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Tennessee School Improvement Planning Process (TSIPP)

Raleigh-Egypt High School

Tennessee Department of EducationCommissioner Kevin Huffman

August, 2011

Tennessee School Improvement Planning Process(TSIPP)

Assuranceswith Signature of Principal

I certify that _____Raleigh-Egypt 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

Raleigh-Egypt High School’s Tennessee School Improvement Planning Process – August, 2011 of 139

TSIPP TABLE OF CONTENTS

Assurance Page …………………………………………………………………………………………………….. 2

Component 1a—School Profile and the Collaborative Process …………………………………………………… 5-39SIP Leadership TeamSubcommittee Formation and Operation …………………………………………………………………………... 5-10Data Sources ……………………………………………………………………………………………………….. 11School and Community Data ………………………………………………………………………………………. 12

Instruction by Highly Qualified Staff …………………………………………………………………………… 12Assistance to Preschool Children from Early Childhood Programs to Elementary Programs …………….. 18Increased Parental Involvement ………………………………………………………………………………… 22

Component 1b—Academic and Non-Academic Data …………………………………………………………….. 32-39Comprehensive Needs Assessment of the entire school using data analysis of subgroups …………………..Variety of Academic and Non Academic Data ……………………………………………………………………. 32Data Collection and Analysis ……………………………………………………………………………………… 33Report Card Data Analysis ………………………………………………………………………………………. 36Narrative Synthesis of all Data ……………………………………………………………………………………. 37Prioritized List of Goals …………………………………………………………………………………………… 39

Component 2—Beliefs, Common Mission, and Shared Vision …………………………………………………… 40-42

Component 3.1—Curricular Practices ……………………………………………………………………………... 43-52School-wide Reform Strategies With Emphasis on Improved Achievement of the Lowest Achieving Student ………………………………………………………………………………………... 43-52Curriculum Practices ……………………………………………………………………………………………….. 43Curriculum Gap Analysis …………………………………………………………………………………………... 49Curricular Summary Questions …………………………………………………………………………………….. 52

Component 3.2—Instructional Practices …………………………………………………………………………… 53-58Instructional Practices ……………………………………………………………………………………………… 53Instructional Gap Analysis ………………………………………………………………………………………… 56Strategies to Attract Highly Qualified Teachers to High Needs Schools ………………………………………Instructional Summary Questions ………………………………………………………………………………….. 58

Component3.3-Assessment Practices ………………………………………………………………………………. 59-66Assessment Practices ……………………………………………………………………………………………….. 59Assessment Gap Analysis …………………………………………………………………………………………... 63Assessment Summary Questions …………………………………………………………………………………… 65

Component 3.4—Organizational Practices ………………………………………………………………………… 67-74High Quality and Ongoing Professional Development …………………………………………………………. Organizational Practices …………………………………………………………………………………………… 67Organizational Gap Analysis ………………………………………………………………………………………. 71Organizational Summary Questions ……………………………………………………………………………….. 74

Component 4—Action Plan Development ………………………………………………………………………… 75-83Goal 1 ……………………………………………………………………………………………………………… 76Goal 2 ……………………………………………………………………………………………………………… 78Provide timely, Additional Assistance to Students Experiencing difficulty Mastering Standards ………… 75-78Goal 3 ……………………………………………………………………………………………………………… 80Coordination and Integration of Federal, State, and Local Services and Programs ………………………… 80Goal 4 ……………………………………………………………………………………………………………… 81Component 5.1—Process Evaluation ……………………………………………………………………………… 84-87Measures to Include teachers in Assessment Decisions to Improve Student Performanceand Instructional Programs ……………………………………………………………………………………… 84-87

Component 5.2—Implementation Evaluation ……………………………………………………………………... 88-90

Component 5.3—Montering and Adjusting Evaluation …………………………………………………………… 91-96


Addendum Assurance Page (One page statement with principal signature)

•Developed during one year period •Developed with parents and other community members •Available to the local educational agency, parents, and the public •If appropriate, developed in coordination with other programs under Carl Perkins Vocational Act, and Head Start •Spend not less than 10% of funds for professional development, High Priority Schools only

Intervention Plan Transition Plan Technical Assistance State and Federal Programs Teacher Mentoring Plan Family Engagement Plan School - Home Compact Professional Development Plan

p. 97-143p. 97

p. 98p. 100p. 101p. 103p. 104p. 105p. 106p. 108


Component 1a - School Profile and Collaborative Process

COMPONENT 1.1: SIP Leadership Team CompositionIn the School Improvement process, six committees exist: a leadership team and five subcommittees. Establish a subcommittee for each of the five components of the plan. The Leadership Team is composed of its chairperson, the chairperson from each of the subcommittees, and representatives from each relevant stakeholder group and major initiatives within the school. These stakeholders could include representatives from the following groups: teachers, administrators, non-certified personnel, community, parents, and students. In high schools, be sure to represent faculty from both the academic and the technical paths.

The Leadership Team provides guidance for the entire process. When you list the members of the Leadership Team, be sure to indicate who is serving as the chairperson of this team.

COMPONENT 1.1: SIP Leadership Team Composition(Rubric Indicator 1.1)

SIP Leadership Team Member Name

Leader-ship

Chair? (Y/N)

Position Name of Subcommittee(s) (when applicable)

Michael Bailey N Executive Principal Component 2Anthony Bowen Y Asst. Principal Component 1Dalton Blackwell N Asst. Principal Component 2Vanessa Wallace N Instructional Facilitator Component 3Sherry Simons N Teacher Component 2Clara Blankenbiller N Teacher Component 1Jamie Hudgins N Teacher Component 4Mary Helen Sinclair N Media Specialist Component 4Danielle Berry N Teacher Component 4Otis Clayton N Teacher Component 5Felicia Parchman N Secretary Component 1Stephanie McClain N Guidance Counselor Component 1Karma Douglas N Parent/Family Specialist Component 5Terrance Brook N 12 th grade student Component 1Keara Hanley N 12th Grade Student Component 1Karl Ward N Community Representative Component 5Laura Moore N Parent Advocate Component 1Kameilah Amaya N Teacher Component 4Stan Collins N Exemplary Educator Component 5Patricia Byers N Building Engineer

BComponent 1



COMPONENT 1.2: Subcommittee Formation and Operation Subcommittees should represent various grade levels within the school and relevant stakeholders. It is desirable to include stakeholders on subcommittees when possible. Stakeholders should be strategically assigned to appropriate committees based on strength, skills and knowledge.

If there are guiding initiatives within your school, be sure to place those key faculty members involved in the initiatives on the appropriate subcommittees. Subcommittees have the responsibility to monitor the development and implementation, as appropriate, of the respective component so that the subcommittee chair can communicate the progress to the SIP Leadership Team.

In completing the components that name the members of the subcommittees, be sure to indicate each member’s position within the school or stakeholder group. Indicate which member serves as the subcommittee chair.

After each list of the members for a subcommittee, be sure to indicate the signatures for the subcommittee chairs are on file and check the box to indicate assurance the subcommittee has met and minutes are on file.

COMPONENT 1.2: Subcommittee Formation and Operation(Rubric Indicator 1.2)

Subcommittee for COMPONENT 1 School Profile and Collaborative ProcessMember Name Position Chair

Clara Blankenbiller Teacher Y

Tonyal Mathis Teacher N

John Ellis AFJROTC N

George Kelly AFJROTC N

Stephanie McClain Counselor N

Walter McCrimmon Teacher N

Tashara McDade Teacher N

Anthony Bowen Asst. Principal N

Patricia Byers Building Engineer N

Keira Hanley 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 VisionMember Name Position Chair

Sherry Simmons Teacher YMichael Bailey Principal NWilder Lee Teacher NMathew Rivino Teacher NMelinda Stubbs Guidance Counselor NSonjala Morgan Student N




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

Member Name Position Chair

Vanessa Wallace Instructional Facilitator YJulie Fortune Teacher NEbony Johnson Teacher NCandace Jones Teacher NTeneisha McNeil Teacher NMarvo Reeves Teacher NDanielle Nichols Student NCynthia Brown Parent N




Subcommittee for COMPONENT 4 Action Plan DevelopmentMember Name Position Chair

Otis Clayton Teacher Y

Rose Wells Teacher N

Robert Hunt Teacher N

Natalie Worlow Teacher N

Lillian Madyun-Grant Teacher N




Subcommittee for COMPONENT 5 The School Improvement Plan and Process EvaluationMember Name Position Chair

Danielle Berry Teacher Y

Karma Douglas Parent Counselor N

Morgan Dunnan Teacher N

Barbara Check Teacher N

Alvin Dotson Teacher N

Ilia Muhammad Teacher N





COMPONENT 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

COMPONENT 1.3.1: Data Sources (Including surveys)Use surveys to capture perceptual data. Administer some kind of survey to all shareholders with reasonable frequency. Determine how often to administer your surveys by considering several factors:

Mobility of student families Grade span served (if you serve only three grades, you could have a complete turnover of parents every

three years) Change in leadership Change in organizational practice.

A school will rarely have each of the surveys listed here, but at least one survey should be administered and evaluated. Common survey types include: Title I Needs Assessment, Title I Parent Surveys, District school climate surveys. Staff Development SACS Surveys (NSSE).

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

Data Source Relevant FindingsPast Raleigh Egypt High School’s TSIPPs

A need to increase parental involvement.

United States Census Data Provided demographic information on our community.

Tennessee State Report Card Provided information on performance of Raleigh Egypt High School Students.

Shelby County Clerk’s Office Provided demographic information on our community.

Memphis City Schools Provided financial information.

Raleigh Egypt High School Faculty/Support Staff demographic survey

Provided demographic information.


COMPONENT 1.3.2: Narrative and Analysis of Relevant School and Community DataSome of the factors to consider in this narrative and analysis might be historical background, facilities, environmental and safety concerns, socio-economic factors, parent/guardian demographics, honors classes, unique programs, parental support, school-business partnerships, major employers, and any other demographic factor (school or community) of major impact, including major changes and/or events that have adversely impacted your school.

COMPONENT 1.3.2: School and Community Data(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:

A. SCHOOL CHARACTERISTIC

General Information1. History- Raleigh Egypt High School (REHS) opened over 30 years ago as a

suburban, county school; however, currently, REHS is a public urban school. When REHS was added to the MCS district. The percentage of black students attending the school was less than 40%. The number of advanced programs declined after the school was brought into the MCS system. The number of African American students is now approximately 94% as compared to 85% for the MCS district; Hispanics make up 5 % of REHS, MCS 6.5% ; White REHS students account for 1%, MCS 7.1%. Based on our changing demographics, we are a Title 1 school with almost 90% of our students economically disadvantaged. REHS has continued to offer advanced placement Honors courses, dual enrollment, vocational/technology elective courses and continued to offer challenging core content selections.

2. Facilities, Physical Characteristics. The main academic building is a two story brick construction. The gym was remodeled in 2006 in order to create more space and add to the aesthetics of the campus. The gym houses the football, basketball, volleyball, and wrestling teams. It has two (2) locker rooms, a weight room, a laundry room, meeting rooms, offices, and storage space. The cafeteria was built in 2004 and is connected to the main classroom building. The AFJROTC is located in the back annex. The lower level, basement, is used for REHS Band. In 2010, a security fence located between the main building cafeteria and gym was added in order to provide a secure area where students (who earn the privilege) can enjoy their lunch hour on a terrace. The security fence helps cut back on students leaving campus without permission and restricts access to the building from outsiders. Raleigh Egypt High School campus is also home to the Raleigh Egypt Middle School and Egypt Elementary.

3. Environmental and Safety Concerns. Raleigh Egypt High School is equipped with a digital camera security system that offers excellent reception as well as playback features. This system ensures a safe environment inside the school and allows us to monitor the grounds and surrounding areas. Access to the building is restricted to the main entrance, which has a camera/doorbell for the main office staff to monitor access into the school. Visitor passes are given to all non-staff who enter the building. Student check out takes place in the main office, in order to


restrict hallway traffic. In 2010, a security fence was added to help ensure access into the building can be monitored. It also provides the cafeteria with an outside veranda for students to earn the privilege to use. Raleigh Egypt High School has two (2) Memphis Police Department Officers on campus. We utilize metal detection, detection wands, and X-Ray when students enter the building in the morning. Each student must enter through metal detection and all bags are sent through X-ray. Cell phones and MP3 players are restricted on campus, and the morning metal detection duty helps reduce the student’s use of cell phones during school hours. We have revised our Emergency Management Plan to incorporate the following areas: Lock down procedures, Power out procedures, Intruder detection and removal, Incident Command System, student support procedures for inclement weather hold in place procedures, support structure for first response to emergencies and evacuation procedures. The school is equipped with an intercom system and inter-school phone system. Each room has a call button to the office and a phone. To maximize efficiency, REHS uses a walky-talky system in which key individuals are always available for immediate response and can relay important safety information.

4. Grade Distribution. Raleigh Egypt High School is a 9-12 grade level school.REHS GradeDemographics # of Students %9th Grade 258 2810th Grade 249 2711th Grade 211 2312th Grade 204 22

5. Length of School Year. Raleigh Egypt High School students attend classes for 180 days.

6. Length of School Day. Raleigh Egypt High School students attend classes from 7:30AM to 2:15 PM.

7. Operating Budget Distribution Equity. (see table below)8. Per Pupil Expenditures per ADA.Per Pupil Expenditures per ADA System State

$10,767 $8,773Local

Funding %

Federal Funding

%

40.8 39

State Funding

% 17.2 13.642 47.4


9. Faculty and Staff Demographic.

Table showing FacultyName Position at REHS Education Years of Experience Gender Race

Amaya Teacher Masters 7 years F BlackAnderson Teacher Masters 12 years F BlackBerry Teacher Masters 7 years F BlackBlankenbiller Teacher Bachelors 2 years F WhiteBolgeo Teacher Bachelors 27 years M WhiteBradshaw Teacher Masters 22 years F WhiteBurton Teacher Bachelors 34 years F BlackCheck Teacher Bachelors 13 years F WhiteClayton Teacher Bachelor s 7 years M BlackDaniels Teacher Masters 5 years F BlackDotson Teacher Bachelors M BlackDumas Teacher Bachelors + 2 years F WhiteDunnan Teacher Bachelors 2 years M WhiteEllis Teacher Bachelors 9.5 years M BlackFortune Teacher Masters+45 < 1 year F WhiteGoel Teacher Masters 7 years MGoodwin Teacher PhD 32 years FGrant Teacher Masters 2 years F BlackGuerrero Teacher Masters 6 years MHinson Teacher Bachelors M BlackHudgins Teacher Masters +45 5 years F WhiteHudson Teacher Masters 10 years F BlackHunt, Jr. Teacher Masters +30 21 years M BlackJaquess Teacher Master +45 17 years F WhiteJohnson Teacher Masters 7 years F Black

Kelly TeacherMasters/Doctorate 14 years M Black

Lee Teacher Masters 12 years M BlackMarvin Teacher Bachelors 2 years M WhiteMathes Teacher Masters 7 years F BlackMcClain Counselor Masters 23 years F WhiteMcCrimmon Teacher Masters 9 years M BlackMcDade Teacher Masters 3 years F BlackMcNeil Teacher Masters 4 years F BlackMuhammad Teacher Masters 7 years M BlackOwens Teacher Masters 9 years F BlackParrott Teacher Bachelors 29 years F WhitePatterson Teacher Bachelors 26 years M Black


Reeves Teacher Masters +45 14 years F BlackRivino Teacher Masters 7 years M WhiteSimmons Teacher Masters 32 years F WhiteSinclair Library Masters 19 years F BlackSmith Teacher Bachelors 9 years F WhiteSmith Teacher Bachelors 7 years M BlackStack Teacher Masters 24 years F WhiteStokes Teacher Bachelors 18 years M BlackStubbs Counselor Masters 22 years F BlackTaylor Teacher Bachelors 2 years M BlackWalker Teacher Masters 7 years FWells Teacher Bachelors 22 years F BlackWilliams Teacher Masters 10 years F BlackWorlow Teacher Masters 2 years F White

Table showing Support Staff

Name Position at REHS Years of Experience Gender Race

Alston Custodial Helper < 1 year F BlackAnderson Cafeteria Helper 11 years F BlackBaggett Secretary 12 years F BlackBallentine Custodial Helper 4 years F BlackBrown MPD Officer 18 years M BlackByers Building Engineer 26 years F BlackCarter Nutrition Service Manager 26 years F BlackCooper Cafeteria Helper 3 years F BlackCurry Clerical Assistant 1 year F BlackDouglas Parent Advocate 11 years F BlackDubose Secretary 25 years F BlackEaton Custodial Helper 11 years F BlackEubanks Campus Monitor 3 years F BlackHampton Campus Monitor 3 years M BlackHannah MPD Officer 13 years M BlackHolland Custodial Helper 19 years F BlackHooker Cafeteria Helper 11 years F BlackLark Cafeteria Helper 10 years F BlackLott Campus Monitor 5 years M BlackMacon Custodial Helper 4 years F BlackMcEntree- White Secretary 9 years F BlackMoore Parent Volunteer 28 years F Black


Parchman Financial Secretary 10 years F BlackStewart Cafeteria Helper 5 years F BlackWalker Custodial Helper 5 years M BlackYoung Custodial Helper < 1 year F Black

10. Administrative Demographics

Table showing Administration

Name Position at REHSYears of

Experience Gender Race

Bailey Executive Principal 7 years M WhiteBowen Assistant Principal 3 years M Black

Blackwell Assistant Principal 4 years M Black

WallaceInstructional

Facilitator 2 years F Black

11. Percentage of faculty and staff who hold advanced degrees. 61% of the Raleigh Egypt High Schools faculty holds advanced degrees.

12. Percentage of faculty teaching courses outside their area of certification or who do not fully meet the NCLB standards for being highly qualified. <1%

13. Staff Development. Raleigh Egypt High School provides professional development weekly. It is focused on the needs of the school and of the students and teachers. In-Service days are planned carefully to increase teacher’s knowledge and skills so that they will be able to meet the needs of the students and stakeholders. MCS also provides and array of professional development opportunities throughout the school year and the summer. MCS Teaching and Learning Center also offers courses and workshops year round.

14. Enrollment Data. Raleigh Egypt High School has an enrollment of 922 students; .2% Asian, 1.2% White, 6.5 % Hispanic, and 92% African American.

15. Curriculum Offering. Raleigh Egypt High School offers 92 Courses on Campus and 43 courses off campus at Trezevant Career and Technology Center. Raleigh Egypt High School also offers E-learning courses for course recovery or for courses that are not offered on site.

Academic Courses at Raleigh Egypt High School

Language Arts/Humanities Fine Arts Social StudiesAP English Literature/Comp General Music African American HistoryContent Area Reading Instrumental Music EconomicsCreative Writing Senior Band I Facing HistoryDC English Comp I Senior Band II Humanities Honors


DC English Comp II Senior Band III US GovernmentEnglish I Senior Band IV US History HonorsEnglish I Honors Visual Art US History English I + Vocal Music I World History Honors English II Vocal Music II World History English II Honors Vocal Music IIIEnglish II + Vocal Music IVEnglish IIIEnglish III HonorsEnglish IVEnglish IV HonorsEtymologyJournalismSpanish ISpanish II HonorsSpanish II Tutorial Enlgish 9-12

Science Mathematics OtherAnatomy and Physiology Advanced Algebra & Trigonometry AFJROTCBiology I Honors Algebra Honors AVIDBiology I Algebra 1+ ESL Advances 9-12Chemistry Algebra 1 ESL CivicsEnvironmental Science Algebra II Honors ESL High Beg 9-12Physical Science Algebra II ESL IntermediatePhysics Honors AP Calculus Life Connections

Pacesetters Pre-Calculus Honors Lifetime WellnessTutorial Math 9-12 Mod Program Inc 9-12Unified Geometry Honors Mod Program Inc LAUnified Geometry I + Mod Program Inc MathUnified Geometry Online Learning Resources

School Sponsored EnterpriseService LearningTransitional Communication Skills 9-12Transitional Individual Living Skills 9-12Transitional Recreation and Leisure SkillsTransitional English 9-12Transitional Math 9-12Transitional Science 9-12Transitional Social Studies 9-12

Vocational/Technical Courses


Vocational-Technical, Other Courses Cont…Admin Management Electric IAdvanced Welding Electric IIAmerican Business/Legal System Family and Consumer SciencesAmerican Business/Legal System Fashion Merchandise and DesignBanking and Finance Financial PlanningBarbering I Forensic ScienceBarbering II/III Health Science Anatomy/PhysiologyBasic Principals of Welding Health Science EducationBusiness Economics HVACRBusiness Economics Integration Input TechnologyCareer Connections Intermediate Multi Media DesignCareer Management Success Medical TherapeuticsChemistry of Cosmetology Nutrition and FoodClinical Intern: Diagnostic Medicine Personal FinanceCollision Rep: Paint/Ref Personal FinanceCollision Rep: Structure Principles of CosmetologyComputer Application Principles of Manufacture CoreConstruction Core Rehab TherapyCulinary Arts I Transportation CoreCulinary Arts II/III Visual Entertainment Design Principles of Cosmetology Web Page Design E-communicationDesktop Publishing Web Page Design -Site DesignDiagnostic Medicine Website FoundationDiesel Brake SystemE-business Communication

16. Unique ProgramsRemediation. Memphis City Schools implements ZAP (Zeros Aren’t Permitted) Saturday School. This provides students who are not meeting academic standards (NMS) to come to school on Saturday’s and work. Students and Parents are contacted and asked to ensure that the student attend ZAP Saturday’s. Although all students are welcome to attend ZAP Saturdays, its primary purpose is for students who need “a little extra help.”.

Raleigh Egypt High School also offers after school tutoring. All athletes and participators in after school organizations are required to receive at least one tutoring hour a day before s/he participates in extra curriculum activities. Regardless, all students are encouraged to attend tutoring hours with their teachers. Raleigh Egypt High School also offers supplemental tutoring through the Title 1 funds. Students may register for Math, Reading or Language Arts tutoring through


an outside vendor and receive the services at Raleigh Egypt High School. 17. Exceptional Children. Raleigh Egypt High School’s program for exceptional

children, (special education), is predominantly Inclusion classes. The school, along with the district, believes that this creates the least restrictive learning environment (LRE) that is required by TN Law. Raleigh Egypt High School has 164 exceptional children; 154 students participate in inclusion and 10 students are in CDC classes. Raleigh Egypt High School offers inclusion in Math, English, tutorial Math, tutorial English and Online Math Foundations. The Exceptional Children Department is serviced by four (4) inclusion teachers, two (2) tutorial teachers, and two (2) CDC teachers. The CDC classes each have a para-educator.

18. ESL Program. Raleigh Egypt High School has one (1) on staff ESL teacher. Four (4) classes are offered through the ESL course selection.

19. Enrichment. Raleigh Egypt High School offers free ACT tutoring to all students in which online test preparatory classes and teacher tutoring is offered. All students who participate in athletics and after school organizations are required to participate in after school tutoring for one hour before extra curriculum activities begin. This helps emphasize academics first. All faculty members volunteer their time for this tutoring and are expected to volunteer their time at least one day a week.

20. Grants. Raleigh Egypt High School just finished with the Small Learning Communities (SLC) grant. No current grants come through Raleigh Egypt High School.

21. Honors Classes and Dual Enrollment. Raleigh Egypt High School has fourteen (14) Honors classes in Math, English, Foreign languages, Sciences, and Social Studies. Dual Enrollment classes are offered in English through Christian Brothers University.

22. Parental Support. There are a number of parental support programs at REHS which provide valuable input to the educational and extracurricular process at Raleigh Egypt High School. Community forums are held each month for parents to have the opportunity to stay abreast on their student’s education and the overall welfare of REHS. Raleigh Egypt High School also has a a Parent Advocate who provides support and resources for all parents which includes workshops and trainings. This position is hosted out of REHS Parent Center. Raleigh Egypt High School also has a parent volunteer, who is a community member who volunteers her time each day to help coordinate programs through the parent advocate.

23. Drug, Alcohol, or tobacco incidents or arrests. Raleigh Egypt High School does not tolerate drugs, alcohol, or tobacco in our school. This is a raising problem with some of our students.

24. School Business Partnerships. Raleigh Egypt High School partners are Bank of Bartlett and The Tennessee Valley Authority

B. STUDENT CHARACTERISTICS1. Number of Students. Raleigh Egypt High School has 922 students enrolled,


which is down over the previous few years. 2. Student Demographic. Raleigh Egypt High Schools students’ racial

backgrounds have remained consistent even with decreased enrollment. Of the 922 students enrolled, 92.1% African American, 6.5% Hispanic, 1.2% White and .02% Asian.

REHS Ethnic Demographics # of Students %African American 849 92.1Hispanic 60 6.5Asian 2 0.2Caucasian 11 1.2

Raleigh Egypt High School has 454 female students and 468 male students.

REHS Gender Demographics # of Students %Male 468 50.8 Female 454 49.2total 922 100

3. English Proficiency. Raleigh Egypt High School currently has 17 students who are enrolled in our ESL classes.

4. Free and Reduced Lunch. 89% of Raleigh Egypt High School student population classified as economically disadvantaged. 792 students receive free lunch, 42 students receive reduced lunch, and 93 students are full pay. Over the last few years, there has been an increase in students who are receiving free or reduced lunch.

5. Students in Classes without a Credentialed Teacher. Raleigh Egypt High School has seven (7) Faculty members who have not met all requirements for a professional license.

6. Attendance. Like the MCS District, Raleigh Egypt High School has a high transient population. The attendance rate has remained steady throughout the last few years. Currently, the attendance average is 88%.

7. Discipline Referrals, Suspension. Raleigh Egypt High School has about 670 suspensions and 111 expulsions. Suspensions at Raleigh Egypt High School involve approximately equal amounts of females to males. Expulsions involve more males. Raleigh Egypt High School follows progressive discipline. Teachers and administration document student conferences, parent conferences and referrals before issuing any suspension. (Raleigh Egypt High School follows the MCS Code of Conduct meaning that each student and parent must read and sign the code of conduct upon registration.)

8. Retention Rate &Transfer Rate. Raleigh Egypt High School has a stability rate for the past few years of approximately 70%.

9. Dropout Rate. Raleigh Egypt High School made AYP in the Event Dropout rate category under No Child Left Behind (NCLB) requirements.

10. Graduation Rate. Raleigh Egypt High Schools graduation rate fluctuates due to the transient population, transfers and dropouts. Graduate rate tracking has become much more main stream with better tracking for each cohort. The


Graduation rate remains below the target and currently stands 65%.

Attendance Rate(%) Cohort Drop Out(%) Graduation Rate (NCLB)(%)

87.7

26.8

59.7

88.3

50.160.4

REHS Attendance, Graduation, Cohort Dropout

2009 2010

11. Club/Community Involvement. Raleigh Egypt High School offers many clubs and athletic choices for students. High school seniors and juniors have the opportunity to tutor at Egypt Elementary through STAR Tutoring. Other clubs and groups are, Debate, Spanish Club, Dance team, Environmental Club, Future Business Leaders of America, Gear Up, Year Book, Band, Majorettes, National Honor Society, Color Guard, Knowledge Bowl, Choir, AFJROTC Drill team and Color guard, Football, Basketball, Volleyball, Track, Wrestling, Cross Country, Golf, Tennis, Soccer, Softball and Baseball.

C. PARENT AND GUARDIAN CHARACTERISTICS. 1. Many of our students come from single parent households. The majority of the

community is economically disadvantaged. As previously indicated, 89% of our students qualify for free lunch.

D. COMMUNITY CHARACTERISTICS1. Size and Demographics of the Community. The Raleigh Egypt High School

Community is located in Northeast Memphis and is made up (?) of the area north of Wolf River between New Allen and Austin Peay Roads. Raleigh Egypt High School serves the entire 38128 zip code. The Community has a population of 43,852 people. The median age in the community is 29.6 years. About 16.2 % of the community population is made up of Single Mother Households.

2. Average Income and Major Employers. The median household income is $36,028 with 12.8% of households earning below the poverty level.

3. Private Schools and Alternative Schools. Raleigh Egypt High School loses out on some students who choose to attend charter or optional schools. Memphis Business Academy provides career focused courses and college prep programs. There are no private schools in our neighborhood; students can apply to one of the several church affiliated schools or to one of the private preparatory schools in the Memphis area. Raleigh Egypt High School district is


adjacent to the Shelby County Schools District, and each year student; may leave our school for one of the county schools.

4. Community Involvement. Raleigh Egypt High School has support from churches within our community: Kingdom & Retreat Center, the Prince of Peace church, and the Breath of Life Church, Saint Paul Douglas. Churches in our community provide after school tutorial service and provide positive role models for the students.

E. SCHOOL CHARACTERISTIC

General Information25. History- Raleigh Egypt High School (REHS) opened over 30 years ago as a

suburban, county school; however, currently, REHS is a public urban school. When REHS was added to the MCS district. The percentage of black students attending the school was less than 40%. The number of advanced programs declined after the school was brought into the MCS system. The number of African American students is now approximately 94% as compared to 85% for the MCS district; Hispanics make up 5 % of REHS, MCS 6.5%; White REHS students account for 1%, MCS 7.1%. Based on our changing demographics, we are a Title 1 school with almost 90% of our students economically disadvantaged. REHS has continued to offer advanced placement Honors courses, dual enrollment, vocational/technology elective courses and continued to offer challenging core content selections.

26. Facilities, Physical Characteristics. The main academic building is a two story brick construction. The gym was remodeled in 2006 in order to create more space and add to the aesthetics of the campus. The gym houses the football, basketball, volleyball, and wrestling teams. It has two (2) locker rooms, a weight room, a laundry room, meeting rooms, offices, and storage space. The cafeteria was built in 2004 and is connected to the main classroom building. The AFJROTC is located in the back annex. The lower level, basement, is used for REHS Band. In 2010, a security fence located between the main building cafeteria and gym was added in order to provide a secure area where students (who earn the privilege) can enjoy their lunch hour on a terrace. The security fence helps cut back on students leaving campus without permission and restricts access to the building from outsiders. Raleigh Egypt High School campus is also home to the Raleigh Egypt Middle School and Egypt Elementary.

27. Environmental and Safety Concerns. Raleigh Egypt High School is equipped with a digital camera security system that offers excellent reception as well as playback features. This system ensures a safe environment inside the school and allows us to monitor the grounds and surrounding areas. Access to the building is restricted to the main entrance, which has a camera/doorbell for the main office staff to monitor access into the school. Visitor passes are given to all non-staff who enter the building. Student check out takes place in the main office, in order to restrict hallway traffic. In 2010, a security fence was added to help ensure access into the building can be monitored. It also provides the cafeteria with an outside veranda for students to earn the privilege to use. Raleigh Egypt High School has


two (2) Memphis Police Department Officers on campus. We utilize metal detection, detection wands, and X-Ray when students enter the building in the morning. Each student must enter through metal detection and all bags are sent through X-ray. Cell phones and MP3 players are restricted on campus, and the morning metal detection duty helps reduce the student’s use of cell phones during school hours. We have revised our Emergency Management Plan to incorporate the following areas: Lock down procedures, Power out procedures, Intruder detection and removal, Incident Command System, student support procedures for inclement weather hold in place procedures, support structure for first response to emergencies and evacuation procedures. The school is equipped with an intercom system and inter-school phone system. Each room has a call button to the office and a phone. To maximize efficiency, REHS uses a walky-talky system in which key individuals are always available for immediate response and can relay important safety information.

28. Grade Distribution. Raleigh Egypt High School is a 9-12 grade level school.REHS GradeDemographics # of Students %9th Grade 258 2810th Grade 249 2711th Grade 211 2312th Grade 204 22

29. Length of School Year. Raleigh Egypt High School students attend classes for 180 days.

30. Length of School Day. Raleigh Egypt High School students attend classes from 7:30AM to 2:15 PM.

31. Operating Budget Distribution Equity. (see table below)32. Per Pupil Expenditures per ADA.Per Pupil Expenditures per ADA System State

$10,767 $8,773Local

Funding %

Federal Funding

%

40.8 39

State Funding

% 17.2 13.642 47.4

33. Faculty and Staff Demographic.

Table showing Faculty


Name Position at REHS Education Years of Experience Gender Race

Amaya Teacher Masters 7 years F BlackAnderson Teacher Masters 12 years F BlackBerry Teacher Masters 7 years F BlackBlankenbiller Teacher Bachelors 2 years F WhiteBolgeo Teacher Bachelors 27 years M WhiteBradshaw Teacher Masters 22 years F WhiteBurton Teacher Bachelors 34 years F BlackCheck Teacher Bachelors 13 years F WhiteClayton Teacher Bachelor s 7 years M BlackDaniels Teacher Masters 5 years F BlackDotson Teacher Bachelors 9 years M BlackDumas Teacher Bachelors + 2 years F WhiteDunnan Teacher Bachelors 2 years M WhiteEllis Teacher Bachelors 9.5 years M BlackFortune Teacher Masters+45 < 1 year F WhiteGoel Teacher Masters 7 years MGoodwin Teacher PhD 32 years FGrant Teacher Masters 2 years F BlackGuerrero Teacher Masters 6 years MHinson Teacher Bachelors 20 years M BlackHudgins Teacher Masters +45 5 years F WhiteHudson Teacher Masters 10 years F BlackHunt, Jr. Teacher Masters +30 21 years M BlackJaquess Teacher Master +45 17 years F WhiteJohnson Teacher Masters 7 years F Black

Kelly TeacherMasters/Doctorate 14 years M Black

Lee Teacher Masters 12 years M BlackMarvin Teacher Bachelors 2 years M WhiteMathes Teacher Masters 7 years F BlackMcClain Counselor Masters 23 years F WhiteMcCrimmon Teacher Masters 9 years M BlackMcDade Teacher Masters 3 years F BlackMcNeil Teacher Masters 4 years F BlackMuhammad Teacher Masters 7 years M BlackOwens Teacher Masters 9 years F BlackParrott Teacher Bachelors 29 years F WhitePatterson Teacher Bachelors 26 years M BlackReeves Teacher Masters +45 14 years F BlackRivino Teacher Masters 7 years M WhiteSimmons Teacher Masters 32 years F White


Sinclair Library Masters 19 years F BlackSmith Teacher Bachelors 9 years F WhiteSmith Teacher Bachelors 7 years M BlackStack Teacher Masters 24 years F WhiteStokes Teacher Bachelors 18 years M BlackStubbs Counselor Masters 22 years F BlackTaylor Teacher Bachelors 2 years M BlackWalker Teacher Masters 7 years FWells Teacher Bachelors 22 years F BlackWilliams Teacher Masters 10 years F BlackWorlow Teacher Masters 2 years F White

Table showing Support Staff

Name Position at REHS Years of Experience Gender Race

Alston Custodial Helper < 1 year F BlackAnderson Cafeteria Helper 11 years F BlackBaggett Secretary 12 years F BlackBallentine Custodial Helper 4 years F BlackBrown MPD Officer 18 years M BlackByers Building Engineer 26 years F BlackCarter Nutrition Service Manager 26 years F BlackCooper Cafeteria Helper 3 years F BlackCurry Clerical Assistant 1 year F BlackDouglas Parent Advocate 11 years F BlackDubose Secretary 25 years F BlackEaton Custodial Helper 11 years F BlackEubanks Campus Monitor 3 years F BlackHampton Campus Monitor 3 years M BlackHannah MPD Officer 13 years M BlackHolland Custodial Helper 19 years F BlackHooker Cafeteria Helper 11 years F BlackLark Cafeteria Helper 10 years F BlackLott Campus Monitor 5 years M BlackMacon Custodial Helper 4 years F BlackMcEntree- White Secretary 9 years F BlackMoore Parent Volunteer 28 years F BlackParchman Financial Secretary 10 years F BlackStewart Cafeteria Helper 5 years F BlackWalker Custodial Helper 5 years M Black


Young Custodial Helper < 1 year F Black

34. Administrative DemographicsTable showing Administration

Name Position at REHSYears of

Experience Gender Race

Bailey Executive Principal 7 years M WhiteBowen Assistant Principal 3 years M Black

Blackwell Assistant Principal 4 years M Black

WallaceInstructional

Facilitator 13 years F Black

35. Percentage of faculty and staff who hold advanced degrees. 61% of the Raleigh Egypt High Schools faculty holds advanced degrees.

36. Percentage of faculty teaching courses outside their area of certification or who do not fully meet the NCLB standards for being highly qualified. <1%

37. Staff Development. Raleigh Egypt High School provides professional development weekly. It is focused on the needs of the school and of the students and teachers. In-Service days are planned carefully to increase teacher’s knowledge and skills so that they will be able to meet the needs of the students and stakeholders. MCS also provides an array of professional development opportunities throughout the school year and the summer. MCS Teaching and Learning Center also offers courses and workshops year round.

38. Enrollment Data. Raleigh Egypt High School has an enrollment of 922 students; .2% Asian, 1.2% White, 6.5 % Hispanic, and 92% African American.

39. Curriculum Offering. Raleigh Egypt High School offers 92 Courses on Campus and 43 courses off campus at Trezevant Career and Technology Center. Raleigh Egypt High School also offers E-learning courses for course recovery or for courses that are not offered on site.

Academic Courses at Raleigh Egypt High School

Language Arts/Humanities Fine Arts Social StudiesAP English Literature/Comp General Music African American HistoryContent Area Reading Instrumental Music EconomicsCreative Writing Senior Band I Facing HistoryDC English Comp I Senior Band II Humanities HonorsDC English Comp II Senior Band III US GovernmentEnglish I Senior Band IV US History Honors


English I Honors Visual Art US History English I + Vocal Music I World History Honors English II Vocal Music II World History English II Honors Vocal Music IIIEnglish II + Vocal Music IVEnglish IIIEnglish III HonorsEnglish IVEnglish IV HonorsEtymologyJournalismSpanish ISpanish II HonorsSpanish II Tutorial Enlgish 9-12

Science Mathematics OtherAnatomy and Physiology Advanced Algebra & Trigonometry AFJROTCBiology I Honors Algebra Honors AVIDBiology I Algebra 1+ ESL Advances 9-12Chemistry Algebra 1 ESL CivicsEnvironmental Science Algebra II Honors ESL High Beg 9-12Physical Science Algebra II ESL IntermediatePhysics Honors AP Calculus Life Connections

Pacesetters Pre-Calculus Honors Lifetime WellnessTutorial Math 9-12 Mod Program Inc 9-12Unified Geometry Honors Mod Program Inc LAUnified Geometry I + Mod Program Inc MathUnified Geometry Online Learning Resources

School Sponsored EnterpriseService LearningTransitional Communication Skills 9-12Transitional Individual Living Skills 9-12Transitional Recreation and Leisure SkillsTransitional English 9-12Transitional Math 9-12Transitional Science 9-12Transitional Social Studies 9-12

Vocational/Technical Courses


Vocational-Technical, Other Courses Cont…Admin Management Electric IAdvanced Welding Electric IIAmerican Business/Legal System Family and Consumer SciencesAmerican Business/Legal System Fashion Merchandise and DesignBanking and Finance Financial PlanningBarbering I Forensic ScienceBarbering II/III Health Science Anatomy/PhysiologyBasic Principals of Welding Health Science EducationBusiness Economics HVACRBusiness Economics Integrated Input TechnologyCareer Connections Intermediate Multi Media DesignCareer Management Success Medical TherapeuticsChemistry of Cosmetology Nutrition and FoodClinical Intern: Diagnostic Medicine Personal FinanceCollision Rep: Paint/Ref Personal FinanceCollision Rep: Structure Principles of CosmetologyComputer Application Principles of Manufacture CoreConstruction Core Rehab TherapyCulinary Arts I Transportation CoreCulinary Arts II/III Visual Entertainment Design Principles of Cosmetology Web Page Design E-communicationDesktop Publishing Web Page Design -Site DesignDiagnostic Medicine Website FoundationDiesel Brake SystemE-business Communication

40. Unique ProgramsRemediation. Memphis City Schools implements ZAP (Zeros Aren’t Permitted) Saturday School. This provides students who are not meeting academic standards (NMS) to come to school on Saturday’s and work. Students and Parents are contacted and asked to ensure that the student attend ZAP Saturday’s. Although all students are welcome to attend ZAP Saturdays, its primary purpose is for students who need “a little extra help.”

Raleigh Egypt High School also offers after school tutoring. All athletes and participators in after school organizations are required to receive at least one tutoring hour a day before s/he participates in extra curriculum activities. Regardless, all students are encouraged to attend tutoring hours with their teachers. Raleigh Egypt High School also offers supplemental tutoring through the Title 1 funds. Students may register for Math, Reading or Language Arts tutoring through an outside vendor and receive the services at Raleigh Egypt High School.

41. Exceptional Children. Raleigh Egypt High School’s program for exceptional


children, (special education),is predominantly Inclusion classes. The school, along with the district, believes that this creates the least restrictive learning environment (LRE) that is required by TN Law. Raleigh Egypt High School has 164 exceptional children; 154 students participate in inclusion and 10 students are in CDC classes. Raleigh Egypt High School offers inclusion in Math, English, tutorial Math, tutorial English and Online Math Foundations. The Exceptional Children Department is serviced by four (4) inclusion teachers, two (2) tutorial teachers, and two (2) CDC teachers. The CDC classes each have a para-educator.

42. ESL Program. Raleigh Egypt High School has one (1) on staff ESL teacher. Four (4) classes are offered through the ESL course selection.

43. Enrichment. Raleigh Egypt High School offers free ACT tutoring to all students in which online test preparatory classes and teacher tutoring is offered. All students who participate in athletics and after school organizations are required to participate in after school tutoring for one hour before extra curriculum activities begin. This helps emphasize academics first. All faculty members volunteer their time for this tutoring and are expected to volunteer their time at least one day a week.

44. Grants. Raleigh Egypt High School just finished with the Small Learning Communities (SLC) grant. No current grants come through Raleigh Egypt High School.

45. Honors Classes and Dual Enrollment. Raleigh Egypt High School has fourteen (14) Honors classes in Math, English, Foreign languages, Sciences, and Social Studies. Dual Enrollment classes are offered in English through Christian Brothers University.

46. Parental Support. There are a number of parental support programs at REHS which provide valuable input to the educational and extracurricular process at Raleigh Egypt High School. Community forums are held each month for parents to have the opportunity to stay abreast on their student’s education and the overall welfare of REHS. Raleigh Egypt High School also has a a Parent Advocate who provides support and resources for all parents which includes workshops and trainings. This position is hosted out of REHS Parent Center. Raleigh Egypt High School also has a parent volunteer, who is a community member who volunteers her time each day to help coordinate programs through the parent advocate.

47. Drug, Alcohol, or tobacco incidents or arrests. Raleigh Egypt High School does not tolerate drugs, alcohol, or tobacco in our school. This is a raising problem with some of our students.

48. School Business Partnerships. Raleigh Egypt High School is supported by Buckman Laboratories, which prints our school newspaper and graduation programs. They also help us with the wiring required to provide internet service access to the computers in our media center (library). Buckman Laboratories also supports our Saturday School program. Other school partners are Bank of Bartlett and The Tennessee Valley Authority


F. STUDENT CHARACTERISTICS12. Number of Students. Raleigh Egypt High School has 922 students enrolled,

which is down over the previous few years. 13. Student Demographic. Raleigh Egypt High Schools students’ racial

backgrounds have remained consistent even with decreased enrollment. Of the 922 students enrolled, 92.1% African American, 6.5% Hispanic, 1.2% White and .02% Asian.

REHS Ethnic Demographics # of Students %African American 849 92.1Hispanic 60 6.5Asian 2 0.2Caucasian 11 1.2

Raleigh Egypt High School has 454 female students and 468 male students.

REHS Gender Demographics # of Students %Male 468 50.8 Female 454 49.2total 922 100

14. English Proficiency. Raleigh Egypt High School currently has 17 students who are enrolled in our ESL classes.

15. Free and Reduced Lunch. 89% of Raleigh Egypt High School student population classified as economically disadvantaged. 792 students receive free lunch, 42 students receive reduced lunch, and 93 students are full pay. Over the last few years, there has been an increase in students who are receiving free or reduced lunch.

16. Students in Classes without a Credentialed Teacher. Raleigh Egypt High School has seven (7) Faculty members who have not met all requirements for a professional license.

17. Attendance. Like the MCS District, Raleigh Egypt High School has a high transient population. The attendance rate has remained steady throughout the last few years. Currently, the attendance average is 88%.

18. Discipline Referrals, Suspension. Raleigh Egypt High School has about 670 suspensions and 111 expulsions. Suspensions at Raleigh Egypt High School involve approximately equal amounts of females to males. Expulsions involve more males. Raleigh Egypt High School follows progressive discipline. Teachers and administration document student conferences, parent conferences and referrals before issuing any suspension. (Raleigh Egypt High School follows the MCS Code of Conduct meaning that each student and parent must read and sign the code of conduct upon registration.)

19. Retention Rate &Transfer Rate. Raleigh Egypt High School has a stability rate for the past few years of approximately 70%.

20. Dropout Rate. Raleigh Egypt High School made AYP in the Event Dropout rate category under No Child Left Behind (NCLB) requirements.

21. Graduation Rate. Raleigh Egypt High Schools graduation rate fluctuates due


to the transient population, transfers and dropouts. Graduate rate tracking has become much more main stream with better tracking for each cohort. The Graduation rate remains below the target and currently stands 65%.

Attendance Rate(%) Cohort Drop Out(%) Graduation Rate (NCLB)(%)

87.7

26.8

59.7

88.3

50.160.4

REHS Attendance, Graduation, Cohort Dropout

2009 2010

22. Club/Community Involvement. Raleigh Egypt High School offers many clubs and athletic choices for students. High school seniors and juniors have the opportunity to tutor at Egypt Elementary through STAR Tutoring. Other clubs and groups are, Debate, Spanish Club, Dance team, Environmental Club, Future Business Leaders of America, Gear Up, Year Book, Band, Majorettes, National Honor Society, Color Guard, Knowledge Bowl, Choir, AFJROTC Drill team and Color guard, Football, Basketball, Volleyball, Track, Wrestling, Cross Country, Golf, Tennis, Soccer, Softball and Baseball.

G. PARENT AND GUARDIAN CHARACTERISTICS. 2. Many of our students come from single parent households. The majority of the

community are economically disadvantaged. As previously indicated, 89% of our students qualify for free lunch.

H. COMMUNITY CHARACTERISTICS5. Size and Demographics of the Community. The Raleigh Egypt High School

Community is located in Northeast Memphis and is made up (?) of the area north of Wolf River between New Allen and Austin Peay Roads. Raleigh Egypt High School serves the entire 38128 zip code. The Community has a population of 43,852 people. The median age in the community is 29.6 years. About 16.2 % of the community population is made up of Single Mother Households.

6. Average Income and Major Employers. The median household income is $36,028 with 12.8% of households earning below the poverty level.

7. Private Schools and Alternative Schools. Raleigh Egypt High School loses out on some students who choose to attend charter or optional schools. Memphis Business Academy provides career focused courses and college prep programs. There are no private schools in our neighborhood; students can apply


to one of the several church affiliated schools or to one of the private preparatory schools in the Memphis area. Raleigh Egypt High School district is adjacent to the Shelby County Schools District, and each year student; may leave our school for one of the county schools.

8. Community Involvement. Raleigh Egypt High School has support from churches within our community: Kingdom & Retreat Center, the Prince of Peace church, and the Breath of Life Church, Saint Paul Douglas. Churches in our community provide after school tutorial service and provide positive role models for the students.

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

COMPONENT 1.4: Variety of Academic and Non-Academic Assessment MeasuresRefer to Component 1 Academic/Nonacademic Helpful Hints.

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

List Data Sources End of Course Tests; English I, English II, English III, Algebra I, Algebra II, U.S. History, and Biology IGateway Tests: Algebra I, English II, Biology ITCAP Writing Assessments ReportsTCAP Alt Assessment ReportsGraduation RateReport CardsDiscovery AssessmentsUnit TestsThinkLinkACT Summary Reports


COMPONENT 1.5: Data Collection and AnalysisDescribe the data collection and analysis process used in determining your strengths and needs. Collection refers to the types of data gathered. Analysis would be the process used for the full review of all data gathered.

COMPONENT 1.5: Data Collection and Analysis(Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.The types of data used to determine our school’s strengths and needs consisted of Generated Assessment Reports, AYP Graphing Spreadsheets, REA (Research, Evaluation, and Assessment) Lists of Feeder Middle Schools, Comprehensive Statistics Reports, Formative Assessments, Graduation Reports, and Attendance Reports. During departmental and academy meetings teachers examined report cards, nine weeks, end of course, TVAAS data, unit tests and CTE competencies. Weekly team meetings are conducted by the school’s Administrative Team, Instructional Leadership Team, and Academic Coaches. During these meetings targeted data is analyzed to determine if plans should be developed to improve results. The school’s Data Depot team meets every twenty days to report data to be used for the monthly Comprehensive Statistic Report meetings. The COMPSTAT Report, using the SDIS system to analyze strengths and needs, is used to develop a plan to focus on the school’s needs. The Component One committee obtained data from these teams to be used in this report.

3%

9%

81%

5% 1%

Enrolled 9th Graders Projected to Algebra I (Proficient)

Advances: Greater than or equal to 70% Accelerate II: Between 50% and 70%Accelerate I: Less than or equal to 50% Students at or above proficiencyStudents who lack sufficient data

Strength: The targeted Algebra I students have been placed in Algebra I +, with extended time each day. This will help to prepare them for the EOC test. The classes with the most critical need students also have an inclusion teacher to help with instruction and remediation. Providing after school tutoring and Saturday school test prep.Needs: Increase communication to stakeholder, students, parents, and teacher so that the students understand the short term and long term importance to Algebra.


6%10%

81%

1% 2%

Enrolled 10th Graders Projected to English II (proficient)

Advances: Greater than or equal to 70%Accelerate II: Between 50% and 70%Accelerate I: Less than or equal to 50%Students at or above proficiencyStudents who lack sufficient data

Strength: We are taking measures to ensure students have highly successful English teachers to prepare them for the EOC. Providing after school tutoring and Saturday school test prep.Needs: Increase the students’ abilities to complete independent critical thinking.


COMPONENT 1.6: Report Card Data DisaggregationProvide narrative analysis of disaggregated Report Card data. Disaggregation is the separating of data into pieces for a detailed review. The results would focus on what you learn about the individual data pieces.

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

Report Card Data Disaggregation

Math Reading/Language Plus Writing2010 2010

Target 95%

Target % Proficient & Advanced

Target

95%

Target % Proficient & Advanced

25% 49%

Subgroup% Prof & Adv Subgroup

% Prof & Adv

% % % %

% Below Basic % % %Belo

wBasi

c % %

Tested Basic Prof

Adv

Tested Basic

Prof Adv

All Students 97 24 50.818.2

6.8 25 All Students 99 24 37

31.8 6.9 39

African American 97 26 50.5

17.6

6.3 24

African American 98 26 37.3

29.2 7.2 36

Asian/Pacific Islander 100 * * * * *

Asian/Pacific Islander 100 * * * * *

Hispanic 100 * * * * * Hispanic 100 4 33.361.1 1.9 63

Native American n/a n/a n/a n/a

n/a n/a

Native American n/a n/a n/a n/a n/a n/a

White 100 * * * * * White 100 * * * * *Economically Disadvantaged 97 25 50.5

18.2

6.5 25

Economically Disadvantaged 99 24 36.1 33 6.8 40

Students with Disabilities 100 * * * * *

Students with Disabilities 100 * * * * *

Limited English Proficient 100 * * * * *

Limited English Proficient 100 * * * * *

Strength: Raleigh Egypt High School students are showing improvement in every area. Needs: Raleigh Egypt High School students need to continue progress in order to meet state standards.

COMPONENT 1.7: Narrative Synthesis of All DataGive a narrative synthesis of all data. Synthesis would be the blending of the data reviews to give the big picture.


COMPONENT 1.7: Narrative Synthesis of All Data(Rubric Indicator 1.7)

Narrative Synthesis of DataAll Raleigh Egypt High School students must pass state required tests in order to graduate. The Memphis City Schools district is in its last year of Gateway Course testing. Gateway tests are mandated from the state in order for students to receive graduation credit. Students must pass a Gateway test in Algebra I (AYP), English II (AYP), and Biology I (AYP). Memphis City School students who started their Freshman year in 2009 will receive graduation credits from State End of Course (EOC) Testing. In addition, students will also need 22 course credits to graduate. End of Course test are mandated in the following subjects; Algebra I (AYP), English I, English II (AYP), Biology I (AYP), Algebra II, English III, and US History.

Algebra I English II Algebra I English II Algebra I English II2009 2010 2011

80

89

25

39

22

4451 53.4

18.2

31.8

19.2

38.11

AYP

P/A % P%

Gateway/End of Course Algebra I. Raleigh Egypt High School has lost some ground on the Algebra EOC. The EOC test provides much more rigor for the students. Math skills are incorporated into all curruculum. The students can also attend workshops on test taking strategies and tutoring with their teachers.

Strength: Algebra I classes have extended time each day. The course is a double dose. This helps to prepare Raleigh Egypt High School Students for the EOC test. After school tutoring is also provided along with Saturday day school test prep.Need: Continue existing programs, casio calculator training for all teachers, improve attendance, continued communications with parents.

Gateway/End of Course English II. Raleigh Egypt High School lost some ground in 2010 in


Narrative Synthesis of DataEnglish II, the new rigor of the End of Course test provided a challenge for our kids. Students are able to attend workshops on test taking strategies and tutoring with their teachers. This has proven to help Raleigh Egypt High School in 2011

Strength: Raleigh Egypt High School Students continue to raise the test scores in English II. After school tutoring and Saturday School test prep is offered to the Raleigh Egypt High School students. Need: Continue the existing programs, improve attendance, and continued communication with parents.

TCAP Writing Assessment. The writing assessment is given in 11th grade. Our student’s average performance is between 3.7 and 3.91

Strength: Raleigh Egypt High School students continue to score at the same level on the writing assessment, with no significant changes.Need: Raleigh Egypt High School students need to improve on their writing and exceed the state average.

ACT. Raleigh Egypt High School provides a location for all Juniors in the school to take the ACT test. This test is taken by at least 80 % of the Junior class. Raleigh Egpyt High School also provides a secure testing environment for our student with accommodations and modifications.

English Mathematics Reading Science Composite

15.9

15.5 15.6

16.5

16

14.2

15.2

14.8

16.5

15.3

14.915.1 15

16.1

15.4

REHS ACT Performance 2009 2010 2011

Strength: Raleigh Egypt High School students are offered ACT prep tutoring through the MCS district assoication with Kaplan ACT prep.Need: Provide strategies for higher level test taking. Emphasize test taking stategies and encourage the less motivated students.


COMPONENT 1.8: Prioritized List of Goal TargetsList in priority order your goal targets. The goals for Component 4 (Action Plan) will be derived from this prioritized list of goal targets. Prioritized goals would identify the most critical areas of need and where your wok would start.

COMPONENT 1.8: Prioritized List of Goal Targets(Rubric Indicator 1.8)

Prioritized List of Goal Targets1). The percentage of students scoring proficient or advanced on the Algebra I End of Course/ Gateway test will meet or exceed 67% on the 2012- 2012 test or meet AYP through Safe Harbor by reducing the number of Algebra I students testing below proficient by 10% from the previous year as established by NCLB.

2). The percentage of students scoring proficient or above on the English II End of Course/ Gateway and TCAP Writing will meet or exceed 75%- the state goal on the 2012-2012. In order to accomplish this goal, the number of students who score a 5 or better on TCAP Writing will need to increase and the number of students who score below a four must decrease. Also, the percentage of students who score proficient or advanced on Gateway English must increase by 2 percentage points.

3). To increase the high school attendance rate by 2.8%

4). Students will increase the average composite ACT score by 3 points by the end of the 2010-2012 school-year.


Component 2 – Beliefs, Common Mission and Shared Vision

COMPONENT 2.1: Beliefs, Common Mission and Shared VisionUse Component 2.1 to articulate your Beliefs, Common Mission and Shared Visio

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

Our stakeholders include the faculty and staff, parents, community representatives and students. All stakeholders are continuously involved in reviewing and adjusting our school improvement plan in order to provide the best education for the students.

These belief statements specifically address: learning, instruction, assessment, decision-making and policy.

Beliefs: Academic achievement is the main focus of all organizational and

instructional practices. Each student is a valued individual with unique intellectual, emotional,

social, and physical needs All instructional practices are student-centered and data driven. Students must be engaged in learning activities that incorporate differences

in learning styles. Students learn in a safe environment conducive to learning. Students succeed when educators, parents and community leaders join

together to facilitate decision-making regarding instruction, policy-making, and school climate.

Every classroom is equipped with the technology necessary to succeed in the world beyond the school setting.

Instructional strategies must be research-based and support the development of higher order thinking skills for all students.

Students will be nurtured and taught with rigor and compassion. Assessment provides students with a variety of opportunities to demonstrate

their learning. Students will be taught that education is a lifelong process.


Common Mission

The mission of Raleigh Egypt High School is to challenge and educate our students academically, socially, physically and creatively in a safe environment so that theymay have successful and productive lives.

Shared Vision

The shared vision of Raleigh Egypt High School is to become the center of an inspired community of individuals with the common purpose of accelerating our students into position for successful futures.


Collaborative Process:

To support the beliefs, mission, and vision of the Memphis City Schools District and Raleigh-Egypt High School, collaboration of the stakeholders must take place. All stakeholders must hold high expectations with a clear purpose for achieving state and national standards. As a model of collaboration, the Egypt campuses maintain a focused and continuous hand on our community’s children from Pre-K through grade 12. To ensure community involvement we host educational forums, consult with parents and booster clubs, and implement researched -based proposals from the school’s advisory council. (Educational forums are held each month at various area churches; parents, teachers and community leaders exchange ideas and together develop our vision for Raleigh Egypt.) The school’s advisory council consists of administrative staff, teachers, parents, students, community representatives and support personnel. Meetings of the special council are held during and after school. Also, we have an annual ministerial breakfast where ideas are exchanged. This year, eight local churches were represented. Additionally, Raleigh Egypt’s PTSA meets once a month. During the first meeting, we reviewed and edited our beliefs and mission / vision statements for the 2011-2012 school year. In our next meeting, the focus will be on instructional and organizational practices, interpreting and analyzing data and student centered activities for the 2011-2012 school year.

COMPONENT 3.1.a: Curricular Practices

Component 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2)

Current Curricular Practices

State and National- based curriculum

School wide achievement goals

Standardized and Formative Assessments

Teaching and learning materials correlated to State standards

Professional Development Opportunities

Support System for Enhancing Curriculum and Instruction

Communication and Expectations for Student Learning

Evidence of Practice (State in definitive/tangible terms)

Textbooks selected by district are aligned with state standards

Course Level Expectations, Formative and Summative Assessments, and State Performance Indicators

Monitoring is in place for enhancing the quality of the instruction and curriculum. District walkthroughs and formal/ informal observations

Information from assessments through the year to increase student performance

Reviewed by faculty and administration in accordance with TSIP

School wide “Zeros Aren’t Permitted” policy to ensure students master content of subject

Formative assessments are given each nine weeks and are aligned to meet

End of Course assessments, FOLIO writing assessments, Discovery (Think Link) assessments, Plan Tests, Advanced Placement assessments, ACT, teacher- made common assessments and teacher-made tests.

Curriculum guides are correlated to the State standards

Standards Checklist and State Standards to guide lesson planning and the selection of textbooks for yearly curriculum planning

Teaching and learning tools shared at PLC meetings

All materials purchased with Title I and

Curriculum supervisors and subject area department heads available for teachers as a resource

Financing budgeted into Memphis City Schools for teachers to attend curricular conferences and workshops

Financing budgeted into REHS PDP via Title I funds for teachers to attend curricular conferences and workshops

Professional development activities are structured to provide teacher support in research-based strategies that have proven effective

Bi-monthly PLC meetings

Substitute teachers while teachers attend workshops

Professional development also reflects needs identified from teacher

Review Tennessee School Improvement plan at least yearly, but make changes for improvement as needed

Distribution of course expectations to students and parents

School/ Teachers websites

Parent meetings, student handbook, telephone


are made by local and state level stakeholders

Teaching and learning materials are correlated to state standards. Teachers post guiding questions, bell work, daily assignments, as well as the appropriate standard)s) with which the lessons correlate as part of white board protocol

Curriculum guides provided by the state and used by Memphis City Schools to plan instruction at Raleigh-Egypt High School

benchmarks for students’ in End-of-Course classes

local funds must be justified and correlate with state standards.

All textbooks are reviewed at the state and local levels for consideration for adoption. All adopted programs must correlate with state standards

anecdotal surveys as well as testing results, differentiated instruction, Power Teacher online grade-book, Ed Plan, Learning Villages’ lesson plan development process, content reading strategies, and teacher mentors to support new teachers to REHS

calls, teacher communications, and mass mail-outs are additional practices used to facilitate and inform expectations

Is the current practice research-based? Yes Yes Yes Yes Yes Yes Yes


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

Yes Yes Yes Yes Yes Yes Yes

Has the current practice been effective or ineffective?

Somewhat effective

Effective Somewhat effective

Effective Effective Effective Somewhat Effective

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

End-of-Course assessment scores

Annual Measured Objectives (AMO)

Tennessee Value-Added Assessment System (TVAAS)

Item analysis of End-of-course exams and Plan test

Chapter and Unit exams


























TSIP shared with the community for input on student performance

Electronic posting of curriculum guides and course descriptions

Other supporting sources include district publications, parent/teacher conferences- sing in sheets, parent connect letters to access Power Teacher grade book, Parent link, marquee messages, school website and school report card

Evidence of effectiveness TVAAS data All students have All teachers Local, state, and All teachers There is 100%


or ineffectiveness (State in terms of quantifiable improvement)

ACT data

A two year decline in PLAN Test

End-of-Course assessment data

access to free extra curricular tutoring services on campus. ELL and SPED students are individually encouraged to take advantage of these services. ESL class instruction includes vocabulary used in content assessments, starting with beginning level learners.

After school tutorials are offered 4 days a week to all students with great emphasis on students who are identified based on Discovery testing, classroom performance and teacher referrals in the subjects of Algebra I, Biology I, and English II.

Electronic

are given $200 to spend on instructional materials during the year

All courses have adopted textbooks programs

Title I funds instructional materials provided it meets federal guidelines for equity, justification, and correlates to instructional objectives aligned with state standards

national conferences to learn new strategies on developing student potential

must record consultation with documentation for accommodations for students in Ed Plan.

All teachers must be evaluated and comply with administrative recommendations for improvement

access to the school through our parent link, website, parental meetings/ visits, and Power Teacher. However despite enormous attempts and efforts to contact parents, there is very poor response to phone calls, mail outs, and marquee announcements


learning courses are available for students to acquire credits to stay with their academic cohort during and after school hours. Access can also be gained while student is off-campus

Evidence of equitable school support for this practice

Data review of student performance following state performance indicators

Use of curriculum guides to pace student instruction according to state and local standards

Instructional supervisors or subject area department chairs to provide instructional support

Use of state standards to plan and guide student instruction

TSIP benchmarks used to establish goals for the school year

Assessments results reviewed by administration, teachers, and stakeholders to guide instruction

Summative assessments results available for all students, teachers, and stakeholders

Decisions for instructional materials based on the diverse learning needs of the stakeholder

Funds available through Federal Programs Grants and Compliance Title I for professional development

Site-based decision making for student success

Curriculum standards and course expectations provided to all stakeholders on the REHS website and at registration

REHS website and marquee information available to all stakeholders

Next Step (changes or continuations)

Continuing current practices with investigation

Continue current practice with the focus on the disaggregated

Continue current practices with investigation into low and high

Continue to evaluate all test data and make

Continue current practice with focus on improving low

Continue with current practice with a focus on

Continue current practice


into low performance areas for stakeholder improvement

Implementing strategies for increasing student performance

data to improve low performing and high performing groups’ assessment scores

performance areas for stakeholder improvement

Implementing strategies for improving student performance

adjustments as necessary to improve students’ scores on assessments

Continue to evaluate technology for effective student learning

and high performance areas

professional development to ensure curriculum is aligned to standards and organize future in-service opportunities for curricular growth


COMPONENT 3.1.b: Curriculum Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Component 3.1.b (the gap analysis) should help school team members discover “What Ought To Be.”

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to curricular practices, also to be recorded in Component 3.1.b.

Component 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?)

TIMEo Documenting and formatting lesson plans in advance for submission to

administratorso Faculty meetings, professional learning committees, and professional

development meetings are held at least monthlyo Developing and implementing intervention strategies for students using EdPlan®o Administrative/ Leadership team meets weeklyo The hybrid block schedule which is based on a nine-week grading period

requires that planning and instruction are in 90/45 minute increments, 28%decrease in total time allocated for classroom contact with students.

o Lunch periods last for 25 minutes.o Homeroom only meets when the distribution of schedules and report cards are

required and times of standardized assessments. MONEY

o Title I funds are used to support instruction, tutoring, and professional development

o Title I budget for instructional materials ($19,058)o Title I budget for professional development on instruction ($43,000), at least

10% of the operating budget PERSONNEL

o Executive Principalo Two assistant principalso Instructional facilitatoro Classroom teacherso Full time reading specialisto One librarian


o Two guidance counselorso Six Inclusion Teacherso One ELL teachero Five secretarieso Two full time Memphis Police Department officerso Three hall monitorso Two SPED teacher assistantso Six custodial workers

OTHER RESOURCESo Teachers for after-school and Saturday tutorials ($26/hour, paid via Title I and

Memphis City Schools’ Extended Learning Programo Power teacher online grade-booko Curriculum guide and Instructional maps through Learning Villageo New standards for End-of-Course assessments are retrieved through Tennessee

Department of Education website

“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?)

TIMEo Develop a plan for lateral and grade-level planning sessionso Provide parents with more training and incentives for their attendance at

parent/teacher meetingso Use homeroom period to implement an effective advisory/teacher-student

mentor curriculum MONEY

o Continue to monitor enrollment in the free/ reduced lunch program in order to maintain and increase federal fund allocations for Title I.

o Solicit increased financial support from community businesses PERSONNEL

o Develop strategies to attract highly qualified teachers by recruiting teachers from Teach for America, attending yearly career fairs, and networking with colleagues interested in transferring

o More teachers are needed to decrease the size of core course classes to provide students with more individualized instruction

OTHER RESOURCES – Continue to build close ties with the community and business leaders


Equity and Adequacy:

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

o Curriculum materialso Professional developmento Copier facilitieso Teachers’ loungeso Peer evaluation and review, including observations and critical friends’ groupso Opportunities for leadership in professional development, vertical teaming,

school planning and review, sponsoring extracurricular activitieso A safe and healthy physical environmento Equal access to useful technology for classroom use

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

The Instructional facilitator has ordered professional articles to address teaching issues of bias and equity in the classroom

Professional development for differentiating instruction is ongoing Teachers have opportunity to request resources, programs, and materials that will

benefit their instructional efforts

Based on the data, are we accurately meeting the needs of all students in our school? According to academic AMO data, we are not meeting the needs of all students in our

school. Challenges also exist in maintaining accurate records concerning graduation requirements as it affects the graduation rate.

Students with disabilities continue to be a focus. ELL and SPED groups are identified and evaluated on an ongoing basis and M-Teams meet to develop instruction and assessment geared for their success


COMPONENT 3.1.c: Curricular Summary Questions

The following summary questions are related to curriculum. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.

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

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

In addition to identifying students for special support during class time, Raleigh-Egypt High teachers provide tutoring after regular school hours to include Saturdays to help students be successful. Teachers have received exemplary professional development in implementing strategies that addresses the needs of all students. REHS has been successful in identifying students at risk of failure and we immediately implement intervention strategies. Teachers also collaborate to develop successful teaching strategies. As a result, students have either maintained or gained an increase in all testing areas except Algebra I where there was a decrease.

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

Raleigh-Egypt High has established goals to meet/exceed the state benchmarks for AMO in Algebra I, English II, Biology I, improving graduation rate and increasing average on the writing assessment scores to meet/exceed the state’s average. In order to meet these goals, our major challenge to instruction is contacting parents in order to support efforts for students to attend class and to be prompt so that teachers can provide quality instruction. Very often, addresses and phone numbers on file are not accurate which delays the contact process. We must encourage greater parental involvement for support in tutoring sessions. Lack of parent response to surveys and contracts, poor attendance at parent meetings and the lack of support in Parent/Teacher Organizations all support our interpretation of this problem.

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

All teachers, administrators, and support staff will collaborate to develop successful strategies for instruction. Outstanding teachers will model teaching and classroom management strategies that other teachers can observe and emulate in their classrooms. All stakeholders will continue to monitor test results and other data sources for ways to improve instruction. We must devise several methods of making and maintaining contact with parents so they can help their students to succeed. We will send home notices by students to obtain changes in contact information during the fall and spring semesters. We will also offer training and incentives to increase parental involvement.


COMPONENT 3.2.a: Instructional Practices

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

Current Instructional Practices

Classroom instruction is aligned with standard-based curriculum

Teaching process is data driven

Classroom organization and management support classroom learning

Students are provided with multiple opportunities to receive additional assistance beyond initial classroom instruction

Students are actively engaged in high quality learning environment as supported by higher order thinking skills

Classroom instruction is aligned with the assessments


National, state, and local standard-based curriculum drives Raleigh-Egypt High’s classroom instruction.

Weekly lesson plans indicates which standards are being addressed

Analyzing assessment results and developing strategies to improve scores in each quintile

Teachers receiving training in classroom organization and management programs

Classroom management strategies being addressed at beginning of the year in-services

After school and Saturday tutoring

Credit recovery

Higher thinking skills are included in the Learning Villages COMPONENT, which drives lesson planning and classroom instruction

Teachers are required to include activities that require/inspire/elicit higher-order thinking processes: analyzing, evaluation, etc.

Classroom instruction is aligned with End-of-Course testing and FOLIO Writing Assessment. These assessments determine strategic planning, course offerings, and teacher assignments

Is the current practice research-based?

Yes Yes Yes Yes Yes Yes





Somewhat Effective Somewhat Effective

Effective Effective Somewhat Effective

Effective


School report cardNCLB dataEnd of Course assessmentFOLIO Writing AssessmentBenchmark formative assessments

Student projections and results

Formal observations

Walk-through observations

Tutoring sign-in sheets

Course successfully mastered in credit recovery

Formal and informal teacher observations

School report cardNCLB dataEnd of Course assessmentFOLIO Writing AssessmentBenchmark formative assessments

Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)

REHS had an increase in AMO in all areas except Algebra I. There has been a considerable decrease in staff retention. Scores indicate that tutoring strategies combined with appropriate staff allocation were somewhat effective

English II and Writing assessment scores improving

EOC scores showed gain in all areas except Algebra I

Discipline handled effectively

Feedback from students, parents, and teachers

Improved graduation rate

Writing AssessmentsAdvanced Placement assessment scores

REHS has gained increase in all AMO areas except Algebra I. Target goals have been revised to address areas of concern in an effort to meet/exceed benchmarks


REHS offers ESL and SPED instruction for students who need to acquire skills and knowledge that are prerequisite for learning curriculum content. Honors and AP courses also are offered for students who demonstrate high proficiency.

Review of TVAAS data and teacher-effect data

Posting discipline procedures in the classroom

Administrative support in classroom management

Departmentalized tutoring

All teachers received professional development on creating instruction for higher order thinking skills. Particular professional development has been given in the use of the Multiple

All students have access to free tutoring services on campus in areas tested to determine AMO. Electronic learning (web-based instruction) is also available for all students in grades 9-12 to obtain online


Intelligences model as well as differentiated instruction. AP teachers receive training and workshops are held throughout the school year

credits.


Provide additional professional development for teachers who do not address all standards in their instruction

Focus on improving scores

Provide professional development to strengthen instruction in Algebra I

Continuing training for teachers and provide professional development for teachers who do not meet the standards

Continuing current practices but research the effectiveness to increase student attendance in tutoring, student mastery in credit recovery and parental support

Teachers whom administrators have identified as skilled in this area will model in their classrooms the teaching of higher order thinking skills for colleagues who need additional support.

Identified teachers will complete on-line training on high yield instructional strategies

Continue all successful aspects of this practice. Provide professional development to strengthen instruction in Algebra I.


COMPONENT 3.2.b: Instructional Gap Analysis


Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to be recorded in Component 3.2.b.

Component 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?)

TIMEo Developing and implementing intervention strategies for studentso Contacting and documenting contact with parents for at-risk studentso Faculty meetings/professional development meetings weeklyo Taking attendance in roll book and Chanceryo Placing grades in the grade book and in Power Teacher

MONEYo Title I funds are used to support instruction, tutoring, and professional

developmento Title I budget for instructional materials ($19,058)o Title I budget for professional development on instruction ($43,000), at least


o Executive Principalo Two assistant principalso Instructional facilitatoro Classroom teacherso Full time reading specialisto One librariano Two guidance counselorso Six Inclusion Teacherso One ELL teachero Five secretarieso Two full time Memphis Police Department officerso Three hall monitorso Two SPED teacher assistants


o Six custodial workers OTHER RESOURCES

o Teachers for after-school and Saturday tutorials ($26/hour, paid via Title I and Memphis City Schools’ Extended Learning Program

“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?)

TIMEo Any time teachers are scheduled to come to school for parent meetings outside

of schoolo Professional development meetings should be provided in individual content

areas so that faculty members can learn new instructional ideas MONEY

o Continue to monitor enrollment in the free/reduced lunch program in order to maintain and increase federal fund allocations for Title I

o Develop strategies to attract highly qualified teacherso Allocate more funding in order for teachers to buy instructional materials for

their classrooms PERSONNEL

o Instructional specialist should be hired in core subject areas to remediate individuals who perform below grade level in core courses

OTHER RESOURCES


All teachers have access too Curriculum materialso Professional developmento Copier facilitieso Teachers’ loungeso Peer evaluation and review, including observations and critical friends’ groupso Opportunities for leadership in professional development, vertical teaming, school planning and

review, sponsoring extracurricular activitieso A safe and healthy physical environmento Equal access to useful technology for classroom use



Professional development for differentiating instruction is ongoing Teachers have opportunity to request resources, programs, and materials that will benefit their

instructional efforts

Based on the data, are we accurately meeting the needs of all students in our school? According to academic AMO data, we are not meeting the needs of all students in our school. Challenges

also exist in maintaining accurate records concerning graduation requirements as it affects the graduation rate.



COMPONENT 3.2.c: Instructional Summary Questions

The following summary questions are related to instruction. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.

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

Instructional Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?

Raleigh-Egypt High has established goals to meet national, state, and local standards. In order to meet these goals, our major challenge to instruction is parental support and students’ attendance.

Our teachers use MCS curriculum maps and state standards to develop and implement instructional plans. Lessons are formulated based on assessments designed to assess state standards. This is evident through use of multiple formative assessments to design lessons based on needs determined from formative assessment results. Research from high performing schools indicates there must be frequent analysis of assessments to drive instructional practices.

Instructional Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as instructional practice challenges identified in the components above, that could be a cause of the prioritized needs identified in component 1.)

Remedial classes should be offered in departments where they do not currently exist. Teachers should have more opportunities, such as conferences, conventions, and workshops for professional development. Teachers should have more training on effectively using the technology in their classroom.

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

Continue to plan instruction based on both data results and individual needs. Challenge the upper quintiles to develop higher order thinking skills. Provide more training for teachers on using technology in the classroom

All teachers, administrators, and support staff will collaborate to develop successful strategies for instruction.


COMPONENT 3.3.a: Assessment Practices

Component 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6)

Current Assessment Practices

Uses a variety of data points for decision making relative to student achievement

Assesses all categories of students

Insures that the appropriate assessments are made to guide decisions relative to student achievement

Uses student assessments that are aligned with the state standards- based curriculum

Provides support and technical assistance to teachers in developing and using assessments

Provides assessment information to communicate with students, parents, and other appropriate stakeholders regarding student learning


State assessments

Subtest data on state assessments

School report cards

IEP information

All students participate in state-mandated standardized tests

All teachers are required to regularly assess and report on the progress of all students

NCLB cohort groups for Raleigh-Egypt High include male, females, African-American, Economically Disadvantaged and Students with Disabilities

The state, district, and local mandated assessment are required to follow the mandated curriculum

Exceptional students are identified through S-Team and M-Team meetings so that the school can implement appropriate modifications in instruction and assessment if needed

ESL and ELL

All textbook materials, including pre-written tests, are aligned to state standards-based curriculum

Curriculum and instruction are aligned with EOC standards, which are also the state standards for English II, Biology I, and Algebra I

Exam software that accompanies textbook adoptions has all questions aligned to standards

All textbook adoptions now include a variety of assessment instruments and professional development is available for using these tools and resources

Power Teacher online grade book provides assessment results online for all stakeholders to access

Student report cards are issued each 9 weeks and progress reports are issued at mid-term of each quarter

Marquee announcements

School’s website

Parent conferences, telephone calls, and letter


students are identified through English language mastery testing to determine the level of support they need from the ESL teacher






Somewhat Effective Effective Effective Somewhat Effective Somewhat Effective

Somewhat Effective


School report card data

Standardized test results

Report cards

Suspension and attendance data

All standardized tests

Teachers’ grade books

Guidance records

M-Team records

ESL records

Students seem to be placed in classes and to receive support services appropriate to needs. The S-Team process makes it relatively simple to identify and follow through with students with special needs

State report card including attendance and graduation rates as well as standardized test results

Student and teacher textbooks

Benchmark formative tests

State Department of Education website

Teacher grade books

Computer records

Professional development attendance records

Parent link

Report cards

Marquee

Progress reports and Parent Contact Logs

Poor parent conferences attendance records

School climate surveys


There is a direct relationship between attendance and grades. Students who attend class regularly have better scores

Teachers identify students’ needs through assessments and are required to provide

Increased graduation rate

School report card data

Increased graduation rate and gains in most standardized test areas

All students must create a culminating performance project each year

Raleigh-Egypt High commits a tremendous amount of time and resources to contact parents and other stakeholders,


than students who do not.

differentiated instruction as needed

SPED and 504 students receive modifications as mandated

Gain on standardized tests results in most areas

Seniors must produce a Capstone project

Alternative assessment strategies have not been addressed in recent professional development

but often the yield is a rare minimum

All students are provided report cards and progress reports as well as a password to their parent connect access to view their grades online.


The administration and all teachers shall hall duties to implement a strong attendance policy to provide strong support for appropriate behavior.

All teachers are required to review M-Team and 504 records to implement modifications as needed

Teachers’ teaching and planning must show evidence of on-going planning and adjustments made as a result of assessments

Programs are offered for all students. Students who do not qualify for honors or AP classes based on standardized test results still are recruited to participate if they are interested and feel they can succeed

All students in EOC courses were given a formative assessment

Schools’ effectiveness is measured in longitudinal study of standardized test results as well as graduation and attendance rates

Mentors provide formal and informal support to develop and use assessments

Most assistance is informal and “by request”

All students receive handouts to take home to parents announcing school events

Teachers are required to contact parents of all students at risk of failing a class

All school events are announced and mailings are sent to every address in the database


Continue alternative assessment strategies

Identify new and effective strategies to improve attendance and conduct

On-going professional development for differentiated instruction

Improve early identification of students at risk of not being successful

Strategies should be developed to have more students participate in advanced courses

Continue to implement more frequent/ relevant assessments

Professional development on assessment is needed

The district should provide more information with more lead time on assess

Improve data collection for address and telephone contacts

Improve parent participation and attendance at school events

Maintain and


Improve enrollment and attendance for after-school tutoring

culminating projects

Acquire more technology for teachers to use assessment programs provided by their textbooks

incorporate effective ways to communicate with all stakeholders regarding student learning


COMPONENT 3.3.b: Assessment Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus. As we know, we have more needs than we have resources. Priority needs can be identified through a Gap Analysis. The process will identify the discrepancy, or the gap, between the current state – “What Is” –Which is identified in your practices and – and the desired future state – “What Ought To Be” – which is found in the rubric. Completing Component 3.3.b (the gap analysis) should help school team members discover “What Ought To Be.”

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to assessment practices, also to be recorded in Component 3.3.b.

Component 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?)








“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?)








OTHER RESOURCESo Continue to maintain all and make improvements












COMPONENT 3.3.c: Assessment Summary Questions

The following summary questions are related to assessment. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area.

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

Assessment Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?

Raleigh-Egypt High has established the goals of improving graduation rate to meet NCLB standards, meeting/ exceeding federal benchmarks for AMO in Algebra I, English II, and Biology I, and increasing average writing assessment scores to meet/ exceed the state average. Although we did not reach AYP, we made an increase in all assessed areas excluding Algebra I where there was a decrease in performance.

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

Raleigh-Egypt High has established the goals of improving graduation rate to meet NCLB standards, meeting/ exceeding federal benchmarks for AMO in Algebra I, English II, and Biology I, and increasing average writing assessment scores to meet/ exceed the state average. In order to meet these goals, our major challenge to instruction is securing parental support. We need to ensure that students attend classes every day to receive quality instruction. We must encourage greater parent participation in supporting the after school and Saturday tutorial sessions. Lack of parent response to surveys and contracts, poor attendance at parent meetings/ conferences and the lack of an active PTO all support our interpretation of this problem.

Assessment Summary Questions- Narrative Response Required


How will we address our challenges?

All teachers, administrators, and support staff will collaborate to develop successful strategies for instruction. Outstanding teachers will model teaching and classroom management strategies that other teachers can observe and emulate in their classrooms. All stakeholders will continue to monitor test results and other data sources for ways to improve instruction. We must devise several methods of making and maintaining contact with parents so they can help their students to succeed.

We are currently using the Kaplan pre and post-test results to develop instruction that will raise our ACT scores. Our Algebra I students are currently using computer based Stanford Math which is designed to strengthen their math skills. Our Content Area Reading students are currently using Reading Plus which is designed to strengthen their reading skills.


COMPONENT 3.4.a: Organizational Practices

Component 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8)

Current Organizational Practices

School’s beliefs, mission, and shared vision define the purpose and direction for the school

Organizational processes increase the opportunity for success in teaching and learning at all schools

Organizational practices and processes promote the effective time-on-task for all students

School provides continuous professional development for school leaders

School is organized to engage the parents and community in providing extended learning opportunities for children


Representative staff meets annually to review the school mission and beliefs and update as needed

The school’s mission statement reflects our commitment to providing meaningful learning experiences as well as preparation for post-secondary experiences

SPED and ELL classes are offered for students who need additional academic and organizational support

Dual credit will be offered to students to gain college credit while in high school

After school and Saturday tutoring sessions for EOC/Gateway courses are offered at no cost to students

ACT workshops are offered to help students improve their scores on the ACT at no cost

Weekly lesson plans, classroom observations

All classes meet every day

Hall sweeps are implemented to make sure students get to class on time. Students found in violation are given overnight suspensions and parents must accompany them to clear and discuss students demerits

Teachers provide bell

Professional development has been provided to teachers to use and implement the Learning Village online lesson planning module

All teachers have opportunities to be responsible for planning and implementing effective professional development that reflects the goals of REHS

State, district, and site base workshops, along with PLC meetings provide opportunities to receive and provide

9-weeks report cards

Power Teacher online grade book

School website

State website and report card

Title I receptions and parent nights

School assemblies and programs

Yearly review and updating of the School Improvement Plan

work for students to encourage punctual attendance

Student work with rubric is displayed

Hybrid block schedule

best practices


Yes Yes Yes Yes Yes


Yes Yes Yes Yes Yes


Effective Somewhat Effective Effective Effective Not Effective


State report card including attendance and graduation rates as well as standardized test results

Attendance logs for tutorial sessions

Decreased suspensions from hall sweeps

Disciplinary referrals

Progress reports

Report cards

Attendance logs for faculty meetings and onsite training

Avatar

Results of the professional development online survey that is required each year by the district

Parent surveys

Home/ School Compacts

Attendance logs for all after school conferences

Attendance at PTO and Leadership Council meetings


Address graduation rate and attendance

Increase participation in

Increased participation in tutorial sessions and course recovery programs

State report card

There is a direct relationship between attendance and grades. Students who

Poor teacher participation in all surveys

Lack of teacher attendance in small

Very poor parent attendance and participation in activities

Few responses to parent surveys


dual enrollment by ensuring that more students meet the minimum qualifications

Continue to address enrollment in post-secondary institutions and other programs that offer career training/ certification

attend class regularly have better scores that students who do not

group meetings where a more intimate and relaxed environment is provided. All meetings are approved and requested by the school principal


All students are encouraged to enroll in off-campus vocational school programs that reflect their goals

All SPED and ELL students are mainstreamed into the school population for academic coursework

Programs are offered for all students, with preference given to students who have not yet passed Gateway or are overage for their grade

The administration and all teachers share hall duties to implement the hall sweeps

All teachers are required to participate in PLC meetings and to attend faculty/ professional development meetings

All information concerning school calendar and other events are posted on the REHS website

Parents notified by school marquee and a letter sent home by student or mailed home of parent/teacher meetings


Continue offering courses that reflect students’ interests and abilities at all levels

Strategies should be developed to have more students participate in tutorial and credit recovery programs

Continue to address

Continue hall sweeps and develop more effective strategies to improve attendance to school and to

Continue professional development for new technology that is available for teachers and students

Develop strategies to increase parental involvement


REHS mission statement to enhance school culture and to reach all students

class Increase teacher participation in surveys


COMPONENT 3.4.b: Organizational Gap Analysis


Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to organizational practices, also to be recorded in Component 3.4.b.

Component 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?)









MONEY PERSONNEL OTHER RESOURCES

“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?)








OTHER RESOURCESo Continue to maintain all and make improvements









COMPONENT 3.4.c: Organization Summary Questions

The following summary questions are related to organization. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area. Component 3.4.c: Organization Summary Questions (Rubric Indicator 3.8)

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

In addition to identifying students for special support during class time, Raleigh-Egypt High teachers provide tutoring after regular school hours to include Saturdays to help students be successful. Teachers have received exemplary professional development in implementing strategies that addresses the needs of all students. REHS has been successful in identifying students at risk of failure and we immediately implement intervention strategies. Teachers also collaborate to develop successful teaching strategies. As a result, students have either maintained or gained an increase in all testing areas except Algebra I where there was a decrease.

Organization Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as organizational practice challenges identified in the components above, that could be a cause of the prioritized needs identified in component 1.) Raleigh-Egypt High has established goals to meet/exceed the state benchmarks for AMO in Algebra I, English II, Biology I, improving graduation rate and increasing average on the writing assessment scores to meet/exceed the state’s average. In order to meet these goals, our major challenge to instruction is contacting parents in order to support efforts for students to attend class and to be prompt so that teachers can provide quality instruction. Very often, addresses and phone numbers on file are not accurate which delays the contact process. We must encourage greater parental involvement for support in tutoring sessions. Lack of parent response to surveys and contracts, poor attendance at parent meetings and the lack of support in Parent/Teacher Organizations all support our interpretation of this problem.

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

All teachers, administrators, and support staff will collaborate to develop successful strategies for instruction. Outstanding teachers will model teaching and classroom management strategies that other teachers can observe and emulate in their classrooms. All stakeholders will continue to monitor test results and other data sources for ways to improve instruction. We must devise several methods of making and maintaining contact with parents so they can help their students to succeed.

We are currently using the Kaplan pre and post-test results to develop instruction that will raise our ACT scores. Our Algebra I students are currently using computer based Stanford Math which is designed to strengthen their math skills. Our Content Area Reading students are currently using Reading Plus which is designed to strengthen their reading skills.


Component 4 – Action Plan Development

COMPONENT 4.1: Goals (Based on the prioritized goal targets developed in Component 1.)Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal statements. How does this goal connect to your system’s five year or system- wide plan?(Rubric Indicator 4.1)

COMPONENT 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on curricular, instructional, assessment and organizational practices.)Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal targets. The action steps are strategies and interventions, and should be based on scientifically based research where possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies are to be included within the action steps of each goal statement. (Rubric Indicator 4.2)

COMPONENT 4.3: Implementation PlanFor each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the projected cost(s), funding sources and the evaluation strategy. (Rubric Indicator 4.3)


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

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

GoalThe percentage of students scoring proficient or advanced on the Algebra I End of Course/ Gateway test will meet or exceed 67% on the 2012- 2013 and test or meet AMO through Safe Harbor by reducing the number of Algebra I students testing below proficient by 10% from the previous year as established by NCLB.

Which need(s) does this Goal address? This goal addresses the need for students to increase mathematical achievement scores to the proficient level as mandated to meet the requirements established by NCLB.

How is this Goal linked to the system’s Five-Year Plan? This goal is linked to the system’s Five Year Plan as it addresses the district’s Strategic Goal 1: Student Achievement: Accelerate the academic performance of all students.

ACTION STEPS – Component 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Component 4.3 – (Rubric Indicator 4.3)

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.

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.)

Timeline Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results / Outcomes

Action Step

On Mondays, Tuesdays, Thursdays, and Fridays students scoring below proficient on the 2011 Algebra I End of Course or Gateway will participate in after-school tutoring.

Aug 2011- May 2013Re-evaluateeach semester

Math Teachers 2 Math Teachers

Extended Contract program

Title I funds

$21.93 per hour for after school

tutors

Progress/Deficiency Reports, Student

Work samples, Walk-about, Sign-in sheets,

pre-and post-assessment results monitored weekly

Students attending after school program regularly will score

proficient or advance on the Algebra I End

of Course Test

Action Step

Tier 2 Students will enroll in the math-tutoring program on Saturdays beginning October 2011. Students from all sub-groups will be considered for eligibility.

Aug 2011-May 2013Re-evaluateeach semester

Math Teachers

Calculators, student

computers, Math teachers,

Title I funds - $10,452.20

End of Course teachers will report

directly to the INSTR. FACIL.

Students attending the math tutoring program will score proficient or

advanced on the Algebra I End of Course

Action Step

All math teachers will receive professional development training on graphic calculators.

Aug 2011-May 2013 Instructional

FacilitatorGraphic

CalculatorsTitle I funds-$2,500.00

Teacher observations Student data

Progress reports Student Work Sample

Increase academic performance by

students on formal and informal assessments

Action Step

Continued usage of Inclusion in Algebra I classes.

Aug 2011 May 2013

Ms. Jacques No additional resources necessary

No additional funds

Classroom observations and

evaluations,

Increased academic performance for exceptional children


Weekly lesson plans

Action Step

Daily integration of technology in curriculum instruction such as, but not limited to: Smart Boards, Stanford Math Lab, Graphing Calculators, Microsoft Office tools.

Aug 2011-May 2013

Instructional Facilitator

Paper/ink-tonerComputersMicrosoft Office softwareGraphing calculatorsMath Manipulative

Title I funds,OIT- Feeder Pattern Initiative

Observation of classrooms and review of lesson

plans

Increased academic performance by students on formal and informal assessments.

Action Step

Students will use class binders/ agenda books on a daily basis

Aug 2011-May 2013


Binders, Agenda Books Title I funds Weekly binder and

agenda checks.Improved student organization skills

Action Step

Math teachers will meet in a PLC to discuss effective teaching strategies, standardize assessments, plan collaboratively and analyze data.

Aug 2011-May 2013

All math teachers

No additional resources necessary

No additional funds

Teacher observationsStudent data

Progress reportsStudent Work

Samples

Improved student performance on formal and informal assessments

Action Step

Utilization of a uniform classroom student tracking system

October 2011-May 2013

All math teachers

No additional resources necessary

No additional funds

Classroom observationReview of

assessment data

Improved student mastery of State Performance Indicators




Goal

The percentage of students scoring proficient or above on the English II End of Course/ Gateway and TCAP Writing will meet or exceed 75%- the state goal on the 2012-2013 assessment. In order to accomplish this goal, the number of students who score a 5 or better on TCAP Writing will need to increase and the number of students who score below a four must decrease. Also, the percentage of students who score proficient or advanced on Gateway English must increase by 2 percentage points.

Which need(s) does this Goal address? This goal addresses the need for all students to increase reading and writing scores as mandated by NCLB requirement; thus, preparing them for higher level education as life-long learners.

How is this Goal linked to the system’s Five-Year Plan? This goal is linked to the school’s five-year plan by addressing our mission statement as well as the district’s Strategic Goal1: Student Achievement: accelerate the academic performance of all students.





Required Resources



Action Step

Freshman English teachers working in teams to address all weaknesses, including team-teaching and common assessments

Aug 2011-May 2013

Mr. Stokes Ms. Johnson

English teachers No Additional

Funding

Progress reportsData obtained from

Pre and post assessmentsStudent work

samplesTeacher discussions/

meetings

Students will be better prepared for 10th grade English

and will score advanced or

proficient on theEnd-of-course test

Action Step

Reading Plus classes for early intervention Aug 2011- May 2013 Ms. Berry

Reading Plus program, and training

NCLB Title I funds/ services

Reading Plus diagnostic test

SRI score Lexile scores

Struggling readers will improve reading comprehension Reduce number of students who score below proficient on End of Course


Action Step

Increased utilization of technology in classrooms: Smart Boards, computers, projectors, white boards in all classrooms, Power Teacher grade book for online grades

Aug 2011-May 2013

All English Teachers

Smart BoardsWhite boards

ProjectorsComputers

Chancery online grade book

No additional funds

Principal and INSTR. FACIL. Observations and review of lesson

plans and class syllabi

Increased student achievement

Action Step

All 11th grade teachers will administer two mock writing tests using Learning Express Folio Oct 2011-

Feb 2013

Ms. CheckMr.

Muhammad

Learning Express Mock Writing

Tests

NCLB Title I funds

Scores will be used as data to identify

specific areas needing improvement

Improved student test scores on TCAP

Writing

Action Step

Teachers will participate in professional development sessions with the INSTR. FACIL. that focus on using research-based strategies, classroom management and classroom design strategies

Oct 2011- May 2013

Ms. Wallace(INSTR. FACIL.)

Professional books and

journals

NCLB Title I funds

Review of meeting sign-in sheets and

evaluations

Increased best practices by teachers;

improved student performance

Action Step

English professional learning communities/ meeting in departments to discuss and implement strategies in the classroom

Aug 2011April 2013

All English teachers

Any strategies or ideas teachers

wish to contribute

No additional funds needed

Review of sign-in sheets for PLC’s

Increased student achievement


GOAL 3 – Action Plan Development

Component 4.1 – (Rubric Indicator 4.1) Revised DATE: __________________________


Goal To increase the high school attendance rate by 2.8% from the 2010 rate of 88.3% by the end of the 2012-2013 school year.

Which need(s) does this Goal address? High School Attendance Rate will increase toward the 93% state goal

How is this Goal linked to the system’s Five-Year Plan? Student achievement: to create a challenging, meaningful, relevant, safe, nurturing, learning environment.





Required Resources



Action Step

Contact parents by phone to inform of attendance issues with their child (Parent Link)

Aug 2011-May 2013 All teachers Classroom

phoneNo Additional

Funding

Periodic review of call logs and attendance

reports

Parental awareness and assistance in

ensuring their child attends regularly

Action Step

Teachers will offer incentive rewards for academics and attendance – Class Rollouts

Aug 2011-May 2013 All teachers Gifts from

StakeholdersNo Additional

FundingReview of attendance reports, report cards

Increased attendance and graduation rate

Action Step

Communicate regularly importance of regular attendance in class and school wide assemblies – Stop the Violence Program

Aug 2011- May 2013

All teachers and administrative staff

Time and effort No Additional Funding

Develop report with individual students to keep communication

open to discuss issues related to

attendance

Student ownership and increased

motivation to want to attend school

Action Step

Teachers and Staff will create an Honor Assembly Program each 9 weeks to highlight those students with perfect attendance; parents will be invited to attend – Honors Program with guest speakers from the community.

Aug 2011- May 2013

Ms. StubbsMs. Wallace

CertificatesAwards

Trophies

Light Refreshments for

Parents$300

Review of students’ attendance after each

program

Parent and Student Recognition and

awareness which will lead to increased

motivation to attend school




Goal To address the need indicated by ACT data in Component 1, students will increase the average composite ACT score by 3 points by the end of the 2012-2013 school year.

Which need(s) does this Goal address? High School scores will increase to meet state composite of 20 points

How is this Goal linked to the system’s Five-Year Plan? Student Achievement: Increase the academic performance of all students





Required Resources



Action Step

Recognition of ACT scores improvement. ACT scores will be displayed in a prominent location to (a) reward students to have performed well and (b) create an incentive for students to improve their own scores. Create a club for students with scores above a certain amount and host a breakfast for the student and their parents. – Party for Writing Test Takers with scores of 5 or 6.

Ongoing, 2011-2013

school year

Ms. StubbsMs. McClain

Guidance Counselors

Bulletin board or wall space to display score

reports.

Materials and Supplies for

Bulletin Board$500.00

Observation by teachers,

administrators and students

Students will gain knowledge of and

confidence in the types of questions asked on the ACT. This will lead

to an overall improvement of the

average ACT composite score. Student

motivation to do well on the test will increase.

Action Step

Quiz Bowl style competition between students on ACT style questions.

March 2013

Ms. Check, Ms. Hudgins Questions, prizes

for winners No additional

funding Student evaluations

Students will gain knowledge of and

confidence in the types of questions asked on the ACT. This will lead

to an overall improvement of the

average ACT composite score.

Action Step

After school tutoring will be provided by content area teachers.

Ongoing, present until end of school year.

Department heads will arrange tutoring schedule for

ACT lesson plans as developed by content area teachers.

Materials and supplies (paper, prep questions, etc.) $300.00

Observation of sessions by INSTR.

FACIL. or administrator

Students will gain knowledge of and confidence in the types of questions asked on the ACT.


their department

This will lead to an overall improvement of the average ACT composite score.

Action Step

ACT tutoring after school for English on Mondays, Tuesdays, and Fridays

Aug 2011-May 2013

Ms. Simmons

Ms. Check

Classroom materials

ACT practice books

NCLB Title I funds to pay

teachers 21.96 per hour

Pre and post ACT mock tests to

measure growthACT test given to all 11th grade students

Increased ACT composite scores by

3 points

Action Step ACT-style Knowledge Bowl after school Oct 2011-

April 2013Ms. HudginsMs. Check

ProjectorJeopardy Game

Smart board

NCLB Title I funds

Increased ACT composite scores by

3 points

Action Step College Readiness Night April 2012,

April 2013

Ms. Wallace Ms. Douglas

Senior English

Teachers

School and Community Resources

Light Refreshments, materials for parents and

students

Discuss college opportunities for students and the parents’ role in

making college a viable option

Awareness of need for parental support in preparing for college. Knowledge of what to

expect as students prepare for college

Action Step Teacher Book Fair Nov 2011

Ms. Wallace Ms. Douglas

Senior English

Teachers

School and Community Resources

Book vouchers for each teacher

Teachers will have the opportunity to

peruse and purchase books for the classroom as

indicated by the District.

Students will have a greater selection of reading material for each classroom. In turn students will

have the opportunity to read books that they like as well as

increasing their reading

comprehension and ACT and

standardized test scores

Action Step

Students will gain knowledge of and confidence in the types of questions asked on the ACT. This will lead to an overall improvement of the average ACT composite score.

2-3 weeks prior to Oct. 23, 2011 Dec. 11, 2011 Feb. 12, 2013 & Apr. 9, 2013

Various Teachers.

ACT strategy lesson plans as

developed by the presenting teachers.

Stipend for supplies (paper,

etc.)

Observation of sessions by INSTR.

FACIL. or administrator

Students will gain knowledge of and confidence in the types of questions asked on the ACT. This will lead to an overall improvement of the average ACT composite score.


Action Step

Students and parents will participate in a student/parent multiple testing information session.

Oct 2011– May 2013

Instructional Facilitator , Guidance

Counselors

PowerPoint Flyers

HandoutsSample Test

Booklets

Light Refreshments for Parent Meeting

$350.00

Observation of Sessions by INSTR.

FACIL. and Guidance Counselor

Students will gain knowledge of and confidence in the types of questions asked on the SAT/ACT, Gateway and End of Course Tests. This will lead to an overall improvement of the average ACT composite score.

Action Step

Students will participate in the PLAN Test for ACT and SAT (PSAT)

Oct 2011- May 2013

Instructional Facilitator , Guidance

Counselors

Test Booklets No Additional Funding

Review of practice tests scores

Students will gain knowledge of and confidence in the types of questions asked on the/SAT ACT. This will lead to an overall improvement of the average ACT composite score.

Action Step

Teachers will incorporate questions/standards aligned to ACT college readiness benchmarks into their classroom lessons at minimum of 2 times per week.

Oct. 2011-May 2013

All classroom teachers.

ACT benchmark standards;

accessible on ACT website.

No Additional Funding.

Observation by Instructional

Facilitator and administration.

All students will be exposed to ACT aligned skills and content during the regular school day. Students will become more familiar and comfortable with ACT aligned skills and thus will improve their overall ACT composite score.


Component 5 – The School Improvement Plan and Process Evaluation

COMPONENT 5.1: Process Evaluation

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

COMPONENT 5.1: Process Evaluation(Rubric Indicator 5.1)

Evidence of Collaborative Process – Narrative response requiredWhat evidence do we have that shows that a collaborative process was used throughout the entire planning process?The greatest strength of Raleigh Egypt High School (REHS) is the combined effort from all stakeholders to assure that every student has the best chance of succeeding. All stakeholders at REHS take an active role in the collaborative process which consists of creating a school improvement plan. The REHS Tennessee School Improvement Plan (TSIP) Committee is comprised of administrators, faculty, staff, students, parents, and community members. The committee worked diligently with all stakeholders to develop an accurate document that targets the strengths and limitations of REHS as determined through the use of quantitative and qualitative analysis of formative assessments gathered through the 2006-2011 school years.

Collaborative processes were used throughout the planning of the TSIP. In 2011 new vehicles for input were created: the development of a Professional Learning Community (PLC) greatly enhanced this undertaking, and Teacher and Student Think Tanks allowed input from all. Collaboration among stakeholders occurred in the following areas and in the following groups:

Parent Teacher Student Association Teacher Collaboration Student/Teacher Collaboration PLC Implementation

o Administration Teacher Advisory Council (TAC)

o Faculty and Staff

Evidence of Collaborative Process – Narrative response required Departmental and grade level alignment of objectives (horizontal and vertical

alignment)o Guidance

Graduation requirements met using quarter systemo Support Staff

We know that these are major strengths because they have been the source of many innovative, cross curricular ideas: EOV pull-out review sessions, ACT test preparation, and content themes for district Think Show. All of these activities contributed to improvement in the academic success of REHS students.


Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response requiredWhat evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4? All of our goals are directly aligns with our shared vision and mission. REHS’s TSIP goals are student centered. Student learning is the primary focus of all curricular and instructional practice; thus our concern for improving on our EOC scores is enormous. Quality teaching and quality instruction are embedded in our everyday practices and plan for growth. The English and Math departments both meet in PLCs to discuss and implement classroom instructional strategies to meet the needs of all students. A focus on academics and instruction are two identifiable beliefs we think are key.


Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative response requiredWhat 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 Raleigh Egypt High School TSIP Team is committed to achieving the mission, beliefs, and goals as set forth in the TSIP. Most recently, the goals of student achievement on the EOC Algebra 1 and English II tests have been targeted due to the observation of lagging test scores. Obviously, student learning is the primary focus at Raleigh Egypt; as a result of our most recent test scores, our goals are the consequence of identifying changing needs and student experiences. We believe that Biology encompasses a wide range of academic prowess. Action steps that have been effective will be retained and those that have been ineffective will be adjusted or discontinued. Revised information for the TSIP will be disseminated to all stakeholders.

Evidence of Alignment of Data and Goals – Narrative response requiredWhat evidence do we have that proves alignment between our data and our goals? REHS values collaboration as a key element to school improvement. Administrators, teachers, parents, students, and community members meet regularly to examine data from the following instruments:

Discovery Assessment The PLAN and ACT Tests End of Course (EOC) Tests The Tennessee School Report Card Tennessee Value Added Assessment System (TVASS) Formative Assessments Attendance School Improvement Survey

The TSIP committee communicated expectations, goals, and outcomes in a way that was beneficial and helpful to student learning. The collaborative process was used continuously as evidenced by the TSIP meeting minutes; PLC meeting minutes; school website, PTSA meeting agendas, sign in sheets, and minutes. The TSIP has and will continue to be monitored, reviewed, evaluated, and adjusted to ensure the goals set forth are being met actively.

REHS’s TSIP goals are student achievement centered. These instruments measure the performance of administrators, teachers, and students; as a result, the aforementioned data instruments are relevant to the attainment of the TSIP goals.

EOC Algebra 1 and English have been the basis for two of our goals. Disaggregation of data shows that results have been in the lower quintiles for our students. In order to improve these scores, we have implemented a system of practice tests and are holding teachers and students accountable for their preparation of the EOC Tests.

Suggestions for the Process – Narrative response requiredWhat suggestions do we have for improving our planning process?Raleigh Egypt High School is dedicated to the improvement of our TSIP process. In order to be more effective, the school has spent more time on involving all of the stakeholders by creating Professional Learning Communities. And has developed a more rigorous way to monitor the gathering and implementation of action steps. REHS will follow these guidelines to improve the planning process:

Teachers will work throughout the year on the TSIP document. Continual efforts will keep the school focused on the goals.

REHS will establish a clear level of expectations and increase the level of accountability for all stakeholders.

More time will be scheduled for component groups to meet in committees. An overview of our TSIP goals will be discussed regularly at faculty meetings in an effort

to keep instruction focused. Data will be reviewed annually to check for progress, to identify new areas for

improvement, and to revise the goals and action plans.

COMPONENT 5.2: Implementation Evaluation

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

COMPONENT 5.2: Implementation Evaluation(Rubric Indicator 5.2)Evidence of Implementation – Narrative response required What is our plan to begin implementation of the action steps? ACTION STEPS:The following action steps are EOC English II and Algebra I:

Improve teacher familiarization with the tests Create a data base with multiple examples of questions from each standard Maintain a record of teachers use of the practice exams Host professional development workshops to review practice materials, strategies, and

assessment results Improve student familiarization with tests All classes will have scheduled diagnostic test days each quarter Each student will take the practice tests (two times in each semester) Students in the first quintile will receive extra practice of reading in the content area Increase student/teacher accountability for test preparations through better use of

formative assessments Continue formative assessment professional development and add formative assessment

strategies to lesson design Create a tracking system measuring ongoing student performance

PLAN OF IMPLMENTATION:The detailed process to begin these action steps began in 2009 and continues.After reviewing and analyzing the data from a variety of assessments (including EOCs, TVASS, Discovery Assessment, ACT, graduation rate, grade distribution, conduct, and attendance) administrators, teachers, counselors, librarians, and special education assistants will continue to implement the action steps listed above to improve, enhance and supplement student achievement. Teachers will continue to develop lesson plans and assessments (formative and summative) to ensure students are mastering the standards covered on state mandated exams.


Administrators will monitor teacher instruction with announced and unannounced observations & will continue to provide support for professional development. Planning time will be provided for teachers to meet in their PLCs.

The school schedule will be adjusted in the fourth quarter to provide days for EOC review. Teachers will be provided with practice tests and review materials, and students will complete a minimum of two practice tests for each EOC course. Each test will be reviewed with the students during the mandatory review days. Teachers will also use the computer lab for Discovery learning and ACT Online.

English and Math teachers, with the assistance of the schools Special Education Department (SPED), will monitor and provide accommodations for all students with IEPs. Co-Teaching classes will continue to be used to ensure the success of all students who require modifications. Tutoring after school will be available for students who require addition assistance with mastering the standards.

Evidence of the Use of Data – Narrative response requiredWhat is the plan for the use of data? Administrators will distribute and discuss test data with department chairs. The department chairs will share that information with the teachers in their departments. Each department will analyze and determine what additional steps need to be taken to make improvements where students’ results are the lowest. Teachers will also work within their PLC to develop a plan to improve lessons and provide additional formative and summative assessments for their individual courses.

Test results will also be discussed with the all teachers at faculty meetings and with parents at PTSA meetings; a school-wide plan to improve student achievement will be modified as needed. For example, during the 2010-2011 school year each teacher was required to have students complete a writing assessment in each class to help students prepare for the state mandated writing exam for 11th graders.

At the beginning of each year, each teacher will be provided with the previous years’ test results.


After analyzing the data, teachers will adjust their lesson plans to address where student performance was the lowest from the previous year. The administration will provide professional development to teachers to help with the planning and implementation of revised and adjusted lesson plans.


COMPONENT 5.3: Monitoring and Adjusting Evaluation

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

COMPONENT 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3)Evidence of Monitoring Dates – Narrative response requiredWhat 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 the following people:

SIP Leadership Team Member Name

Leader-ship

Chair? (Y/N)

Position Name of Subcommittee(s) (when applicable)

Michael Bailey N Executive Principal Component 2Anthony Bowen Y Asst. Principal Component 1Dalton Blackwell N Asst. Principal Component 2Vanessa Wallace N Instructional Facilitator Component 3Sherry Simons N Teacher Component 2Clara Blankenbiller N Teacher Component 1Jamie Hudgins N Teacher Component 4Mary Helen Sinclair N Media Specialist Component 4Danielle Berry N Teacher Component 4Otis Clayton N Teacher Component 5Felicia Parchman N Secretary Component 1Stephanie McClain N Guidance Counselor Component 1Karma Douglas N Parent/Family Specialist Component 5


Terrance Brook N 12th Grade student Component 1Keaira Hanley N 12th Grade Student Component 1Karl Ward N Community Representative Component 5Laura Moore N Parent Advocate Component 1Kameilah Amaya N Teacher Component 4Stan Collins N Exemplary Educator Component 5Patricia Byers N Building Engineer

BComponent 1

Action Timeline Responsible Evidence Person(s)Leadership Team will meet to discuss June/July 2011 LTC, Principal sign-inthe procedure to update and to review Instructional Facilitator sheet &all SIP components for the 2011-2012 minutesschool year.

The principal will review (with the faculty Aug 2011 LTC, Principal sign-inand parents) the past year’s student sheet &assessments to identify strengths and minutesweaknesses in core areas.

Leadership Team (LT) will direct Aug 2011 LTC, Principal, LT sign inteachers to evaluate and to correlate sheet &department curriculum with state minutescompetency objectives. PLCs will meetto update components 3 and 5.

PLCs will review and communicate Aug 2011 LTC, Principal, LT sign-instandards for course content, lesson sheet


plans, and course syllabi.

The LT will meet to update Component Sept 2011 LTC, Principal, LT sign-in3 & 5 using the suggestions from the sheetPLCs. The LT will meet to proof allcomponents of the TSIP.

The LT will post the REHS TSIP on Oct 2011 & LTC, Principal, LT sign-inthe school website. The LT will review Jan 2012 Guidance Counselors sheetstudent grades and diagnostic tests Webmasterresults to determine scheduling andplacement within core classes.

The LT will communicate through Sept 2011- LTC, Principal, LT sign-infaculty meetings, PLCs, PTSA May 2012 sheetmeetings, new statistical data fromthe 2010 -2011 school year as itbecomes available.

PLCs will meet each quarter to Sept 2011- LTC, Principal, LT sign-inanalyze the current data to determine May 2010 sheetif the action steps need to be revised.Based on the findings of the PLCs,the LT will suggest TSIP revisions tostakeholders for review, discussion, andrecommendations.

PLCs will meet to share ideas for research Sept 2011 LTC, Principal, LT sign-inbased strategies for formative assessments May 2012 sheetthat can be used to differentiate instruction& assessment for all levels of academic abilities.PLCs will meet to discuss how organizations,clubs, and athletics at REHS can support thegoals and action plans beyond the classroom.Classroom teachers will contact parents and Sept 2011 Teachers sign-inguardians to review grades, assignments, and May 2012 sheet


interventions to improve student achievement.The faculty will meet to review yearly progress.

Guidance Counselors will compile a May 2012 LTC, Principal, LT Rosterrecommendation roster of students Guidance counselorswho need to complete course recoveryor summer school to meet graduationrequirements


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 meetings will be scheduled each quarter. The leadership team committee chairperson will notify participants of the date, time and place of the meeting. The participants will review the most current data available and will make adjustments to the TSIP as needed. This will be an ongoing progress. Feedback from students, parents, and community members will be obtained.Evaluation Steps:

The agenda will be set for the School Leadership Team meeting based on formative assessment of current practices, new assessment scores, and survey results.

The data and observations from the School Improvement Team meeting will be shared with PLCs. They will discuss and return suggestions for action to the School Leadership Team.

Evidence of a Process for Adjusting Plan – Narrative response requiredWhat 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? The School Leadership Team (SLT) will be responsible for monitoring and adjusting the TSIP. The SLT will meet once a quarter to review formative assessments of current action plans, to analyze updated data, and to revise action plans. If the SLT determines that revisions need to made, they will proceed by following these steps to change the goals:

Determine the person(s) responsible that need to be involved in executing the change(s) Explain the need for the change and identify the group of students who will be affected

by the change and desired impact on that group. Identify current practices, outline specific actions to be taken, determine a timeline for

the actions, and identify assessments to evaluate the effectiveness of the actions The SLT will re-evaluate the actions at each meeting to see if the timeline is being met

and to see if the assessments indicate progress. If needed, steps will be taken to adjust the actions. Any changes will be communicated through the school website, PTSA, and designated meetings.

Evidence of a Plan for Communicating to All Stakeholders – Narrative response requiredHow will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders? The SLT will use the following methods to communicate success or adjustments to stakeholders:

School Website PTSA Newsletter Teacher Advisory Council Professional Learning Communities Faculty Meetings School Announcements We will also solicit input from stakeholders through the following methods: Surveys/Questionnaires PTSA/Parent Meetings Parent teacher conferences Teacher Advisory Council

Title I School Improvement Plan

Assurance Page

I, Michael L Bailey, principal of Raleigh-Egypt 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, PCLT, Carl D. Perkins Vocational Act, and Head Start.

High Priority Schools Only

_Raleigh-Egypt High_ 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.

____________________________________ ____________________

Michael L. Bailey Date


Raleigh Egypt High SchoolIntervention Plan

2011-2012 School Year



Action Steps Subject Timeline Required Resource Person ResponsibleStudent’s non-proficient on Gateway Algebra I and scored in lowest percentile on standardized test will participate in Algebra I- A+ class during the school day.

Mathematics August 2011-May 2012

Stanford Math Lab T-84 Calculators

Coach Workbooks Gateway Algebra I

Practice Test Books Response Boards Manipulative

Ms. R. WellsMs. M. ParrottMr. S. MarvinMr. M. Dunnan

Students’ not mastering standards participate in Extended Day Tutoring daily and Saturdays

Mathematics and English

August 2011-May 2012

Coach Workbooks ACT Prep Books Gateway Practice

Workbooks

Math-Ms. R. WellsEnglish- Ms. B. Check,

Students will participate in Course Recovery after school to master subjects failed previously

MathematicsEnglishScience Social Studies


Desk Top Computers

Stanford Math Lab

Mrs. M. StubbsMs. B. Check

Students reading in the lowest percentile will participate in Reading Plus during the school day

Reading/ English


Reading Plus Program Software, Computers, Materials and Books

Ms. D. Berry

Classroom Performance Systems will be used in the classroom as a technology tool as assessment measure (Formative Assessments)

EnglishMathematicsScience


Teacher Made Test

Individual Performance Systems

Computers

Math, English and Science Teachers, Inclusion Teachers

Differentiated Instruction will be used in all content area classrooms to accommodate all learners

All content area Classes


Variety of teaching tools

Teacher Designed Materials

Variety of Teaching Strategies

All Content Area Classes at Raleigh Egypt High School

STAR Reports and Excel Reports

All content area classes

September 2011-May 2012

Ed Plan Instructional FacilitatorAll Teachers

Raleigh Egypt High School PBIS

All content area classes

August 2011 – May 2012

Various Incentives PrincipalPBIS PLC

Saturday School End-of-Course/

November 2011 – April

Teacher Designed Materials

End-of-Course/ Gateway Teachers

Raleigh Egypt High School Transition Plan

Raleigh Egypt High School has a comprehensive transition plan that seeks to develop the holistic student. All parents, teachers, students and all other stakeholders are involved as well.

Middle School to High School

In an effort to make the transition from middle school to high school as easy and productive as possible, Raleigh Egypt High School has initiated the Summer Bridge Program. This program is open to all eighth grade students who are transitioning to high school. The program focuses on acclimation of the incoming freshman about the school, allowing them to tour the school as well as giving them the opportunity to jumpstart their high school learning by providing a glimpse of high school classes.These incoming freshmen have the opportunity to participate in Reading courses, math courses that focus on using the TI-84 calculators efficient and effective and preparing to use the calculators on the Gateway Test. Students also become acquainted with a myriad of technology as they learnt to create PowerPoint presentations, Photo Story, and other software applications.In addition, counselors from the middle school and high school work closely together to make the transition from middle school to high school smooth.

High School to College / Work

Each year Raleigh Egypt High School works diligently to prepare its seniors to transition into college or the world of work. High school guidance counselors begin early in the first semester of the school year (September/October) analyzing students’ transcripts in order to discuss the necessary graduation requirements. Counselors also plan various activities including college visits to allow students to see the opportunities that are available. In addition, Raleigh Egypt High School has established relationships with 27 colleges and universities that come on campus to provide information and support the teachers.In an effort to meet the needs of those students who are entering the workforce, counselors work to bring in businesses and organizations each year and are working together to plan a Career Expo on site.Additionally, all branches of the military have relationships with the guidance counselors and students interested in venturing into the military are offered the opportunity to take the ASVAB each year on school campus.


Technical Assistance ReportName Title/Position Check One Topic Check One

State District School-Based

SiteVisit

PhoneCall

Email

Georgianne Spight NCLB Supervisor √ NCLB ComplianceTrevor Thompson NCLB Parental Coordinator √ Assistance with Parents as Partners trainingMarcus Jones NCLB Monitor √ Extended Day ProposalDr. Geralyn Seals NCLB Supervisor √ PLC teams and monitoring documentation √ √Monika Johnson Director Contract Services √ Information on Requirements & ProceduresTerry Dickerson Data Information Specialist √ Tracking Title I Equipment/ Labeling √Jackie Saunders Director Procurement Service √ E-procurement Process √Derrick Sanders FPG&C Senior Accountant √ Title I Budgeting √Dr. Carolyn Graham NCLB Supervisor √ Comprehensive Needs Assessment √Patrice Myers NCLB √ Supplemental Education Services √Rhoda Stigall NCLB √ Family Engagement and Family ResourcesDolores Flagg NCLB √ Information for homeless children/familiesJames Lancaster MCS ESL √ Services provided to ELLSymentra Matthews Ex. Children Supervisor √ Information for students with disabilities √Wanda Woodruff Technology Division √ Assistance with Technology Training √Stanley Collins TN Academic Specialist √ Academic Support for Staff √


Technical Assistance Narrative

Raleigh Egypt High School has relied on several areas of Technical Assistance. The following departments and persons have been responsible for many helpful academic assessments and other valuable assistance:

Memphis City Schools Federal Programs, Grants and Compliance Career Technical Education Supervisors and Administrative Assistants GEAR Up Tutors/Personnel Special Education Supervisor and Support Staff School Nurse School Psychologist WIN Program Advisors Lisa Siano, State Consultant Memphis City Schools Department of Research and Evaluation Memphis City Schools Career and Technology Department Memphis City Schools Department of Academic Operations, Technology and Innovation

Report of Individual Assessment Results to Parents in a Language They Understand

The office of Research and Evaluation provides individual student assessment results to parents for the following assessments:Gateway Assessment:

Algebra I Gateway AssessmentBiology Gateway AssessmentLanguage Arts Gateway Assessment

TCAP Writing AssessmentEnd of Course Assessments This school provides individual student assessment results to parents for the following assessments:Reading PlusDiscovery AssessmentStanford MathProgress ReportsReport CardsPower Teacher


Raleigh Egypt High School State and Federal ProgramsState educational programs and other Federal programs are consolidated in this plan.

1. Title I

2. Gear Up

3. Course Recovery

4. Discovery Assessment

5. E-learning

6. English Language Learners

7. Extended Contract

8. Positive Behavior Intervention Strategies (PBIS) Plan

9. “Raising the Bar” New Teacher Mentoring

10. Reading Plus

11. Special Education

12. EdPlan

13. Stanford Math Intervention Program


Teacher Mentoring ProgramAction Steps Timeline Required Resources Person Responsible

1. New Teacher Orientation

August 3, 2011 New Teacher Handbook Michael Bailey, principal

2. Complete initial inventories and sign commitments to the mentoring program by all involved parties.

August 17, 2011 “Raising the Bar Mentoring Program”

TLA StaffMentor CoordinatorInstructional FacilitatorPrincipalAsst. Principal

3. Provide support through classroom visits, observations, demonstrations of effective strategies, common assessments, and classroom management techniques

Daily Monitoring Instruments Mentor CoordinatorMentorsInstructional Facilitator

4. Protégés will meet monthly to discuss best practices and strategies for success as a new teachers

Monthly Meeting LogsAgenda LogsMeeting Minutes

Mentor CoordinatorPrincipal

5. Protégés will meet weekly with their assigned mentors in order to discuss the progress of the protégé as well as needs and concerns that may arise

Ongoing (August 2011 – May 2012)

Notes Mentor

6. Monitor and evaluate the mentoring process

May 2012 Evaluation forms New Teacher Mentor Coordinator, PrincipalInstructional Facilitator


Raleigh Egypt High SchoolFamily Engagement Plan

2011-2012

Parents are the primary teachers of their children. We believe that family involvement and support are major factors in the successful educational process of all students. Therefore, Raleigh Egypt High School administrators, faculty, and staff have jointly developed with parents this written Family Engagement Plan. Out parents will serve as advisors, resource persons and coordinators in the following ways:

Attend school events and serve as advisors Serve on the Site-Based Leadership Council Team Respond to memos, questionnaires, and surveys expressing ideas and concerns Become our primary proactive supporters

No Child Left Behind (NCLB) Involvement / Title I RequirementsThe administrators, faculty, and staff will implement an annual Title I meeting to which all parents have been invited to hear and participate in the following guidelines set forth under Title I law and to establish our expectation for parental involvement:

Inform parents of the right to be involved Offer parents the opportunity to participate in school affairs Solicit feedback from parents and provide timely information about parent programs Provide parents with assessment results Provide a description/explanation of curriculum, academic assessment, and proficiency levels Provide parents with a copy of the Family Engagement Plan Allow parents to help revise our School Improvement Plan and review our Action Plan Keep parents abreast of on-going planning sessions and flexible meeting times to give them opportunities to participate Involve parents in an organized, ongoing and timely way

To ensure that our parents participate in the ongoing development and implementation of the school’s program, Raleigh Egypt High school will do the following: Provide flexible times (A.M. and P.M.) for our parents to attend meetings Provide a (an) annual meeting (s) to inform parents of school participation in Title I and to explain Title I requirements Offer parental training and workshops in parenting skills Develop a Parent-School Compact showing how parents, the school and students share responsibilities. Distribute the compact to acquire appropriate

signatures Encourage parents to take advantage of parent/teacher conferences Involve parents in planning and developing school improvement projects Offer volunteer opportunities for parents to participate in school activities and special programs such as band sports, D.O.G.S. and MOMS Strongly encourage parents to participate in our monthly PTSA meetings Provide challenging, meaningful, and differentiated classroom instructions that will enhance proficient levels of all students

Sincerely,Michael L. Bailey, Principal


Raleigh Egypt High SchoolSchool - Home Compact

The compact has been jointly developed and agreed upon by parents, students, and the Raleigh Egypt High School staff.

School’s ResponsibilityI, as the chief stakeholder in the education of children at Raleigh Egypt High School promise to commit to the following:

Provide a high-quality curriculum in a supportive and effective learning environment. Create a safe, positive environment conducive to learning. Communicate with and work with parents as equal partners, implement and coordinate programs that will bridge the gap

between the home and the school. Provide full opportunities for the participation of parents with limited English proficiency (in a language parents can

understand), and disabilities and parents of migratory children. Monitor students’ and teachers’ attendance.

Principal’s signature ____________________________________________________

Parent’s AgreementI, the primary teacher in my child’s life and undersigned partner in his/her education, promise to do the following:

Support my child’s learning by monitoring homework completion, limiting the amount of time spent watching television. Require daily attendance. Develop an on-going relationship with my child’s teachers through telephone calls, letters, classroom visitations, e-mail

messages, and Power Teacher. Support the School’s Code of Conduct and Uniform Policies. Provide supplies and necessary materials for classroom work. Volunteer my time, talent and resources when possible. Participate as appropriate in decisions relevant to the education of my child.

Parent’s Signature______________________________________________

Student’s AgreementAs a student preparing for the future, I will do the following:

Work toward academic excellence, strive for perfect attendance, and participate in school activities.


Obey rules and regulations of Memphis City School, Raleigh Egypt High School and policies governing student behavior in the Student Code of Conduct Book.

Respect the authority of my teachers, school administrators, and other authorized personnel that may/can maintain discipline. Attend school regularly and on time. Come to school with all required tools (textbooks, pen, folder, paper, etc.) Take home all written communications generated for my parent and respond according to the written request.

Student’s Signature ______________________________________________________

Teacher’s AgreementAs a partner in the education of all Raleigh Egypt High School students, I commit to the following:

Come to class each day well prepared with challenging and meaningful objectives to teach. Use various teaching strategies to enhance student learning. Have regular high expectations for all students. Provide frequent reports (telephone calls, parent-teacher conferences, written communication, progress reports, nine week

report cards, and access to Power Teacher) to parents on their child’s progress. Provide a safety net connected to my course (after school tutorial assistance) for students needing extra help. Express to students their reason for being through personalization skills.

Teacher’s Signature_____________________________________________________


2011 – 2012 Professional Development Plan

School:Raleigh-Egypt High School

Principal:Michael Bailey

$43,000.00

Date:October 7, 2011

Regional Supt:Kevin McCarthy

Instructional Facilitator:Vanessa Wallace

*Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount equals zero.

Professional Development Plan OverviewBased on an extensive review of student data, teacher data and school data, Raleigh-Egypt High School identified and prioritized measurable objectives by subgroups as follows:

1. Employ research based instructional strategies to improve student achievement in mathematics, reading, and language arts 2. Build effective relationships (principals, teachers and parents) 3. Improve graduation rate


The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives:

Goal 1: Assist teachers in maintaining a classroom environment that is conducive to learning by employing data and standards driven to differentiate instruction and instructional strategies thereby maximizing student learning in the classroomGoal 2: Provide opportunities to strengthen family/school/community partnerships to support academic, social and emotional developments of all studentsGoal 3: Increase faculty’s knowledge of post-secondary options for all students3.The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives:Goal 1: Increase teacher’s expertise, knowledge, and practice in the daily use of reading/language arts/writing using research based instructional strategies that focus on Marzano’s nine strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance organizers, generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, indentifying similarities & differences, and technology), differentiation, problem solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the needs of all students, enhance student learning, and overall increase student achievement in reading/language arts/writing in the classroom for all students and subgroups. Goal 2: Increase teacher’s expertise, knowledge, and practice in the daily use of mathematics using research based instructional strategies that focus on Marzano’s nine strategies, (cooperative learning, setting objectives & providing feedback, summarizing & note-taking, homework & practice, cues/questions/advance organizers, generating/testing hypothesis, reinforcing effort/recognition, nonlinguistic representations, indentifying similarities & differences, and technology), differentiation, problem solving/higher-order thinking skills, real-world application, technology, alternative assessments, and quality student work that will meets the needs of all students, enhance student learning, and overall increase student achievement in mathematics in the classroom for all students and subgroups. Goal 3: Provide strategies and additional support to increase teachers’ ability to motivate all students in all subgroups to complete graduation requirements.


Action PlansThe following plans describe our school’s professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.Goal 1:

Content: What will be learned?Mathematics- Research-based best practices in mathematics instruction; Use of technology in mathematics instruction; How to plan lessons that address the different learning modalities of students; How to differentiate instruction to address the needs of individuals students; How to assign and assess quality work

Process: What effective processes will be used?Presentations/workshops by district staff, school staff, & outside professional development providers; Coaching and Mentoring; Examining student work; Analyzing data; Action Research; Conferences; SDIS; Book Study

Context: What aspects of our learning environment will support this goal?PLC’s- Content Area Meetings; Team Teaching/Co-teaching; Study Groups; Shared Planning Time; Visiting Teacher Classrooms; Job-Embedded Professional Development; Collaboration; Data Display Board


Professional Learning Activities/EventsTitle and Avatar

Number

Presenters/Leaders

Implementation Timeline Expected Outcomes

What data sources will you use to evaluate effectiveness? (i.e.,

teacher data, student data)

$43,000.00PD Budget

Balance

Practitioners Summit (Teacher Conference)

Memphis City Schools Professional Development and Staff In-service Department

August 3 & 4, 2011 Participants will learn about effective teaching from area professionals with the latest information, resources, ideas and a foundation for collaboration.

Classroom Observations, Syllabi, PLC Meeting Reports

$0.00($43,000.00)

Instructional Facilitator- 50% of Salary for School-wide Professional Development Activities


August 2011- July 2012

Facilitator will spend 50% of her tasks involved in professional development activities to help increase student achievement.

Teacher/Classroom Data, Classroom Observations, Teacher Observations, Syllabi, PLC Meeting Reports

$33,514.56- Title I Funds($8,600.00)


Teacher Effectiveness Measure (TEM)

Principal, Assistant Principals, Instructional Facilitator

August 1, 2011, September 7, 2011

Teachers will learn about TEM, the teacher evaluation process. The process makes for a fair, consistent, objective and transparent process of evaluating teachers.

Growth in Student Learning, Observation of Practice, Stakeholder Perception Surveys, & Teacher Knowledge

$0.00 ($8,600.00)

TeachScape Principal, Assistant Principals, Instructional Facilitator,

October 2011- May 2012 (On-going)

Teachers will learn about TeachScape, develop an understanding of the Classroom Walkthrough Standards Look Fors in the classroom, and how to access it for professional purposes.


$0.00 ($8,600.00)

Instructional Curricula, Syllabi/Lesson Plans


August 1, 2011, August 24, 2011

Faculty and staff will learn about the nine week curricula for their instructional area(s) and the process for creating and submitting syllabi/lesson plans in Learning Village.


$0.00 ($8,600.00)


OSHA: Sexual Harassment, Chemical Right-to-Know, Blood borne Pathogens

Assistant Principal, Financial Secretary

August 1, 2011 Faculty and staff will learn procedures regarding sexual harassment, chemical right-to-know, and blood borne pathogens.

Classroom/School wide Safety Observations,

$0.00 ($8,600.00)

School/Classroom Do’s and Don’ts

Assistant Principal August 5, 2011 Faculty and staff will learn and review school classroom do’ and don’ts.

Classroom/School wide Observations, Teacher/Student Data, Teacher Observations, Syllabi, PLC Meeting Reports

$0.00 ($8,600.00)

Learning Village 2.3c Instructional Facilitator

October 2011 Teachers will learn about Learning Village 2.3c, how to access Learning Village 2.3c, navigate the lesson planning software, and create syllabi for instructional classes.

Syllabi, PLC Meeting Reports

$0.00 ($8,600.00)


Discovery Education Assessment


October 2011 Teachers will learn about the various teacher reports that Discovery Education Assessment provides and how the data will be used to evaluate students’ mastery of SPI’s/CLEs. This data will be used to create and re-teach instructional lessons for students in preparation for EOC Tests and Gateway Assessments.

Discovery Education Assessment Data

$0.00 ($8,600.00)

Academic Interventions (EdPlan, Capstone Support, Credit Recovery, E-School, Language!, Reading Plus, Stanford Math, Tutoring in Core Courses/AYP-EOC, EOC Test Blitzes, Gateway Blitz, Academic Coaching, AP Test Blitz)

Instructional Facilitator, Principal

October 2011- May 2012

Teachers will learn about forms of academic intervention and how they will be used to support our students.

Student Progress Reports & Report Cards, Teacher Observations, Teacher-Made Assessments, Stanford Math Data, Reading Plus Data, Language! Data, CPS Data, Discovery Education Assessment Data, End of Course Test Data, ACT Data, Gateway Assessment Data, Folio Express Data, Capstone Progress (Benchmarks), EdPlan

$0.00 ($8,600.00)


Reports

Differentiated Instruction Instructional Facilitator, Select Teachers

August 5, 2011 – May 2012 (On-going- Present portions during faculty meetings throughout the school year.)

Teachers will learn how to find interesting, engaging, and appropriate ways to help students learn new concepts and skills at their level to successfully reach targeted standards.


$0.00 ($8,600.00)

Raleigh-Egypt High School New Teacher Network Meetings/Teacher Mentoring

Instructional Facilitator, Assistant Principal, Teacher Mentors

November 29, 2011, January 31, 2012, March 27, 2012

Teacher mentors will meet with new teachers in a PLC setting to share their ideas and experiences, grow professionally, and improve the education of students in the classroom.

Mentor/Protégé Needs Assessment, Mentor/Protégé End of Year Survey, Weekly Logs, Peer Observations

$2,800.00($1,400- MCS AOTI, $1,400.00- Title I Funds)($7,200.00)


TVASS Review and Analysis (Value-Added)

Instructional Facilitator, Data Team, Turnaround Specialist

October 17, 2011 – May 2012

Teachers will learn how to access and navigate the TVAAS website. They will also review TVAAS data and meet in professional learning communities (departments, grade level meetings) to analyze results and continue planning for the 2011-12 school year.


$0.00($7,200.00)

Class Performance System (CPS)/ Mobi

All Teachers, Instructional Facilitator

October 20, 2011 Teachers will incorporate the CPS/Mobi into everyday classroom instruction. They will create an exciting and fun, instructional environment engaging all students. Teachers will take instructional tools and strategies that are already in place and combine them with simple technology integration for the classroom. They will learn how to produce

Classroom Observations, Syllabi, PLC Meeting Reports, CPS Data

$0.00($7,200.00)


and administer assessments and collect and analyze student data using the CPS. They will use the CPS to take attendance and mange all aspects of the student’s grades.

CPS/Mobi Training- Small Group PLC

Educational Awareness, CPS Teachers, Instructional Facilitator

November 2011 Teacher will meet in a small group PLC setting to begin class set-up and learn how to navigate using the CPS/Mobi.


$0.00($7,200.00)

Avatar Training Instructional Facilitator

November 2011 Teachers will learn how to register for professional development sessions and navigate the Avatar Professional Development System for professional development courses.

Avatar Learning Platform

$0.00($7,200.00)

National Title I Conference, Seattle, Washington

Conference Presenters, Instructional Facilitator, Title I Parent Counselor

January 21-24, 2012 Participants will further their knowledge about Title I programs, policies, and great


$1,864.90 each- Title I & SIG ($5,335.10)


ideas. This is the premier opportunity to hear current and innovative ideas for reform in instructional, leadership and policy, learn strategies to immediately enhance instruction and intervention in the differentiated classroom discover research based techniques proven to help close the achievement gap and increase student achievement and incorporate the optimum leadership strategies to enhance collaboration and improve the learning community.


AP Institutes (including vertical

teaming)

College Board, Betty Davis, Keena Day, Cathlyn Tsirgiotis, Tracey Jones

Summer 2012 Teachers will receive training in Biology, English, and History.


$5,791.60- SIG ($5,335.10)

Effective Practices Conference,

Murfreesboro, TN

Division of Accountability, Teaching and Learning through the Office of Accountability, System and School Improvement, Interim Principal, Instructional Facilitator, School Improvement Grant Coordinator, Graduation Coach

August 28-30, 2011 Participants will share improvement practices they have learned and have access to new strategies from other schools.


$1,934.88- SIG ($5,335.10)

Teacher Data Notebooks

(Academic & Nonacademic)

Instructional Facilitator, Teachers

October 2011 Teachers will use data to drive instruction and increase student achievement. They will analyze data to address specific areas of need and strengths to increase the graduation rate.


$200.00- Title I ($5,135.10)


School Improvement Plan Review/Revision

(SIP)-


August 24, 2011, September 7, 2011, October 3-5, 2011; October 2011- May 2012

Increase student performance school-wide.


$200.00- Title I ($4,935.10)

Writing Across The Curriculum

Literacy Coach, Instructional Facilitator

November 2011 – January 2012

Designed to assist teachers with writing in all curricular areas.


$0.00 ($4,935.10)

Instructional Practices for Bilingual/Bi-literacy for English

ESL teachers, Instructional Facilitator

November 2011 (on-going)

Best practices to assist teachers with ELL students who are bilingual.


$0.00 ($4,935.10)


Instructional Design and strategies for ELL and SPED



Instruction strategies to assist teachers with ELL and SPED students.


$0.00 ($4,935.10)

Thinking Maps/Graphic Organizers


November 2011 Graphic organizers for use in the classroom.


$0.00 ($4,935.10)

Research-Based Literacy Strategies


November 2011 Research-based instructional strategies that can be used in all classrooms.


$0.00 ($4,935.10)


State Academic Vocabulary


November 2011 Learn how to incorporate the Tennessee State Academic Vocabulary in daily instruction through the use of Word Walls and/or Whiteboard protocol.


$0.00 ($4,935.10)

Professional Learning

Communities

Instructional Facilitator, Math Department Chairperson

October 26, 2011; 4th Tuesdays/Thursdays (All Teachers)

Biweekly/monthly networking and collaborative sessions to focus collectively on teacher learning across grade levels and develop common lessons, instructional strategies, classroom assessments, and data. These sessions are designed to increase student achievement in the classroom and on the EOC Test.


$0.00 ($4,935.10)


TI/Casio Graphing Calculators

Instructional Facilitator, Math Teachers


Learn how to integrate TI/Casio Graphing Calculators into mathematics instruction.


$0.00 ($4,935.10)

Gender Equity in the Classroom


October & November 2011

Learn how gender equity effects student achievement.


$0.00 ($4,935.10)

Gizmos Instructional Facilitator, Math Teachers

October 12, 2011; October 2011- May 2012

Learn how to use online simulations that power inquiry in mathematics and science.


$0.00 ($4,935.10)


ACT Mathematics Prep Sessions

Instructional Facilitator, Principal, Math Teacher


Increase in the graduation rate and number of students receiving a composite score of 21 or higher on the ACT.

Number of Students Scoring 21 or higher on the ACT; Increase in the Graduation Rate

$0.00 ($4,935.10)


Goal 2:Content: What will be learned?

Reading/Language Arts- Research-based best practices in

reading/language arts/writing instruction; Use of technology in

reading/language arts/writing instruction; How to plan lessons

that address the different learning modalities of students; How to

differentiate instruction to address the needs of individuals

students; How to assign and assess quality work

Process: What effective processes will be used?Presentations/workshops by district staff, school staff, & outside professional development providers; Coaching and Mentoring; Examining student work; Analyzing data; Action Research; Conferences; SDIS; Book Study

Context: What aspects of our learning environment will support this goal?

PLC’s- Content Area Meetings, Team Meetings, Grade-level

Meetings; Team Teaching/Co-teaching; Study Groups; Shared Planning Time; Visiting Teacher

Classrooms; Job-Embedded Professional Development; Collaboration; Data Display

Board


Activities/EventsTitle and Avatar

Number

Presenters/Leaders Implementation Timeline Expected Outcomes



$43,000.00PD Budget

Balance

Practitioners Summit (Teacher Conference)

Memphis City Schools Professional Development and Staff In-service Department

August 3 & 4, 2011 Participants will learn about effective teaching from area professionals with the latest information, resources, ideas and a foundation for collaboration.


$0.00($43,000.00)


Instructional Facilitator- 50% of Salary for School wide Professional Development Activities




Teacher/Classroom Data, Classroom Observations, Teacher Observations, Syllabi, PLC Meeting Reports

$33,514.56- Title I Funds($8,600.00)

Teacher Effectiveness Measure (TEM)

Principal, Assistant Principals, Instructional Facilitator

August 1, 2011, September 7, 2011

Teachers will learn about TEM, the teacher evaluation process. The process makes for a fair, consistent, objective and transparent process of evaluating teachers.

Growth in Student Learning, Observation of Practice, Stakeholder Perception Surveys, & Teacher Knowledge

$0.00 ($8,600.00)

TeachScape Principal, Assistant Principals, Instructional Facilitator,

October 2011- May 2012 (On-going)

Teachers will learn about TeachScape, develop an understanding of the Classroom Walkthrough Standards Look Fors in the classroom, and how to access it for professional


$0.00 ($8,600.00)


purposes. Instructional Curricula, Syllabi/Lesson Plans


August 1, 2011, August 24, 2011

Faculty and staff will learn about the nine week curricula for their instructional area(s) and the process for creating and submitting syllabi/lesson plans in Learning Village.


$0.00 ($8,600.00)

OSHA: Sexual Harassment, Chemical Right-to-Know, Blood borne Pathogens

Assistant Principal, Financial Secretary

August 1, 2011 Faculty and staff will learn procedures regarding sexual harassment, chemical right-to-know, and blood borne pathogens.

Classroom/School wide Safety Observations,

$0.00 ($8,600.00)

School/Classroom Do’s and Don’ts

Assistant Principal August 5, 2011 Faculty and staff will learn and review school classroom do’ and don’ts.

Classroom/School wide Observations, Teacher/Student Data, Teacher Observations, Syllabi, PLC Meeting Reports

$0.00 ($8,600.00)


Learning Village 2.3c Instructional Facilitator

October 2011 Teachers will learn about Learning Village 2.3c, how to access Learning Village 2.3c, navigate the lesson planning software, and create syllabi for instructional classes.

Syllabi, PLC Meeting Reports

$0.00 ($8,600.00)

Discovery Education Assessment


October 2011 Teachers will learn about the various teacher reports that Discovery Education Assessment provides and how the data will be used to evaluate students’ mastery of SPI’s/CLEs. This data will be used to create and re-teach instructional lessons for students in preparation for EOC Tests and Gateway Assessments.

Discovery Education Assessment Data

$0.00 ($8,600.00)


Academic Interventions (EdPlan, Capstone Support, Credit Recovery, E-School, Language!, Reading Plus, Stanford Math, Tutoring in Core Courses/AYP-EOC, EOC Test Blitzes, Gateway Blitz, Academic Coaching, AP Test Blitz)

Instructional Facilitator, Principal


Teachers will learn about forms of academic intervention and how they will be used to support our students.

Student Progress Reports & Report Cards, Teacher Observations, Teacher-Made Assessments, Stanford Math Data, Reading Plus Data, Language! Data, CPS Data, Discovery Education Assessment Data, End of Course Test Data, ACT Data, Gateway Assessment Data, Folio Express Data, Capstone Progress (Benchmarks), EdPlan Reports

$0.00 ($8,600.00)


Differentiated Instruction

Instructional Facilitator, Select Teachers

August 5, 2011 – May 2012 (On-going- Present portions during faculty meetings throughout the school year.)

Teachers will learn how to find interesting, engaging, and appropriate ways to help students learn new concepts and skills at their level to successfully reach targeted standards.


$0.00 ($8,600.00)

Raleigh-Egypt High School New Teacher Network Meetings/Teacher Mentoring

Instructional Facilitator, Assistant Principal, Teacher Mentors

November 29, 2011, January 31, 2012, March 27, 2012

Teacher mentors will meet with new teachers in a PLC setting to share their ideas and experiences, grow professionally, and improve the education of students in the classroom.

Mentor/Protégé Needs Assessment, Mentor/Protégé End of Year Survey, Weekly Logs, Peer Observations

$2,800.00($1,400- MCS AOTI, $1,400.00- Title I Funds)($7,200.00)


TVASS Review and Analysis (Value-Added)

Instructional Facilitator, Data Team, Turnaround Specialist

October 17, 2011 – May 2012

Teachers will learn how to access and navigate the TVAAS website. They will also review TVAAS data and meet in professional learning communities (departments, grade level meetings) to analyze results and continue planning for the 2011-12 school year.


$0.00($7,200.00)

Class Performance System (CPS)/ Mobi

Educational Awareness, English Teachers, Instructional Facilitator

October 20, 2011 Teachers will incorporate the CPS/Mobi into everyday classroom instruction. They will create an exciting and fun, instructional environment engaging all students. Teachers will take instructional tools and strategies that are already in place and combine them with simple technology integration for the classroom. They will


$0.00($7,200.00)


learn how to produce and administer assessments and collect and analyze student data using the CPS. They will use the CPS to take attendance and mange all aspects of the student’s grades.

CPS/Mobi Training- Small Group PLC

CPS English Teachers, Instructional Facilitator

November 2011 Teacher will meet in a small group PLC setting to begin class set-up and learn how to navigate using the CPS/Mobi.


$0.00($7,200.00)

Avatar Training Instructional Facilitator

November 2011 Teachers will learn how to register for professional development sessions and navigate the Avatar Professional Development System for professional development courses.

Avatar Learning Platform

$0.00($7,200.00)

National Title I Conference January 21-24, 2012 Participants will Classroom $1,864.90 each- Title I & SIG


Conference, Seattle, Washington

Presenters, Instructional Facilitator, Title I Parent Counselor

further their knowledge about Title I programs, policies, and great ideas. This is the premier opportunity to hear current and innovative ideas for reform in instructional, leadership and policy, learn strategies to immediately enhance instruction and intervention in the differentiated classroom discover research based techniques proven to help close the achievement gap and increase student achievement and incorporate the optimum leadership strategies to enhance collaboration and improve the learning community.

Observations, Syllabi, PLC Meeting Reports

($5,335.10)


AP Institutes (including vertical

teaming)

College Board, Betty Davis, Keena Day, Cathlyn Tsirgiotis, Tracey Jones

Summer 2012 Teachers will receive training in Biology, English, and History.


$5,791.60- SIG ($5,335.10)

Effective Practices

Conference, Murfreesboro, TN

Division of Accountability, Teaching and Learning through the Office of Accountability, System and School Improvement, Interim Principal, Instructional Facilitator

August 28-30, 2011 Participants will share improvement practices they have learned and have access to new strategies from other schools.


$1,934.88- SIG ($5,335.10)

Teacher Data Notebooks

(Academic & Nonacademic)


October 2011 Teachers will use data to drive instruction and increase student achievement. They will analyze data to address specific areas of need and strengths to increase the graduation rate.


$200.00- Title I ($5,135.10)


School Improvement

Plan Review/Revision

(SIP)-


August 24, 2011, September 7, 2011, October 3-5, 2011; October 2011- May 2012

Increase student performance school-wide.


$200.00- Title I ($4,935.10)

Writing Across The Curriculum


November 2011 – January 2012

Designed to assist teachers with writing in all curricular areas.


$0.00 ($4,935.10)

Instructional Practices for Bilingual/Bi-literacy for English



Best practices to assist teachers with ELL students who are bilingual.


$0.00 ($4,935.10)

Instructional Design and strategies for ELL and SPED



Instruction strategies to assist teachers with ELL and SPED students.


$0.00 ($4,935.10)


Thinking Maps/Graphic Organizers


November 2011 Graphic organizers for use in the classroom.


$0.00 ($4,935.10)

Research-Based Literacy

Strategies


November 2011 Research-based instructional strategies that can be used in all classrooms.


$0.00 ($4,935.10)

State Academic Vocabulary


November 2011 Learn how to incorporate the Tennessee State Academic Vocabulary in daily instruction through the use of Word Walls and/or Whiteboard protocol.


$0.00 ($4,935.10)


Communities

Instructional Facilitator, English Department Chairperson

August 24, 2011 (English); October 26, 2011; 4th Tuesdays/Thursdays (All Teachers); 1st & 3rd Tuesdays

Biweekly/monthly networking and collaborative sessions to focus collectively on teacher learning across grade levels


$0.00 ($4,935.10)


(English) and develop common lessons, instructional strategies, classroom assessments, and data. These sessions are designed to increase student achievement in the classroom and on the EOC Test.

Gender Equity in the Classroom


October & November 2011

Learn how gender equity effects student achievement.


$0.00 ($4,935.10)

ACT English Prep Sessions

Instructional Facilitator, Principal, English Teacher


Increase in the graduation rate and number of students receiving a composite score of 21 or higher on the ACT.

Number of Students Scoring 21 or higher on the ACT; Increase in the Graduation Rate

$0.00 ($4,935.10)


Goal 3:Content: What will be learned?Strategies and activities to increase the graduation rate and parental involvement.

Process: What effective processes will be used?Presentations/workshops by district staff, school staff, & outside professional development providers; Coaching and Mentoring; Analyzing data; Conferences; SDIS; Book Study; Parent Teacher Conferences/Meetings

Context: What aspects of our learning environment will support this goal?

Graduation Coach, Parent Resource Center/Parent

Counselor, PLC’s- Content Area Meetings, Study Groups;

Collaboration

Professional Learning Activities/Events

Title and Avatar NumberPresenters/Leaders Implementatio

n TimelineExpected Outcomes



$41.026.00PD Budget

Balance

Instructional Facilitator- 50% of Salary for School wide Professional Development Activities




Teacher Classroom Data, Classroom Observations, Teacher Observations, Syllabi, PLC Meeting Reports

$29,856.00- Title I Funds (Same as above)($11,170.00)

Teacher Data Notebooks Instructional Facilitator, Literacy Coach, Teachers

Fall 2010 (on-going)

Use data to drive instruction and increase student achievement.


$0.00 ($11,170.00)

School Improvement Plan Review/Revision

(SIP)-

Principal, Resident Principal, Assistant Principals, Instructional Facilitator, Literacy Coach, Teachers

September 22, 2010, February 23, 2011 (on-going)

Increase student performance school-wide


$0.00 ($11,170.00)

Parent Workshops on Graduation Requirements-

Graduation Coach, 12th Grade

September 2010 (2:30-6:30 pm);

Increase the graduation rate and

Graduation Rate, Student Report Cards,

$0.00 ($11,170.00)


Senior (Commitment to Graduation)

Counselor November 2010 (6:00 PM)

promote parent and community involvement.

Courses Recovery Data, Attendance- Parent/Community Participation

PTSA Meetings Raleigh-Egypt High PTSA Officers, Members, Parent Counselor

Monthly 2010-2011

Parent meetings with teachers and students to present strategies, materials, and resources to help parents.

Sign-in Sheets, Attendance- Parent/Community Participation

$0.00 ($11,170.00)

School Site Based Decision Making Council

Raleigh-Egypt High School Site Based Decision Making Council, Parent Council

6 times per school year 2010-2011

Meetings with parents, teachers, students, and community members (stakeholders) to make school wide decisions and present strategies, materials, and resources to help increase student achievement and improve the school.

Sign-in Sheets, Attendance- Parent/Community Participation

$0.00 ($11,170.00)

Family Academic Night Instructional Facilitator, Math Coach, Literacy Coach, Teachers

Spring 2011 Increase parents’ awareness of curricula and SPI’s and inform parents on what they can do to assist students at home.

Sign-in Sheets, Evaluation Forms, Attendance

$2,000.00 (Title I Parental Involvement) ($11,170.00)


Increase in the number of students mastering SPI’s.

ACT Prep Sessions School Counselors, Students, Extended Contract Coordinator, Math Coach, Literacy Coach, Math, English, & Science Teachers, Instructional Facilitators

September 22, 2010, November 8, 2010- April 29, 2011

Increase in the graduation rate and number of students scoring 20 or higher on the ACT.

Number of Students Scoring 20 or higher on the ACT, Increase in the Graduation Rate

$0.00 ($11,170.00)

Title I Parent Meeting Instructional Facilitator

August 30-31, 2010 (Evening and morning sessions), Spring 2011 (Evening and morning sessions)

Parent meetings to present strategies, materials, and resources to help parents with their child(ren) regarding NCLB.

Sign-in Sheets, Attendance

$0.00 ($11,170.00)

Muffins with Mom Parent Counselor, Instructional Facilitator

November 2010 Parent meetings to present strategies, materials, and resources to help parents with their child(ren).


$150.00 (Title I Parental Involvement) ($11,170.00)

Donuts with Dad Parent Counselor, Instructional Facilitator

December 2010 Parent meetings to present strategies, materials, and resources to help parents with their child(ren).


$150.00 (Title I Parental Involvement) ($11,170.00)


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