of 65%. Additionally the group showed a 23-percentage point
difference from the district average of 34% and 7-percentage point difference from the state
average of 18%.

The 2010 Economically Disadvantaged student subgroup decreased the percent of students
Proficient by 16.3-percentage points from 35.7% in 2009 to 19.1%. The 2009 average for this
subgroup was a 7.3-percentage point difference from the district average of 38% and 5.3-
percentage point from the state average of 36%.

The 2010 Economically Disadvantaged student subgroup results indicate 13.5% scored in the
Advanced range. The 2009 average for this subgroup was a 30.1- percentage point difference
from the district average of 28% and x 11.1-percentage points different from the state average of
47%.


Students With Disabilities AYP Mathematics

The 2010 Students With Disabilities subgroup results indicate 78% of the students scored Below
Proficient. This is a 69-percentage point decrease from 9% in 2009. Additionally the group
showed a 13-percentage point difference of from the district average of from the district average
of 34% and a 33-percentage point difference from the state average of 18%.

The 2010 Students With Disabilities subgroup decreased the percentage of students scoring
Proficient by 2.9-percentage points from 37.1% in 2009 to 8.1%. The 2009 average for this
subgroup was a 6.4-percentage point difference from the district average of 38% and a 4.4-
percentage point difference from the state average of 36%.

The 2010 Students With Disabilities subgroup increased the percent for Advanced by 6.9-
percentage points from 54.3% in 2009 to 13.5%. The 2008 average for this subgroup was a 19.4-
percentage point difference from the district average of 28% and a .4-percentage point difference
from the state average of 47%.




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Limited English Proficient AYP Mathematics

In 2010, sixteen percent (86%) of the students in the Limited English Proficient subgroup scored
Below Proficient. This is a 1-percentage point decrease from 16% in 2009. Additionally the
group showed a 17-percentage point difference from the district average of 34% and a 1-
percentage point difference from the state average of 18%.

The 2010 Limited English Proficient subgroup decreased the percent Proficient by 37.2-
percentage points from 13.8% Proficient in 2010 to 46% Proficient in 2009. The 2008 average
for this subgroup was a 2-percentage point difference from the district average of 38% and a 4-
percentage point difference from the state average of 36%.

The 2010 Limited English Proficient subgroup indicated no change in the percent of students
Advanced as 38% in 2009. The 2008 average for this subgroup was a 8.9-percentage point
difference from the district average of 34% and a 24.9-percentage point difference from the state
average of 18%.

                                  AYP Reading
               English 10 Gateway and Grade 11 Writing Assessment
Enrollment Data AYP Reading

In 2010, 240 students were enrolled in English 10. This was a decrease from the 200 students
enrolled in 2009. Of the 240 students enrolled, 93% of the students took the AYP English Test.
Of the AYP reading test population 49 students (20.4%) were white, 79 students (32.9%) were
Hispanic, 104 students (43.3%) were African American, 8 students (3%) were Asian/Pacific
Islander and 1 student (.01%) was Native American.

Additionally of the 240 students in the English test population, 213 students (88%) were
Economically Disadvantaged, 32 students (13.3%) belong to the Students With Disabilities
subgroup, and 56 students (23.3%) belong to the Limited English Proficient subgroup.

Participation Rate AYP Reading

In 2010, 93% of the 240 students enrolled participated in the AYP Reading English 10 test. This
was a 7-percentage point decrease from 99% of 200 students enrolled in 2009. The 2009 results
indicated a 1-percentage point increase from 100% of 218 students enrolled in 2008.

In 2010, the White subgroup stayed steady with a participation rate of 90% of the 49 students
enrolled testing. This was an decrease of 10 percentage points from 100% of the 43 students
enrolled participating in the 2009 testing. The 2009 results was an increase of 0-percentage
points from 100% of the 42 students enrolled testing in 2008.

In 2010, the Hispanic subgroup results indicate a participation rate of 95% of the 79 students


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enrolled testing in 2010. This was a decrease of 1-percentage points from 96% of the 45 students
enrolled testing in 2009. The subgroup decreased 4-percentage points in 2009 from 100% of the
39 students enrolled in 2008.

In 2010, the African American subgroup participation rate was 92%, a 8-percentage point
increase over 2009. The African-American subgroup increased the percentage of students tested
by 2-percentage points from 99% of 130 students enrolled in 2008 to 100% of 102 students
enrolled in 2009.

In 2010, the Native American subgroup participation rate was 100%, with only 1 student testing.
The Native American subgroup results stayed steady at 100% participation in the 2009 testing
with only 1 student participating. Two students participated in 2008. The state did not report
results for this subgroup in 2007.

In 2010, the Asian/Pacific Islander participation rate was 100%, with 8 students testing. This
participation rate represented no change for this subgroup over the past three years.
In 2009, 100% of the 9 students of the Asian Pacific Islander population enrolled participated in
the testing. This rate remained steady at 100% in 2008.

In 2010, the Economically Disadvantaged subgroup participation rate deceased at 93% of the
213 students enrolled. In 2009, 99% of the 163 students of the Economically Disadvantaged
population enrolled participated in the testing. This remained steady from 99% of the 176
students enrolled in 2008.

In 2010, the Students With Disabilities subgroup participation rate was 100% of 32 students
enrolled. This was a 0-percentage point increase from 100% of the 32 student enrolled tested in
2009. The 2008 results showed 100% of the 34 students with disabilities were tested.

In 2010, the Limited English Proficient subgroup participation rate was 93% of 56 students
enrolled. This was a 7-percentage point decrease from 100% of the 20 students enrolled testing
in 2009. 100% of the 32 students enrolled in 2008 were tested.


Overall AYP Reading

The 2010 test results indicate 50% of the overall testing population scored Below Proficient.
This was an decrease from 2009. In 2009, 11% of the population scored below proficient, and
this was an 1 percent decrease from the 2008 scores where 10% of the students scored below
proficient. The percent of students across the district and state who scored below proficient was
9% and 5%, respectively. We are 1% below the number of students who scored below proficient
in the district, and we are closing the gap with state.

The 2010 test results indicate 42.2% of All students tested scored Proficient. This was a 6.7-
percentage point decrease from 35.5% in 2009. The 2008 results indicated a 41.6% percent
Proficient rate. The 2009 average for this subgroup was a 5.2-percentage point difference from


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the district average of 34% and an 21.6-percentage point difference from the state average of
20%.

The 2010 test results indicate 7.7% of all students tested scored Advanced. This was an decrease
of 45.5-percentage points from 53.2% in 2009 and a 5-percentage point increase from 48.2% in
2008. The 2009 average for this subgroup was a 9.8-percentage point difference from the district
average of 58% and 26.8-percentage points different from the state average of 75%.


Achievement Gap Analysis AYP Reading

The 2010 AYP Reading results indicate a 25-percentage point difference between White
subgroup students who scored at least Proficient (66%) and the Hispanic subgroup students who
scored at least Proficient (41%). This represents a decrease of 25-percentage points in the
achievement gap between the White and Hispanic subgroups scoring at least Proficient.
The 2009 results indicate an 7-percentage point difference between the percentage of White
students scoring at least Proficient (94%) and the percentage of Hispanic Students Scoring at
least Proficient (87%). This is a decrease from 2008 results that indicated an 15-percentage point
difference between the White subgroup (99%) and the Hispanic subgroup (84%).

The 2010 AYP Reading results indicate a 6-percentage point difference between White subgroup
students scoring at least Proficient (66%) and African American subgroups students scoring at
least Proficient (46%). This represents a decrease in the achievement gap of 20-percentage
points between the White and African American subgroup students who scored at least
Proficient. The 2009 results indicate a 4-percentage point difference between the percentage of
White students scoring at least Proficient (92%) and the percentage of African American
students scoring at least Proficient (88%). This is a decrease from the 2008 results that indicated
a 9-percentage point difference between the White subgroup (99%) and the African American
Subgroup (90%).

The 2010 AYP Reading results indicate a 5-percentage point difference between Hispanic
subgroup students who scored at least Proficient (41%) and African American subgroup students
who scored at least Proficient (46%). This represents a 5-percentage point decrease in the
achievement gap between the Hispanic and African American subgroups scoring at least
Proficient. The 2009 results indicate a 10-percentage point difference between the percentage of
Hispanic student scoring at least Proficient (87%) and the percentage of African American
students scoring at least Proficient (88%). This is a decrease from 2008 results indicating in a 6-
percentage point difference between the Hispanic subgroup (84%) and the African American
subgroup (90%)


Growth Differences between High, Middle and Low Achievers for AYP Reading

High to Middle
From 2009 to 2010 the percent of Advanced students showed an decrease of 45.5% compared to


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a increase of 6.7% Proficient for the same time period.

High to Low
From 2009 to 2010 the percent of Advanced students showed a decrease of 45.5% compared to
an increase of 39% Below Proficient for the same time period.

Middle to Low
From 2009 to 2010 the percent of Proficient students showed an increase of 6.7% compared to
an increase of 39% Below Proficient of the same time period.

Gender Gap Analysis for AYP Language Arts

The Gender Gap data is provided by the Tennessee Department of Education on the Gateway
Assessment Demographic Survey Spring 2009. This data includes all students tested and is not
limited to AYP Report membership 1 data.

Of the 233 students tested in 2009, 125 students were male and 108 were female. Of the 125
male students, 88% scored in the Proficient/Advanced category and 12% scored in the Below
Proficient Category in 2009. Of the 125 female students, 92% scored in the Proficient/Advanced
category and 8% scored in the Below Proficient Category in 2009. Female students scored 4-
percentage points higher in the Proficient/Advanced category than male students and had 4-
percentage points fewer students score in the Below Proficient category.

With 92% scoring in the Proficient/Advanced category, female students scored one percentage
point lower than the District and 4-percentage points lower than the State average of 96% in
2009. With 88% scoring in the Proficient/Advanced category, male students scored 8-percentage
points less than the State average of 96% and 5-percentage points lower than the District average
of 93% in 2009.

                                                Subgroups

White AYP Reading

In 2010 the White student subgroup increased in the percent Below Proficient by 28-
percentage points from 6% in 2009 to 34% in 2010. The White student subgroup decreased in
the percent Below Proficient by 5-percentage points from 1% in 2008 to 6% in 2009. One
percent (1%) were Below Proficient in 2008. This subgroup showed a 9-percentage point
difference from the overall testing population‘s 2008 average of 10%. Additionally, the group
showed a 1-percentage point difference from the district average of 10% and a 3- percentage
point difference from the state average of 6%.

In 2010 the White student subgroup increased 27.8-percentage points in the percent
Proficient from 26.1% Proficient in 2009 to 54.4% Proficient in 2010. The White student
subgroup decreased the percent Proficient by 10.6-percentage points from 36.7% in 2008 to
26.1% in 2009. The 2007 average for this subgroup was an 11-percentage point difference from


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the district average of 34% and a 1-percentage point the state average of 22%.

In 2010, the White student subgroup decreased 56.1-percentage points in the percent
Advanced from 68.1% Advanced in 2009 to 12% Advanced in 2010. The White student
subgroup decreased the percentage of students scoring Advanced by 5.6- percentage points from
62.5% in 2008 to 68.1% in 2009. The 2009 average for this subgroup is a 46-percentage point
difference from the district average of 22% and a 4-percentage point difference from the state
average of 72%.

Hispanic AYP Reading

In 2010 the Hispanic student subgroup increased in the percent Below Proficient by 46-
percentage points from 13% Below Proficient in 2009 to 59% Below Proficient in 2010. The
Hispanic student subgroup decreased in the percent Below Proficient by 3-percentage points
from 16% in 2008 to 13% in 2009. Twenty-seven (27%)were below proficient in 2007. This
subgroup showed a 2-percentage point difference from the overall testing population‘s 2009
average of 11%. Additionally the group showed a 17-percentage point difference from the
district average of 10% and a 21- percentage point difference from the state average of 6%.

In 2010 the Hispanic student subgroup increased in the percent Proficient by 11-percentage
points from 28.% Proficient in 2009 to 39% Proficient in 2010.The Hispanic student subgroup
decreased the percent Proficient by 11.6-percentage point at 37.6% in 2008 to 28% in 2009. The
2007 average for this subgroup was a 5-percentage point difference from the district average of
34% and a 17-percentage point the state average of 22%.

In 2010, the Hispanic student subgroup decreased in the percent Advanced by 57.2-
percentage points from 59.3% in 2009 to 2.1% in 2010. The Hispanic student subgroup increased
the percentage of students scoring Advanced by 12.8- percentage points from 46.5% in 2008 to
59.3% in 2009. The 2007 average for this subgroup an 8-percentage point difference from the
district average of 22% and a 34-percentage the state average of 72%.

African American AYP Reading

In 2010 the African American student subgroup increased the percent Below Proficient by 42-
percentage points from 12% Below Proficient in 2009 to 54% Below Proficient in 2010.
The African American student subgroup decreased the percent Below Proficient by 2 percentage
points from 10% in 2008 and 12% in 2009. The 2008 population increased by 2-percentage
points from 10% in 2007. Additionally the group showed an 8-percentage point difference from
the district average of 10% and a 12- percentage point difference from the state average of 6%.

In 2010 the African American student subgroup decreased the percent Proficient by 4.8-
percentage points from 44.0% in 2009 to 39.2% in 2010. The African American student
subgroup decreased by 0.8-percentage points for Proficient from 44.8% in 2008 to 44.0% in
2009. The 2007 average for this subgroup was a 14-percentage point difference from the district
average of 34% and a 26- percentage point difference from the state average of 22%.


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In 2010 the African American student group decreased the percent Advanced by 36.9-
percentage points from 43.7% Advanced in 2009 to 6.8% Advanced in 2010. The African
American student subgroup decreased by 1.1-percentage points for Advanced from 44.8%
percent in 2008 to 43.7% in 2009. The 2008 average for this subgroup was a 12- percentage
point difference from the district average of 22% and a 38- percentage point difference from the
state average of 72%.

Native American AYP Reading
In 2010, one (1) student in the Native American subgroup was enrolled in AYP Reading. This
student scored Proficient. In 2009, one student was enrolled in AYP Reading and scored Below
Proficient. In 2008, two (2) students were enrolled in AYP Reading. One (1) student scored
Proficient and one (1) student scored Advanced. No data was reported for 2007.

Asian Pacific Islander AYP Reading

In 2010, the Asian/Pacific Islander subgroup decreased the percent Below Proficient by 14-
percentage points from 9.1% Below Proficient in 2009 to 23% Below Proficient in 2010.
The Asian Pacific Islander subgroup results indicate 9% of the students scored Below Proficient
(only 9 students tested in 2009). This was a 26-percentage point decrease from 35% in 2008.
2008 experienced a 7-percentage point increase from 42% in 2007. The 2009 results indicate a 2-
percentage point difference from the overall average of 11%. Additionally, the group showed a
32-percentage point difference from the district average of 10% and a 36-percentage point
difference from the state average of 6%

In 2010 the Asian/Pacific Islander subgroup increased the percent Proficient by 29.4-
percentage points from 9.1% Proficient in 2008 to 38.5% Proficient in 2009. The Asian/Pacific
Islander population 2009 results indicate 9.1% of the subgroup scored Proficient. This was a 27-
percentage point decrease from 38.5% in 2008. The 2008 average for this subgroup was a 26-
percentage point difference from the district average of 34 % and a 14- percentage point
difference from the state average of 22%.

In 2010 the Asian/Pacific Islander subgroup decreased the percent Advanced by 43.3-
percentage points from 81.8% Advanced in 2009 to 38.5% Advanced in 2010. The Asian
Pacific Islander population 2009 results indicate 81.8% of the subgroup scored Advanced. This
is a increase of 51.8-percentage points from 30% in 2008. The 2007 average for this subgroup
was a 28-percentage point difference from the district average of 22% and a 22-percentage point
difference from the state average of 72%.

Economically Disadvantaged

In 2010 the Economically Disadvantaged student subgroup increased the percent Below
Proficient by 40-percentage points from 12% Below Proficient in 2009 to 52% Below
Proficient in 2010. The Economically Disadvantaged student results indicate 52% were Below
Proficient. This is a 42-percentage point increase from 10% in 2008 and a 34-percentage point


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increase from 18% in 2007. The 2009 data showed a 2-percentage point difference from the
overall student average of 50%. Additionally, the subgroup showed a 9-percentage point
difference from the district average of 10 % and a 13-percentage point difference from the state
average of 6 %.

In 2010 the Economically Disadvantaged student subgroup increased the percent Proficient by
5.4-percentage points from 35.3% Proficient in 2009 to 40.7% Proficient in 2010. The
Economically Disadvantaged student subgroup decreased the percent of students for Proficient
by 7.1-percentage points from 42.4% in 2008 to 35.3% in 2009. The 2007 average for this
subgroup was a percentage point difference from the district average of 34% and a 19-percentage
point difference from the state average of 22%.

In 2010 the Economically Disadvantaged student subgroup decreased the percent Advanced
by 45.8-percentage points from 53.1% Advanced in 2009 to 7.3% Advanced in 2010. The
Economically Disadvantaged student subgroup increased the percent of students for Advanced
by 5.2-percentage points to 53.1% in 2009 from 47.9% in 2008. The 2007 average for this
subgroup was an 18-percentage point difference from the district average of 22% and a 32
percentage point difference from the state average of 72%

Students With Disabilities

In 2010, the Students With Disabilities subgroup increased the percent Below Proficient by
38-percentage points from 27% Below Proficient in 2009 to 65% Below Proficient in 2010.
In the Students With Disabilities subgroup, 27% scored Below Proficient in 2009. This is a 14-
percentage point increase from 13% in 2008 and a 24-percentage point decrease from 51% in
2008. Additionally the group showed a 41-percentage point difference of from the district
average of from the district average of 10% and a 45-percentage point difference from the state
average of 6%.

In 2010, the Students With Disabilities subgroup decreased the percent Proficient by 25.9-
percentage points from 46.6% Proficient in 2009 to 20.7% Proficient in 2010. The Students
With Disabilities subgroup decreased the percent of Proficient by 9.3-percentage points from
37.3% in 2009 to 46.6% in 2010. The 2007 average for this subgroup was a 5-percentage point
difference from the district average of 34% and the state a 7- percentage point difference from
average of 22%.

In 2010 the Students With Disabilities subgroup decreased the percent Advanced by 12-
percentage points from 26.1% Advanced in 2009 to 14.1% Advanced in 2010. The Students
With Disabilities subgroup increased the percent of Advanced by 23.2-percentage points from
49.3% in 2008 to 26.1% in 2009. The 2007 average for this subgroup was an 11-percentage point
difference from the district average of 22 % and a 61-percentage point difference from the state
average of 72%.

Limited English Proficient



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In 2010, the Limited English Proficient subgroup increased the percent Below Proficient by
33-percentage points from 44% Below Proficient in 2009 to 77% Below Proficient in 2010. In
2009, 44% of the Limited English Proficient subgroup scored Below Proficient. This was a 12-
percentage point increase from 32% in 2008. The 2008 results marked a decrease of 14-
percentage points from 46% in 2007. Additionally, the group showed a 36-percentage point
difference compared to the district average of 10 % and a 40-percentage point difference from
the state average of 6%.

In 2010, the Limited English Proficient subgroup decreased the percent Proficient by 12.5-
percentage points from 35.1% Proficient in 2009 to 22.6% Proficient in 2010. The Limited
English Proficient subgroup decreased by 6.1 percentage points from 41.2% Proficient in 2008 to
35.1% Proficient in 2009. The 2007 average for this subgroup was a 3-percentage point
difference from the district average of 34% and a 9-percentage point difference from the state
average of 22%.

In 2010 the Limited English Proficient subgroup decreased the percent Advanced by 21.1-
percentage points from 21.1% Advanced in 2009 to 0% Advanced in 2010. The Limited
English Proficient subgroup decreased the percent for students Advanced by 6 percentage points
from 27.1% in 2008 to 21.1% in 2009. The 2007 average for this subgroup was a 1-percentage
point difference from the district average of 22% and a 49-percentage point difference from the
state average of 72%.

Gateway Science: Biology I

The 2009 Gateway Science results indicate 6% of the 248 students tested scored Below
Proficient compared to the District average of 8% Below Proficient and the State average of 4%
Below Proficient. The 2008 Gateway Science results indicate 23 students (10%) out of the 231
students tested scored Below Proficient. This was a 1 percentage point difference from the
district average of 9% and a 2 percentage point difference from the state average of 4%

The 2009 Gateway Science results indicate 31% of the 248 students tested scored Proficient
compared District average of 93% at least Proficient and the State average of 96% at least
Proficient. The 2008 Gateway Science results indicate 48% of the 231 students tested scored
Proficient. This was a 2 percentage point difference from the district average of 50% and a 17
percentage point difference from the state average of 34%.

The 2009 Gateway Science results indicate 63% of the 248 students tested scored Advanced.
This is a 22-percentage point increase from the percentage of 2008 Advanced scores.
The 2008 Gateway Science results indicate 41% of the 231 students tested scored Advanced.
This was a 3 percentage point difference from the district average of 36%.

Gender Gap Analysis for AYP Science – Gateway Biology

The Gender Gap data is provided by the Tennessee Department of Education on the Gateway
Assessment Demographic Survey Spring 2009. This data includes all students tested and is not


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limited to AYP Report membership 1 data.

Of the 248 students tested in 2009, 137 students were male, 110 were female, and one student
recorded ―no valid information.‖ Of the 137 male students, 93% scored in the
Proficient/Advanced category and 7% scored in the Below Proficient Category in 2009. Of the
110 female students, 95% scored in the Proficient/Advanced category and 5% scored in the
Below Proficient Category in 2009. Female students scored 2-percentage points higher in the
Proficient/Advanced category than male students and had 2-percentage points fewer students
score in the Below Proficient category.

With 95% scoring in the Proficient/Advanced category, female students scored 3-percentage
points higher than the District average of 92% and 1-percentage point lower than the State
average of 96% in 2009. With 93% scoring in the Proficient/Advanced category, male students
scored 3-percentage points less than the State average of 96% and 1-percentage point higher than
the District average of 92% in 2009.


End of Course English 9
The 2009 End of Course English 9 results indicate 25 students (11%) of the 238 students tested
scored Below Proficient. This was a 2- percentage point difference from the 9% district results
and a 7-percentage point difference from the state results of 4%.

The 2009 End of Course English 9 results indicate 143 students (60%) of the 238 students
tested scored Proficient. This was a 2-percentage point difference from the 62% district results
and a 16-percentage point difference from the state results of 44%.

The 2009 End of Course English 9 results indicate 70 students (29%) of the 238 students tested
scored Advanced. This was a 0-percentage point difference from the 29% district results and a
23-percentage point difference from the state results of 52%.


ACT

The Kingsbury High School composite for the ACT in 2010 was 15.6 a 4.8% decrease from the
2009 composite result of 16.4. The 2010 English score was 14.5%, a decrease from 2009 English
score of 15.6. The math score for 2010 was 15.8%, a slight decrease from 2009 results of 16.0.
The Science Reasoning score for 2010 was 16.5%, a slight decrease from the 2009 results of
16.8.

The 2010 Kingsbury High School percentage of students meeting all four (4) ACT Benchmark
Scores totaled one (1) percent compared to the state total of 16%.

The 2010 Kingsbury High School percentage of students meeting the ACT English/Composition
Benchmark score was 28% compared to the state at 59%.


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The 2010 Kingsbury High School percentage of students meeting the ACT Math/College
Algebra Benchmark was 3% compared to the state at 27%.

The 2010 Kingsbury High School percentage of students meeting the ACT Reading/College
Science Benchmark was 4% compared to the state at 20%.

A trend analysis of ACT data shows an increase in the number of students taking the ACT for
Kingsbury High School in 2010 compared to the last year. The score analysis for the three-year
trend shows stability in percentages meeting benchmarks for state scores and slightly fluctuating
percentages for Kingsbury High School. Kingsbury showed the greatest decrease in percentages
meeting benchmarks between 2009 and 2010 in the areas of Reading and English. During that
same period Kingsbury percentages meeting benchmarks stayed stable for Science and Math.


Discipline Data

2-Year Suspension Gender Data
In 2009-2010, 68.8% (362 students) of all suspensions were male. In 2009-2010, 31.2% (164) of
all suspensions were female. In 2008-2009, 76% (193 students) of all suspensions were male.
Two (2) Year Expulsion Data Comparison: Gender Categories
In 2009-2010, 77 students were expelled. Of the 77 students, 64 were male (83%) and 13 were
female (17%). In 2008-2009, 57 students were expelled. Of the 57 students, 42 were male (74%)
and 15 were female (26%).

State Status Report 2009-2010
All off the 21 recommendations stated in the State Status Report 2009-2010 have been fully or
partially implemented by the school this year. The degree of implementation for each of the
recommendations is indicated as Fully Implemented [I] or Partially Implemented [P]. Several
of the recommendations are on-going processes* that have been initiated and are being
monitored.


Fully Implemented Recommendations:
       I Kingsbury retained staffing positions for three assistant principals, a professional
          development school compliance coach, and a special education coordinator.
        I Additional district funding retained for an in-school suspension monitor and one bi-
            lingual family specialist.
        I Each teacher is an active participant in the revision and implementation of the TSIPP.
        I Professional development is provided by the district for faculty to share data and train


Tennessee School Improvement Planning Process                                        Page 46 of 136
Report Card Data Disaggregation
          in the analysis of data for design and implementation of teaching strategies based on
          the results.
        I Early identification of at-risk students is made to provide timely interventions.
        I Organizations and opportunities have been established to allow participation for all
            students, parents, and staff.
        I The dates for leadership team meeting must be scheduled on the school‘s monthly
            instructional calendar.
        I Provide an organizational chart for staff members.
        I The principal must review and maintain a file of all team meeting agendas, minutes,
            and work products.
        I Time during faculty meetings has been allocated for academic team activities.
        I New teachers are provided extensive support through the Teacher Mentoring program
            at the district and school level.
        I Outstanding teachers and students are recognized during special programs.
        I The leadership team must discuss and share instructional initiatives for comment and
            consideration before implementation.
        I The leadership team must begin a comprehensive goal structure. A focus needs to be
            placed on instruction and professional development
        I Pre and Post-test data must be used to make instructional decisions.
Partially Implemented Recommendations (on-going processes):
       P Implement the use of differentiated instruction
       P Compose and monitor the effectiveness of a School community council.
       P Analyze data from parent, student and staff surveys.
       P Ensure a collaborative school improvement process.




Tennessee School Improvement Planning Process                                       Page 47 of 136
1.7: Narrative Synthesis of All Data
(Rubric Indicator 1.7)

Narrative Synthesis of Data


                                                Graduation Rate

 Kingsbury High School Graduation data indicate:

 Strengths: The number of students who took the ACT during the 2009-2010 school year increased
 due to a district initiative mandating all juniors take the ACT in the Spring of 2010. Kingsbury
 High School had 191 students take the ACT in 2010 as compared to 154 students in 2009; 104
 students in 2008; 105 students in 2007. The number of graduating seniors with regular or honors
 diplomas for the same three-year period has been stable at approximately 180 students. The 2010
 increase in enrollment of seniors in honors academies, advanced placement, eschool, and dual
 enrollment classes is expected to boost the graduation rate only slightly, as the advanced students
 are not members of the drop-out cohort that decreases the graduation rate.

 Areas of Need: The school as a whole did not meet the Graduation Rate AYP target (71.2%). The
 2008-2009 Graduation Rate was 53.1%, 18.1-percentage points below the target. This graduation
 rate represents the third drop in graduation rate in the last four years.

 To make AYP Graduation Rate for 2011, the target is 74.9% for the School Year 2009-2010. The
 drop-out list appeal process for this cohort has been submitted to the State. Kingsbury High
 School has identified several steps to improve the graduation rate, including early identification of
 at-risk students, enrollment in credit recovery and eLearning courses for over-age for grade
 students, and improved tracking of withdrawn students. The Graduation Coach has worked
 tirelessly to identify, remove, and clear any students not attending Kingsbury High School from our
 cohort list.


                                           AYP Mathematics
                                              Algebra I
 Strengths:
     2010 AYP Math test results indicate that the White and Asian/Pacific Islander subgroup met
        the proficiency rate for 2010-2011 in spite of the implementation of the new rigorous
        Tennessee State Standards.




Tennessee School Improvement Planning Process                                        Page 48 of 136
Narrative Synthesis of Data


 Areas of Need:
     Student With Limited English Proficiency subgroup has the lowest percentage of scores in
        the at least Proficient category (14%), compared to the All Student which has 35%
        (Membership 1) at least Proficient and the White subgroup with 45% at least Proficient.
     Students with Disabilities subgroup and Limited English Proficient subgroup have the
        second lowest percentage of scores in the at least Proficient category.

                                          AYP Reading
                       English 10 Gateway and Grade 11 Writing Assessment
 Strengths:
     The White subgroup surpassed the state proficiency rate of 61% by 5 percentage points.
     The Asian Pacific Islander subgroup surpassed the state proficiency rate of 61% by 16
        percentage points.

 Areas of Need:
     The Limited English Proficient subgroup and the Students with disability subgroup had the
        lowest percentage points in the proficient category.

                                         Biology I Gateway
 Strengths:
     Ninety-four percent (94%) of all students tested scored at the Proficient level.
     Sixty-three percent (63%) of all students tested scored at the Advanced level.
 Areas of Need:
     Six percent (6%) of all students tested scored at the Below Proficient level. These students
        need tutoring intervention and counseling for credit recovery class to stay on-track for
        graduation.
     Move more students scoring Proficient (31%) to the Advanced level (63%).


                                      English I End of Course
 Strengths:
     The 2009 End of Course English 9 results indicate 143 students (60%) of the 261 students
        tested scored Proficient.
     The 2009 End of Course English 9 results indicate 70 students (29%) of the 261 students
        tested scored Advanced.
 Areas of Need:
     Eleven percent (11%) of the 261 students tested scored Below Proficient. These students
        need to be moved to at least Proficient.
     Move more students from Proficient to the Advanced level.

                                                ACT
 Areas of Strength:


Tennessee School Improvement Planning Process                                       Page 49 of 136
Narrative Synthesis of Data
     Stability in number of students who took the ACT for the last two years.

 Areas of Need:
     Only 1% of Kingsbury High School who take the ACT meet all 4 benchmarks scores
        indicating a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C
        or higher in the corresponding credit-bearing college courses. Kingsbury High School
        students lag far behind the State level in all 4 areas of the ACT.
     Recommendations for improving scores and increasing college readiness include:
           Providing access for all students to take the ACT.
           Making core curriculum a priority.
           Evaluating rigor of courses.
           Ensuring students are taking the right kinds of courses.
           Planning guidance activities based on students‘ career and college aspirations.




Tennessee School Improvement Planning Process                                     Page 50 of 136
1.8: Prioritized List of Goal Targets
(Rubric Indicator 1.8)

Prioritized List of Goal Targets


Kingsbury High School stakeholders established 2010-2011 goal targets that matched data
priorities and referenced the Title I benchmarks.

                                         2010-2011 Goals
                         (Referenced to Data Results and Title I Benchmarks)

Goal 1 is to increase the number of students scoring at least proficient on the Algebra I End of
Course Exam from forty-four percent (35%) in 2010-2011 to forty-four percent (44%) by May
2012 as detailed in the Title I academic benchmarks listed below:
     The number of African-American students scoring at least proficient on the Algebra I
       End of Course Exam will increase from thirty-three percent (33%) in 2010-2011 to forty-
       four percent (44%) by May 2012.
     The number of White students scoring at least forty-four (44%) Proficient on the Algebra
       I End of Course Exam will continue to grow through the 2011-2012 school year.
     The number of Hispanic students scoring at least Proficient on the Algebra I End of
       Course Exam will increase from twenty-eight percent (28%) in 2010-2011 to forty-four
       percent (44%) in May 2012.
     The number of Asian/Pacific Islander students scoring at least fifty-five (55%) Proficient
       on the Algebra I End of Course Exam will continue to grow through the 2011-2012
       school year.
     The number of economically disadvantaged students scoring at least Proficient on the
       Algebra I End of Course Exam will increase from thirty-two percent (32%) in 2010-2011
       to forty-four percent (44%) by May 2012.
     The number of Students With Disabilities scoring at least Proficient on the Algebra I End
       of Course Exam will increase from twenty-two percent (22%) in 2010-2011 forty-four
       percent (44%) by May 2012.
The number of student with Limited English Proficiency scoring at least Proficient on the
Algebra I End of Course Exam will increase from fourteen percent (14%) in 2010-2011 to forty-
four percent (44%) by May 2012.

Goal 2 is to increase the number of students scoring at least proficient on the Gateway English
10 Exam and the TCAP Writing Assessment from fifty percent (50%) in 2010-2011 to sixty-one
percent (61%) by May 2012 as detailed in the Title I academic benchmarks listed below:

       The number of African-American students scoring at least Proficient on the Gateway
        English 10 Exam will increase from forty-six percent (46%) in 2010-2011 to sixty-one
        percent (61%) by May 2012.
       The number of White students scoring at least Proficient on the Gateway English 10
        Exam will steadily improve from 66% percent (66%) in 2010-2011 for May 2012.



Tennessee School Improvement Planning Process                                      Page 51 of 136
Prioritized List of Goal Targets
     The number of Hispanic students scoring at least Proficient on the Gateway English 10
        Exam will increase from forty-one percent (41%) in 2010-2011 to sixty-one percent
        (61%) by May 2012.
     The number of Economically Disadvantaged students scoring at least Proficient on the
        Gateway English 10 Exam will increase from forty-eight percent (48%) in 2010-2011 to
        sixty-one percent (61%) by May 2012.
     The number of Students With Disabilities scoring at least Proficient on the Gateway
        English 10 Exam will increase from thirty-five percent (35%) in 2010-2011 to sixty-one
        percent (61%) by May 2012.
     The number of Limited English Proficient students scoring at least Proficient on the
        Gateway English 10 Exam will increase from twenty-three percent (23%) in 2010-2011
        sixty-one percent (61%) by May 2012.
     The number of Asian Pacific Islander students scoring at least Proficient on the Gateway
        English 10 Exam at seventy-seven (77%) will increase by May 2012.
The number of Native American students scoring at least Proficient on the Gateway English 10
Exam at 100% will remain steady for May 2012.

Goal 3 is to increase the student graduation rate from sixty-eight point two percent (68.2%)
2009-2010 to seventy-four point nine percent (74.9%) by May 2012.




Tennessee School Improvement Planning Process                                        Page 52 of 136
nent 2 – Beliefs, Common Mission and Shared Vision

2.1: Beliefs, Common Mission and Shared Vision
(Rubric Indicators 2.1 and 2.2)

Beliefs

Common Mission
                  COMPONENT 2
                                        Kingsbury High School


                                  MISSION STATEMENT

                                      Beliefs,
             The faculty at Kingsbury High School is dedicated to student development.
          We work to release the intellectual capacity of all students while affirming their
          right to learn, focusing on a benchmark of a minimum of 90% proficient on all
          state and federal summative assessments, with a minimum of 60% of students

                                      Mission
          placing advanced. We are committed to preparing our students to make a 30 or
          above on the ACT. 90—60—30!



Shared Vision                          and
                                      Vision
                                        Kingsbury High School

                                   VISION STATEMENT
          Our vision for school success in the future is a school dedicated to producing
          citizens who are prepared to constructively participate in a global society.




Common Mission



Tennessee School Improvement Planning Process                                              Page 53 of 136
                                       Kingsbury High School


                                 MISSION STATEMENT
           The faculty at Kingsbury High School is dedicated to student development.
        We work to release the intellectual capacity of all students while affirming their
        right to learn, focusing on a benchmark of a minimum of 90% proficient on all
        state and federal summative assessments, with a minimum of 60% of students
        placing advanced. We are committed to preparing our students to make a 30 or
        above on the ACT. 90—60—30!




Shared Vision


                                       Kingsbury High School

                                  VISION STATEMENT
        Our vision for school success in the future is a school dedicated to producing
        citizens who are prepared to constructively participate in a global society.




Tennessee School Improvement Planning Process                                            Page 54 of 136
           COMPONENT 3 –

                      Curricular,
                     Instructional,
                      Assessment
                          and
                     Organizational
                     Effectiveness


Tennessee School Improvement Planning Process   Page 55 of 136
3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)

                                                         Support system is in
                                                                                  Standards-        School Communication       Standards-Based       Schoolwide
Current                                                  place for enhancing
                      State-approved                                                                   to Stakeholders                                 student
Curricular                                Monitoring        the quality of       based Model                                      Model for
                        Standards                          curriculum and                                                                            achievement
Practices                                                    instruction         for Literacy                                    Mathematics         benchmarks
                      State standards     Drop-In        This is                 Read 180,          Information will be        Kingsbury High      Our mission
                      are posted in all   observation    demonstrated           Reading+,           communicated to            implemented         statements
                      core content        s by           by the number          Language! and       stakeholders via Title I   Stanford Math as    states that KHS
                      classrooms.         administrat    of special             a 9th Grade         monthly meetings,          an intervention     is committed to
                      Common lesson       ion,           education              Academy.            parent meetings,           for students at-    focusing on a
                      plans and           peer review    students in the        Classes across      district meetings by       risk of failing     benchmark of a
                      common              of             regular                the curriculum      region, Kingsbury High     Resource math       minimum of
                      assessments are     instruction,   classroom, and         improve             School‘s web page,         classes and for     90% proficient
                      aligned with        and            inclusion              literacy            teacher email, Parent      students enrolled   on all state and
                      State standards.    mandatory      teacher co-            through             Link phone system,         in Algebra 1+       federal
Evidence of                               progress       teaching with          interdisciplinar    student newsletters,       classes in          summative
Practice (State in
definitive/tangible
                                          reports        regular                y assignments,      progress reports, and      preparation for     assessments,
terms)                                    through        education              class libraries,    School Improvement         Algebra 1.          with a
                                          Chancery       teacher. IEPs          word walls,         Plan.                                          minimum of
                                          SMS.           are in place.          and school-                                                        60% of students
                                                                                wide mock                                                          placing
                                                                                writing tests.                                                     advanced. We
                                                                                                                                                   are committed
                                                                                                                                                   to preparing our
                                                                                                                                                   students to
                                                                                                                                                   make a 30 or
                                                                                                                                                   above on the
                                                                                                                                                   ACT.
Is the current
practice research-                                                                                             Yes                                       Yes
based?                      Yes               Yes               Yes                   Yes                                            Yes



Tennessee School Improvement Planning Process                                                      Page 56 of 136
                                        Yes,          Yes. TITLE I                                                 According to            Yes
                                        according     and IDEA                                                     Stanford
                                        to quality                                                Yes              University
                                        student                                                                    Research
                                        work,
Is it a principle &                     hallway
practice of high-
performing
                           Yes          and                                Yes
schools?                                classroom
                                        exhibits,
                                        and
                                        assessment
                                        of student
                                        progress.
Has the current
practice been                                                                             Partially Effective                            Partially
effective or
                         Effective       Effective       Effective       Effective                                    Effective
ineffective?
                                                                                                                                         Effective
                      Gateway and       End of        Results on      Results from     All stakeholders have       Results from the   Results from
What data             End of Course     Course and    Gateway         End of Course    access to our school        Gateway            End of Course
source(s) do you      scores (EOC)      Gateway       English and     and Gateway      website and they            Algebra            and Gateway
have that support
                                        scores, and   Algebra         Assessments      frequently receive          Assessment         Assessments
your answer?
(identify all                           improveme                                      Parent Link calls                              and ACT
applicable                              nts in                                         regarding activities that
sources)                                TITLE I                                        take place throughout
                                        standards                                      the year.
                      89% proficient/   89%           89%             89%              Stakeholders have           92% proficient/    89% proficient/
                      advanced in       proficient/   proficient/     proficient/      100% access to the          advanced in        advanced in
Evidence of           2008-09 from      advanced      advanced in     advanced in      website.                    2008-09 from       2008-09 from
effectiveness or      90% in 2007-08    in 2008-09    2008-09 from    2008-09 from                                 88% in 2007-08     90% in 2007-08
ineffectiveness
(State in terms of
                      in reading and    from 90%      90% in 2007-    90% in 2007-                                 in Math            in reading and
quantifiable          English. 92%      in 2007-08    08 in reading   08 in reading                                                   English. 92%
improvement)          proficient/       in reading    and English.    and English.                                                    proficient/
                      advanced in       and           92%                                                                             advanced in
                      2008-09 from      English.      proficient/                                                                     2008-09 from


Tennessee School Improvement Planning Process                                         Page 57 of 136
                   88% in 2007-08      92%            advanced in                                                                      88% in 2007-08
                   in Math             proficient/    2008-09 from                                                                     in Math
                                       advanced       88% in 2007-
                                       in 2008-09     08 in Math
                                       from 88%
                                       in 2007-08
                                       in Math

                                                                     Programs             Parent Teacher           Programs            Program
Evidence of                                         Available to all available to all     conferences, Parent      available to all    available to all.
                                       Program
equitable school   Program                          SPED students students                meetings                 resource and
support for this
                                       available to
                   available to all.                according to     enrolled in                                   Algebra
practice                               all.
                                                    IEPs.            English.                                      Gateway
                                                                                                                   students.
                   KHS will            KHS will       KHS will           KHS will         KHS will continue to     KHS will            KHS will
                   continue the        continue its   continue to        continue its     add information to the   continue its        continue its
                   current             current        build on its       current          website and send out     current practices   current
                   practices which     practices      current            practices and    more newsletters.        and implement       practices and
                   have provided       and school-    practices for      implement                                 strategies to       implement
Next Step          positive results    wide           inclusion          strategies to                             improve the         strategies to
(changes or        and will            review of      expanding to       improve the                               school‘s            improve the
continuations)     continue to         data.          include science    school‘s                                  standing.           school‘s
                   implement                          and social         standing.                                                     standing.
                   strategies to                      studies classes.
                   improve the
                   school‘s
                   standing.




Tennessee School Improvement Planning Process                                            Page 58 of 136
Exemplary Data Analysis Correlation to State Standards and Benchmarks:

Standards for student learning are based on a clearly defined curriculum, which identifies a
comprehensive body of knowledge and critical skills. Kingsbury High School adheres to a
curriculum prescribed by Memphis City Schools that correlates with the Tennessee State
Department of Education standards and benchmarks. Memphis City Schools has created
curriculum guides to be utilized by every teacher in each academic department.
An exemplary data analysis for each student will be executed each grading period. The decisions
regarding the educational needs of these students will be data driven decisions. These sources of
information include 2010-2011 administration of the following standardized tests: TCAP
Writing, Gateway Algebra 1, Gateway English 10, Gateway Biology, Biology End of Course,
Algebra I End of Course, English 10 End of Course, Algebra II End of Course, U.S. History End
of Course, English 9 End of Course, PSAT, PLAN, and ACT.

Feeder Schools:

In preparation for each new academic year, data is obtained regarding student achievement from
each of the feeder schools. An exemplary data analysis is completed for the individual student
data to ensure appropriate student course placement. Trends are also analyzed based on the
TITLE I ethnic and other subgroups to assist the teachers in meeting the educational needs of the
newly arrived students at this site. Academic and non-academic transitional programs during
summer and early fall help incoming freshman adjust to the high school learning environment.

Articulation and Communication:

Communication with stakeholders is provided by a wide variety of means: ParentLink phone
calls, emails, outside marquis noting important calendar events; Title 1 meetings, open
house; community forums; parent meetings for special groups; flyers; bulletins; handouts;
direct mail; and the school website. Trans-Act library. The ESL Central Office, and on-staff
bilingual facilitators provide translations of school communications for non-English speaking
stakeholders. Administrators, facilitators, counselors, and teachers report school wide and
individual assessment results to stakeholders in a language they can understand.
On-going Monitoring and Adjustment:

The Discovery Formative Assessment tests are aligned with state objectives and performance
indicators. The Discovery Formative Assessment test is administered to all high school students
enrolled in End of Course or Gateway courses. These tests will be administered four (4) times a
year. Results are provided in student, class and teacher specific data. Teachers are able to
structure their lessons and tutorial sessions based on student specific data provided by the
Discovery Formative Assessment tests. Academic Coaches are responsible for assisting teachers
with administering the tests and analyzing the data results with the teachers.
Various data will be collected and analyzed at the mid-point and close of each grading period.
Grade distributions, progress reports, deficiency notices, Edplan Reports, Discovery, and report
cards allow the staff the opportunity to monitor student progress at regular intervals. The Data


Tennessee School Improvement Planning Process                                        Page 59 of 136
Results Team initially screens all data. Faculty and department conferences are subsequently
held with teachers to discuss the findings. The Data Results Team report outs and
professional development on disaggregating data sessions ensure each teacher is able to
utilize the data results to improve instruction and assessment.

All stakeholders will be included in the process of analyzing the effectiveness of programs
offered. Faculty meetings are held on most Monday afternoons. Specific faculty meetings are
set aside for teachers to meet in teams to plan curriculum alignment with the state
benchmarks. Common planning times allow teachers to meet in professional learning
communities during school hours. Meetings include academies, honors and advanced placement,
AJROTC, Exceptional Children, ESL, content area, grade level, horizontal and vertical teams.




Tennessee School Improvement Planning Process                                      Page 60 of 136
Curriculum Gap Analysis - Narrative Response Required
―What is‖ The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)

       Staff members have common planning meetings to address curriculum and instructional
        issues.
       Students have been identified for intervention.
       Time is spent on professional development for all staff members. The professional
        development method is determined by the needs of faculty and staff, administration,
        county and state.
       Staff who teach courses with high stakes tests attend subject related conventions.
       Time is spent on sharing and developing instructional strategies, data analysis, and
        common assessment development.
       Money is spent on materials for intervention for low-performing students as a method to
        assist them in reaching success.
       Money is spent on supplemental materials for Gateway and EOC.
       Money is spent on professional development, researched-based instructional materials,
        and technology to enhance learning
       KHS personnel includes Special Education Assistants, Inclusion classroom teachers,
        CDC teachers, ESL teachers, and bilingual mentor facilitators.
       Relationships with local colleges and universities are established to provide professional
        development, career training for students, and work based learning experiences.

―What Ought to Be‖ – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality curricular practices?)

       Time for additional professional development and on-going training for the
        implementation of appropriate classroom technology will be increased with acquisition
        of the School Improvement Grant
       More books for students to have at home and school
       Money for paraprofessionals to assist teachers in the classrooms for enhanced
        instruction of all subject areas will be increased with acquisition of the School
        Improvement Grant
       Money for listening stations in each classroom for Reading/Language arts curriculum
        Additional computers in classrooms, math and science labs will be increased with
        acquisition of the School Improvement Grant
       Personnel should include additional ESL staff to work with regular classroom teachers
       Other resources could include more interactive boards in each classroom (EBEAM),
        new teacher work stations, computer software in all subject areas, and digital cameras;
        all will be increased with acquisition of the School Improvement Grant


Tennessee School Improvement Planning Process                                             Page 61 of 136
Teachers have a plethora of opportunities for collaboration through participation in data and
departmental meetings. These meetings are used to disaggregate student data for subject areas
as well as afford teachers the opportunity to collaborate about school plans for improving
student achievement across the curriculum.




3.1.b: Curricular Practices
(Rubric Indicator 3.2)



3.1.c: Curricular Summary Questions
(Rubric Indicator 3.2)

Curriculum Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

Kingsbury High School has several major strengths. There are a variety of professional
development opportunities provided to improve instructional strategies and classroom
management. School Improvement Grant funds will enhance use of technology is available
inside of each classroom as well as accelerate the acquisition of a state of the art computer lab.
Professional Learning Communities established in each academy will provide a venue for
teachers to study best practices and discuss student challenges in a more focused manner. The
use of research-based instruction is currently eflected in the success of our school; the School
Improvement Grant implementation will accelerate our capacity to improve literacy, numeracy,
and high school completion for all subgroups.

Not only are teachers at Kingsbury focused on following the curriculum standards, but they are
standard driven. Each teacher has a copy of the state‘s standards and also has them posted in
his/her classroom. The standards can be accessed on-line. Lesson plans are developed with the
standards as a guide. Common assessments are given as a means of monitoring student
progress. The results data from the assessments allows teachers to better plan lessons that
address students‘ needs. We identified these strengths from analyzed test results, survey
feedback, minutes of meeting discussions, and classroom observations.


Tennessee School Improvement Planning Process                                          Page 62 of 136
Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as curricular practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)

One major challenge is new teacher professional development for learning the school‘s
academic and non-academic culture. We must ensure that teachers are fully knowledgeable of
the standards, properly implementing them and receiving on-going professional development.
Students should be meeting school-wide benchmarks and monitoring of curricular
implementation in the classrooms should be increased. We identified these strengths from
survey feedback, analyzed test results, minutes of meeting discussions, and classroom
observations.



Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?

These challenges can and will be addressed by several different methods. Each new teacher
will have a mentor who is highly qualified in the appropriate content area. New teachers will be
required to observe other teacher‘s strategies and techniques for teaching a subject matter and
be required to obtain a certain amount of professional development. Members of the School
Leadership Team, including but not limited to the academic coaches, administrators, and
Exemplary Educators, will increase the number of classroom visits, announced and
unannounced, to monitor curricular practices and provide feedback for instructional
improvement.




Tennessee School Improvement Planning Process                                                     Page 63 of 136
3.2.a: Instructional Practices

3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)

                                                       Students are provided                      Data-driven
                                                       opportunities for                          instruction:
Current Instructional               Classroom          interventions to
                                    instruction is     improve student
                                                                                                  Self-Directed      School-wide
Practices
                                    aligned with the   learning beyond the     Differentiated     Instruction        Instructional
                                    state standards.   classroom.              Instruction        System (SDIS)      Practices
                                    The use of         Individual teacher      Lesson plans,      Teachers teach     Use of Thinking
                                    academic           and Title I             classroom          concepts until     Maps, T-Notes,
                                    standards which    tutoring, Credit        observations,      students achieve   Active Word
                                    are aligned with   Recovery and            data from          mastery (each      Walls, and
                                    the state          through                 formative          time revising      Writing Across
Evidence of Practice (State in      standards.         mentoring.              assessments        the strategy)      the Curriculum
definitive/tangible terms)          Lessons are
                                    designed with                              PBL                Each Academy Academy
                                    standards in                               experiences        will share data  practices as
                                    mind.                                      specific to        for target areas ratified by staff
                                                                               each academy       each nine weeks
                                                                                                  period.
Is the current practice research-
based?
                                           Yes                 Yes                  Yes                  Yes                 Yes

Is it a principle & practice of                                                Yes, Efficacy
high-performing schools?
                                           Yes                 Yes                                       Yes                 Yes
                                                                                 Institute

Has the current practice been
effective or ineffective?
                                        Effective           Effective            Effective            Effective           Effective

What data source(s) do you have     Gateway & End      Tutoring from      Copies of               Common             Lesson Plans, School
that support your answer?           of Course          teachers, Eschool: completed               Assessments        Calendar, Student



Tennessee School Improvement Planning Process                                                   Page 64 of 136
(identify all applicable sources)    scores             Credit Recovery     lesson plans                        Work, Classroom
                                                        and E-Learning,     and                                 Observations
                                                        ZAP Saturdays       observation
                                                                            forms,
                                                                            formative
                                                                            assessment
                                                                            reports
                                     89% proficient/    75+ students        Rigor of          Scores from       Exemplary
                                     advanced in        enrolled in         student work      common            student work
                                     2008-09 from       Eschool, 50         captured in       assessments       exhibited with
                                     90% in 2007-08     students            quality work                        rubrics; Increased
Evidence of effectiveness or         in reading and     participate in      displays,         Percent student   test scores in
ineffectiveness (State in terms of   English. 92%       tutoring, and 100   improved          engagement per    Gateway and
quantifiable improvement)            proficient/        students            scores on         academy;          EOC courses;
                                     advanced in        participate in      formative         Progression       Grade distribution
                                     2008-09 from       ZAP                 assessments       Rates in each     reports
                                     88% in 2007-08                         for subgroups     academy
                                     in Math
                                     Increased          Tutorial            Inclusion       Academy and         Common
                                     communication      attendance          teachers in the Data team           planning times;
                                     with teachers      rosters; ZAP        classroom       meetings and        Assessment
                                     and                rosters; approved                   common              calendar;
Evidence of equitable school
support for this practice
                                     administration     applications for                    planning time       Academic
                                     concerning         Eschool                                                 coaches;
                                     student progress                                                           INSTRUCTION
                                                                                                                AL
                                                                                                                FACILITATOR
                                     Continue           Continue current    Continue          School-wide       Teacher
                                     current            practices           current           training          Professional
Next Step (changes or
continuations)
                                     practices                              practices                           Development;
                                                                                                                Continue
                                                                                                                practices




Tennessee School Improvement Planning Process                                               Page 65 of 136
Tennessee School Improvement Planning Process   Page 66 of 136
3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required

3.2 Instructional Practices
Resource allocation of state, local, and federal funds is utilized for school improvement.
Kingsbury High School incorporates several types of technology into the classroom experience
of every student. The high school computer lab has ninety (90) computer workstations where
students can access software such as ThinkLink, Express Writing Folio, Plato, ACT practice,
Stanford Math, Fast Math and others that focus on the test objectives for Gateway in Algebra I,
Biology and English 10. Printers are available in the tutoring lab. A multimedia projector plus
audio equipment is available for use in the lab upon request. Classes can be scheduled during
the academic day. The lab is available for student utilization from 7:45 a.m. to 4:30 p.m.
daily.
The media center also has video and audio technology available to teachers and students. This
inventory consists of one video camera and several compact discs and cassette players. The
technology in the media center is available throughout the school day. The media center is
available from 7:00 a.m. to 2:45 p.m.

Twenty-five teachers will receive eBeams to integrate smartboard technology in the classroom.
Both science labs, the future Distance Learning Lab, and the Presentation Lab will be equipped
with eBeams to extend instructional capacity in these areas. Additionally, 25 teachers will
receive Classroom Performance Systems to support redesign efforts to establish more student-
centered learning environments. Across every discipline each teacher has the opportunity to
enhance his or her teaching strategies and content through the wide availability of computers
with Internet access. Each teacher has a computer with Internet access in the classroom.
Additionally, all core content classes have a teacher station equipped with a 32-inch television
monitor for whole class instruction or an LCD projector/laptop computer.

Other technology uses include the dissemination of classroom sets of graphing calculators (TI-
83+ or TI 84 +) in all high school mathematics classrooms. One hundred TI 84+ calculators will
be acquired with redesign funds to support High Stakes testing and ACT testing. High school
science classes have 60 available microscopes for student use. Equipment and access to
Unitedstreaming.com, courtesy of Memphis City Schools, allow teachers to download and
transfer images to a VHS or DVD format for whole class or individual instruction. The students
at Kingsbury High School are able to pursue a higher level of concept and skill attainment
across many disciplines by utilizing very specialized technology.

The Individual Education Plan Team (IEP-Team) helps students who have been identified as
having a disability. The IEP-Team consists of special education teachers, the LEA
representative, regular classroom teachers, parents, and the student. The department
consists of eleven (13) special education personnel (8 full time teachers and 5 teacher‘s
assistants) serving approximately one hundred and forty students. Kingsbury has both resource,


Tennessee School Improvement Planning Process                                        Page 67 of 136
self-contained, and inclusion classroom settings. Many special education students receive
related services such as speech, language, occupational or physical therapy and counseling,
which are provided outside the classroom. Reading, writing, and mathematics are the three
primary areas that are addressed by the special education teachers. Various adaptations and
modifications are included in the IEP and are used in special education classroom, regular
classroom and in community experiences. These adaptations and modifications include pacing
instruction, breaking material into smaller segments, pairing students, oral testing, allotting
additional time for testing, highlighting material, outlining and modifying text, using computers
for writing, repeating directions, and allowing students to demonstrate directions that were
given.

The English as a Second Language program (ESL) instructs students new to the country who
cannot speak English at all or only a limited amount. The department has three (3) full-time
teachers, and more than two hundred and fifty (250) students are served. These students speak
thirteen (13) different languages and represent seventeen (17) different countries. There are,
three full-time bilingual cultural mentors, one part-time bilingual cultural facilitator, and
one full-time bilingual family specialist who provide basic skill support to selected students.
Twice a year the ESL department sponsors a parent academy to help the families assimilate into
their new culture. The bilingual counselors conduct home visits to aid the families with any
problems that they may be experiencing. The ESL department works with various community
agencies to help in resolving these problems. We have community members that come each
week from the Latino Memphis to tutor the Hispanic students in the ESL program at Kingsbury
High School. These volunteers also serve as mentors.

The Technology Coordinator monitors the high school lab that contains 90 computer
workstations with Plato and other instructional software readily available for students.
The labs are used for remedial work, classroom support, ACT preparation, and enhancing the
technological skills of the students. The labs are also used for in-house as well as system-wide
staff development. The Technology Coordinator monitors and assists teachers with their
classroom instruction. Administration and staff communicate through email. Memphis City
Schools has adopted Chancery Student Management Solutions for attendance and grades.

Kingsbury High School has the largest A. J. R. O. T. C. program in the state of Tennessee and
the fifth (5th) largest program in the United States with 368 cadets. This program provides five
(5) instructors with the cost being shared between Memphis City Schools and the U. S. Army
Cadet Command. These instructors provide instructions in leadership, citizenship, and
character education. This program will provide $3,360 for cadet summer camp, $1,800 for
cadet leadership camp, and funds for student visitation to colleges.

Kingsbury High School provides an organized analysis of instructional policy, practices, and
data as part of its exemplary support program for faculty and staff. Professional development
for classroom instruction, classroom management, improving school climate, and support for
teachers have been provided to make sure the necessary instructional assistance is being given.
Resources and interventions are being used to assist teachers in making adaptations which
meet the educational needs of all students.




Tennessee School Improvement Planning Process                                         Page 68 of 136
Appropriate staff development is one of the key focuses at Kingsbury High School. Several
site-based staff development workshops have been offered to the faculty. Staff development
thus far has focused on training all teachers on Thinking Maps, a set of research-based
strategies that can be used in all curriculum areas to develop and enhance the thinking process
of students, improving school climate, new teacher orientation, and classroom management.
Other staff development opportunities have included instruction on laptops, vertical teaming for
teachers in the same subject area, a focus group of teachers to conduct exemplary analysis of
standardized test data, a special education focus group which provided information on new
information and changes within the program, and technology and teacher resources training.

Additional staff professional development has been provided on the use of State benchmarks
within the core content areas. All core content teachers have and use benchmark and CLE/SPI
charts posted in classrooms. Daily lesson plans and posted daily agendas stipulate targeted
benchmarks for the day. All faculty will receive District professional development in Lesson
Plan design.

Timeline of On-going Professional Development for New and Veteran Teachers
              (August – September)
             Teachers will attend District orientation meetings.
             Teachers will attend orientation faculty meetings during in-service week.
             Teachers will review and receive copies of KHS Teachers’ Manual.
             Teachers will meet with Professional Development Coach to understand lesson
               plan design.
             Teachers will meet with Math and Literacy Coaches to review benchmarks and
               instruction strategies.

                 (September – October)
                Teachers will meet with KHS designated personnel to understand and learn to
                 use:
                     o Memphis City Schools‘ website
                     o Research-based strategies
                     o MCS has its own grading system (http://sms.mcsk12.net/ChancerySMS)
                     o MCS Learning Village for Lesson Plans
                     o MCS Curriculum Guides
                     o Discovery Assessment and Express Writing Folio results data analysis
                     o Exemplary analysis of standardized test data
                Teachers will meet in small learning communities as structured by grade levels
                 and departments to review assessment results and plan instruction
                Teachers will attend faculty meetings and appropriate professional development
                 seminars to better understand school procedures, mission and vision statements.
                Novice teachers will be assigned a mentor to work with throughout the year;
                 mentors may be MCS district-certified, veteran KHS teachers, or University of
                 Memphis mentors. Principal Carlos Fuller and INSTRUCTIONAL
                 FACILITATOR Shonyelle Tate will assign mentors.

                 (November – May)


Tennessee School Improvement Planning Process                                        Page 69 of 136
                  Teachers will attend Teacher Network meetings throughout the school year at
                   the Teaching and Learning Academy.
                  Teachers will participate in in-service training for teaching the English
                   Language Learner in the regular classroom. Teachers will work with ESL
                   teachers to differentiate instruction for ELL.
                  Teachers will participate in in-service training for teaching the Special
                   Education student in regular and inclusion classrooms. Teachers will work
                   with Special Education teachers to differentiate instruction for special
                   education students.
                  Teachers will do Peer Observations as needed during the year to obtain
                   strategies and skills for classroom management and curriculum delivery.
                  Teachers will meet with grade-level KHS School Counselors to participate in
                   S-teams and request support materials for individual teacher needs.
                  Teachers will meet with the Professional Development Coach to clarify issues
                   and plan appropriate professional development implementation.
                  Teachers will select and attend appropriate professional development training
                   at the Teaching and Learning Academy.
                  Teachers will attend mentor academies developed by MCS New Teacher
                   Center.
                  Teachers will participate in District training focused on performance standards
                   for good teaching and the Tennessee Framework for Evaluation and
                   Professional Growth.
                  Teachers will be provided substitute teachers to allow them to observe
                   exemplary teachers in the classroom.
                 New teachers will access the New Teacher Program website for resources,
                  program information, the new teacher newsletter, and online discussion forum.
                 Teachers will attend summer workshops/training seminars as outlined in their
                  respective professional growth plans.
                 Teacher Mentor Program committee will meet to review 2009-2010 action
                  steps and revise Action Plan for 2010-2011.

To allow for effective time utilization, teachers are also given the opportunity to attend
district-based professional development workshops both during the workday and after school.
Teachers are to report on the workshop they attend and share vital information that will be
beneficial to other faculty members. Staff development is also recommended on an individual
basis for teachers who have specific needs identified by the academic and administrative
support teams.

All faculty will revisit staff development in effective time utilization and a system for
monitoring and adjusting portions. The steps to this best practice concept are detailed below:

 Exemplary data analysis of non-academic and academic assessment [see Component 3]
 results are used to plan instruction designed to improve student achievement
 Students‘ questions and investigations are included in the learning process.
 The Curriculum is relevant, based on the requirements for the state of Tennessee, and



Tennessee School Improvement Planning Process                                         Page 70 of 136
 includes real-world applications.
 Research-based strategies are implemented to teach students in ways that enable them to
 learn through higher-order-thinking and to develop a view on the best way for the students
 to understand the material.
 Independent reading is required for each student every week.
 Teachers model reading to their students from many varied sources.
 Students gain experience in explaining, justifying, and refining their own thinking about
 mathematics and other subjects.
 The curriculum is focused on developing problem-solving skills to develop an in-depth
 understanding of mathematics and all other subjects.
The Professional Development Coach, the Academic Coaches, and the District will support the
Efficacy data streaming model. Academic Coaches and the administration will conduct teacher
observations to ensure professional practices are being implemented in the classroom and
collaborative practices among teachers are being utilized. Administrators and Academic
Coaches will provide professional development during staff meetings and help teachers plan
appropriate personal professional development based on individual needs assessment
surveys. Professional development includes on and off-site seminars, workshops, conventions,
peer observations, coursework, and literature specific to the content areas. Technology is a
critical part of the Kingsbury Model. The High School Technology Coordinator, Ms. Felton,
will supervise the utilization of the computer lab. These professionals will also offer student
support academically and as a means of obtaining research: the counseling department,
Fellowship Memphis, Girls Incorporated, and Young Life will provide support for improvement
in the school culture and climate. Additional support will come from the MCS Professional
Development Office, The State Department of Education Exemplary Educator Program, The
University of Memphis and PLATO Technical Support. 2010-20110 school year plans by the
District call for the use of new educational software, Florida Virtual Schools, to replace
Plato software.

Kingsbury has also been involved in the Memphis City Schools adoption of the Thinking Maps:
Tools for Learning program. Test results beginning in the 1990‘s and continuing through the
present have shown that Thinking Maps can significantly improve reading abilities and test
scores. As part of the Striving Schools interventions, KHS will use Stanford Math for Algebra
1A and after school tutoring classes. Failure Free Reading will be used for intervention in the
Exceptional Children‘s program and after school tutoring.

Due to the wide variety of cultures, languages, and ability levels represented in the student
population, Kingsbury has made adaptations to meet all the students’ needs. Thereby, many
students will have a quality education and the school will succeed in its mission. Kingsbury has
established many programs to reach a diversified student population.

Kingsbury has one of the most diverse student populations in the Memphis City Schools
system. The student body is made of students from more than eighteen (18) different countries
and speaks many different languages as their native tongues. The English as a Second
Language (ESL) program offers several programs to help reach these students. Which
programs the students participate in depend on their scores on a series of instruments designed



Tennessee School Improvement Planning Process                                       Page 71 of 136
to test their proficiency in English. Some students are offered separate ESL classes or
instruction on an individual, small group, or class basis. Kingsbury also has several bilingual
cultural mentors/counselors that are available to help tutor students with academic work, as well
as provide guidance and counseling in their native language. The ESL Department also
provides training for the parents of the students, as well as, the other teachers and school
personnel with whom the students may come into contact.

In an effort to reach those students who may have a difficult time succeeding in a traditional
classroom, and in keeping with its role as the Technology Optional School in the MCS
system, Kingsbury has established computer laboratory with 90 workstations and a multi-
media center with 24 workstations available to students. These labs offer several different
types of software to assist the students.

Special emphasis is placed on reading and math. Students are tested to determine their current
ability level, and a program is designed to help the students get to the proper support. READ
180 is used to promote superior gains in reading scores for students testing below grade level.
There is also a Course Recovery Program that allows students who have failed a course receive
credit for that course without attending summer school.

For those students who have an Individual Education Plan (IEP), their needs are met through
Kingsbury‘s extensive special education department. As mandated by federal, state, and local
regulations, students are tested to determine the amount of assistance that is needed, and their
IEP is developed by a team consisting of a special education teacher, a regular education
teacher, an administrator, the student‘s parents, and any other person that the team feels is
relevant to the student‘s educational needs. The services provided to these students can range
from a self-contained classroom where the student remains all day to just consultations,
depending on the student‘s needs.

To benefit those students who have excelled in the classroom and need to be challenged to
reach their full potential, Kingsbury offers several honors, Advanced Placement, and dual
enrollment courses. A complete list of these courses has been provided to teachers, students and
parents for planning 4-year graduation paths.

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?

Kingsbury High School provides equity and adequacy to all of our teachers. All of our teachers
are provided time, resources, and support for professional development, common lesson
planning, and meeting in grade level/department/content/vertical and horizontal teams.
Behavior specialists are on site to assist teachers with students whose behavior impedes on the
instructional progression of themselves and others. Support personnel are available to teachers
for mentoring, such as counselors, SPED coordinator, bilingual mentor facilitators, academic
coaches, and family specialists.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?




Tennessee School Improvement Planning Process                                                           Page 72 of 136
Funds and resources are targeted effectively to meet the needs of all of our teachers in being
effective with all their students. All classrooms are provided with technology for small or whole
group instruction. Needs assessments are surveyed of all teachers and reviewed by departments
and the Leadership Team for targeting funds and resources. There is a process in place to
request materials through Title I and school funds; all requests are processed in the order in
which they are received.

Based on the data, are we accurately meeting the needs of all students in our school?

Master Schedule course enrollment data show an increase in students enrolled in Honors,
Advanced Placement and Inclusion classes. Inclusion teachers work with students in regular
education classrooms. Through the SIG Initiative, each academy will have a program of study.
Additional language, rigorous science and math, and increased Career and Technical exposure
have been included in the curriculum. ESL Bilingual Staff and ESL teachers meet regularly
with grade-level and department teams to provide support for ELLs. EdPlans, IEPs, and ELL
Composites identify students receiving intervention. School-level Data Dashboard and
COMPSTAT reports track students‘ progress and list strategies with implementation and
monitoring.



3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)


Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
Kingsbury High School has several strengths as they are stated below:

        Literacy and Math coaches are available to assist teachers through classroom
         observations and modeling class lessons
        Teachers have common planning time
        Teachers and students have access to the state of the art computer lab
        Teachers use various technology instructional strategies including small and whole
         group, differentiated, and individualized instruction
        New teachers to Kingsbury are assigned a mentor
        Kinsgbury Instructional Team and electronic professional development resource
        Academy PLC for each themed academy
        Each department holds weekly meetings
        Teachers use instructional technology tools: Read 180 and Stanford Math




Instructional Summary Questions- Narrative Response Required



Tennessee School Improvement Planning Process                                           Page 73 of 136
What are our major challenges and how do we know. (These should be stated as instructional practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)
    Challenges that we are facing are:
            Teachers need additional and on-going training in research based strategies.
        Teachers need additional training on collecting and disaggregating data
        Consistent teaming experiences with Kingsbury Middle School
        More training for non-Gateway teachers
        Additional training in differentiated instructional strategies.
        Increased relationships with organizations that provide career readiness opportunities
           for each academy

We need more opportunities for faculty and staff members to receive professional development
in all areas of instruction. Students not meeting standards need remediation during the day as
well as after school. Some teachers have not mastered differentiated instruction for those
students not meeting mastery as well as those inclusion students. New and novice teachers
should have more opportunities to observe a variety of teaching strategies used in classrooms.


Instructional Summary Questions- Narrative Response Required
How will we address our challenges?

We will address our challenges through:
    continuous training and professional development on and off campus
    new teacher mentors
    arranging for class coverage/substitutes while new teachers observe
    teacher assistants
    training in disaggregating data and the use of formative assessment results
    providing tutoring in every subject by high-qualified teachers
    ensuring parents and students take advantage of after-school tutoring programs
    engage organizations that will support our redesign efforts
    establish a monthly PLC with middle school staff and 9th grade academy




Tennessee School Improvement Planning Process                                                     Page 74 of 136
3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
                                                                                                    Classroom
                                                                                                    instruction
                                                                                                    supports the
                                                      Weekly             Daily                      learning of
                                                                                                    students with
Current                                            intervention     intervention to                 diverse
                       Periodic                      to assess         assess the      State        cultural &
Assessment                                                                                          language
Practices           district-wide    Common          progress           progress    mandated        backgrounds &
                    assessments     Assessment     towards the     toward mastery assessmen         with different
                                                                                                    learning needs
                     aligned to       s, 9wks       mastery of          of state    ts aligned      & learning
                         state        quarter       state math       language arts    to state      styles.
                      standards        exams        standards          standards    standards
                                                                                                    KHS has
                                                                                                    three ESL
                                                                                    Scores
                                                                                                    teachers
Evidence of                                                                         from
                                    Exam                                                            for those
Practice (State     Discovery                                      Scheduled        Mock
                                    scores,       Standford                                         students
in                  Assessment                                     classes for      TCAP,
definitive/tangib                   student       Math Reports                                      that
                    scores                                         READ 180         Gateway,
le terms)                           grades                                                          qualify
                                                                                    EOC
                                                                                                    with the
                                                                                    Exams
                                                                                                    ELDA
                                                                                                    test.
Is the current
practice            Yes             Yes           Yes              Yes              Yes             Yes
research-based?
Is it a principle
& practice of                                                                                       Yes
high-performing
                    Yes             Yes           Yes              Yes              Yes
schools?
Has the current
practice been                                                                                       Effective
effective or
                    Effective       Effective     Effective        Effective        Effective
ineffective?
What data
source(s) do
you have that                       Scores on     Stanford Math
support your        Scores on                                   Read 180                            Report
answer?
                                    assessments   Progress                          Test Scores
                                                                                                    Cards,
                    assessments                                 reports
(identify all                       and exams     Reports                                           scores on
applicable                                                                                          assessments
sources)                                                                                            and exams
                    Improved        Improved                                                        Improved
Evidence of                                       Student          Student                          scores from
                    scores from     passing                                         Improved
effectiveness or                                  progress         progress                         state
                                                                                    test scores
ineffectiveness     one             percentage                                                      assessments
(State in terms
                                                  indicated with   indicated with   between
                    assessment      on                                              Mock tests
of quantifiable                                   Progress         Reading
                    to the next     assessments                                     and Exams
improvement)                                      Reports          Levels report
                    assessment      and exams




Tennessee School Improvement Planning Process                                             Page 75 of 136
                   Teacher                                         Student                          All ESL
                                                                                      School,
                   compliance      Common                          attendance,                      teachers
                                                  Student                             District
                   with            Planning                        school policy                    have a
                                                  attendance,                         and State
Evidence of        administerin    Periods,                        requiring                        common
                                                  school policy                       Testing
equitable school   g the test,     Teacher                         enrollment in                    planning
support for this
                                                  requiring                           Calendars
                   student         collaboratio                    the course                       time.
practice                                          weekly usage                        that are
                   participation   n to make                       based upon
                                                  of                                  followed
                   in test         common                          demonstrated
                                                  intervention                        with
                   administrati    assessment                      need from test
                                                                                      fidelity
                   on                                              scores.
                   Evaluate the
                   success of the
                   assessment
                   and            Continue        Continue the     Continue the       Continue     Continue
Next Step
                   predictability
(changes or                       the current     current          current            the current the current
continuations)     for
                                  practice        practice         practice           practice      practice
                   proficiency
                   on state
                   mandated
                   assessment s



3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required
―What is‖ The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES

(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)

Exemplary Data Analysis Correlation to State Standards and Benchmarks:
Standards for student learning are based on a clearly defined curriculum, which identifies a
comprehensive body of knowledge and critical skills. Kingsbury High School adheres to a
curriculum prescribed by Memphis City Schools that correlates with the Tennessee State
Department of Education standards and benchmarks. Memphis City Schools has created
curriculum guides to be utilized by every teacher in each academic department.
An exemplary data analysis for each student will be executed every grading period. The
decisions regarding the educational needs of these students will be data driven decisions.
These sources of information include 2008-2009 administration of the following standardized
tests: TCAP Writing, Express Writing Folio, Gateway, End-of-Course, Discovery Assessment,
and ACT. These results will be used to make decisions for the 2009-2010 test preparation and
administration.
Feeder Schools:
In preparation for each new academic year, data is obtained regarding student achievement from



Tennessee School Improvement Planning Process                                             Page 76 of 136
each of the feeder schools. An exemplary data analysis is completed for the individual student
data to ensure appropriate student course placement. Trends are also analyzed based on the
TITLE I subgroups to assist the teachers in meeting the educational needs of the newly arrived
students.
Articulation and Communication:
Communication with stakeholders is provided by: ParentLink phone calls, emails, outside
marquis noting important calendar events; Title 1 meetings, open house; community forums;
parent meetings for special groups; flyers; bulletins; handouts; direct mail; and the school
website. Trans-Act library. The ESL Central Office, and on-staff bilingual facilitators provide
translations of school communications for non-English speaking stakeholders. Administrators,
facilitators, academic coaches, counselors, and teachers report school wide and individual
assessment results to stakeholders in a language they can understand.


On-going Monitoring and Adjustment:
Kingsbury High School conducts informal and formal Formative Assessments and Summative
Assessments. The district has secured funds to purchase mid-year assessments from Discovery
Assessment. Through collecting and disaggregating this data, information will be provided
regarding student achievement. The INSTRUCTIONAL FACILITATOR, Academic Coaches,
and core content teachers have been trained in Discovery assessment procedures. Teachers have
ACT and Gateway workbooks to use as resources in assessing students in those areas.
Academic Coaches are responsible for assisting teachers with administering the tests and
analyzing the data results with the teachers.
Various data will be collected and analyzed at the mid-point and close of each grading period.
Grade distributions, progress reports, Discovery Assessment, and report cards allow the staff
the opportunity to monitor student progress at regular intervals. The Data Results Team
initially screens all data. Faculty and department conferences are subsequently held with
teachers to discuss the findings. Results Team and professional development sessions ensure
each teacher is able to utilize the data results to improve instruction and assessment.

We will implement EBEAM technology for immediate assessment in the classroom.

―What Ought to Be‖ – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality assessment practices?)

    In order to accurately assess the standards being taught, teachers need professional
    development in creating standards-based assessments and aligning them to their instruction.
    Teachers need proper training in assessing data, as well as the various assessment
    instruments used in our school to ensure they are being used and being used properly. Data
    needs to be used to provide proper instruction, whether is data from assessments purchased
    by the district and or school or teacher-made assessments. Teacher-made assessments
    should be designed according to state assessments.

    Formative assessments should be developed for the Tennessee State End-of-Course


Tennessee School Improvement Planning Process                                            Page 77 of 136
    assessments. Because these assessments are summative, they do not provide enough
    information about yearly instruction. Data should be collected and distributed on periodic
    assessments for students participating in the EOC assessment.

Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?

Kingsbury High School provides equity and adequacy to all of our teachers. All of our teachers
are provided time, resources, and support for professional development, common lesson
planning, and meeting in grade level/department/content/vertical and horizontal teams.
Behavior specialists are on site to assist teachers with students whose behavior impedes on the
instructional progression of themselves and others. Support personnel are available to teachers
for mentoring, such as counselors, SPED coordinator, bilingual mentor facilitators, academic
coaches, and family specialists.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?

Funds and resources are targeted effectively to meet the needs of all of our teachers in being
effective with all their students. All classrooms are provided with technology for small or whole
group instruction. Needs assessments are surveyed of all teachers and reviewed by departments
and the Leadership Team for targeting funds and resources. There is a process in place to
request materials through Title I and school funds; all requests are processed in the order in
which they are received.
Based on the data, are we accurately meeting the needs of all students in our school?

Master Schedule course enrollment data show an increase in students enrolled in Honors,
Advanced Placement and Inclusion classes. Inclusion teachers work with students in regular
education classrooms. ESL Bilingual Staff and ESL teachers meet regularly with grade-level
and department teams to provide support for ELLs. EdPlan Reports, IEPs, and ELL Composites
identify students receiving intervention. School-level Data Dashboard and COMPSTAT reports
track students‘ progress and list strategies with implementation and monitoring.


3.3.c: Assessment Summary Questions
(Rubric Indicator 3.6)



Assessment Summary Questions- Narrative Response Required




Tennessee School Improvement Planning Process                                                           Page 78 of 136
What are our major strengths and how do we know?

       Teachers use a variety of assessment strategies to address the needs of our students
       Teachers are trained in using a variety of assessment strategies allowing them to make
        necessary modifications in classroom instruction based on the needs of the students
       The AYP report demonstrates the improvements and gains we continue to make




Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know. (These should be stated as assessment practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)

       Training is needed in designing assessments to correspond to standards
       Formative assessments for EOC tests that reflect instruction
       Gateway score increase at the proficient level in all subject areas
       Increase in providing students with prerequisite skills in reading and math




Assessment Summary Questions- Narrative Response Required
How will we address our challenges?

We will continue to monitor teachers and students to assess the needs. We will implement
assessments that address prerequisite needs. We will allow teachers time to collaborate to
review student data in order to develop modifications for instruction. We will provide
teachers (staff) training in developing standards aligned instruction and assessments.




Tennessee School Improvement Planning Process                                                     Page 79 of 136
   3.4.a: Organizational Practices
    (Rubric Indicators 3.7and 3.8)

                                                                  Organizational
                           School is                                  processes
                        organized to be      Organizational          increase the                         School is organized to
                          proactive in        practices and       opportunity for     School provides     engage the parents and   School is organized to
                       addressing issues   processes promote          success in         continuous           community in            support a diverse
   Current            that might impede    the effective time-      teaching and        professional        providing extended      learning community
 Organizational          teaching and        on-task for all       learning at all    development for     learning opportunities    through its programs
   Practices               learning.            students.              schools.        school leaders.         for children.            and practices.
                                                                                     Academic
                      Administrative       Common                 Data Research
                                                                                     Coaches              School Based
Evidence of           Leadership Team      Planning, Lesson           Team,                                                           Small Learning
                                                                                     Kingsbury            Decision Making
Practice              Academy              Plans and              Horizontal and                                                       Communities
                                                                                     Instructional        Council
                      Leadership Teams     Assessments            Vertical Teams
                                                                                     Team
Is the current
practice research-            Yes                  Yes                 Yes                 Yes                      Yes                     Yes
based?
Is it a principle &
practice of high-
                              Yes                  Yes                 Yes                 Yes                      Yes                     Yes
performing
schools?
Has the current
practice been
                           Effective            Effective            Effective           Effective                Effective              Effective
effective or
ineffective?
                                           Minutes and                                                                             Master Schedule,
                                                                                     Data Dashboard
                                           Lesson plans                                                   Agendas and Minutes      Organization Chart,
What data                                                                            and COMPSTAT
                      Agendas, minutes,    submitted to          Surveys, meeting                         from the Meetings;       Agenda/Minutes,
source(s) do you                                                                     Reports,
                      and surveys;         INSTRUCTIONA          agendas and                              Sign-in Sheets,          Sign-in Sheets,
have that support                                                                    Formative
                      teacher feedback     L FACILITATOR,        minutes                                  Surveys, Faculty         Surveys, Team
your answer?                                                                         Assessment
                                           Learning Village,                                              Meeting Agenda           Agenda and Minutes;
                                                                                     Results
                                           Subject area scores                                                                     Honor Rolls
Evidence of           Survey Data,         Assessment            Feedback and        Formative            Sign-in sheets for       Formative Assessment
effectiveness or      INSTRUCTIONA         Results, Meeting      Survey results      Assessment           council meetings         Results; Attendance


   Tennessee School Improvement Planning Process                                                 Page 80 of 136
ineffectiveness     L FACILITATOR         Minutes            Data Dashboard      Results                                    Data; Honor Rolls
                    Data,
                    Parent Counselor
                    Data
Evidence of                                                  Minutes per
                    Organization       Master Schedule,
equitable school                                             department, Sign-   Minutes from       Agendas, minutes, and   Site-based Budget;
                    Chart; Minutes and Professional
support for this                                             in Sheets,          meeting            surveys                 Title 1 Funds
                    agendas            Development
practice                                                     meeting minutes
Next Step
                    Continue Current      Continue Current   Continue Current    Continue Current   Continue Current        Continue Current
(changes or
                    Practice              Practice           Practice            Practice           Practice                Practice
continuations)




   Tennessee School Improvement Planning Process                                           Page 81 of 136
3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required
―What is‖ The Current Use of: TIME, MONEY, PERSONNEL And OTHER
RESOURCES
(How are we currently allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)

The decision making process at Kingsbury High School is distributed between the
administration, faculty and student body. Ultimately the principal makes the final decision. The
administration encourages the faculty to give their opinions on the problems they see at the
school. All faculty and students have the opportunity to voice their opinions.

A School Administrative Leadership Team was formed in September of 2007, and it is still
in existence currently in 2010. The Administrative Leadership Team is designed to coordinate
instructional and non-instructional tasks for Kingsbury High School. The goals of this team are
to improve communication among administrators and staff, and to organize and analyze student
performance data. Academy Leadership Teams are established to set goals and objectives for
each academy. Teams will ratify action plans that are developed for each academy and share
data during quarterly data reports.
Academic coaches, the Professional Development Coach, and departmental chairpersons are a
valid part of the decision making process. There are continuous and open discussions of the
decisions that affect the daily operations at Kingsbury High School. The Kingsbury
Instructional Team will serve as a catalyst for continuous professional growth. Book studies,
case studies, and reports on current educational practices will provide the entire staff strategies
that impact student growth.
The decision making process is further enhanced by the School Administrative Leadership
Team. This team provides a process for the times reporting of collected/analyzed data results to
be effectively used in the decision-making process.
A Kingsbury High School Organizational Chart has been developed and will be distributed to
all faculty and staff. By having done this, each faculty member will be made aware of areas of


Tennessee School Improvement Planning Process                                             Page 82 of 136
responsibility.

―What Ought to Be‖ – How Should we be Using Our: TIME, MONEY, PERSONNEL
And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity
around understanding and implementing high quality organizational practices?)

        Assure all classrooms are observed for learning environment and instructional strategies
         with feedback provided in a timely manner.
        Allocate time on a regular basis for teachers to meet in all team sets.
        Fund school library materials and classroom libraries to provide extended learning
         opportunities for students.
        Provide support personnel for ESL students in the regular classroom.
        Upgrade athletic fields and purchase bleachers.
        Purchase replacement batteries for calculators.




Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?

Kingsbury High School provides equity and adequacy to all of our teachers. All of our teachers
are provided time, resources, and support for professional development, common lesson
planning, and meeting in grade level/department/content/vertical and horizontal teams.
Behavior specialists are on site to assist teachers with students whose behavior impedes on the
instructional progression of themselves and others. Support personnel are available to teachers
for mentoring, such as counselors, SPED coordinator, bilingual mentor facilitators, academic
coaches, and family specialists.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?




Tennessee School Improvement Planning Process                                                           Page 83 of 136
Funds and resources are targeted effectively to meet the needs of all of our teachers in being
effective with all their students. All classrooms are provided with technology for small or whole
group instruction. Needs assessments are surveyed of all teachers and reviewed by departments
and the Leadership Team for targeting funds and resources. There is a process in place to
request materials through Title I and school funds; all requests are processed in the order in
which they are received.
Based on the data, are we accurately meeting the needs of all students in our school?

Master Schedule course enrollment data show an increase in students enrolled in Honors,
Advanced Placement and Inclusion classes. Inclusion teachers work with students in regular
education classrooms. ESL Bilingual Staff and ESL teachers meet regularly with grade-level
and department teams to provide support for ELLs. EdPlan Reports, IEPs, and ELL Composites
identify students receiving intervention. School-level Data Dashboard and COMPSTAT reports
track students‘ progress and list strategies with implementation and monitoring.


3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)


Organization Summary Questions- Narrative Response Required
What are our major strengths and how do we know?

Curriculum and instruction is better aligned due to common lesson plans created during
common planning time. Instruction is tailored to student needs based on data analysis. Title I
funds are allotted to ensure students have adequate resources and curriculum.

Organization Summary Questions- Narrative Response Required




Tennessee School Improvement Planning Process                                           Page 84 of 136
What are our major challenges and how do we know. (These should be stated as organizational practice
challenges identified in the templates above, that could be a cause of the prioritized needs identified in component
1.)

        Vertical teaming due to staff turn-over
        Inadequate communication of goals between data research team and staff


Organization Summary Questions- Narrative Response Required
How will we address our challenges?

        Through weekly staff development meetings
        Common planning time for teachers
        Leadership team
        Departmental meetings




Tennessee School Improvement Planning Process                                                          Page 85 of 136
              COMPONENT 4

                       Action Plan
                       Development




Tennessee School Improvement Planning Process   Page 86 of 136
                                                                            eGOAL 1 – Action Plan Development

4.1 – (Rubric Indicator 4.1)                                                                                                            Revised DATE: February 15, 2011__________

           Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                 Goal 1 is to increase the number of students scoring at least proficient/advanced on the Algebra I End of Course Exam from
                                                                 forty-four percent (35%) in 2010-2011 to forty-four percent (44%) by May 2012 as detailed in the Title I academic
                                                                 benchmarks listed below:
                                                                          The number of African-American students scoring at least proficient/advanced on the Algebra I End of Course Exam
                                                                           will increase from thirty-three percent (33%) in 2010-2011 to forty-four percent (44%) by May 2012.
                                                                          The number of White students scoring at least forty-four (44%) Proficient/advanced on the Algebra I End of Course
                                                                           Exam will continue to grow through the 2011-2012 school year.
                                                                          The number of Hispanic students scoring at least Proficient/advanced on the Algebra I End of Course Exam will
                                                          Goal             increase from twenty-eight percent (28%) in 2010-2011 to forty-four percent (44%) in May 2012.
                                                                          The number of Asian/Pacific Islander students scoring at least fifty-five (55%) Proficient/advanced on the Algebra I
                                                                           End of Course Exam will continue to grow through the 2011-2012 school year.
                                                                          The number of economically disadvantaged students scoring at least Proficient/advanced on the Algebra I End of
                                                                           Course Exam will increase from thirty-two percent (32%) in 2010-2011 to forty-four percent (44%) by May 2012.
                                                                          The number of Students With Disabilities scoring at least Proficient/advanced on the Algebra I End of Course Exam
                                                                           will increase from twenty-two percent (22%) in 2010-2011 forty-four percent (44%) by May 2012.
                                                                          The number of student with Limited English Proficiency scoring at least Proficient/advanced on the Algebra I End of
                                                                           Course Exam will increase from fourteen percent (14%) in 2010-2011 to forty-four percent (44%) by May 2012.
                                                                 This goal addresses the requirement of meeting the Adequate Yearly Progress in high school Algebra I for the Title I
                       Which need(s) does this Goal address?
                                                                 requirements.
                                                                     Goal 1 will move Kingsbury High School closer to Memphis City Schools‘ student achievement goal by accelerating the
       How is this Goal linked to the system’s Five-Year Plan?
                                                                     academic performance of all students.
          ACTION STEPS – 4.2 – (Rubric Indicator 4.2)                                               IMPLEMENTATION PLAN – 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to        Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required
ensure you will be able to progress toward your goal. Action         resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define
steps are strategies and interventions which should be               how you will evaluate the action step.)
scientifically based where possible and include professional
                                                                                                                           Projected Cost(s)
development, technology, communication, and parent and                               Person(s)           Required                                                               Performance Results
                                                                      Timeline                                                & Funding              Evaluation Strategy
community involvement initiatives within the action steps of                        Responsible          Resources                                                                   / Outcomes
                                                                                                                               Sources
each goal.
                The school will provide mathematics tutoring three   October       Unika Felton,     Computer,             The cost is $24.00       An attendance record and
                (3) afternoons a week from 3:30 – 4:15 P.M.          2010          Academic          Computer-based        per hour for each        student academic
                                                                     through May   Intervention      tutoring program,     instructor and will be   progress will be compared   62% of the students will
  Action                                                             2013          High School       Plato Lab             paid through Title I     for students who attend     score proficient or above
   Step                                                                            Coordinator,                            budget.                  this after school           on the Algebra I End of
                                                                                   Selected                                Total:$2160.00           intervention program.       Course Exam.
                                                                                   Kingsbury staff                         Total Salary:
                                                                                                                           $31,158



           Tennessee School Improvement Planning Process                                                                 Page 87 of 136
             The math department will utilize Stanford Math and     September       Special           Computer Software          District funding will    Regular cycle evaluations
             Fast Math programs as an intervention for at-risk of   2010 to May     Education         and access to              cover cost which         by Administrators, Math
             failing students in Resource math classes.             2013            Coordinator,      computer lab for           varies depending on      Coach, and additional
                                                                                    Dr. George        students; calculators.     number of site-          observations by                 All Algebra I students will
Action                                                                              Falls and Math                               licenses installed.      Exceptional Children            master CLEs using the
 Step                                                                               Coach, Troy                                                           department supervisors.         Stanford Math and Fast
                                                                                    Stanton, will                                                                                         Math programs.
                                                                                    supervise.
                                                                                    Algebra I
                                                                                    instructors
             All students enrolled in Algebra I will take the PAS   PAS 7           Instructors:      PAS 7 test;                The cost of the PAS      The provided data from
             7 formative assessment by Discovery Education          formative       Hillman,          Student Performance        7 formative              the PAS 7 formative
             four times a year to monitor mastery of Algebra I      assessment      Vasser,           Indicator (SPI)            assessment testing       assessment test will be
             End of course level expectations (CLEs).               tests will be   Carlton,          Charts                     is being paid for by     analyzed to gauge               All Algebra I students will
Action
                                                                    administered    McDonald,                                    the Memphis City         individual student, class       master CLEs tested using
 Step
                                                                    during the      Pittman, Diong,                              School district          and instructor progress         the PAS 7 assessment.
                                                                    set state                                                    budget.                  toward a score of at least
                                                                    dates.                                                                                proficient on the Gateway
                                                                                                                                                          Algebra I exam.
             All Algebra I students will become proficient          August 2010     Instructors:      TI-83/84 calculators       The calculator cost is   Assistant Principals,
             utilizing the TI-83/TI-84 calculator to solve          through May     Hillman,                                     $95 per unit. A          Gabriela Toro and Shenar
             algebraic problems.                                    2013            Vasser,                                      classroom set of TI-     Millier will monitor the
                                                                                                                                                                                          All Algebra I students will
                                                                                    Carlton,                                     83/84 calculators        successful utilization of the
Action                                                                                                                                                                                    be comfortable using the
                                                                                    McDonald,                                    costs $2,850. The        TI-83/84 graphing
 Step                                                                                                                                                                                     calculators to solve
                                                                                    Pittman, Diong                               cost will be paid        calculators and analyze
                                                                                                                                                                                          algebraic problems.
                                                                                                                                 through the Title I      this data.
                                                                                                                                 allocated school
                                                                                                                                 funds.
             All Algebra I teachers will complete ED Plans for      September       Instructors:      Power Teacher              The cost of Power        Professional Development
             students who receive grades of ―D‖ or below in         2010            Hillman,          Electronic Grade           Teacher is being         Coach, Math Coach, and          62% of the students will
Action       Algebra I.                                             through May     Vasser,           Keeper, Chancery           paid by the Memphis      Results Team will monitor       score proficient or abo ve
 Step                                                               2013            Carlton,          SMS, and Grade             City School district     the grade distribution          on the Algebra I End of
                                                                                    McDonald,         Distribution Forms.        budget.                  reports and STAR reports.       Course Exam.
                                                                                    Pittman, Diong
             All 9th grade students will be enrolled in Algebra I   August 2010     Instructors:      Additional                 The additional           Assistant Principal,
             classes that will meet on a daily basis (double-       through May     Hillman,          mathematics                mathematics              Shenar Miller will monitor
             dosed). The students will be provided supplemental     2013            Vasser,           instructors                instructors were         the student mastery of the
                                                                                                                                                                                          62% of the students will
             instruction for the CLEs needed to score at least                      Carlton,                                     funded by the            specific SPI’s required to
Action                                                                                                                                                                                    score proficient or abo ve
             proficient on the Algebra I End of Course Exam.                        McDonald,                                    Memphis City             score at least proficient on
 Step                                                                                                                                                                                     on the Algebra I End of
                                                                                    Pittman, Diong                               Schools’ systemic        the Gateway Algebra I
                                                                                                                                                                                          Course Exam.
                                                                                                                                 staffing allocation.     Exam and analyze this
                                                                                                                                 Supplemental             data.
                                                                                                                                 Materials: $15,000




         Tennessee School Improvement Planning Process                                                                         Page 88 of 136
             All Algebra I students will be able to complete     September     Instructors:      Gateway Algebra I      Algebra I Gateway        Assistant Principals,
             numerous Algebra I practice exams. Teachers will    2010          Hillman,          Database practice      Database Practice        Gabriela Toro and Shenar
             use this data to track student performance and      through May   Vasser,           exams, computers       Exam questions will      Miller will monitor the
                                                                                                                                                                                 62% of the students will
             mastery in addition to driving instruction.         2013          Carlton,                                 be utilized. The cost    successful utilization of the
Action                                                                                                                                                                           score proficient or abo ve
                                                                               McDonald,                                of the software is $50   Algebra I Gateway
 Step                                                                                                                                                                            on the Algebra I End of
                                                                               Pittman, Diong                           per teacher funded       Database Practice Exam
                                                                                                                                                                                 Course Exam.
                                                                                                                        TITLE I.                 questions and analyze this
                                                                                                                        Total Price: $350        data to identify students
                                                                                                                                                 needing remediation.
             All Exceptional Children Algebra I students will    August 2010   Dr. George        IEP                    No cost to prepare       IEP’s will be checked and       48% of the students with
             follow IDEA 2009 IEP.                               through May   Falls,            accommodations,        the IEP documents        communication logs will be      disabilities will score
Action
                                                                 2013          Exceptional       documents,             for each student.        turned in weekly to             proficient or above on the
 Step
                                                                               Children          computers                                       Michael Sizemore.               Algebra I End of Course
                                                                               Coordinator                                                                                       Exam.
             Integrate technology to enhance student             August 2010   Carlos Fuller     Mobile Computer        Title I Price: $27,000   Syllabi, Stanford Math          62% of the students will
Action       achievement in Algebra I through the use of a       through May                     Lab                                             reports                         score proficient or abo ve
 Step        mobile computer lab.                                2013                                                                                                            on the Algebra I End of
                                                                                                                                                                                 Course Exam.
             All Algebra I students will be present for the      May 2011      Parent            Attendance rosters     Mailing cost of parent   The letters mailed to the
             required End of Course Algebra I Exam.              May 2012      Counselor                                letters at .41 per       parents must be returned
                                                                                                                                                                                 100% of the students will
                                                                 May 2013                                               student funded by        signed by the parents and
Action                                                                                                                                                                           be present to take the
                                                                                                                        TITLE I.                 communication logs must
 Step                                                                                                                                                                            Algebra I End of Course
                                                                                                                        Title I Salary $52,804   be kept by the Kingsbury
                                                                                                                                                                                 Exam.
                                                                                                                        Total Price: $435.00     Staff and analyzed by the
                                                                                                                                                 parent counselor.
             All incoming 9th grade students who scored below    September     Instructors,      Additional             The additional           Assistant Principal,
             proficient on the 2008-2009 TCAP exam will be       2010          Hillman,          mathematics            mathematics              Gabriela Tora and Math
             enrolled in Stanford Math Intervention with ESL     through May   Vasser,           instructors            instructors were         Coach, Noha Hady will
             and SPED intervention offered by the Memphis City   2013          Carlton,                                 funded by the            monitor the student
             School District.                                                  McDonald,                                Memphis City             mastery of the specific
                                                                               Pittman, Diong                           Schools’ systemic        SPI’s required to score at
                                                                                                                                                                                 62% of the students will
                                                                               Assistant                                staffing allocation.     least proficient on the
Action                                                                                                                                                                           score proficient or above
                                                                               Principals,                                                       Gateway Algebra I Exam
 Step                                                                                                                                                                            on the Algebra I End of
                                                                               Gabriela Toro,                                                    and analyze this data.
                                                                                                                                                                                 Course Exam.
                                                                               Shenar Miller
                                                                               Dr. George
                                                                               Falls, SPED
                                                                               Coordinator,
                                                                               ESL Instructor,
                                                                               Chan




         Tennessee School Improvement Planning Process                                                                Page 89 of 136
             SPED teachers and regular education teachers will        September      SPED                Additional SPED          The additional SPED     Assistant Principal,
             co-teach in Algebra I classes (inclusion).               2010           Instructors:        teachers                 teachers were           Shenar Miller will monitor
                                                                      through May    Schwartz,                                    funded by the           the student mastery of the     48% of the students with
                                                                      2013           Bush, Martinez                               Memphis City            specific SPI’s required to     disabilities will score
Action                                                                               Alg. Instructors:                            Schools’ systemic       score at least proficient on   proficient or above on the
 Step                                                                                Vasser,                                      staffing                the Algebra I End of           Algebra I End of Course
                                                                                     McDonald,                                                            Course Exam and analyze        Exam.
                                                                                     Carlton,                                                             this data.
                                                                                     Pittman
             A Math Coach who will focus on preparing,                August 2010    Noha Hady,          Math Coach               The additional          The Math Coach will
                                                                                                                                                                                         62% of the students will
             supporting, and communicating with the teachers to       through May    Math Coach                                   position was funded     monitor the students’
Action                                                                                                                                                                                   score proficient or above
             aid the students in reaching proficiency on the          2013                                                        using district funds.   progress toward meeting
 Step                                                                                                                                                                                    on the Algebra I End of
             Gateway Algebra I exam.                                                                                              Amount allocated is     math goals and examine
                                                                                                                                                                                         Course Exam.
                                                                                                                                  $54,169.00.             the data found.
             Professional development will be provided to             30 minutes     SMS                 Professional             $100 per semester       Gabriela Toro will monitor
                                                                                                                                                                                         100% of the teachers will
             instruct the teachers in the utilization of SMS that     per semester   coordinator,        Development              for paper cost funded   the teachers’ parent
                                                                                                                                                                                         utilize strategies provided
Action       will assist them in making appropriate telephone                        Gabriela Toro       materials                through Site-Based      contact logs and compare
                                                                                                                                                                                         by the professional
 Step        parent contacts. A complete listing of professional                                                                  budget.                 them to parent awareness.
                                                                                                                                                                                         development sessions
             development activities is provided in the addendum.
                                                                                                                                                                                         within their classrooms.
             Professional development for teachers to create a        Twice a        Shonyelle Tate,     Professional             $400 per semester       INSTRUCTIONAL
             repertoire of similar teaching strategies being          semester       INSTRUCTION         Development              funded by TTLE I.       FACILITATOR will monitor       100% of the teachers will
Action       utilized through Thinking Maps.                                         AL                  materials                Title I Salary:         the teachers’ utilization of   utilize Thinking Maps
 Step                                                                                FACILITATOR                                  $66,737                 Thinking Maps and              strategies within their
                                                                                                                                  Total Price: $800       analyze the changes in         classrooms.
                                                                                                                                                          their instruction.
             Parent meetings will be held to inform the parents of    Twice a        Stephanie           Refreshments,            $400 per semester       Ms. Smith will keep a log
             the available support services for students taking the   semester       Smith,              materials to present     funded by TITLE I       of the parents who are in
                                                                                                                                                                                         100 % of the parents will
Action       Algebra I End of Course exam.                                           Graduation          to the parents           Total Price: $800.      attendance and the
                                                                                                                                                                                         be knowledgeable of the
 Step                                                                                Coach                                                                materials provided to the
                                                                                                                                                                                         available support services
                                                                                                                                                          parents and compare this
                                                                                                                                                          to parent awareness.
             Math teachers will meet as a team by the subject         September      INSTRUCTION         Handouts, SPI            $300.00 per             Teachers and Academic
             they teach for collaboration on instruction driven by    2010           AL                  charts, Curriculum       semester funded by      Coaches will keep minutes
                                                                                                                                                                                         62% of the students will
             student performance data.                                through May    FACILITATOR,        Guides, professional     Site-based budget.      from team meetings.
Action                                                                                                                                                                                   score proficient or above
                                                                      2013           Math Coach,         development              Total: $600             Student performance data
 Step                                                                                                                                                                                    on the Algebra I End of
                                                                                     and Math            materials                                        will be used to chart
                                                                                                                                                                                         Course Exam.
                                                                                     teachers                                                             student progress.

             Grant funds will be utilized to increase use of          September      Shenar Miller,      8 eBeam Complete         $30,000.00 per year     Academic Coaches will
                                                                                                                                                                                         62% of the students will
             technology for instruction and assessment in math        2010           Assistant           USB Interactive          funded by the           monitor the teachers’
Action                                                                                                                                                                                   score proficient or above
             classes to increase student achievement as stated by     through May    Principal, Unika    Whiteboards,8 cases      Redesign Grant.         utilization of technology
 Step                                                                                                                                                                                    on the Algebra I End of
             the redesign grant.                                      2013           Felton,             of eBeam Respond                                 and analyze the changes
                                                                                                                                                                                         Course Exam.
                                                                                     Technology          RF Keypads (32 per                               in their instruction.



         Tennessee School Improvement Planning Process                                                                          Page 90 of 136
                                                                             Coordinator,     case),4 Graphire 6x8
                                                                             Noha Hady,       Bluetooth Tablets, 60
                                                                             Math Coach       Texas Instrument 84
                                                                                              Calculators, 60-12
                                                                                              packs of batteries, 2
                                                                                              Laptop Computers, 3
                                                                                              Sanyo PDG-DSU
                                                                                              Projectors
             100% of the staff will be highly qualified.      September      Carlos Fuller,                             Funded by MCS     Teacher evaluations,       62% of the students will
Action                                                        2010           Principal                                                    lesson plans               score proficient or above
 Step                                                         through May                                                                                            on the Algebra I End of
                                                              2013                                                                                                   Course Exam.



                                                                            GOAL 2 – Action Plan Development

  4.1 – (Rubric Indicator 4.1)                                                                                                              Revised DATE: February 15, 2011___________

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

                                                                    Goal 2 is to increase the number of students scoring at least proficient/advanced on the Gateway English 10 Exam and the TCAP
                                                                    Writing Assessment from fifty percent (50%) in 2010-2011 to sixty-one percent (61%) by May 2012 as detailed in the Title I
                                                                    academic benchmarks listed below:

                                                                              The number of African-American students scoring at least Proficient/advanced on the Gateway English 10 Exam will
                                                                               increase from forty-six percent (46%) in 2010-2011 to sixty-one percent (61%) by May 2012.
                                                                              The number of White students scoring at least Proficient/advanced on the Gateway English 10 Exam will steadily
                                                                               improve from 66% percent (66%) in 2010-2011 for May 2012.
                                                                              The number of Hispanic students scoring at least Proficient/advanced on the Gateway English 10 Exam will increase
                                                            Goal               from forty-one percent (41%) in 2010-2011 to sixty-one percent (61%) by May 2012.
                                                                              The number of Economically Disadvantaged students scoring at least Proficient/advanced on the Gateway English 10
                                                                               Exam will increase from forty-eight percent (48%) in 2010-2011 to sixty-one percent (61%) by May 2012.
                                                                              The number of Students With Disabilities scoring at least Proficient/advanced on the Gateway English 10 Exam will
                                                                               increase from thirty-five percent (35%) in 2010-2011 to sixty-one percent (61%) by May 2012.
                                                                              The number of Limited English Proficient students scoring at least Proficient/advanced on the Gateway English 10
                                                                               Exam will increase from twenty-three percent (23%) in 2010-2011 sixty-one percent (61%) by May 2012.
                                                                              The number of Asian Pacific Islander students scoring at least Proficient/advanced on the Gateway English 10 Exam at
                                                                               seventy-seven (77%) will increase by May 2012.
                                                                              The number of Native American students scoring at least Proficient/advanced on the Gateway English 10 Exam at
                                                                               100% will remain steady for May 2012.
                                                                    This goal addresses the requirement of meeting the Adequate Yearly Progress in high school English 10 and Writing Assessment
                            Which need(s) does this Goal address?
                                                                    for the Title I requirements.



         Tennessee School Improvement Planning Process                                                                Page 91 of 136
                                                                   Goal 2 will move Kingsbury High School closer to Memphis City Schools‘ student achievement goal by accelerating the
   How is this Goal linked to the system’s Five-Year Plan?
                                                                   academic performance of all students.
      ACTION STEPS – 4.2 – (Rubric Indicator 4.2)                                                 IMPLEMENTATION PLAN – 4.3 – (Rubric Indicator 4.3)
  Section B – Descriptively list the action you plan to take       Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required
  to ensure you will be able to progress toward your goal.         resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define
  Action steps are strategies and interventions which              how you will evaluate the action step.)
  should be scientifically based where possible and
                                                                                                                              Projected Cost(s)
  include professional development, technology,                                     Person(s)            Required                                                                  Performance Results
                                                                    Timeline                                                     & Funding            Evaluation Strategy
  communication, and parent and community involvement                              Responsible           Resources                                                                      / Outcomes
                                                                                                                                  Sources
  initiatives within the action steps of each goal.
             The English department will use Failure Free          October         Literacy Coach,   Failure Free Reading     The cost of the        The Literacy Coach, the
             Reading for students reading below grade level and    2010            James Horton,     software and             Failure Free Reading   Special Education
             in Resource English classes.                          through May     SPED              associated materials;    intervention will be   Coordinator, and reading
                                                                                                                                                                                   85% of the students will
                                                                   2013            coordinator Dr.   computer lab.            paid with district     and resource English
Action                                                                                                                                                                             score proficient or above
                                                                                   George Falls,                              funds. Cost varies.    teachers will analyze data
 step                                                                                                                                                                              on the English 10 End of
                                                                                   and reading                                                       collected and report to the
                                                                                                                                                                                   Course Exam.
                                                                                   and Resource                                                      Results Team.
                                                                                   English
                                                                                   teachers.
           All students enrolled in English 10 will take the       Discovery       Instructors,      Discovery tests          The cost of the        The provided data from
           Discovery formative assessment test four times a        formative       Jacklyn Martin,                            Discovery formative    the Discovery formative
           year to monitor mastery of Gateway English 10           assessment      Rachel                                     assessment testing     assessment test will be
                                                                                                                                                                                   All English 10 students will
           Course Level Expectations (CLEs).                       tests will be   Altsman,                                   is being paid for by   analyzed to gauge
Action                                                                                                                                                                             master CLEs tested on the
                                                                   administered    Margaret                                   the Memphis City       individual student, class
 Step                                                                                                                                                                              PAS 7 formative
                                                                   during the      Williams,                                  School district        and instructor progress
                                                                                                                                                                                   assessment.
                                                                   set state       James Horton,                              budget.                toward a score of at least
                                                                   dates.          Marion Mathis                                                     proficient on the Gateway
                                                                                                                                                     Algebra I exam.
           All students in grade 9 who score below grade level     September       Instructor,       Read 180 software,       The $25,000 cost of    The reading instructor will
                                                                                                                                                                                   85% of the students will
           on a reading test will take a reading class, Read 180   2010            Dahlin,           computers,materials,     was funded through     examine students’
                                                                                                                                                                                   score proficient or above
           and Language Plus.                                      through May     Miles             and license              the SIG Grant.         progress through the Read
                                                                                                                                                                                   on the English 10 End of
                                                                   2013                              Language Plus                                   180 software.
                                                                                                                                                                                   Course Exam.
                                                                                                     materials
           Teachers will implement ―writing across the             August 2010     All English       Classroom materials      The cost of the        The English instructors
           curriculum‖ in which they will integrate writing in     through May     teachers                                   materials funded       and James Horton,
           all English classes.                                    2013                                                       through Site-based     Literacy Coach, will
                                                                                                                                                                                    85% of the students will
                                                                                                                              budget.$10,000         monitor the student
Action                                                                                                                                                                              score proficient or above
                                                                                                                              Supplemental           mastery of the specific
 Step                                                                                                                                                                               on the English 10 End of
                                                                                                                              Materials: $15,000     CLEs required to score at
                                                                                                                                                                                         Course Exam.
                                                                                                                                                     least proficient on the
                                                                                                                                                     Gateway English II exam
                                                                                                                                                     and analyze the data.




 Tennessee School Improvement Planning Process                                                                         Page 92 of 136
         The students will utilize an on-line writing            September     Instructors,      On-line writing         Since the district paid    The English instructors
         assessment site that provides immediate feedback        2010          Atlsman,          assessment site,        for this on-line           and Assistant Principal,
         for a writing assignment. This site may be utilized     through May   Martin,           computers, internet     assessment with the        Shenar Miller will analyze     85% of the students will
Action   an unlimited number of times by the students. All is    2013          Williams,         provider                purchase of newly          the feedback given to the      score proficient or above
 Step    needed to access this site is a computer and an                       Horton, Mathis                            adopted textbooks,         students.                      on the English 10 End of
         internet provider.                                                                                              there is no additional                                    Course Exam.
                                                                                                                         cost for the utilization
                                                                                                                         of this site.
         SPED teachers and regular education teachers will       September     SPED              Additional SPED         The additional SPED        Regular monitoring and
         co-teach in English 10 classes.                         2010          Instructors:      instructor              instructors were           evaluations will be done
                                                                                                                                                                                   85% of the students will
                                                                 through May   Bush, Owens,                              funded by the district     by Administrators, the
Action                                                                                                                                                                             score proficient or above
                                                                 2013          Falls                                     funds. $54,169.00 is       Literacy Coach, and the
 Step                                                                                                                                                                              on the English 10 End of
                                                                               English                                   allocated.                 SPED Coordinator.
                                                                                                                                                                                   Course Exam.
                                                                               Instructors:
                                                                               Altsman, Martin
         Students in all English classes will be required to     September     All English       Literacy Coach          Materials provided by      Student projects will be
         complete a District Project.                            2010          instructors,                              MCS and $300 Site-         displayed and graded at
                                                                                                                                                                                   100% of the English 10
Action                                                           through May   James Horton,                             based-budget.              the end of the semester by
                                                                                                                                                                                   students will complete a
 Step                                                            2013          Literacy Coach                                                       their instructors according
                                                                                                                                                                                   required a project.
                                                                                                                                                    to the standardized state
                                                                                                                                                    rubric for writing.
         A Literacy Coach who will be responsible for            August 2010   James Horton,     Literacy Coach          The cost of the            The Literacy Coach,
         facilitating instruction and aiding English teachers.   through May   Literacy Coach                            Literacy Coach is          James Horton, will monitor
                                                                 2013                                                    funded by district         the students’ mastery of       85% of the students will
Action                                                                                                                   funds.$54,169.00 is        the specific CLEs required     score proficient or above
 Step                                                                                                                    allocated.                 to score at least proficient   on the English 10 End of
                                                                                                                                                    on the Gateway English         Course Exam.
                                                                                                                                                    10 exam and analyze the
                                                                                                                                                    data.
         Parent meetings will be held to inform the parents of   Twice a       Stephanie         Refreshments,           $400 per semester          Ms. Smith will keep a log
         the available support services for those students       semester      Smith,            materials to present    funds provided by          of the parents who are in
                                                                                                                                                                                   100% of the parents will
Action   taking the Gateway English 10 exam.                                   Graduation        to the parents          TITLE I.                   attendance and the
                                                                                                                                                                                   be knowledgeable of the
 Step                                                                          Coach                                     Total Price $800           materials provided to the
                                                                                                                                                                                   available support services.
                                                                                                                                                    parents and compare this
                                                                                                                                                    to parent awareness.
         Language arts teachers will meet as a team to           October       INSTRUCTION       Professional            Title I funds: $500        Language arts teachers
         collaborate on curriculum, instructional strategies,    2010          AL                development                                        will keep minutes of team
                                                                                                                                                                                   85% of the students will
         and using student performance data.                     through May   FACILITATOR,      materials.                                         meetings. Student
Action                                                                                                                                                                             score proficient or above
                                                                 2013          Tate; Literacy                                                       performance data will be
 Step                                                                                                                                                                              on the English 10 End of
                                                                               Coach, Horton;                                                       used to determine
                                                                                                                                                                                   Course Exam.
                                                                               and English                                                          effectiveness of teaching.
                                                                               teachers
Action   Exemplary Educators and Academic Coaches will           October       Professional      Substitute teachers     Title I funds: $2856       SPIs will be included on       85% of the students will
 Step    provide training on tracking of student mastery of      2010-May      Development       for teachers                                       daily lesson plans, and        score proficient or above



 Tennessee School Improvement Planning Process                                                                    Page 93 of 136
         CLEs                                                   2013          Coach, Tate;       attending                                       SPI charts will be posted     on the English 10 End of
                                                                              Literacy Coach,    professional                                    in all content area           Course Exam.
                                                                              Horton; Math       development.                                    classrooms.
                                                                              Noha Hady;
                                                                              Exemplary
                                                                              Educators, TBA
         Grant funds will be utilized to increase use of        September     Gabriela Toro,     8 eBeam Complete        $30,000.00 per year     Academic Coaches will
         technology for instruction and assessment to           2010          Assistant          USB Interactive         funded by Redesign      monitor the teachers’
         increase student achievement in English as stated by   through May   Principal, Unika   Whiteboards,8 cases     Grant.                  utilization of technology
         the redesign grant.                                    2013          Felton,            of eBeam Respond                                and analyze the changes
                                                                              Technology         RF Keypads (32 per                              in their instruction.
                                                                                                                                                                               85% of the students will
                                                                              Coordinator,       case),4 Graphire 6x8
Action                                                                                                                                                                         score proficient or above
                                                                              James Horton,      Bluetooth Tablets, 60
 Step                                                                                                                                                                          on the English 10 End of
                                                                              Literacy Coach     Texas Instrument 84
                                                                                                                                                                               Course Exam.
                                                                                                 Calculators, 60-12
                                                                                                 packs of batteries, 2
                                                                                                 Laptop Computers, 3
                                                                                                 Sanyo PDG-DSU
                                                                                                 Projectors
         Kingsbury will enhance our World Languages             September     Gabriela Toro,     World Language Lab      $30,000.00 funded       Lab technician will monitor   100% of students enrolled
         program to include mentoring and training around       2010          Assistant                                  by the Redesign         the usage and scheduling      in World Language will be
         career opportunities in the field of world languages   through May   Principal, World                           Grant.                  of the lab by using sign-in   proficient in the technology
Action
         as stated by the redesign grant.                       2013          Language                                                           sheets.                       use of the language lab.
 Step
                                                                              teachers,
                                                                              James Horton-                                                                                    Students will use the lab at
                                                                              Literacy Coach.                                                                                  least once at week
         The laboratories for both the languages and the        August 2010   Gabriela Toro,     World Language lab      $40,000.00 funded       Lab technician will monitor
                                                                                                                                                                               100% of students enrolled
         sciences will increase inquiry based, hands on         through May   Assistant          and Science Lab.        by the Redesign         the usage and scheduling
                                                                                                                                                                               in World Language and
         experiences for students, allowing to them apply       2013          Principal, World                           Grant.                  of the lab by using sign-in
                                                                                                                                                                               science will be proficient in
         their learning to real world situations as stated by                 Language                                                           sheets.
Action                                                                                                                                                                         the technology use of the
         the redesign grant.                                                  teachers,
 Step                                                                                                                                                                          language lab.
                                                                              Science
                                                                              teachers,
                                                                                                                                                                               Students will use the lab at
                                                                              James Horton-
                                                                                                                                                                               least once at week
                                                                              Literacy Coach.
         An additional ESL teacher has been added to the        October       Carlos Fuller,     Classroom, ESL          Salary will be funded   Formal Observations,          85 % of the students will
Action   staff to increase academic performance for the ELL     2010          Principal          instructional           through Memphis         lesson planning,              score proficient or above
 Step    students.                                              through May                      resources               City Schools            instruction                   on the English 10 End of
                                                                2013                                                                                                           Course
         An activity bus will be provided for those students    October       Carlos Fuller,     Durham Bus              Funds will be           Sign In Sheets                85 % of the students will
Action   who do not have transportation home after tutoring.    2010-May      Principal          Services                provided through the                                  score proficient or above
 Step                                                           2013                                                     SIG grant.                                            on the English 10 End of
                                                                                                                                                                               Course




 Tennessee School Improvement Planning Process                                                                  Page 94 of 136
               Students will be tested to strategically design          October         Reading/Langu     New district initiative   Funds will be             Formal Observations,          85 % of the students will
  Action       additional tiered classrooms that will address the       2010-May        age Arts                                    provided by the           lesson planning, team         score proficient or above
   Step        reading and language arts deficiencies for students      2013            Teachers                                    district to pay for       meetings                      on the English 10 End of
               in grades 9 and 10.                                                                                                  additional teachers                                     Course
                                                                                GOAL 3 – Action Plan Development

4.1 – (Rubric Indicator 4.1)                                                                                                                                Revised DATE: __February 15, 2011_________

           Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
                                                                        Goal 3 is to increase the student graduation rate from sixty-eight point two percent (68.2%) 2009-2010 to seventy-four point
                                                                 Goal
                                                                        nine percent (74.9%) by May 2012.

                        Which need(s) does this Goal address?           This goal addresses the requirement of meeting graduation rate for Adequate Yearly Progress for the Title I requirements.

                                                                        Goal 3 will move Kingsbury High School closer to Memphis City Schools‘ student achievement goal by accelerating the
      How is this Goal linked to the system’s Five-Year Plan?
                                                                        academic performance of all students.
        ACTION STEPS – 4.2 – (Rubric Indicator 4.2)                                                    IMPLEMENTATION PLAN – 4.3 – (Rubric Indicator 4.3)
Section B – Descriptively list the action you plan to take to           Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required
 ensure you will be able to progress toward your goal.                  resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define
 Action steps are strategies and interventions which should             how you will evaluate the action step.)
 be scientifically based where possible and include
                                                                                                                                    Projected Cost(s)
 professional development, technology, communication, and                                Person(s)            Required                                                                      Performance Results
                                                                         Timeline                                                      & Funding               Evaluation Strategy
 parent and community involvement initiatives within the                                Responsible           Resources                                                                          / Outcomes
                                                                                                                                        Sources
 action steps of each goal.
              Course Recovery designed to allow students who            Begins in       Shonyelle Tate,   Course Recovery           Staffing cost is $20      Mrs. Tate will collect and
              have failed core classes to make them up in the           September       INSTRUCTION       Staff, Plato lab, Plato   per hour that is being    analyze consistent
              PLATO lab after school.                                   and is self     AL                software                  paid by Student           progress reports printed in
  Action                                                                paced by the    FACILITATOR                                 Engagement office of      PLATO as well as a final      74.9% of students will
   Step                                                                 student                                                     Memphis City              summary award earned          graduate.
                                                                        requiring at                                                School.                   credit.
                                                                        least 4 hours
                                                                        per week.
               Seniors will visit college fairs and recruiters and      Visits will     The senior        Transportation            The only cost is          A record of the colleges
               military representatives will come to visit the          begin in the    counselor, Ms.                              transportation, which     and applications that
               school.                                                  fall and        Tamara                                      is covered by the         students submit and the
  Action                                                                                                                                                                                    74.9 of students will
                                                                        continue        Bradshaw                                    district, school and      responses and scholarship
   Step                                                                                                                                                                                     graduate
                                                                        through the                                                 parents.                  offers they receive from
                                                                        spring                                                                                the schools will be
                                                                                                                                                              compared.
               The Graduation Coach is responsible for collecting       August 2010     Stephanie         Graduation Coach          The additional            The Graduation Coach will     74.9% of students will
  Action       data to aid in identifying and focusing on at risk       through May     Smith,                                      position was funded       monitor and analyze the       graduate
   Step        students, especially potential 2010 graduates.           2013            Graduation                                  using district funds.     students’ progress toward
                                                                                        Coach                                       The amount                graduation.



    Tennessee School Improvement Planning Process                                                                          Page 95 of 136
                                                                                                                         allocated is
                                                                                                                         $57,957.00.

         The 9th grade Academy will have a summer               August 2010   Shenar Miller,    The materials            $16,500.00 funded      Shenar Miller, Assistant    74.9% of students will
         transition program for staff and incoming students     through May   Assistant         needed to present        by Redesign Grant.     Principal, Grant            graduate
         and monthly programs aiming to prevent drop-outs       2013          Principal,        the programs.                                   Coordinator, and Michelle
         as stated by the redesign grant.                                     Grant                                                             Adair, 9th grade School
Action
                                                                              Coordinator                                                       Counselor, will monitor
 Step
                                                                              Michelle Adair,                                                   and compare the students’
                                                                              9th grade                                                         progress towards passing
                                                                              School                                                            their courses and meeting
                                                                              Counselor                                                         graduation goals.
         Certified letters will be mailed to the parents of     January       Tamara            Gateway data             Title I funds will     Tamara Bradshaw, 12th       74.9% of students will
         seniors who have not scored proficient on the          2011          Bradshaw, 12th    spreadsheets from        cover the cost of      grade School Counselor,     graduate
         required Gateway Exams to explain to the parents       through       grade School      Research, Evaluation     mailing letter which   will monitor and analyze
         the available programs to assist students in           March 2013    Counselor         and Assessment;          varies based on        the students’ progress
         completing graduation requirements.                                                    senior transcripts;      number of identified   towards meeting
Action
                                                                                                report cards,            students. Average      graduation requirements.
 Step
                                                                                                Intervention progress    cost for
                                                                                                reports, stationery      postage/return
                                                                                                and stamps.              receipt is $3.00 per
                                                                                                                         letter.
                                                                                                                         Total price $3183
         Certified letters will be mailed to the parents of     January       Stephanie         Course Recovery          Title I funds will     Stephanie Smith will        74.9% of students will
         seniors who have not successfully completed the        2011          Smith,            status reports; senior   cover the cost of      monitor and analyze the     graduate
         requirements for Course Recovery classes to explain    through       Graduation        transcripts and report   mailing letter which   students’ progress
         to the parents the available programs to assist the    March 2013    Coach             cards, stationery and    varies based on        towards meeting
         student in completing graduation requirements.                                         stamps.                  number of identified   graduation requirements
Action
                                                                                                                         students. Average
 Step
                                                                                                                         cost for
                                                                                                                         postage/return
                                                                                                                         receipt is $3.00 per
                                                                                                                         letter.
                                                                                                                         Total Price $3183
         An external PBIS coach who will be responsible for     August 2010   Melinda           PBIS Coach               The cost of the PBIS   The PBIS coach will         74.9% of students will
Action
         monitoring student behavior and aiding teachers.       through May   Callahan                                   coach is funded by     monitor the students’       graduate
 Step
                                                                2011                                                     MCS Schools.           behavior.
         A Parent Counselor who will be responsible for         August 2010   Parent            Parent Counselor         The cost of the        The Parent Counselor will   74.9% of students will
Action   working with students and their families to increase   through May   Counselor                                  Parent Counselor is    work with students and      graduate
 Step    school involvement, attendance and performance.        2013                                                     funded by Title I      their families.
                                                                                                                         funds.
         Grant funds will be used to specifically update and    September     Shonyelle Tate,   Grant specified          $500,000.00 for 3      Ms. Tate will provide       All students and teachers
Action   improve lab facilities, including new software and     2010          INSTRUCTION                                years funded by        professional development    will be proficient in the use
 Step    technology, fund a technician position, provide        through May   AL                                         Redesign Grant.        sessions.                   of the labs, software, and
         equipment and professional development for             2013          FACILITATOR,                                                                                  technology.



 Tennessee School Improvement Planning Process                                                                    Page 96 of 136
         faculty, and create new student programs and                          Grant
         services to support the overall redesign as well as                   Coordinator,                                                     Lab technician will monitor   All teachers will attend
         improve student engagement, leading to higher                         Carlos Fuller,                                                   the usage and scheduling      professional development
         attendance rates and fewer dropouts.                                  Principal                                                        of the lab by using sign-in   sessions offered to
                                                                                                                                                sheets.                       enhance student learning
                                                                                                                                                                              through practical
                                                                                                                                                                              application.
         The graduation team will host a community partners      September     Graduation       Graduation coach        Title I funds will be   District personnel will       74.9% of students will
         meeting twice a semester to coordinate resources for    2010          Team             and team members,       allocated to support    monitor the schedule of       graduate
Action   mentoring students, to provide a positive culture and   through May                    paper, ink,             these meetings.         the graduation coach.
 Step    climate in the school, to decide on student             2013                           refreshments            Total Price: $1000
         interventions, and to target students who are at-risk
         of not graduating.
         Graduation team will meet every 20 days to discuss      September     Stephanie        Paper, pens, ink,       Title I funds will be   Progress will be updated      74.9% of students will
Action   attendance, progress reports, students withdrawing,     2010          Smith,                                   allocated to support    for Compstat report outs.     graduate
 Step    interventions, Gateway status, ect.                     through May   Graduation                               these meetings.
                                                                 2013          Coach                                    Total Price: $500
         Teachers will participate in various professional       August        Leadership       Conferences,            Title I Funds:          Instructional planning,       74.9% of students will
Action   development activities:such as gender equity,           2010-May      Team,            Registration, Travel,   $26,472.82              team meetings                 graduate
 Step    striving schools conference, Counselors solving         2020          Instructional    Food, Lodging,
         problems, inclusion ect.                                              Staff            Professional Books
         Parent meetings will be held to inform the parents of   August        Leadership       Flyers, Snacks,         Title I Funds: $200     Instructional planning,       74.9% of students will
         the available support services for those students       2010-May      Team             materials, test data                            team meetings                 graduate
Action
         taking the End of Course exams, AP exams, and           2013
 Step
         ACT exams.




 Tennessee School Improvement Planning Process                                                                  Page 97 of 136
               COMPONENT 5

               The School
            Improvement Plan
                   and
            Process Evaluation




Tennessee School Improvement Planning Process   Page 98 of 136
   ********Component 5 – The School Improvement Plan and Process
                              Evaluation

TEMPLATE 5.1: Process Evaluation

The following summary questions are related to Process. They are designed as a culminating activity for you to
analyze the process used to develop the school improvement plan.

TEMPLATE 5.1: Process Evaluation
(Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What evidence do we have that shows that a collaborative process was used throughout the entire planning process?
Kingsbury uses a variety of ways to ensure that all stakeholders are involved in the planning and implementation of
the school improvement plan. Weekly faculty meetings allow for the entire faculty to have input in the issues and
decisions that determine how data will be obtained and how it will be used. Additionally, each member of the
faculty served on a committee that wrote one of the components of the plan. Several components required input
from the entire faculty and other stakeholder in the form of votes or surveys. The Principal‘s advisory committee
was also instrumental in helping drive the decisions that helped shape the school improvement plan.



Evidence of Alignment of Data and Goals – Narrative response required
What evidence do we have that proves alignment between our data and our goals?

The evidence we have that proves alignment between our data and our goals is that our goals are measured and
reinforced through the following on-going assessments and activities:

-Tutoring (Volunteers and paid tutors on Saturday along with Math teachers provide individual tutoring in
classrooms before and after school).
-Ed Tech Lab – ―Howe-Two‖, Stanford Math, Think Link Learning, Reading 180, Failure Free Reading
-Course Recovery
-Saturday Academy
-ESL Academic Intervention class
-common assessments
-mock assessments
-ACT Prep
-Tutorial Classes
-End of Course Assessments
-Discovery Education Assessments
-Writing Assessments




Tennessee School Improvement Planning Process                                                        Page 99 of 136
Evidence of Communication with All Stakeholders – Narrative response required
What evidence do we have of our communication of the TSIPP to all stakeholders?

An effective communication plan for all stakeholders is very important for the successful implementation of the
School Improvement Plan. Through the MCS Website, timely updates will be posted detailing the success of goals
detailed in Kingsbury High School Improvement Plan. Documents mailed to the students ‗homes will allow all
stakeholders to provide feedback regarding the successes/weaknesses of the goals described in the School
Improvement Plan. Stakeholders can also provide feedback via PowerTeacher and/or the students‘ email accounts.
The stakeholders will continue to measure gains and needs at the monthly Leadership Council debriefing activities
throughout the 2010-2011 academic year. Teachers will be monitoring and adjusting the testing instruments to
ensure that students master the required performance indicators for learning after each scheduled testing and at the
end of each grading period. The team will update or modify the plan as needed to generate an advantageous School
Improvement Plan. The documentation of debriefing activities results will be distributed to all stakeholders via
parent, community and faculty meeting.

Communication of the plan and its amendments will be communicated to stakeholder through the following
venues:

        Computers and email accounts for all teachers
        Email parent database to facilitate electronic parent contacts
        Classroom phones to facilitate electronic parent contacts
        ParentLink phone system
        Teacher collegiality
        Student newspaper/newsletter to parents
        Signs throughout the school reflecting the vision, mission, and progress towards the goals communicated
         in several languages
        Parent logs
        Report cards
        Progress reports and Deficiency notices
        Star reports
        Title I Parent Meetings
        Falcon Flight Academy Parent Meetings
        Faculty in service/staff development
        Info- Handler from the Division of Exceptional Children providing benchmarks to review and update every
         nine week period
        Annual reviews of progress made by special needs students towards satisfying their individualized
         Educational Plans, with additional meeting and testing, when appropriate, to determine alternative options
         for qualifying special education students
        English Language Leaners – translators
        School Improvement Plan updates furnished to community and local political leaders

Clear, prompt, and effective communication of concerns and results should increase stakeholder participation,
ownership, and responsibility. We must realize that as a team – teacher, administrators, staff, parents, students,
community members, and community leaders – we are responsible for the success of this plan and ultimately the
students‘ success.




Tennessee School Improvement Planning Process                                                        Page 100 of 136
Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative
response required
What evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in
Component 4?

The process of aligning the beliefs, shared vision and mission with goals for Kingsbury High School will begin with
the initial implementation of the TSIPP and continues throughout the school year. Teachers will be monitoring and
adjusting the testing instruments and mastered student performance indicators (SPI‘s) through created graphs and
charts with data compared to goals after each required testing and at the end of each grading period.

Evidence of an ongoing collaborative process includes the following:
     Agendas minutes
     Faculty meetings discussing TSIPP
     Online surveys
     Leadership Team Meetings
     Title I meetings
     Parent conferences
     AYP school report cards

Subcommittees 2 and 4 include the following:
    Debriefing reflections
    End of the year instruments
    Vision, mission & goals are posted throughout school

Documents mailed to the students‘ homes will allow all stakeholders to provide feedback regarding the
strengths/needs of the action steps and goals detailed in the School Improvement Plan. Stakeholders can also
provide feedback via Teacher Ease and/or the students‘ email accounts. The stakeholders will continue to
measure gains and needs at quarterly School Improvement Leadership Team monitoring activities throughout the
2010-2011 academic year. The Kingsbury High School plan for adjusting/improving our SIP process includes the
debriefing reflections by School Improvement Leadership Team and TSIPP committee members, as well as the End-
of-Year instrument mailed to stakeholders. The reflections and end-of-year evaluation instruments will include
sections with Likert scale opinion statements regarding the evaluation process. A separate section will be provided
for comments and suggestions to improve the process.

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and
Organization – Narrative response required
What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of
curriculum, instruction, assessment and organization in Component 3?

Due to the wide variety of cultures, languages, and ability levels represented in the student population, Kingsbury
has made adaptations to meet all the students’ needs. Kingsbury has established many programs to reach a
diversified student population. Therefore, Kingsbury uses a variety of strategies and interventions that are
scientifically based that are align in the areas of curriculum, instruction, assessment and organization in order to
improve the thinking process of students. The following evidence show Kingsbury is providing exemplary
support for faculty and staff.

        Provide mathematics tutoring four (4) afternoons a week from 3:30-4:30 P.M.
        Stanford Math program
        Think Link formative assessment
        Professional development on teaching strategies being utilized through Thinking Maps.
        Posted student work
        Lesson plans
        Student schedules
        Calculator sign outs


Tennessee School Improvement Planning Process                                                         Page 101 of 136
Suggestions for the Process – Narrative response required
What suggestions do we have for improving our planning process?

The School Improvement Leadership and the data Results Team will development of an instrument for evaluation
of the TSIPP experience for all stakeholders. This instrument will be mailed and/or distributed to all stakeholders
via parent and faculty meetings or randomly sampled stakeholders with return addressed envelopes. Data collected
from this debriefing instrument will be presented at the organization of the next year’s School Improvement
Leadership Team for use in planning the construction, implementation, monitoring, and evaluation of the
current year plan. Debriefing activities will include written individual reflections by all TSIPP committee
members. These reflections will be completed and shared at the End-of-Year Review.




Tennessee School Improvement Planning Process                                                     Page 102 of 136
TEMPLATE 5.2: Implementation Evaluation

The following summary questions are related to TSIPP Implementation. They are designed as a culminating
activity for you to plan the monitoring process that will ensure that the action steps from Component 4 are
implemented.

TEMPLATE 5.2: Implementation Evaluation
(Rubric Indicator 5.2)
Evidence of Implementation – Narrative response required
What is our plan to begin implementation of the action steps?
The Kingsbury High School plan for implementing the evaluation of the TSIPP includes formative assessments to
determine the effectiveness of the plan. Evaluation of the process begins with the initial implementation of the SIP
and continues throughout the school year. Formative assessments include feedback from stakeholders meetings,
parent conferences, surveys, and Title I meetings. Stakeholders will be encouraged to offer input on the evaluation
of the SIP process.

                                       Pre-Determined                   Data Analysis                      Long-Term
  Assessment Instrument
                                 Intervals for Assessment             Procedures Used                  Comparison Plan
                                 First Event: Aug 23-26, 2010   Teachers will meet in             The Results Team will meet
                                                                content area teams to share       after each testing session to
                                 Second Event: Sept 20-23,      test results weekly. They will    compare data with prior
                                 2010                           analyze results on the class      years’ results at the school
                                                                and department level, and         and district level. Teachers
                                 Writing Formative              make comparisons within the       will compare their classes’
                                 Assessment: October 5,         department and school             data with prior years’ results,
                                 2010                           district. Reports of findings     and as content area teams
                                                                will be presented to the KHS      will perform comparisons of
                                 Third Event: October 18-       Results Team. Results will        current and prior years’ data.
                                 29,2010                        be shared with Striving           Data will be kept by the
                                                                Schools Supervisor for            Campus Assessment
                                 Fourth Event November 15-      analysis at the District level.   Coordinator for three-year
 Thinklink tests will be given
                                 19, 2010                                                         studies.
 in core content classes.
                                 Writing Formative
                                 Assessment: November 17,
                                 2010

                                 Fifth Event: January 24-28,
                                 2011

                                 Sixth Event: February 14-17,
                                 2011

                                 Seventh Event: March 28-
                                 April 1, 2011
                                 Progress Reports will be       Teachers will be responsible      Teachers will meet in
                                 printed from Chancery SMS      for analyzing their own           content area team data
                                 twice during each nine         progress report data. They        meetings to analyze
                                 weeks:                         will disaggregate the data at     progress reports results and
 Progress Reports                                               the class level and analyze       plan instruction. At the Team
                                 September 15, 2010             grade distribution to             level, results will be
                                 November 17, 2010              determine strengths and           compared with each nine-
                                 February 9, 2011               weaknesses in their lesson        weeks of the year to adjust
                                 April 27, 2011                 plans and instruction.            the instructional timeline as



Tennessee School Improvement Planning Process                                                                  Page 103 of 136
                                                                                            needed.
                             Report Cards will be issued   Teachers will be responsible     The Results Team will be
                             at the end of each nine       for analyzing their own report   responsible for analyzing
                             weeks:                        card data. They will             overall report card data and
                                                           disaggregate the data at the     making comparisons with
                             October 20, 2010              class level and analyze          past nine-weeks and prior
                             January 12, 2011              grade distribution to            years. The results of this
                             March 30, 2011                determine strengths and          analysis will be used to
                             Final Report Card mailed      weaknesses in their lesson       identify strengths and needs
 Report Cards
                             during last week of May       plans and instruction. They      in curriculum and instruction
                             2010.                         will meet in content teams to    to promote year-end
                                                           share/analyze data with the      proficiency for all students.
                                                           support of the Academic
                                                           Coaches. The results of
                                                           these meetings will be
                                                           brought to the Results Team
                                                           each nine weeks.
                             Nine weeks exams will be      Teachers will grade and          The Professional
                             given the last week of each   analyze results nine weeks       Development Coach will
 Six-Weeks and Semester      nine weeks.                   and adjust instruction           collect graded exams and
 Exam                                                      accordingly                      compile data for long term
                                                                                            comparisons by the Results
                                                                                            Team.
                             October 16, 2010              Counselors will review and       The Results Team will make
                                                           analyze the PSAT results         long-term comparisons
 PSAT                                                      and share this information       covering at least a two-year
                                                           with the Results Team.           period and report findings to
                                                                                            stakeholders.
                             Weekly standardized           READ 180 teacher will            READ 180 teachers meet at
                             assessments on computer       analyze weekly progress          the District level to share
                             software program.             reports generated by             school-based results and
 READ 180
                                                           software program to              make long-term comparisons
                                                           differentiate instruction.       at the school and district
                                                                                            level.
                                                           SPED Coordinator, George         SPED Coordinator, George
                                                           Falls and SPED teachers          Falls is responsible for
                                                           analyze test results to          monitoring IEP folders
                                                           determine best placement         completed by teachers.
 Life Centered Career
                                                           for students and appropriate     These folders contain
 Education for Exceptional   September 2010– April 2011
                                                           curriculums.                     accumulated test results that
 Children
                                                                                            will be used for comparison
                                                                                            of student progress
                                                                                            throughout high school
                                                                                            years.
  English Language
  Diagnostic Assessment
  April 2010




Tennessee School Improvement Planning Process                                                            Page 104 of 136
Evidence of the Use of Data – Narrative response required
What is the plan for the use of data?
Data analysis procedures will consist of the School Leadership Council reviewing the School Improvement
Plan during bimonthly meetings for the next school year, and by working with Partners In Education and
community leaders to enlist speakers, volunteers, tutors, etc., to support the School Improvement Plan goals.
The Academic Coaches and Department Chairs will continue to assist each academic department when analyzing
data from assessment instruments. Each component will meet once after the completion of each grading period
and after receiving the results from mandated tests to review the data and determine any necessary
modifications to the action plans. Each department chairperson will then report all recommendations with relevant
data to the School Improvement Plan coordinator. The School Improvement Plan coordinator will distribute the
recommendations and appropriate data to the department chair and deans who will then meet with
stakeholders to discuss ways to implement appropriate modifications to the action plans. Core subject
departmental meetings will also be conducted monthly to discuss strategies that can be used to address the
needs of the students as they pertain to each subject, the goals, objectives and action steps in the School
Improvement Plan.




TEMPLATE 5.3: Monitoring and Adjusting Evaluation

The following summary questions are related to TSIPP Monitoring and Adjusting. They are designed as a
culminating activity for the school to plan the monitoring process that will ensure that the school improvement plan
leads to effectively supporting and building capacity for improved student achievement for all students.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation
(Rubric Indicator 5.3)
Evidence of Monitoring Dates – Narrative response required
What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the
Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role
they will play in the monitoring process.

The School Leadership Team will meet weekly to insure the goals stated in the TSIPP are being met and that the
process is being followed. The Team will meet on the following dates in November/December and May/June

November 3, 2010
November 10, 2010
November 17, 2010
November 24, 2010
December 1, 2010
December 8, 2010
December 15, 2010

May 4, 2011
May 11, 2011
May 18, 2011
May 25, 2011
June 1, 2011
June 8, 2011

The Team will be led by Carlos Fuller, Principal of Kingsbury High School. Mr. Fuller‘s role will be to set the
agenda for the meetings, hear reports from each of the departments and stakeholders represented, and help guide the
discussions to find ways to improve the planning process wherever possible.



Tennessee School Improvement Planning Process                                                        Page 105 of 136
Evidence of a Process for Monitoring Plan – Narrative response required
What will be the process that the School Leadership Team will use to review the analysis of the data from the
assessments and determine if adjustments need to be made in our plan?
Several different summative assessments will given to obtain the data needed to determine what changes need
to made in the school improvement plan. Summative assessments include the debriefing reflections by School
Improvement Leadership Team and TSIPP committee members, as well as the End-of-Year instrument mailed to
stakeholders. The reflections and end-of-year evaluation instruments will include sections with Likert scale opinion
statements regarding the evaluation process. A separate section will be provided for comments and suggestions to
improve the process.
                                    Communication of
                                                                      Data Analysis                    Long-Term
   Assessment Instrument             Goal Attainment
                                                                   Procedures Used                Comparison Plan
                                      to Stakeholders
  TCAP Writing Assessment      Summative assessment           Summative assessment           All stakeholders participate
  February 1, 2011             results are communicated to results are analyzed by           in the long-term comparison
                               all stakeholders, starting at  designated individuals and     of summative assessment
                               the student level and ending teams within two weeks of        data. As test results become
                               with the presentation to       the data becoming available. available, the School
                               stakeholders at annual                                        Improvement Leadership
                               meetings.                      Procedure:                     Team conducts long-term
                                                                                             comparisons of data to
                               Procedure:                     Individual teachers analyze    identify trends and plan for
                                                              their own students’ test       improvement.
                               Counselors will meet with      results.
                               students and parents to                                       To increase potential
                               share results.                 Teachers meet in content       effectiveness, long-term
                                                              area team data meetings to     comparisons will be made
                               Teachers are provided test     analyze results for the        over a three-year time span
                               results and pertinent data for department.                    to track completion of goals
                               making comparisons in team                                    and to assist in determining
                               meetings and at faculty        Department chairpersons        which goals remain and
                               professional development       provide Academic               which goals will be revised.
                               sessions.                      Counselors with summaries
                                                              of data analysis findings.
                               The Academic Coaches will
                               meet with content area         Academic Coaches review        Procedure:
                               teachers in team data          teacher team analyses, and
                               meetings to analyze results.   provide guidance and           The Results Team presents
                                                              support.                       summative assessment data
                               Academic Coaches will                                         findings to the School
                               provide summaries to the       Academic Coaches report        Improvement Leadership
                               Results Team who will report findings to the Results          Team.
                               to the Striving Schools        Team. The Results Team
                                                              reviews the teacher findings   The School Improvement
                               Academic Superintendent.       and analyzes the findings at   Leadership Team makes
                               Summary results will be        the school level.              data presentations to
                               presented to stakeholders at                                  stakeholders at annual
                               annual meetings.               The Results Team reports       meetings.
                                                              their findings to the Striving
                                                              Schools Academic               The current data is
                                                              Superintendent.                compared at the school,
                                                                                             district, state, and national
                                                                                             level, taking into
                                                                                             consideration prior years’
                                                                                             results when available.



Tennessee School Improvement Planning Process                                                            Page 106 of 136
                                                Data is presented in a visual
                                                format with easily
                                                understood graphs and
                                                charts, as well as in narrative
                                                format.
 Gateway Algebra 1 Exam
 October 6, 2010
 December 6-17, 2010
 Feb. 28-March 11, 2011
 May 2-20, 2011
 July 11-22,2011
 End of Course Algebra 1
 Exam May 3, 2011
 Gateway English II Exam
 October 7, 2010
 December 6-17, 2010
 Feb. 28-March 11, 2011
 May 2-20, 2011
 July 11-22,2011
 End of Course English II
 Exam May 5, 2011
 Gateway Biology Exam
 October 7, 2010
 December 6-17, 2010
 Feb. 28-March 11, 2011
 May 2-20, 2011
 July 11-22,2011
 End of Course Biology Exam
 May 5, 2011
 End of Course English I
 May 11, 2011
 End of Course Algebra II
 May 12, 2011
 End of Course U.S. History
 May 10, 2011
 Advanced Placement
 Biology Exam, May 9, 2011
 Advanced Placement U. S.
 History Exam, May 6, 2011
 Advanced Placement
 English Language Exam
 May 11, 2011
 Advanced Placement
 English Literature Exam
  May 5, 2011
 Advanced Placement
 Art Exam May 3, 2011
 Advanced Placement
 Statistics Exam May11, 2011
 Advanced Placement
 Calculus May 4, 2011
 Advanced Placement
 Psychology Exam May 2,
 2010



Tennessee School Improvement Planning Process                Page 107 of 136
 Portfolios for Exceptional
 Children
 April 2010
                              Semester exams are:          Semester exams will be         The Professional
                                                           used to monitor mastery of     Development Coach will
                              Semester 1: December 16-     all objectives for the given   collect graded exams and
                              16, 2010                     semester. Teacher content      compile data for long term
 Semester Exams
                              Semester 2: May 18-20,       teams will share exam          comparisons by the Results
                              2011.                        results with Academic          Team.
                                                           Coaches and the Results
                                                           Team.

 ACT:
 September 11, 2010
 October 23, 2010
 December 11, 2010
 February 12, 2011
 March 8, 2011
 April 9, 2011
 June 11, 2011




The continual plan of monitoring and adjusting data collection and analysis will lay the foundation for the 2010-
2011 documentation of gains and goals for Kingsbury High School. The creation of the School Improvement Plan is
a continual yearly process of self-examination by all stakeholders to assess and improve the educational
effectiveness at Kingsbury High School. The evaluation of the School Improvement Plan is a continuous extension
of the action plan. The current year School Improvement Leadership Team will meet specifically to evaluate the
TSIPP. Proposals for adjustments to the TSIPP will be recorded and presented at the annual stakeholder‘s meeting
and the TITLE I Title I meetings.


The following five (5) year timeline has been developed to allow for monitoring, analyzing and evaluating the
progress of the future educational growth of the students attending Kingsbury High School:

        September 9, 2010—Beginning of the Year Review
        January 13, 2011—Interim Review
        May 12, 2011—End-of-Year Review
        September 9, 2011—Beginning of the Year Review
        January 13, 2012—Interim Review
        May 12, 2012—End-of-Year Review
        September 8, 2012—Beginning of the Year Review
        January 13, 2013—Interim Review
        May 11, 2013—End-of-Year Review
        September 7, 2013—Beginning of the Year Review
        January 12, 2014—Interim Review
        May 11, 2014—End-of-Year Review

Debriefing activities
The documentation of debriefing activities results will be distributed to all stakeholders via parent and faculty
meetings. Debriefing activities will include written individual reflections by all TSIPP committee members. These


Tennessee School Improvement Planning Process                                                         Page 108 of 136
reflections will be completed and shared at the End-of-Year Review. The data Results Team will assist the School
Improvement Leadership Team in the development of an instrument for evaluation of the TSIPP experience for all
stakeholders. This instrument will be mailed with return addressed envelopes to a random sample of stakeholders.
Data collected from this debriefing instrument will be presented at the organization of the next year‘s School
Improvement Leadership Team for use in planning the construction, implementation, monitoring, and evaluation of
the current year plan.




Evidence of a Process for Adjusting Plan – Narrative response required
What will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible,
timeline, actions steps, resources, evaluation strategies) when needed?
Individual teacher input regarding the effectiveness of the formative assessment instrument is vital for the successful
attainment of the school improvement goals. Monthly grade-level and departmental meetings will be utilized to
monitor, evaluate, and adjust the assessment instruments used to draw conclusions regarding the overall
impact of the School Improvement Plan goals. Nine-week formative assessment reports will be utilized to
evaluate the program’s effectiveness. Mock Gateway Exams and TCAP writing assessments will be used to
monitor progress and target students for interventions. An end-of-the-year meeting in April 2011 will be
utilized to evaluate assessment instruments used to draw conclusions about the overall impact of the School
Improvement Plan goals and establish long-term comparisons of available data and programs. Meetings will
conclude when decisions have been made to retain, alter, implement, or eliminate each event or program, and the
recommendation of each evaluation assessment instrument is completed for presentation to the next level of
evaluation in May 2011. The School Improvement Plan Leadership Team will meet that month to analyze
staff evaluation of assessment instruments and available data to determine if the goals stated in the School
Improvement Plan were attained. Communications will be made in the appropriate home language of the
students. The preliminary meeting will also be the basis of the planning for the 2011-2012 academic year and School
Improvement Plan. Since all statistics needed to complete the data analysis will not be available at this time, the
School Improvement Plan Leadership team will also meet during July 2011 to continue the assessment process for
presentation to the staff during the August in-service week. The assessment instruments used through the 2010-2011
school year will be utilized to analyze the plan in order to outline the programs and events for the 2011-2012 school
year.




Tennessee School Improvement Planning Process                                                         Page 109 of 136
Evidence of a Plan for Communicating to All Stakeholders – Narrative response required
How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit
ongoing input from stakeholders?
At the end of the second nine weeks of the 2010-2011 academic year, a survey will be distributed and collected from
a sampling of stakeholders to identify perceived strengths and weaknesses in the organizational structure of
Kingsbury High School. Administrators, department chairpersons, Instructional Facilitator, Title I Facilitator,
Exemplary Educator, and School Leadership Council will create, distribute, and analyze the survey. Meetings will
conclude when decisions have been made to retain, alter, implement, or eliminate each event, program, or
recommendation.

To maximize potential effectiveness, long-term comparisons will be made over a three-year time span to track
completion of goals and to assist in determining which goals remain and/ or will be adapted.

 Communication of the plan and its amendments will be communicated to stakeholder through the following
venues:
     Kingsbury High School web page
     Computers and e-mail accounts for all teachers
     Power Teacher online grading program
     Parent Link phone system
     E-mail parent database to facilitate electronic parent contacts
     Classroom phones to facilitate parent contacts
     Teacher collegiality
     Student newspaper/newsletter to parents
     Signs throughout the school reflecting the vision, mission, and progress towards goals communicated in
        several languages
     Title I Parent Meetings
     Falcon Flight Academy Parent Meetings
     Faculty in-service/staff development
     Progress notices/academic reports are distributed to all students for all classes after the fourth (4 th) and
        seventh (7th) week of each grading period
     Info-Handler from the Division of Exceptional Children providing benchmarks to review and update every
        six weeks
     Annual reviews of progress made by special needs students towards satisfying their Individualized
        Educational Plans, with additional meetings and testing, when appropriate, to determine alternative options
        for qualifying special education students
     English Language Learners – translators
     School Improvement Plan updates furnished to community and local political leaders


Clear, prompt, and effective communication of concerns and results should increase stakeholder participation,
ownership, and responsibility. We must realize that as a team – teachers, administrators, staff, parents, students,
community members, and community leaders – we are responsible for the success of this plan and ultimately the
students‘ success




Tennessee School Improvement Planning Process                                                         Page 110 of 136
                      TITLE I
                    ADDENDUM




Tennessee School Improvement Planning Process   Page 111 of 136
                                9th Grade Transition Plan
       Counselor visits feeder schools to discuss graduation requirements and high school
        expectations (March)
       Students from feeder schools are allowed to tour Kingsbury High School--assisted by 8th
        grade counselor from their middle school (March)
       Counselor completes schedule requests for incoming 9th graders (April)
       Counselor holds 9th grade orientation for students and parents (August)
       Students are platooned in the 9th grade academy to aid in transitioning to the high school
        environment




Tennessee School Improvement Planning Process                                        Page 112 of 136
                KINGSBURY HIGH SCHOOL
                          2010 - 2011
          School to College or Work Transition Plan




                                                                                                                                 the Financial Aid and
                                                                                                                                 Schola. App. Process
                                                                                                          School App. Process
                                                                                                          the College & Tech.


                                                                                                                                 Assist Students with
                                                                                   Assist students with



                                                                                                          Assist students with
                                                                                   College and Career
                                                               College Readiness
                                                               Academically For
                                                               Prepare Students




                                                                                   Awareness
Action Step

Inform students about and encourage them to participate in
summer programs focused on college and career
preparation. Assist students in the application processes.          X                    X
(Trio, Memphis Prep, Governors School, Summer Youth
Employment)
Evaluate transcripts to ensure on-time graduation. Register
students for e-school or course recovery when appropriate.          X
Review the Ed Plans for the ninth grade students.                   x
Administer the KUDER assessment to students and give
orientation on the website.                                                              X
The Graduation Coach is available to offer resources and
support for our at-risk students.                                   x                    x
Schedule times for students to meeting with college
recruiters. Have sign-up sheets available in the counseling                              X                      X                      X
office.
Hold senior assemblies to disseminate information and
answer questions.                                                   X                    X                      X                      X
Organize a college & scholarship night for students and
parents.                                                                                 X                      X                      X
(Speakers included Trio and EdSouth Representatives)
The Girls Inc. advisor is available in the counseling office
three days a week to assist students in the exploration of                               X                      X                      X
careers, colleges, and financial aid options.
The Girls Inc. Advisor recruits students for summer TRO
programs as well as the all-stars college prep program.             X                    X
The Girls Inc. Advisor does classroom presentations in 11th
and 12th grade classes on college and scholarship searches                               X                      X                      X
and application processes.


    Tennessee School Improvement Planning Process                                                                       Page 113 of 136
The Girl’s Inc. Advisor is available to assist students and
parents in the FAFSA application process.                                           X
Take the Seniors to the MCS Fall College Fair.                        X   X         X
Take the Juniors to the MCS Spring College Fair.                      X   X         X
Organize a College Application Party for the Seniors.
Provide guidance in completing applications and requesting                X         X
transcripts.
Be available to consult with parents during conference night.     X   X   X         X
Administer the ACT Plan and PSAT to 10th Grade.                   X   X
Review the ACT Plan and PSAT with the 10th Grade.                 X   X
Participate in College Application Week.
Register the 11th grade and respective faculty in ACTive
Prep.                                                             X
Administer the ACT to the 11th Grade.                             x       x
Have ACT registration and prep. materials available in the
counseling office and library.                                    X       X
Give ACT and college application fee waivers to qualifying
students.                                                         x       x
Implement the Senior Career Portfolio as part of the English
grade. *See Attached                                              x   x   x         x
As a part of the Senior Portfolio- Require seniors to create a
resume and show research on at least three careers using the          x
Kuder Career System.
As a part of the Senior Portfolio- Require seniors to
maintain a record of their academics including ACT scores.        x       x
As a part of the Senior Portfolio- Require seniors to show
research on at least three schools, write a personal statement,
provide to letters from schools verifying that their file is          x   x
complete and copies of school acceptance letters.
As a part of the Senior Portfolio- Require seniors to provide
a completed scholarship application, verification of FAFSA
application completion, copies of scholarship and financial                         x
award letters.
Organize a Career Week.                                           x   x
Promote College Goal Sunday.                                                        x
Provide college information and applications in the
counseling office.                                                    x   x
Provide financial aid and scholarship information in the
counseling office.                                                                  x
Encourage qualifying students to participate in Dual
Enrollment and assist in the application process.                 x       x
Encourage students to take advanced math and science
classes as well as Advanced Placement Classes.                    x
Offer ACT tutoring.                                               x

    Tennessee School Improvement Planning Process                             Page 114 of 136
On the School Website- Provide links to college websites
and draft registration website.                                     x   x         x
On the School Website- Provide links to college and
scholarship search websites.                                        x             x
On the School Website- Provide links to the FAFSA and
CollegeTN.org websites.                                                           x
On the School Website- Provide links to ACT and ACTive
Prep.                                                           x       x
Administer a Mock ACT to 11th Grade                             x
Administer the My College Options Questionnaire to the
11th Grade                                                          x
Encourage participation in the Explorer Programs through
the Boy Scouts of America.
                                                                    x
Assist students in applying to participate in the UTK and
UTC bus trips.                                                      x   x
Organize a Financial Aid Night for parents and students.                x
Make announcements regarding deadlines and opportunities
regarding college and career prep., test prep., scholarships,   x   x   x         x
and financial aid.




    Tennessee School Improvement Planning Process                           Page 115 of 136
                                Kingsbury High School
                              Teacher Mentoring Program
                                      2010-2011
     Action Steps               Timeline     Required              Person
                                            Resources            Responsible

   Training will be              September        Mentor           Mentors
   provided for all              2010-May         Training
      mentors.                     2011         provided by        Principal
                                                MCS district
    Mentors and                                                   Counselor
    mentees will                                   Attend
     maintain a                                 professional   INSTRUCTIONAL
  professional and                              development      FACILITATOR
    collaborative                                 sessions
  working school                                                 Department
   environment.                                  In Service      Chairpersons

    Mentors will                                Curriculum     Academic Coaches
 provide hands –on                              Guides and
training(technology,                            Nine Week
    observations,                               Assessments
     professional
    development
      sessions)

Mentors will model
 standards in order
for the new teachers
  to understand the
    research based
   expectations for
       teaching


Tennessee School Improvement Planning Process                          Page 116 of 136
                    Academic Intervention Plan for 2010-2011
                            Kingsbury High School
              Tutoring              Software/Technology                                    EdPlan
                                                                      Saturday             Reports
                                                                      School
                  Offered three      Students are scheduled to use     Students will      Teachers will
Algebra           days a week           Stanford math at least 90     be referred for    notify parents
I                                    minutes a week; students will    Zap Saturdays.          of their
                  Fellowship             also use the Howe Two        This time will        students‘
                  Memphis will         computer program to target     be allotted for    deficiencies of
                  do pull-outs        those students who have not       students to         CLEs and
                  during the         mastered the CLEs previously        make up           recommend
                  school day to                  taught.                   missed        before, during,
                  work with                                            assignments           and after
                  those students      Teachers will use Discovery        and take             school
                  who have              Education online tool to       advantage of      interventions.
                  scored below       develop common assessments.           on-site
                  proficient on          This program will give           tutoring
                  the PAS 7           immediate results for future
                  formative             planning and reteaching.
                  assessment

English II        Offered one          Teachers will use eFolio to     Students will      Teachers will
                  day a week              help with recognizing       be referred for    notify parents
                                      strengths and weaknesses in     Zap Saturdays.          of their
                  Fellowship           writing essays. This online    This time will        students‘
                  Memphis will        tool is also designed to give   be allotted for    deficiencies of
                  do pull-outs            teachers and students         students to         CLEs and
                  during the              immediate feedback.            make up           recommend
                  school day to                                            missed        before, during,
                  work with           Teachers will use Discovery      assignments           and after
                  those students        Education online tool to         and take             school
                  who have           develop common assessments.       advantage of      interventions.
                  scored below           This program will give            on-site
                  proficient on       immediate results for future        tutoring
                  the PAS 7             planning and reteaching.
                  formative
                  assessment
 Biology       Offered two days       Teachers will use Discovery      Students will     Teachers will
                    a week.             Education online tool to      be referred for    notify parents
                  Fellowship         develop common assessments.      Zap Saturdays.         of their
               Memphis will do           This program will give       This time will        students‘
                pull-outs during      immediate results for future    be allotted for    deficiencies of
               the school day to        planning and reteaching.        students to        CLEs and
                work with those                                          make up          recommend


Tennessee School Improvement Planning Process                                           Page 117 of 136
                students who                       missed       before, during,
                 have scored                    assignments        and after
               below proficient                   and take          school
                on the PAS 7                    advantage of    interventions.
                  formative                        on-site
                 assessment                       tutoring




Tennessee School Improvement Planning Process                  Page 118 of 136
     Strategies to Attract High Quality, Highly Qualified Teachers


       Support uncertified personnel gain certification
       Establish collaborative with colleges and universities
       Provide ongoing professional development
       Encourage local, state, and national professional development
       Implement mentoring program
       Establish networks to build capacity




Tennessee School Improvement Planning Process                Page 119 of 136
                                  Title I Schoolwide Plan
                                  Kingsbury High School
                                          2010-2011

                          Local State and Federal Programs


       Title I/TITLE I
       Raising the Bar Mentoring Program
       Safe and Drug Free Schools
       Fight Free School
       Free and Reduced Lunch Program
       Fee Waiver
       Title X--Homeless
       Title III
       Special Education Services
       School Improvement Grant
       Site Based




Tennessee School Improvement Planning Process                Page 120 of 136
                                                KINGSBURY HIGH SCHOOL
                                          1270 North Graham Street, Memphis, Tennessee 38122
                                                            (901) 416-6060
                                                        Carlos Fuller, Principal
                                        2010-2011 STUDENT/TEACHER/PARENT COMPACT

Parent/Guardian Agreement: I will support my child’s achievement by doing the following:
    _____ See that my child is punctual and attends Kingsbury regularly
    _____ Support Kingsbury in its efforts to maintain proper discipline
    _____ Establish a time for homework and review it regularly
    _____ Provide a quiet, well-lighted place for study
    _____ Encourage my child‘s efforts and be available for questions
    _____ Stay aware of what my child is learning
    _____ Provide a library card for my child                    ______________________
    _____ Read with my child and let my child see me read                Signature

Student Agreement: I shall work to the best of my ability to do the following:
    _____ Attend school regularly
    _____ Come to school each day with proper learning supplies and materials
    _____ Complete and return homework assignments
    _____ Observe regular study hours                                       ______________________
    _____ Conform to rules of student conduct and dress code Signature


                                               School Responsibilities
Teacher Agreement: To enable students to achieve, I shall strive to do the following:
   _____ Provide engaging classroom instruction and homework
   _____ Provide authentic assessments and opportunities for extended learning
   _____ Encourage students and parents by reporting student progress
   _____ Use proven strategies to address the diverse needs of all students
   _____ Pursue professional development and collaborate with colleagues

                ______________________                       ______________________                      ______________________
                Signature                                    Signature                                   Signature

                ______________________                       ______________________                      ______________________
                Signature                                    Signature                                   Signature

Principal: To support this form of parental involvement, I shall strive to do the following:
    _____  Provide an environment that allows for positive communication between the teacher, parent/guardian, and
           student
    _____ Encourage teachers to regularly provide homework that will reinforce classroom instruction.
    _____ Promote opportunities for parental involvement throughout the year
     _____ Ensure all instruction and activities are aligned with Kingsbury‘s vision and mission statements

                                                                                              ______________________
                                                                                              Signature



                                            “Every Child. Every Day. College Bound.”


             Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin,
               handicap/disability, sex or age. For more information, please contact the Office of Equity Compliance at (901) 416-6670.


    Tennessee School Improvement Planning Process                                                                                 Page 121 of 136
                                             KINGSBURY HIGH SCHOOL
                                   1270 North Graham Street, Memphis, Tennessee 38122
                                                     (901) 416-6060
                                                 Carlos Fuller, Principal

                          2010-2011 Contrato entre estudiantes, profesores y padres de KHS

ACUERDO ENTRE PADRES Y GUARDIANES
Quiero que mi niño se realize. Por lo tanto, yo me comprometo a:
_____Vigilaré que mi niño llegue a tiempo y asista a la escuela regularmente.
_____Ayudaré a la escuela en sus esfuerzos por mantener la disciplina.
_____Estableceré un horario de tareas y lo resenaré regularmente.
_____Proveeré un lugar silencioso con suficiente luz para estudiar.
_____Animaré los esfuerzos de mi niño y estaré a su disposicion cuando tengan preguntas.
_____Me dar niño cuenta de lo que esta aprendiendo mi niño.
_____ Preveeré una tarjeta de biblioteca.
                                                      ________________________
                                                      Firma

ACUERDO DE LOS ESTUDIANTES
Es muy importante que yo trabaje lo major que pueda. Admas, me esforzaré en:
_____Asistir a la escuela regularmente.
_____Venir a la escuela con boligrafos, lapices, papel y otras herramientas utiles para mi aprendizage.
_____Completar y devlover las tareas.
_____Mantener un horario para estudiar regularmente.
_____Ajustarmé a las reglas de compartamiento.
                                                      ________________________
                                                      Firma

ACUERDO DEL PROFESOR
Es muy importante que los estudiantes se realicen. Admas, me esforzaré en hacer lo siguente:
_____Asignaré tarea a los estudiantes.
_____Proveeré ayuda a los padres para que puedan ayudar a sus niños.
_____Animaré a los estudiantes y padres informandoles sobre los progresos de los estudiantes.
_____Implementaré actividades especiales en la clase para hacer el aprendizage mas divertido.
________________________ ________________________ ________________________
                       Firma                             Firma                           Firma
________________________ ________________________ ________________________
                       Firma                             Firma                           Firma

ACUERDO DEL DIRECTOR
Yo estoy de acuerdo con la participacion de los padres. Por esta razon, yo intentaré hacer lo siguente:
_____Proveeré un ambiente que permita una buena comunication entre el profesor, el padre y los
      niños.
_____Animar niño a los profesores para que provean tareas que ayuden la ensenanza
                                                      ________________________
                                                      Firma


                                        “Every Child. Every Day. College Bound.”


         Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin,
           handicap/disability, sex or age. For more information, please contact the Office of Equity Compliance at (901) 416-6670.




Tennessee School Improvement Planning Process                                                                             Page 122 of 136
                                      Kingsbury High School
                                2010-2011 Family Engagement Plan

Kingsbury High School has a special responsibility to our parents and the community to
provide opportunities for involvement and shared responsibility which will promote success for
all of our students. Kingsbury High School Family Engagement Plan has established the
expectations for parent involvement.
To ensure that our students participate in the development and implementation of the school‘s
Targeted Assistance program, Kingsbury High School will do the following:
        1. Develop jointly with parents a written school level family engagement plan and
            parent-school compact showing how parents, school, and students share
            responsibilities.
        2. Disseminate the family engagement plan and parent-school compact to all students,
            parents, and staff members and acquire all signatures.
        3. Convene an annual meeting at flexible times and invite all parents to attend in order
            to explain the components and requirements of Title 1 program.
        4. Provide regular and flexible parent meetings, P.T.S.A. meetings, and ―Family
            Nights‖ in the areas of Literacy, Math, Science, and Social Studies.
        5. Provide parents with timely information about upcoming events and program
            through the use of weekly newsletters from teachers and monthly school wide school
            letter.
        6. Host an annual ―curriculum, assessments, and, expectations and requirements for
            promotion to the next grade.
        7. Provide parent involvement opportunities in an organized, ongoing and timely
            way as they participate in decision-making relating to the education of their
            children. Parents do so by participating on the school leadership council, in
            volunteer tutoring program, attending P.T.S.A. meetings and Family Nights,
            completing evaluation forms and responding surveys.
        8. Invite parents to observe the school‘s program and visit classrooms.
        9. Provide parents information in English and Spanish as required.

Parents play an important role in the success of their children. Our parents can fulfill this
by:
     Attending meetings, programs, workshops, and other school activities
     Participating in school sponsored parent teacher conferences
     Responding to memos, surveys, and questionnaires expressing ideas and concerns.
     Serving as a volunteer at the school
     Ensuring that the child studies at home and completes homework assignments
     Voicing concerns and providing feedback at parent meetings.




Tennessee School Improvement Planning Process                                     Page 123 of 136
                                          2010 – 2011
                                 Professional Development Plan


School: Kingsbury High             Principal: Carlos Fuller             PD Budget: $28,000
School

Date: September 30, 2010           Academic Supt: Kevin                 INSTRUCTIONAL
                                   McCarthey                            FACILITATOR:
                                                                        Shonyelle Tate


                         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. Increase the number of students scoring at least proficient on the End of Course Algebra I
exam from 23% in 2009-2010 to 44% in 2010-2011.
2. Increase the number of students scoring at least proficient on the End of Course English
Exams and the TCAP Writing Assessment from 30% in 2009-2010 to 61% in 2010-2011.
3. Increase the student graduation from 53.1% in 2008-2009 to 74.9% for 2009-2010 which is
AYP Graduation Rate used for the school year 2010-2011.
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: Teachers will disaggregate data from the Discovery Education Formative Assessment to continuously
monitor and evaluate student learning and determine re-teach areas.
Goal 2: Teachers will assemble in department and interdisciplinary teams to provide consistency in common
assessments and lesson plans.
Goal 3: All instructors will participate in monthly PLCs to analyze, and discuss readings in specific areas of
effective instructional strategies, leadership skills, and personal development.




Tennessee School Improvement Planning Process                                                 Page 124 of 136
                                                  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:
Content: What will be learned?          Process: What effective processes   Context: What aspects of our
Best practices are researched through   will be used?                       learning environment will support
professional learning communities       Teachers will be empowered with     this goal?
and collaborative planning sessions     knowledge by attending              Results-focused practices that
that integrate content areas, address   conferences and workshops           improve the academic focus of the
specific performance indicators, and    (training model)                    students
guide the implementation of
mandated curriculum through the use
of best practices.




Tennessee School Improvement Planning Process                                                  Page 125 of 136
                                                                                                           What data sources will
  Professional                                                                                              you use to evaluate                 _______
                                            Implementation                                                                                       Total
    Learning        Presenters/Leaders                                    Expected Outcomes                 effectiveness? (i.e.,
                                               Timeline                                                                                        PD Budget
Activities/Events                                                                                          teacher data, student
                                                                                                                    data)                       Balance
AYP—                Mr. Carlos Fuller,     August 3, 2010    Identified areas of improvement in order to   Team Meeting                           $0
Research,           Principal                                make AYP and established a routing for        Agendas and
Evaluation, and     Gabriella Toro,                          lesson planning by utilizing the MCS          Minutes
Assessment          Assistant Principal                      Curriculum Guide and state standards.

Instructional
Talk—Lesson
plans and
Standards
Analyzing           Noha Hady, Math        On                Team Building, Analyzing Think link           Team Meeting                           $0
Data and            Coach                  Going/Weekly      Learning Assessment data, lesson planning     Agendas and
Common              James Horton,                                                                          Minutes; Follow-
Lesson              Literacy Coach,                                                                        up meetings
Planning            Assistant Principals
                    and Instructional
                    Facilitator
                                                             Implementation of the SDIS                    Follow up
Child Abuse         Online Professional    August 31, 2010                                                 meetings and
On Line             Development                                                                            observations                           $0
Training


Stanford Math       Noha Hady, Math        On                Math Intervention                             Weekly monitor                         $0
                    Coach                  Going/Weekly                                                    of the lab; lesson
                                                                                                           plans

Strategic Plan      Julia Callaway, SIG    August 2-6,       Identified key members of the SIP team,       Faculty Report Out       $0
for SIG             coordinator            2010              establish team purpose, and designate
                                                             meetings to monitor implementation.

Shouting            Dr. Marcia Tate        September 11,     Teachers received research-based training     Lesson Plans,            $6000.00
Won‘t Grow                                 2010              on how to use brain compatible strategies     Classroom
Dendrites                                                    in the classroom in lieu of worksheets        Observations
The Learning        Shonyelle Tate,        September 2010    Monthly mentor and protégé support            Common planning          $10,0000.00



Tennessee School Improvement Planning Process                                                     Page 126 of 136
Leader: How        Instructional            through June   activities, monthly mentor logs, surveys
to Focus           Facilitator              2011           implemented to measure the effectiveness
School                                                     yearly.
Improvement
School             Julia Callaway           August 2010    TBA                                           TBA                TBA
Improvement
Grant
Professional
Development
Experience #1
School             Dr. Gloria Williams,     October 2010   TBA                                           TBA                TBA
Improvement        Grant Coordinator
Grant
Professional
Development
Experience #2


Classroom          Marzano Institute        October 2010   Session will include strategies on how        Common planning    $6000.00
Instruction that                                           teachers can be more effective with           and common
Works:                                                     classroom management                          assessments$600
Research
Strategies
SIG                Dr. Gloria Williams,     January 2011   TBA                                           TBA                TBA
Professional       Grant Coordinator
Development
Experience #3
Inclusion          Council for              April 2011     Monitor the implementation of SPED            Common planning,   $3000.00
Strategies that    Exceptional Children                    action plan to increase graduation and        monthly meetings
Works                                                      student achievement on a monthly basis
SIG                Dr. Gloria Williams,     May 2011       TBA                                           TBA                TBA
Professional       Grant Coordinator
Development
#4
Helping            Mrs. S. Smith,           October 2010   Teachers will gain insight on strategies to   Common planning    $0
Students           Graduation Coach                        use you for their students in relation to
Graduate:          S. Tate, Instructional                  interventions for graduating
Tools and          Facilitator
Strategies to
Prevent School



Tennessee School Improvement Planning Process                                                    Page 127 of 136
Dropouts




Goal 2
Content: What will be learned?                         Process: What effective processes will be used?        Context: What aspects of our learning
Unitize assessments and data to identify students‘     Teachers will receive extensive training on how to     environment will support this goal?
areas of strengths and weaknesses.                     effectively use the Discovery Education Formative      Data driven lessons and assessments.
                                                       Assessment tool that will allow them to develop
                                                       common assessments and gather specific data in
                                                       regards to their students‘ performance.




                                                                                                        What data sources will you use      __________
 Professional Learning                               Implementation
                            Presenters/Leaders                              Expected Outcomes           to evaluate effectiveness? (i.e.,           Total
   Activities/Events                                    Timeline
                                                                                                           teacher data, student data)           PD Budget
                                                                                                                                                   Balance
Instructional Time—         Mr. Carlos Fuller,       Ongoing/weekly     Review of Instructional         Lesson Plans, Rubrics               $0
Lesson Design,              Principal                                   strategies that have proven
Thinking Maps,              Shonyelle Tate,                             to be effective in student
Listening Stations,         INSTRUCTIONAL                               achievement.
Multimedia                  FACILITATOR,
Presentations               Shenar Miller, Asst.
                            Principal
Discovery Education         James Horton,            Ongoing            Teachers will be able to        Data Reports                        $0
Formative Assessment        Literacy Coach                              develop common
                            Algebra I, Biology,                         assessments and reports to
                            and English                                 disaggregate student data
                            Teachers                                    that will depict strengths
                                                                        and weaknesses for re-
                                                                        teaching
Gender Equity               Shenar Miller, Asst.     On                 Effective ways to teach         Lesson Plans                        $0
                            Principal                Going/Monthly      based on gender



Tennessee School Improvement Planning Process                                                         Page 128 of 136
                          Stephanie Smith
                          Graduation Coach
Differentiated            Shonyelle Tate,       On                 Recognize how pre-              Common lesson plans and         $0
Assessment and Grading    INSTRUCTIONAL         Going/Monthly      assessment drives               assessments
                          FACILITATOR                              instruction; grading
                          Carlos Fuller                            practices designed with
                                                                   differentiated instruction;
                                                                   design effective tests that
                                                                   are efficient to grade

NTCM Regional             Lan Ban               July 2011          To increase instructional       Lesson planning, department     $5000.00
Conference                Lindsey Carlton                          strategies in mathematics       meetings
                          Emily Vasser
The Essential Question:   Striving Schools      October 17-20,     Strategies for increasing       Lesson planning, department     $1500.00
What is Best for the      Conference            2010               student achievement and         meetings, parent meetings
Students? A                                                        graduation rate
Collaborative Forum for
High Priority Schools
Sharing
Effective/Promising
Practices and Research
Midwest Conference on     Shonyelle Tate        July 2011          Strategies to increase          Lesson planning, department     $3000 SIG
Differentiated            Dr. Gloria Williams                      student achievement             and academy meetings            $3000 Title I
Instruction               Amber McCarter
                          Carmen Timmerding
Focus on Freshman         Elisabeth Meekins     July 2011          Strategies to increase          Lesson planning, department     $5000 SIG
2011: Exploring           Othella Murria                           student achievement in          and academy meetings
Freshman Transition in    Preston Harris                           academies
Middle Schools and
High Schools




Goal 3:

Content: What will be learned?                    Process: What effective processes will be used?        Context: What aspects of our learning



Tennessee School Improvement Planning Process                                                    Page 129 of 136
Ways to effectively use everyone‘s strengths in        Provide mentoring for all new teachers to the           environment will support this goal?
order for everyone on the team to grow                 building and to the field of education                  Collaborative professional learning communities
professionally.                                                                                                that identify effective was to work as a team,
                                                                                                               manage classrooms, and become a believer in all
                                                                                                               students.


   Professional                                                                              What data sources will you use to       __________
                                                   Implementation         Expected
     Learning          Presenters/Leaders                                                   evaluate effectiveness? (i.e., teacher            Total
                                                      Timeline            Outcomes
 Activities/Events                                                                                   data, student data)                    PD Budget
                                                                                                                                             Balance
Framework for          Gabriella Toro, Ass.       October 2010/ On    Review of            Evaluation Forms, Follow up               $0
Evaluation             Prin.                      Going/Monthly       Tennessee            conversations and meetings
                       Shonyelle Tate,                                Framework
                       INSTRUCTIONAL                                  Evaluation
                       FACILITATOR                                    Process

National Alliance of   Presenters of the          November 17-20,     Education is a       Follow-up conversations and               $5000
Black School           conference                 2010                Civil Right: A       meetings
Educators                                                             Blue Print for
Conference                                                            College and
                                                                      Career

NSTA Area              NSTA                       December 2-4,       Strengthen and       Staff presentations, lesson planning,     $5000
Conference                                        2010                explore strategies   teacher evaluation
                                                                      that promote
                                                                      student
                                                                      engagement in
                                                                      science
Professional           Dr. Gloria Williams,       June-July 2011      TBA                  TBA                                       TBA
Development for        Grant Coordinator
Career Academy
Leadership Team
AP Institute           Presenters of the          June-July 2011      New AP teachers      Student test results, teacher             $5000.00
                       conference                                     will be able         observations
                                                                      develop lessons
                                                                      with rigor

Counselors Solving     Tennessee Counselor        November 20-23,     Sessions will        Observations during advisory              $1754.32
Problems: Fitting      Association                2010                involve strategies   meetings with students


Tennessee School Improvement Planning Process                                                          Page 130 of 136
the Pieces Together                                             for improving
                                                                counseling
                                                                techniques with
                                                                mentoring
                                                                students
Harvard Institute     Presenters of the      July 18-23, 2011   Conference is      Monthly department meetings, yearly   $5000.00
―High School          conference                                designed to        academy instruction plans, weekly
Redesign‖                                                       strengthen and     classroom observations
                                                                build leadership
                                                                skills




                      Ten Components of a Title I Schoolwide Program
                             (Highlighted Pages as Requested)

 Schoolwide Program                                             SIP Pages
     Component
1. Comprehensive Needs             27-29
Assessment of the entire
school using data analysis
of subgroups

2. Schoolwide Reform               56-57
Strategies with emphasis
on improved achievement
of the lowest achieving
student

3. Instruction by Highly           12-13
Qualified Staff

4. High Quality and                123-129
Ongoing Professional
Development




Tennessee School Improvement Planning Process                                              Page 131 of 136
5. Strategies to Attract        118
Highly Qualified Teachers
to High Needs Schools

6. Increased Parental           58, 120-122
Involvement

7. Assistance to Preschool      111- 114
Children from Early
Childhood Programs to
Elementary Programs

8. Measures to Include          62, 89, 92, 102-103, 105
teachers in assessment
decisions to improve
student performance and
instructional programs

9. Provide Timely,              86-93
Additional Assistance to
Students Experiencing
Difficulty mastering
standards

10. Coordination and            119
Integration of Federal, State
and Local




Tennessee School Improvement Planning Process              Page 132 of 136
                                 Revised School Improvement Plan
                                  (Highlighted Pages as Requested)

             Revised Components                                      SIP Pages

    (i)     Scientifically based research                              68-72
            strategies that will strengthen core
            academic subjects
    (ii)    Policies and practices concerning
            the school’s core academic subjects
            that will help ensure all groups of 64-65, 66-68
            students will meet state academic
            standards
    (iii)    Assurance the school will spend       1. Directly addresses academic achievement 69-70
            not less than 10% for high quality        problem
                                                   2. Meets requirements for professional       123
            professional development                  development
                                                   3. Affords increased opportunities for   120-121
                                                      parent & teacher participation
    (iv)    How funds will be used in to
            remove school from improvement                             61-66
            status

    (v)     Establish specific annual,
            measurable objectives for                                  51-52
            continuous and substantial growth



Tennessee School Improvement Planning Process                                    Page 133 of 136
    (vi)     How school will provide written    59-75, 99, 122
             notification to parents
    (vii)    Specify responsibilities of the
             school, including technical             132
             assistance
    (viii)   Strategies to promote effective
             parental involvement                58, 120-122
    (ix)     Intervention strategies               116-117
    (x)      Teacher mentoring program               115




Tennessee School Improvement Planning Process                Page 134 of 136
                 Name                 Title/Position                 Check One                             Topic                      Check One
                                                            State    District   School-                                       Site       Phone   Email
                                                                                 Based                                        Visit       Call
Sarah Hodges                         Clue Department                 x                    Guidance                            x
Teresa Broomfield                    Innovative Schools              x                    Follow-up                           x
Tommie McCarter                      BOE                             X                                                        X
Laura Kleiman                        MCS OT                          X                    OT                                  x
Beth Kontrim                         SPED                            X                    SPED Department Visit               x
Dylan Smith                          ESchool                         X                                                        x
P. Jackson                           MCS Vision                      X                                                        x
Jeremy Washington                    MCS IT                          X                    Complete IT requests                X
LTC Heyward                          Army JROTC                      X                    Principal visit                     X
Joe Patterson                        Dept. of Exceptional            X                    SPED department visit               x
                                     Children
Danielle Seeman                      Dept. of Exceptional            x                    SPED department visit               x
                                     Children
Melinda Callahan                     PBIS                            X                    Counselor/principal visit           x
Hanna Horch                          ESL Mentoring                   X                    Mentor meeting with a new teacher   x
Micah Towns                          ESL                             X                                                        X
Terri Arnett                         NE Region                       X                    9th grade academy                   X
Lischa Brooks                        NE Region                       X                    Meeting with Asst. Principal        X
H. Garvy                             MCS Speech/Path                 X                    Therapy for students                x
Marion Jones                         MCS Sped                        X                    Monitoring of files                 X
Linda Haynes                         MCS Sped                        x                    Monitoring of files                 x
Ella McNeamen                        MCS Sped                        x                    Monitoring of files                 x
E. Gonzales                          MCS PT                          X                                                        x
Cheryl Ross Willliams                Student Support                 X                    Principal/Envoy                     x
Barbara Logan                        Student Support                 X                    Principal/Envoy
Dr. Carolyn Graham                   Compliance                      x                    TSIPP                               X          X       x
                                     Coordinator
Jean Sharpe                          Executive Director     x                             TSIPP
                                     of Accountability
Joyce Mitchell                       ASD Director                    x                    TSIPP                               X          X       X
Jada Askew                           Striving Schools                x                    TSIPP                               X          X       X

Tennessee School Improvement Planning Process                                                       Page 135 of 136
                                     Academic
                                     Coordinator
Michellle Adair                      Counselor          X          TSIPP                      x   X   X
Terry Ross                           Student Support    x          Principal/Envoy            x

                                     Kingsbury High School Technical Assistance Report




Tennessee School Improvement Planning Process                               Page 136 of 136

				
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