Southwind High School - Shelby County Schools · Trinka Tate N Professional School Counselor Component 5 Chair . ... Angelia Dixon Attendance Secretary N ... Tina Scott Teacher N

Tennessee School Improvement Planning Process (TSIPP)

Southwind High School

Tennessee Department of Education Commissioner Kevin Huffman

School Year: 2010-2011

Southwind High School Improvement Plan 6/2/11 9:33 PM Page 2

Tennessee School Improvement Planning Process (TSIPP)

Assurances I certify that Southwind 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


Component 1a - School Profile and Collaborative Process

SIP Leadership Team Member Name

Leader-ship

Chair? (Y/N)

Position Name of Subcommittee(s) (when applicable)

Susan Vaughn Y Principal SIP Chairperson

Christopher Hardiman N Vice-Principal SIP Co-Chairperson

Beverly Barbee N Assistant Principal Component 1a and 1b - Chair

Tomeka Sparks N Teacher/Administrative Intern Component 1a and 1b – Chair

Rodney Smith N Assistant Principal Component 2 Chair

Leanna Cerbu N Teacher/Administrative Intern Component 2 Chair

Michael Evans N Assistant Principal Component 3 Chair

Lynette Gilbert N Teacher Component 3 Chair

Erin Luster N Title I Facilitator Component 4 Chair

Christopher Hardiman N Vice Principal Component 4 Chair

Jason Harris N Assistant Principal Component 5 Chair

Trinka Tate N Professional School Counselor Component 5 Chair


Component 1a - School Profile and Collaborative Process Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name Position Chair

Beverly Barbee Assistant Principal Y

Tomeka Sparks Teacher/Administrative Intern Y

Kim Barron Teacher N

Garitha Bland Teacher N

Christy Boggan Teacher N

Marketa Brown Teacher N

Edward Charbonnet Teacher N

Sharon Doss Teacher N

Makeba Duncan Guidance Office Secretary N

Andrew Earle Teacher N

Denise Fisher Prevention Liaison Counselor N

Reginald Harris Teacher N

Barbara Carter Teacher N

Marcus Johnson Teacher N

Maria Lozano Teacher N

Cedric Miller Teacher N

Jolinea Pegues Exceptional Education Teacher N

Christa Phillips Teacher N

Debbie Craft Teacher N

Chilufya Safaa Teacher N

Debra Yates School Financial Secretary N

Mary Easter Teacher N

Karen Williams Parent N

Quimani Watson Student N

Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES NO

Subcommittee 1 Chair Signature


Subcommittee for COMPONENT 2 Beliefs, Mission and Vision


Rodney Smith Assistant Principal Y

Leanna Cerbu Teacher/Administrative Intern Y

Alisa Gardner Teacher N

Ariane Kavass Teacher N

Christopher Cook Professional School Counselor N

Zachery Cannon Teacher N

Angelia Dixon Attendance Secretary N

Jennifer Eisert Exceptional Education Teacher N

Jennifer Hester Exceptional Education Teacher N

Thomas Appling Teacher N

Sara Elrod Teacher N

Christopher Jones Teacher N

Jewell Gates Teacher N

Prudeen Purifoy School Secretary N

Tammy Cable Teacher N

Reginald Harris Teacher N

Zina Johnson Teacher N

Christopher Maley Teacher N

Freda Fields Teacher N

Camilla Jones Teacher N

Tina Scott Teacher N

Mary Stock Teacher N

Jesica Conejo-Galan Teacher N

Sandra Miller Cafeteria Manager N

Janice Sanders Exceptional Education Paraprofessional N

Toni Stewart Parent N

Danielle Adams Student N

Component 2 Subcommittee has met to address critical

components of the SIP and minutes are on file. YES NO



Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness


Michael Evans Assistant Principal Y

Lynette Gilbert Teacher Y

Barton Thorne Teacher N

Leigha Walton-Bayne Teacher N

Cheryl Johnson Teacher N

Katherine Wehr Teacher N

Leanna Cerbu Professional School Counselor N

Keith Webb Teacher N

Adrian Hussey Teacher N

Erica Porter Teacher N

Asa Johnson Exceptional Education Teacher N

Rachel Brown Teacher N

Kim Ware Teacher N

Michael Tucker Teacher N

Paul Edwards Teacher N

Kevin Campbell Teacher N

Alex Favazza Teacher N

Michael Kelly Teacher N

Cameron Nicol Teacher N

Penelope Jones Teacher N

Levolyn Williams Teacher N

Freddie Edwards Plant Manager N

Lesonya Newson Parent N

Darrien Key Exceptional Education Paraprofessional N

Sandra Perkins Exceptional Education Secretary N

Patricia Hughes School Counseling Clerical N

Charlie Powell Student N

Latarsha Shaw Parent N


YES NO



Subcommittee for COMPONENT 4 Action Plan Development


Erin Y. Luster Title I Facilitator Y

Christopher Hardiman Vice Principal Y

Sarah Kelly Teacher Y

Jason Middlekauff Teacher N

Fredricka Vaughn Teacher N

Cindy Williams Teacher N

Chiffonye Cobb-Mack Teacher N

Lillian McCranie Professional School Counselor N

Jamila Fulton Teacher N

Morgan Burton Teacher N

Genita Bell Exceptional Education Teacher N

Pamela Prater Exceptional Education Teacher N

Brett Heinrich Teacher N

Denna Harris Teacher N

Cedric Miller Teacher N

Lidia Carter School Librarian N

Tejwana Hinton Teacher N

Nathan Lee Teacher N

Erica Mayes Teacher N

Kimberli Ware Teacher N

Carol Bender ESL Teacher N

Michael Greer Plant Manager N

Surina Dixon Teacher N

Leland Kirkendoll Exceptional Education Paraprofessional N

Chrise Miller Discipline Secretary N

Shawanda Humes Exceptional Education Paraprofessional N

Karen Williams PTSA President/Parent N

Jessica Aytchan Student N


YES NO



Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation

Member Name Position Chair Jason Harris Assistant Principal Y

Trinka Tate Professional School Counselor Y

Bennie Odom Teacher N

Staci Plessala Teacher N

Louis Shelton Teacher N

Traci Davis Teacher N

Jokita Croom Teacher N

Sondra Long College and Career Counselor N

Brandi Malone Teacher N

Kris Harman Teacher N

Amie Williams Teacher N

Louis Johnson Teacher N

Colette Parks Teacher N

Tamika Collins Teacher N

Stephanie Chatman Teacher N

Marcus Johnson Teacher N

Terry Abplanalp Teacher N

Melissa Duncan Teacher N

Dorothy Ewing School Librarian N

Joy Parks Teacher N

Joy Haynes Teacher N

Christin Reese Teacher N

Cynthia Kennedy Exceptional Education Paraprofessional N

Almira Cobbins Exceptional Education Paraprofessional N

Judith Roberson Attendance Clerical N

Ralphael Hayes ISS Monitor N

Mona Carrell Parent N

Bobby Barnes Student N

Component 5 Subcommittee has met to address critical

components of the SIP and minutes are on file. YES NO



Component 1a - School Profile and Collaborative Process Collection of Academic and Nonacademic Data and Analysis/Synthesis In order to assist with planning and sustaining our school improvement initiatives, we considered the learning needs and characteristics of the students, the school, and the community. The following data was collected and analyzed regarding the school’s historical narrative and characteristics, student characteristics, and staff characteristics. Data Source Relevant Findings Census Bureau Report Community data from the 2000 United States Census

consists of a majority-minority area with African Americans being the largest ethnic group. The average median income, the average education level, and the average home prices were revealed through this document.

Student Enrollment Our student enrollment has been above district projections for the last three school years. Current enrollment at Southwind High School is 1,910.

Lunch Eligibility Fifty-four percent of our students receive free or reduced lunch.

TCAP/Gateway/ACT Data

We have met all AYP parameters on the Gateway mathematics, language arts, and science examinations for the past three years. American College Test (ACT) scores show that our students still fall below the district and national averages.

School Climate Surveys/Title I Surveys, Fall 2009 and Spring 2010

The staff, parents, students, and community members stated that the school excels in the following areas: the availability of student grades on the Internet, evidence of high expectations for all student learners, access of students to technology and other media outlets, safety of the school and learning environment, evidence of inclusionary practices in daily instruction, and the school curriculum design meets national and state standards across the curriculum. The school needs to improve in the following areas: the preparation of students for the technological society, promotion of an environment that creates and supports student responsibility, and the need for more attention in raising student performance on the American College Test.


1.3.2: Narrative and Analysis of Relevant School and Community Data Historical Narrative

Southwind High School, a citadel of student achievement and academic

excellence, is the newest Shelby County High School that has made a significant impact

in its short three-year history. In 2005, the Shelby County School Board of Education

and the Memphis City Schools Board of Education co-purchased the sixty-two acre

school site at the corner of Shelby Drive and Hacks Cross Road in an unincorporated

area of Shelby County, Tennessee, known as Southwind. This area is in the City of

Memphis’ reserve annexation area, which means that City of Memphis will eventually

incorporate the school into its jurisdiction. The school was built with funding from both

districts, with a principle understanding: the school was to become the property of the

county school board until the City of Memphis annexes the area. After the annexation

of the area by the city, control of the school would then be turned over to the Memphis

City Schools Board of Education. With this understanding in mind, both boards of

education agreed in principle to a joint venture to finance the construction of the $36

million dollar school site beginning in the summer of 2006.

Although there are several controversial theories behind the construction of the

school, the construction of Southwind High School served the county school board’s

needs in three aspects. First, based on the overcrowding of Germantown High School

and Houston High School, the board transferred the students who resided in

unincorporated southeast Shelby County to Southwind High School. The board created

the transfer of students to lower classroom size and to reduce the student population at

Germantown High School and Houston High School. As well, officials built Southwind

to end daily hour-long bus commutes to and from both Germantown High School and

Houston High School by students, which was an area of major concern of parents and

community members in the southeast Shelby County area. Most importantly, the school

would meet the board of education’s vision of implementing community schools, where

students would go to a school within their local community or neighborhood.

The official groundbreaking ceremony occurred on March 25, 2006, on the

current school site, which was attended by members of the Shelby County Schools

Board of Education, the Memphis City Schools Board of Commissioners, the Shelby


County Board of Commissioners, parents, students, community members, staff, and

faculty. After the groundbreaking ceremony, the Board of Education announced that the

school would open with grades nine and ten during the 2007-2008 school year.

To prepare for the inaugural year of the school, Southwind Middle School

students were given the opportunity to name the new high school; the seventh grade

students would eventually select the name Southwind High School. In the summer of

2006, the board of education named Mrs. Linda Patterson as the first principal of

Southwind High School. Under her leadership, Mr. Christopher Hardiman was named

the first vice principal. Throughout the 2006-2007 school year, Mrs. Patterson and Mr.

Hardiman were based at Houston High School and Germantown High School, where

they worked to open the school and to establish relationships with ninth graders at both

schools that would later be Southwind High School’s first graduating class in May 2010.

During the spring of the 2006-2007 school year, Mrs. Patterson and Mr. Hardiman met

with students at the two feeder middle schools - Germantown Middle School and

Southwind Middle School – as well as the ninth grade students at Germantown and

Houston High Schools to select the school mascot and school colors. As a result of the

vote, the students overwhelmingly selected the jaguar as the school mascot, and they

selected the school colors to be purple and black.

Over the summer of 2007, Mrs. Patterson employed two assistant principals, two

grade level counselors, forty-five teachers, two exceptional education

paraprofessionals, six clerical professionals, and two plant managers. Although the

school was originally projected to have 620 students the first year, the school opened

with 974 students the first year. As a result, three more faculty members were hired to

assist the school in lowering the class sizes in grades nine and ten. Also, the entire

building was not completed, and the school day activities took place in phase one of the

building, which included the two-floor, four wings of classroom space, along with the

school cafeteria and augmented spaces for administration offices and the library. For

the first school year, Mrs. Patterson placed emphasis on building a strong academic

program that was undergirded by a safe learning environment. Teachers worked to

create and build a culture that promoted student achievement, and they placed

emphasis on the social development of the student body. As a result, Southwind more


than exceeded annual yearly progress in mathematics, language arts, and science, and

students began to take a sense of pride in their school and their academic abilities. An

example of this student pride was evident in the charter of the school’s Beta Club;

during April of 2008, the school inducted thirty honor students of the class of 2010 into

the academic honors organization in a small ceremony at East Win Christian Church in

the Southwind community.

During the late spring of 2008, Mrs. Patterson announced her retirement as

principal from Southwind High School after thirty-three years of service to the Shelby

County School system. After her retirement and a conducive search for a new principal

by the Shelby County Schools Board of Education, the board named Susan Vaughn,

the district director for alternative education at that time, as the second principal of

Southwind High School.

During the 2008-2009 school year, the Southwind High School’s entire building

was opened to the school community; the completed building would now be comprised

of modern science labs, three computer labs, the largest gymnasium in the state of

Tennessee, a state of the art auditorium, advanced media center, an athletic complex

for football, softball, and track, and administrative offices that would house the main

office staff, the school counseling staff, and the attendance staff. The school opened

with four assistant principals, four grade level counselors, a college and career

counselor, a prevention liaison counselor, eighty teachers, eight special education

paraprofessionals, ten clerical professionals, and two plant managers. Continuing in the

tradition of her predecessor, Ms. Vaughn continued to focus on building a rigorous

academic program that was both relevant and demonstrated relationships to students.

As a result, the school adopted the motto eloquently created by the fine arts chair and

drama teacher, Mrs. Chiffonye Cobb-Mack: “Raising the Standard of Excellence: One

Student At A Time.” This new motto would prove correct as the students of Southwind

High School again exceeded annual yearly progress gains in mathematics, science, and

language arts. Moreover, the eleventh grade students surpassed the state average on

the TCAP Writing Examination. To further the ideals of excellence, the school chartered

a chapter of the National Honor Society and inducted fifteen juniors as charter

members. Moreover, the school created an ACT 30+ Club, an organization meant to


honor students who score a composite score of 30 or above, and have scored 30 or

above in a given academic battery of this important college admissions test; nine

students were inducted into the organization.

Currently, the school serves 1,910 students, with 93% of the population being

African American. As of the 2010-2011 school year, the school’s new middle school

feeders are Highland Oaks Middle School and Lowrance Elementary School. In years

past, our main middle school feeders were Germantown Middle School and Southwind

Middle School.

The school continues to foster values that would support a safe learning

environment that focuses student attention toward academic excellence. The school

encourages students, teachers, and parents to discuss academic and social issues that

impact the school community. Moreover, the school stakeholders discuss and

collaborate to implement strategies to assist the student success rate on state and

national mandated assessments and in the school’s rigorous curriculum. These

strategies include the after school tutorial program; ZAP (Zeros Aren’t Permissible),

which is an intervention program that would allow students who earned zeros to gain

the opportunity to recover these detrimental grades; and the creation of the school’s

Ninth Grade Jaguar P.R.I.D.E. (Personal Responsibility In Developing Excellence)

Academy, which focuses on transitioning ninth graders into high school. To further

support the instructional program, the board assigned an exemplary educator to assist

teachers with teaching strategies and to assist first year teacher acclamation to the

rigors of the classroom. Furthermore, the school is also supported by a district

assigned curriculum technology teacher and a supportive technology specialist to assist

teachers with the implementation of technology into the curriculum.

The school also works closely with parents, students, and community members

to ensure the safety of all students on campus. To encourage school safety, the school

administration works closely with the Shelby County Sheriff’s Office and Trust Pays, a

division of Crime Stoppers, to ensure student safety. In addition, the school, in

collaboration with the SHS Parent, Teacher, Student Organization, created Man-Up,

which are fathers and grandfathers who have teamed up to monitor the daily opening of

school and athletic and extracurricular events at the school. The school is still under the


leadership of Ms. Susan Vaughn, and her administrative team consists of the following:

Mr. Christopher Hardiman, Vice Principal; Ms. Beverly Barbee, Assistant Principal; Mr.

Michael Evans, Assistant Principal; Mr. Jason Harris, Assistant Principal; and Mr.

Rodney Smith, Assistant Principal. Southwind High School became a Title I school

during the 2010-2011 school year; the Title I Facilitator is Ms. Erin Luster.

Community/School Characteristics

According to the 2000 United States Census, the Southwind community

consisted of 23,829 residents. Of this number of residents, fifty-four percent of the area

is consisted of African Americans, Asians, and Hispanic citizens. Moreover, the overall

median household income for the area is $63,831. Southwind High School is

surrounded by subdivisions that are primarily made of one story to two story dwellings.

The average median price for homes in the area is $138,000. 7,057 residents own their

homes, while 1041 homes are considered rental properties. 2000 U.S. Census results

also reveal that over 94% of all residents have earned a high school diploma, while 39%

of residents have earned a bachelor’s degree or higher.

However, school officials have seen trends that this data has changed. Since the

opening of the school, there has been a sharp decline in the local, state, and national

economy, which has caused a significant increase in the number of foreclosures in the

area and a decrease in income reported by parents. In addition, the school’s population

has seen an influx of new economically disadvantaged students by the rise in

occupancy of a federal section eight apartment housing community across from the

school campus. As a result of these two profound issues, the school has had to

creatively seek ways to finance educational initiatives with some parental financial

support since its inception.

As for the school’s physical plant, Southwind High School is second largest state

high school in the state of Tennessee. The facility contains over 100 teaching stations,

72 classrooms, three computer labs, seven laptop carts containing 285 laptop

computers, seven science labs, a physical education and a varsity gym, which seats

1,780 people, specialized career/technical spaces, and fine arts spaces including choral

and instrumental music, drama and TV production. The organizational structure of


Southwind consists of two floors that house five wings of classrooms. Upon entrance to

Southwind, the main office, guidance office, and attendance office are readily available

to visitors. There is also a state of the art auditorium that seats 972 people and a library

that contains a computerized card catalog and over 1,000 volumes.

The school year follows a traditional school calendar of 200 days of classes with 180

allocated for instruction. The remaining days are designated for in-service and staff

development. The school day begins at 7:00 a.m. with teachers arriving by 6:45 a.m.

and ends at 2:00 p.m. The regularly seven scheduled classes meet for 45 minutes with

a six-minute interval between classes. Teachers are required to stay on campus until

2:25 p.m., although many stay later to sponsor extracurricular events and to tutor.

Currently, Southwind High School offers a diverse curriculum that meets the

needs of all students. Southwind High School offers courses in all of the academic

areas that are required for students to complete their graduation requirements, in

addition to a myriad of electives. Currently, there are two sets of graduation

requirements for students at Southwind High School. For the classes of 2010 – 2012,

these students still follow the three-path system towards graduation. The students need

twenty credits to graduate in either the university or technical path, while students who

are on the dual path (a combination of the university and technical path) need twenty-

one credits to graduate. During the 2009-2010 school year, graduation requirements for

the class of 2013 along with subsequent classes changed. Under the new Tennessee

Diploma Project guidelines, the number of credits to graduate increased from 20 credits

to 22 credits. As a result, all students under the new regulations are required to

complete 4 credits of Math, 4 credits of English, 3 credits of Science, 3 credits of Social

Studies, 1.5 credits of Wellness/P.E, 0.5 credits of Personal Finance, 2 credits of

Foreign Language, 1 credit of fine arts, and 3 focused credits of elective courses.

In order to meet the needs of ninth graders transitioning into high school, the

school created a small learning community to address these issues. The Southwind

High School Jaguar P.R.I.D.E. (Personal Responsibility In Developing Excellence)

Academy was established during the 2009-2010 school year. Located on the first floor

of the building, freshmen are placed in a structured environment with a common team of


core teachers for their academic classes. In addition, students have opportunities to

take electives outside of the academy.

The academy consists of approximately 500 students, four English teachers, four

mathematics teachers, four science teachers, four social studies teachers, one

professional school counselor, and one school administrator. The goals of the academy

are to increase student accountability to strengthen academic and social engagement,

to increase involvement in extracurricular activities by freshmen students, to increase

positive and responsible behavior, to increase attendance rates, increase proficiency on

all assessments, and to increase the school’s four-year graduation rate. Since its

inception we have seen some positive signs that encourages all stakeholders to believe

that this SLC succeeds in meeting student needs.

For our academically advanced students, Southwind High School provides an

academic honors program to prepare students for the rigor of the school’s advanced

placement and dual enrollment courses. Students who are interested in taking honors

classes must meet a required grade average to enter the courses and must obtain a

recommendation from their teacher. Students who are incoming ninth graders are

placed in honors classes based on their middle school assessments and grade

averages during their eighth grade year. Southwind High’s Honors courses currently

include Honors English 9, Honors English 10, and Honors English 11; Pre-Calculus

Honors, Algebra II Honors, Unified Geometry Honors, and Algebra I Honors; Biology

Honors and Chemistry Honors; World Geography Honors and World History Honors;

and Spanish I, II, III, and IV Honors, French I, II, III, IV Honors, and Latin I, II, III and IV

Honors.

For students who are serious about college preparation, Southwind High

School’s Advanced Placement and Dual Enrollment program consists of college-level

courses and exams that give high school students the opportunity to receive college

credit and enroll in a rigorous course of study. AP courses are introductory or second

year courses that allow students to explore a subject in depth. SHS’s AP classes

currently include AP English 11 (Language and Composition), AP English 12 (Literature

and Composition), AP Calculus, AP Statistics, AP Biology, AP Chemistry, AP Human

Geography, AP US History, AP Macroeconomics, and AP American Government.


Students who are enrolled in AP are required to take the AP examination.

In conjunction with the University of Memphis, Southwind High School offers dual

enrollment courses in English, which will offer students the unique opportunity to enroll

in postsecondary classes and earn credit that counts toward high school and college.

The requirements for this course is that the student must be a rising senior with a

minimum of a 3.0 grade point average and a minimum of a 3.0 cumulative grade point

average and a minimum of a 21 on the English portion of the ACT. Students who meet

these requirements are eligible to receive a dual enrollment grant from the Tennessee

Student Assistance Corporation that will cover 85% of the costs for the course.

To ensure that the school maintains a safe and nurturing learning environment,

the school has developed a School Emergency Response Plan for all members of the

school community to follow in the event of a crisis; this emergency plan includes a

School Emergency Response Team. Southwind High School’s team consists of six

administrators, two faculty members, a school nurse, and a plant manager. The two

faculty members have been trained in American Association CPR. Our school has an

AED (automated external defibrillator) and select teachers have been trained to use this

equipment. Southwind High School has 48 security cameras that are monitored by our

two School Resource Officers that are provided to the school by the Shelby County

Sheriff’s Department. The SRO’s constantly monitor the cameras to protect the staff

and students in case of the unlikely event that may disturb the educational environment.

Each teacher has a black emergency first aid bag in his or her classroom, which

is ready to use in the event of an emergency; these bags are equipped with first aid

supplies, water, class rosters, and light snacks. Southwind High School has monthly fire

drills, as well as emergency tornado as mandated by law. As well, all faculty members

are required to view and to be trained on blood-borne pathogens in case of accidents

and are trained in Suicide Prevention/ Intervention training yearly.

The Southwind High School Parent Teacher Student Association was chartered

in May 2007. It began with thirty charter members with a goal to achieve 100% parent

and teacher membership. There are currently twelve members on the Executive Board

of Managers. The PTSA holds ten monthly Board of Managers meetings annually in

addition to four required General Membership meetings for students and parents.


The PTSA is active in several school and community programs throughout the

year. Some of the community programs include: The Southeast Neighborhood Forum,

Community Health Fair, and the “Man-Up” Volunteer Program. There are forty-two

members in Man-Up, including firefighters, paramedics, police officers, retirees, and

members of the military. The volunteers work tirelessly in any capacity required,

helping with the arrival of students in the morning, dismissal at the end of the day,

sporting events, dances, and even school emergencies.

The school programs include: “The College Bound and How the Financial Aid

Process Works,” Parent Volunteer Breakfast, College and Career Expo, and Teacher

Appreciation Week. The PTSA is also involved in many national programs such as:

American Education Week, Red Ribbon Week, National Safe Teen Driver Week, and

PTA Healthy Lifestyles Month.

The Southwind High School PTSA circulates a monthly newsletter in order to

showcase important dates and events and keep parents and stakeholders updated on

pertinent information. The PTSA also issues “Email Alerts” for members. The PTSA

has had 100% membership for two consecutive years. They received third place for the

High Percentage Increase Awards. They have also received the Tennessee PTA

Leadership Achievement Award for two consecutive years.

As far as the business aspects of the school, the school’s budget is allocated

from money provided from the district budget to fund the Basic Education Program. The

school per pupil expenditure is $8,198 for Southwind High School. The school

distributes its allocated funds for the budget in the following manner:

Direction of Funds Spent Money Allocated

Percentage of

Budget Used

Classroom $ 224,227,189 59.7%

Classroom Support $ 27,401,384 7.3%

School Administration $ 25,336,547 6.7%

Central Staff $ 5,409,726 1.4%

Central Services $ 19,206,439 5.1%

Operations $ 20,376,915 5.4%

Maintenance $ 7,179,628 1.9%

Transportation $ 10,868,337 2.9%


Technology $ 12,942,764 3.4%

Capital Outlay $ 5,555,000 1.5%

Nutritional Services $ 17,114,554 4.6%

TOTAL BUDGET $ 375,618,483 100.0%

Coordination and Integration of Federal, State, and Local Services

General instructional resources and materials (textbooks, handouts, ancillaries,

classroom materials) are purchased primarily out of the general fund but are

supplemented with Title I dollars. Compass Learning for students is funded entirely by

general system fund dollars. In 2010 the student computer lab was updated through

Title I funds, but the faculty laptops were updated with general funds. Additional laptops

and carts were provided through Title I funds. Additionally, ARRA funds have been used

to supplement instructional materials.

The Free and Reduced Lunch Program at SHS provides breakfast and lunch for

the students who are currently in the program. The Perkins Grant helps students in the

Career and Technical classes by funding equipment, materials, and other necessary

requirements for the class, such as coveralls for the auto mechanics. Many of the

special education students participate in the CTE classes and benefit from the funding,

as do the students in the ESL program.

Title I funds are used to provide supplemental materials, resources, technology,

books, and assessment programs, such as Discovery Assessments and ACT Prep.

Ongoing professional development for teachers and student awards and recognition are

funded through a combination of general system and Title I funds.

Student Characteristics

Student Populations by Ethnicity

African - American

Hispanic -American White Asian-

American

American Indian/

Alaskan Native

Pacific Islander/

Native Hawaiian

Male Female Male Female Male Female Male Female Male Female Male Female

850 924 49 47 8 5 8 10 4 1 0 1


Student Population By Grade

Grade White Hispanic- American

Latino

Asian- American

Black or African

American

American Indian or Alaskan Native

Pacific Islander or

Native Hawaiian

Total

9th 6 36 4 471 1 0 519

10th 3 17 4 418 0 0 443

11th 2 21 5 437 3 0 469

12th 2 22 5 448 1 1 479

Total 13 96 18 1774 5 1 1910

Southwind High School serves the needs of special needs students. 188

students (9.84% of the school population) receive exceptional (special) education

services. The school offers different levels of classes. The school offers moderate

expanded resource courses to students in grades 10-12 to support their diverse

learning and behavioral challenges; this level of service offers students who qualify to

earn a regular diploma, while taking remedial math, science, social studies, and

language arts courses and career and technical courses. Southwind High School also

offers the functional skills and adaptive functional skills setting for those students with

multiple handicaps that challenge their learning and physical abilities. A teacher and

two special education paraprofessionals work in the FS and AFS classroom, and these

students also receive services from the physical therapist, occupational therapist, and

speech pathologist that are provided by the district.

The exceptional education department also offers the APEX program for gifted

students in the ninth grade. Although the students’ needs are met by the honors

curriculum in the ninth grade academy, an APEX teacher/case manager is assigned to

advise students and parents on their individual education plan goals. All APEX services

terminate at the end of the ninth grade year.

The school currently has 55% of its students who receive free and reduced lunch

services daily.

Strategies to Provide Assistance to Students Experiencing Difficulties

Students who have difficulties mastering standards are provided assistance in

several ways. Foremost, tutoring is widely available through the state funded extended


contract program, as well as by teachers who offer tutoring without the ECU. In

conjunction with tutoring, students may gain extra help in the course recovery lab using

the Compass Learning software in preparation for state mandated exams.

Students who fail the first semester of English 10 or Algebra I and who

demonstrate severe deficiencies as evident in the Discovery Education Assessment

data have the opportunity to retake the first half of the course during the fall in order to

learn the material before proceeding to the second half for which they have no

foundation. SHS offers the first half of the class during the second semester. This helps

students learn the material and gain confidence in the subject area before moving into

the second half of the course.

School counselors monitor students’ grades at the interim of each semester and

on each report card. Counselors meet individually with students who are making low

grades to discuss tutoring opportunities and a plan for improvement.

SHS utilizes an Math coach to improve overall instruction and to support

struggling learners in those subject areas pertaining to core mathematical skills.

Staff Characteristics

As education and research advance, Southwind teachers keep involved and

informed by attending state and national conferences, by attending district and school

mandated professional development sessions, and by viewing webinars that emphasize

best teaching and instructional practices. Numerous teachers participate in leadership

positions. The teachers serve on the school leadership team as department chairs, and

twenty-five teachers were elected by their peers to serve on Teacher Advisory

committee, which serves as a board for teachers to voice concerns to the school

administrative team. Teacher leadership relevant at the district level can be recognized

with membership in the Shelby County Education Association.

Southwind High School has ninety-nine teachers, six paraprofessionals, nine clerical

workers, five counselors, six administrators, and seven other members on staff that

includes librarians, school resource officers, and custodians. No Southwind teacher

teaches a course that is outside of his or her area of certification. A large percentage of

teachers and staff members hold advanced degrees at Southwind High School. Forty


percent of teachers have a Master’s degree, five percent have an Education Specialist

degree, two percent of teachers have a J.D., and one percent of the teachers have an

Ed.D or Ph.D. Among the paraprofessional staff members, six percent have a high

school diploma and three percent have associate degrees, and thirty-nine percent have

Bachelor’s degrees. Females comprise the majority of the staff at seventy percent, while

males make up thirty percent of the staff. With regards to ethnicity, fifty-six percent of

the faculty and administrative staff are black, 42% is white, 2% is Hispanic, and 1% is

another ethnicity. Twenty-two percent of the teaching staff has tenure status while the

remaining 78% are working towards that goal. In order to gain tenure, all teachers are

evaluated through the usage of the state of Tennessee’s Framework for Evaluation and

Professional Growth Model.

Southwind High School has a faculty and administration of varying years of

experience. Twenty-six percent of the faculty have between three and five years

experience, 25% have 0-2 years, 24% have 5-10 years, 12% have 11-15 years, 5%

have 16-20 years, and 8% have twenty or more years of experience. Fifty-eight percent

of the faculty and administrative have been in his or her current position for 0-2 years.

Thirty-five percent has been in his or her current position for 3-5 years, 5% for 5-10

years, 2% for 11-15 years, and 1% for 20 years or more. Twenty-two percent of the

teaching staff has secured his or her tenure status, and seventy-eight percent of the

staff is comprised of new teachers. Ninety-five percent of teachers at Southwind are

highly qualified as categorized by the State Department of Tennessee.

Attracting Highly Qualified Teachers Southwind employs the following strategies to attract and maintain high quality and

qualified teachers:

• Support uncertified personnel to gain certification through Praxis Licensure.

Testing requirements and educational graduate school opportunities.

• Build relationships with local colleges and universities to participate in student

teacher internship programs.

• Provide on-going professional development.

• Provide professional development opportunities during faculty meetings and

during after school activities.


• Ensure that all teaching faculty accurately maintain a teacher professional

development log.

• Encourage and support teachers in attending local, state, and national

professional development.

• Continue the teacher-mentoring program for all new faculty to the school.

• Assign mentors to all new first year teachers.

• Establish networks to build capacity between teachers, students, and parents.

• Establish Professional Learning Communities.

• Provide the latest technology to our teachers to prepare then to 21st century

instructors.

• Provide on-site computer training for teachers.

• Lower the teacher/pupil ratio when possible through grants and Title I Funding.

• Provide common planning time.

The school year follows a traditional school calendar of 200 days of classes with 180

allocated for instruction. The remaining days are designated for in-service and staff

development. The school day begins at 7:00 a.m. and ends at 2:00 p.m. Teachers are

required to report fifteen minutes before school starts. The school master schedule is

built with five fifty-five minute periods with a lunch period that is ninety minutes in length.

Teachers are required to stay on campus until 2:25 p.m., although many stay later to

sponsor extracurricular events and to tutor.

High Quality and Ongoing Professional Development

Along with the professional development activities presented by Shelby County

Schools, SHS provides extensive and on-going professional development for teachers

and administrators.

Red Cross First Aid, CPR (cardio pulmonary resuscitation) and AED (automatic

external defibrillator) training is offered to the faculty and staff of SHS. Courses in First

Aid as well as training to the faculty and staff each year in blood-borne pathogens and

hazardous chemicals. Also, the School Emergency Response Team (SERT) Members

are added every year.


High-quality, ongoing professional development is offered through both required

and optional sessions each semester online, onsite, and off campus. Topics and

conferences for the 2010-2011 school year include the following:

• PD360: All Means All: What is it about me you can’t teach?

• Professional Learning Communities at Work (book study)

• Compass Learning

• PLC Capacity Building Sessions

• AP College Board Training

• Aspiring Administrators Academy

• PD360: Professional Learning Communities

• PD360: Quality Secondary Teaching for Classroom Success

• Discovery Education Streaming

• Discovery Education Assessment Training

• How To Backup Your Laptop

• Promethean Clicker Basics

• iweb

• iMovie Presentations

• Nettrekker

• Atomic Learning

Professional development activities also include conferences SHS faculty and staff have

attended, such as the Urban Conference on Differentiated Instruction, and numerous

other professional development workshops.

Average pupil-teacher ratio The pupil-teacher ratio is set by the state of Tennessee for high schools.

Southwind High School utilizes these ratios to develop class sizes during the summer

months. Although these ratios are used, the average pupil-teacher ratio varies by

department and course size.

General Education Courses 1:35

Career and Technical Course 1:20

Special Education 1:15


Teacher Inclusion in Assessment Decisions

Assessment decisions by the administration are made as part of the site-based

management at SHS. The principals meet regularly with teachers to discuss the

programs used to assess student learning. Currently Discovery Education and

Compass Learning are being used for English I, English II, Algebra I, and TCAP Writing

Assessment for grades 11 and 12. Teachers communicate with the principal and Title I

facilitator to request purchases and provide input for improving student performance

and instructional programming. With teacher input programs are purchased to enhance

the assessment and analysis of all sub categories for the state tests, as well as for the

overall improvement or decline in the percentage of advanced and proficient students.

End of Course Coach workbooks are typically purchased for Algebra I, Biology I, and

English.

Teachers are also involved with the analysis and disaggregation of test scores

when they are received from the State Department. Based upon the findings of these

scores, the subject-specific departments work collaboratively to determine whether the

school should continue or expand upon the current measures in place that were

intended to enhance instruction and student success based upon their effectiveness as

revealed in the test results.

New courses and training are continually researched to help teachers in the

instructional program and in ways to better prepare students for the state tests and for

the College Board exams, as well to help them achieve a better understanding of the

subjects.

All purchased assessment programs, as well as all curricular measures, are

maintained, discontinued, or expanded in accordance with decisions made in the

teacher-administrator meetings.

Strategies to Increase Parental Involvement Much of SHS’s strategy for increasing effective parental involvement stems from

the school’s Parent Involvement Policy, Parent Involvement Plan, and School-Parent-

Student Compact developed jointly with the PTSA and ratified by the parents at the fall


Title I Meeting. SHS desires to increase parent involvement through parents’ active

participation in the PTSA and through Title I programs. Title I sponsors different events

at the school, including the College and Careers Fair, Financial Aid Night, and other

events important to the students.

Parents are also invited to serve on the TSIP Committees and are notified via

phone calls, emails, and with postings on the school calendar of the meeting dates and

times which often meet after school hours.

Open House, Honors & Advanced Placement Informational meetings and Parent

Conference Nights are also opportunities for parents to be involved in the school

programs, as well as other annual activities, such as the Title I Information Sessions.

Information is posted on the school website and online calendar. Occasional auto-call

messages are also sent to parents at home in the evenings after 6:00 PM.

From Southwind High’s web page, parents have access to all teachers’ and

administrators’ email addresses and are free to email any questions or concerns they

have. This involves many parents who may not otherwise contact the school. Likewise,

through accessing PowerSchool grades, parents can monitor their student’s progress

from anywhere they may travel, as well as use the email link therein.

SHS actively solicits parental involvement in conjunction with students’

disciplinary issues. This is an effective strategy to get the parents involved and to help

the student.

Freshman Transition Program Southwind High School has a transition program to help bridge the gap for

students transitioning from middle school to high school that begins with visits to the

feeder elementary and middle schools and continues through the students’ Freshman

year of high school. This program takes works closely with the freshmen to provide the

support that new students need to be successful at SHS and beyond their high school

careers.


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

Variety of Academic and Non-Academic Assessment Measures

1.4: Variety of Academic and Non-Academic Assessment Measures

List of Data Sources

Non-Academic Data Academic Data

• Attendance Data

• Discipline Data

• Graduation Rate

• Highly Qualified Teacher Data

• School Improvement Survey Results

1. Teacher Surveys

2. Student Surveys

3. Parent and Community Surveys

4. Parent Title I Survey

• No Child Left Behind Report

• TCAP Writing Examinations Results

• TCAP End of Course Examinations Results

• PSAT Results

• ACT Results

• PLAN Results

• Discovery Learning Results (ThinkLink)

• Formative and Summative Assessments

• Advanced Placement Test Results

• Tennessee Value Added Assessment Score

Results (TVAAS)

• TN School Report Card Data


Southwind High School Yearly Attendance Average

Data Analysis and Collection:

The data collected clearly demonstrates that there has been a decline in student

attendance since the school opened its doors in 2007. The attendance rate has dipped

5% over the past three years from 93% in 2007-2008, to 92% in 2008-2009, and to 88%

as of March 2010 for the 2009-2010 school year. The school met the state mandated

goal of 93% during the school years of 2007-2008 and 2008-2009. Our plan for the

future is to improve two percentage points in order to reach the yearly attendance

average. It is important that the school address the issue in order to comply with No

Child Left Behind attendance mandates.

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consequence are demonstrated to represent the discipline data for the school. The data is

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behavior and the number of times it is assigned to each gender. Most importantly, the

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2009-2010 Discipline Consequences by Gender

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consequences are the five major disciplinary actions given to students by our assistant

principals. The strength of this data shows that there has been an increase in the number of

overall suspensions. In the disaggregation of the data, there are two primary areas of concern.

First, the out of school suspension rates for male students at the school has risen over the past

two years from 475 students to 1067 students between the school years of 2008-2009 and

2009-2010. In this increase, the majority of the students at SHS are African American students,

which suggests a large number of out of school suspension assignments are given to African

American males here. Another area for concern is the number of long term suspensions that

have been given to students. Between 2008 and 2010, the total number of students receiving

long-term suspensions decreased from 41 students to 31 students. These two areas need to be

addressed because out of school suspensions have a definite effect on student achievement.


Title I Parent Survey- Fall 2010

The parents of students at Southwind High School were given a Title I Parental Engagement

Survey at registration on August 3, 2010. One thousand one hundred forty-one (1141) parent

surveys were returned to the SHS Title I office. The surveys were tabulated using a Scantron

machine.

Title I Parent Survey

1. As a parent, I would like for Title I funds to provide parent training for my child in reading,

language arts, and writing (grade level or advanced).

Strongly Agree Agree Disagree Strongly

Disagree Not

Applicable 70.63% 23.96% 1.60% 2.31% 1.51%

2. As a parent, I would like for Title I funds to provide parent training for my child in math

(grade level or advanced).


Disagree Not

Applicable 71.95% 23.81% 0.80% 2.30% 1.15%

3. As a parent, I would like for Title I funds to provide parent training for my child in science,

social studies, and history (grade level or advanced).


Disagree Not

Applicable 65.07% 29.08% 2.13% 2.48% 1.24%

4. As a parent, I would like for Title I funds to be utilized to purchase educational materials

and provide tutoring programs (before/after/summer school) for my child.


Disagree Not

Applicable 74.51% 22.30% 1.06% 1.15% 0.97%

5. As a parent, I would like for Title I funds to be utilized to provide additional staff at

schools.


Disagree Not

Applicable 65.48% 29.99% 1.06% 2.93% 0.53%

6. As a parent, I would like for Title I funds to be utilized to extend hours for parent usage

of the library and the parent resource room.



Disagree Not

Applicable 46.14% 35.23% 4.53% 9.49% 4.61%

7. As a parent I would like Title I funds to provide resources for a parent room for parent

use.


Disagree Not

Applicable 38.60% 35.58% 5.24% 13.84% 6.74%

8. As a parent, the best way to communicate with me/family is:

Calls/Notes Newsletter Website/ Agendas Email All of These

23.31% 4.73% 2.28% 9.38% 58.37%

9. As a parent, I would like to participate more in Title I school-based decisions.


Disagree Not

Applicable 43.65% 45.92% 2.19% 3.16% 3.68%

10. Which of these support programs would you like for your school to offer you/family?

Family Literacy GED ESL Computer

Training All of These

9.38% 4.03% 3.24% 31.55% 48.55%

11. If I had the opportunity to volunteer at my child’s school, I would like to:

Field Trips Tutoring/ Mentoring

Parent Organizations

After Hours Safety All of These

20.95% 16.30% 23.40% 2.98% 33.22%

12. As a parent, I feel that my school prepares my child for the state assessments (End of

Course Testing).


Disagree Not

Applicable 42.94% 46.63% 2.37% 3.94% 2.80%

13. As a parent, would you like for Title I funds to be used to purchase refreshments for

parent curriculum information meetings?


Disagree Not

Applicable 26.64% 32.34% 9.73% 22.44% 6.49%


Southwind High School Climate Survey Results Winter 2009

Southwind High School – Parent and Community Survey Results 1. Please select the school your child attends from the list below and then proceed to the survey. Southwind High School 53 100% Total 53 100% 2. The school assists students in seeing/understanding a relationship between school and the "real world." Strongly Agree 10 19% Agree 29 55% Disagree 13 25% Strongly Disagree 1 2% 3. The school assists students in seeing/understanding a relationship between school and the "real world." Strongly Agree 9 18% Agree 28 55% Disagree 13 25% Strongly Disagree 1 2% 4. Students use previously learned information to generate new ideas and solve problems. Strongly Agree 9 18% Agree 35 70% Disagree 6 12% Strongly Disagree 1 2% 5. The school curriculum is designed to meet all state and national standards. Strongly Agree 13 25% Agree 30 58% Disagree 7 13% Strongly Disagree 2 4% 6. The curriculum prepares students for a technologically advanced society. Strongly Agree 9 18% Agree 26 52% Disagree 13 26% Strongly Disagree 2 4% 7. Teachers have high expectations for all students. Strongly Agree 7 13% Agree 26 50% Disagree 13 25% Strongly Disagree 6 12%


8. A variety of assessment tools and instructional strategies are used to increase student achievement. Strongly Agree 9 18% Agree 22 43% Disagree 18 35% Strongly Disagree 2 4% 9. Evaluation of student work is consistent with curriculum. Strongly Agree 7 13% Agree 30 58% Disagree 13 25% Strongly Disagree 2 4% 10. Our school meets the needs of individual students by striving for a quality education for all students. Strongly Agree 10 20% Agree 27 53% Disagree 8 16% Strongly Disagree 6 12% 11. School staff actively participates in achieving proficiency and beyond for all students. Strongly Agree 7 13% Agree 24 46% Disagree 19 37% Strongly Disagree 3 6% 12. The school's program includes Shelby County School District's mission of empowering all students for learning, leadership, and life. Strongly Agree 10 20% Agree 27 54% Disagree 12 24% Strongly Disagree 2 4% 13. A student-centered program challenges all learners. Strongly Agree 8 17% Agree 27 56% Disagree 12 25% Strongly Disagree 2 4% 14. Students accept responsibility for their actions and have respect for the opinions of others. Strongly Agree 5 10% Agree 24 49% Disagree 15 31% Strongly Disagree 5 10% 15. The school provides a safe and positive environment in which students can


achieve. Strongly Agree 7 14% Agree 34 67% Disagree 7 14% Strongly Disagree 3 6% 16. Our school actively seeks parental involvement in school wide decisions. Strongly Agree 10 20% Agree 21 41% Disagree 15 29% Strongly Disagree 5 10% 17. Counselors provide appropriate services to students and parents. Strongly Agree 8 15% Agree 21 40% Disagree 14 27% Strongly Disagree 9 17% 18. An open communication exists between administrators, staff, and parents. Strongly Agree 8 15% Agree 25 47% Disagree 12 23% Strongly Disagree 8 15% 19. The school enlists the knowledge and services of all stakeholders to form partnerships that improve the learning experiences for all students. Strongly Agree 8 16% Agree 24 47% Disagree 14 27% Strongly Disagree 6 12% 20. Test data is communicated and explained to parents. Strongly Agree 7 13% Agree 19 36% Disagree 23 43% Strongly Disagree 4 8% 21. Parent Portal is an effective communication tool to review students' grades. Strongly Agree 26 49% Agree 23 43% Disagree 3 6% Strongly Disagree 1 2% 22. School administrators and staff promote the use of shared decision-making. Strongly Agree 6 13% Agree 22 47% Disagree 16 34% Strongly Disagree 3 6%


23. Parent-teacher communication is facilitated through the use of school web pages. Strongly Agree 6 12% Agree 28 55% Disagree 11 22% Strongly Disagree 6 12% 24. For the most part, I am satisfied with our school. Strongly Agree 11 22% Agree 24 47% Disagree 12 24% Strongly Disagree 4 8% 25. For the most part, I am satisfied with the Shelby County School System. Strongly Agree 12 24% Agree 27 53% Disagree 7 14% Strongly Disagree 5 10%


Southwind High School - Teacher Survey Results 1. *The following survey is for SCS Teachers ONLY! Please select your school from the drop down list below. Southwind High School 103 100% Total 103 100% 2. Teachers have high expectations for all students. Strongly Agree 47 46% Agree 44 43% Disagree 10 10% Strongly Disagree 1 1% 3. Teachers promote an inclusive culture. Strongly Agree 41 40% Agree 54 52% Disagree 8 8% Strongly Disagree 0 0% 4. Due to professional development, teachers maintain and expand an updated, challenging, and relevant instructional program. Strongly Agree 39 38% Agree 49 48% Disagree 14 14% Strongly Disagree 1 1% 5. Teachers strive for achieving proficiency and beyond for all students. Strongly Agree 40 39% Agree 56 55% Disagree 5 5% Strongly Disagree 1 1% 6. Teachers use a variety of teaching strategies and learning styles on an everyday basis. Strongly Agree 46 46% Agree 49 49% Disagree 7 7% Strongly Disagree 0 0% 7. Students are recognized for a variety of achievements (academic, Accelerated Reader, athletic, fine arts, service, etc.). Strongly Agree 47 46% Agree 48 47% Disagree 7 7% Strongly Disagree 1 1% 8. The use of school and community resources (Internet, libraries, etc.) to help students is encouraged.


Strongly Agree 50 49% Agree 47 46% Disagree 5 5% Strongly Disagree 0 0% 9. An alignment across the curriculum, instruction, and assessment within and across grade levels exists in the school. Strongly Agree 30 29% Agree 54 53% Disagree 16 16% Strongly Disagree 2 2% 10. Clear measures of progress for student achievement are implemented throughout the year. Strongly Agree 38 37% Agree 51 50% Disagree 12 12% Strongly Disagree 2 2% 11. Adequate funding is provided to maintain up-to-date materials for all classrooms. Strongly Agree 23 22% Agree 45 44% Disagree 27 26% Strongly Disagree 8 8% 12. School discipline is clearly defined and fair for all students. Strongly Agree 35 34% Agree 41 40% Disagree 16 16% Strongly Disagree 11 11% 13. Teachers receive the help needed to address student behavior and discipline problems. Strongly Agree 28 27% Agree 46 45% Disagree 17 17% Strongly Disagree 12 12% 14. Adequate security measures are in place. Strongly Agree 34 33% Agree 52 51% Disagree 8 8% Strongly Disagree 8 8% 15. The school provides a safe and orderly environment for students and staff. Strongly Agree 39 38% Agree 44 43% Disagree 15 15%


Strongly Disagree 5 5% 16. Teachers are involved in decision-making. Strongly Agree 17 17% Agree 52 51% Disagree 22 22% Strongly Disagree 11 11% 17. Teachers feel comfortable discussing school issues with administrators. Strongly Agree 27 26% Agree 48 47% Disagree 22 21% Strongly Disagree 8 8% 18. PowerSchool is an effective communication tool. Strongly Agree 44 43% Agree 47 46% Disagree 11 11% Strongly Disagree 0 0% 19. Up-to-date computers and other technologies are available in the school for students. Strongly Agree 50 49% Agree 51 50% Disagree 1 1% Strongly Disagree 0 0% 20. Class sizes are appropriate for effective learning. Strongly Agree 13 13% Agree 54 52% Disagree 28 27% Strongly Disagree 8 8% 21. School leaders encourage collaboration among teachers. Strongly Agree 27 27% Agree 59 58% Disagree 10 10% Strongly Disagree 5 5% 22. The principal has confidence in the expertise of the teachers. Strongly Agree 46 45% Agree 46 45% Disagree 6 6% Strongly Disagree 5 5% 23. The principal invites teachers to play a meaningful role in setting goals for the school. Strongly Agree 43 42% Agree 40 39%


Disagree 13 13% Strongly Disagree 7 7% 24. The Central Office technology department assists the teachers in a timely manner. Strongly Agree 43 43% Agree 55 54% Disagree 2 2% Strongly Disagree 1 1% 25. Technology used on a daily basis in the classroom is essential for meeting the standards for "real world" learning. Strongly Agree 45 44% Agree 46 45% Disagree 10 10% Strongly Disagree 1 1% 26. School leaders encourage open and honest communication on important school issues. Strongly Agree 28 27% Agree 54 52% Disagree 16 16% Strongly Disagree 6 6%


Southwind High School- Student Survey Results 1. *The following survey is for High School Students ONLY! Please select your school from the drop down list below. Southwind High School 252 100% Total 252 100% 2. Challenging and appropriate schoolwork and activities are available to all students. Strongly Agree 72 29% Agree 151 60% Disagree 29 12% Strongly Disagree 11 4% 3. Academics are appropriately emphasized within the school. Strongly Agree 80 32% Agree 147 58% Disagree 28 11% Strongly Disagree 9 4% 4. School administrators listen to students' concerns and needs. Strongly Agree 32 13% Agree 95 38% Disagree 81 32% Strongly Disagree 54 21% 5. The school assists students in seeing and understanding a relationship between school and the "real world." Strongly Agree 53 21% Agree 123 49% Disagree 55 22% Strongly Disagree 31 12% 6. Students are prepared for a technologically advanced society. Strongly Agree 39 16% Agree 148 59% Disagree 56 22% Strongly Disagree 11 4% 7. Teachers have high expectations for all students. Strongly Agree 67 27% Agree 110 44% Disagree 60 24% Strongly Disagree 19 8%


8. A variety of assessment tools and instructional strategies are used to increase student achievement. Strongly Agree 45 18% Agree 160 63% Disagree 45 18% Strongly Disagree 9 4% 9. Our school meets the needs of individual students by striving for a quality education for all students. Strongly Agree 46 19% Agree 146 59% Disagree 49 20% Strongly Disagree 15 6% 10. Students accept responsibility for their actions and have respect for the opinions of others. Strongly Agree 27 11% Agree 103 41% Disagree 92 37% Strongly Disagree 43 17% 11. Students understand that attendance is directly linked to academic achievement. Strongly Agree 48 19% Agree 124 49% Disagree 61 24% Strongly Disagree 30 12% 12. School rules apply equally to all students. Strongly Agree 55 22% Agree 111 45% Disagree 51 20% Strongly Disagree 41 16% 13. The school encourages diversity and strives to include everyone. Strongly Agree 52 21% Agree 135 54% Disagree 48 19% Strongly Disagree 25 10% 14. The school provides a safe and positive environment in which students can achieve. Strongly Agree 53 21%


Agree 150 60% Disagree 41 16% Strongly Disagree 17 7% 15. Counselors are available to students in the classroom and individually. Strongly Agree 58 23% Agree 117 47% Disagree 55 22% Strongly Disagree 27 11% 16. The ability to review grades online is a valuable tool for students. Strongly Agree 158 63% Agree 89 36% Disagree 8 3% Strongly Disagree 3 1% 17. Our school has a "no-bullying" policy that is enforced. Strongly Agree 51 21% Agree 121 49% Disagree 54 22% Strongly Disagree 35 14% 18. Students use previously learned information to generate new ideas and solve problems. Strongly Agree 47 19% Agree 166 67% Disagree 27 11% Strongly Disagree 13 5% 19. My school recognizes the achievements of students for all types of accomplishments. Strongly Agree 56 22% Agree 139 56% Disagree 48 19% Strongly Disagree 22 9% 20. A counselor/advisor is available to help me select classes and provide guidance in planning for the future. Strongly Agree 81 32% Agree 133 53% Disagree 29 12% Strongly Disagree 16 6%


21. The amount of homework I am given helps me succeed in my studies. Strongly Agree 39 16% Agree 140 56% Disagree 59 24% Strongly Disagree 26 10% 22. In our school, students have access to a variety of resources, such as technology, media centers, and libraries, to help them succeed in their learning. Strongly Agree 66 27% Agree 161 65% Disagree 23 9% Strongly Disagree 5 2% 23. I am encouraged to use school and community resources (e.g., library, internet) to help me with my schoolwork. Strongly Agree 75 30% Agree 146 59% Disagree 29 12% Strongly Disagree 8 3% 24. For the most part, I am satisfied with our school. Strongly Agree 41 17% Agree 128 53% Disagree 56 23% Strongly Disagree 30 12% 25. Shelby County Schools is empowering me for life, learning, and leadership. Strongly Agree 55 22% Agree 139 56% Disagree 50 20% Strongly Disagree 16 6%


1.5: Data Collection and Analysis Data was collected from the academic and non-academic sources that are listed

in Template 1.4. Documents and materials were printed and complied in reference to

each academic and non-academic area in order to distribute to committee members.

The Southwind High School Leadership team consisted of department chairs, the

principal, vice-principal, and assistant principals. The team met to review the SIP

process as it pertained to the TSSIP rubric and guide. Each subcommittee selected

which area of data would be analyzed and was broken down according to academic

assessments (EOC, Gateways, ACT, PLAN, and TCAP writing assessment) and by the

non-academic data (attendance rates, discipline, surveys). In addition the focus was on

AYP data from the Tennessee School Report Card, TVAAS Diagnostic reports, ACT

High School Profile Reports, and PLAN summary reports for this update.

A calendar of meetings was formed and committee members met to analyze all

disaggregated data by comparing the 2009-2010 data to the historical data if applicable.

A comparison of data provided information for determining the strengths and needs in

each testing area. Strengths and needs were determined in each non-academic area by

examining the increase or decrease in percentiles of improvement and well as growth

differences/gaps between the low to middle achievers, middle to high achievers, and

low to high achievers as reflected in the TVAAS school diagnostic report.

The outcome of the academic and non-academic analysis, in conjunction with the

stated strengths and needs in each area, provided the foundation for the prioritized list

of school goals for the Action Plan for 2010-2011.


1.6: Report Card Data Disaggregation

In an effort to determine if all subgroups were performing with equity, disaggregation by

subgroups was accomplished to the greatest extent possible. African American

students make up 98% of the school population, and 52% of the students are

considered Economically Advantaged. During the 2009-2010 school year, there were

too few Asian/Pacific Islander students, Hispanic students, Native American students,

white students, and limited English proficient students assessed for their scores to be

reported to the school. The only significant disaggregation that could be accomplished

for this school was within the subgroup of “gender.”

School AYP Summary

All African American

Asian/ Pacific

Islander Hispanic Native

American White

Economically

Disadvantaged

Students w/

Disabilities

Limited English

Proficient

Math

% Tested + + < 45 < 45 < 45 < 45 + + < 45

% Proficient/

Adv + + < 45 < 45 < 45 < 45 + + < 45

Reading/ Language

Arts/ Writing

% Tested + + < 45 < 45 < 45 < 45 + < 45 < 45

% Proficient/

Adv + + < 45 < 45 < 45 < 45 + < 45 < 45

Additional Indicator

Graduation Rate + + < 45 < 45 < 45 < 45 + < 45 < 45

Met AYP? + + < 45 < 45 < 45 < 45 + < 45 < 45


TCAP Writing Assessment 2010

Scores Southwind District Number of Students 473 3259

6 10 194 5 88 1120 4 333 1331 3 42 69 2 0 0 1 0 0 0 0 0

Average 4.1 4.5 Data Analysis and Collection:

Students at Southwind High School participated in the TCAP writing assessment for

the first time during the 2009-10 school year. The data analysis below is comparing

the scores at Southwind High School to the Shelby County Schools district scores.

A total of 3,259 students took the test for the Shelby County Schools district. The

percentage of students taking the test for Southwind High was 14.5% for the district.

10 (2.1%) of Southwind 11th graders scored a 6 on the writing assessment test,

which is the highest possible score. 88 (18.6%) of 11th graders scored a 5. A total of

98 students scored advanced on the assessment. 333 (70.4%) of 11th graders

scored a proficient score of a 4. A total of 42 (8.8%) of 11th graders scored below

proficient on the assessment. Southwind juniors were only .2% less than the district

average. Overall, there was a decrease in the percentages of proficiency from the

students. Just as they had previously, all students scored at a 3 or better on the

writing assessment test. There is a need to not only increase the number of

students who score 5 and 6 on the assessment, but to improve the amount of

students who test proficient on the assessment.


TCAP Writing Assessment Ethnicity Data

Subgroup % Tested % BP % Prof %Ad %PR &

Ad Sys % P&A

State P&A

All 98% 8.8% 69.5% 20.5% 91.0 94.5 85.0

Black 91% 8.7% 69.0% 19.2% 90.8 89.5 79.5

Asian 1% - - - * 96.6 87.7

Hispanic 3% - - - 90 92.3 76.6

Native A. - - - - * 100.0 86.2

White <1% - - - 100.0 97.8 87.2

Ec. Dis. 46.9% 12% 67.1% 18.2% 88.7 87.3 77.5 Students with Disabilities

7% 45.2% 45.2% - 57.6 66.5 42.6

ELL 1% - - - * 27.3 33.1

Male 47% 13.0% 69.1% 15.7% 84.9 91.9 79.5

Female 53% 5.1% 69.9% 20.7% 96.4 96.9 90.4 Information is not reported when fewer than 10 students appear in a category.

Calculated from TCAP Writing Assessment Summary Data Analysis and Collection:

Ethnicity data shows that 90% of Southwind students were both proficient and

advanced on the TCAP writing assessment. This is 6% higher that the state average. Of

all subgroups, 45.2% of the students with disabilities who were tested scored below

proficient on the assessment. 85.3 % of economically disadvantaged students scored

proficient or advanced. Female students outscored males in proficiency levels overall

with 27.6% of the male population scoring below proficient and only 9.6% of females

scoring below proficient.


Predicted Score Quintile

Writing Assessment

Quintile 1(Lowest) 2 3(Middle) 4 5 (Highest)

% of Students

33.6 27.7 18.3 17.2 3.3


The TVAAS Predicted Score Quintile’s highest range in this content area

consisted of 3.3% of the students tested, in contrast to the lowest quintile that consisted

of 33.6% of the students tested, a difference of 30.3% between the highest quintile and

the lowest. The second highest gap among the quintiles occurred between the second

quintile (27.7%) and the highest quintile (3.3%) with a 24.4% gap. The lowest gap

occurred between the lowest quintile (3.3%) and the fourth quintile (17.2%) with a

13.9% difference. A 15.3% difference occurred between the middle and highest quintile.


END OF COURSE RESULTS

ALGEBRA I BIOLOGY I ENGLISH I ENGLISH I U.S. HISTORY

09-10 10-11 09-10 10-

11 09-10 10-11 09-10 10-

11 09-10 10-11

# of Students Tested 506 - 540 - 451 - 464 - 476 -

Advanced Total 19 - 10 - 10 - 12 - 170 -

% Advanced 4% - 2% - 2% - 3% - 36% -

Proficient Total 87 - 136 - 198 - 181 - 290 -

% Proficient 17% - 25% - 44% - 39% - 61% -

Basic Total 206 - 201 - 149 - 202 - 16 -

% Basic 41% - 37% - 33% - 44% - 3% -

Below Basic Total 194 - 193 - 94 - 69 - N/A -

% Below Basic 38% - 36% - 21% - 15% - N/A -

Data Analysis and Collection: End of course results are distributed to schools from the State Department of

Education and scores are stored in the TVAAS (Tennessee Value Added Assessment

System) website. The testing benchmarks for the state of Tennessee changed

remarkably during the 2009-2010 school year to make our state’s students more

competitive with students nationally, as well as internationally, in the increasingly global

economy. The scores required to reach the “proficiency” and “advanced” levels were

increased to align with the overall higher standards.

In all tested subjects the largest proportion of students tested were identified as


basic, with the exception of English I and US History, where 44% and 61%

(respectively) of students were classified as proficient. US History also stands out as

the subject area where the largest number of students were classified as advaced

(36%).


ACT Score Averages by Race and Gender YEAR: 2010

Number of Students Tested

Percent of Students Tested

English Math Reading Science Composite

School State School State School State School State School State School State School State

All Students 447 57,953 n/a n/a 15.4 17.9 16.2 18.2 15.9 18.5 16.2 18.5 16.1 18.4

African American/Black 377 12,682 n/a n/a 15.3 14.8 16.2 16.0 15.8 15.5 16.2 16.2 16.0 15.7

American Indian/ Alaska Native 0 256 n/a n/a - 17.2 - 17.5 - 17.9 - 17.9 - 17.7

Caucasian American/White 1 37,917 n/a n/a 22.0 19.1 24.0 18.9 16.0 19.5 18.0 19.4 20.0 19.4

Hispanic 18 2,002 n/a n/a 15.2 15.6 16.9 17.2 16.9 17.2 16.4 17.3 16.4 17.0

Asian American/ Pacific Islander 4 886 n/a n/a 15.3 20.7 15.5 21.9 18.0 21.0 16.5 21.2 16.5 21.4

Other/No Response 47 4,210 n/a n/a 15.8 17.5 16.0 17.8 16.4 18.4 16.4 18.0 16.3 18.0


The most noticeable data is the fact that all of the Caucasian students in the school scored at or

above all state averages in the English, Math, and Reading component sections, with the exception

of the science section, where they were slightly below the state average. The Asian population

scored well in the areas of mathematics and science. As for the other ethnic groups, African

Americans, Hispanics, and Native American students scored below state averages. African

Americans scores are above the African American students from across the state; they are still

below the score of 18, which is the baseline score that demonstrates college readiness. The

African American and Hispanic cohorts at Southwind High School scored two to three points lower

than the college readiness score.

Average ACT Scores by Gender 2010

# Tested Percent English Math Reading Science Composite

SCHOOL

Males 200 45 14.6 16.2 15.4 15.8 15.6

Females 242 54 16.1 16.2 16.4 16.6 16.4

Missing 5 1 13.4 14.8 13.8 14.6 14.4



During the 2010 school year, ACT testing was mandated as being a requirement for

Tennessee students. Juniors from Southwind High were required to take the test, which accounted

for 447 students. There were a total of 57,953 students tested on the same day in the state of

Tennessee. The test is comprised of the areas of English, Math, Reading, and Science. Southwind

students scored lower that the state average in each academic area testes. The deficiencies are as

follows: English (-1.6), Math (-2.4), Reading (-3.4), and Science (-3.2). The composite score

difference from the state to school average -2.8.

242 females were tested and 200 males were tested. Females exceeded males in all areas

except math, where they both scored 16.2. Female composite scores were 0.8 pts higher than male

scores. Gender composite scores compared to state averages showed that males at SHS scored

2.7 pts less than the state average and females scored 2.2 pts less than the state average.

STATE

Males 28,280 49 17.3 18.4 18.3 18.7 18.3

Females 29,178 50 18.6 18.0 18.8 18.4 18.6

Missing 495 1 16.4 17.2 17.2 17.6 17.2


TVAAS School Value Added Report for Southwind High School

Test Year N Mean

Student Score

Mean Score

Mean Pred Score

Pred. Score %-ile

School Effect

School Effect %-ile

School vs

State Avg 2010 512 675.4 22 674.9 21 0.6 49 NDD

Biology I 2009 488 523.5 34 523.0 33 0.5 52 NDD

2010 486 660.2 24 665.9 27 -5.5 33 Below Algebra I

2009 449 536.0 48 518.2 32 17.6 92 Above

2010 438 688.5 29 682.5 24 5.7 89 Above English II

2009 491 530.2 42 521.0 33 8.8 97 Above

2010 432 686.6 30 684.3 28 2.4 70 NDD English I

2009 450 512.4 34 507.8 29 4.5 88 Above

2010 458 516.8 32 514.8 30 2.0 62 NDD US History

2009 340 509.2 31 510.7 32 -1.5 39 NDD

- Progress significantly Above the average school in the state.

- Progress Not Detectably Different from the average school in the state.

- Progress significantly below the average school in the state. Data Analysis and Collection: The Tennessee Value Added Assessment System predicts scores for the Gateway

assessments and determines the effect that school has on test scores. Southwind’s mean

scores were higher than those that were predicted by the state in the areas of Algebra I,

English II, and English I. The predicted mean score for US History (2009) was 1.5 points

lower and Algebra I (2010) was 5.5 lower than the predicted score. But in 2010, the predicted

score for U.S. History rose 2.0 points higher than the predicted score. While comparing the

school scores to the state averages, there was no detectable difference in Biology scores from

2009 to 2010, English I in 2010, and in US History in 2009 and 2010. Scores were higher than

the state average in Algebra I in 2009, English II in 2009 and 2010, and English I in 2009.


TVAAS School Value Added Report for Southwind High School PLAN Test

Test Year N

Mean Student Score

Mean Pred. Score

School Effect

Effect Quintile

School vs.

State Avg

2010 413 14.15 14.54 -0.37 2 Below English

2009 443 14.65 14.77 -0.10 2 NDD

2010 413 14.53 14.86 -0.32 2 Below Math

2009 443 15.21 15.18 0.02 3 NDD

2010 413 14.34 14.57 -0.21 2 NDD Reading

2009 443 14.55 14.60 -0.04 3 NDD

2010 411 16.05 16.30 -0.23 2 NDD Science/ Reasoning 2009 443 16.22 16.27 -0.05 3 NDD

- Progress significantly Above the average school in the state.

- Progress not detectable different from the average school in the state.

- Progress significantly Below the average school in the state.

Data Analysis and Collection: The Tennessee Value Added Assessment System predicts scores for ACT PLAN

assessments and determines the effect that school has on test scores. While comparing

the schools scores to the state average, there was no detectable difference in test scores.

The scores that TVAAS predicted were approximately same as the actual scores with a few

variations.


Goal Score for ACT Plan Test

2007-2008 2008-2009 2009-2010

Composite PLAN Score Goal 21 or higher 21 or higher 21 or higher

Number of students tested 375 477 345

Number scoring 21 or higher 14 16 14

Percent scoring 21 or higher 3.70% 3.40% 4.05%

Number scoring less than 21 361 461 331

Percent scoring less than 21 96.30% 96.60% 95.94% PLAN/ACT Linkage Report

Data Collection and Analysis:

Although the ACT Plan test does not have a benchmark score, Southwind’s goal score

for students to meet is 21. 21 is a benchmark score because of the number of universities

that require a 21 or higher for college admittance. During the 08-09 school year, 3.4% of

students scored 21 or higher. During the 09-10 school year, 4.05% students scored a 21

or higher. Southwind offered tutoring sessions for the ACT test throughout each school

year. More tutoring sessions will follow and parents will be notified via the rapid response

method and through the school website.


Gender Comparison for ACT PLAN Test

2008-2009 2009-2010 MALES FEMALES MALES FEMALES

SCIENCE 15.9 16.5 16.1 16.2 MATH 15.0 15.5 14.9 15.2 ENGLISH 13.9 15.4 14.2 14.8 READING 14.1 15.0 13.7 15.0 COMPOSITE 14.8 15.7 14.8 15.4

Profile Summary Report: Presentation Packet Data Analysis and Collection: When comparing ACT score data that is based on gender, we find that females at

Southwind scored higher in every subject area except Science. The composite score

for females was 0.6 points higher than males’ scores. These statistics closely parallel

the data for the state ACT data. State averages show females scoring higher in every

subject area.


AYP Ethnicity Breakdown for Mathematics

Percent Below Proficient/Below Basic

Percent Proficient/ Basic

Percent Advanced/Proficient &

Advanced 08-09 09-10 08-09 09-10 08-09 09-10

All students 7% 33% 36% 36% 57% 31%

White * * 33% * 67% *

Hispanic * 4% 35% 50% 65% 46%

African American 7% 35% 36% 17.8% 57% 29%

Native American * * * * * *

Asian / Pacific Islander * * 33% * 67% * Economically Disadvantaged 7% 34% 40% 35.7% 53% 30%

Students with Disabilities 13% 58% 53% 28.9% 34% 13%

LEP * * 33% * 67% *

Data Analysis and Collection: Math ethnicity breakdowns were gathered from the TVAAS and Tennessee Report

Card websites. The score categories changed in the 2009-2010 school year; the

standards also changed. For all ethnicities, the number of students categorized as below

proficient increased.

White: During the 09-10 school year, the number of White students tested fell below the

reporting category. 22% of white students, however, scored proficient on the Math test

during the 07-08 school year as compared to 33% in the 08-09 school year. 79% of White

students scored advanced in the 07-08 school year as compared to 67% in the 08-09

school year.

Hispanic: 4% of Hispanic students scored below proficient in the 08-09 school year. 50%

percent of the Hispanic student population scored proficient in the 09-10 school year, as

compared to 35% in the 08-09 school year. Forty-six percent of Hispanic students scored

proficient and advanced in the 09-10 school year, as compared to 65% in the 08-09 school

year.

African-American- During the 08-09 school year, seven percent of African American

students scored below proficient, as compared to 35% in the 09-10 school year. 17.8%


percent scored proficient in the 09-10 school year as compared to 36% in the 08-09 school

year. 29% of African-American students scored advanced in the 09-10 school year as

compared to 57% in the 08-09 school year.

Economically Disadvantaged- 58% of economically disadvantaged students scored

below proficient in the 09-10 school year as compared to seven percent in the 08-09

school year. 28.9% scored proficient in the 09-10 school year as compared to 40% in the

08-09 school year. 30% scored proficient and advanced during the 90-10school year as


Students with Disabilities- During the 09-10 school year, 58% percent of students with

disabilities scored below proficient as compared to 13% in the 08-09 school year. 28.9%

scored proficient in the 09-10 school year as compared to 53% in the 08-09 school year.

13% scored proficient & advanced in the 09-10 school year, as compared to 34% in the

08-09 school year.

LEP- There was no reporting category information from 09-10. However, in the 07-08 and

08-09 school years, no LEP (limited English proficiency) students scored below proficient.

Forty percent of LEP students scored proficient in 07-08 as compared to 33% in the 08-09

school year. Sixty percent of LEP students scored advanced in the 07-08 school year, as



Gateway Algebra I

Quintile 1(Lowest) 2 3(Middle) 4 5 (Highest)

% of Students 30.3 32.5 21.6 12.2 3.3

The TVAAS Predicted Score Quintile’s highest range in this content area consisted of 3.3

% of the students tested, in contrast to the lowest quintile that consisted of 30.3 % of the

students tested, a difference of 27% between the highest quintile and the lowest. This was

the highest gap among the quintiles. The lowest gap occurred between the lowest quintile


(30.3%) and the second quintile (32.5%) which was a 2.2 difference. An 8.7% difference

occurred between the lowest and middle quintile and an 18.3% difference occurred

between the middle and highest quintile.


AYP Ethnicity Breakdown for Language Arts (English 10)

Percent Below Proficient/Below Basic Percent Proficient/ Basic

Percent Advanced/Proficient &

Advanced

08-09 09-10 08-09 09-10 08-09 09-10

All students 4% 9% 35% 32% 61% 59%

White * * 39% * 62% *

Hispanic 2% 10% 19% 10% 79% 57%

African American 4% 9% 36% 32% 60% 59%

Native American * * 100% * * *

Asian / Pacific Islander * * 25% * 75% *

Economically Disadvantaged 5% 9% 42% 33.4% 54% 58%

Students with Disabilities 19% 27% 67% 27% 14% 39%

LEP 17% * 58% * 25% *


Reading ethnicity breakdowns were gathered from the TVAAS and Tennessee Report

Card websites. The score categories changed in the 2009-2010 school year; the

standards also changed. For all ethnicities, the number of students categorized as below

proficient increased.

White: There was no reporting information for White students for 09-10. However, no

White students scored below proficient on the English gateway test during the 07-08 or

the 08-09 school years. None of the white students scored proficient in the 07-08 school

year as compared to 39% in the 08-09 school years. 100% of White students scored

advanced in the 07-08 school year as compared to 62% in the 08-09 school years.

Hispanic: 10% of Hispanic students scored below proficient in the 09-10 and 2% in the


08-09 school years. 10% scored proficient in the 09-10 school year as compared to 19%

in the 08-09 school year. 57% of Hispanic students cored advanced in the 09-10 school

year as compared to 79% in the 08-09 school year.

African-American- During the 09-10 school year, 9% of African American students

scored below proficient as compared to 4% in the 08-09 school year. 32% scored

proficient in the 09-10 school year as compared to 36% in the 08-09 school year. 59% of

African-American students scored advanced in the 09-10% school year as compared to

60% in the 08-09 school year.

Economically Disadvantaged- 9% of economically disadvantaged students scored

below proficient in the 09-10 school year as compared to 5% in the 08-09 school year.

33.4% scored proficient in the 09-10 school year as compared to 42% in the 08-09 school

year. 58% scored advanced during the 09-10 school year as compared to 54% in the 08-

09 school year.

Students with Disabilities- During the 09-10 school year, 27% of students with

disabilities scored below proficient as compared to 19% in the 08-09 school year. 27%

scored proficient in the 09-10 school year as compared to 67% in the 08-09 school year.

39% percent of the SWD population scored advanced in the 09-10 school year as


LEP- There was no reporting information for students with LEP in the 09-10 school year,

However, in the 07-08 school year, no LEP (limited English proficiency) students scored

below proficient. 17% scored below proficient in the 08-09 school year. None of the LEP

students scored proficient in 07-08 as compared to 58% in the 08-09 school year. None

of the LEP population scored advanced in the 07-08 school year as compared to 25% in


the 08-09 school year.


Gateway Algebra I Quintile 1(Lowest) 2 3(Middle) 4 5 (Highest) % of Students 30.5 29.5 17.5 17.5 4.9

The TVAAS Predicted Score Quintile’s highest range in this content area consisted of

4.9% of the students testes, in contrast to the lowest quintile that consisted of 30.5 % of

the students tested, a difference of 25.6% between the highest quintile and the lowest.

This was the highest gap among the quintiles. The lowest gap occurred between the

middle quintile (17.5%) and the fourth quintile (17.5%), which was not a detectable

difference. A 13% difference occurred between the lowest and middle quintile and a

12.6% difference occurred between the middle and highest quintile.


TCAP Portfolio Adaptive Functional Skills & Functional Skills

2009-2010 Math Reading Science

Below Proficient 0 0 0

Proficient 0 0 0

Advanced 4 4 4 Data Analysis and Collection: Students who are assigned to the functional skills program of Southwind High are

required to complete a TCAP portfolio assessment as an alternative to the tests that

are mandated by the state of Tennessee as discussed in the Individual Education

Plans of the students. TCAP portfolio scores were advanced for all academic areas.

There is a need to remain consistent and continue to score advanced in each

academic area.


Advanced Placement Courses 2010 Average Score Comparison

Southwind

High Shelby County Tennessee South Global

Average Score 2.46 2.93 2.9 2.68 2.89

% 3 or Higher 22.3 62.1 59.7 52.4 58.9

Total Tests 67 2,240 32231 703,289 2,929,929

Total Students 61 1,286 19,463 403,135 1,691,905

Exams/ Student 1.10 1.74 1.66 1.74 1.73

Data Analysis and Collection: Scores were sent to Southwind from the AP corporation. A total of 61 students took

an AP course at Southwind High School in Spring of 2010. The average score for

Southwind AP students was 2.46 with 22.3% scoring a passing score of 3 and

above. As a fouth year school, strength is that AP tests were established and given

to Southwind students. There is a need to increase the average AP score to increase

the likelihood of students receiving college credit for their coursework.


1.7: Narrative Synthesis of All Data Composing the data for the Southwind High School Improvement Plan included

the team efforts of the administration, teachers, students, parents, and other

stakeholders. This data collection process assisted us in the identification of

establishing a framework of priority needs. The TVAAS data, disaggregated state test

results data, disaggregated ACT data, attendance data, and discipline data provided

valuable data needed to support this plan.

Strengths

According to the NCLB state report card data, the school has made adequate

yearly progress for the past three years. In the tables labeled TCAP Writing

Assessment and the TVAAS and scoring results data, the students at Southwind are

making significant progress in language arts. During the 2009-2010 school year on the

TCAP Writing Assessment, Southwind High School students for ethnicity and LEP

outperformed the state average in these critical subcategories for NCLB. Also, the

TCAP Alternative Portfolio assessments were all scored advanced in all three areas for

the past two years. This is a testament to the hard work of the students and the

functional skills teacher.

Areas to Strengthen There are four documented areas that are in need of strengthening. First, the

school’s scores on the Algebra I Gateway/End of Course Test need to be addressed;

please see the table AYP Ethnicity Breakdown for Mathematics. Although at least

ninety percent of our students scored proficient or advanced on this state mandated

examination, we did see some statistics of concern. The first statistic that concerns us

is the increase of the number of students who are considered below proficient.

Although there were more students taking the examination, we expected an increase in

non-proficient students; however, we did not think that it would rise three percentage

points in one year. These statistics are only further solidified when the following

subcategories are observed: African American, economically disadvantaged, and

students with disabilities. In all four of these categories, the advanced scoring category


dropped as many as 8% or greater; with students with disabilities, there is a 13%

advanced scores.

The next area to strengthen is our ACT and ACT PLAN scores. Both of these

tests have a direct impact on the number of students that matriculate into colleges and

universities. At this point, the ACT PLAN test is a test given to sophomores that gives

them a clear indicator of how they would perform on the ACT; please refer to the table

Goal Score for ACT PLAN Test. In this test, students should strive to make at least a

composite score of twenty-one because it is considered to be the benchmark score for

students to enter a four year college or university of their choice. Although the scores

on this readiness test were in the high teens, a high number of our students did not

meet the benchmark of 21. As for the ACT, the school saw more needs for our student

population; please refer to the ACT Averages By Race and Gender tables. In these

two tables, we see that African American and Hispanic students continue to score below

the state averages in all four of the subject areas tested. Both groups continue to lag

behind the state average by double-digit margins, with the worst performances in Math,

English, and Reading. At this point, the scores did not make it to the mandated state of

average of 18. New strategies are needed to address student achievement on the ACT.

The school’s next area to strengthen is in the area of discipline. Although the

school is predominately African American, the need to lower the suspension rate among

all male students is of the upmost importance to our school and school district; please

refer to the Discipline By Gender Tables. In both years documented in these tables, a

rise in the increase of out of school suspension has been documented across the board

since the opening of the school. Over the course of recent school years, the number of

students who received out of school suspension consequences rose substantially.

Since the majority of our suspensions are in the male student population, much work is

needed to lower these current discipline trends

The school’s final area to strengthen is in the area of attendance; please refer to

the Southwind High School Yearly Attendance Average. Since the four years the

school has been opened, the attendance rate has declined. The yearly attendance goal

of the state and local school is 93%. The data collected clearly demonstrates that there

has been a decline in student attendance since the school opened its doors in 2007.


The attendance rate has dipped 7% over the past three years from 93% in 2007-2008,

to 92% in 2008-2009, and to 90% for the 2009-2010 school year. There must be some

improvement to raise this attendance data to meet all NCLB targets for attendance.

The final area in which there is some need of strengthening is the incorporation

of more technology into the curriculum. Although parents and teachers feel as if

students are working towards preparation for a technological advanced age, the school

feels as if more technological resources are needed to address all of the issues with

student achievement on standardized testing, and to incorporate into instructional

strategies to enhance student learning.

TEMPLATE 1.8: Prioritized List of Goal Targets

• Goal 1: Increase the percentage scoring proficient or advanced on the End of Course Algebra I assessments to 44% at the end of the 2010-2011 school year.

• Goal 2: The average PLAN/ACT composite score of students in all

subgroups taking the ACT will increase by 2.5 points to meet the district average of 17.8 by the end of the 2010-2011 academic school year.

• Goal 3: The school faculty and administration will create and sustain a

climate that promotes student ownership of positive behaviors and increases student achievement by decreasing the number of suspensions and disciplinary referrals by 2% through the 2011 school year.

• Goal 4: Southwind High School will meet and/or exceed the attendance rate

by 1% to achieve the state benchmark of 93%.

• Goal 5: Southwind High School will utilize technology to assist teachers in the delivery of world-class instruction in an efficient manner that will allow for professional growth and allow students to meet the technological demands of global society.


2.1: Beliefs, Common Mission and Shared Vision Southwind High School began the collaborative process in the development of

committees and assigning of responsibilities. It was understood by all stakeholders that

we would work together, share ideas, and agree with the final product. It was also

understood and agreed upon that our belief, mission statement, and vision statement

are vital in describing what we are capable of achieving with the students.

In developing the school’s beliefs, mission statement, and the vision, the following

steps were taken. The committee:

• Reviewed existing vision statement, mission statement, and beliefs.

• Reviewed the vision, mission, and beliefs of other schools.

• Surveyed the faculty, staff, parents, students, and community using school

climate surveys pertinent to vision, mission, and beliefs.

• Analyzed the data of all stakeholders from the survey.

• Collaborated and solicited input from all stakeholders pertinent to beliefs of

Southwind High School

• Developed a list of beliefs agreed to by all stakeholders at SHS.

• Collaborated to use data and devise a meaningful mission statement.

• Adopted mission and vision statements in their briefest form to present a visual of

SHS.

• Collaborated to use data and devise meaningful mission and vision statements.

• Wrote the beliefs, mission, and vision of Southwind High School.


The collaborative process was used to reach consensus in the development of our

belief, mission, and vision statements; all of these statements were shared with all

stakeholders.

Beliefs In our shared vision, we recognize each student’s potential as a life-long learner, and we encourage the development of positive character traits such as responsibility, integrity, and accountability. Within our shared vision, we work to create positive learning environments that foster curricular integration. We also view each student as an individual who possesses unique talents and abilities that serve as the foundation for the development of a strong work ethic, creative thinking, and the ability to work collaboratively with others in a team setting. Within our vision and mission statement framework, we expect all students to meet the following academic expectations:

1. The Southwind High School student comprehends, interprets, and evaluates a wide range of written material.

2. The Southwind High School student writes in a clear, concise, and organized

manner for a wide range of purposes. 3. The Southwind High School student listens and responds actively and

appropriately to communication. 4. The Southwind High School student expresses him/herself creatively and

effectively in a variety of forms. 5. The Southwind High School student uses technology for a variety of purposes. 6. The Southwind High School student effectively solves problems.

Within our vision and mission statements for the school, we strive daily to develop each student’s maximum potential to make sound decisions for today and for the future. Within our vision and mission statement framework, we expect all students to meet the following social expectations:

1. The Southwind High School student will demonstrate respect for self, school, faculty and the environments for which we live, work, and play.

2. The Southwind High School student will value and respect diversity in all its


forms. 3. The Southwind High School student will set personal academic, post-secondary,

and career planning goals. 4. The Southwind High School student will understand and express important ideas

and personal views. 5. The Southwind High School student will make informed decisions based on the

indicators of intellectual, physical, social, and emotional development. 6. The Southwind High School student will serve others to benefit our school and

our community. Common Mission The mission of Southwind High School, a community committed to excellence in education, is to ensure that each student possesses the knowledge, skills, and character to create a successful and responsible life. We will do this by building safe, caring, challenging, and diverse learning environments, and by cultivating parental and community partnerships that inspire life-long learning.

Shared Vision The shared vision of Southwind High School, in partnership with the community, is to invest in our greatest resource, our students. We strive to value, challenge and educate all students to prepare them for post-secondary education and careers with the information and skills necessary to compete, achieve, and serve as leaders in a global economy as ethical and responsible citizens.


3.1.a: Curricular Practices

Current Curricular Practices Tennessee

Department of Education (TDE)

Standards

Curriculum is mapped and prioritized

Established procedures for monitoring and enhancing the

quality of curriculum and instruction

School-wide student achievement benchmarks

Teaching and learning materials are correlated to

the State standards and distributed to the instructional

staff Small Learning Communities

Evidence of Practice (State Career in definitive/tangible terms)

The school teaching faculty uses the Tennessee course standards for content school-wide. The school also implements a standards based curriculum in a fifty-five minute, six-period school day.

The school uses Shelby County Schools’ district curriculum and pacing guides. These curriculum and pacing guides ensure that instruction is assessed by state performance indicators (SPI’s). All students receive standards based instruction in all content areas daily.

Teachers complete and turn in course syllabi that include all SPI’s and standards to be presented each nine-week grading period. Teachers create common nine weeks and semester exams. Students are given pre-tests and post-tests at the beginning and end of each quarter. At the beginning of each nine-weeks grading period, pre-tests are created by teachers to assess the learning that students have retained from previous learning experiences to determine where best to meet the learning expectations for all students. Post-tests are created at the end of each nine-week grading period to ensure that all students have met the standards for all lessons. If the standard(s) are not met by a majority of students, they are reemphasized in the bell work activities

District curriculum and pacing guides demonstrate the standards and objectives that must be mastered by the end of each course. Discovery Education Benchmarks are used for students to show mastery for the Gateway/End-of-Course Assessments in Algebra I, Language Arts, and Science.

All textbook and ancillary materials are aligned and are correlated with state standards. All teachers have a copy of their state standards and district curriculum guides in their classrooms.

The school has a ninth grade academy, which was created to ease the transition from middle school to high school. The Ninth Grade Jaguar PRIDE Academy teaches students P.R.I.D.E – Personal Responsibility In Developing Excellence.


during the next nine-weeks. Teachers develop and present lesson plans to school administration weekly. Pre-tenure and tenured teachers participate in mandatory teacher evaluations. All teachers are evaluated twice a year through the professional classroom walkthrough method. Teacher grades are checked via PowerSchool to ensure that student grades reflect that they are meeting the standards.

Is the current practice research-based?

Yes

Yes

Yes

Yes

Yes

Yes

Is it a principle and practice of high-performing schools?

Yes

Yes

Yes

Yes

Yes

Yes

Has the current practice been effective or ineffective?

Effective

Effective

Effective

Effective

Effective

Effective

What data source(s) do you have that support your answer? (identify all applicable sources)

Curriculum Guides Course Syllabi Lesson Plans Formal Evaluations Classroom Walkthroughs

Gateway/End of Course Data TVAAS Data Lesson Plans Gateway/End of Course Meetings

Continuous Professional Development Gateway/End of Course Data TCAP Writing Data Advanced Placement Data Lesson Plans and Syllabi Discovery Education Data Odyssey Compass

Formative assessments (Discovery Education and District Practice Tests) Gateway Testing, Report Cards Common Semester Exams Teacher-created Tests

Lesson Plans Curriculum and Pacing Guides Textbooks and Ancillary Materials

Gateway and End-of-Course Test Data School Discipline Data


Learning Data Teacher Created Tests

Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)

AYP Data School Report Card TVAAS Reports Teacher Course Level Planning Course Syllabi Lesson Plans

Lesson Plans Formal Evaluations District and state curriculum guides District pacing guides Discovery Education Assessments

Gateway and End of Course Testing Data Advanced Placement and ACT Data 100% of all school lesson plans, curriculum guides, and textbooks are correlated to the standards AYP Data

Formative Assessments (Discovery Education); Gateway Testing, Report Cards, Semester Exams, Nine Weeks Exams,

100% of lesson plans, curriculum guides, and textbooks are correlated to state standards

A 10% decrease in freshman disciplinary referrals, An increase in freshmen participation in extracurricular activities, Decrease in freshman tardiness

Evidence of equitable school support for this practice

Teachers post SPI’s and standards in their classrooms daily and explain to students the meaning behind each statement. District meetings with teachers discussing the new standards and curriculum guides during the summer of 2009.

Disaggregated Gateway/End of Course Data demonstrates that they school has made Adequate Yearly Progress for the last two years.

Students have continued to meet and exceed state AYP predictions. Teachers receive data from Discovery Education, district practice assessments, and self-made assessments, which have allowed them to increase the number of proficient and advanced students.

Teachers create common nine weeks and semester exams in all courses taught in the high school. All students are required to write five paragraph essays each nine weeks. Teachers create practice probes for students to enhance Gateway and End of Course Testing scores. Course offerings in Math, English, and Science that are taught using the co-teaching model ensure exceptional education students’ needs are met in the regular classroom.

Disaggregated Gateway/End of Course Data demonstrates that they school has made Adequate Yearly Progress for the last two years.

Teachers who traditionally teach ninth grade students have seen an improvement in ninth grade discipline and tardiness; in addition, the academy has allowed for innovative teaching practices that have been demonstrated as effective (team teaching, and cross curricular planning.

Next Step (changes or continuations)

Teaching faculty must meet more often to discuss student academic achievement and discuss best practices to move more kids to proficiency on formal state assessments and academic achievement.

The school administration and department level chairs need to consult district personnel to create uniform classroom mapping that incorporate guiding questions for each SPI in all courses offered in the current school curriculum.

The school needs to provided professional development for teachers on utilizing the state website to analyze TVAAS data to give them insight on how to move students beyond their predicted score. The school should

The school will continue to utilize a variety of benchmark assessments to assess student growth and achievement of each student. The school will continue to maintain high expectations

The school will continue to meet with the Ninth Grade Academy Advisory Board to ensure that this unique school environment meets the needs of all ninth grade freshmen. The school needs to bring in a specialist


The school needs to continue to provide more professional development for best practices in delivery and assessment of the curriculum. The school needs to continue monitor adherence to the curriculum and to make the necessary adjustments when lapses are noticed. School administration will need to continue to monitor the instructional pace in all Gateway and End of Course classes. The school needs to utilize vertical teaming to ensure the flow of SPI mastery from one course to the next. The school should continue to effectively collaborate and analyze all assessment data and plan instruction based on student achievement results.

continue to provide development for best practices in delivery and assessment of curriculum. The school needs to continue to monitor adherence to the curriculum and to make the necessary adjustments when lapses are noticed. School administration will need to continue to monitor the instructional pace in all Gateway and End of Course classes. The school needs to utilize vertical teaming to ensure the flow of SPI mastery from one course to the next. The school should continue to effectively collaborate and analyze all assessment data and plan instruction based on student achievement results.

and be accountable for the success of all students.

to assist us in creating and maintaining special programming for the development of the ninth grade academy.


3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality curricular practices?)

• TIME 1. Faculty members meet as a faculty and by department to meet and discuss best practices in

their respective content areas. 2. Administrators observe classrooms either through classroom walkthroughs or formal

evaluations daily. 3. Professional development is scheduled by the district through the office of professional

learning and by school administration to address areas of improvement in the school curriculum.

4. Teachers create course syllabi, weekly lesson plans, and classroom assessment schedules to deliver effective instruction and to assess students accurately on state and district standards.

5. School administration evaluates all state, district, and local data (academic data) to effectively direct and refocus school stakeholders to address issues that would hamper student achievement.

6. Teachers share effective research based instructional strategies to assist students in learning state performance indicators.

7. Teachers currently deliver instruction for five periods a day with one period for planning purposes.

• MONEY 1. School funds issued are based upon the Shelby County Schools’ Board of Education Per

Pupil Expenditure. This per pupil expenditure formula is funded by student attendance data. 2. The school funds are used to purchase instructional materials, furniture, computers,

equipment, and supplies. 3. Students are asked to pay a nominal fee for Discovery Education Formative Assessments

and for Gateway and End of Course Testing materials (Coach Preparation Books). 4. District Department of Exceptional Children funds are used to pay for Discovery Education

Formative Assessments (given two times a year) and technology used to enhance the education for special education students.

5. District funds are used to create a teacher mentorship program for first year educators at SHS. This program provides each first year teacher with a teacher mentor who meets with him or her to offer assistance and best practice tips. These teacher mentors are paid a stipend by the district.

• PERSONNEL 1. The faculty at Southwind High School consists of 108 general and vocational education

teachers, five school administrators, five guidance counselors, six teacher assistants, a part-time APEX teacher (gifted), and one district exemplary educator. The majority of all teachers at Southwind High School are highly qualified and licensed by the state of Tennessee.

2. The school also has school psychologists, occupational and physical therapists, behavioral specialists, and Department of Exceptional Children specialists that offer support to families and students by providing services that support human and educational needs.

3. A district exemplary educator provides curricular assistance by helping teachers develop sound pedagogical and classroom management strategies in their classrooms. The exemplary educator also provide teachers seeking professional assistance the opportunity to observe strong teachers who can demonstrate best practices daily in the classroom.

4. Six teachers serve as teacher mentors in the district-funded program for first year teachers. • OTHER RESOURCES

1. After school student tutorial programs are offered for students through the district Extended Credit Units (ECU) funds. Teachers who participate in the program receive a minimal stipend.

2. Vocational education programs are offered on-site in seven different career pathways areas. 3. Student fee waiver funds supplement instructional materials and learning opportunities for


eligible students. “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 1. Teachers need more planning time to use educational resources to enhance the curriculum

more effectively. 2. The ratio of teacher to student enrollment should be lowered and should not exceed the

state maximum allotment that states that every one teacher should teacher 150 students. • MONEY

1. Additional funds are needed to purchase technology to support curriculum and instruction. 2. Additional funds are needed to support professional development for implementation of the

ninth grade academy. 3. Additional funds are needed to purchase more student ancillary materials for Gateway/End

of Course Algebra I preparation. 4. Additional funds are needed to purchase more student ancillary materials for ACT

preparation. • PERSONNEL

1. Additional specialists/instructional coaches in the areas of literacy and mathematics to further support the curriculum.

2. Additional Advanced Placement trained teachers are needed to increase honors and AP offerings.

• OTHER RESOURCES 1. Additional classroom technology is needed to ensure access for students and teachers at all

times.

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

• Yes. Equity and Adequacy are begin provided to all teachers. All teachers have copies of their state standards in their courses, and have access to the online versions of these documents. All teachers have access to technology resources.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

• Yes. The school utilizes available funds and resources effectively to meet the needs of our teacher in their delivery of district and state standards. The faculty and students receive curriculum resources including textbook and ancillary materials from school, district, and state funding resources. Teachers and department teams spend allocated monies to best meet the needs of the students and enhance the teaching of the curriculum.

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

• Yes. Data supports that academic needs of Southwind High School students are being met as evident by achieving Adequate Yearly Progress. However, we will still need to reflect on how to better meet the needs of all of our students.


3.1.c: Curricular Summary Questions

Curriculum Summary Questions- Narrative Response Required

What are our major challenges and how do we know? Our first major challenge is improving the number of students who score proficient or advanced on the Algebra I Mathematics Gateway/End of Course Test. Although the school continues to meet all Adequate Yearly Progress in mathematics, the number of students scoring proficient or advanced has decrease by 2% between the 2007-2008 and 2008-2009 school year. This decrease was clearly evident in students who have disabilities and low socioeconomic areas. The decrease suggests that in the coming years that meeting AYP goals in this area will be challenge if not addressed. One final major challenge for Southwind High School is the improvements of the school’s ACT average for students. Currently, the school’s ACT composite score does not meet the district, state, or national average. The current composite score will require students to take one or more remedial courses on the collegiate level.


What are our major strengths and how do we know? Shelby County Schools’ Department of Curriculum and Accountability completes a yearly review of all curriculum guides and pacing charts to ensure that curriculum mapping and vertical organization are effective and guarantees maximum student achievement. The purpose of this action assigns subject matter to certain grade levels while eliminating repetition in certain grade levels, especially grades 9-12. Two Southwind High School teachers were involved in the district process of curriculum creation to match new state standards. Moreover, Southwind High School teachers adhere to state standards that can be clearly documented by formative and summative assessment data. The percent of students scoring proficient and advanced on TCAP Writing, Language Arts Gateway, Mathematics Gateway, and Biology Gateway has exceeded and/or met AYP goals. In addition, the school has consistently outpaced district and state averages in Language Arts Gateway and Biology Gateway. Southwind High School’s curriculum is aligned to state standard performance indicators and benchmarks. Teachers utilize Shelby County Schools’ curriculum and pacing guides, state performance indicators, and assessment data to target grade level proficiencies. Teachers differentiate instruction to ensure that students can master the curriculum. In addition, the school’s curriculum encourages students to problem solve, make decisions, and set goals. This is evident in the integration of subject matter and application of higher order thinking skills. The use of research-based practices allows for the support and monitoring of the curriculum. There is a commitment by all teachers to engage in professional development that enhances the implementation of the curriculum. This is evident by teacher participation in professional development and the teacher evaluation process.



How will we address our challenges? To address our challenges with the Algebra I Gateway, the school will utilize future Title I resources to allocate more technology and professional development for teachers to continue to assist student learning. In addition, the school will continue to utilize student TDE State standards and district curriculum and pacing guides to address this issue. All Algebra I teachers will continue to meet goals by having bi-weekly meetings to discuss best instructional practices and lesson plans that will directly impact student achievement. The current curriculum will continue to implement the Gateway Algebra I course and twilight (before school and after-school) tutoring for students struggling in Algebra I. Most importantly, parents and community stakeholders will be involved through the school’s Testing Night and through written and electronic communication to learn about the Algebra I Gateway/End of Course What are our assessments and how are they aligned with student needs? To address our challenges with the ACT, the school will provide additional professional development in implementing the curriculum using ancillary resources and integrating technology. TDE State Standards and ACT College Readiness Standards have been aligned for the ACT for most courses. We will implement two new courses in two critical areas in math and English for students. We will continue to implement district and state initiatives related to curriculum and student achievement. Core teachers will continue to align their opening activities and assessments with the ACT.


3.2.a: Instructional Practices

Current Instructional Practices Classroom

Instruction aligned with the standards based curriculum

Classroom instruction aligned with assessments

Teaching process is data

driven

High quality learning

environments as supported by higher order

thinking

Wide range of research-based, student centered

teaching strategies

Classroom organization and

management techniques support the

learning process

Multiple opportunities to

receive additional assistance to improve their

learning beyond the initial

classroom instruction

Evidence of Practice (State in definitive/tangible terms)

SCS curriculum and pacing guides are aligned to instruction with the TDE state standards. All nine weeks syllabi and lesson plans are aligned with state standards. Standards are posted for each individual lessons so that teachers can give students instructional focus.

Assessments correlate with instruction. Course SPI’s are assessed within each course by teacher or textbook created assessments. Discovery Education and Odyssey Compass Learning Formal Assessments are used to monitor mastery of SPI’s and determine instructional focus.

The school uses data in August and December of each year to project the areas of each school year to project areas of strength and areas to strengthen and to develop data driven instruction and to develop data driven instruction. The faculty collaborates to assess student-learning needs throughout the year through ongoing analysis of the district’s formative assessments and other relevant data. The results of assessments are used to monitor and plan instruction and to meet student needs.

SHS teachers use the training they receive to engage students with a variety of teaching strategies such as cognitive strategies, differentiated instruction, and graphic organizers. Teachers are provided with textbooks and ancillaries to meet the varying instructional needs of students. High quality student work that indicates higher order thinking skills is displayed in the school building. Word walls are used daily in some courses and encourage the acquisition of course specific vocabulary.

The school master schedule provides adequate learning time for students. Students work in cooperative learning groups. Teachers utilize small and whole group instruction to meet the needs of the various learning styles evident in the classroom. A good number of teacher utilize learning style inventories or assessments to determine learning styles of individual students and the class as a whole. SHS teachers have received professional development in improving content instruction and the usage of research-based learning strategies in the classroom.

Teachers have classrooms that demonstrate effective teaching methods. Department meetings promote a supportive learning environment. School-wide procedures are outlined and implemented to promote well-balanced classroom environments that support learning. Classroom rules and procedures are displayed in each classroom. School grade level administrators administer progressive discipline techniques to redirect undesirable student behavior. Southwind High Intervention Program (SHIP) is an onsite

Reading in the Content Area and English Gateway courses are taught in the school day for reading interventions. Gateway Algebra I course is taught during the school day for mathematics interventions. Odyssey Compass Learning is educational software utilized by teachers as a reinforcement of lessons taught in the classroom. Tutorial sessions are given after school for all content areas. Some teachers tutor at least one hour after school weekly. Students who fail the first semester of Algebra I retake this portion of the course during the second semester of each school year. A prevention liaison counselor has been hired to assist


Teachers have implemented activities and teaching strategies that are considered by Marzano, as “Classroom Instruction That Works.” Each teacher maintains a professional development plan as required by the district and school administration.

alternative education program that allows students to work on gains in meeting school behavioral and academic expectations. The Southwind Aggression Intervention and Learning Program (SAIL) is an alternative education program that works for Exceptional Education students who struggle with behavior and academic issues in the inclusion classroom session. Project Wisdom, a character education, program is utilized. Daily affirmations from this project are read each morning that encourage students to act in a positive manner and to make sound choices.

students with academic and behavioral issues. Inclusion of Exceptional Education students with IEP’s is done through the co-teaching model. The functional skills classroom is designated for students with severe learning disabilities. This program gives students the opportunity to learn basic academic, life, and vocational skills. ACT tutoring is offered after school. The library is available after school for students to use technology and to study. Summer school, credit recovery, and e-Learning programs are used to prevent dropouts and student failures of academic course work. Zeroes Aren’t Permissible (ZAP) is a program directed to ensuring that students complete all teacher assignments with no option of receiving a zero as a grade. Saturday school sessions are available for at-risk students who are in


danger of failing Gateway/End of Course testing. Gateway and EOC pullout programs are available for students at risk of failing Gateway and EOC state assessments.


Yes

Yes

Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Effective

Effective


Nine Weeks Syllabi Nine Weeks Lesson Plans Gateway and End of Course Assessment Data

Discovery Education Formative Assessment Data Gateway and End of Course Assessment Data District End of Course Benchmark assessments

Discovery Education Formative Assessment Data School data reports from the state and district levels Faculty and departmental meetings. IEP and 504 minutes Nine Weeks syllabi and lesson plans

Student work displayed in classrooms and hallways Nine weeks syllabi and lesson plans Informal classroom walkthroughs and formal teacher observations.

Formal evaluations and informal classroom walkthroughs Nine weeks syllabi and lesson plans Department meeting minutes Adequate Yearly Progress data Learning styles inventories

Classroom organization School master schedule Student disciplinary referral data

Tutorial logs IEP and 504 Plan minutes ZAP documents and rosters


Growth in Gateway, End of Course, and TCAP Writing data Growth in Adequate Yearly Progress in English and Math A positive growth in

Increase in the number of students achieving proficient and advanced scores on Gateway and End of Course exams

Formative assessment data indicates growth in the mastery of standards

Classroom walkthroughs and formal evaluations An increase in the number of students scoring proficient and advanced on Gateway and End of

An increase in the number of students mastering course standards Increase in the number of students scoring

An increase in the number of students mastering course standards Decrease in the number of student disciplinary

Increase in the number of at-risk and exceptional education students achieving success on Gateway and End of Course assessments


TVAAS data Course assessments proficient and advanced on Gateway and End of Course assessments

referrals


Regular classroom teachers communicate with Exceptional Education and ESL teachers to correlate course standards.

All students enrolled in identified courses, including exceptional students, are assessed for mastery of course SPI’s using Discovery Education Formative Assessments and teacher created assessments.

Individual teachers analyze data based upon data from course meetings, formative assessments, and weekly student progress to modify instruction. Teachers analyze data every nine weeks to address the areas of need identified on benchmark assessments.

Ongoing professional development is used to increase teacher professional knowledge of best practices. Teachers share new ideas and strategies at departmental and faculty meetings. Quality student work is displayed within the school building and classrooms.

All teachers participate in professional development that focuses on research based teaching strategies. School-wide and course sharing of new pedagogy is evident. All Algebra I teachers have received training on differentiating instruction using Discovery Education Formative Assessment learning probes.

Teachers use small group instruction and cooperative learning in their classrooms. All teachers give students discipline policies with classroom behavioral expectations and academic expectations. Students are given equitable, progressive discipline consequences to address non-compliance with school rules.

Students are provided with tutorial and mandatory academic support to achieve academic excellent. All students are closely monitored by pre and post assessments; as a result, teacher instruction is adjusted.


Teachers will receive training on using online TVAAS data to better impact students who are at-risk of failing state Gateway and End of Course assessments.

Professional Learning Communities need to be created to address more collaboration among teachers and to address local professional development implementation.

The A+ Computer Formative Assessment for ACT preparation should be implemented in instructional practices; this can be done to inform teachers on how to redirect classroom lessons in preparation for this test.

Professional development for the implementation of rigor and higher order thinking skills into lesson plans and daily lessons are needed for the faculty. Teachers need professional development training to assist students in the comprehension of complex texts and for application in complex problem solving.

Teachers need to be provided with more technology to meet the varying instructional needs of students. A new master schedule is needed to give students more options to meet new graduation requirements.

Administration needs to develop strategies to lower suspension rates. The Kindness Revolution, a reward program needs to be implemented to reward students who demonstrate positive behaviors.

Saturday school needs to be implemented for academic and behavioral issues for at-risk and Exceptional Education students. Funding is needed to fund twilight academic support programs for tutorial and course work assistance. Double block literacy program is needed for students who need help with phonemic awareness, decoding, writing, and other literacy skills.


A two-period algebra class for students who need additional support and have shown a history of struggling in mathematics.


3.2.b: Instructional Gap Analysis Instructional Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

• TIME 1. Teachers teach five periods with a planning and conference period. The periods are fifty-

five minutes in length, with the exception of fourth period, which is an hour and thirty minutes due to serving student lunches. Five hours of this time is devoted to planning for instructional time.

2. Electives are available for all students and include art, music, world languages, physical education, business education, and career and technical education.

3. Southwind High School provides intervention for struggling math students by offering Algebra IA for IEP students with moderate learning disabilities, and offers Gateway Algebra I for those students who are at-risk of failing the Algebra I Gateway/End of Course Assessment.

4. Southwind High School provides intervention for struggling reading students by requiring freshmen students with reading deficiencies to take Content in the Reading Area.

5. Teachers create nine weeks syllabi to schedule and maximize instructional time. 6. All teachers attend district and school professional development in the use of research-

based and data-driven instruction. 7. Exceptional Education students receive instruction in the regular classroom as part of the

inclusion program and receive services in math and science through the co-teaching model. 8. Instructional time is protected with limited outside interruptions to instructional time.

• MONEY 1. Southwind High School receives funding from its site-based funding and Basic Education

Program (BEP) funds provided for by the school district. 2. The site-based budget is used to purchase instructional materials, computers, equipment,

and supplies. 3. BEP funds are utilized top provide support personnel, supplies, and materials. 4. Community contributions are provided through the SCS Adopt A School program.

• PERSONNEL 1. The faculty at Southwind High School consists of 107 general and career and technical

teachers, one principal, one vice principal, four assistant principals, five guidance counselors, one prevention liaison counselor, two technology resource personnel, ten administrative assistants, and eight paraprofessionals.

2. The majority of the teachers are highly qualified by No Child Left Behind criteria. 3. The school counselors, prevention liaison counselor, district occupational therapist, district

physical therapist, and district speech therapist offer support to students and families by provided services that support basic physical and educational needs.

4. The prevention liaison counselor spearheads the school-wide education program, Project Wisdom.

5. The college and career counselor provides college-counseling services along with post-secondary education career advisement.

6. Six mentor teachers provide new teachers guidance and instructional support. 7. Southwind High School’s administrators conduct classroom walkthroughs and formal

evaluations, and they offer instructional support. 8. Southwind High School provides support for the educational needs of entering students

through the Ninth Grade Jaguar PRIDE Academy; teachers provide special instructional activities and resources to ensure an easy transition from middle school to high school.

• OTHER RESOURCES 1. Parent and community volunteers enrich instruction through the following programs: PTSA

Open House, PTSA Ambassador Program, SHS Career Day, annual Student Health Fair Day, HOSA Blood Drive, and Southwind High School Community Health Fair.

2. Student fee waiver funds supplement instructional materials and opportunities for qualifying


students. 3. Computer and on-line resources are available to students in the library and via two mobile

computer carts for technological support in all academic areas. “What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

• TIME 1. A new master schedule is needed to increase the number of periods or opportunities for

students to take more classes to earn more credits. 2. More professional time should be spent on how to create effective assessments (tests and

quizzes) for student learners. 3. More professional development time is needed to collaborate with colleagues and plan

instruction in professional learning communities (PLC’s). • MONEY

1. Additional funds are needed to update instructional technology such as LCD projectors, Smart Boards, CPS Systems, upgraded computers, graphing calculators, TI-CBL and CBL application software.

2. Funds need to be used for teachers to attend out of district professional development in order to share this newly gained knowledge with Southwind High School’s teachers and staff.

3. School leadership team members need to be trained on creating effective professional learning communities.

4. Funds are needed to provide monetary incentives for at-risk students who demonstrate growth in student achievement.

• PERSONNEL 1. Additional AP trained teachers are needed to increase AP offerings. 2. Literacy and Mathematics coaches are needed to ensure that an increase in the number of

students performing well on ACT and state Gateway and End of Course assessments occurs.

• OTHER RESOURCES 1. Additional technology is needed to provide more enrichment of the learning environments

for all students. 2. Additional ancillaries are needed to support teachers who teach Gateway and End of

Course assessments. 3. Southwind High School should enlist the assistance of community and business leaders to

participate in shadowing and apprenticeship programs for students. Equity and Adequacy: Are we providing equity and adequacy to all of our teachers?

• Yes. All teachers collaborate and share strategies at department, course area, and faculty meetings. The district supports new teachers in their instructional practices and classroom management with a formal mentoring program. Also, the district provides an exemplary educator for the school for guidance and instructional support.


• Yes. Southwind High School targets funds and resources to meet the needs of all teachers so that they can meet the needs of all students. We have used funds to provide classroom sets of graphing calculators for all Algebra I teachers and classroom sets of Gateway Coach ancillary workbooks. We also have used funds to supply teachers with ACT materials, software for ACT and Gateway/EOC preparation, risograph machines, and copier machines. Despite these efforts and lack of funding, technology is not available in all classrooms.


• Yes. Our TCAP, Gateway, and EOC scores reflect that we are accurately meeting our students’


needs. Even though we made adequate yearly progress, our faculty understands our ongoing challenges to meet the needs of all subgroups. Our major deficit is that we have a high suspension rate that must be addressed, and we also have below average ACT scores that we realize will have to be addressed.


TEMPLATE 3.2.c: Instructional Summary Questions

Instructional Summary Questions- Narrative Response Required

What are our major challenges and how do we know? (These should be stated as instructional practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.) One of our major challenges is the lack of access to technology by all teachers and students in our school building. As a result, classroom teachers need more professional development in educational technology for efficient usage for the maximum engagement of students. Our second challenge is that we need to create Professional Learning Communities that will continue to have teachers share best practices and to engage in high quality professional development that work to maximize student achievement. Currently, the school only meets in departmental meetings and school-wide faculty meetings to accomplish these goals. To create these learning communities, we must establish learning groups that represent several different departments and diverse teaching experiences to devise plans to implement instructional best practices that will assist our students. Our final challenge is to lower the suspension rate among our students, particularly with our African American male population. Recently, the school was subject to public scrutiny by the local newspaper, The Commercial Appeal. Although the story was nothing newsworthy to Southwind High School stakeholders, the school community has the desire to come together to address this major issue.


What are our major strengths and how do we know? Southwind High School has a plethora of strengths that make its instructional program strong. First, professional development is targeted toward increasing student achievement through the creation of lessons that address 21st century workplace skills. All teachers are required to follow a district mandated professional development plan for learning for their respective course area subjects. Next, teachers record state standards on lesson plans, and the lesson plans are monitored by administrative staff. The administration of Southwind High School is visible not only throughout the school building by also in the classrooms. The administration is supportive of classroom activities and encourages teachers to strive for excellence. In their daily work to assist student achievement, teachers break up the fifty-five minute periods into smaller increments of time to allow for a variety of teaching strategies. Also, through scheduled department meetings, teachers collaborate to brainstorm instructional ideas to better improve student achievement. As a result in this hard work, we have seen improvements in standardized tests (Gateway and EOC) and in our Adequate Yearly Progress data.


How will we address our challenges? During the 2010-2011 school year, Southwind High School will receive Title I funds to increase the availability of technology in every classroom. Moreover, the school leadership team will need training on how to build effective professional learning communities to assist in teachers learning best practices and implementing these practices to maximize student achievement. Our answer to the high suspension rate will be to develop programs and strategies that would lower the school suspension rate, such as the Kindness Revolution and other reward based programs for at-risk students. Moreover, we should continue the school’s character education program, Project Wisdom.


3.3.a: Assessment Practices

Current Assessment Practices Assessment Aligned

with Standards

Variety of data points for decision making relative to student

achievement Uses wide range of

assessments

Support for developing and using

assessments

Assessment information used to communicate with

stakeholders Evidence of Practice (State in definitive/tangible terms)

Common nine weeks and semester exams and teacher and textbook created unit tests are aligned with course standards. Formative and summative assessments used through each unit of study are aligned with course standards. Classroom walkthroughs and formal teacher evaluations indicate adherence to standards. Teaching and reteaching based on mastery and non-mastery of standards as indicated by formative and summative assessments document alignment with course standards. Weekly lesson plans include connections to the standards.

All of the following items show a variety of points of data for decision making regarding student achievement: Algebra I, English 10, and Biology Gateway/EOC assessment results; TCAP Writing Assessments; TCAP Alternate Portfolio data; ACT composite scores, Advanced Placement Test Score Data; Unit Tests; formative assessments; report card grades (D’s and F’s). The non-academic variety of data includes the following measures: Free and reduced lunch percentage, attendance rate, disciplinary data/out-of-school suspension rates, graduation rate/dropout rate, mobility rate, the state report card, and AYP status reports.

The following indicators show usage of a wider range of assessments: teacher made formative and summative assessments and benchmark testing, such as Discovery Education and Standardized EOC and Gateway courses. Performance assessments are used in different content area courses to give students the opportunity to demonstrate what they know through oral and performance-based presentations or through the presentation of a final product.

Modeling and training by mentor teachers assist first year teachers in creating quality assessments. Guidance and instructional support by the school exemplary teacher assists teachers in creating quality assessments

Report cards, progress reports, and PowerSchool are shared with parents to keep them abreast of student performance on all assessments. Parent-teacher conferences are held with parents to discuss student performance on all assessments, particularly with at-risk students. The school district ensures that all school assessment data is made available to media resources and community members.


Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective



Benchmark Testing; formative assessments; EOC, Gateway, and TCAP Writing assessments; and Discovery Education all provide data.

The results of aforementioned tests are the data sources. TVAAS composite scores and AYP results comprise other evidence.

Susan Vaughn, principal, and Christopher Hardiman, vice principal, will monitor data sources for professional development.

Susan Vaughn, principal, and Christopher Hardiman, vice principal, will monitor data sources for developing and supporting assessments.

No Child Left Behind data supports all information used to inform and report to community stakeholders about SHS’s assessment data.


Ninety percent of all SHS juniors made a 4 or higher on the TCAP writing assessment. Ninety percent of all Algebra I students scored proficient or advanced on the Algebra I Gateway during the 2008-2009 school year. Ninety-eight percent of all English 10 students scored proficient or advanced on the Language Arts Gateway during the 2008-2009 school year. Ninety-five percent of all Biology students scored proficient or advanced on the Science Gateway during the 2008-2009 school year.

The following elements demonstrate evidence of effectiveness: lower failure rate, improvement of standardized test scores on practice tests, and the final results of the Gateway, TCAP Writing, and EOC assessments.

Benchmark testing for placement and instruction purposes and No Child Left Behind data measure the effectiveness of this practice. Performance assessment rubrics also meet the burden of evidence for this practice.

The following elements demonstrate evidence of support: formal evaluations of teachers by administrators, classroom walkthroughs by teachers, and feedback from the school administrators for teachers.

The high parent participation in parent-teacher conferences indicates effectiveness. A large percentage of our parents/guardians have PowerSchool accounts to view their students’ progress on assessments.


Most subject areas are required to give an End of Course assessment. The Advanced Placement curriculum gives students the option to take an AP test in a particular course of study.

Teachers have access to pre and post assessment data, Discovery Education data, and district practice test data to guide them in maximizing student performance on teacher created and state assessments.

All students are mandated to take the appropriate assessments based on their program of study.

All Gateway and EOC courses are given preference, but the exemplary educator and school and district administrators will make time for all other teachers as time permits.

The school attempts to communicate with all stakeholders through a variety of media, including callout, written information sent home with students, and the Southwind High School website.


Teachers will need to be trained on how to use the state TVAAS data website to determine areas where students should be assessed effectively to surpass projected scores.

School administration should train personnel in studying and using assessment data to differentiate instruction. Teachers will need to continue to give

Teachers will need professional development in creating effective self-created assessments that adequately address student mastery of the SPI’s.

School administration should train personnel in studying and using assessment data to differentiate instruction. Teachers will need professional

More parent informational session meetings should be held to gain more parent approval. Minutes and sign-in sheets of the meets should be created and filed with the principal and/or vice principal.


benchmark tests in all classes aligned to the standards. More usage of the A+ software as an intervention tool for standards based assessments.

Teachers should continue the usage of performance assessments.

development in creating effective self-created assessments that adequately address student mastery of the SPI’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?)

• TIME 1. Administrators (vice principal and principal) analyze data from test scores to determine

interventions needed and student/teacher placement. 2. Teachers use data to determine what skills need reteaching and what methods and

strategies work with which group of students. 3. Teachers meet by departments or as a whole to discuss assessment strategies. 4. Teachers share information on how to develop rubrics and formative and summative

assessments. • MONEY

1. District funding is provided for benchmark assessments for students in EOC courses and for additional personnel to guide teachers in using the data to inform their instruction.

2. The district provides funding for Discovery Education assessments for Exceptional Education students in Algebra I and English 10 courses. All other students have to pay $7 for each test. Student fee waivers are available in limited amounts for students who do not have the financial means to pay for these assessments.

• PERSONNEL 1. All teachers are responsible for creating and utilizing assessments that maximize student

achievement. • OTHER RESOURCES

1. Computer labs are available for teachers to have students utilize software (Odyssey Compass Learning and A+ ACT Preparation) that would enhance their assessment taking skills.

2. Teachers can access Discovery Education Benchmarks results to determine subject matter that needs to be reassessed.

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

• TIME 1. Teachers need time to analyze assessment data, to build instructional strategies, and to

collaborate and implement effective assessment strategies. 2. Content teachers need to gain time for professional development in planning and creating

quality assessments that actively reflect course standards. • MONEY

1. Funding is needed for teacher to learn how to use data effectively, particularly TVAAS data. 2. Title I funding is also needed so that literacy and mathematics coaches can be hired to give

guidance and instructional support to teachers to assist them in creating quality assessments.

3. Title I funding is needed to purchase new software to address future needs with End of Course tests in Geometry and Algebra II, such as Stanford Math.

• PERSONNEL 1. Literacy and mathematics coaches are needed to give guidance and instructional support to

teachers with assessment creation. • OTHER RESOURCES

1. Other technologies, including computer carts and online teacher assessment tools, will enhance the acquisition of learning for all student learners.


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

• Yes. All teachers are given access to all types of data, and are given the necessary tools to ensure that assessments give a clear indication of how students are achieving. However, more training is needed in training teachers on how to use TVAAS predictor scores in relation to creating effective assessments to boost student achievement.


• Yes. Based on our AYP results and the fact that all students are tested with Discovery Education, Southwind High School has done an adequate job in allocating and utilizing district and site-based funds available for student assessment practices. However, Title I funds are needed for more professional development for teachers in creating effective assessments.


• Yes. Southwind High School has exceeded state Adequate Yearly Progress parameters for the past two years.


3.3.c: Assessment Summary Questions

Assessment Summary Questions- Narrative Response Required

What are our major challenges and how do we know? Teachers need to assess, evaluate and implement more effective uses of data in a timely matter. Teachers need to understand how to use data sources, such as TVAAS and Discovery Education, to create stronger assessment pieces that would address areas of student deficiencies for certain course standards.


What are our major strengths and how do we know? All students are tested using multiple assessments for various purposes. Our AYP data demonstrates that our students outperform the district and state average in Algebra I and English 10. This school year, a pilot program in the ninth grade academy have allowed us to begin using pre and post assessment tests to determine the growth in student achievement over a nine-week grading period. In the academy, these teachers have learned that this valuable information is great resource in directing instruction. As a result, school administration will encourage mandatory teacher collaboration on pre and post assessment testing to inform and drive student instruction.


How will we address our challenges? Professional development for administrators in the utilization of data will be provided. Teachers will be required to demonstrate the use of data to develop their instruction through lesson plans. Students will be given multiple opportunities for improving scores through the use of formative assessments and intervention programs.

3.4.a: Organizational Practices

Current Organizational Practices Beliefs, Mission, and

Shared Vision compel purpose and direction

for the school

Organizational processes serve to support success in

classrooms

Organizational practices and

processes articulate high expectations for all

students

Proactive Initiatives in addressing issues that might impede learning

Organized to support a diverse learning

community through programs and practices to

support and improve teaching and learning in

the classroom. Evidence of Practice (State in definitive/tangible terms)

The mission statement, shared visions, and common beliefs are used as a philosophical guide for all decision making within the teams, academies, and the school as a whole. Teachers and school administrators at Southwind High School are life-long learners who are earning or have earned masters and doctoral degrees in a subject area or in education. Teachers also encourage all students to pursue post-secondary education.

Math prompts, reading prompts, and writing prompts are periodically conducted to support all students. The use of the co-teaching model assists many exceptional education students to succeed in the regular classroom. Practice Gateway and End of Course Assessments are given regularly to ensure student success on these state mandated assessments.

Southwind High School uses the following practices and processes to articulate high expectations for all students: small learning communities (Ninth Grade Academy), parent-teacher conferences, co-teaching training, Formative and Summative Assessment Training, Service Club Learning, Differentiated instruction opportunities, AP and Honors courses, and school mandated requirement for every student to take the ACT. Classroom walkthroughs and formal evaluations are used by school administration. All teachers have a professional develop plan that must be completed yearly. All teachers plan and implement research-based instructional strategies that have been proven to work at high quality schools. All teachers plan and incorporate bell work, warm-up activities, and closing reviews in students’ daily lessons.

Southwind High School has created the ACT 30+ Club to ensure that all students strive to make high composite and section scores on this college entrance exam. Southwind High School’s Ninth Grade Academy has utilized “Stars of the Month” program to reward students for showing academic and social leadership. Southwind High School honored Students, Teachers, and Staff of the Month for excellence in academics, teaching, and service to the school. Zeroes Aren’t Permitted Academic program assists students who do not complete all assignments in a satisfactory manner in class; this program gives students a “second chance” to redo missing class assignments. After school tutorial programs are available at the school. Lunch schedules are developed to ensure that students transition to and from class with little interruption in the lunch schedule.

Southwind High School has a very active Parent Teacher Student Association; the executive board for the PTSA meets monthly with the principal. The PTSA also sponsors the Homecoming and Winterfest Dances and the SHS Career Day. Southwind High School has very active athletic boosters. Progress reports and report cards are sent home to parents to update them on student achievements. The Freshman Academy serves as a transition program for freshman students; the small learning community has its own wing of the building to place emphasis on freshmen graduating on time and assisting all students in being successful in the classroom and in the community. The school has an automated calling system, First Response System, that allows school administration to record and send automated messages concerning school activities and business via the telephone and email. The school has a world


All teachers teach from bell to bell. All teachers attend mandatory faculty and departmental meetings when scheduled by the principal. Professional School Counselors give academic advisement to foster student social and academic growth. Dual Enrollment, Advanced Placement, and Honors courses are included in the curriculum.

class website that allows parents and stakeholders to access information at any time. Local businesses, churches, community clubs and organizations, and community leaders donate time and resources to support the athletic and academic program at Southwind High School.


Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective


Increase desire among students to attend a four-year post-secondary institution or two year vocational program. AYP data School report card

AYP Data School Report Card

AYP Data School Report Card Teacher Professional Development Plan




The students of Southwind High School continue to meet and exceed district and state averages on Gateway and End of Course assessments, and the TCAP writing assessment.







Beliefs, mission statement, and shared vision are aligned with Shelby County Schools’ Strategic Plan for school years 2008-2013. All teachers respect and promote the beliefs, mission statement, and shared vision of Southwind High School.


Southwind High School needs to continue to uphold the beliefs, mission statements, and shared vision. The school stakeholders need to continue how to meet all school action goals and objectives through school-wide and departmental continuous school improvement.

The school must address the school’s composite ACT scores to ensure that they meet or exceed district, state, and national average scores.

Teachers need continuous professional development opportunities in research-based strategies and the creation of quality assessment that address state course standards. The school needs to work with honors students to ensure that students continue to raise Advanced Placement scores.

The school should make a concerted effort to encourage students to participate in school tutorial programs. The school needs to continue to foster positive relationships with feeder middle schools.

The school should look for ways to incorporate more business and community participation in Southwind High School academic activities.


TEMPLATE 3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES (How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality organizational practices?)

• TIME 1. Time during the process of creating this school improvement plan was spent developing

and aligning the mission statement allowing TSIPP committees to use it as a guide in their meetings.

2. Time is spent educating the community and the parents of the mission and direction of the school.

• MONEY 1. The school is committed to teacher and administrators engaging in professional

development funded by the school and district funding. • PERSONNEL

1. Using the renewed vision and mission, school personnel is aligned to support the rigor, relevance and relationship within the school community.

2. Teachers will continue to encourage students in the Zeroes Aren’t Permissible program, the after school tutorial programs, and all ACT preparation programs.

• OTHER RESOURCES 1. Teachers will continue to utilize all technological resources available at the school level.

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

• TIME 1. Administrators, teachers, and staff need to spend more time communicating the mission

statement and working to achieve the shared vision as we continue to implement changes. 2. Time is also necessary to coordinate school business partnerships. 3. Time is also needed for informational meetings for parents on testing, college readiness,

and ACT and Gateway/EOC preparation. • MONEY

1. Title I funds are needed to purchase the following educational technology: Smart Boards, Computer Performance Systems (Clickers), overhead projectors, LCD projectors, DVD players, and elbow cameras.

2. Title I funds are needed to fund student tutorial programs and ZAP Academic support. 3. Title I funds are needed to create professional learning communities at the school level.

• PERSONNEL 1. The retention of the certificated and classified personnel sharing the school’s vision is

essential to ensure continued improvement. 2. Literacy and mathematic coaches are needed to assist in the utilization of best practices in

language arts and mathematics courses. • OTHER RESOURCES 1. More parental involvement meetings are needed to inform parents on testing standards,

college readiness requirements, and ACT preparation. 2. Professional development is needed to ensure that the school continue to focus on student

achievement and utilizing the best available resources to ensure that all students are successful.

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


• Yes. All teachers, staff, and administrators are expected to follow the policies of Shelby County Schools and Southwind High School. All teachers, staff, and administrators are expected to communicate with all school stakeholders to foster learning communities, which will engage all students; as well, all teachers, staff, administrators, parents, and community stakeholders should continue to ensure that all students strive to attain the shared vision of the school.


• Yes. The school utilizes available funds and resources effectively to fund faculty and student needs to accomplish organizational goals and objectives. First, the school utilizes funds for a variety of enrichment and tutorial programs for students. The final needs that are funded by money and resources are for the professional development of teachers to ensure that they utilize best practices to maximize student achievement.


• Yes. Data supports that academic needs of Southwind High School students are being met as evident by achieving Adequate Yearly Progress. However, we will still need to reflect on how to better meet the needs of all of our students.


3.4.c: Organization Summary Questions

Organization Summary Questions- Narrative Response Required

What are our major challenges and how do we know? (These should be stated as organizational practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.) The current major challenges of Southwind High School are the following five areas. First, we must continue to increase the number of students who score proficient and advanced on the Algebra I Gateway/End of Course assessment. In addition, we must also continue to work with teachers and students to increase the schools average ACT composite score. Our next focus will be to continue to work to lower the school suspension rate, especially among African American males. The next area that we should continue to monitor and address continually is making sure that we meet all state and federal benchmarks for student attendance. Finally, we must meet the challenge of bringing more technology into the school, so that students and teachers can use the latest educational technology to enhance the current curriculum. Organization Summary Questions- Narrative Response Required

How will we address our challenges? We will address our challenges in the following ways. First we should continue to give professional development to teachers to encourage the use of best practices to improve the school’s ACT composite score and to increase the number of students scoring proficient and advanced on the Algebra I Gateway/End of Course assessments. Moreover, Title I funding is needed to fund reward programs, like the Kindness Revolution, and other alternate discipline programs to lower the school’s suspension rate. In addition, Title I funding is needed to ensure that technology is available in all classrooms. Finally, administration must monitor student attendance to ensure that each year the school meets the 93% benchmark for yearly attendance.

Organization Summary Questions- Narrative Response Required

What are our major strengths and how do we know? Our strengths are two-fold. First, our parents, teachers, and students believe strongly that we have a safe, school environment that fosters a culture for learning. Because failure is not an option, teachers are working with students to develop plans for success. The current administration has worked diligently to ensure that the all members of the school community are safe, and is allowed to contribute positively to educational excellence. This strength is based upon student, teacher, and parent surveys that were given at the beginning of the TSIPP process. Our final strength is our implementation of the beliefs, mission and shared vision of Southwind High School. As a result of our new beliefs, mission, and shared vision, we believe that we will constantly meet and exceed the goals of No Child Left Behind, as well as district and state performance goals with the ACT and mandatory state assessments.

GOAL 1 – Action Plan Development

– (Rubric Indicator 4.1) Revised DATE: November 2010 Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

Goal Increase the percentage scoring proficient or advanced on the End of Course Algebra I assessments to 44% at the end of the 2010-2011 school year.

Which need(s) does this Goal address? The percentage of students scoring proficient or above for the 2008-2009 school was 90%; the school would like to increase it back to the 95%, the percentage during the 2007-2008 school year.

How is this Goal linked to the system’s Five-Year Plan? This goal will lead to the development of “a curriculum of rigor, relevance, and relationship which reflects greater preparations for careers in higher education, and responsible citizenship” (SCS Strategic Plan #1)

ACTION STEPS – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – (Rubric Indicator 4.3) Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions, which should be scientifically based where possible, and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Timeline Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources Evaluation Strategy Performance Results /

Outcomes

Action Step The school will utilize a Title I Facilitator to provide support, technical assistance, and ensure compliance with Federal mandates.

August 2010 – May 2011

Susan Vaughn, Principal/ Christopher Hardiman, Vice Principal

Professional Teacher’s Salary Title I Funds

Teacher evaluation, Federal monitoring, and professional evaluation will evaluate the teacher.

Title I funds will assist the school in funding all of the steps to meet this goal.

Action Step The school will utilize a Math Coach to improve Algebra I instruction and to support struggling learners.




Teacher evaluation, and improved math scores will evaluate the teacher.

This teacher will ensure that the teaching mathematics faculty will have the necessary ancillaries and instructional strategies to effectively reach students.

Action Step

The Professional School Counselors will identify all 11th-12th grade students who need to pass the Gateway Algebra I assessment and will place them in a special class, Gateway Algebra I, for additional assistance.

Daily: 8/9/2010 to 5/26/2011

Trinka Tate and Leanna Cerbu, Professional School Counselors

PowerSchool Data; Letters to Students and Parents about Gateway requirements for graduation

System Funds

Gateway Algebra I teacher will report progress of students at interim progress reporting period and end of quarter grading period (report card period) to the Professional School Counselors.

100% of students in this course will score proficient or advanced on the Algebra I Gateway assessment.

Action Step

Parents, community partners, and students will be notified of “Testing Night,” a parent meeting which will discuss the nature of the Gateway Algebra I and Algebra I End-of-Course assessments, by flyers and through the Rapid Response System

12/01/2010

Christopher Hardiman, Vice Principal Erin Y. Luster, Title I Facilitator

None System Funds Ms. Luster will document a record of those who attended “Testing Night”.

100% of students in this course will score proficient or advanced on the Algebra I Gateway assessment.

Action Step Identified struggling students will attend an after school tutorial program. Students with satisfactory attendance will be eligible for rewards.

1/25/2010 to 5/22/2010

Susan Vaughn, Principal

Algebra I Gateway Coach Books; Compass Learning Algebra software.

$1,154,00 – Algebra I Coach Workbook (Title I); $1,702.98 – Teacher Stipends (Extended Contract)

Algebra I teachers will conduct tutorial sessions and keep a documentation log for attendance accountability.

Close monitoring of assessments, tutorials, and differentiated instruction will contribute to 92% of the students scoring proficient and advanced on the Gateway and End of Course Algebra I Gateway Assessments.


Action Step

All math department teachers will attend a training session on “Differentiating Instruction.” In order to improve instruction, math teachers will meet monthly to review differentiated instructional strategies, classroom management, and Gateway and End of Course indicators.

8/9/2010; Every second Wednesday from 9/10/2010 – 5/11/2011

Zach Cannon, Math Chairperson; Erin Y. Luster, Title I Facilitator; and Tim Jones, District Math Instructional Supervisor

ThinkLink Learning Results; Computers, LCD Projectors, PowerPoint presentation based on Differentiated Instructional Strategies

System Funds

The math department chair will track teacher attendance and maintain documentation of meeting minutes. The action step will also be monitored through teacher lesson plans, formal and informal evaluations, and student grades in Algebra I

Student grades should remain above 70% or better. Moreover, student comfort with performance indicators and test questions on both assessments will be evident.

Action Step

Letters will be sent home to parents of students enrolled in Algebra I informing them of effective study strategies, tutoring availability, and spring test dates.

1/11/2010 Christopher Hardiman, Vice Principal

Informational Letter System Funds

Parent involvement and student achievement will increase as a result of this action step.

As teachers communicate directly with parents, they will follow up to make sure that parents received the materials.

Action Step

Students repeating the Gateway Algebra I assessment for the first or multiple occasions will attend a Saturday Gateway Academy.

3/29/2011; April 5, 12, 19, & 26, 2011

Algebra I Teachers; Susan Vaughn, Principal; Chris Hardiman, Vice Principal; and Erin Y. Luster, Title I Facilitator

Algebra I Coach Workbooks

$1,154.00 – Algebra I Gateway Coach Workbooks (Title I); $25.00 per hour per teacher – stipend for Saturday sessions (Title I); $200.00 – Snacks for Saturday Gateway Academy (Title I)

Selected math teachers will keep a log of students attendance, administer practice tests, and chart student progress

Students will develop more confidence leading up to the actual test date, so that 92% of the students will score proficient or advanced on the Algebra I Gateway assessment.

Action Step

Flyers and Rapid Notice will be used to inform parents and students of Saturday sessions. 3/24/2011 Susan Vaughn,

Principal

Rapid Notice Response System

System Funds Ms. Vaughn will keep logs of student attendance at Saturday Academy.

Students will develop more confidence leading up to the actual test date, so that 92% of the students will score proficient or advanced on the Algebra I Gateway assessment

Action Step

The students will use technology daily, such as ThinkLink Learning, Compass Learning, and graphing calculators to enhance mastery of mathematical concepts and Gateway objectives.

Daily from 8/9/2010 – 6/24/2011

;Erin Y. Luster, Title I Facilitator; Christopher Hardiman, Vice Principal and Grade Level Administrators

Student Computers, ThinkLink Learning Probes, Compass Learning, and graphing calculators

$400.00 – Batteries for TI-84 Calculators (Title I), Paper for Compass Learning

The vice principal will review lesson plans weekly, and the administration team will perform classroom observations weekly.

Students will develop a deeper conceptual knowledge of the Algebra I curriculum, will demonstrate a working knowledge of the graphing calculator for usage on the test; as a result, 92% of students will score proficient or advanced on the Algebra I Gateway and Algebra I End of Course test.

All teachers and students will use PowerTeacher and PowerSchool to track grades and student progress so that all parents and students can track student progress.

September 2010 – May 2011

Christopher Hardiman, Vice Principal; math teachers, professional school counselors; Erin Y. Luster, Title I Facilitator; and students

PowerSchool passwords for students that will be provided by their grade level professional school counselor

System Funds

The vice principal will track teacher grade books weekly to identify students who are not passing Algebra I and will check to ensure that teachers enter required number of graded assignments weekly and are based on both assessments SPI”s. Professional school

Student assignments and student grades should directly correlate with both assessments SPI’s, and the teachers will ensure that students, whose grades have fallen below 70% refer them to the Zero’s Aren’t Permissible program and have been in contact with the parent to


Action Step

counselors will also schedule conferences for students who have fallen behind in Algebra I. In addition, PDSCC’s will work with teachers to identify academic performance issues in Algebra I and assist the teachers, parents, and students to come up with solutions to assist students in passing the course.

discuss failing students’ performances.

Action Step

The teachers will utilize the Algebra I Vocabulary as established by the state of Tennessee Department of Education. Students will utilize the terms in open-ended written assessment questions and mandatory quarterly essay assignments.


Christopher Hardiman, Vice Principal; Erin Y. Luster, Title I Facilitator

Vocabulary lists for each teacher and webmaster for posting over the school website

System Funds

The vice principal will review lesson plans to ensure that the vocabulary is implemented into lesson and into assessments weekly.

Students should show mastery of each of the vocabulary terms to achieve 92% proficiency and advanced scoring on the Gateway Algebra I and Algebra I End of Course Test.

Action Step

Students will attend weekly afternoon ACT tutorial sessions in English, Mathematics, Science, and Reading testing areas, which will focus on improving student composite and subject area ACT scores.

Twice weekly from January 2010 through May 2011

Susan Vaughn, Principal; Erin Y. Luster,

Title I Funding Student Computers

$4,252,50 – Teacher Stipends (Title I)

Teachers will maintain a log of student attendance and student progress.

ACT tutorials will give students a familiarity and comfort level with ACT questions and will provide


– (Rubric Indicator 4.1) Revised DATE: November 2010

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

Goal The average PLAN/ACT composite score of students in all subgroups taking the ACT will increase by 2.5 points to meet the district average of 17.8 by the end of the 2010-2011 academic school year.

Which need(s) does this Goal address? The objective is to increase school average of 16.3 to meet the district average of 17.8..

How is this Goal linked to the system’s Five-Year Plan? This goal will lead to the development of “a curriculum of rigor, relevance, and relationship which reflects grater preparation for careers, higher education, and responsible citizenship” (SCS Strategic Plan, Objective 1).

ACTION STEPS – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – (Rubric Indicator 4.3)

Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal. Timeline Person(s)

Responsible Required

Resources Projected Cost(s) &

Funding Sources Evaluation Strategy Performance Results / Outcomes

Action Step

The school will work with Jane Ross Tutoring to coordinate a free practice test of the ACT, and will give a presentation to students and parents of their test results and the services they offer for test preparation.

September 2008 to May 2011

Dr. Sondra Long, College and Career Counselor; Erin Y. Luster, Title I Facilitator

Flyers, Rapid Response Notification System, and ACT Materials provided by Kaplan

Title I Funds; Jane Ross will provide all ACT resources

Students and Professional School Counselors will perform an evaluation of the workshop.

Students will increase their composite ACT scores by two points or more, helping increase Southwind’s ACT score by at least 2.5 points.

Action Step

The school will offer two semester ACT prep courses as elective classes during the academic school year to 11th and 12th Grade students. The courses are ACT Mathematics Prep and ACT English Prep.

August 2010 to May 2011

Susan Vaughn, Principal Christopher Hardiman, Vice Principal, Erin Y. Luster, Title I Facilitator; Classroom Teachers

ACT Preparatory Workbooks; Ancillary Materials; ACT Prep Online Training

System Funds 35 ACT Mathematics Preparatory Workbooks - $11.00 per book = $385.00(Title I Funds) 35 ACT English Preparatory Workbooks - $11.00 per book - $385.00 = (Title I Funds) 2 The Real ACT Prep Guide: The Only Official Prep Guide from the Makers of ACT $26.00 Per book – $52:00 (Title I Funds) A+ ACT Software Guide (School Provided)

The school will utilize student grades, student ACT test scores, student diagnostic assessment results, student practice test results, teacher evaluation, and classroom walkthroughs to monitor and evaluate this action step.

Students will receive 180 days of full instruction of ACT preparation in the two areas in which students demonstrated the greatest area of need. Students will receive quality instruction that will raise their scores in math and English, as well as their composite scores.


Title I Facilitator; Four members of the school faculty to serve as tutors.

them with best practice strategies to answer questions successfully.

Action Step

Parents and school partners will be kept informed of information and an explanation of the ACT/PLAN test, local ACT tutorials, and national ACT test dates through PTSA meetings held at variable times, test specific parent information, newsletters, the school website, and Rapid Response Parent Notification system.

Monthly from August 2007 through May 2011

Susan Vaughn, Principal/ Christopher Hardiman, Vice Principal; Erin Y. Luster, Title I Facilitator; Christen Reese, School Webmaster

Flyers, newsletters articles, school website updates

Title I Funds

Parent exit surveys will document the effectiveness of the information presented. Data will be collected and disaggregated to improve this service. Ms. Luster will keep record of the meeting sign-in sheets and communication updates.

Parents will gain valuable information on the structure of the test and examples of ACT/PLAN test questions, and learn information about national test dates and the ACT tutorial schedule.

Action Step Content area teachers will use ACT/PLAN Test questions as bell work activities in each content area.


Chris Hardiman, Vice Principal

ACT Warm-up Activities prepared by teachers over the summer of 2010

$960.00 – Stipends for four teachers to prepare the ACT Warm-Up Transparency Notebooks (Title I Funding)

Teachers will turn in lesson plans detailing ACT bell work activities and assessment of these skills.

Students will gain familiarity with ACT/PLAN test questions and test format.

Action Step

A committee of four teachers will compile professional literature and ACT bell work activities and then will conduct training sessions for the Southwind High School Faculty.

July 2010

Susan Vaughn, Principal/ Christopher Hardiman, Vice Principal; Erin Y. Luster, Title I Facilitator; Academic Core Teachers

ACT Bell Work Transparency Notebooks

$455 for notebooks, transparencies, dividers, and colored paper

Teachers will turn in lesson plans detailing ACT bell work activities and assessment of these skills.

All teachers will have ACT practice questions for their particular content area to present to students for bell work and closing sponge activities.

Action Step

Teachers will receive local training on utilizing the ACT College Readiness Standards in English, Math, Science, and Reading and utilizing school wide PLAN and ACT Scores to improve instruction.

August 2010 Christopher Hardiman, Vice Principal

ACT College Readiness Standards in English, Mathematics, Science, and Reading, LCD Projector, computer lab, paper

System Funds

Teachers will turn in lesson plans with ACT Readiness Standards included in their lesson plans; Teachers will use identified areas to strengthen from school-wide PLAN and ACT results to remediate students in these areas; Mr. Hardiman will keep attendance sheets to the meetings.

The school will utilize lesson plans, teacher evaluations, and classroom walkthroughs to evaluate this action step.

Action Step

Teachers will receive local training on utilizing the A+ ACT Preparation Software.

August and September 2010

Leanna Cerbu, Lab Facilitator

A+ ACT Preparation Software

System Funds Faculty meeting sign-in sheets will record teacher attendance.

The school will utilize lesson plans, teacher evaluations, and classroom walkthroughs to evaluate this action step.


Action Step

Content area teachers will teach test-taking strategies using A+ Software.

September 2010 – May 2011

Christopher Hardiman, Vice Principal

A+ ACT Preparation Software

System Funds

The school will utilize through the usage of student surveys, student practice tests results, and the monitorization of technology inventory needs.

Data from the A+ ACT Software will assist teachers and administration in identifying students who will need further remediation

Action Step The school will utilize a Title I Facilitator to provide support, technical assistance, and ensure compliance with Federal mandates.




Teacher evaluation, Federal monitoring, and professional evaluation will evaluate the teacher.

Title I funds will assist the school in funding all of the steps to meet this goal.

Action Plan

The school will utilize a Math Coach to improve language arts instruction and to support struggling learners.




Teacher evaluation, and improved math scores will evaluate the teacher.

This teacher will ensure that the teaching mathematics faculty will have the necessary ancillaries and instructional strategies to effectively reach students.



(Rubric Indicator 4.1) Revised DATE: November 2010


Goal The school faculty and administration will create and sustain a climate that promotes student ownership of positive behaviors and increases in student achievement by decreasing the number of suspensions and disciplinary referrals by 2% through the 2011 school year.

Which need(s) does this Goal address? This goal addresses the need to lower the number of suspensions and disciplinary referrals by 2% each school year.

How is this Goal linked to the system’s Five-Year Plan?

This goal addresses the district strategic goal for student achievement with focus on the global marketplace, and it also focuses on strategic goal four for human resources with a strategic focus on professional development.



Timeline Person(s) Responsible Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results / Outcomes

Action Step

The school will continue to work with first year teachers and pair them with master mentors who can provide them with strategies for classroom management, lesson plan development, and weekly mentorship.


Susan Vaughn, Principal Christopher Hardiman, Vice Principal, Lisa Hoelmer, Al Marchionda, Brandi Malone, Kim Ware, Lynette Gilbert, Master Mentors

Bi-Monthly Meetings Weekly Email Communication between master mentors and first year teachers.

System Funds

We can evaluate the effectiveness of action step through strict monitoring of first year teachers’ lesson plans, their course syllabi, their course discipline policy and classroom procedures, their quarterly progress meetings with Ms. Vaughn and Mr. Hardiman, and assistance from master mentors.

First year teachers will learn effective strategies on engaging students for the full class period, and how to use classroom rules and procedures effectively to students to give students structured learning environment to keep them engaged in the learning in the classroom.

Action Step

The school administration will present a discipline seminar at Open House to inform parents of the school discipline plan and protocol for assessing disciplinary consequences (i.e. Friday school, Saturday school, ISS, OSS, and Expulsions).

August 2007- May 2011

School Administration and PTSA

PowerPoint Presentation and Handouts

System Funds

Ms. Beverly Barbee, Rodney Smith, Mr. Michael Evans, and Mr. Jason Harris, SHS Assistant Principals, will have parents sign attendance sheets per grade level. Each grade level administrator will file these sheets. Moreover, exit surveys will be given to each parent to gain data on parental comprehension of the school discipline plans

A decrease in the number of submitted referrals to administration and an increase in student achievement.

Action Step

A discipline committee will meet monthly to revisit present school wide policy discipline policy to discuss teachers’ concerns about the present plan.

May 2009 – May 2011

Administration and SHS Teacher Advisory Committee

Schedule of Meetings, Minutes, Surveys, Student Agenda Books

System Funds

An improvement in student behavior, teacher participation in the disciplinary process, and an increase in parental

An increase of teacher input and response to school policy and a decrease in the number of student suspension.


communication will be evident.

Action Step

The school administration will create a Saturday School detention program as a corrective disciplinary consequence for students, instead of assigning out of school suspension assignments.

September 2009 – May 2011 (Two Saturdays)

Susan Vaughn, Principal Grade Level Assistant Principals

PowerSchool Log Entry Data Sign-In Sheets

System Funds

An improvement in student behavior will be evident.

A decrease in the number of suspensions will be evident.

Action Step

The Title I committee members (parents, community, and stakeholders) will meet every third month to review Title I Compact, Parental Involvement Policy, Code of Conduct, and review repeat student offenders’ academic progress.

June 2010

Erin Y. Luster, Title I Facilitator; Committee Members, School Administration

Surveys for students, parents, and stakeholders Title I Compact Parental Involvement Policy Code of Conduct

System Funds

Sign-in sheets PowerSchool Disciplinary Reports Discipline committee data

A decrease in the number of submitted referrals to administration, an increase in student achievement, and parental participation will be evident from this action step.

Action Step

The school will provide a quarterly, Breakfast of Champions, for all students who have been named STAR students, received honor roll, received perfect attendance or have had exemplary behavior.

October 2009 – May 2011

School Administration Professional School Counselors Teachers Parents

Certificates Food Beverages Paper Incentives

$500 (Title I Funds)

In order to evaluate this program, we will need PowerSchool Attendance, Class Rank, and Teacher Grade Reports; parental contact sheets; and increased student social and academic performance.

The school community will see an increase positive behavior among the student population, an increase in academic proficiency (report cards, progress reports), and a decrease seen within the PowerSchool Discipline Summary data.

Action Step

Administration will provide opportunities for teachers to participate in online professional development for classroom management seminars at the school to develop and implement classroom management and discipline management plans.


School Administrators Professional School Counselors SHS Faculty

Computers LCD Projector Sign-In Sheets

$99 for 4 Courses - $396 Total (Vendor Association of Curriculum Development) (Title I Funds)

In order to evaluate this action step, the following items will be used: discipline referral data and the PowerSchool discipline summary.

Teachers will learn steps to become more proactive with classroom management using proven strategies and methods; they will also learn to implement effective relationship strategies to maximize student engagement and learning.

Action Step

The Kindness Revolution program will provide school events throughout the school year that promotes a positive school environment.


School Administrators Professional School Counselors Community Sponsors Prevention Liaison

Sponsors Prevention Liaison Guidelines Incentives Schedule of Events

Paid for by Kindness Revolution Sponsors

The program will be evaluated for effectiveness through a decrease in negative classroom behavior, classroom observations, classroom walkthroughs, and discipline summary reports.

A 2% decrease in the number of student behavior referrals and students suspensions will be evident.

Action Step

School administration will monitor student disciplinary referrals weekly and recommend students to the In School Intervention Program (SHIP) or the alternative aggression and intervention-learning program (SAIL) when necessary. Students will have to complete a series of corrective disciplinary actions, which will include student interviews before exit from either of the programs.

August2009– May 2011 School Administrators

Teachers School Discipline Rules and Policies Parent Letter Student Contracts SHIP and SAIL Assistants

Assistants – System Funding

This program will be evaluated by formal and informal evaluation, student exit interview, interim reports, report cards, and discipline logs.

A decrease in the number of disciplinary referrals will be evident.





Goal Southwind High School will meet and/or exceed the attendance rate by 1% to achieve the state benchmark of 93%.

Which need(s) does this Goal address? This goal addresses the need for Southwind High School to achieve the 93% attendance rate necessary to achieve Adequate Yearly Progress required by the federal mandates of No Child Left Behind.

How is this Goal linked to the system’s Five-Year Plan? This goal will increase the number of students who have access to “a curriculum of rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship” (SCS Strategic Plan, Objective 1).



Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions that should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.




Action Step The school will provide incentives for student attendance.

March 2009-March 2011

Beverly Barbee, Attendance Administrator, Title I Committee

$2000, Gift Cards, Donated Prizes, Daily Attendance Records

Community Donations, Title I Funds

Daily of analysis of attendance records from PowerSchool will be used.

Student attendance will rise by 1% by the end of 2011.

Action Step The school will continue daily communication with parents through phone messenger regarding tardies and absences.

August 2007-May 2011 (Daily)

Angelia Dixon, Attendance Secretary, Beverly Barbee, Attendance Administrator

Auto call System, Text/Phone Blast Software/Hardware, Daily PowerSchool Attendance records

Title I Funds Daily of analysis of attendance records from PowerSchool will be used.


Action Step Administrators will organize honors assemblies for perfect attendance and honor roll students.

March 2009-May 2011

Christopher Hardiman, Vice Principal Susan Vaughn, Principal Professional School Counselors, Erin Y. Luster, Title I Facilitator;

Personalized and uniform tokens of recognition, printing and copying, $2000



Action Step

Teacher will utilize technology to improve communication with parents through the parent portal of PowerSchool, through the usage of an improved school website, and the usage of My Grade Book, an online portal for parent communication, teacher quiz sharing, and online student assessments.

September 2009-May 2011

All teachers, technology coordinator

Computer software and online access, upgraded computer hardware, $5,000

Title I Funds

Daily analysis of PowerSchool data and attendance records will be used.

Student attendance will rise by 1%, and greater parent participation will occur.

Action Step The school will utilize an additional attendance clerical position.

August 2010-May 2011 (Year contract)


Seven (7) hour clerical salary, insurance, taxes, $28,000

Title I Funds

Utilization of classified personnel evaluation procedure will be utilized to assess the performance of this position.


Action Step Teachers and administrators will engage in professional development to create Professional Learning Communities to study and implement

August 2010-May 2011

Susan Vaughn, Principal, Christopher

Print and video resources, guest speakers, teacher

Title I Funds Teacher reports, classroom walkthroughs, and formal evaluations



strategies to increase student engagement, respond to a diverse population, and improve school climate.

Hardiman, Vice Principal

stipends, $5000 will be used to assess this action step.

Action Step

The school will utilize an on-site intervention program (Saturday School) to provide quality instruction and remediation to students with behavioral challenges and attendance issues.

March 2010-May 2011

Susan Vaughn, Principal Denise Lloyd-Fisher, Intervention Counselor, Assistant Principals, Teachers; Erin Y. Luster, Title I Facilitator

Classroom space, highly qualified teachers, stipends, computer software and hardware, $15,000

System Funds and Title I Funds

Evaluation of student records, formal and informal assessment of student progress will be used to access this action step.






Goal Southwind High School will meet and/or exceed the attendance rate by 1% to achieve the state benchmark of 93%.

Which need(s) does this Goal address? This goal addresses the need for Southwind High School to achieve the 93% attendance rate necessary to achieve Adequate Yearly Progress required by the federal mandates of No Child Left Behind.

How is this Goal linked to the system’s Five-Year Plan? This goal will increase the number of students who have access to “a curriculum of rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship” (SCS Strategic Plan, Objective 1).







Action Step The school will provide incentives for student attendance.

March 2009-March 2011

Beverly Barbee, Attendance Administrator, Erin Y. Luster, Title I Facilitator

$2000, Gift Cards, Donated Prizes, Daily Attendance Records

Community Donations, Title I Funds

Daily of analysis of attendance records from PowerSchool will be used.


Action Step The school will continue daily communication with parents through phone messenger regarding tardies and absences.

August 2007-May 2011 (Daily)

Angelia Dixon, Attendance Secretary, Beverly Barbee, Attendance Administrator

Auto call System, Text/Phone Blast Software/Hardware, Daily PowerSchool Attendance records



Action Step Administrators will organize honors assemblies for perfect attendance and honor roll students.

March 2009-May 2011

Christopher Hardiman, Vice Principal Susan Vaughn, Principal Professional School Counselors, Erin Y. Luster, Title I Facilitator

Personalized and uniform tokens of recognition, printing and copying, $2000



Action Step

Teacher will utilize technology to improve communication with parents through the parent portal of PowerSchool, through the usage of an improved school website, and the usage of My Grade Book, an online portal for parent communication, teacher quiz sharing, and online student assessments.

September 2009-May 2011

All teachers, technology coordinator

Computer software and online access, upgraded computer hardware, $5,000

Title I Funds

Daily analysis of PowerSchool data and attendance records will be used.

Student attendance will rise by 1%, and greater parent participation will occur.

Action Step The school will utilize an additional attendance clerical position.

August 2010-May 2011 (Year contract)


Seven (7) hour clerical salary, insurance, taxes, $28,000

Title I Funds

Utilization of classified personnel evaluation procedure will be utilized to assess the performance of this position.


Action Step

Teachers and administrators will engage in professional development to create Professional Learning Communities to study and implement strategies to increase student engagement,


Susan Vaughn, Principal, Christopher Hardiman, Vice

Print and video resources, guest speakers, teacher stipends, $5000

Title I Funds

Teacher reports, classroom walkthroughs, and formal evaluations will be used to assess this



respond to a diverse population, and improve school climate.

Principal; Erin Y. Luster, Title I Facilitator;

action step.

Action Step

The school will utilize an on-site intervention program (Saturday School) to provide quality instruction and remediation to students with behavioral challenges and attendance issues.

March 2010-May 2011

Susan Vaughn, Principal Denise Lloyd-Fisher, Intervention Counselor, Assistant Principals, Teachers



Evaluation of student records, formal and informal assessment of student progress will be used to access this action step.






Goal Southwind High School will utilize technology to assist teachers in the delivery of world-class instruction in an efficient manner that will allow for professional growth and allow students to meet the technological demands of a global society.

Which need(s) does this Goal address? Teachers will demonstrate effective use of a variety of technological skills and will demonstrate an ability to recognize, analyze, and utilize various forms of technology to enhance student learning and achievement.

How is this Goal linked to the system’s Five-Year Plan?

This goal meets the district’s objective to provide a curriculum with rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship through technical literacy (Student Achievement Strategic Plan Objective #1, Goal 2). This goal meets the district objective “to ensure that students meet the society’s current and future needs through the expansion of the use of technology by students and staff” (Student Achievement Strategic Plan Objective #6, Goal 7).

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)






Action Step

Teachers will participate in on-going professional development in utilizing technology in the classroom for instruction. Teachers will implement strategies learned to increase students’ academic achievement, ACT scores, and Gateway and End-of-Course testing.


Susan Vaughn, Principal Christopher Hardiman, Vice Principal Mason Grace, School Curriculum Technology Trainer Anson Jones, School Technology Support, District Technology Support

My Learning Plan, Sign-In Sheets, Local State, and National Professional Development Sessions, LCD Projectors, Computers, Software

District Resources Title I Funds (Travel expenses and costs for professional development sessions)

School administration will use lesson plans, teacher surveys on technology PD opportunities, formal evaluations, classroom walkthroughs, and student achievement to evaluate this action step.

The curriculum will be enriched to foster rigor and relevance for all student learners to improve student achievement.

Action Step

Teachers will utilize technology to differentiate instruction to meet the needs of all students in core subject areas. Teachers will provide engaging instructional activities using various technology equipments.


Susan Vaughn, Principal Christopher Hardiman, Vice Principal Mason Grace, Curriculum Technology Trainer

EInstruction Smart Boards, Classroom Performance Systems – RF Model, Exam view Assessment Suite, InterWrite Panels

Title I Funds

School administration will use lesson plans, formal evaluations, and classroom walkthroughs to evaluate this action step.


Action Step

Special education teachers will collaborate with subject-area teachers to provide instruction aligned with student’s IEP to include technology as a component of instruction. Students will also utilize technology to increase and improve academically.


Susan Vaughn, Principal Christopher Hardiman, Vice Principal Special Education Teachers

Computer Hardware and Software

Title I Funds and District Resources

School administration will use Easy IEP, Student IEP’s, IEP Team Minutes, formal evaluations, classroom walkthroughs, and student grades to evaluate this action step.


Component 5 – The School Improvement Plan and Process Evaluation

TEMPLATE 5.1: Process Evaluation 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? Throughout the creation of this school improvement plan, collaboration of all school stakeholders was essential to the entire planning process. The SIP Leadership Team worked together collaboratively with teachers, parents, guardians, community members, and the administrative staff to support the effective implementation of the strategies for improvement. The following groups or committees, consisting of all of the school’s stakeholder groups, met on several occasions to analyze and revise all components of the school improvement plan based upon the changes in our school population.

• School administration • School faculty • School support staff (physical plant workers, school secretaries, and exceptional

education paraprofessionals) • School Leadership Team (Department Chairs) • Parent Teacher Association • Student Government Association

In addition, the SACS process was also discussed in other forums throughout the school year. School administration and the school leadership team met during various times during the school year to examine where the school is as an organization, and to conceptualize the shared vision and direction that all members envisioned for the school as an organization of excellence. All Southwind High School teachers met monthly during faculty and departmental meetings for professional development and to address pertinent issues facing that needed to be addressed during the school improvement process. 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 data collected and reported in Component 1B was used to find new targets for goal statements in Component 4. Data sources are found in Component 1B. Also, charts and tables will show detailed data analysis in Component 1B.


Evidence of Communication with All Stakeholders – Narrative response required What evidence do we have of our communication of the TSIPP to all stakeholders? What evidence do we have of our communication of the TSIPP to all stakeholders? The principal and the SIP Leadership Team will be responsible for communicating to all stakeholders the results of the TSIPP process. The results will be provided through the school website, faculty meetings, Student Government Association meetings, Parent Teacher Student Association, Title I parent meetings, school leadership team meetings, and parent participation meetings for state and national assessments and disciplinary planning. Also, in our goal to communicate our new school improvement plan to all stakeholders, teachers; students; parents; school staff; school paraprofessionals; and community, parochial, and business leaders will be involved in this collaborative initiative. Since we recognize that all stakeholders extend beyond those attending school-related meetings, our TSIPP document will be made available on the school website at http://www.scsk12.org/SCS/high/Southwind/SHS_Main_Page.html. 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? When creating our beliefs, shared vision, and mission, the stakeholders set all goal and plan with the expectation of maintaining high expectations and our goal to raise the standard of excellence: one student at a time. Our beliefs, shared vision, and mission are focused to address two areas. First, we plan to work together to continue to sustain a positive, safe learning environment. Next, the school community will continue to commit to improving student achievement. Our commitment to these two initiatives is evident in our plans and goals to increase student achievement in Component 4 of the new TSIPP document. Moreover, the elements of Component 4 are clearly aligned with our beliefs, shared vision, and mission Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative response required What evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3? The areas to strengthen in the curriculum, instruction, assessment, and organization listed in Component 3 confirm the areas of need as established by the data, which contributed to the action steps in Component 4.


Suggestions for the Process – Narrative response required What suggestions do we have for improving our planning process? What suggestions do we have for improving our planning process? We will follow these guidelines:

• All work on the TSIPP will begin during the week of teacher in-service period in August. This is an excellent way to refocus the staff on the reasons why we are here and to give us clear goals and objectives from the beginning of the year to focus our attention.

• We will establish a clear level of expectations and increase the level of accountability for all stakeholders.

• More time is needed for committees to do an effective job of doing their work and

submitting quality documents.

• All new faculty and staff should be given a “crash course” on about the school improvement plan during new teacher orientation to make them aware of our action plan and goals that are a result of our deficiencies.

• Different people should handle different components in future years. Rotating teachers,

rather than having members stay on the same committees year after year should share the TSIPP experience.


TEMPLATE 5.2: Implementation Evaluation Evidence of Implementation – Narrative response required What is our plan to begin implementation of the action steps? The Southwind High School Improvement Plan will be implemented under the direction of the administration, committee members, counselors and department chairs. Those action steps that are not currently being implemented will begin August 2010. Educators will prioritize training resources and strategies in English, Math and ACT training. Professional development sessions focused on differentiated instruction, suggested technology resources and Title I facilitation addressed in the action plan will be used. Progress and improvement needs will be addressed and reported to the administration, counselors and department chairs. Educators will use formative and summative data to analyze the areas of strength and weakness. Students in need of alternative instruction will be identified and referred to administration and counselors. We will work with KAPLAN in offering the students a free opportunity to take a practice ACT test. We will continue our community outreach by hosting a “Testing Night”, flyers, meetings and Rapid Response Parent Notification. The school improvement plan will be available on the school’s website, placed in a three ringed binder in the main office and will be available for all stakeholders. Evidence of the Use of Data – Narrative response required What is the plan for the use of data? Administration, committee members, counselors and department chairs will analyze data from many resources to determine areas of strength and weakness in areas of learning and teacher effectiveness. Results from TVAAS, Think link, Compass, interim reports and quarter reports will be used. Teachers will be provided professional development sessions both on site and online to assist in differentiated instruction. Outstanding teachers will mentor new teachers and be encouraged to share their ideas. Students who are struggling will be provided tutorial sessions after school and on Saturdays. Those students who perform exceptionally well academically and have great attendance will be rewarded with honors assemblies, breakfast of champions, gift cards and donated prizes.


TEMPLATE 5.3: Monitoring and Adjusting Evaluation

Evidence of Monitoring Dates – Narrative response required What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process. The School Leadership Team consists of: Susan Vaughn, Christopher Hardiman, Jason Harris, Michael Evans, Rodney Smith, Beverly Barbee, and Erin Luster. The calendar dates and role that the School Leadership Team will play in monitoring the School Improvement Plan Process is listed below. Before School Begins August 2-6, 2010

Principal: • Direct teachers to evaluate and review the department curriculum

and the state competency objectives • Review the past year’s student assessments to identify weaknesses

in core curriculum areas • Delegate Learning Community Teams to review developed course

content, course syllabi, and lesson plans and make necessary adjustments to align with the school’s yearly goals

• Coordinate opportunities for Learning Communities, mentors and department heads to collaborate with new teachers

Professional School Counselors: • Compile students’ standardized test scores and distribute to

appropriate teachers so teachers can plan their lessons and teaching strategies accordingly

Professional Learning Communities: • Set dates for regular department meetings and goals for student

achievement • Review and communicate standards for course content, lesson

plans, and course syllabi • Share and adopt research-based strategies that are beneficial to

underachieving students • Implement effective strategies for communicating with

parents/guardians • Research and apply techniques to improve classroom management

skills Vice Principal:

• Create and set in motion a professional development plan for the school year

• Assign mentors for new teachers • Assign Learning Community Teams


First Day of School August 9, 2010

Teachers: • Explain class rules, procedures, and expectations to students and

parents/guardians • Introduce students to the school’s beliefs, mission, and vision

Vice Principal • Develop teacher mentoring plan • Update intervention procedures

Mid-Nine Weeks September 7, 2010 November 20, 2010 February 4, 2010 April 15, 2010

Principal: • Print and distribute students’ progress reports to be sent home

Assistant Principal: • Communicate policy and procedures for ZAP policy

Teachers: • Review grades, assignments, and progress notes in PowerSchool • Contact parents/guardians of potential failures and suggest

interventions for students. • Maintain an updated parent contact log • Refer students with numerous missing assignments to the ZAP

program.

End of Nine Weeks October 16, 2010 December 18, 2010 March 12, 2010 May 27, 2010

Principal: • Provide a failure list by subject to department chairs and athletic

director Department Chairs:

• Review student achievement, • Identify struggling students and make recommendations for

appropriate after school tutoring • Suggest ideas for altering instruction to improve achievement

Athletic Director: • Assess progress of athletes, recommend tutoring, communicate the

data to coaches, and provide study time for at-risk athletes Assistant Principals:

• Create a list of at-risk students to refer to ZAP or other intervention programs

Vice Principal • Review learning community team’s meetings minutes and follow up

on any missing documentation Teachers:

• Complete grades and communicate failures to parents/guardians

End of 1st Semester December 18, 2010

Principal, Assistant Principals, and Professional School Counselors: • Review list of students identified for intervention • Plan behavior modifications for students with excessive tardiness

and failures Teachers:

• Analyze students’ progress toward completion of curriculum goals • Determine necessary modifications to better help students meet

goals


End of 2nd Semester May 27, 2011

Teachers, Athletic Director, and Professional School Counselors: • Prepare recommendation of students who need to complete course

recovery or summer school • Evaluate SIP goals and make recommendations for modification

Vice Principal • Complete End-of-Year Summary Report


Evidence of a Process for Monitoring Plan – Narrative response required What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan? The school leadership team will meet monthly, beginning in August and continuing through May, to review the progress towards meeting the goals for the 2010-2011 school year. The Leadership Team will review data presented by the Leadership Team Chair and make necessary, time specific goals if adjustments are needed. The School Leadership team chair will be responsible for the following:

• Set the agenda for the Leadership Team monthly meetings. • Meeting with ACT tutors, Gateway course teachers, English and Math coaches and Math

teachers who will provide feedback about student progress and make suggestions about possible adjustments.

• Present proposed suggestions from the tutors, coaches and teachers listed above to the Leadership

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? If the School Leadership Team decides adjustments need to be made they will set up action steps to change the goals and outline the following:

• Persons involved in executing the changes • Explanation of how the change will benefit the students progress towards meeting the goal • Specific achievement marks with a timeline

If adjustments are made, the School Leadership Team will revisit the adjustments at the next monthly meeting to see if the changes were successful or if they need more improvements. The Leadership Team Chair will be responsible for:

• Communicating any adjustments made by the Leadership team to the appropriate tutors, teachers and coaches so that adjustments to the action steps can be implemented.

• Keep an organized record of meeting discussions, and necessary action steps to meet timeline goals.

• Communicate to the faculty and staff celebrations when progress is being made to meet goals. Evidence of a Plan for Communicating to All Stakeholders – Narrative response required How will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders? The professional learning communities will report success/challenges to the principal in minutes and at our Teacher Advisory Committee meeting. Success will be celebrated at monthly faculty meetings. Parents and students will be advised of success at parent teacher conferences, progress reports, phone calls, newsletters, and open houses. Success of the plan will be communicated to all stakeholders through planned programs, monthly school newsletters, school website, open houses, and newspapers. Additionally, we plan to post a copy of this document along with any changes in the main office for public review.


Tennessee School Improvement Planning Process

(TSIPP)

Assurance Page

I, Susan Vaughn, principal of Southwind High School, give assurance that this Title I

School-wide Plan was developed during a one-year period with parents and other

members of the community. This plan is available to the local educational agency,

parents, and the public.

The intent and purpose of each federal categorical program is included. When

appropriate there is coordination with programs under Reading First, Early Reading

First, Evan Start, Carl D. Perkins Vocational Act, and Head Start.

High Priority Schools Only

____________________ School is on the “high priority” list. Therefore, I understand

that I must spend not less than 10% of Title I funds for professional development.

____________________________________ ____________________

Principal Signature Date


Student/Parent Compact

Southwind High School Student-Parent-School Compact 2010-2011

The shared vision of Southwind High School, in partnership with the community, is to invest in our greatest resource, our students. We strive to value, challenge and educate all students to prepare them for post-education and careers with information and skills necessary to compete, achieve, and serve as leaders in a global economy as ethical and responsible citizens. This agreement is a promise that students, faculty and staff, parents, and administrators will work together daily to assist our students in achieving academic success. As Students, we will be responsible for the following: * Showing courtesy, honesty, integrity and respect for others * Showing responsible behavior by following all school rules * Attending school daily, on time, and ready to learn * Preparing for school with all necessary materials and following the dress code daily * Completing all class and homework assignments on time and at our best * Sharing our school work and grades with parents !!!!* Practicing self-control and avoiding conflict with others As Parents, we will be responsible for the following: * Encouraging punctual and regular school attendance * Supporting learning at home, provide support, love, and understanding * Being present when possible at school functions to support your child * Participating, as appropriate, in decisions relating to the education of your child * Providing update contact information regularly to communicate with teachers * Supporting the school in its efforts to maintain proper discipline and safety * Encouraging self-control, self-motivation, and responsibility As Teachers, we will be responsible for the following: * Teaching skills and concepts daily using effective and research-based strategies * Addressing the academic individual needs of all students daily * Providing a safe, positive, and healthy learning environment * Grading, correcting and returning student work in a timely manner * Providing flexible conference times for parents to address student academic needs * Communicating academic and behavioral expectations to students and parents * Relating to students in a positive manner * Implementing the no tolerance and dress code policy to avoid conflicts As Principals, we will be responsible for the following: * Creating a friendly environment and welcoming suggestions from all stakeholders * Communicating to students and parents the school’s mission goals * Ensuring a safe and orderly learning environment * Reinforcing the partnership between parent, student, and staff * Acting as the instructional leader by supporting teachers and students * Providing appropriate professional growth opportunities for teachers * Encouraging parent involvement, volunteerism and observation


Parental Involvement Policy

Southwind High School Parental Involvement Policy 2010-2011

Southwind High School recognizes and believes in the importance of building positive relationships, communication and collaboration between the home and the school. Our goal is to build a successful and productive learning environment for all students. Southwind High will provide opportunities throughout the school year for parents, students, and school staff to establish, connect, and build strong academic relationships. Part I. General Expectations Southwind High School agrees to implement the following statutory requirements that will take the following actions to involve parents in the joint development and joint agreement of its Parental Involvement Policy and the school-wide plan in compliance with the No Child Left Behind Act of 2001 (Title I, Part A, Section 1118(b)):

A. The school will develop jointly with participating students’ parents a Parental Involvement Policy that addresses the academic and social responsibilities of the parents. Upon completion, the school and parents will review, revise, agree, and adopt the final draft of the Parental Involvement Plan.

B. The school will notify parents about the School Parental Involvement Policy in an understandable format that is parent friendly and practicable. Distribution and content of this policy will be available to parents in a language understandable for all parents.

C. The school will make the Parental Involvement Policy available for all stakeholders such as teachers, community members, and adopters.

D. The school will annually update the Parental Involvement Policy to meet the changing needs of parents, students and school.

E. The school will adopt a student-parent-school compact as an agreement component of its Parental Involvement Policy. The school agrees to be governed by the following statutory definition of parental involvement, and will carry out programs, activities, and procedures in accordance with this definition: Southwind High School defines Parental involvement as the participation of parents in ongoing, appropriate, and meaningful communication involving student academic learning, behavior, and additional school events:

A. We believe that parents play an integral role in assisting their child’s learning. B. We encourage parents to be actively involved in their child’s education at school and at home. C. We believe that parents are full partners in their child’s education and should be a significant part of decision-making in

the education of their child. Parents are encouraged to serve on advisory committees and school organizations to assist in the education of their child.

Part II. Policy Implementation 1. Southwind High School will take the following actions to involve parents in the joint development and joint agreement of its Parental Involvement Policy in an organized, ongoing, and timely way under section 1118(b) of the ESEA:

A. Conduct parent meeting at flexible times for parent participation. B. Review and revise plan with other advisory groups connected with school. C. Provide documents in English and Spanish when necessary. D. Establish follow up meetings accordingly to address parent needs or concerns.

2. Southwind High School will take the following actions to distribute to parents and the local community, the Parental Involvement Policy:

A. Invite parents to school and distribute policy. B. Meet with students and discuss program and expectations. C. Post the policy on the SWHS website. D. Share the policy with area community, schools, and adopters.

3. Southwind High School will update its Parental Involvement Policy periodically to meet the needs of students, parents, and the school:

A. Analyze and update policy on an annual basis or as issues arise. B. Update and report changes in the policy on the school website and other media links. C. Southwind High School will convene an annual meeting at flexible times to inform parents of the following:

1. The participation of their child’s school in Title I, 2. The legal requirements of Title I, 3. The rights of the parents to be involved, 4. The school’s Title I action plan or school improvement plan

D. Southwind High School will hold meetings at flexible times, provide activities for children with parents attending meetings, serve light refreshments, and distribute parent handouts provided by Title I as these services are related to parental involvement.

E. Southwind High School will provide information about student participation in Title-I programs in a timely manner. F. Southwind High School will provide to parents a list of State of Tennessee Course Level Expectations and instructional

materials for academic assistance.


G. Southwind High School will provide opportunities for monthly meetings to formulate suggestions, provide parent training, and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible.

If the school-wide plan under ESEA section (1114)(b)(2) is not satisfactory to parents of participating students, Southwind High School will submit any parent comments on the plan to the district. Part III. Shared Responsibility for High Student Academic Achievement 1. Southwind High School will increase and maintain strong parental involvement to continue an effective partnership among the stakeholders involved to improve student academic achievement through the following items:

A. Providing monthly parent training classes to meet the needs of parents. B. Distributing quarterly newsletters to faculty, parents, and students. C. Providing parents daily access to the Parent Resource Center. D. Providing parents with parental resources such as websites, parent organizations, flyers, and parent literature. E. Providing ELL parent’s bilingual translation when necessary.

2. The school will incorporate the student-parent-school compact as a component of its Parental Involvement Policy. 3. The school will, with the assistance of the district, assist parents of children served by the school in understanding the following topics by:

A. Providing parents with requirements and expectation of district academic content standards. B. Providing Tennessee graduation requirements for parents and students. C. Providing parents with state and local academic assessments including alternate assessments for students. D. Providing parents with documentation of the requirements of Title I. E. Providing parents with strategies to monitor their child’s progress and how to work with their student teacher.

4. Southwind High School with the assistance of the district, will foster parental involvement by providing materials and training to help parents work with their child in order to improve academic achievement in areas identified on state assessment results and annual parent surveys. 5. Southwind High School, with the assistance of the district and parents, will train its teachers, student services personnel, principals, and other staff in how to build and maintain positive relationships with parents, communicate, collaborate, and work with parents as equal partners. 6. Southwind High School with the assistance of parents will coordinate and integrate parental involvement programs and activities with English Language Learners Program, Migrant Education Program, and Special Education. 7. Southwind High School will ensure that information related to school and parent programs, meetings, and other activities be sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and to the extent practicable, in a language the parents can understand. Part IV. Discretionary Parental Involvement Policy Components The following activities will be used to support student academic achievement:

A. Southwind High School will provide necessary literacy training for parents from Title I, Part A funds, to work jointly with district parental training programs.

B. Southwind High School will ensure that expenses associated with parental involvement activities are reasonable, including parent handouts, literature and light refreshments, to enable parents to participate in school-related meetings and training sessions.

C. Southwind High School will encourage and train parents to enhance the involvement of non-participating parents. D. Southwind High School, in an effort to maximize parental involvement and participation in their child’s education, will plan

school meetings at flexible times, or contact home, to work directly with students and parents who are unable to attend those conferences at school.

E. Southwind High School will maintain, promote and continue implementing model approaches to improve and increase parental involvement.

F. Southwind High School will develop appropriate roles and establish support of community-based organizations and businesses in parental involvement activities.

G. Southwind High School will provide other reasonable support for parental involvement activities under ESEA section 1118 as parents may request.

Part V. Adoption This Parent Involvement Policy has been developed jointly with and agreed on with parents of children participating in Title I, Part A programs. Parental Involvement Plan

Southwind High School Parental Involvement Plan 2010-2011

Southwind High School, a community committed to excellence in education, is to ensure that each student possess the knowledge, skills, and character to create a successful and responsible life. In order to fulfill our commitment, we believe that this is a shared responsibility of our students, parents, faculty and staff, and administrators. Southwind High and the PTSA Board members collaborated to develop our “Parent Involvement Plan”. We encourage the involvement of parents, students, and faculty to act as advisors and become actively involved in the mission and vision of Southwind High School. Parents are invited:


I. To attend our annual Title-I Parent meeting at flexible times to receive and review Title-I documentation, description of

Title-I program, activities, and curriculum assistance available under Title-I: II. To attend parent-teacher conferences, and all Title-I parent training meetings. Parent-teacher conferences will be held at

flexible times during the year and Title-I parent training meetings will be held monthly to address academics, curriculum and assessment, student expectations, and parental training:

III. To be involved in an annual assessment of the effectiveness of the parental involvement program through surveys, feedback, and suggestion boxes to determine what action needs to be taken, if any, to increase parental participation;

IV. To receive and maintain a copy of the parental involvement policy as well as timely information about the programs under parent involvement through the parent newsletter, school website, monthly calendars, booster organizations and annual Parent Involvement Survey;

V. To collaborate in the development and revisions to the “School-Parent Compact” annually to ensure that the compact addresses how parents, teachers, administrators and students will share the responsibility for improved “student achievement” and high academic success.

VI. To participate in decisions relating to the education of your student by attending scheduled IEP Team meetings, teacher requested parent conference and conferences requested by administration;

VII. To participate and support school extra-curricular activities as volunteers, support to faculty and staff, and students. Transition Plan

High School Transition Plan for High School Ninth Graders

As a parent, to start the new school year I pledge to: • Encouraging punctual and regular school attendance • Supporting learning at home, provide support, love, and understanding • Being present when possible at school functions to support your child • Participating, as appropriate, in decisions relating to the education of your child • Supporting the school in its efforts to maintain proper discipline and safety • Encouraging self-control, self-motivation, and responsibility

High School Transition Action Plan

Action Steps Timeline Required Resources

Person(s) Responsible Parental Involvement

Informational Meeting to inform parents of the expectations of incoming 9th graders. Parents receive a tour of the school building.

Spring 2010

Flyers and posters

announcing meetings

Administrators

9th Grade Guidance

Counselors

9thth Grade Teachers

Reaching out to all parents in the community. Encourage parents to come to our school. Empowering parents with the information they need to ensure success for their students in high school

Provide parents with information about the 9th Grade Academy Transitional Summer Program

Summer 2010

Flyers, posters, school website,

announcements, and meetings

Administrators

9th Grade Guidance

Counselors 9thth Grade Teachers

Provide parents with additional intervention resources for their child’s academic success. Encourage parents to come to our school. Empowering parents with the information they need to ensure success for their students in high school.

Informational meeting to provide parents information about the Saturday Gateway Academy for extended learning

Fall 2010

Registration cards, High School Course Booklet, Flyers and posters

Administrators

9th Grade Guidance

Counselors

9thth Grade

Reaching out to all parents in the community. Encourage parents to come to our school. Empowering parents with the skills they need to help their children be successful in high


assistance. Teachers

school.

Information Meeting for students to turn in their 4- year plan for a successful high school experience and meeting graduation requirements.

Winter 2011

4 -Year Plan, Flyers and posters announcing meetings

Administrators

9th Grade Guidance

Counselors


Ensuring that all entering ninth graders develop a plan to meet the required Tennessee Graduation requirements. Empowering parents to monitor students’ progress in each academic course during their high school experience.

Create brochures that highlight important details about Southwind High and prerequisite skills 8th grade students need to know prior to entering 9th grade in the fall.

Spring 2010

NAEP Standards Checklist

Administrators

9th Grade Guidance

Counselors


Reaching out to all parents in the community. Encourage parents to come to our school. Empowering parents with the skills they need to help their children at home in order for them to be successful in fifth grade.

Informational meeting with parents and ninth grade students about the Algebra-I Tutorial Program for students struggling with algebra.

Fall 2010

Flyers and posters announcing meetings

Administrators

9th Grade Guidance

Counselors

9thth Grade Algebra

Teachers

Provide parents with additional intervention resources for their child’s academic success. Encourage parents to come to our school. Empowering parents with the information they need to ensure success for their students in high school.

Intervention Plan 2010-2011 School: Southwind High School Date: August 9, 2010 Complete Action Plan for developing and implementing an intervention program.

Action Steps

Subject

Timeline

Required Resources

Funding Source

Person(s) Responsible

Algebra TCAP Coach - The school will utilize a Math Coach to improve Algebra I instruction and to support struggling learners.

Algebra August 2010 to

June 2011

Tennessee Math Standards

2010-2011 School Year Title I Funding

Title-I Instructional Facilitator Subject Area Teachers

Saturday Algebra School Program - Students repeating the Gateway Algebra I assessment for the first or multiple occasions will attend a Saturday Gateway Academy

Algebra March 29, 2011

April 5, 12, 19, & 26, 2011

Tennessee State Curriculum and Standards Algebra I Gateway Coach Workbooks

$1,154.00 – Algebra I Gateway Coach Workbooks (Title I); $25.00 per hour per teacher – stipend for Saturday sessions (Title I); $200.00 – Snacks for Saturday Gateway Academy (Title I)

Algebra I Teachers; Susan Vaughn, Principal; Chris Hardiman, Vice Principal


District TCAP Coaches – Additional and supplemental district-level instructional personnel that provide additional instructional support to students who are struggling in the core academic subjects of Math and Language Arts.

Reading, Language Arts, Writing, and Math

September 2010 to

May 2011

District Resources Student Assessment Results

District Funding Title- I Funding

Algebra I Teachers; Susan Vaughn, Principal; Chris Hardiman, Vice Principal District TCAP Coaches

ACT Tutorial Program Students will attend weekly afternoon ACT tutorial sessions in English, Mathematics, Science, and Reading testing areas, which will focus on improving student composite and subject area ACT scores

Core Subjects Twice weekly from August 2009 through

May 2011

ACT Tutorial Program Student Computers

$4,252,50 – Teacher Stipends (Title I)

Susan Vaughn, Principal/ Four members of the school faculty to serve as tutors.

Saturday School for Intervention The school will utilize an on-site intervention program (Saturday School) to provide quality instruction and remediation to students with behavioral challenges and attendance issues.

Core Subjects

March 2010-May 2011



Susan Vaughn, Principal Denise Lloyd-Fisher, Intervention Counselor, Assistant Principals, Teachers

Teacher Mentoring Plan 2010-2011

Action Steps Timeline Required Resources Funding Source(s) Person(s) Responsible

1. SHS Mentoring Team and District Exemplary Teachers will prepare Survival Tool Kits for any new teacher to MCHS.

Beginning Date: As new teacher arrives Monitoring Date: August 2010 As we distribute them to the new teachers and survey their impression of the kit Ending Date: May 2011

Teaching Resources Mentoring Information First Days of School by Harry Wong

District Funding Title I Funding

School Administrators Exemplary Teachers School-Based Mentors Title-I Facilitator

2. Each Novice teacher/new teacher to SouthwindHigh will be assigned to an exemplary teacher, a school- based mentor and receive a Survival Tool Kit.

Beginning Date: August 2010 Monitoring Date: Monthly Ending Date: May 2011

New Teacher Handbook Orientation Packet


School Administrators Exemplary Teachers School-Based Mentors Title-I Facilitators

3. Teachers new to a grade or subject area at SHS will be assigned to an exemplary teacher and school-base master mentor for the first two years.

Beginning Date: August 2010 Monitoring Date: Monthly Ending Date: August 2011

Mentoring Handbook Orientation Packet

District Funding


4. Each mentee will receive district and school-base

Beginning Date: August 2010

My Learning Plan


School Administrators


4. Each mentee will receive district and school-base professional development to promote their professional growth.


My Learning Plan Professional Development Training



5. The PLC implementation Team will work closely with all teachers but specifically new teachers to implement PLCs & provide support and collaboration at SHS


PLC Materials After Achool Meeting Time



6. Exemplary teachers and school-base mentor will meet with mentees weekly and monthly to discuss the mentee’s professional progress and his or her performance in the classroom.


New Teacher Handbook Orientation Packet Exemplary Meeting Form Lesson plans Notebooks for notes Classroom Observation Forms Mentoring Contact Log and Record of Activities

No funding needed


7. Southwind High’s Exemplary Teacher will work with mentees on instructional practices and strategies.

Beginning Date: As new teacher arrives Monitoring Date: August 2010 Ending Date: May 2011

Teaching Resources District Funding



2010-2011 State and Federal Programs

List all State educational programs and other Federal programs that are consolidated in this plan. 1. Title I 2. After-School Tutoring Program for Math and Language Arts (Extended Contract) 3. Saturday Gateway Academy 4. District TCAP Coaches 5. ACT Prep Sessions

2010-2011 Technical Assistance Report

List all of technical assistance received from district and state.

1. Tim Jones – Math Instructional Specialist 2. Elizabeth Cunningham - Language Arts Enrichment – Department of Exceptional Children 3. Rochelle Douglass – AYP Instructional Specialist 4. Dr. Deanna McClendon – Reading Instructional Specialist 5. Laura Link – Professional Development Director - Department of Instruction 6. Linda Wilburne – Math Enrichment – Department of Exceptional Children 7. Mr. James Aldinger – Director of Federal Grants & Programs 8. Marchetta Kimmons – Federal Program Specialist


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