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Transcript of CORDOVA HIGH SCHOOL - Shelby County Schools · CORDOVA HIGH SCHOOL School Improvement Plan ......
CORDOVA HIGH SCHOOL
School Improvement Plan 2011-2012
Felicia Everson, Principal 1800 Berryhill Road Cordova, TN 38016
Phone: 901.416.4540 Fax: 901.416.4545
Assistant Principals
Rachael Addison Brenda Becton Jeffery Herron
Michael Hopkins Vinson Thompson
Instructional Facilitator
Marcy Harrifeld
Tennessee School Improvement Planning Process
(TSIPP)
Assurances with Signature of Principal
I certify that Cordova 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
Table of Contents
Component 1a – School Profile and Collaborative Process ................................................................... 1
SIP Leadership Team ................................................................................................................................. 2
Subcommittee Formation and Operation ................................................................................................. 3
Data Sources .......................................................................................................................................... 9
School characteristics.............................................................................................................................. 10
Faculty and Staff Characteristics ............................................................................................................. 13
* Instruction by highly qualified staff
Student Characteristics ...................................................................................................................... 13-14
Parent or Guardian Demographics ......................................................................................................... 17
*Comprehensive needs assessment (School Climate Survey)
Component 1b – Academic and Non-Academic Data ......................................................................... 20
Data Collection and Analysis ............................................................................................................... 21
Data Disaggregation ................................................................................................................................ 30
Narrative Synthesis ................................................................................................................................. 39
Prioritized List of Goal Targets ................................................................................................................ 40
Component 2 – Beliefs, Mission and Vision ....................................................................................... 41
Component 3 – Curricular, Instructional, Assessment, and Organizational Effectiveness ................... 43
3.1a Curricular Practices ......................................................................................................................... 44
*Policies and practices to ensure all students meet the state’s proficient level
3.1b Curriculum Gap Analysis .............................................................................................................. 52
*Provide written notification to parents
3.1c Curriculum Summary Questions...................................................................................................... 55
3.2a Instructional Practices ..................................................................................................................... 57
3.2b Instructional Gap Analysis ............................................................................................................... 59
*Strategies to attract high quality, highly qualified teachers
*Offer timely, additional assistance to students experiencing difficulty
3.2c Instructional Summary Questions ................................................................................................... 61
3.3a Assessment Practices ...................................................................................................................... 63
3.3b Assessment Gap Analysis ................................................................................................................ 66
*Report of individual assessment results to parents in language they understand
3.3c Assessment Summary Questions .................................................................................................... 67
3.4a Organizational Practices .................................................................................................................. 70
3.4b Organizational Gap Analysis............................................................................................................ 71
3.4c Organizational Summary Questions ................................................................................................ 72
Component 4 – Action Plan Development ......................................................................................... 74
4.1 Goal 1 ................................................................................................................................................ 78
4.2 Action Steps
*School-wide reform strategies based on scientific research *High quality, on-going professional development *Strategies to increase parental involvement and promote effective involvement *Coordination and integration of federal, state and local services and programs *Specific annual measurable goals and objectives *Specify responsibilities of school, including technical assistance *Intervention strategies *Funds used to remove school from Target Status
4.3 Implementation Plan
4.1 Goal 2 ................................................................................................................................................ 83
4.2 Action Steps
*School-wide reform strategies based on scientific research *High quality, on-going professional development *Strategies to increase parental involvement and promote effective involvement *Coordination and integration of federal, state and local services and programs *Specific annual measurable goals and objectives *Specify responsibilities of school, including technical assistance *Intervention strategies *Funds used to remove school from Target Status
4.3 Implementation Plan
4.1 Goal 3 ................................................................................................................................................ 89
4.2 Action Steps
*School-wide reform strategies based on scientific research *High quality, on-going professional development *Strategies to increase parental involvement and promote effective involvement *Coordination and integration of federal, state and local services and programs *Specific annual measurable goals and objectives *Specify responsibilities of school, including technical assistance *Intervention strategies *Funds used to remove school from Target Status
4.3 Implementation Plan Component 5 – The School Improvement Plan and Process Evaluation .............................................. 94
5.1 Process Evaluation ......................................................................................................................... 95
*Measures to include teachers in decisions regarding assessment results 5.2 Implementation Evaluation ........................................................................................................... 96
5.3 Monitoring and Adjusting Evaluation ............................................................................................ 99
Addendum
*Assurance Page ........................................................................................................................ 101
* Developed during one year period * Developed with parents and other community stakeholders * Available to the local educational agency, parents, and the public
* If appropriate, developed in coordination with other programs under Carl Perkins Vocational Act
*Family Engagement Plan ........................................................................................................... 102
*High School and College Transition Plan .................................................................................... 103
*Intervention Plan ...................................................................................................................... 104
*Teacher Mentoring Plan............................................................................................................ 105
*Parent/School Compact ............................................................................................................ 106
*Professional Development Plan ................................................................................................ 107
* Spend not less than 10% of funds for professional development
1
Component 1a - School Profile and Collaborative Process
SIP Leadership Team Composition
SIP Leadership Team
Member Name
Leader-
ship
Chair?
(Y/N)
Position Name of Subcommittee(s) (when
applicable)
Vince Thompson N Assistant Principal Component 1b
Rachael Addision N Assistant Principal Component 3
Zena Bailey N Teacher-Freshman Academy Dean Component 4
Randy Johnson N Teacher Component 3
Brenda Becton N Assistant Principal Component 2
Linda Hughes N Parent Component 5
J. Gang N Teacher Component 3
Clay Mitchell N Teacher Component 4
Cindy Cooley N Librarian Component 1
Dorothy Carr-Bland N Librarian Component 1
Mike Hopkins N Assistant Principal Component 1
Carol Melton N Administrative Assistant Component 5
Marcy Harrifeld N Instructional Facilitator Component 4
Chris Abernathy N Teacher Component 1b
Larry Shelton N Community Representative Component 2
Felicia Everson Y Principal Component 5
Skylar Beasley N Student Component 2
Linda Louks N Guidance Component 4
Jeffery Herron N Assistant Principal Component 5
John Bush N Teacher Component 2
2
Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name Position Chair
Dorothy Carr-Bland Librarian Y
Cindy Cooley Teacher Y
Vince Thompson Assistant Principal Y
Clay Mitchell Teacher N
Matthew Doll Teacher N
William Johnson Teacher N
Patricia Currie Teacher N
Mary DeGruy Teacher N
Jennie Monterro Bilingual Mentor N
Bonnie Hamilton Teacher N
Daniyel Johnson Teacher N
Jacquelyn Williams Teacher N
Daniel Jerden Teacher N
Lisa Bennett Teacher N
Pamela Metz Teacher N
Teresa Schild Teacher N
Jarrett Smith Teacher N
Joyce Watson Community Leader` N
Linda Williams Teacher N
Linda Hughes Parent N
Marie Wood Teacher N
Chris Abernathy Teacher Y
Camilla Cole Teacher N
Reagan White Student N
Margaret Carroll Guidance Counselor N
3
Lisa Crosthwait Teacher N
Vanna O’Conner Teacher N
Patrick Graves Teacher N
Cheryl Harris Teacher N
LaToya Cameron Guidance Counselor N
Jack Maynard Teacher N
Dedrick Starks Teacher N
Robbie Ryan Teacher N
Harleen Tague Teacher N
Janice Thomas Teacher N
Tracy Tukes Teacher N
Becky Bryant Teacher N
Juliet Williamson Teacher N
Shannon Lazek Teacher N
Sgt. Major Givens Teacher N
Sgt. T Malone Teacher N
Carl Hackley Teacher N
Component 1 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 1 Chair Signature
4
Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name Position Chair
Brenda Becton Assistant Principal Y
John Bush Teacher Y
Francis Seery Teacher N
Brad Barnett Teacher N
John Beattie Teacher N
Mark Gresham Community Member N
Terry Dunlap Teacher N
Jerry Marcum Parent N
Paul Gentry Teacher N
Brittany Smith Teacher N
Gabriel Jauregui Teacher N
Laura Kyle Teacher N
Michael Linder Teacher N
Brian Loeffler Teacher N
Warren Jackson Teacher N
Chris Luter Teacher N
Brian Sneed Teacher N
Claudio Pacheco Student N
Janie Stafford Teacher N
Mike Vanaman Teacher N
Amanda Gorham Teacher N
Charles Perkins Teacher N
Skylar Beasley Student N
Larry Shelton Community Representative N
Laverne Jackson Teacher N
Wendy Johnston Teacher N
Jennifer Orbik Teacher N
Component 2 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES NO
Subcommittee 2 Chair Signature
5
Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name Position Chair
Rachael Addison Assistant Principal Y
J. Gang Teacher N
Randy Johnson Teacher Y
Bill Bourie Teacher N
Marie Brough Parent N
Dawn Byrd Teacher N
Justyna Kirby Teacher N
Kristen Snell Teacher N
Jerry Chappell Teacher N
Bryna Conley Teacher N
Estafania Cunha Teacher N
Peggy Kobeska Teacher N
Jevonda Flint Teacher N
Terrance Scales Teacher N
Jerry Gray Teacher N
Wade Hall Teacher N
Suzanne Jones Teacher N
Carrie Kell Teacher N
Allen Mims Teacher N
Richie Nelms Teacher N
Todd Carpenter Community Member N
Martha Sandoval Teacher N
Amy Shamblin Teacher N
Linda Louks Guidance Counselor N
Uziel Contreras Student N
Katie Bryant Teacher N
Judith Cardoso Teacher N
Jerry Cunningham Teacher N
Bryan Edmiston Teacher N
Component 3 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES NO
Subcommittee 3 Chair Signature
6
Subcommittee for COMPONENT 4 Action Plan Development
Member Name Position Chair
Vince Thompson Assistant Principal N
Marcy Harrifeld Title I Instructional Facilitator Y
Zena Bailey Teacher Y
Andy Bobbitt Teacher N
Beth Brick Teacher N
James McCargo Student N
Elrita Archer Teacher N
Tierney Armour Teacher N
Felicia Everson Principal N
Martha Callahan Teacher N
Robyn Greene Teacher N
Lauren Jones Community Member N
Jane Hackett Teacher N
David Hanson Teacher N
David O’Brien Teacher N
Kathy Knight Guidance Counselor N
Judith Chappell Parent N
Jody Patrick Teacher N
Joy Bonds Teacher N
Tommy Scarbrough Teacher N
India Watson Parent N
Bowell Teacher N
Lacretia Wilson-Brasher Guidance Counselor N
Heather Robbins Teacher N
Willie Rogers Teacher N
Calvin Saulsberry Teacher N
Nelly Smith Teacher N
Genivieve Thomas Teacher N
Component 4 Subcommittee has met to address critical
components of the SIP and minutes are on file.
YES NO
Subcommittee 4 Chair Signature
7
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name Position Chair
Felicia Everson Principal Y
Vince Thompson Assistant Principal N
Rachael Addison Assistant Principal Y
Brenda Becton Assistant Principal N
Marcy Harrifeld Instructional Facilitator Y
Sorrell Valentine Teacher N
Norm Vanstrand Teacher N
J. Gang Teacher N
Jeffery Herron Assistant Principal N
Robert Ogg Parent N
Mike Hopkins Assistant Principal N
Randy Johnson Teacher N
Casey Wise Teacher N
Carol Melton Secretary N
Clay Mitchell Teacher N
Katie Bryant Teacher N
Bret Speigelman Community Member N
Julie Wood Teacher N
Marcy Harrifeld Title I Instructional Facilitator N
Margret Carroll Guidance Counselor N
Linda Hughes Parent N
Component 5 Subcommittee has met to address critical
components of the SIP and minutes are on file. YES NO
Subcommittee 5 Chair Signature
8
Component 1
School Profile
and Collaborative Process
9
Component 1a - School Profile and Collaborative Process
Data Source Relevant Findings
2011 School Climate Survey –
Memphis City Schools Student perception data
www.census .com Community demographics
2011 School Report Card Statistical information on test results, graduation rate, dropout rate, and
attendance rate
Cordova High School Teacher
Demographic Survey Teacher demographics
Cordova High School Teacher
Surveys/Questionnaires Clubs, activities, grants, partnerships, leadership activities
Cordova High School Parent
Survey Parent demographics
Memphis City Schools
Department of Research and
Evaluation
Stability rate
Cordova High School
Principal’s Secretary Current enrollment data, economically disadvantaged data
Cordova High School
Financial Secretary Operating budget
Cordova High School Master
Schedule Course information
Cordova High School
Assistant Principals Teacher mentors, special education data
Cordova High School ESL
Teacher English proficiency data
Cordova High School Special
Education Department Chair Special education data
Cordova High School Title I
Instructional Facilitator
Data, Title I Surveys, Title I needs assessment
10
School Characteristics
Cordova High School, a jointly funded project of Shelby County Schools and Memphis City
Schools, is 12 years old. It is located on a fifty-four acre campus. The 270,000 square foot
physical plant is carefully designed to meet the needs of 2000 students. Cordova High School
opened as a Shelby County school in August of 1997 with 450 students in ninth grade only. An
additional grade was added each of the next three years and the first class graduated in 2001. In
the 2004-2005 school year, Cordova High School became a part of the Memphis City School
system. The school now has 1929 students in ninth through twelfth grades. The students are
drawn primarily from three feeder schools: Mount Pisgah Middle School, Cordova Optional
Middle School, and Dexter Middle School.
Cordova High School is divided into wings according to the programs offered. The two-story
academic wing houses seventy academic classrooms along with several function rooms, the
library, four science labs and one science computer based project lab, plus two computer labs
providing Internet availability for whole class instruction one is located in the library. The
Careers and Technology wing offers space for a wide variety of learning situations to educate
students for chosen post-secondary careers. Special work areas for carpentry, automotive
services, engineering, cosmetology, and marketing classes provide students with facilities that
mimic real-life work settings. The fine arts wing, complete with the WolfPack Playhouse as well
as choir and band rooms, offers the facilities and equipment needed to allow students to develop
creative skills.
The 2011-2012 school year began for students on August 8, 2011 and will conclude May 18,
2012. Students report to class at 7:30 AM and are dismissed at 2:15 PM. A full school year for
Memphis City Schools is 180 days.
The 2011-2012 site-based operating budget for Cordova High School is $286,911. Items
included in this budget are: textbook acquisition, professional development, furniture, equipment
and supplies, and money to support clerical and office operation. The per-pupil expenditure for
Memphis City Schools is above the state average. For the 2011-2012 school year, the per-pupil
expenditure was $10,366, above the state average of $8,345.
Cordova High School has an emergency plan in place that outlines responsibilities for
administrators, faculty and staff in case of emergency, including natural disasters, violent
incidents, and terrorist acts. The four phases of this plan include: Prevention-Mitigation,
Preparedness, Response, and Recovery from a crisis.
Other safety measures include:
Safety drills for fire, inclement weather, etc.
Several school police officers on duty during the school day/athletic events.
Over 30 security cameras located throughout the building/parking lots.
Random school wide metal detection.
Written/detailed procedures for lockdown, fire, earthquake, and tornado.
Certified CPR staff members.
Part-time nurse on duty.
Visitor passes.
Telephones in each classroom.
11
Two hall monitors.
Electronic ID Cards are issued to staff members for building entry.
Student ID Badges
In the 2011-2012 school year, there were 15 occurrences of drug possession, four occurrences of
drug use, one occurrences of alcohol use, 18 occurrences resulting in arrest and transport, and
four occurrences of tobacco-possession/use.
Cordova High School accommodates students in grades 9 through 12 with a total enrollment of
1,929. The racial makeup of the school is 54% African-American students, 30.4% White, 12.5%
Hispanic, 4% Asian, and 0.1% American Indian/Alaskan Native. The population is fairly level
when comparing the number of male students (51%) to female (49%). 41.9% of our students
qualify for free or reduced lunch. (2010 TDOE 1)
The curriculum offerings at Cordova High School stand as one of the most diverse and expansive
programs in the state. Students have the opportunity to choose courses from each of the
following curriculum areas: English, Fine Arts (visual, instrumental, theater, and vocal), Foreign
Language, Mathematics, Physical Education, Science, Social Studies, Technology Education,
Trade & Industrial Education, Business & Information Technology, Marketing Education, and
Family & Consumer Sciences Education. Within the Career & Technical Education division,
students can choose courses in automotive services, construction, computer architecture /
networking, cosmetology, engineering-related drafting, and media technology. Cordova also
offers a wide array of Honors and Advanced Placement courses for high achieving students.
Currently, Cordova provides 34 different Honors courses and 30 Advanced Placement courses in
all areas of the curriculum. In addition, the Cordova High School guidance department provides
additional services and support to students such as developing a four-year plan, financial aid
workshops, scholarship applications preparation, and ACT workshops.
Several unique programs exist at Cordova High School to create a balance between academic
studies and the social aspect of the school environment. Examples of these programs include:
Facing History and Ourselves, National Honor Society, Student Government Association, Credit
Recovery (extended year credit recovery), e-Learning, outdoor classroom (science department),
after school tutorials (subject areas), extracurricular clubs and activities for all interests, new
teacher orientation, Newspapers in Education, multiple Advanced Placement classes, wide
variety of services for special needs students, annual Career Fair for students, and several
vocational classes and concentrations.
The newly developed Professional Development Center provides a platform for all teachers to
explore the most current resources available in their chosen field. Teachers have access to four
computers and a printer, print and non-print materials for use in improving their teaching
strategies, a multi-media AV cart, pull down screen, and last but not least, a warm décor that is
inviting and comfortable. The Professional Development Center is available for all faculty
during the school day.
Parental involvement has been shown to be a very important force in the lives of our students.
The outreach effort to bring home and school together has been and continues to be very
successful. The Parent-Teacher-Student Association continues to be one of the most active in
the area with 432 total members. Teachers and administrators comprise 25% of the total
12
membership. For the first time ever, 100% of the faculty holds membership. Cordova High
School teachers rely on this program to help purchase technical equipment and assist in some
teacher classroom purchases. In addition to the PTSA, there is ongoing collaboration with the
various booster clubs (athletics and performing arts), the School Leadership Council, and
discipline committee. We also created a parent resource room with informational pamphlets and
a computer and printer for parent use. This year we are proud to have added an online parent tip
and resource center to our Cordova Webpage, where parents can receive daily tips on parenting
and educational information.
Recently received grants 2009-school year to present) by teachers at Cordova High School
include:
TriPlets Grant – funded by The National Science Foundation; provided teachers with
graduate assistants from the University of Memphis to aid in computer programming
classes. The grant also paid for classroom teachers to attend programming classes at U of
M. All textbooks, materials and software were paid for. Teachers were also given Lego
Robot kits for use in the classroom.
One Classroom at a Time – funded by Orion Federal Credit Union; awarded a $500 grant
to the Foreign Language Department to help supplement class needs. The department
purchased a projector that is used in conjunction with the teacher computer to enhance
instruction.
Coaching Readers to Success – funded by West Tennessee Episcopal Church; awarded
$250 which was used to purchase materials utilized to motivate students with disabilities
in the regular English class. The items included reading and vocabulary games.
SCTP Grant – funded by the National Rifle Association; monies were provided to the
Cordova High School Shooting Team to purchase targets, shot shells and educational
videos.
Faculty and Staff Characteristics`
The 2011-2012 Cordova faculty and staff includes six administrators, 1 Instructional Facilitator,
108 teachers, five guidance counselors, two library media specialists, five special education
assistants, one in-school suspension monitor, one bilingual mentor, one floating behavior
specialist, five secretaries, two hall monitors, two Memphis City Schools security officers, two
Memphis Police Department officers, one plant manager, one cafeteria manager and over 20
custodial and cafeteria staff. The departments at Cordova High School are Freshman Academy,
Math, English, Science, Fine Arts, Foreign Language, Vocational Education, Social Studies,
Business Education/Computer Science, Wellness, and Special Education. Each department has a
chair and meets several times per grading period to discuss subject matter and upcoming events.
Within the faculty and administration, 54% of the members are white; 42% African-American;
4% other. There are 58 male faculty members and 50 female faculty members. 98 teachers have
5 years or more of service in education and 33 teachers have five years or more of service at
Cordova High. 68% of the faculty members hold advanced degrees. Two teachers are currently
teaching courses outside their area of certification.
13
Highest Level of Education No. % Type of License No. %
Bachelor’s Degree 37 34 Apprentice 1 1
Master’s Degree 54 56 Professional 102 95
Master’s Degree +30 8 12 Alternate A 2 1
Education Specialist Degree 2 1 Alternate E 1 1
Doctorate Degree 1 1 Alternate II 1 1
Non-Degree Vocational 6 1 Out of State 1 1
Total 108 100 Total 108 100
Highly qualified paraprofessionals (speech therapist, occupational therapist, physical therapist,
psychologist, social worker, and vocational rehabilitation specialist) visit the school on a regular
basis to work with various students.
According to the 2011 School Report Card, 99.5% of core courses were taught by Highly
Qualified teachers in the 2010-2011 school year.
Many teachers and administrators at Cordova High School are engaged in leadership activities.
Involvement includes: Memphis Education Association, School Leadership Council, Principal’s
Advisory Council, PBIS– Discipline Committee, textbook adoption committees, subject area
department chairs, advisory positions in various core subject areas (BOE), and membership in
various professional organizations.
Cordova High School has three certified mentors who are actively involved in assisting new
teachers in developing effective teaching strategies, as well as classroom management
techniques.
Student Characteristics
Cordova High School accommodates students in grades 9 through 12 with a total enrollment of
1,929. The racial makeup of the school is 56% African-American students, 26% White, 15%
Hispanic, 3% Asian, and 0.1% American Indian/Alaskan Native. The population is fairly level
when comparing the number of male students (49%) to female (51%). 49.8% of our students
qualify for free or reduced lunch. (2010 TDOE 1)
Grade White
His-
panic Asian
African
American
American
Indian/
Alaskan
Native
Native
Hawaiian/
Pacific
Islander Total
9 119 85 25 299 1 0 527
10 131 72 24 254 1 0 482
11 141 69 15 256 2 0 483
12 107 46 18 264 0 0 437
Total 498 272 82 1073 4 0 1929
Source: TDOE Report Card for 2010, CHS data files for 2011-2012
The districts ESL (English as a Second Language) office maintains a composite list of the Non-
English Language Background (NELB) students identified at Cordova High School. These
students are not all in ESL classes. Any student who lists a language other than English on the
14
Primary Home Language Form may be considered NELB. If necessary (after taking a placement
test), these students are served in ESL classes. For the 2011-2012 school year the district has
identified 132 NELB students at Cordova High School. Of these students, 45 are currently
served in ESL classes. Once students exit ESL classes, they are considered transitioning students
and are placed in regular English classes and monitored for two years. Currently, there are 10
transitioning students at Cordova High School. Cordova’s NELB students come from many
countries, such as Afghanistan, Bolivia, Bosnia, China, Colombia, Cuba, El Salvador, Ethiopia,
Guatemala, Honduras, India, Jordan, Kuwait, Mexico, Palestine, Peru, Puerto Rico, Saudi
Arabia, Somalia, Trinidad, Venezuela, and Vietnam.
In 2010-2011 576 suspensions were issued. Of the 576, 413 were issued to African-American
students, 100 to Caucasian students, 56 to Hispanic students, 6 to Asian/Pacific Islander students,
and 1 to a Native American student. 328 suspensions were issued to male students, while 248
were issued to female students. The number of expulsions issued in the 2010-2011 school year
was 37. Of the 37, 30 were issued to African American students and 7 were issued to Caucasian
students. Male students accounted for 28 of the expulsions, females for 9.
Discipline data for the current school year indicates a decrease in the number of fights and gang
related activity as compared to the same time last school year. Disciplinary actions taken show
an increase in detention and in-school suspensions and a decrease in out of school suspensions
and expulsions.
Graduation Rate
(NCLB)
Cordova High
School
Memphis City
Schools
Goal
2008-2009 77.3% 62.1% 90%
2009-2010 79.3% 63.5% 90%
2010-2011 N/A N/A 90%
Source: TDOE Report Card for 2009, CHS data files for 2010-11
The state goal for graduation in Tennessee is 90%. Cordova High School’s graduation rate in
2007 dropped to 88.2%. Due to inefficient record keeping, the 2008 the graduation rate declined
to 73.8%. We were unable to track students that had left our school or who had moved to other
states. This skewed our graduation rate to an all-time low of 73.8%. Graduation Rate increased
slightly for the 2009-2010 school year to 79.3% due to better record-keeping. We are continuing
to make gains in graduation rate based on better tracking of students.
Event Dropout
Cordova High
School
Memphis City
Schools Goal
2008-2009 4.9% 10.4% 5.0%
2009-2010 4.2% 1.0% 5.0%
2010-2011 N/A N/A N/A
Source: TDOE Report Card for 2009, CHS data files for 2010-11
Our 2010 event dropout rate continues to drop to a 4.2% which was lower than the state goal of
5.0%.
15
Cohort Dropout
Cordova High
School
Memphis City
Schools Goal
2008-2009 11.2 25.9% 10.0%
2009-10 24.9% 32.0% 10.0%
2010-2011 N/A N/A N/A
Source: TDOE Report Card for 2009, CHS data files for 2010-11
The 2010 cohort dropout rate increased to 24.9%, and still exceeds the state goal of 10.0%.
Attendance Rate
Cordova High
School
Memphis City
Schools Goal
2008-2009 93.5% 89.8% 93%
2009-10 93.8% 89.9% 93%
2010-2011 93.6% 90.3% 93%
Source: TDOE Report Card for 2009, CHS data files for 2010-11
In 2011, we managed to keep our attendance rate at 93.6% to exceed the state goal.(2009 TDOE
5)
Currently, 212 (11.0%) students receive special education services at Cordova High School.
Among the disability types served are: autism, multiple disabilities, mental retardation, language
impairments, orthopedic impairments, functional delay, other health impairments (such as ADD,
ADHS, and asthma), emotionally disturbed, and specific learning disability. A total of 15
students receive special services under the provisions of Section 504. 15 students are enrolled in
CLUE, Memphis City School’s gifted education program.
Students at Cordova High School have multiple opportunities to become involved with programs
that exist in conjunction with regular classroom activities and regular school hours. These co-
curricular activities work with the academic curriculum to create a fully developed instructive
and scholastic environment that is also a stimulating and interesting social atmosphere. Cordova
students participate in a wide variety of activities such as clubs (academic, social, and
community oriented), sports, band, choir, color guard, academic competitions, and the
production of various publications. Clubs meet periodically throughout the year during the
school day and provide opportunities for community service and advanced learning.
Athletic Teams
Football, Boys and Girls Basketball, Boys and Girls Soccer, Boys and Girls Golf,
Boys and Girls Cross Country, Boys and Girls Track and Field, Boys and Girls
Bowling, Boys and Girls Tennis, Softball, Baseball, Wrestling, Cheerleading, Dance
Team, Diamond Girls, Mat Girls, Volleyball, Shooting
Academic Teams
Knowledge Bowl, Model UN, WordSmith, Skills USA, Math Competition Team,
Salsa Club
Performing Arts
Marching Band, Jazz Band, Orchestra, Strings Ensemble, Color Guard
Publications
Wolftracks yearbook, The Wolf’s Tale newspaper, Salmagundi, Pack TV
Clubs
16
Club 2012, Club 2013, Club 2014, Club 2015, Thespian Club, Skills USA, Beta Club,
FCA, national Spanish Honor Society, Student Government, Ping Pong Club,
Wildlife Outdoor Learning in the Field, Photography Club, College Bound Students,
Cordova P.A.C.K., Spanish Club, French Club, International Club, Mu Alpha Theta,
Earth Club, Classic Rock Club, Key Club, Junior Classical League, DECA,
Engineering Club, LIGHT, Art Club, FBLA, FCCLA, Tailgating Club, National
French Honor Society, National Honor Society
Of the seniors surveyed in 2011, more than 89% indicated intentions to continue their education
past high school; 77% planned on attending four-year colleges. Each year a large number of
Cordova High School Graduates receive scholarships for their outstanding academic
achievements. For the 2010-2011 school year, 113 Cordova graduates were offered scholarships
from 64 different colleges. The total value of the scholarships offered was $14,400,000.
The 2010-2011 School Climate Student Survey revealed that 92% of students at Cordova High
School feel as if they are treated well by their peers, teachers and principal. They feel as if they
are well liked, fit in, and belong. They say they feel safe, make friends easily and have people at
Cordova High School that care about them. About half of the Cordova High School student
population said they always or most times participated in extracurricular activities.
In addition, survey results revealed that the vast majority of students want to go on to college and
feel it necessary to make good grades. The majority felt they were interested in learning and
found the classes would be useful to them in their future. Also, they felt they worked hard to
make good grades, paid attention in class, concentrated on their work, and turned in extra credit
assignments when they were made available. Only 12% admitted they had never daydreamed in
class and more than 50% said that they only paid attention to things that were interesting to them.
Students also said that their teachers work hard, keep them informed, do a good job, are fair,
have high expectations, and are doing a good job of preparing them for the future. The majority
of students felt that the principal was a good example and wanted to make things better for the
students.
Parent or Guardian Demographics
Results from a voluntary, confidential sample survey distributed to a representative group of the
parents/guardians of our students revealed the following:
718 surveys from a sample population were sent home with 50 surveys returned; answer choices were
strongly agree, agree, disagree, strongly disagree or neutral
We determined:
86% strongly agreed/agreed that CHS’s education program is of high quality
72% strongly agreed/agreed that parents take an active part in their child’s education.
17
Race/Ethnicity
52% African-American
41% Caucasian
4% Asian/Pacific
Islander
3% Hispanic
<1% Native American,
Alaskan Native
Income Level
2.5% Less than $15,000
6.5% $15,000-$25,000
7.2% $25,000-$35,000
26% $35,000-$50,000
34.8% $50,000-$75,000
14% $75,000-$100,000
9% $100,000+
Educational Level
9% Graduate Degree
30% College Degree
31% Some College
27% High School
Diploma
3% Below High School
Employment Status
94.2% Employed
5.8% Unemployed
Marital Status
64% Married
24% Divorced
12% Single
Community Characteristics
Based on the most recent Census data (2010), the students of Cordova High School are residents
of a suburban community with a population of 52,917. The Cordova-area population has grown
nearly 14,000 since Census estimates in 1998. The median household income, according to 2000
Census data, is $63,614, and the median family income is $72,220. The median property value
is $162,356. Only 8% of all families are below the poverty level according to poverty status data
from 1999.
The racial composition of the community is white (66.3%). A total of 28.3% of the Cordova
population is African-American while Asians make up 6.8%. According to the Census data,
92.6% of all families speak only English in the home. A variety of languages, including Spanish,
Indo-European, and Asian languages, make up the remaining 7% of all families who
predominately speak a language other than English in the home. The 2010 Census figures report
48.4% of the population is male and 51.6% is female. The majority of residents in Cordova
(61.2%) are married. A total of 21.3% has never been married while 10.3% of the population is
divorced.
The community has a mix of service industries, retail businesses, and professional specialists.
Management, professional and related occupations account for 47.2% of the population’s
occupation. Another 30.6% are in sales and office occupations while 8.5% are in service
occupations. Finally, 5.7% are in construction, extraction, and maintenance occupations and
6.8% are in production, transportation, and material moving occupations. A total of 44,982
males in the community list themselves as full-time, year-round workers compared to 27,316
females in the same category.
18
2010 Census data revealed that the Cordova community had 13,641 people ages 3 and over
enrolled in school.
Nursery School, preschool 1401
Kindergarten 714
Elementary: grade 1 to 4 3147
Elementary: grade 5 to 8 2798
High School: grade 9 to 12 2432
College, undergraduate 2162
Graduate, professional school 987
There are many private schools in the Memphis area. Three large private high schools, St.
Benedict, Evangelical Christian School, and Briarcrest Christian School are in close proximity to
Cordova High School.
The Cordova community embodies many institutions and/or agencies that address the needs of
early childhood care, education, youth development, crime and violence prevention and
treatment, mental health, and employment and welfare. Individuals who utilize these services
are part of larger systems; i.e. families, communities, neighborhoods, ethnic groups, schools,
churches, and the larger culture and environment. Additionally, these institutions and/or
agencies create community settings in which children, young adults, and adults, many with
learning disabilities, can live, learn, and work with others in healthy social relationships based on
mutual care and respect. Community leaders, health care providers, and other specialists are
charged with improving the health, safety, an well-being of those individuals seeking assistance
for the substance abuse, inadequate housing (availability of group homes), and homelessness
(availability of shelters). The following institutions and/or agencies provide services for
individuals in the community in search of assistance:
Substance Abuse Centers
o Charter Lakeside Behavioral Health Systems
o St. Francis Hospital (treatment and referrals)
o Baptist Memorial Hospital (treatment and referrals)
o Other private treatment centers throughout the community
Group Homes
o Shelby Residential and Vocational Center
o Youth Villages of Memphis
o King’s Daughters and Sons Home
Homeless Shelters
o The city of Memphis provides homeless shelters for those individuals seeking
temporary housing, medical care, clothing, and food on a daily basis. These
services are available through referrals via the Department of Human Services or
by walk-in service.
19
Comprehensive Needs Assessment (School Climate Survey)
Component 1--§1114(b)(1)(A) A comprehensive needs assessment of the entire school
(including taking into account the needs of migratory children as defined in section 1309(A) that
is based on information which includes the achievement of children in relation to the State
academic content standards and the State student academic achievement standards described in
section 1114(b)(1) is present in this TSIP. A comprehensive needs assessment (School Climate
Survey/AEL-CSIQ) provides an overview of all stakeholder’s perceptions and comments.
Instruction by highly qualified teachers
Component 3--§1114(b)(1)(C) Instruction by highly qualified teachers with 1% having an
EdS/PhD, 16% have Masters +30 or +45, and 38% have Masters which is a majority of our
teachers. On an annual basis, the administration advises faculty and staff that a minimum of fifty
seven (57) earned professional development hours are expected. All personnel and members of
the Cordova High School family are expected to keep abreast of professional developments in
their field. Activities and experiences that emphasize research-based strategies are also
emphasized. Ninety-Eight % of our content area teachers have received notification that
they are on the state’s list for possessing highly qualified status.
20
Component 1b – Academic and Non-Academic Data Analysis/Synthesis
List Data Sources
In an effort to identify school-wide strengths, needs, and goals, the following academic and non-academic
assessment measures were collected and analyzed:
Academic Data
Formative Assessments-Discovery ThinkLink, Writing Folio Express
ACT and Pre-ACT Scores and Summary of Statistics
Stanford Math District Reports
Spring TCAP Achievement Test Results for 2010-2011, Feeder School Students (Grade 8)
Algebra 1, and Algebra II End-of Course Results for 2010-2011
Reading/Language Arts End-of Course Results for 2010-2011
Biology and U. S. History End-of-Course Proficiency for 2010-2011
Grade K-8 Criterion Reference Academic Achievement
TCAP Writing Assessment 11th
Grade, 2010-2011
AYP Proficiency Rate
Tennessee NCLB School Report Card 2010-2011
Careers and Technology Competencies
Progress Reports, Nine Weeks’ Tests, Unit Tests, Report Cards
Honor Rolls
Nine Weeks Failure Reports, Semester Failure Reports, End-of-Year Failure Reports
PLAN Results
PSAT Results
Non-Academic Data
School and Community Profile with Demographic Analysis
Faculty and Staff Profile with Demographic Analysis
Highly Qualified Teacher Analysis
Student Profile and Disaggregated Population Analysis
Enrollment Data
MCS Overage for Grade Report
Curriculum Analysis
NSSE Opinion Inventories (Community, Parent, Teacher, Support Staff)
Census, 2010
TELL Tennessee School Climate Survey (District)
Student Discipline, MCS (Referrals, Suspensions, Expulsions, Incidents, Gender)
High School Graduation Rate
Senior Student Analysis (On-Time Graduates, Number of Seniors)
Student Attendance, Dropout Rate, Graduation Rates
IEP Placement Data/504 Plan
Tennessee NCLB School Report Card 2010-2011
Teacher Absentee/Tardy Report
Status Report, 2010-2011
21
1.5 Data Collection and Analysis
Academic Data
Data Collection and Analysis: Data were collected by using the spring 2011 TN Gateway and
End of Course School Reports. Data is also gathered from the Discovery ThinkLink results and
grade analysis that are run at report card periods. These data were obtained through the school
report card on the State Department Web site, Cordova High School’s Discovery data and from
the MCS REA office. Committee members analyzed and disaggregated the data in order to
create the tables below that specify results based on proficiency levels. The school uses
disaggregated assessment data to determine LEA goals and to modify classroom instruction and
curriculum.
High School AMO Indicator: Algebra I
CHS
2009
CHS
2010
CHS
2011
% Below Basic 21 21.2
% Basic 10 38 33.9
% Proficient 36 24 26.7
% Advanced 53 17 18.2
% B&BB 59 55
% P&A 90 41 45
Sources: TDOE Report Card Report Cards for 2009, 2010, 2011
Cordova High School – AYP Indicator – Math (Grades 9-12, First Time Test Takers Only)
Due to new benchmarks put in place from the state department we are unable at this time to correlate new test data
with old test data except for one years growth of 4% in P/A.
Strength: The percentage of students scoring P/A continues to increase each year.
Need: We need to meet and exceed the AMO benchmark of 63% Proficient and Advanced for
the 2011-2012 school year. Focus needs to be placed on increasing our percentage of proficient
and advanced scores to 51% to reach safe harbor.
Academic Growth: Discovery ThinkLink Data for Algebra I
CHS
2009
CHS
2010
CHS
2011
% Below Basic 27 25.36
% Basic/Below Basic 27 43 28.3
% Proficient 40 23 27.34
% Advanced 34 7 19.07
% B&BB 70 54
% P&A 73 30 46
Sources: TDOE Report Card Report Cards for 2009, and 2010, 2011
22
Strength: The percentage of total students proficient and advanced for the 2011 school year
continues to increase, but more works still needs to be done in order to reach safe harbor.
Need: We need to meet the AMO safe harbor standard by raising our scores 6 points.
High School AMO Indicator: Reading / Language
Plus Writing
CHS
2009
CHS
2010
CHS
2011
% Below Basic 8 5
% Basic 4 26 30
% Proficient 30 53 50.9
%Advanced 66 13 14.5
% B&BB 34 35
% P&A 96 66 65
Sources: TDOE Report Card Report Cards for 2009, and 2010, REA Data for CHS
Strength: Our ED, African American and Hispanic subgroups continue to raise their scores,
however one of our large subgroups fell this year by 2 points to lower our all category.
Need: We need to continue to focus on our all category and raise the percentage of P/A students
by 7 points to reach safe harbor in 2011-2012.
Academic Growth: End of Course – English I
CHS
2009
CHS
2010
CHS
2011
% Below Basic 13 11
% Basic 3 26 26
% Proficient 50 56 56
% Advanced 47 5 5
% B&BB 39 34
% P&A 97 61 66
Sources: TDOE Report Card Report Cards for 2009, and 2010 REA Data
Strength: The teachers at Cordova High continue to be trained in the new benchmarks put in
place for the EOC test.
Need: We need to focus more intense teaching on the key components in the curriculum that
meet the same high standards of the new EOC English I test.
23
Academic Growth: End of Course – English II
CHS
2009
CHS
2010
CHS
2011
% Below Basic 12 12
% Basic 4 34 37
% Proficient 17 48 46
% Advanced 80 6 5
% B&BB 46 49
% P&A 96 54 51
Sources: TDOE Report Card Report Cards for 2009, and 2010, REA Data 2011
Strength: The PD and training our teachers are receiving is important to the students to increase
the academic achievement of our English II students.
Need: Increased work needs to be placed in decreasing our numbers of below proficient students
as well as increasing the number of students who score in the proficient and advanced range by
using blitzes and focused formative assessments to help students master the key standards of the
EOC English II test.
TCAP Writing: 11th
Grade
CHS
2009
CHS
2010 CHS
2011
Grade 11 4.1 4.2 4.2
Sources: TDOE Report Card Report Cards for 2009, and 2010, 2011 REA data.
Strength: The percentage of CHS students continues to be higher than the state average. Over
the previous 3 years this score has remained consistently high.
Need: Continued strides need to be made by the Language Arts department in increasing our
yearly scores toward a score of 5 or 6.
Academic Growth: Writing – High School
CHS
2009
CHS
2010 CHS
2011
% Limited/Deficient/Flawed 10 9 10
% Competent 58 64 59
% Strong/Outstanding 32 27 31
Total Competent/Strong/Outstanding 90 91 90
Sources: TDOE Report Card Report Cards for 2009, and 2010, REA data 2011
24
Strength: CHS continues to outperform the state average of 83% for the past two years. Our
SWD population is scoring much higher than in previous years, with improvements made in
inclusion co-teach classes.
Need: Increase CHS scores to 92% within two years. Increase SWD scores to 70%.
Academic Growth: Gateway/End of Course –
Biology
CHS
2009
CHS
2010 CHS
2011
% Below Basic 32 28
% Basic 5 25 27
% Proficient 35 36 35
% Advanced 59 7 10
% B&BB 5 57 55
% P&A 95 43 45
Sources: TDOE Report Card Report Cards for 2009, and 2010, REA data 2011
Strength: The percentage of P/A Biology students at CHS continues to be above the benchmark
within the district.
Need: We need to maintain and increase our yearly percentages of advanced scores and decrease
the number of students at below proficient.
Academic Growth: End of Course – US History
CHS
2009
CHS
2010
CHS
2011
% Below Proficient 4 2 3.8
% Proficient 41 44 40.1
% Advanced 55 54 50.7
% B&BB 4 2 9
% P&A 96 98 91
Sources: TDOE Report Card Report Cards for 2009 and 2010, REA Data 2011
Strength: The percentage of Cordova High students scoring advanced and proficient continues
to be close to the state average (95%). The percentage of students scoring advanced exceeds the
score of students who scored proficient.
Need: CHS has set a goal of 95% for our upcoming school year. Attention in greater preparation
for the test will need to be addressed by the faculty and the Guidance Department and then
analyzed by committee members.
25
ACT Results: CHS Vs. State Wide
CHS
2009
TN
2009
CHS
2010
TN
2010
CHS
2011
TN
2011
Composite 19.6 20.7 19.3 19.6 18.2 19.5
English 20.5 20.8 19.4 19.4 18.2 19.4
Math 19.4 19.9 18.4 19.0 17.5 19.0
Reading 20.5 21.1 19.4 19.9 18.4 19.9
Science 20.0 20.4 19.3 19.6 18.3 19.6
Sources:
www.ACT.org – State of Tennessee scores for 2009, 2010, 2011
TDOE Report Card –Cordova High School scores for 2009, and 2010
Strength: The 2011 scores are consistently close to the state scores and significantly higher than
the districts.
Need: The average scores of all sections of the ACT are dropping in recent years for college
bound students. Addressing methods to improve overall student ACT scores needs to be
addressed by the CHS faculty, since the average composite score on the mock ACT test given in
2009 to 426 11th
graders was 18.0. Significantly, 239 11th
graders (56.9% of test takers) scored
below 18.0. The implication is that unless average composite scores are raised to 18 or higher by
2013, then a significant number of seniors may not qualify to graduate. Tennessee will likely
require a minimal ACT score 18 as a graduation requirement for the class of 2013. Due to new
initiatives at the state level for ACT requirements, it is imperative that we make preparations for
our future seniors to exceed a composite score of 19 as a school goal.
ACT Results: CHS vs. Total US
CHS
2009
US
2009
CHS
2010
US
2010
CHS
2011
US
2011
Composite 20.2 21.1 19.3 21.1 18.2 21.0
English 20.5 20.6 19.4 20.5 18.2 20.6
Math 19.4 21.0 18.4 21.0 17.5 21.1
Reading 20.5 21.4 19.4 21.3 18.4 21.3
Science 20.0 20.9 19.3 20.9 18.3 20.9
Sources:
www.ACT.org – ACT National Score Trends for 2009, 2010, and 2011
(http://act.org/news/data/10/trends-text.html#two) TDOE Report Card –Cordova High School scores for 2009, and 2010
Strength: CHS scores remained higher than the district numbers, but lower than the US
standards.
26
Need: CHS scores in 2010-2011 dropped in English, Math, Science, and Reading. We need to
focus our efforts on raising the scores in all subject areas.
2010 AP Scores For CHS 2011 AP
Scores
For CHS
Subject No. of
Exams
Average
Score
No. of
Exams
Average
Score
Art 2D Design 3 4.0 6 2.8
Art-Drawing 4 4.2 2 4.0
Biology 22 1.5 7 2.0
Calculus AB 12 2.7 7 2.0
Chemistry 22 1.5 10 1.3
Econ-Mac 10 2.2 9 1.8
French Language 1 1.0 1 1.0
English Language/Comp 56 2.4 51 2.4
English Literature/Comp 37 3.0 31 2.4
Environmental Science 3 2.7 17 2.1
European History 18 1.8 33 1.6
German Language 1 3.0 3 2.0
Government & Politics 8 3.6 6 1.8
Human Geography 24 1.6 22 1.6
Physics B 6 1.2 0 0
Physics C-E&M 3 3.3 6 1.2
Physics C-Mec 3 3.7 6 1.2
Psychology 50 3.6 39 2.3
Spanish Lang 9 4.4 10 3.0
Statistics 5 1.2 13 1.5
US History 47 2.4 41 2.3
World History 8 3.6 5 2.8
Total 352 2.7 328 2.0
Source: CHS Counseling Department, AP College board
27
Cordova High School
2009 2010 2011
Total AP Students
223 201 192
Number of Exams
383 352 328
AP Students with Scores 3+
131 100 77
% of Total AP Students with Scores 3+
58.7 49.8 40.1
Tennessee
Total AP Students
19,495 21,516 22,881
Number of Exams
32,296 35,806 38,257
AP Students with Scores 3+
11,618 12,389 13,378
% of Total AP Students with Scores 3+
59.6 57.6 58.5
Global
Total AP Students
1,698,133 1,855,310 1,982,071
Number of Exams
2,944,031 3,236,335 3,475,975
AP Students with Scores 3+
1,038,383 1,116,959 1,193,495
% of Total AP Students with Scores 3+
61.1 60.2 60.2
Strength: Cordova continues to offer a wide selection of AP classes for our students. 328
students took 18 different AP tests with 152 of them scoring a 2 or higher.
Need: Our AP programs should continue to increase the number of students scoring a 3 or higher
on the various AP tests. We need to recruit more students to be in our AP programs that meet the
pre-requisite for the courses.
Attendance Data
In 2010, we began using the Plasco Technology system to monitor tardies to school. This system
is an efficient and effective in-house tracking mechanism. While tardies to school continue to be
a challenge, Plasco provides us with data that reveals trends and frequencies. After Plasco data
analysis, we are able to target and develop strategies that promote prompt attendance to school
on a daily basis.
2010-2011 20-Day Period Calendar Date Attendance Rate
1 August 7 97.8
2 September 5 92.4
3 October 3 93.2
4 November 2 92.8
5 December 7 92.1
6 January 18 92.7
7 February 15 94.4
8 March 22 94.2
9 April 22 93.6
2011-2012 20-Day Period Ending Calendar Date Student Attendance
1 August 8 93.4
2 September 6 92.1
3 October 4 92.0
28
4 November 3
5 December 6
6 January 19
7 February 16
8 March 23
9 April 23
Attendance Data Collection and Analysis: The attendance rates were retrieved through SMS
(student management system) with the assistance of the Guidance Department, attendance
secretary, and SMS secretary. Attendance rates can also be found through the State Report card
on the State website. The committee members analyzed, reviewed, and disaggregated the
information in order to create the table below.
Attendance
CHS
2009
CHS
2010 CHS
2011
% Attendance 93.5 93.6 93.6
State Goals 93 93 93
Source: TDOE Report Card Report Cards for 2009, and 2010. 2011 compstat
Strength: The CHS attendance percentages for 2010-2011 were above the state average and
have averaged above the state average over the past 3 years
Need: Attendance rates continue to leave room for improvement.
Graduation Rate
Data Collection and Analysis: Graduation Rates are always based on the graduates of the
previous summer and is difficult to analyze properly. The state sends information to the school
concerning graduation rates and although it is a year behind, the information is still useful in
observing a pattern. The committee members analyzed the information about graduation rates
from 2007 and created the table below.
Graduation Rate (NCLB)
CHS
2008
CHS
2009
CHS
2010
%
Graduation 73.8 77.3 79.3
State
Goals 93.0 93.0 93.0
Source: TDOE Report Card Report Cards 2008, 2009, and 2010
29
Strength: After designing new administrative policy to address ineffective tracking of cohort
seniors, CHS has implemented a plan to account for any student that leaves their assigned cohort.
It is our goal to have a valid cohort number at the beginning of each school year in order to
depict an accurate graduation rate.
Need: CHS showed an increase in its graduation rate from 2009-2010. A goal of 93% has been
set for the upcoming year.
The staff of Cordova High School have implemented practices and strategies that designed to
encourage daily attention and retention through graduation. These practices and/or strategies
include, but are not limited to, the following:
Annual Transcript Reviews
E-Learning
Course Recovery
End-of-Course Classes
After-School Tutorial Opportunities
Saturday School Special Opportunities for ACT Prep
1.6 Data Disaggregation
Ethnicity Data 2010-2011 School Profile
# of Students % of Students
African American 1,081 52.9
Asian / Pacific Islander 94 4.6
Hispanic 221 10.8
Native American / Alaskan 4 .2
White 642 31.4
Economically Disadvantaged 881 49.8
Female 1,028 50.3
Male 1,014 49.7
30
High School AYP Summary, State Report Card 2010 Cordova High School
+ Met Federal Benchmark x Did not meet Federal Benchmark <45 fewer than 45 students not reported
All African
American
Asian/
Pacific
Islander
Hispanic Native
American White
Economically
Disadvantaged
Students
w/
Disabilities
Limited
English
Proficient
Math
% Tested + + <45 + <45 + + <45 <45
% Proficient/Adv + + <45 + <45 + + <45 <45
Reading/Language Arts/Writing
% Tested + + <45 + <45 + + <45 <45
% Proficient/Adv + + <45 + <45 + + <45 <45
High School AYP Indicators: Math
2010 2010 State
Target
95%
Target % Proficient &
Advanced
25%
Target
95%
Target % Proficient &
Advanced
25%
Subgroup
%
Tested
%
Below
Basic
%
Basic
%
Prof
%
Adv
%
Prof
&
Adv
%
Tested
%
Below
Basic
%
Basic
%
Prof
%
Adv
%
Prof
&
Adv
All Students 98 22 37.5 23.8 17 41 99 19.1 32.3 25.6 23 49
African
American 99 32 36.8 21.2 10.4 32 97 30 36.1 21 12.9 34
Asian/Pacific
Islander 100 6 27.8 22.2 44.4 67 99 9.4 20.8 24.1 45.7 70
Hispanic 96 12 49.3 22.4 16.4 39 98 21.6 37.8 24.3 16.3 41
Native American 100 * * * * * 100 21.2 36.8 25.2 16.8 42
White 98 12 34.7 28.7 25.1 54 99 15.1 30.7 27.4 26.8 54
Economically
Disadvantaged 98 28 40.2 20.8 10.6 31 98 26.3 36.7 23.5 13.5 37
Students with
Disabilities 100 61 13 0 26.1 26 98 44.8 31.8 12.8 10.6 23
Limited English
Proficient 97 13 73.3 6.7 6.7 13 98 34 41.9 16.9 7.2 24
31
AYP Algebra I Math Trends by Ethnicity
Proficient and Advanced %
(N/R: Data not reported for less than 10 students)
State Target: 25% Proficient & Advanced 2009 2010 2011
All Students 90 41 45
African American 88 32 37
Asian/Pacific Islander 94 65 74
Hispanic 87 39 29
Native American N/R N/R N/R
White 94 54 65
Economically Disadvantaged 85 32 38
Students with Disabilities 89 16 12
Limited English Proficient 77 24 19
Source:
TDOE Report Card –Cordova High School scores for 2009, and 2010. REA Data 2011.
Strength: Several subgroups increased to achieve Proficient or Advanced scores in 2010-2011.
Need: Students with Disabilities and Limited English Proficient still need to show improvement
to exceed the goal of 25% Proficient and Advanced. However there are fewer than 40 in those
particular categories so they do not count towards our AYP.
32
High School AYP Indicators: Reading/Language, Plus Writing
2010 2010 State
Target
95%
Target % Proficient &
Advanced
49%
Target
95%
Target % Proficient &
Advanced
49%
Subgroup
%
Tested
%
Below
Basic
%
Basic
%
Prof
%
Adv
%
Prof
&
Adv
%
Tested
%
Below
Basic
%
Basic
%
Prof
%
Adv
%
Prof
&
Adv
All Students 99 8 25.6 53 13.5 67 98 8.5 21.9 51.3 18.3 70
African
American 99 11 29.4 51.5 8 60 97 15.7 31.3 43.7 9.3 53
Asian/Pacific
Islander 95 3 12.1 58.6 25.9 85 100 3.7 16.5 49.9 29.9 80
Hispanic 100 4 43.8 43.8 8.2 52 98 11.9 30 45.5 12.6 58
Native
American - - - - - - 98 7 21.3 54.6 17.1 72
White 99 4 14.3 58.3 23.3 82 99 5.7 18.1 54.5 21.7 76
Economically
Disadvantaged 98 11 33.3 48.5 7.6 56 97 13.6 29.7 46.7 10 57
Students with
Disabilities 100 9 17.3 66.7 6.7 73 98 28.7 37 26 8.3 34
Limited
English
Proficient
100 12 65.9 19.5 2.4 22 98 25.3 43.8 27.3 3.6 31
Grade 11: TCAP Writing
(3 year
average) 2009 2010 2011 2011 State
Writing Score Grade Trend Score Grade Trend Score Grade Trend Score Grade Tren
d
Writing 11th 4.3 A NC 4.3 A NC 4.2 A NC 4.2 A NC
(Note: Based on 3-year averages.)
33
AYP Reading/Language, Plus Writing Trends by Ethnicity
Proficient and Advanced %
(N/R: Data not reported for less than 10 students)
State Target: 49% Proficient & Advanced 2009 2010 2011
All Students 96 66 65
African American 97 59 58
Asian/Pacific Islander 90 85 63
Hispanic 91 51 62
Native American N/R N/R 20
White 97 81 80
Economically Disadvantaged 95 56 59
Students with Disabilities 85 54 28
Limited English Proficient 78 35 20
Source: TDOE Report Card Report Cards for 2009, and 2010, REA data
Economically Disadvantaged Data
High School AYP Indicators: Reading/Language, Plus Writing
2008-2011 Reading/Language, Plus Writing Results for Economically Disadvantaged Students
Proficient and Advanced (%)
Economically Disadvantaged 2009 2010 2011
Proficient 34 48 48
Advanced 61 8 11
Total P&A 95 97 59
Source: TDOE Report Card Report Cards for 2009, and 2010.
Strength: ED students at Cordova High School are showing small gains in the advanced
category compared to the first year of the new test in 2010.
Need: There continues to be room for growth in the P/A for our ED students as we strive for
70%.
34
High School AYP Indicators: Math
EOC Algebra I Math Results 2008-2011 for Economically Disadvantaged
Students
Proficient and Advanced (%)
Economically Disadvantaged 2009 2010 2011
Proficient 37 20 25
Advanced 48 11 12
Total P&A 85 31 38
Source: TDOE Report Card Report Cards 2009, and 2010.
Strength: We did show a slight improvement in 2011 in the Proficient and Advanced
categories. Teachers are being trained in new innovative ways and providing better interventions
to those students who are holding them to a higher standard to reach the achievement gains in
Algebra I.
Need: ED AYP Math performance decreased drastically in 2010 when the new test was
presented. New strategies for working with ED students who are not performing well on the
EOC test interventions.
Students with Disabilities Data
EOC Algebra I and English II
Students with Disabilities % Proficient and Advanced
Students with Disabilities 2009 2010 2011
Math 89 26 12
Reading/Language, Plus Writing 85 73 28
Source: TDOE Report Card Report Cards for 2009, and 2010. REA data 2011.
Strength: Students at CHS with Disabilities show a desire to learn and we have new strategies
in place to assist the co-teachers and regular ed teachers with instructions on how to provide
accommodations and interventions to increase student achievement.
Need: SWD still needs continual interventions in order to increase the AYP average and reach
the State scores.
35
Students with Limited English Proficiency Data
Math and Reading/Language Plus Writing
Students with Limited English Proficiencies (%) Passing EOC Assessments
Source: TDOE Report Card Report Cards for 2009, 2010 and REA data 2011:
Strength: We have made a concerted effort in our ESL classes to meet/exceed EOC criteria for
these students. We have an excellent bilingual mentor who is using her skills to contact parents
and inform them of the necessary tools to help their children succeed.
Need: We need to allocate more personnel for tutoring and utilize new software for self-paced
learning.
Gender Data
Math
Gender Table 1 - Math 2009 2010 2011
Male 74 32
Female 73 35
Source: TDOE Report Card Report Cards for 2009-2011 REA Data
Gender Table 3
Math 2009
Proficient and
Advanced (%)
Below
Proficient Proficient Advanced
Male 74 26 42 32
Female 73 27 37 36
Source: TDOE Report Card for 2009 (Algebra I Gateway for 9th
Grade)
Gender Table 4
Math 2010
Proficient and
Advanced (%)
Basic and
Below Basic Proficient Advanced
Male 32 68 23 9
Female 35 65 27 8
Source: TDOE Report Card for 2010 (Algebra I EOC for 9th
Grade)
Students with Limited English Proficiencies
(%) 2009 2010
2011
Math 77 13 12
Reading/Language Plus Writing 68 22 20
EOC Algebra I Math Results /2008/2009/2009/2010/2011 by Gender
Proficient & Advanced (%)
36
Strength: Males and females are scoring in the same range on the Algebra I Gateway. There is
no need to focus on one group over the other.
Need: With continuous effort to improve overall scores by 5-percentage points each year for
both males and females.
Language Arts
EOC Reading/Language Arts Results 2007/2008/2009/2010 by Gender
Proficient & Advanced (%)
Gender Table 1 - Language 2008 2009 2010
Male 96 96 54
Female 97 97 58
Source: TDOE Report Card for 2008, and 2009, 2010
Gender Table 2
Language 2008
Proficient and
Advanced (%)
Below
Proficient Proficient Advanced
Male 96 3 23 73
Female 97 4 12 85 Source: TDOE Report Card for 2008 (English II Gateway)
Gender Table 3
Language 2009
Proficient and
Advanced (%)
Below
Proficient Proficient Advanced
Male 96 4 20 76
Female 97 3 14 83 Source: TDOE Report Card for 2009 (English II Gateway)
Gender Table 5
Language 2010
Proficient and
Advanced (%)
Basic and
Below Basic Proficient Advanced
Male 54 46 50 4
Female 58 42 49 19
Source: TDOE Report Card for 2010 (English II EOC)
Strength: Both males and females scored consistently on the English II Gateway.
Need: Males and females can increase the number of advanced performers and reduced the
number of students below proficient.
37
ACT Average Composite Scores
ACT Average Composite Scores
2009 2010 2011
Male 20.5* 18.8** 17.9
Female 20.2* 18.0** 18.2
* Includes best scores of all juniors enrolled at CHS on any test day.
** Includes only best scores of all 2010 Membership 12th
graders taking the test as juniors in
2009.
Source: CHS Counseling Dept.
Strength: Both Males and Females at CHS have similar success on the ACT
Need: CHS females scored 0.3% lower than males on the same ACT test in 2011. The scores of
both groups need improvement.
High School AYP Indicators - Growth Differences by Proficiency
Growth Differences in Advanced/Proficient/Basic/Below Basic Proficiencies
% Advanced 2009 2010 2011 2010 vs 2011 Pt Chg
Language Total 66 14 15 +1
Math Total 53 17 18 +1
% Proficient 2009 2010 2011 2010 vs 2011 Pt Chg
Language Total 30 53 51 -2
Math Total 37 24 27 +3
% Basic 2009 2010 2011 2010 vs 2011 Pt Chg
Language Total 4 26 30 +4
Math Total 10 38 34 -4
% Below Basic 2009 2010 2011 2010 vs 2011 Pt Chg
Language Total NR 8 5 +3
Math Total NR 22 21 -1
Source: TDOE Report Card Report Cards 2009, 2010, and REA 2011 data.
NR: Not Reported
* +30 = [(26 +8) – 4]
* +50 = [38 + 22) – 10]
38
Strength: We increased our number of advanced students in Algebra and Language/writing for
the 2011 school year.
Need: CHS faculty and administrators will continue to focus on Math and Language Proficient
& below Proficient students in order to move then from the bubble to the proficient and
Advanced category.
1.7 Narrative Synthesis of All Data
Spring 2011- TN EOC and TCAP Writing
Cordova High School students have shown slow, but steady growth on the TN EOC Algebra I
test and TCAP Writing assessments. They have performed above or near the state average on all
the EOC tests in Biology and US History and English I.
End of Course Tests
The overall passing and proficient rates in US History, English I End of Course tests showed an
increase last year. However, the number of students receiving advance scores dropped slightly in
U.S. History and Biology. Students have performed above the state average for the past 3 years
on the U.S. History and English I End of Course tests. Math scores are continuing to climb
every year assessed.
Areas of Need
1. The graduation rate at CHS increased from 77.3% to 79.3% in 2011. Reasons for the
previous decline starting in 2008 have been identified and addressed, and an action plan
put in place.
2. Cordova met AYP for 2006, 2007, but with the increase in 2008 of the State AYP for
graduation rate, we did not meet AYP in 2011.
ACT Data
Cordova High School students are lagging behind state and US averages on ACT scores. In
2011, the average composite score for Cordova students was 20.2, which was below the state
average. Cordova still shows a deficit compared to the US average which was 21.2. While
behind, CHS students are scoring at or above the state average on the English and Science
sections of the test.
CTE Competencies
CHS students are performing below the State Performance levels in all categories except 3S1 and
4S2.
Advanced Placement Classes
There is room for improvement in our AP scores. With only approximately 50% of our students
scoring 3 or higher on their AP tests, many are not gaining the possible college credit they might
get with higher scores.
Demographic Data Areas of Need
Although the number of African American students who are proficient in mathematics continues
to rise, this population has not attained a high level of achievement. The same can be said of
39
economically disadvantaged students. Another new area of concern is our Hispanic math data
which shows a large drop from previous years. While this can be attributed to an influx of
Hispanic students something needs to be done to narrow the gap. While progress is made,
reaching the high achievement status seems to be elusive. Our strength seems to lie in our
student’s ability to progress. The rate of progress, however, is slow.
African American and economically disadvantaged students seem to fair better in
reading/language arts plus writing. It is foreseeable that these populations will reach a high
achievement level in reading/language arts plus writing. Reading/language arts plus writing has
proven to be an area of strength for our students.
Students with disabilities have consistently remained in the low achievement range on all
assessments. It is noted that the achievement gap of students with disabilities is significantly
lower than that of African American or economically disadvantaged students. In mathematics,
the proficiency level of students with disabilities was 60% lower than African American or
economically students in 2010 and 43% lower in 2011. In reading/language arts plus writing, the
proficiency level of students with disabilities was 14% lower than African American or
economically students in 2010 and 24% lower in 2011. While progress has been attained,
students with disabilities continue to lag appreciably behind on state assessments. Increasing the
proficiency levels of students with disabilities is a critical area of need especially if we gain a
few more SWD students we will be held accountable for their scores.
1.8 Prioritized List of Goal Targets
Goal targets are for all students and for all subgroups:
Asian/Pacific Islander, Black, Hispanic, Native American, White, Economically
Disadvantaged, Students with Disabilities, and Students with Limited English Proficiency
In keeping with Tennessee’s accountability system and with the NCLB requirements, schools
must demonstrate that the students are achieving standards of academic proficiency in math,
English/writing and graduation rates. In light of these projections, Cordova’s prioritized goal
targets for 2011-2012 are as follows:
1. Improve performance outcomes on English II End-of-Course and Gateway tests by 3% in
all required subgroups from a 65% P/A to a 74% P/A to maintain or exceed AMO
requirements for 2011-2012 with emphasis on raising African American scores from a 58%
to a 72%, Hispanic from a 62% to a 70%, Economically Disadvantaged from a 59% to a
70%, and LEP from a 20% to a 61% in order to continue to meet all AMO’s set forth by the
State. In 2012-2013 Cordova will continue to meet or exceed all AMO’s set forth by the
State.
2. Improve performance outcomes on Algebra I End-of-Course and Gateway tests by 6% in
all required subgroups from a 45% P/A to a 51% P/A to maintain or exceed the safe harbor
AMO requirements for 2011-2012 with emphasis on raising African American scores from
a 37% to a 45%, Hispanic from a 29% to a 45%, Economically Disadvantaged from a 38%
to a 45%, SWD from a 12% to a 45% and LEP from a 19% to a 44% in order to continue to
meet all AMO’s set forth by the State. In 2012-2013 Cordova will continue to raise our
40
Algebra I End of Course scores to a 70% in all subgroups to meet or exceed AMO’s set
forth by the State with an emphasis on the same subgroups from 2011-2012.
3. Cordova High School will improve graduation rate from a 79.3% in 2011-2012 to an
89.5% in 2012-2013 to meet the AMO’s required by NCLB and the State.
41
Component
2
Beliefs, Mission
and Vision
42
Mission Statement Cordova High School is committed to preparing all students to be critical thinkers and lifelong
learners.
Vision Statement The vision of Cordova High School is to be a student-focused learning community where
stakeholders collaborate to prepare all students for college or post-secondary endeavors.
Beliefs It is the belief of the faculty and staff of Cordova High School that it is necessary to:
- Teach a student-centered curriculum, evaluate student progress in a fair and timely
manner, and use that assessment data to make instructional decisions.
- Provide a safe, structured environment that protects the learning community while
encouraging students to develop leadership and sound judgment making skills.
- Demonstrate to students the strength that comes from a diverse population.
- Utilize technology in instruction to improve students’ awareness of and interaction with a
global society.
- Extend opportunities for an integrated curriculum that promotes learning beyond the
classroom walls.
- Offer opportunities for students to develop the critical thinking, creative thinking and
problem solving skills necessary to function effectively in a rapidly changing society.
- Provide continual staff development in the areas of instructional strategies, classroom and
time management, technology, diversity and inclusion, as well as learning styles.
- Strive for excellence in academics, the arts, community service, and athletics by
providing challenging opportunities for all students.
- Ensure that students, teachers, administrators, parents and the community as a whole
share the responsibility for advancing the mission of Cordova High School.
Cordova High School’s Mission and Vision was developed with the collaboration of faculty, staff, community
representatives, parents, and students. You can find the mission and vision posted throughout the school in
classrooms, in hallways and on the Cordova High School Website.
43
Component 3
Curricular, Instructional,
Assessment, and Organizational Effectiveness
44
3.1.a Curricular Practices
Current
Curricular
Practices
School uses
TN Dept of
Ed state
approved
standards
and provides
training to
staff in the
use of the
standards.
Curriculum
is
prioritized
and
mapped.
School has
established
school-wide
achieve-
ment
bench-
marks.
School has
implement-
ted a grade
appropriate
cohesive
standards-
based
model for
literacy.
School has
implement-
ted a grade
appropriate
cohesive
standards-
based
model for
math.
School has
implement-
ted
formative
assessment
aligned
with school
bench-
marks.
Support
system is in
place for
enhancing
the quality
of curric-
ulum and
instruction.
Monitoring
is in place
for
enhancing
the quality
of curric-
ulum and
instruction.
Teaching
and
learning
materials
are corre-
lated to
state
standards
and distrib-
uted to the
instruct-
tional staff.
Evidence
of Practice
(State in
definitive /
tangible
terms)
Cordova
High School
uses the
Memphis
City Schools
curriculum.
MCS
curriculum is
aligned with
local, state,
and federal
(NCLB)
standards,
and it
addresses
benchmark
tests
(Gateway,
EOC, ACT,
SAT, etc.),
graduation
requirements,
and
attendance.
MCS
curriculum
is mapped,
prioritized,
and aligned
with state
standards.
This is
shown
through the
pacing,
weekly
lesson plans,
and unit
plans.
In addition
to AYP
goals and
TVAAS,
CHS
establishes
goals for the
school and
for
individual
departments.
Specifically,
the areas of
EOC testing
(English II,
Algebra I,
and Biology
I), Gateway
Writing
Assessment,
and all
Advanced
Placement
Exams in
The MCS
curriculum
addresses
the need for
reading and
writing
proficiency
in multiple
settings.
The MCS
curriculum
addresses
the need for
mathematica
l proficiency
in multiple
settings.
MCS has
implemented
a formative
assessment
program as a
part of the
EOC tests.
CHS
administers
formative
assessments
in English
II, Algebra I,
and Biology
I. Results
are collected
by MCS,
and the CHS
Data Team
meets after
each test to
study the
data. Based
on the
New and
non-tenured
teachers
participate
in a
mentoring
program that
ensures each
teacher is
competent
with the
lesson plan
and
curriculum
formats.
The data
team
reviews
progress on
EOC
Exams, and
departments
review
curriculum
New and
non-tenured
teachers
participate
in a
mentoring
program that
ensures each
teacher is
competent
with the
lesson plan
and
curriculum
formats.
The data
team
reviews
progress on
the EOC
Exams, and
departments
review
curriculum
Cordova
High School
uses the
MCS
curriculum
which is
aligned with
local, state,
and federal
(NCLB)
standards,
and it
addresses
benchmark
tests
(Gateway,
EOC, ACT,
SAT, etc.),
graduation
require-
ments, and
attendance.
In addition,
the MCS
45
In addition,
the MCS
curriculum is
formatted to
reduce
problems
arising from a
transient
population.
The staff is
trained in the
use of the
curriculum
and
complemen-
tary lesson
planning
through
annual in-
service
seminars,
school-wide
professional
development,
the MCS
Mentoring
Program, and
extended
learning
opportunities
through the
Teaching and
Learning
Academy.
Literature,
English
Language,
Biology,
Chemistry,
Calculus,
Latin,
Physics,
European
History,
Psychology,
and U.S.
History.
findings of
the Data
Team,
teachers
adjust
teaching
strategies,
goals, and
instructional
techniques
within the
parameters
of the MCS
curriculum
to address
the needs of
students
based on the
formative
assessments.
to ensure
compatibilit
y with
school and
district
goals. One
example is
the vertical
teaming in
the English
department.
In order to
prepare
students for
AP
Literature
and AP
Language,
the English
department
is aligning
the
curriculum
in the ninth
and tenth
grades to
prepare
students for
the AP
require-
ments.
to ensure
compatibilit
y with
school and
district
goals.
curriculum
is formatted
to reduce
problems
arising from
a transient
population.
The staff is
trained in
the use of
the
curriculum
and
complement
ary lesson
planning
through
annual in-
service
seminars,
school-wide
professional
develop-
ment, the
MCS
Mentoring
Program,
and
extended
learning
opportuni-
ties through
the Teaching
and
Learning
Academy.
46
Is the
current
practice
research-
based?
Yes.
Research-
based
instructional
strategies are
used to
implement
the standards-
based
curriculum in
MCS.
Yes, the
current
practices are
research-
based.
Yes, the
current
practices are
research-
based.
Yes, the
current
practices are
research-
based.
Yes, the
current
practices are
research-
based.
Yes, the
current
practices are
research-
based.
Yes, the
current
practices are
research-
based.
Yes, the
current
practices are
research-
based.
Yes, the
current
practices are
research-
based.
Has the
current
practice
been
effective or
ineffective?
Effective.
Use of state
and district
aligned
standards is a
principle and
practice of
high
performing
schools.
Use of the
current
curriculum
has been
effective.
The practice
is effective.
CHS has
shown
growth on
our AMO’s
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
shown
growth on
our AMO’s
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
shown
growth on
our AMO’s
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
shown
growth on
our AMO’s
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
shown
growth on
our AMO’s
in all
academic
categories
since
becoming a
Memphis
City School.
AMO’s,
ACT scores,
and
EOC/Gatew
ay scores
What data
source(s)
do you
have that
support
your
answer?
(identify all
applicable
sources)
Discovery
ThinkLink,
Folio
Writing,
Gateway
Exams –
EOCas well
as those that
affect
graduation –
ACT, SAT,
Gateway
Writing
Assessment,
MCS
Curriculum
and
Professional
Develop-
ment
Discovery,
College
Board,
Advanced
Placement
Institute,
MCS
Curriculum
and
Professional
Develop-
ment
MCS
Curriculum
and
Professional
Develop-
ment
MCS
Curriculum
and
Professional
Develop-
ment
MCS
Curriculum,
Professional
Develop-
ment and
Renaissance
Learning-
ACT
Diagnostic
Test ACT
ONLINE
PREP
Kaplan,
Discovery
Memphis
City
Schools, the
Advanced
Placement
Institute,
and
Renaissance
Learning
Memphis
City Schools
Curriculum,
Professional
Develop-
ment and
Renaissance
Learning
Stanford
Math
Memphis
City
Schools,
Tennessee
Department
of Education
and
Renaissance
Learning
47
comprehen-
sive semester
/ final exams,
and
classroom
assessment.
Evidence
of
effective-
ness or
ineffective-
ness (State
in terms of
quantifiable
improve-
ment)
CHS has
maintained a
5-10%
achievement
rate of P/A in
all academic
categories
since
becoming a
Memphis
City School.
CHS has
maintained a
5-10%
achievement
rate of P/A
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
maintained a
5-10%
achievement
rate of P/A
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
maintained a
5-10%
achievement
rate of P/A
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
maintained a
5-10%
achievement
rate of P/A
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
maintained a
5-10%
achievement
rate of P/A
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
maintained a
5-10%
achievement
rate of P/A
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
maintained a
5-10%
achievement
rate of P/A
in all
academic
categories
since
becoming a
Memphis
City School.
CHS has
maintained a
5-10%
achievement
rate of P/A
in all
academic
categories
since
becoming a
Memphis
City School.
Evidence
of equitable
school
support for
this
practice
CHS is 100%
compliant in
the district
approved
curriculum
and lesson
plan formats.
CHS is
100%
compliant in
the district
approved
curriculum
and lesson
plan
formats.
CHS is
100%
compliant in
the district
approved
curriculum
and lesson
plan
formats.
CHS is
100%
compliant in
the district
approved
curriculum
and lesson
plan
formats.
CHS is
100%
compliant in
the district
approved
curriculum
and lesson
plan
formats.
The data
team
includes
teachers in
multiple
disciplines
and grade
levels.
Findings are
reported
back to
departments
to determine
the
effectiveness
of
curriculum,
lesson plans,
The data
team
includes
teachers in
multiple
disciplines
and grade
levels.
Findings are
reported
back to
departments
to determine
the
effectiveness
of
curriculum,
lesson plans,
The data
team
includes
teachers in
multiple
disciplines
and grade
levels.
Findings are
reported
back to
departments
to determine
the
effectiveness
of
curriculum,
lesson plans,
The data
team
includes
teachers in
multiple
disciplines
and grade
levels.
Findings are
reported
back to
departments
to determine
the
effectiveness
of
curriculum,
lesson plans,
48
and
instructional
strategies.
and
instructional
strategies.
and
instructional
strategies.
and
instructional
strategies.
Next Step
(changes or
continua-
tions)
CHS will
continue to
use the MCS
curriculum,
train and
support
teachers in
the use of the
curriculum,
and evaluate
the
effectiveness
of the
curriculum in
reaching the
needs of our
students and
staff. MCS
also reviews
and revises
curriculum in
regular
intervals to
determine its
effectiveness.
CHS will
continue to
use the MCS
curriculum,
train and
support
teachers in
the use of
the
curriculum,
and evaluate
the
effectiveness
of the
curriculum
in reaching
the needs of
our students
and staff.
MCS also
reviews and
revises
curriculum
in regular
intervals to
determine its
effective-
ness.
CHS will
continue to
monitor
goals in
conjunction
with local,
state, and
federal
mandates
along with
College
Board/AP
standards
and goals.
CHS will
continue to
use the MCS
curriculum,
train and
support
teachers in
the use of
the
curriculum,
and evaluate
the
effectiveness
of the
curriculum
in reaching
the needs of
our students
and staff.
MCS also
reviews and
revises
curriculum
in regular
intervals to
determine its
effective-
ness.
CHS will
continue to
use the MCS
curriculum,
train and
support
teachers in
the use of
the
curriculum,
and evaluate
the
effectiveness
of the
curriculum
in reaching
the needs of
our students
and staff.
MCS also
reviews and
revises
curriculum
in regular
intervals to
determine its
effective-
ness.
CHS will
continue to
use the MCS
curriculum,
train and
support
teachers in
the use of
the
curriculum,
and evaluate
the
effectiveness
of the
curriculum
in reaching
the needs of
our students
and staff.
MCS also
reviews and
revises
curriculum
in regular
intervals to
determine its
effective-
ness.
CHS will
continue to
use the MCS
curriculum,
train and
support
teachers in
the use of
the
curriculum,
and evaluate
the
effectiveness
of the
curriculum
in reaching
the needs of
our students
and staff.
MCS also
reviews and
revises
curriculum
in regular
intervals to
determine its
effective-
ness.
CHS will
continue to
use the MCS
curriculum,
train and
support
teachers in
the use of
the
curriculum,
and evaluate
the
effectiveness
of the
curriculum
in reaching
the needs of
our students
and staff.
MCS also
reviews and
revises
curriculum
in regular
intervals to
determine its
effective-
ness.
CHS will
continue to
use the MCS
curriculum,
train and
support
teachers in
the use of
the
curriculum,
and evaluate
the
effectiveness
of the
curriculum
in reaching
the needs of
our students
and staff.
MCS also
reviews and
revises
curriculum
in regular
intervals to
determine its
effective-
ness.
49
Federal Programs & Grants Section
Policies and practices to ensure all students meet the state’s proficient level
Component 2 (bb) College career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods, which may include
applied learning and team-teaching strategies, and…by setting aside time during the day and
after-school. Cordova High School’s support staff, teachers, district supervisors, and extended
family work hard to make sure all students are successful on state mandated tests and college
entrance requirements. This is accomplished by reviewing the data of all students including
high/low performing, students with special needs, handicapped, race, color, sex, age, homeless,
and migrant so we can reach them on their level to establish a positive gain toward academic
success. This practice is also continued in our vocational/technical departments in which
students can have a trade upon completing vocational specialties such as barbering, cosmetology,
and horticulture. For college-bound students, our guidance department provides college career
awareness, preparation workshops for students/parents, financial aid workshops, career days, and
focused-groups to address postsecondary concerns.
Component 2 (II) Increase the amount and quality of learning time, such as providing an
extended school year and before and after-school and summer programs and opportunities,
and help provide and enriched and accelerated curriculum, and… our intervention plan is
designed to increase the promotion rate and increase the performance level on state mandated
test. Program participants show a significant increase in achievement.
Component 2 (III) Include strategies for meeting the educational needs of historically
underserved population…consist of strategies that include activities to ensure that all students
who experience difficulty mastering the proficient or advanced levels of academic achievement
standards receive extended learning and second chance opportunities.
Component 2 (iii)(I) Include strategies to address the needs of all children in the school, but
particularly the needs of low-achieving children and those at risk of not meeting the State
Target population of any program that is included in the school-wide program, which may
include- …after-school programs such as After-School Tutorials, Saturday School, TCAP
Writing, Writing Project, Gateway Blitz, Course Recovery, E-Learning, Athletics, Safety Net
Programs, and Guidance Workshops supporting additional support interventions.
Component 2 (aa) Counseling, pupil services, and mentoring services… Our counseling,
pupil services, and mentoring services are integral parts of the student support services provided
daily. Cordova High School support staff is a chief advocate for children and a catalyst in
creating a facilitative, caring, and supportive school environment for all students, staff, and
parents. Our support staff works diligently as a team member to create a comprehensive,
integrated support system for all students to ensure the highest levels of academic, career,
social/emotional, and behavioral development.
Component 2 (cc) The integration of vocational and technical education programs… The
Cordova High School staff works hard to ensure that all students are successful and have
opportunities for involvement in our vocational/technical department. These departments enable
interested students to have a trade upon completion of requirements in professional careers as
barbering, cosmetology, collision repair, marketing education, and horticulture.
Component 2 (II) Address how the school will determine if such needs have been
met,…through our intervention programs to increase the quantity and quality of learning time.
Component 2 (iv) are consistent with, and are designed to implement, the state and local
50
improvement plans, if… all stakeholders are involved in the design and implementation of our
Tennessee School Improvement Planning Process (TSIPP) and AdvancED Plan. We have a
leadership team along with our Site-Based Council to consistently monitor and adjust our plan on
a monthly basis.
Policies and practices to ensure all students meet the state’s proficient level
Component 2--§1114(b)(1)(B) Schoolwide reform strategies that---(i) provide opportunities
for all children to meet the state’s proficiency and advanced levels of student achievement
described in section 1111(b)(1)(D); Policies and practices concerning the school’s core
academic subjects that have the greatest likelihood of ensuring that all groups will meet the
state’s proficient level of achievement on State academic assessments. Strict guidelines show
measures to include teachers in assessment decisions to improve student performance and
instructional programs.
Cordova High School has adopted numerous school-wide reform strategies to enable all
students to meet the state’s proficiency and advanced levels of student achievement. MHS
provides intervention programs to increase the amount and quality of learning time. These
programs include, but are not limited to the following: E-Learning, Stanford Math, E-Learning
Program, Mentoring, Individualized Tutoring, Peer Tutoring, Improved Parent/Teacher
Communication Program, Small Group, Extended Year, Course Recovery Program, After-
School Tutorials, Saturday School, and Inclusion/Co-Teaching.
Component 2 – (ii) use effective methods and instructional strategies that are based on
scientifically-based research… Cordova teachers are also trained with research-based strategies
that allow them to better work with their students by using individualized instruction, reading
and interpreting data from diagnostic/standardized tests, and using technical assistants. These
strategies are located in our action plan and were also recommended by our SBDMC last year
and designed to strengthen our core academic program using vertical alignment along with our
Literacy Program. This combination enables all groups to meet the state’s proficiency level of
achievement on state academic assessments.
Offer timely, additional assistance to students experiencing difficulty
51
Strategies for providing timely additional assistance to students experiencing difficulties
mastering standards;
Component 9--§1114(b)(1)(I) Activities to ensure that students who experience difficulty
mastering the proficient or advanced levels of academic achievement standards required
by section 1111(b)(I) shall be provided with effective, timely additional assistance which
shall include measures to ensure that students’ difficulties are identified on a timely basis and to
provide sufficient information on which to base effective assistance.
Students experiencing difficulty have an array of programs to become proficient
/advanced. Our programs include but are not limited to the following:
Extended-day programs are established after school, selected Saturdays, and during
the summer.
Differentiated instruction is employed to more effectively address the diverse needs
of students.
Intervention strategies are aligned with research-based instruction for students who
are not making sufficient progress.
All teachers have to set aside at least two days per week after/before school to
address the concerns of all students.
An Extended Contract program allows three (3) days a week for assistance.
A “Gateway Blitz” program is offered one month prior to administering the State
Mandated Writing Test.
College Prep students can participate in the ACT/SAT Prep tutorial after-school, on
weekends, or during the summer.
E-Learning has also been designed to offset failure and get students back on track to
graduate.
Funding is provided to support programs such as: Federal, State, and Summer
Nutritional Program for breakfast and lunch, crime prevention program to support a
safe climate for learning, fee waivers, Carl Perkins Act, technical assistance from
supervisors from the LEA, and training for students and parents to receive their
GED.
All of our Quality Work activities are based on state standards.
Online ACT enrichment is available to all students.
ParentCONNECT provides immediate attendance feedback and keeps parents
abreast of school and classroom activities.
A Stanford Math lab is operational and accessible to all students.
Small Learning Communities, such as 9th
Grade Academy, provide focused attention
to our diverse student population.
A “TCAP 11th
Grade Writing Blitz” program is offered one month prior to
administering the State Mandated Writing Test.
Kaplan Tutorial Services will be used to improve ACT scores.
52
3.1.b Curriculum Gap Analysis
“What is” The Current Use of:
TIME, MONEY, PERSONNEL And OTHER RESOURCES
TIME In each class, bell work is incorporated into the first five minutes of class to get students
immediately settled and on task. The time is also used for teachers to take attendance on our
wed-based SMS program which tracks student transcripts, attendance, conduct, and grades.
Daytime extra-curricular activities are minimized to maximize instructional time. A 15 minute
rule is mandated to assure that students are in class and on task during the first and last 15
minutes of class. Students are not allowed to leave the room unless it is an emergency during the
first and last 15 minutes of classroom instruction. Homeroom is incorporated in order to facilitate
special events and distribution of report cards and other materials. There are many policies and
practices to ensure all students meet the state’s proficient level. In Gateway classes, teachers use
common planning to ensure that all students at Cordova High School are learning and mastering
the same set of student performance indicators each week. Students use an SPI tracking sheet to
document which SPI’s they mastered each week. Cordova’s EOC teachers provide written
notifications to parents that contain the SPI mastery for the week that is to be taken home and
signed by parents. That written notification is given to after school tutors (either Algebra
teachers or Supplemental Service tutors) in order to offer timely, additional assistance to students
experiencing difficulty. Written notification in a variety of formats is also disseminated to
parents and students. Calendars, flyers, and newsletters are attached to report cards once per
report card period and progress reports with comments added as needed are disseminated during
the third week of each report card period.
- All educators are allotted 45-minutes every day for planning effectively by using the
standards developed by the State Department of Tennessee each day.
- Educators can receive release time to attend mandated professional development.
Information obtained from the conference will be shared with all staff members or
designated staff to enhance the curriculum and focus on quality work.
- Each Wednesday, educators will have a one-hour Faculty PLC or departmental PLC
meeting to discuss data and ways to improve instruction.
- Six (6) in-service days are built into the system-wide calendar.
MONEY
E-School course recovery teachers are paid $20 an hour through an extended contract.
Extended Contract Unit (ECU) teachers are paid based on contracted hours.
Workshops offered by The Teaching and Learning Academy pay a stipend.
There is no cost to teachers or the school to use the Learning Village website.
Each classroom teacher is normally allocated $200 each for instructional materials with a
portion of that amount going toward copying supplies and consumables.
The salaries to employ certified personnel includes administrators, teachers, guidance
counselors, part-time teachers and substitute teachers are all funded through the district.
Classified personnel include computer technicians, educational assistants, an in-school
suspension specialist, and secretaries who are also funded through the district.
Instructional Facilitator salary is funded through the NCLB office.
53
Each department is given Federal Program and Grants funding to enhance student
learning.
To ensure quality works is performed by all students, teachers will receive additional
funding to assist students who need assistance.
Our Library Media Center has received a grant to update relevant resources.
To adhere to MCS curriculum standards, state and local funding are spent on materials
such as software, textbooks, ancillary materials, and equipment.
Funding is also provided for professional conferences/workshops for teachers and
parents.
PERSONNEL
Federal Programs and Grants provides a Title I Instructional Facilitator
The district, administration, and Title I Instructional Facilitator have provided a curricular
framework for a schedule aligned with the curriculum.
Department members ensure that the prerequisites and course descriptions are updated
yearly.
Faculty member’s syllabi are aligned with state standards and ACT standards of
transitions.
Other staff members are given the opportunity to present PLC sessions.
In order to support the curriculum, Cordova has 108 instructional teachers, five professional
counselors, two library media specialists, an in-school suspension specialist, a behavioral
specialist, five general office secretaries, five Special Educational paraprofessionals, one
Instructional facilitator, five assistant principals, and one principal. All staff members exist to
support student achievement and to increase the quality of instruction in the classroom.
OTHER RESOURCES
Teachers may also use the Tennessee State Department website to find curriculum
aligned SPI’s.
Several faculty members teach at local universities and community colleges. This allows
for a wealth of opportunities for the teachers and students.
Professionals from the community are regularly invited to address classes in their area of
expertise.
Some of the resources used to prepare our students for state assessments include, but are
not limited to, the following: American Book Company, End-of-Course workbooks, e-
Book software, ACT On-line, Kaplan workbooks, Kaplan computer software, and
reference books.
The facility is being utilized to its maximum capacity and beyond. It is comprised of
classrooms, an auditorium, a cafeteria, a library, the Wildlife Outdoor Learning in the Field
(WOLF) outdoor learning center, laboratories, offices, two gymnasiums and athletic facilities.
54
“What Ought to be” – How Should We be Using Our:
TIME, MONEY, PERSONNEL And OTHER RESOURCES
TIME: More time should be dedicated to making sure that teachers and parents know exactly
what types of interventions and tutoring programs are available for students. Letters should be
sent to parents, parent-link notifications should let parents know the tutoring times and places,
and posters should be posted in accessible locations in the building advertising the effectiveness
of attending tutorial sessions.
MONEY: Additional money should be allocated for anticipated increases in enrollment to
provide needed classroom teachers, support personnel and educational resources. More monies
are need for technology updates and Student Exhibitions.
PERSONNEL: Teachers in each of the EOC subjects are available for tutoring with tutoring
schedules posted in classrooms and hallways. It would be beneficial to have an appropriate
number of full-time substitute teachers assigned to Cordova High School. Another Title I
Facilitator.
OTHER RESOURCES: A formalized training program, within departments, should be
established to provide mentoring programs for teachers. An additional technology based
computer lab. An updated media center with more technology to assist students.
Equity and Adequacy: Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
YES – Syllabi and Grade books at CHS are checked periodically to ensure alignment with state standards.
Curriculum review audits are conducted daily. Based on the quality of their syllabus, teachers are given constructive
feedback. Each teacher has a copy of the master schedule as well as the TDE curriculum standards.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
YES-The Title I Instructional Facilitator, along with the administration, and leadership team (SBDMC) works
directly with teachers and departments to make sure funds are available to ensure quality level work from all
students.
Based on the data, are we accurately meeting the needs of all students in our school?
Cordova High School is making every effort to meet the needs of our diverse student population. All subgroups
receive the personalized attention to advance learning. The concerns and challenges of each subgroup are identified
and attainable goals are formulated. High expectations are the established for all of our students.
55
Federal Programs & Grants Section
Provide written notifications to parents
Cordova High School provides all documented requests by parents in a language they can
understand. This includes, but is not limited to, the following documents: ParentCONNECT,
Report Cards, Transcripts, Compact, Family Engagement Plan, Flyers, Letters, Agendas, and
Parent/Student Handbook.
3.1.c Curriculum Summary Questions
What are our major strengths and how do we know?
Cordova High School has a number of strengths. The primary strength is a faculty and
administration of professionals who are highly qualified or in the process of becoming highly
qualified. Our faculty addresses a wide range of learning styles and ability levels with a variety
of strategies. We keep parents informed of student progress through an online grading system
called PowerTeacher; we send school-wide progress reports at the midpoint of each grading
period. Second, we offer tutoring before and after school for our classes as well as ACT and
Gateway preparation. Third, we offer a wide range of electives, clubs, and extra-curricular
activities that provide students the chance to pursue passions in the academic disciplines as well
as theatre, band, orchestra, sports, community service, television/video production, auto
mechanics, computer technology, choir, and creative writing. Cordova High School has based its
curriculum decisions on an array of data analysis. By using our Compstat Data Plan and Data
Dashboard, we are able to collect data that includes: Formative Assessments, Attendance,
Graduation Rate, TCAP Writing, Over-aged for Grades, ACT, SAT, PSAT, Advanced
Placement, End-of-Course, PLAN, ELL Assessment, Literacy Project and Discipline. Each
department meet and plan measures to align data to aid students to master state standards and
assessments. Our new district designed ThinkShow has created a new focus on the development
of ‘Quality Work’ that can be exhibited by all students in all subject areas.
By implementing the Compstat Data Plan and Data Dashboard, monthly reviews by our
leadership team will provide feedback for improvement. Lesson plans are evaluated every nine-
weeks by the Instructional Facilitator for adherence to benchmarks. This monitoring enables the
team to address academic and non-academic concerns in a timely manner.
What are our major challenges and how do we know?
One of our greatest challenges is a changing student population. Because of our unique position,
we serve students on the annexed portion of Cordova as well students who live outside of the
Memphis city limits. Our feeder schools include two city and two county schools. Additionally,
because MCS has an open enrollment policy, we serve students from all parts of the city of
Cordova High School has also collaborated with our feeder schools. We plan a summer retreat
so that parents and students have the opportunity to get accumulated to the new curriculum and
standards. Also, this year due to the new inclusion policy a team of teachers and administrators
will meet with the middle school special needs students to tell them what challenges they will
encounter during the transition from middle to high school. New parents will be able to review
our website to address concerns and assist in making a smooth transition for our students.
56
Memphis. While most of our students are a part of the Cordova community, many travel from
other parts of the city or county to attend our school. This gives a diverse population in terms of
economics, ethnic/racial background, and proximity to the school. Meeting the needs of all of
our students while teaching them to understand and respect each other’s diverse backgrounds and
talents while maintaining a rigorous curriculum and high academic standards is the central
challenge that we face.
How will we address our challenges?
We will address our challenges by using a unified curriculum that minimizes repetition and
confusion when students move from one school or teacher to another. By using vertical teaming
in our departments, we establish expectations for skills and concepts required for success at each
level. We offer tutoring before and after school to assist students who struggle and to provide
enrichment for those who seek it. Our clubs help us to identify the elements of our diverse
population and to appreciate that diversity. We use the Internet as a resource for parents and
students to access grades, gain information about our school, access the school library –
including the Tennessee Electronic Library, and track progress through syllabi posted online.
We regularly meet as departments to evaluate the effectiveness of our methods as we adapt
methods and techniques to meet the needs of our population.
57
3.2.a Instructional Practices
Current Instructional
Practices
Instruction is
Aligned with
Curriculum
Classroom
Organization
&
Management
Techniques
Multiple
Opportunities
for Assistance
Diverse
cultural
backgrounds
with different
learning needs
Researched-
based
teaching
strategies
Classroom
instruction
aligned with
assessment
Evidence of Practice
(State in
definitive/tangible terms)
Lesson plans
are aligned
with standard
based
curriculum and
evaluated as 9-
week blocks by
administrators.
Common Core
Standards
based
curriculum.
Mentoring
Plan for New
Teachers.
Professional
Development
on lesson plan
development
and
instructional
strategies.
Course
Recovery,
Gateway
Algebra
Course, Co-
Teaching
(SPED &
Regular)
Active
Tutoring
Program, Self-
paced Tutorials
ESL classes,
Bilingual
Cultural
Mentors
Differentiated
instruction,
New Teacher
Orientation,
Behavior
Specialist, and
IF-Marcy
Harrifeld
Formative
Assessments,
pre and post
test
assessments,
Weekly SPI
list aligned
with state
standards
Is the current practice
research-based?
Yes
Yes
Yes
Yes
Yes
Yes
Is it a principle & practice
of high-performing
schools?
Yes
Yes
Yes
Yes
Yes
Yes
Has the current practice
been effective or
ineffective?
Effective
Effective
Effective
Effective
Effective
Effective
What data source(s) do
you have that support your
answer? (identify all
applicable sources)
Unit tests, SPI
driven pre &
post test,
Assessments
Peer and
Department
Chair
Mentoring,
Administrative
observation
Course
Recovery,
Gateway
Algebra
Course
Parent
Assessment
Surveys,
Parent
Evaluations
Action
Research
Intervention
reports
Accelerate I, II
and Advance.
Formative
Assessment
archives,
Gateway test
results, TCAP
writing test
results, SPI
58
driven Pre &
Post
Assessment
results
Evidence of effectiveness
or ineffectiveness (State in
terms of quantifiable
improvement)
Evaluating the
progress
reports and
report cards, 9-
week interval
Evaluations
from the new
teachers
Technical
Assistance
evaluations
The feedback
given out to
ESL teacher
and Bilingual
mentor
Increase
training on
classroom
management &
teaching
strategies, and
teacher/
parent
relationships
100% of our
teachers will
use formative
assessment to
increase
knowledge of
where students
are in relation
to learning.
Evidence of equitable
school support for this
practice
The IF and
Administrators
will collect and
review lesson
plans. Support
in the form of
feedback will
be given to
teachers.
The IF and
Mentoring
Coordinator
will support
teachers by
assisting them
with their
classroom
wants and
needs.
ECU
(Extended
Contract Units)
and Active
Tutoring
Program across
academic
departments
SES-
Coordinator-
Jeffery Herron
Our ESL
teacher and
Bilingual
Cultural
support person
consults with
families and
students from
various
backgrounds.
New teachers
are meeting
with
administration
and other staff
members on
those strategies
that can be
used to better
equip them in
dealing with
academic and
behavior
concerns.
The IF will
provide
professional
development
on formative
assessment and
other
instructional
strategies for
teachers to use
in the
classroom.
Next Step (changes or
continuations)
Lesson plan
review and
individual
critiques
towards
departmental
consistency.
Monthly
evaluations/
Teachscape
TEM
observations
Review data
results
Offer Bi-
Monthly
meetings for
parents of ESL
students and of
diverse cultural
backgrounds
PD evaluations TVAAS
reports and
grade analysis.
59
3.2.b Instructional Gap Analysis
“What is” The Current Use of:
TIME, MONEY, PERSONNEL and OTHER RESOURCES
TIME
Cordova teachers use the State of Tennessee standards as the basis of their course and
unit planning. This serves as the structure in which Nine-week (grading) periods, weekly
and daily lesson plans are built. The nine week plans are required as input to the
academic and grade level administrators.
All teachers will be evaluated by the Instructional Facilitator and administrators in order
to assist them with management skills and other instructional questions that they may
have. These evaluations are an ongoing and positive process aimed at growth of academic
professionalism.
The Instructional Facilitator will organize two (2) 15 to 30 minute professional
development opportunities during regular faculty meetings each month.
The Teacher’s Advisory Council serves to listen to the concerns of new and veteran
teachers. One of the goals of the Advisory council is that Cordova will establish a
reputation of respecting and listening to the concerns of teachers, and gaining an
experienced voice in molding its future.
Teachers have the opportunity to attend workshops at The Teaching and Learning
Academy. In addition, The Learning Village is a web-based resource for lesson planning.
Students have multiple methods of assistance offered to them by interventions such as E-
school Course Recovery, Gateway Algebra, and a formal tutoring program. Course
Recovery meets three days each week and students must miss no more than 3 days in
order to stay in the program. Gateway Algebra is a class for students who have failed
their gateway test in the past.
MONEY
Each classroom teacher is normally allocated $200 each for instructional materials with a
portion of that amount going toward copying supplies and consumables. This year
teachers received an additional $200 from the state.
AP teachers are provided with funds, based on the number of students the previous year,
to purchase materials suitable for their instruction.
E-school course recovery teachers are paid $20 an hour through an extended contract.
ECU teachers are paid based on contracted hours.
Workshops offered by The Teaching and Learning Academy pay a stipend.
There is no cost to teachers or the school to use the Learning Village website.
$25,000 in Title I monies for Professional Development opportunities for all staff.
PERSONNEL
All teachers at Cordova High School are certified.
E-school Course Recovery employs one site manager to coordinate the course recovery
program.
60
EOC Algebra I is taught by teachers noted for their ability to help students achieve
positive results.
Teachers lead PLC or PD sessions with new information from trainings or workshops
attended.
OTHER RESOURCES
Teachers may also use the Tennessee State Department website to find curriculum
aligned SPI’s.
A number of the faculty also teaches at local universities and community colleges. This
allows for a wealth of opportunities for the teachers and students.
Professionals from the community are regularly invited to address classes in their area of
expertise.
“What Ought to Be” – How Should We be Using Our:
TIME, MONEY, PERSONNEL and OTHER RESOURCES
TIME: Cordova’s teachers need their planning periods to be devoted to planning. This period
often is used for a variety of other purposes, for a variety of reasons. A climate needs to be
developed that this period is one of a teacher’s most valuable resources and should be protected.
MONEY: Generally speaking, the teachers are provided with sufficient funds for all reasonable
expenses. Training is needed so as to provide teachers with the knowledge of what economic
tools are available to them.
PERSONNEL: It would be beneficial to have a full-time substitute teacher or additional Title I
Facilitator.
OTHER RESOURCES: A formalized training program, within departments, should be
established to provide mentoring programs for teachers.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers? No
- All students have textbooks.
- All teachers do not have Smart Board capabilities in the classroom.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in
being effective with all their students?
- Funds are targeted for additional resources for students to produce ‘Quality Work’.
- Yes, funds are used for resources to support state assessment tutoring, and additional
resources tools.
Based on the data, are we accurately meeting the needs of all students in our school?
- No. Targeted subgroups, such as EOC failures and special need students, need more
assistance.
61
Federal Programs & Grants Section
Strategies to attract high quality, highly qualified teachers
Cordova High School Planning Strategies to Attract high-quality highly qualified teachers are:
Support uncertified personnel in their efforts to gain certification
Establish collaborative with colleges and universities
Provide ongoing professional development;
Encourage attendance at local, state, and national professional development
Implement mentoring program
Provide time for team planning, and collaboration
Provide generous resources, materials to assist teachers
Establish networks to build capacity
Send letters to Universities recruiting to attract hard to find quality teachers
Select teachers as representatives to work with Human Resources
Review resumes of teachers seeking employment and select candidates for interviews
Interview candidates recommended by teachers and establish mentoring programs
Funds used to remove school form HP list
Cordova High School is in School Improvement I on the High Priority List. Funds used to
remove our school from the HP list will include but are not limited to the following: Site-
based budget, Federal Programs & Grants, District Initiatives, state & federal programs. These
resources, both human and financial, are secured and utilized to fulfill the school’s mission.
Among these resources are: classroom supplies, laboratory equipment, ancillary materials,
calculators, athletic uniforms, band instruments, workbooks, technology correlates, overhead
projectors, replacement items/materials, faculty and staff incentives, trophies, ribbons, awards,
certificates, interactive software, and media needs.
3.2.c Instructional Summary Questions
What are our major strengths and how do we know?
Academic professionalism, subject-matter expertise and professional development propel
Cordova’s instructional process. The faculty has the opportunity to participate in numerous
professional development sessions both on site and off site. Increased student achievement is the
focus, and the students of Cordova High School are the beneficiaries of the faculty’s
instructional development. The results of the various assessments determine the need for
academic focus (by subject) and extra academic assistance (individually). Data driven instruction
is demonstrated via testing, classroom observation, and submission of lesson plans. The faculty
and staff analyze the results from the assessment to identify struggling students.
- CHS has instituted a professional development program called PD-360 that allows
teachers to receive instructional strategies on demand in order to increase student
achievement through promoting high order thinking skills and creating lessons.
62
- The administration/instructional facilitator is visible in the classroom, supportive of
additional professional development, encourages teachers to strive for excellence and
become professional leaders.
- Time is allotted during the day for the instructional facilitator to meet with small
groups of teachers to provide additional reinforcement strategies and help ensure
academic success.
- CHS AMO scores have increased in all state assessment areas.
- The administration has an open door policy which encourages all stakeholders to
submit ideas that will support student achievement and adjust to meet school needs.
- Attendance has increased in our test preparation courses and tutoring programs.
What are our major challenges and how do we know?
Cordova’s major instructional practice challenge is to develop a climate that supports teachers
individually (e.g. planning periods) and by department. The multiple demands on a teacher’s
time often result in the teacher’s planning period being the first item sacrificed. In addition,
departmental planning is needed for continuity of instruction and effective use of resources and
money. Departmental planning would also provide the proper forum for data analysis, peer
mentoring, and support for new teachers.
- To improve performance outcomes on student achievement as measure by state
assessments, with emphasis on students with disabilities by incorporating additional
tutoring programs.
- To improve performance outcomes on ACT test scores by providing ACT On-line
tutoring programs so all students can practice ACT objectives.
- Increase strategies to address and increase in graduation rate with over aged students
and help the meet state assessments
How will we address our challenges?
To address the challenges indicated, Cordova High School proposes the following strategies:
With the aid of The Teacher’s Advisory Council, work with the administration to move a
significant amount of training to the departmental level. This would provide multiple
advantages, including manageable group size (Cordova has ~ 108 faculty members),
focused professional development and subject-matter training, and identifying/addressing
specific needs of the students and faculty.
Provide a focus on the importance of the teacher’s planning period.
Work with the PTSA to offer opportunities to communicate with, and gain the support of
the community.
Made our PD on demand to address immediate needs.
Order computers to incorporate a new computer lab.
Institute a tutoring blitz during the school day.
Instituted a ‘Writing Project’ by the 11th
grade English teachers to span other content
areas in the school not just English department to focus on organized persuasive writing
techniques.
63
3.3.a Assessment Practices
Current
Assessment
Practices
Aligns
assessments with
TDE curriculum
standards
(identify practice)
Ensures
appropriate
assessments guide
decisions relative
to student
achievement
(identify practice)
Provides
assessment
information to
communicate with
stakeholders
regarding student
learning.
(identify practice)
Assesses all
categories of
students
(identify practice)
Uses a wide range
of assessments,
CRT, NRT,
portfolio,
curriculum-based
assessments etc.
(identify practice)
Provides
professional
development in the
appropriate use of
assessment
(identify practice)
Evidence of
Practice (State in
definitive/tangib
le terms)
Discovery
Formative
Assessments, EOC
tests (pre/post),
TCAP writing
monthly practice,
SPI driven tests in
all core subject
areas.
Practice ACT
SPI-driven tests in
all core subject
areas, alternate
assessment
instruments to
accommodate
different learning
styles, TCAP
writing monthly
assessment, EOC
tests
Distribution of test
scores, publication
of data in
newsletters and
newspapers,
distribution of
progress reports
(midterm) and
report cards,
posting of grades
on PowerTeacher
site, contact by
telephone, email,
and conferences
Assesses SPED
students with
modifications,
assesses 504
students with
modifications,
assesses ELL
students with
modifications,
assesses regular
education students
TCAP writing,
EOC assessments,
advanced
placement tests,
daily quizzes,
weekly quizzes,
unit tests, criterion
referenced tests,
curriculum-based
assessments.
Formative
Assessment using
Discovery
ThinkLink.
Faculty meetings
focus on
professional
development,
optional after-
school sessions,
opportunity for out-
of-town sessions
Is the current
practice
research-based? Yes Yes Yes Yes Yes Yes
Is it a principle
& practice of
high-performing
schools?
Yes Yes Yes Yes Yes Yes
Has the current
practice been
effective or
ineffective?
Effective Effective Effective Effective Effective Effective
64
What data
source(s) do you
have that
support your
answer?
(identify all
applicable
sources)
Cordova High
School teachers
were surveyed to
determine
assessment
alignment.
92% of responding
teachers said that
this was a current
effective practice.
Cordova High
School teachers
were surveyed to
determine how
assessment guides
decisions relative
to student
achievement.
93% of responding
teachers said that
this was a current
effective practice.
Cordova High
School teachers
were surveyed to
determine the
variety of resources
used to commun-
icate assessment
information.
97% of responding
teachers said that
this was a current
effective practice.
Cordova High
School teachers
were surveyed to
evaluate the
assessment of all
categories of
students.
89% of responding
teachers said that
this was a current
effective practice.
Cordova High
School teachers
were surveyed to
evaluate the range
of assessments.
93% of responding
teachers said that
this was a current
effective practice.
Cordova High
School teachers
were surveyed to
evaluate
professional
development for
appropriate student
assessment.
87% of responding
teachers said that
this was a current
effective practice.
Evidence of
effectiveness or
ineffectiveness
(State in terms
of quantifiable
improvement)
Grade 11 Writing
Assessment 2010-
2011 Observed
Score has remained
steady at 4.2
Algebra I in 2009-
2010 was 41%
and increased to
45% in 2010-
2011.
English II in 2009-
2010 was 67%
and increased to
70% in 2010-
2011.
Grade 11 Writing
Assessment 2010-
2011 Observed
Score has remained
steady at 4.2
Algebra I in 2009-
2010 was 41%
and increased to
45% in 2010-
2011.
English II in 2009-
2010 was 67%
and increased to
70% in 2010-
2011.
Grade 11 Writing
Assessment 2010-
2011 Observed
Score has remained
steady at 4.2
Algebra I in 2009-
2010 was 41%
and increased to
45% in 2010-
2011.
English II in 2009-
2010 was 67%
and increased to
70% in 2010-
2011.
Grade 11 Writing
Assessment 2010-
2011 Observed
Score has remained
steady at 4.2
Algebra I in 2009-
2010 was 41%
and increased to
45% in 2010-
2011.
English II in 2009-
2010 was 67%
and increased to
70% in 2010-
2011.
Grade 11 Writing
Assessment 2010-
2011 Observed
Score has remained
steady at 4.2
Algebra I in 2009-
2010 was 41%
and increased to
45% in 2010-
2011.
English II in 2009-
2010 was 67%
and increased to
70% in 2010-
2011.
Grade 11 Writing
Assessment 2010-
2011 Observed
Score has remained
steady at 4.2
Algebra I in 2009-
2010 was 41%
and increased to
45% in 2010-
2011.
English II in 2009-
2010 was 67%
and increased to
70% in 2010-
2011.
Evidence of
equitable school
support for this
practice
95% of responding
teachers said that
CHS provides fair
and equitable PD
for staff. The
school provides
funds, books,
95% of responding
teachers said that
CHS provides fair
and equitable PD
for staff. The
school provides
funds, books,
95% of responding
teachers said that
CHS provides fair
and equitable PD
for staff. The
school provides
funds, books,
95% of responding
teachers said that
CHS provides fair
and equitable PD
for staff. The
school provides
funds, books,
95% of responding
teachers said that
CHS provides fair
and equitable PD
for staff. The
school provides
funds, books,
95% of responding
teachers said that
CHS provides fair
and equitable PD
for staff. The
school provides
funds, books,
65
instructional aides,
etc. to support and
enhance success in
assessment. The
school also
provides a safe and
educational
environment
conducive to
student success.
instructional aides,
etc. to support and
enhance success in
assessment. The
school also
provides a safe and
educational
environment
conducive to
student success.
instructional aides,
etc. to support and
enhance success in
assessment. The
school also
provides a safe and
educational
environment
conducive to
student success.
instructional aides,
etc. to support and
enhance success in
assessment. The
school also
provides a safe and
educational
environment
conducive to
student success.
instructional aides,
etc. to support and
enhance success in
assessment. The
school also
provides a safe and
educational
environment
conducive to
student success.
instructional aides,
etc. to support and
enhance success in
assessment. The
school also
provides a safe and
educational
environment
conducive to
student success.
Next Step
(changes or
continuations)
Continue to target
EOC/AMO affected subjects
utilizing district
and school level
data.
Continue to
provide timely
feedback to
students and
parents
Continue to use
appropriate
assessments in
order to comply
with both the state
and district
Teachers will use
student interest
inventories to
gauge student
interest by using a
variety of strategies
that appeal to
student
preferences.
The SPED chair
will make certain
that all students
with disabilities,
including new
students, receive
the necessary
modifications on
school-wide mock
tests. Create a
master list of
accommodations to
assist test
coordinator with
ensuring
compliance.
The administration
will continue to
offer staff
development in the
appropriate use of
assessment.
3.3.b Assessment Gap Analysis
“What is” The Current Use of:
TIME, MONEY, PERSONNEL And OTHER RESOURCES?
TIME
Supplementing the regular classroom program, additional time is allocated for tutoring.
Tutoring sessions for Gateway/EOC courses are offered to supplement and enrich
classroom instruction. After-school ACT prep programs are available at the school level
and at the district level.
MONEY
The school purchased TI-83 plus calculators for students’ use.
EOC Coach practice books were also purchased for students to use in the classroom.
Geometer Sketchpad site license was purchased.
Federal Programs and Grants/Site-Based Pay allocate substitute pay for PD for teachers.
Extended contract, tutoring after-school, E-learning, Course Recovery, and Reading
Program.
.
PERSONNEL
Teachers in each of the Gateway subjects are available for tutoring.
Ms. Montero, bilingual mentor, aids teachers in the translation of explaining to parents of
ELL students the mandates of NCLB, Gateway, and graduation and Mentors the
ESL/LEP population.
“What Ought to Be” – How Should we be Using Our:
TIME, MONEY, PERSONNEL And OTHER RESOURCES?
TIME: During each nine weeks period, teachers should be making two phone contacts with the
parents of failing students. Teachers also should make phone calls to the parents of students who
are disruptive in the classroom. Conversely, teachers should allocate time to contact parents
each nine weeks with positive news about students.
MONEY: The school should purchase materials and incentives for students who perform well
academically. To help students be successful on the Gateway tests, funds should be allocated to
offer one-half credit Gateway courses.
PERSONNEL: Provisions should be made for personnel to teach one-half credit Gateway
courses.
OTHER RESOURCES: Teachers should implement a self-assessment program to determine
personal strengths and weaknesses in the classroom.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers? No, we need more
technology for all teachers.
67
Are we targeting funds and resources effectively to meet the needs of all of our teachers
in being effective with all their students? Yes
Based on the data, are we accurately meeting the needs of all students in our school? No
o No. Targeted subgroups such as, gateway failures, special need student’s needs
more assistance.
Federal Programs & Grants Section
Report of individual assessment results to parents in language they understand
Cordova High School would translate all assessments reports in a language that all parents would
be able to understand. A translator would also be provided for continual assistance. Bilingual
mentor is available to assist with translation.
3.3.c: Assessment Summary Questions
What are our major strengths and how do we know?
Based on researched-based assessment practices and processes, Cordova High School has many
strengths. Cordova teachers use various assessment instruments and methods. In order to
integrate cross-curriculum based instruction, teachers in different subject areas collaborate and
share strategies. The staff at Cordova requires all students to participate in the assessment
program and provides a safe and orderly school climate to assure appropriate testing. In order to
minimize the interruption to classroom instruction, teachers and administrators coordinate the
assessment schedule. The administration and teachers make preparation for assessment by using
practice tests, announcing and publishing test schedules in a timely manner, hiring highly
qualified teachers, and encouraging teachers to base their teaching practices on pre-test research.
What are our major challenges and how do we know?
Cordova High School has a number of challenges. There is a lack of uniformity in assessment
formats both at the school level and those state-mandated. Although, the assessment format for
the school is mostly aligned with the assessment format for the district-state, the format for the
district-state seems to be used less frequently in the classroom. This could be a factor in
determining why students do not perform well on assessments such as Gateway. Paper and
pencil assessment to evaluate the academic achievement of the students is predominately used.
Cordova High School strives to implement practices of a high-performing school. The
administration and staff at Cordova High School challenge themselves to demonstrate practices
of a high-performing school on a daily basis.
How will we address our challenges?
Teachers should increase the frequency of using district-state mandated assessment formats in
order to familiarize students with the format. Beyond paper and pencil assessment, the district-
state should design a greater variety of authentic assessments. Continuing to add more
technology to aid in the teachers instructional practices and provided more opportunities for
Professional Development.
Student assessments should include authentic-simulated hands-on activities and critical thinking
activities. This practice will allow students to be assessed in written expression and by authentic-
simulated hands-on expression.
3.4.a Organizational Practices
Current
Organizational
Practices
School is organized
to engage the parents
and community in
providing extended
learning
opportunities for
children.
Organizational
processes and
practices increase
the opportunity for
success for teaching
and learning.
Organizational
practices and
processes promote
time-on-task for all
students.
School is organized to
support a diverse
learning community
through its programs
and practices.
School provides
continuous
professional
development for
school leaders.
PART A Evidence of
Practice (State in
definitive/tangible
terms)
SBDMC/Leadership
Council Community
Partners work
cohesively to create a
wholesome school
environment,
including the
following: Tutoring,
Academic
Clubs/Contests,
Organizations,
Bilingual Cultural
Mentor for ESL,
PTSA and IEP
Meetings, Open
House, PowerTeacher,
Progress Reports, Star
Reports, Course
Recovery, Invited
Guests including
Parents with relevant
skills, Club
Community Projects,
Field Trips.
School climate
surveys are
disseminated to
identify academic and
behavioral needs.
Parent-teacher
meetings during each
marking period.
Teacher Advisory
committee meetings
to discuss school wide
curriculum instruction
and classroom support
for teachers. Other:
Star Reports; Parent
contact by phone and
email; Teacher
Counseling;
Professional
Development
Meetings;
PowerTeacher
Principals/Assistant
Principals,
Department leaders
meet bi-weekly to
discuss issues directly
affecting student
achievement. Other:
Bell work; Progress
reports;
PowerTeacher;
Teaching bell to bell;
Programs in lobby;
(Pre-tests; Learning
by Design;
Instructional Model;
Strict
attendance/tardy; One
minute tardy bell;
Hiring qualified
teachers.
Counselors supervise
each grade level.
Special emphasis is
placed on ninth grade.
S-Team and IEP
meetings are held on a
regular basis for
disadvantaged and
Special Ed students.
Teachers develop
strategies for all
learners. Other:
Professional
development
presentations;
Multicultural
assistance; Learning by
design; ESL; African-
American literature;
honors classes; vo-tech
courses; AP courses;
regular and special
education courses.
Mentoring programs
for teachers; Local,
state and district Staff
Development for
teachers and
administrators; Annual
Principals' Academy
and monthly academic
supervisors meeting;
Multiple workshops
offered at TLA; In-
service training;
Departmental meetings;
Observations; Faculty
meetings; Co-Teach
Professional
Development; DECA
field trips and
competitions;
Differentiated
instruction.
PART B Is the
current practice
research-based?
Yes Yes Yes Yes Yes
PART C Is it a
principle and
practice of high-
Yes Yes Yes Yes Yes
69
performing schools?
PART D Has the
current practice
been effective or
ineffective?
Effective Effective Effective Effective Effective
PART E What data
sources do you have
that support your
answer? (Identify all
applicable sources)
ACT Workshops,
Tutoring offered,
EOC/Gateway Test
Results, End of
Course Test Results,
ACT Scores
Research on the
PowerTeacher
website, Demographic
and attendance
reports, Individual
assessments for
subject matter, Tests
and report card
averages,
EOC/Gateway scores,
Teacher evaluations
TVAAS reports
EOC/Gateway scores,
Individual
assessments, Higher
attendance rates,
Higher test scores
Bilingual
mentor/interpreter,
demographic
information, Improved
scores in standardized
tests. 9 weeks overview
posted on
PowerTeacher.
Different curricula
offered for student
diversity, reading
programs for special
ed., demographic
scores, newspaper
articles, personnel
evaluations, and
decrease in fighting
over cultural issues.
PART F Evidence of
effectiveness or
ineffectiveness (State
in terms of
quantifiable
improvement)
Posted tutoring hours,
Paid Tutoring, Added
position of Bilingual
Cultural Mentor,
Extended contract
faculty, IEP
(Individualized
Education Plan)
Interpreter for ESL
Students, Parent-
Teacher conferences,
PowerTeacher,
Professional
Development, Hall
monitors,
Administrative
enforcement, Co-
teaching classes
Teacher evaluations,
PowerTeacher,
Professional
Development
Language interpreter,
Staff input, Black
History Program,
Renaissance tests, ESL
teacher, and bilingual
teachers
Professional
Development, In-
service meetings, Co-
teach English nine
70
PART G Evidence of
equitable school
support for this
practice.
Monthly PTSA
meetings, Cordova
Newsletter mailed to
parents, Make
students accountable,
Required tutoring for
students with D's and
F's, activities to
parents, Contact
Businesses
Monthly SBDMC
meetings with parents,
students, teachers,
community reps and
classified staff.
Monthly SPED
meetings, Holding
students and parents
accountable, Establish
in-school
interventions,
Mandatory tutoring,
Incentives for
teachers, Cultural
sensitivity workshops
Training environment
needs to be more
conducive to learning.
Don't cancel dates
after schedule.
Students who refuse
to work on class
assignments need to
be sent to a different
environment (ISS or
Saturday School) so
as not to interfere with
other students
learning.
Confidential list of all
special education
students, Reading
programs
Training environment
needs to be more
conducive to learning.
Smaller group sessions
will also help. Other:
Thinking maps,
Professional
development on
website.
71
3.4.b Organizational Gap Analysis
What is” The Current Use of:
TIME, MONEY, PERSONNEL and OTHER RESOURCES
TIME
Organization is a very important component of establishing a school that is successful. At
Cordova, many groups exist with the purpose of establishing rules, guidelines,
implementing district policies, and implementing interventions.
Cordova’s administrative team which includes the Principal, five assistant principals, and
Title I instructional facilitator who meet weekly to organize school functions and make
administrative decisions for the upcoming week.
Cordova’s Leadership team is the head of the school and all other groups report to the
leadership team before decisions that may alter the normal routine of the school are
made.
SBDMC which consists of students, teachers, parents, community stakeholders, IF,
Principal, classified staff and MEA rep meet monthly to address budget and areas of
concern.
Cordova’s teacher advisory council meets once a month to address teacher concerns.
The Parent Teacher Student Association is an organization that serves to actively involve
parents and the community. The PTSA, school personnel, and faculty representative have
collaborated to create a calendar of parent events that detail the time and date of meetings
with the intent of involving the community.
The district has provided students with extended learning programs such as Course
Recovery, ACT tutoring and Gateway tutoring. The teachers employed by Extended
Contract attend meetings to train them on the aspects of the program.
MONEY
Members of the organizations such as the Leadership Team, Discipline Committee, and
the Teacher’s Advisory Council volunteer their time to assist with the organization of the
school at no fee.
The District organizes extended learning contracts and teachers are paid $20 an hour to
instruct students in the after school programs. They are paid for no more than 100 hours
worth of tutoring a year.
Scholarships funded by booster organizations will benefit graduating seniors
Professional development for parents
Booster, community supporters, and Alumni organizations raise monies to support
projects in the school.
PERSONNEL
In order to organize the groups that lead Cordova administrators, teachers, and support
staff all have to volunteer their time.
The PTSA has a membership of approximately 350 parents and teachers combined. In
order to support the PTSA, personnel such as teachers, staff members, and stakeholders
involve themselves. The PTSA is helpful in organizing reports and information to be
sent out to parents.
72
OTHER RESOURCES
Teachers may use the Tennessee State Department website to find curriculum aligned
SPI’s.
Resource teachers coordinate with classroom teachers to implement modifications for
special needs students.
“What Ought to Be” – How Should we be Using Our:
TIME, MONEY, PERSONNEL And OTHER RESOURCES
TIME: Cordova teachers have organized their time in an effort to plan and find a variety of
resources to meet the needs of all students.
- More time is needed to contact more parents on a regular basis by teachers.
- More PD to assist teachers in understanding the diversity in the classroom and parent
teacher communication techniques.
MONEY: Money is needed to employ the support personnel needed to increase academic
achievement and professional development for teachers; including special needs students and
ESL students as well.
PERSONNEL: Although the Parent Teacher Association is active, it’s primarily active through
monetary funds only. We need more parents, teachers, staff members, and stakeholders to
participate in parent meetings, parent and staff trainings. Currently, it is up to the administration
to provide instructional and professional support for a staff of over 125 teachers and numerous
amounts of community members. The PTA and school counseling department should also ask
every parent to volunteer two hours each semester to increase community involvement.
OTHER RESOURCES: To support parents and the community, the administration should plan
and organize an Open House at the end of the 1st semester to allow parents to pick up report
cards and learn about interventions for 2011.
Equity and Adequacy:
Are we providing equity and adequacy to all of our teachers?
No, we need a new computer lab and new technology software for students.
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all
their students?
Funds are needed to support the technology that will be used in assist students in passing state assessment standards.
Based on the data, are we accurately meeting the needs of all students in our school?
No, because we are waiting on the installation of new technology to support our new software.
3.4.c: Organization Summary Questions
What are our major strengths and how do we know?
Cordova High School’s mission statement and beliefs support mandates that are set under No
Child Left Behind. Its organizational structure rests on a host of organizational practices.
Cordova’s school leadership strives to include all stakeholders of its school community. Cordova
73
High School manages from day- to- day by following the guidelines that are set by the federal,
state, and local school district. It embraces the Student Code of Conduct Policy, as well as all
other pertinent guidelines and mandates.
Cordova takes pride in implementing quality instructional practices for all students, including
our special populations (i.e. special education and bilingual). For this reason, we employ
qualified teachers and staff to assist in implementing the school’s mission and beliefs.
Administrators maintain an open-door policy for all stakeholders. Cordova offers services,
resources, and partnership to the community. The Principal is the Chairperson of the School
Leadership Team and directs all efforts aimed at improving student performance. Cordova
presently has a Leadership Council, Teacher’s Advisory Council, a Discipline Committee,
Department Chairs, six assistant principals and one principal. One of the assistant principals
serves as the Professional Development Coordinator. Department chairs meet on a monthly
basis to discuss instructional strategies, best practices, and student data for all populations of
students. Instructional Facilitators meet on a monthly basis with department chairs to provide
federal and local updates. Special Education and bilingual teachers engage in interdisciplinary
planning and assessment.
Only certified teachers are assigned to open positions and to monitor standardized tests.
What are our major challenges and how do we know?
Cordova’s challenge is that, although many of our parents support education, a large group of
them hold a different philosophy of education than do our administrative team and instructional
staff. For this reason, we are bombarded with a host of decorum issues that impede instruction on
a daily basis. These behavioral challenges interfere with day-to-day instruction and day-to-day
school operation, in general. Although we are faced with critical challenges, we are determined
to increase student achievement and meet AYP status.
How will we address our challenges?
Increase the availability of new technology by adding a new lab.
To pair seniors with mentors that will assist in increasing the graduation rate and tutoring
programs.
Implement the “Become a GRADUATE” program that will speed up the graduation process.
74
Component 4
Action Plan
Development
75
Federal Programs & Grants Section
Schoolwide reform, strategies based on scientific research
Schoolwide reform strategies based on scientific research that provide opportunities for
all children to meet the State’s Proficient and advanced levels of student achievement
described in the programs listed below include:
Extended day programs are established after school, selected weekends, and during
the summer.
Differentiated instruction is employed to more effectively address the diverse needs
of students.
Intervention strategies are aligned with research-based instruction for students who
are not making sufficient progress.
All teachers have to set aside at least two days per week after/before school to
address all students in their subject area.
An Extended Contract program allows three (3) days a week for assistance.
An “EOC Rush” program is offered one month prior to administering the State
Mandated Test.
College Prep students can participate in the ACT/SAT Prep tutorial after-school, on
weekends, or during the summer.
Course Recovery, 2nd
Chance Program, and E- Learning, are also programs designed
to offset failure.
Funding is provided to support programs such as: Federal, State, Summer
Nutritional Program for breakfast and lunch, crime prevention program to support a
safe climate for learning, fee waivers, Carl Perkins Act, technical assistance from
supervisors from the LEA, and training for students and parents to receive their
GED.
Parent Link provides attendance assistance immediately to parents.
Stanford Math Program
Small Learning Community – 9th
Grade Freshman Academy
High quality, ongoing professional development
High quality, ongoing professional development for teachers, principals, and paraprofessionals
and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the
school to meet the State’s student academic achievement standards. Cordova High School
continues to provide high quality and on-going professional development.
HS teachers are provided with high quality, relevant, and ongoing professional development and
training to meet the diverse educational needs of all learners including those from historically
underserved populations. Professional Development is focused on best teaching practices, using
assessments, integrating technology, and meeting state student academic achievement standards.
Professional Development is readily available to aid all teachers with techniques/strategies that
are designed to strengthen the core academic program of the school. Teachers as well as all
stakeholders are involved in the planning of all professional development activities
76
Strategies to increase parental involvement
Strategies to increase parental involvement: The parents of the Cordova High School (CHS)
students are totally focused on parental involvement. We have an average of over 200 parents
attending our after-school parent meetings. Cordova has published a Title 1/Family Engagement
Plan in English/Spanish. The revised plan was developed by a team of teachers, parents,
community members, and administrators that serve on the SBDMC. We have also established
many parent subcommittees designed to have parent participate in every facet of the School-wide
Plan. These areas include volunteers on the SIP Plan, working with our PTSA Program, Sports
Programs, Tutoring Programs, and on the Site-Based Decision Making Council, Information for
our parents is also available on our school website, and phone link. We fully support and
practice School Board Policy #6156
Coordination and integration of federal, state, and local services and programs
Coordination and integration of Federal, State, and Local services and programs, including
programs supported under this Act, violence prevention programs, nutrition programs, housing
programs, Head Start, adult education, vocational and technical education, and job training.
Federal, state, and local services and programs are coordinated and integrated to ensure the
proper allocation of resources. (H and C5) Professional development is provided to all
stakeholders; our Family Resource Specialist addresses our truancy and violence prevention by
keeping our students in school; the nutrition programs provide free breakfast and lunch also fee
waivers subsidize student fees; we have homeless students that we assist their families in
receiving housing; Cordova works with the state of Tennessee Rehabilitation Counselors and
they provide training so that our 504 students are placed in a career after high school. We have a
large Vo-tech program under the Carl Perkins Grant enabling students to graduate with a trade.
Other programs includes: Title 1; No Child Left Behind, ESEA; Special Education, including
CLUE; English Language Learners; Family Literacy Program; and Title 1 Parental Involvement
Center. This plan shows that each federal categorical program is included.
Specific annual measurable goals and objectives
Cordova High School has established specific annual measurable goals and objectives for
continuous and substantial growth. Evaluations will include, but are not limited to, a needs
assessment A (demographics, profile, beliefs an vision, learning, instruction, and organizational
needs); and student/parent/teacher surveys/inventories/questionnaires and interviews. At the end
of the year (after the above assessments have been processed), action plans for the upcoming
year will be revisited to access the goals and objectives.
Specify responsibilities of school, including technical assistance
The responsibilities of Cordova High School will be to collaborate with the administrators, staff,
parents, and community representatives to support student learning. This component requires an
in-depth analysis of the effectiveness of Cordova High School’s instructional practices and the
organizational conditions that support students’ achievement of the desired results for their
learning. This analysis assesses the quality of the work of administration, teachers, parents,
community representatives, technical assistance, secretaries, and support staff on behalf of
student learning. The committee’s purpose for this analysis of instructional and organizational
effectiveness is to identify the strengths and limitations, as well as determine how the school can
most effectively build on its strengths and address the areas of limitation by developing a school
improvement plan that targets those areas that should make the greatest difference in improving
student learning. The school assumes the responsibility of ensuring technical assistance that
supports student achievement
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Strategies to promote effective parental involvement
Strategies to promote effective parental involvement: The parents of the Cordova High School
(CHS) students are totally focused on parental involvement. We have an average of over 200
parents attending our after-school parent meetings. Cordova has published a Title 1/Family
Engagement Plan in English/Spanish. The revised plan was developed by a team of teachers,
parents, community members, and administrators that serve on the SBDMC. We have also
established many parent subcommittees designed to have parent participate in every facet of the
School-wide Plan. These areas include volunteers on the SIP Plan, working with our PTSA
Program, Sports Programs, Tutoring Programs, and on the Site-Based Decision Making Council,
Information for our parents is also available on our school website, and phone link. We fully
support and practice School Board Policy #6156
Intervention strategies
Intervention strategies of Cordova High School address the needs of all children in the school,
but particularly the needs of low-achieving children and those at risk of not meeting the state
student academic achievement standards who are members of the target population of any
program that is included in the school-wide program, which may include such programs as:
Course Recovery(E-Learning), 2nd
Chance Program, Gateway Preparation after-school tutorial
program, Stanford Math, Extended Contract, and teachers going the extra mile to assist their
students with tutorials before and after school.
Funds used to remove school from improvement status
Funds used to remove our school from improvement status will include but not limited to the
following: Site-based budget, Federal Programs & Grants, District Initiatives, state & federal
programs. These resources, both human and financial, are secured and utilized to fulfill the
school’s mission. Among these resources are: classroom supplies, laboratory equipment,
ancillary materials, calculators, athletic uniforms, band instruments, workbooks, technology
correlates, overhead projectors, replacement items/materials, faculty and staff incentives,
trophies, ribbons, awards, certificates, interactive software, and media needs.
Cordova High School – State & Federal Programs Listing Federal Programs Grants & Compliance
Title I, part A Schoolwide Schools & Targeted Assistance Schools
Title II, Part A- Teacher and Principal Training & Recruiting
Title II, Part B – Mathematic & Science Partnership
Title III, English Language Acquisition
Title IV, Safe & Drug Free School
Title X, Homeless
9th Freshman Academy
21st Century Community Learning
Reading Intervention Supporting Excellence – Read 180
Stanford Math
Vocational Program Improvement (Carl Perkins)
Supplemental Education Services Tutoring
Ensure that the intent and purposes of each federal categorical program is included
The school-wide leadership team monitors all federal categorical programs to make sure they
are included in the school-wide plan and used basically for the purpose intended.
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GOAL 1 – Action Plan Development
4.1 Revised DATE: ___9-27-2011_______
Goal
Improve performance outcomes on Algebra I End-of-Course and Gateway tests by 6% in all required subgroups from a 45% P/A to a 51% P/A to maintain or exceed the safe harbor AMO requirements for 2011-2012 with emphasis on raising African American scores from a 37% to a 45%, Hispanic from a 29% to a 45%, Economically Disadvantaged from a 38% to a 45%, SWD from a 12% to a 45% and LEP from a 19% to a 44% in order to continue to meet all AMO’s set forth by the State. In 2012-2013 Cordova will continue to raise our Algebra I End of Course scores to a 70% in all subgroups to meet or exceed AMO’s set forth by the State with an emphasis on the same subgroups from 2011-2012.
Which need(s) does this Goal address? This goal addresses the state mandated safe harbor AMO benchmarks for Algebra I of 63% P/A for 2011-2012 and 70% P/A for the 2012-2013 school year.
How is this Goal linked to the system’s Five-Year Plan? This goal supports the Memphis City Schools Five Year Comprehensive PD Plan 2007-2012: Strategic Goal 1 page 6 - STUDENT ACHIEVEMENT: Accelerate the academic performance of all students
ACTION STEPS – 4.2 IMPLEMENTATION PLAN – 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
The school will provide an after school tutorial program weekly for EOC first time test takers and for those repeating the Algebra I course or taking the Gateway to meet graduation requirements. PD: Discovery Education Assessment
Standards Relating to Quality Work TVAAS charts for Bubble kids. Technology: Calculators
Communication: Parent newsletter, parent link messages, report card, student progress reports, PTSA meetings, website, and handbook Parent & Community Involvement: They will be notified by letter and permission slip when the tutorial program begins.
9/2011
- 4/2012
9/2012
- 4/2013
At least 2 times a week on a rotating schedule posted in Math hallway and on website.
Rachael Addison
Asst Principal
Margaret Carroll
Freshman Academy Guidance Counselor
Vanna
O’Conner Algebra Teacher
Marcy
Harrifeld Instructional Facilitator
Calculators
Coach Books
Title I: Funding
$1,000
Extended Contract
Tutoring
$2300
Data from classroom observation will be reviewed weekly to
determine the effectiveness of the tutoring program.
Charts and posters of State SPI’s to be
tested will be displayed to show student progress.
Increase number of students who score
proficient and/or advanced on the
Algebra I EOC and Gateway.
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Action Step
Prep sessions will be systematically provided throughout the school year for all students taking the Algebra EOC classes and End-of Course tests. Along with those students still struggling to pass the Gateway Algebra I test for their graduation requirement. PD: Stanford Math Algebra I+ Discovery Education Assessment Standards Relating to Quality Work Technology: Using computer software for individualized student reinforcement practices. Communication: Notifying parents using the Parent Newsletter, Phone Link, Report Cards, PTO Meetings, Website. Parent & Community: Parent permission request for student involvement in Stanford Math.
9/2011 -
4/2011
9/2012 -
4/2013
Daily tutorial
services will be
held for
students.
Felicia Everson Principal
All Algebra I
Teachers
Kristen Snell SPED
Teacher
Laura Kyle SPED
Teacher
School Counselors
Discovery Formative
Assessment
Stanford Math
Gateway Coach
Calculators
Laptop Computers
Algebra I +
Interventions
District Funds
Laptop Computers
purchased by SPED
department for use in tutorial classrooms.
Freshman Academy
Computer lab for Algebra I+
purchased with Title I money
$30.000
Teachers and administrators will review computer
generated assessment results to
determine student master of Standards. Bubble kids will be
identified and provided with extra assistance in the
inclusion classroom setting.
Increased Algebra I grades, EOC
assessment, and Gateway scores.
Action Step
National Title I conference in Seattle, WA PD: Strategies Relating to Quality Work Technology: Learning about new computer software for individualized student reinforcement practices. Communication: Bring back information and share with the Faculty. Parent & Community: Approved by the SBDMC and new strategies shared to discuss effectiveness and purchasing of said products. Create new and innovative ways to increase parent communication and participation at the high school level.
Jan 20-24,
2012
Marcy
Harrifeld Instructional Facilitator
PD: Strategies Relating to Quality Work Technology: Learning about new computer software for individualized student reinforcement practices. Communication: Bring back information and share with the Faculty. Parent & Community: Approved by the SBDMC and new
Title I Funds:
for $3000 Travel,
conference registration,
Facilitator will bring back exceptional teaching strategies and practices to be shared with faculty and administration Compare new strategies with current to evaluate the needs of our students.
Improved student performance on EOC tests and increase achievement through utilizing new and improved teaching strategies for all students
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strategies shared to discuss effectiveness and purchasing of said products. Create new and innovative ways to increase parent communication and participation at the high school level.
NASSP Conference in Tampa, FL PD: Strategies Relating to Quality Work Technology: Learning about new computer software for individualized student reinforcement practices. Communication: Bring back information and
share with the Faculty. Parent & Community: Approved by the SBDMC and new strategies shared to discuss effectiveness and purchasing of said products. Create new and innovative ways to increase parent communication and participation at the high school level.
March 8-10, 2012
Felicia Everson Principal
Rachael Addison Assistant Principal
Curriculum and
Instruction
PD: Strategies Relating to Quality Work Technology: Learning about new computer software for individualized student reinforcement practices. Communication: Bring back information and share with the Faculty. Parent & Community:
Approved by the SBDMC and new strategies shared to discuss effectiveness and purchasing of said products. Create new and innovative ways to increase parent communication and participation
Title I Funds: for
$5000 Travel,
conference registration,
Principal’s will bring back exceptional teaching strategies and practices to be shared with faculty and administration Compare new strategies with current to evaluate the needs of our students.
Improved student performance on EOC tests and increase achievement through utilizing new and improved teaching strategies for all students
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at the high school level.
Action Step
Geometer Sketchpad Software program for Math students to increase achievement gaps beyond the Algebra I subject area. PD: Strategies Relating to Quality Work Technology: Learning about new computer software for individualized student reinforcement practices. Communication: Parent Letter and flyer sent home with students. Parent & Community: Approved by the
SBDMC and new strategies shared to discuss effectiveness and purchasing of Geometer Sketchpad.
August 2011-May 2012 August 2012-May 2013
All math Teachers and 30 computer carts uploaded with the program.
Geometer Sketchpad 50 site licenses to be installed on 1 laptop carts and math teachers desktop computers
Title I Funding: $1000 software
Provide extra assistance to students
Improved student performance in Math
Action Step
Students who have not previously passed the Gateway exam will be allowed to use library computers during study hall hour and lunch for online Internet practice programs. Students will have to be registered for Internet access with the school library. PD: Librarians will assist in finding and showing teachers new website for math prep. Technology: Learning about new computer
software for individualized student reinforcement practices. Communication: Parent Letter on report card
and flyer sent home with students. Parent & Community: Volunteer tutors who have passed the background check.
October 17, 2011– May 2012 During lunch and study hall periods. October 2012– May 2013 During lunch and study hall periods.
Librarians Cindy Cooley and Dorothy Carr-Bland Julie Wood CT teacher and SPED Asst
Mathpopquiz.com, www.internet4classrooms.com ePat tests on Pearson Acess
Title I funding:
2 new computers for library student
use.
$1,000
Repeating Gateway students will practice objectives for mastery.
Improved performance on weekly assessments and Gateway exam.
Action Step
Cordova High School math teachers will give Algebra I questions for “Bellwork;” teachers will draw from old tests and EOC Prep Books for sample questions and answers.
Mid August 2011 – May 2012
All Math Department Algebra I and Algebra
Gateway sample questions from resource materials.
None
Students will be provided extra practice one month prior to the
Improved student performance in class and on EOC/Gateway tests.
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PD: Strategies Relating to Quality Work Technology: Utilizing new strategies and material from sample tests from state department to improve and assist with individualized student reinforcement practices. Communication: Parent Letter attached to report card/Parent Link messages Parent & Community: Data results shared with members of SBDMC.
every day every class period. Mid August 2012– May 2013 every day every class period.
II teachers EOC/Gateway exam.
Action Step
Teachers will provide additional instructional strategies using calculators. Cordova will hold a parent night to help them assist their own student at home using the calculators. PD: Strategies Relating to Quality Work Technology: Learning about new computer
software for individualized student reinforcement practices. Communication: Parent Letter and flyer sent
home with students. Parent & Community: Approved by the SBDMC and new strategies shared to discuss effectiveness and purchasing of Geometer Sketchpad.
August 2011 –
May 2012 and
August 2012- May
2013
Math night will be
held April 12, 2012
And again in 2013
Math Department All Algebra I Teachers in Freshman Academy and other Math teachers who are interested.
TI-83 calculators Invitation by Flyer Refreshments for Math Night.
Title I Funding: Each math teacher has a class-room set of calculators; however, $500 is needed for replacement batteries. $300 refreshments at parent night
Students will utilize alternative methods to master objectives and increase student achievement.
Formative Assessments will be utilized to check for understanding and
additional time will be given if needed to master calculator
concepts.
Students will have alternative means to mastering objectives. Improved student performance in class and on EOC/Gateway tests.
Action Step
The school will provide a pamphlet, in English and Spanish, reiterating the importance of the EOC test. The pamphlet will include EOC objectives and the scores students will need to attain proficient and advanced mastery. PD: Strategies Relating to Quality Work Technology: State department of Education sample questions and website link will be on flyer. Along with calculator directions. Communication: Parent Letter and flyer sent
home with students translated in Spanish.
August 2011 to October 2011 October 18-February 28, 2012 March and April of 2012
Margaret Carroll Freshman Guidance Counselor Algebra I teachers Jennie Montero Bilingual Mentor to translate the
EOC objectives with cut scores for proficient and advanced scores found on the state department’s website.
Title I Funding:
$500 for printing of pamphlets.
Parents/Guardians will have a list of all EOC Objectives expected for student mastery.
Parents/Guardians will monitor students’ progress. Discovery Formative assessment scores should increase as well as EOC/Gateway scores.
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Parent & Community: Approved by the SBDMC.
pamphlet and assist with questions from parents.
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GOAL 2 – Action Plan Development
4.1 Revised DATE: ___9-27-2011_______
Goal
Improve performance outcomes on English II End-of-Course and Gateway tests by 3% in all required subgroups from a 65% P/A to a 72% P/A to maintain or exceed AMO requirements for 2011-2012 with emphasis on raising African American scores from a 58% to a 72%, Hispanic from a 62% to a 70%, Economically Disadvantaged from a 59% to a 70%, and LEP from a 20% to a 61% in order to continue to meet all AMO’s set forth by the State. In 2012-2013 Cordova will continue to meet or exceed all AMO’s set forth by the State.
Which need(s) does this Goal address? This goal addresses the state mandated AMO benchmarks for English II of 74% for 2011-2012 and 83% for P/A for the 2012-2013 school year.
How is this Goal linked to the system’s Five-Year Plan? This goal supports the Memphis City Schools Five Year Comprehensive PD Plan 2007-2012: Strategic Goal 1 page 6 - STUDENT ACHIEVEMENT: Accelerate the academic performance of all students
ACTION STEPS – 4.2 IMPLEMENTATION PLAN – 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
The school will provide an after school tutorial program weekly for EOC first time test takers and for those repeating the English II course or taking the Gateway to meet graduation requirements. PD: Discovery Education Assessment Standards Relating to Quality Work TVAAS charts for Bubble kids. Folio Learning Writing Express Technology: Computers- practice tests, Clickers for in-class quizzes. Communication: Parent newsletter, parent link messages, report card, student progress reports, PTSA meetings, website, and handbook Parent & Community Involvement: They will be notified by letter and permission slip when the tutorial program begins.
9/2011 -
4/2012
9/2012 -
4/2013 At least 2 times a week on a rotating schedule posted in English hallway and on website.
Felicia Everson Principal
Lacretia Brasher
10th
Grade Guidance Counselor
Linda Louks 11
th Grade
Guidance Counselor
Bonnie
Hamilton and Marie Wood
English Teachers
Marcy
Harrifeld Instructional
SPI charts
Coach Books
Folio Writing Website
Extended Contract
Tutoring
$2300
Data from classroom observation will be reviewed weekly to
determine the effectiveness of the tutoring program.
Charts and posters will be displayed to
show student progress.
Folio writing data will be used to see what
area of writing a student needs to
focus on.
Increase number of students who score
proficient and/or advanced on the
English II EOC and Gateway.
Increase the number of 5’s and 6’s on the TCAP writing test.
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Facilitator
Action Step
Prep sessions will be systematically provided throughout the school year for all students taking the English II EOC classes and End-of Course tests. Also TCAP Writing. PD: Discovery Education Assessment Standards Relating to Quality Work Technology: Using computer software for individualized student reinforcement practices. Communication: Notifying parents using the Parent Newsletter, Phone Link, Report Cards, PTO Meetings, Website. Parent & Community: Parent permission request for student involvement in English Interventions.
9/2011 -
4/2012
9/2012 -
4/2013
Daily tutorial
services will be held
for
students.
Felicia Everson Principal
All English II
Teachers
Allen Mims SPED
Teacher
Jodi Patrick SPED
Teacher
Linda Louks & Lacretia Brasher
Guidance Counselors
Formative
Assessment
Gateway Coach
Laptop Computers
District Funds
Laptop cart purchased by the
SPED department.
Title I Funds to purchase new
Laptop cart $30,000
Teachers and administrators will review computer
generated assessment results to
determine student master of Standards.
Bubble kids will be
identified and provided with extra assistance in the
inclusion classroom setting.
Increased English II grades, EOC
assessment, and Gateway scores.
Writing Test TCAP
Action Step
Teachers will incorporate Best Practices and formative assessment into their daily lessons, including literacy and vocabulary building strategies, read aloud activities, sustained silent reading, cooperative learning groups, differentiated instruction, thinking maps, and daily journaling. PD: Strategies Relating to Quality Work Marzano’s strategies Making Formative Assessment Fun Technology: Computers, enrichment websites
Communication: Parent Letter and parent Link, Parent Teacher Conferences, Web-pages done by individual teachers. Parent & Community: Use real world connections with ties to our adopters as volunteers.
Aug 2011-May 2012
Aug 2012- May 2013
English Dept.
Chair, Jerry
Chappell; all 10
th and
11th
grade English teachers
Instructional Facilitator
Marcy Harrifeld
Northeast
Region Literacy Coach
Projectors and Computers to be primarily utilized by English Department PD on Differentiated Instruction and Marzano’s Strategies by Facilitator PD on Making Formative Assessment Fun PD on Folio Writing at North East Regional Office Regional Literacy Coach
Title I Funds: $20,000 Increase of technology Projectors, Clicker systems, Mobi’s and HoverCams.
Lesson plan reviews, classroom observations, data review of weekly assessments, nine-weeks tests
Improved performance on EOC and ACT English, Writing and Reading will be measured by pre/ post scores.
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Teaming within department-PLC’s
Action Step
Department chair will implement vertical team teaching by grade levels. Vertical team teachers will meet monthly to discuss/evaluate assessment data, review student performance, and make necessary program revisions. Data will be disaggregated by Facilitator and given to English teachers to create appropriate lessons. PD: Strategies Relating to Quality Work Vertical Team Training Technology: computers, learning village website for lesson plans and instructional maps. Communication: Parent letter Parent & Community: Approved by the SBDMC.
Aug 2011-May 2012
Once a Month
Aug 2012-May2013
Once a Month
Jerry
Chappell, chair; grade-level vertical
teams
Marcy Harrifeld
Instructional Facilitator
Teachers will attend vertical team training
workshops at the TLA.
Facilitator will
attend meetings to assist with
planning following
Instructional maps from AOTI.
N/A
Teachers will analyze the improvement of student work by a
comparison of grades for each nine-week
period. Help with the creations of Ed-Plan reports for struggling students who need
interventions that are on the Accelerate I or
II lists.
2010 End-of–year
grades will be compared to 2011
end-of-year grades to measure gains.
2011 scores and
grades will be compared to 2012
gains.
Action Step
Cordova High School English teachers will give English II questions for “Bellwork;” teachers will draw from old tests and EOC Prep Books for sample questions and answers. One English Teacher (Lisa Bennett) will attend the NCTE Convention in Chicago, IL and a local training in Memphis, TN. PD: Strategies Relating to Quality Work
ACT problem of the day PLC Technology: overhead, projectors using PowerPoint’s. Clicker system for formative assessment Communication: Parent Letter attached to report card/Parent Link messages Parent & Community: Data results shared with members of SBDMC.
April – May 2011 every day every class period. April – May 2012 every day every class period. NCTE Convention November 17-22 Local Olympic Myths PD September 30-October 1
All English I, II, and III teachers. Instructional Facilitator- Marcy Harrifeld Lisa Bennett Tierney Armour
Gateway sample questions from resource materials. Convention materials
None $105 for registration and $100 for Sub $3000 for NCTE Conference From PD budget
Students will be provided extra practice one month prior to the EOC/Gateway exam. She will bring back new ideas and concepts to share with other English teachers at a monthly departmental PLC
Improved student performance in class and on EOC/Gateway tests. Clicker system for formative assessment to measure gains or check for deficiencies. Improved Student performance and increase in use of technology in the English Classroom.
87
Action Step
The school will provide a pamphlet, in English and Spanish, reiterating the importance of the test. The pamphlet will include EOC objectives and the scores students will need to attain proficient and advanced mastery. PD: Strategies Relating to Quality Work
Technology: State department of Education sample questions and website link will be on flyer. Communication: Parent Letter and flyer sent home with students translated in Spanish. Parent & Community: Approved by the SBDMC.
Start of School until the Open House & Parent Teacher Conferences on October 17
th and
again during spring test prep during March and April of 2011/2012
Margaret Carroll guidance Counselor along with English I and II teachers and Jennie Montero Bilingual Mentor to translate the pamphlet and assist with questions from parents.
EOC objectives with cut scores for proficient and advanced scores found on the state department’s website.
Title I Funding: $500 for printing of pamphlets.
Parents/Guardians will have a list of all EOC Objectives expected for student mastery.
Parents/Guardians will monitor students’ progress. Discovery Formative assessment scores should increase as well as EOC/Gateway scores.
Action Step
Teachers will continue successful Implementation of Instructional Strategies that focus on differentiated Instruction and Marzano’s Methods PD: Marzano’s Classroom Instruction that Works system Strategies Relating to Quality Work Technology: State department of Education sample questions and website link will be on flyer. Communication: Monthly PD on each of Marzano’s strategies. Principal’s newsletter sent home at beginning of each semester. Parent & Community: Approved by the SBDMC.
Oct. 21, 2011-PD August-2011 - May 2013 Teachers/staff will meet with students and monitor their progress each nine weeks.
All teachers, Administrator
s, nd staff.
PD speaker Dave Weber And Marzano’s Classroom Instruction that Works planning calendar & Portfolio for every staff member to use in planning.
Dave Weber $1900 Planners $3000
Teachers will report regularly to Principal or Assistant Principals for evaluation of progress with mentoring. Successful planning of syllabi on learning village.
Students will be more productive and successful resulting in greater achievement and gains towards AMO’s.
Action Step
English and Special Education Co-teachers will meet weekly to review differentiated instruction, classroom management strategies, and previous EOC assessment indicators to improve instruction for special education students in inclusion/co-teach classes. The Reading+ English I and II teachers will print and use reports to see how students are
Sept. 2011- May 2012
Sept 2012- May 2013
Weekly
Meetings
Felicia Everson Principal, Assistant Principal Racheal Addison,
$500/Supplies/ Books/Printing
Differentiated Instruction in the English Classroom by Barbara King-Shaver & Alyce Hunter $17.50 each X
Principal and Assistant Administrators will evaluate progress in service to special needs learners. Gains will be studied to see where more
Special education students will benefit from a collaborative effort of English and Special Education teachers with an increase in IEP goals achieved and
88
achieving in the program. PD: Differentiated Instruction in the English
Classroom. Technology: computers, projectors Communication: Parent communication, IEP’s, parent-teacher conferences. Parent & Community: Approved by the
SBDMC.
Bonnie Hamilton English Teacher with Jodi Patrick Co-teacher Lisa Bennett English teacher with Mrs. Snell Co-teacher. David O’Brien English Reading + teacher with Co=teacher Gabe Jauregui.
25 copies = $437.50
structured interventions are needed.
gains on the EOC/Gateway.
Action Step
9
th grade English teachers will meet and review
data corresponding to the reading scores of the students to determine which need to be placed in the reading + classes. PD: Strategies Relating to Quality Work Technology: computers, listening stations, testing Communication: Parent Letter approving placement in reading + Parent & Community: Approved by the
SBDMC.
September 2011-May 2012 August 2012
Felicia Everson Principal, Assistant Principal Rachel Addison, Sped caseworkers for selected students.
N/A
Reading + curriculum
Principal and Assistant Administrators will evaluate progress in service to special needs learners. Reading+ data will be analyzed.
Regular education students and special education students will benefit from a collaborative effort of English and Special Education teachers with an increase in IEP goals achieved.
Action Step
Cordova will host a parent night consisting of a poetry slam, art show and orchestra to promote writing and the arts. PD: Strategies Relating to Quality Work Technology: microphone, video camera Communication: Posters, announcements to
October 25, 2011 November 2012
Marcy Harrifeld Instructional Facilitator, teachers, Administration Community
Light Refreshments
$200 Memphis Grizzlies provided game tickets, t-shirts and backpacks as prizes for competition.
Survey will be sent out to those who sign in and student participation will gage effectiveness.
This will hopefully become a yearly event and involve parents and community members in a night of fun at Cordova To increase awareness and get more parental
89
students. Parent Letter and flyer sent home with students translated in Spanish. Parent & Community: Approved by the SBDMC. Flyers posted at local businesses and adopters locations in Cordova. Volunteer judges for competition. Hosted by Memphis Grizzlies.
volunteers to judge competition
involvement
Action Step Action Step Action Step
Create a computer lab upstairs to assist with Reading Plus and to be utilized by all departments for cross curricular focus on reading, writing and research. PD: Strategies Relating to Quality Work Technology: State department of Education
sample questions and website link will be on flyer. Communication: Parent Letter and flyer sent home with students translated in Spanish. Parent & Community: Approved by the SBDMC. Cordova will host a an 8
th Grade parent
transition night consisting of a expectations, summer reading, TN diploma project, CCSS, Study Skills for parents to use at home with the new 9
th graders for 2012-2013.
PD: Strategies Relating to Quality Work Technology: microphone, video camera Communication: Posters, announcements to students. Parent Letter and flyer sent home with students translated in Spanish. Parent & Community: Approved by the SBDMC. Invite parents through our feeder schools. Cordova will host an AP/Dual Enrollment Training for parents and students consisting of Rules, responsibilities, how to apply, deadlines,
April 2011- May 2012 August 2012-May 2013 August 25, 2011 February 23, 2012 March 1, 2012
All Teachers who attend the PD on
checking out the
computers on wheels.
Marcy Harrifeld Instructional Facilitator, teachers, Administration
Guidance Counselors
Marcy Harrifeld Instructional
Title I Funding: $60,000 for 2
Mobile computer stations, printers
and cords.
Light Refreshments
Light Refreshments
MCS warehouse Computer services 2 mobile labs with 30 computers each. $750 from Title I parental involvement funds. $400 from Title I parental involvement
Teachers will analyze the improvement of student work by a comparison of grades for each nine-week period. Survey will be sent out to those who sign in and student participation will gage effectiveness. Survey will be sent out to those who sign in and student
Improved performance on EOC and ACT English, Writing and Reading will be measured by pre/ post scores. This will hopefully become a yearly event and involve parents and community members in a night of fun at Cordova To increase awareness and get more parental involvement This will hopefully become a yearly event and involve
90
credit for college, etc. PD: Strategies Relating to AP Quality Work
Technology: microphone, video camera Communication: Posters, announcements to
students. Parent Letter and flyer sent home with students translated in Spanish. Parent & Community: Approved by the
SBDMC. Invite parents through parent link, flyer.
Facilitator, teachers, Administration
Guidance Counselors
funds.
participation will gage effectiveness.
parents and community members in a night of fun at Cordova To increase awareness and get more parental involvement
GOAL 3 – Action Plan Development
4.1 Revised DATE: ___9-27-2011_______
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Goal Cordova High School will improve graduation rate from a 79.3% in 2011-2012 to an 89.5% in 2012-2013 to meet the AMO’s required by ESEA and the State.
Which need(s) does this Goal address? To accomplish the benchmark AMO according to ESEA of 89.5% for 2011-2012 and 2012-2013.
How is this Goal linked to the system’s Five-Year Plan? This goal supports the Memphis City Schools Five Year Comprehensive PD Plan 2007-2012: Strategic Goal 1 page 6 - STUDENT ACHIEVEMENT: Accelerate the academic performance of all students
ACTION STEPS – 4.2 IMPLEMENTATION PLAN – 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
11th
and 12 grade guidance counselors will meet with all 11
th and 12
th grade students
during the school year for a transcript review. Credit recovery and e-learning options will be offered to keep failing students on track. PD: Transcript training at TLA for Senior
counselor, Records secretary and Chancery support secretary. Technology: Computers, calculators
Communication: Notifying parents of deficiencies, E-school opportunities, Progress Reports, Report Cards. Parent & Community: Parents notified by counselors about what steps to take if a student needs a credit for graduation.
August 2011 -December 2012 August 2012- December 2013
Linda Louks 11
th grade
guidance counselor
Kathy Knight
12th
grade guidance counselor
Jackie Kish Chancery
SMS
Nancy Wiggins Records Secretary
Chancery SMS Transcripts Student Schedules
None
Transcript review checklist for all graduating seniors done by January to ensure deficiencies are handled.
Students will remain on track to graduate in four years.
Action Step
Classroom teachers will make contact with parents every three weeks regarding students failing their class. Teachers will create and maintain the Ed-Plan for all students who require an intervention. PD: Legendary Service PD by Racheal Addison to all faculty. Ed=Plan PD facilitated by Guidance
August 2011 –May 2012 August 2012- May 2013
As needed,
All
Classroom teachers
Racheal Addison Assistant Principal
Felicia
PowerTeacher Chancery SMS Parent Contact logs, Ed-Plan
reports.
None Review of progress reports and report cards.
Documentation of parental contact
during each 3 week period turned into Rachael Addison.
Increased parental awareness and support for students and teachers
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Counselors. Technology: Using computer software (
PowerTeacher) for individualized student reports. TVAAS reports showing growth. Communication: Notifying parents using the
Phone, email or conference, Phone Link, Report Cards, PTO Meetings, Website. Parent & Community: Parent permission
request for powerteacher parental logon.
but at least once
every 3 weeks.
Everson Principal
All Guidance Counselors
Ed=Plan checked periodically by
guidance counselors and assistant
principals.
Action Step
Administrators will monitor truancy and behavior of failing students and hold required meetings with the parents and students. PD: Truancy Laws and legendary service to parents. Technology: Using Chancery SMS
attendance and reports to monitor absences and behavior patterns. Communication: Notifying parents and Letter
of truancy from juvenile courts. Parent & Community: Parent meetings and truancy hearings through juvenile court as mandated by law.
August 20101–
May 2012
August 2012- May
2013
Case by case as needed.
Jeff Herron
Mike Hopkins Brenda Becton Vince
Thompson Assistant Principals
PBIS Team
Tammie Harris & Kim
Quarles Attendance Secretaries
Nancy
Wiggins Records Secretary
All guidance counselors
Truancy letters
Attendance in
Chancery SMS
None
Review of attendance reports, failure lists, and behavior reports
Increased student achievement and performance Increased attendance and graduation rates.
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Action Step
Teachers and administration will receive professional development on effective instruction, differentiated instruction and classroom management in order to increase student achievement in their class PD: College Board AP Training Making Formative Assessment Fun NSTA Conference NCTE Conference NASSP Conference Western TN Principal’s Conference Title I National Conference Technology: Using computer software for individualized student reinforcement practices. Stanford Math Discovery ThinkLink Folio Writing Reading+ Algebra+ Geometry+ Biology+ Communication: Notifying parents using the Parent Newsletter, Phone Link, Report Cards, PTO Meetings, Website. Parent & Community: Communication about behavior and grades.
August 2011 –
July 2012
August 2012- May
2013
Monthly Meetings for all new teachers
to Cordova.
Department chairs from
each department
and selected faculty in
AMO subject areas of English II
and Algebra I, Biology.
Workshops/seminars/school led
PD by Instructional Facilitator on Classroom
Management for New teachers.
College Board
Training
Title I funds:
$20,000 Training and
Seminars registration and
travel fees
Classroom management that works books for all faculty and
staff Title I Funds:
$2300
Review of
Gateway/End of Course pre/post
scores and Act Pre/post scores
Lesson Plans
Review of Progress Reports and Report
Cards
Improved
performance on EOC/Gateway and
ACT English, Writing, Math, Science and Social Studies. Will be monitored using
data of pre/post scores.
Action Step
New teachers will be provided with mentors who will assist them as they transition from academic preparation to their first professional appointment. Our mentoring program will also address the needs of teachers who have taught at other schools but are new to Cordova High School. PD: Teacher Mentoring Technology:
Teacher Information The SMS System Communication: Teachers will be notified by the faculty & staff notes, their mentor, and the mentoring chair will remind them when training
August 2011
Through May 2012
Weekly log on
Teacher Induction
Plan.
Felicia Everson, Principal
Racheal Addison, Assistant Principal
Genevieve
Thomas Teacher Mentor
Marcy
Harrifeld
SMS System Training Manuel
Mentors
Mentoring Stipends
(2@ $700 ea.) MCS-$1400.00
Substitute
provided for G. Thomas to attend mentor training.
Constant evaluation of new teacher
performance will be noted in teacher
evaluation.
A positive evaluation will warrant a
recommendation for acquiring tenure. A negative evaluation means additional
mentoring/PD training.
Improved performance on Gateway and ACT English, Writing, Math, Science and Social Studies. Will be monitored using data of pre/post scores.
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will be held. Parent & Community Involvement: They will
be notified when teachers are highly qualified.
Instructional Facilitator
Teachers will participate in ongoing professional development and professional learning communities that will develop skill to enhance student learning. PD: Marzano’s Classrooms That Work!
Learning Village Quality Work Design Capstone Teachscape New MCS Gradebook Teaching to the Standards Project Based Learning Inclusion…What’s & Why’s Writing Across the Curriculum A Quality 9 Weeks Syllabus Teacher Mentoring Tomorrow’s Leaders Stanford Math Data Coach’s Guide to Improving Learning for All Students Making Formative Assessment Fun TEM Evaluation Computer Cart Training Bully Training Technology:
Smart Board/Electric Screens/Portable System Computer Systems Whiteboards
August 2011
Through May 2012
Ongoing monthly
Racheal Addison, Assistant Principals
Department Chairs
Marcy
Harrifeld Instructional Facilitator
Teacher portfolio
Quality Work Projects
Syllabi
Classroom
Observations
MCS Research & Evaluation Data
State Report
Card
PLC”s Minutes
Reflections Ticket Out the
Door
Workshop Materials
Title 1: $3800.00
Technology
Initiative Grant (Computers)
MCS $15,000.00
Materials &
Equipment to support Quality Work Exhibition
& Capstone Projects
Out-of-town
travel Title 1: $9000.00
Technology Whiteboards Smart Boards
Document Cameras projectors
Title 1: $20,000
Computers Title 1: $60,000
Printers & Ink Title 1: $2,000
Monitoring the effects of co-teaching and
evaluating concerns by using surveys to determine ‘What is Working or What is not Working’ in the inclusion process.
Improved performance on Gateway and ACT English, Writing, Math, Science and Social Studies. Will be monitored using data of pre/post scores. Better Teacher evaluations which lead to Master Teacher status.
Action Step
Records Secretary and administration will receive professional development on tracking students that were at CHS last year and entering information into Chancery SMS database. PD: Board Data SIS training Technology: Using computer software for
August 2011
through June 2012
August 2012
through June 2013
Felicia Everson, Principal
Nancy
Wiggins Records Secretary
Parent numbers, Chancery SMS,
N/A
To monitor the list of students who we
have no withdrawal paperwork on.
IF we closely and effectively monitor this data then we should consistently see an improvement in graduation rate.
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data entry into Chancery SMS Communication: Notifying and contacting parents of the missing students to verify location. Parent & Community: Communication about location.
Component 5
The School Improvement Plan
and Process Evaluation
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Component 5 The School Improvement Plan and Process Evaluation
5.1 Process Evaluation
Collaborative Process
Committees were developed with the diversity of stakeholders considered. Each committee had a
representative from the administration, staff, students, community and parents. The committees
were formed in the fall and met twice monthly during the entire school year. Each time a
committee completed a draft from their component, it was presented for review to all the
committee members.
Committees met in September 2011 to discuss the information needed to evaluate the school
improvement planning process. The chairperson and co-chairperson made assignments to
members of the committee. Members of this component needed to collaborate with members of
components three and four before finalizing the information. All members completed sign-in
sheets and minutes of the meetings and this information has been filed.
The following guidelines were developed for each committee:
Each committee had to have a representative for all stakeholder groups
The Chair people for each committee would be teachers
Committees had to meet twice monthly and submit a draft of their component to all members
each month
Once a committee completed a draft, a copy was available for review by the staff, parents, and
community
Alignment of Data and Goals
The data collected in Component 1 was the catalyst for creating the goals composed in
Component 4. A comprehensive analysis of Gateway data, End-of-Course data, ACT data,
Discovery ThinkLink, TVAAS data and teacher surveys were all indicative of needed
improvement in specific areas of our school’s curriculum. These areas were prioritized and
provided the basis for the establishment and development of our goals for school improvement
and Action Steps to attain goals as evidenced by minutes of committee meetings.
Communication with All Stakeholders
Cordova High School uses various forms of communication to keep our stakeholders
informed about the status of the school. This is to maintain a high standard of educational
opportunities available to our students for their success. The methods used to communicate
the effectiveness of the SIP Leadership Team include:
Informational brochures
Annual Title I parent meetings
Parent Link message service for notice to parents
PowerTeacher online grade book and assignment access for parents
E-mail to and from faculty, staff, and administrators
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Leadership council reports
PTSA meetings
Faculty PLC meetings with minutes
Departmental PLC meetings with minutes
Open house for community, businesses and parents
Advisory board meetings
Student orientation and grade level assemblies
Mid nine weeks’ reports
Senior Parent Night
Career and Technology Fair
Parent/Teacher Conferences
Newly Designed Website for Parent Tip of the Day
Alignment of Beliefs, Shared Vision, and Mission with Goals
Our beliefs, vision and mission statements are all data driven and originated out of our
Component 1 findings based on the academic needs of the school. All stakeholders were
involved during the formulation phase of our school’s mission statement and beliefs.
Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization
The collection, organization, and interpretation of hard and soft data in Components 1 and 3
provide evidence that our goals and Action Steps align with the areas of strengths and needs as
evidenced by our careful interpretation of all the data collected in the gap analysis.
Suggestions for the Process
Suggestions for improving our planning process are to provide each core leader an
informative summary of expectations and findings. We suggest including more external
stakeholder input in our planning process. We suggest improving our communication of the SIP
planning process, the goals, and action steps formulated to attain the goals. We suggest a more
elaborate monitoring process to make recommended changes based on feedback from
stakeholders.
5.2 Implementation Evaluation
Evidence of Implementation
Comparing the results of mandated standardized test results such as TCAP, EOC/Gateway,
and ACT will indicate evidence of growth. Improvement in such areas will add validity to the
action steps and will ensure success at various intervals as the plan is implemented. If growth is
minimal, programs such as Gateway Supplemental Education Services and Extended Contract
Services will help to assist in progressing academic achievement.
The following timeline serves as our plan to provide a summative review that incorporates
specific milestone dates and events that clearly identify
The assessment instruments to be used
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The data analysis procedures to be used
The long-term comparisons planned
The plan for communicating goal attainment evidence to all stakeholders
August 2011
The School Improvement Team will review goal progression from the previous year with
faculty, students, Parent Teacher Student Association, Site Based Decision Making
Council and community partners.
Discuss data results from 2010-2011 Adequate Yearly Progress Report with faculty
members at first meeting and discuss what goals we need to assess and change or revisit.
Formulate plans for staff and community involvement in planning the 2011-2012 School
Improvement Plan.
September 2011
Gather all statistics and information needed to revise the next School Improvement Plan
Formulate plans for staff involvement in planning the 2011-2012 School Improvement
Plan
Review strategies to improve Adequate Yearly Progress results for the 2011-2012 School
Year and beyond with Exemplary Educators, board staff, department chairs, facilitators,
teachers, counselors, information specialists, and administrators
Annual Title I Parent Meeting
Hold 1st SBDMC meeting
October 2011
Begin compilation of current School Improvement Plan through collaboration with
administrators, teachers, parents, community members, facilitators, business partners,
information specialists, and counselors
Report to faculty on assessment data an address instructional modifications
Begin evaluation process identified in newly revised School Improvement Plan
November 2011
Continue evaluation process identified in newly revised School Improvement Plan
School Improvement Team will complete all necessary revisions to the School
Improvement Plan
Feeder School Guidance Counselor/Principals’ Breakfast
December 2011
State review of School Improvement Plan
Departmental Meetings for final semester planning
Student Shadowing Experiences/Field Trips
Continue evaluation process identified in newly revised School Improvement Plan
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January 2012
Collect, organize, and analyze performance data from fall semester
Student Shadowing Experiences/Field Trips
Continue evaluation process identified in newly revised School Improvement Plan
February 2012
Discussion of progress during regularly scheduled faculty meetings
Staff development workshops as needed
Teaching strategies and student interactions observed in classroom setting
Hold Spring Title I meeting
March 2012
Share improvements with Parent Teacher Student Association
Staff development workshops as needed
Collaboration between teachers and TAS
Teaching strategies and student interactions observed in classroom setting
Monthly faculty discussions of progress or reflections and impact checks at least once
each nine weeks
Student Shadowing Experience/Field Trips
April 2012
Collaboration between teachers and on standardized test progress
Regularly scheduled faculty meetings regarding the progress made on the implementation
of the School Improvement Plan
Staff development workshops as needed
Feedback received from school’s stakeholders after receiving progress report on School
Improvement Plan
May 2012
Checklist highlighting improvements made in classrooms completed by School
Improvement Team
End-of-the-year information seminar with faculty, students, stakeholders, Parent Teacher
Student Association, and TAS commemorating student learning improvements
Track percentages of graduates/completers compared to previous year and assess.
Share printed results of TCAP, EOC/Gateway and ACT with staff, students, and Parent
Teacher Student Association
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Evidence of the Use of Data
In August 2011, the faculty will review EOC and Gateway test data to determine
instructional and learning strengths and needs. Teachers will collaboratively plan in each
department and Data PLC’s to provide instruction based on the strengths and needs evident in
the data. At the end of each nine week period teachers will administer formative assessments.
The data from these assessments will be collected, organized, and interpreted by faculty utilizing
technology to the extent possible. After the analysis of the data, our entire faculty will plan
collaboratively to adjust instructional strategies, required materials and tutoring programs in
order to meet the agreed upon goals. Discovery Testing and TVAAS Accelerate reports will be
used to measure individual student achievement. It will also be used to monitor and adjust
instruction and insure that individual students are making adequate progress on targeted SPIs.
All of the fore mentioned data will be used to determine our schools progress in attaining the
goals detailed in Component 4.
5.3 Monitoring and Adjusting Evaluation
Evidence of Monitoring Dates:
Persons Responsible:
Committee Chair Co-Chair
Component 1 Dorothy Carr-Bland Cindy Cooley
Component 1b Vince Thompson Chris Abernathy
Component 2 Brenda Becton John Bush
Component 3 Rachael Addison Randy Johnson
Component 4 Marcy Harrifeld Zena Bailey
Component 5 Felicia Everson Racheal Addison/Marcy Harrifeld
Meeting Dates:
September 2011 The entire Leadership Team will meet to create monitoring assignments.
October 2011 Component 1 & 1b will meet to finalize data collection.
Component 2 will determine if actions are in line with mission.
Component 3 will analyze our current instructional strategies.
Component 4 will use the formative assessment data to monitor goals
Component 5 will analyze data and minutes from team meetings.
May 2012 School Leadership Team will organize assessment data.
May 2012 Component 4 will monitor annual progress made on current goals
May 2012 Component 3 will survey staff for updated instructional strategies.
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June 2012 Component 5 will update necessary actions needed for goals.
Process for Monitoring Plan
The School Leadership Team will meet at the end of each semester to monitor the School
Improvement Plan and ensure that it is being used as it was intended. They will collaborate to
discuss any adjustments. The following action will be utilized during the monitoring process:
o School Leadership Team (SLT) will request student performance data from the guidance
office for each grading period.
o SLT will request computer generated reports from Discovery assessments after each
given assessment.
o SLT will review Departmental PLC team planning minutes once a month.
o SLT will administer two faculty questionnaires during the course of the year, one in the
Fall and one in the Spring.
o SLT will review the TSIPP Committee meeting minutes.
o SLT and data team PLC will review EOC/Achievement data from last year’s TVAAS
Accelerate I, II and Advance reports to see where are most pressing needs are in
September/October.
Process for Adjusting Plan
Teachers who are involved in the action plans will meet at the end of each semester to access
the current standing of the identified goals in the TSIPP data. Faculty and other stakeholders will
be requested to provide feedback and recommendations for adjustments to the School Leadership
Team regarding the implementation and monitoring process of the SIP. Their feedback will be
attained through faculty meetings and survey/questionnaires throughout the school year. Their
recommendations for adjustments will be based on regular analysis of the formative data
collected at the end of each grading period. Each SIP Component Committee will meet in early
October 2011 to review the progress of implementing the Action Steps of the SIP based on
faculty and stakeholder feedback and student achievement data. Each SIP Component
Committee will provide implementation progress and monitoring information to the School
Leadership Team. The School Leadership Team will meet in December 2011 to monitor the
progress of the implementation of the Action Steps in the TSIPP and make adjustments where
needed.
Plan for Communicating to All Stakeholders
The successes and adjustments to the SIP will be shared with all stakeholders through
faculty meetings, parent/teacher conferences, back to school nights, and grade level collaboration
meetings. The results of the School Leadership Team’s monitoring and adjustments to the SIP, if
any, will be communicated to the faculty and stakeholders in a variety of ways –faculty
meetings, newsletters, memos, handouts at Parent/Teacher Conferences, PTSA meetings, etc.
The Leadership Team will meet again in May 2012 to monitor the SIP implementation process
once again and made adjustments where warranted based on collected data. A final
newsletter/notice will be issued end of May regarding the success/adjustments of the plan to
stakeholders and solicit their ongoing input to ensure continued improvement in student
achievement and school climate and culture.
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School Improvement Plan – Assurance Page
I, FELICIA EVERSON, principal of CORDOVA HIGH SCHOOL, give assurance
that this Title I Schoolwide Plan was developed during a one-year period with parents and other
members of the community. This plan is available to the local educational agency, parents,
and the public.
The intent and purpose of each federal categorical program is included. When appropriate
there is a coordination with programs under Reading First, Early Reading First, Evan Start,
Carl D. Perkins Vocational Act, and Head Start.
Cordova High School is on the “High Priority” list. Therefore, I understand that I must not spend
less than 10% of Title I funds for professional development.
I certify that the assurances referenced above have been satisfied to the best of my knowledge.
__________________________________________ _______________________
FELICIA EVERSON Principal Date
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Cordova High School 2011-2012
Family Engagement Plan
Parental Involvement provides active participation of parents in the education of their
child/children. Our family engagement plan at Cordova High School has been jointly developed
with our parents and our family engagement plan has established the expectations for parent
involvement. Our goal is to prepare parents to be knowledgeable of the skills and information
needed to help their children to be successful in school.
Cordova High School pledges to eliminate barriers to parental involvement in the following
ways:
1. Consistently acknowledge and greet parents in a friendly and welcome manner, by office
staff, support staff, administrators and teachers when visiting the school.
2. Provide meetings at various times which allow all parents to participate.
3. Clarify terms using simple and direct language by the use of various language prompts
for parents who may have literacy/reading deficits by the use of phone contacts.
4. Provide written materials in both English and Spanish.
5. Provide interpreter services when necessary.
6. Provide teacher contact information, web site information and email addresses.
7. Provide a platform in order for parents to express ideas, concerns, and suggestions and
receive a timely response from school leaders and administrators.
8. Have daily dialogue throughout the school to ensure success for all students (Teachers,
Administrators, and Support Staff).
9. Jointly develop with parents, teachers and school administrators a school/parent compact
and engagement plan.
10. Provide parents with opportunities for regular meetings to communicate
concerns/problems with the principal by submitting a “P-CORE Form” as well as formal
face to face meetings.
11. Provide various postings of events and meetings throughout the community.
Cordova High School will encourage parents to become meaningfully involved and
promote the capacity for strong parental involvement in an organized, ongoing, and timely
way by endorsing the following: 1. Participate as members of the School Leadership Council, PTSA, and Booster Clubs and have
“lunch with the principal.” 2. Attend and participate in conferences, workshops, and instructional activities to provide parents
a description and explanation on the assessments and curriculum that encompasses each individual child’s education.
3. Hold a flexible number of meetings for parents’ convenience in order to keep parents informed of current events, issues, as well as submit frequent progress reports.
4. Conduct parent/teacher conferences to discuss the child’s progress. 5. Convene an annual meeting, at flexible times and invite all parents, to explain and observe the
Title I/NCLB programs, activities and curriculum. 6. Provide a parent information bulletin board of current events with monthly activities calendars
to provide parents timely information. 7. Provide a student and parent handbook outlining school rules, policies and procedures.
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8. Parents will participate in revising the Family Engagement Plan and the School Compact; sign and receive a copy of both at the beginning of the school year.
9. Utilize partnerships with community organizations, adopters and businesses. 10. Utilize Parent Resource Center to coordinate and integrate parent involvement programs and
activities. 11. Inform parents of curriculum, academic assessments and proficiency levels.
Revised and distributed August 2011
FRESHMAN TRANSITION PLAN FOR CORDOVA HIGH SCHOOL
The Freshman Academy is a comprehensive, year-long transition program for all first-time 9th
grade students. Each student is assigned to a team or family composed of four core academic
teachers and a common group of students. These students take English, math, social studies and
science classes from their family of teachers. These teams meet weekly to discuss student
progress and plan strategies to support student success. If necessary, the entire team may
conference with parents to discuss issues or concerns.
Prior to the start of school in August, each MCS high school will have a transition program for
its ninth grade students. Using a carousel approach, this transition program will introduce the
students to the following:
School campus Curriculum offerings Extracurricular activities/organizations Graduation requirements Team building and collaboration The Advisory Program
Students will move in groups from one activity to another to help them visualize how supportive
high school can be as they prepare to move to their post-secondary choices.
Once school begins, there will be weekly advisories where students will discuss important topics
that affect their lives (i.e. organizational skills, study skills, college and career choices, test-
taking strategies etc.). They will have assemblies, field experiences, and cultural activities
within the Academy. In summary, the Academy is designed to provide a warm supportive
climate where students are surrounded by a team where everyone knows their names.
SENIOR TRANSITION PLAN FOR STUDENTS TO COLLEGE OR THE WORKFORCE
The elements of the transition plan that have been determined are:
• Senior Capstone Project
• High School Course Selections
• Interest, Skills, Work Values Assessments
• Resume
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• Prepare for Job Interview Process
• Post-Secondary Plan
• Formal Assessment (PSAT, SAT, ACT, ASVAB, AP Test, etc.)
• Best Works
Students will be assisted in the transition from High School to college or the workforce through
continual monitoring their senior year and help from the college and career counselors in the
building. Through testing and alternative assessments students will be guided to apply to several
colleges and universities and or trade schools to ensure their success after they leave high school.
Intervention Plan at Cordova High School 2011-2012
Services provided by all faculty at Cordova High School:
EdPlan
Co-teach classes in English and Algebra I
Reading +, Geometry +, Biology +, Algebra+
Course Recovery- E-School
Extended Learning
After school free tutoring
SES
At risk and re-takers of state assessments pull-outs prior to test
Parental Contact – Progress reports, report cards, parent-teacher conferences
ACT PREP- ACT Tutoring
Other service options to be considered and possibly developed are:
Summer programs MAY be an option
Learning Center Assistance
Reduced Class Size
Counseling Support
Instructional Modifications
Speech and Language Therapy
Occupational and Physical Therapy
Mental Health Intervention
Inter-agency Cooperation (DSS, Police)
School Resource Officer Support
Alternative Educational Programs
Academic Intervention will address other influencing factors that impact learning such as:
Attendance relate issues
Discipline relate issues
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Family related issues
Health related issues
Mobility and transfer related issues
Cordova High School Mentoring Plan 2011-2012
At Cordova High School supportive veteran teachers will be selected to serve as mentors or
coaches to our protégé teachers. Beginning teachers establish special relationships with their
mentors/coaches who share their stories of success and setbacks. Working together, side-by-side,
new teachers gain real-world insights from experienced colleagues who have seen and done it
all.
New Teacher Mentors/Coaches - Mentors/coaches meet on-site weekly with new teachers
during and after school hours. They observe and coach the new teachers, offer emotional
support, assist with short- and long-term planning, design classroom management strategies,
teach demonstration lessons, provide curriculum resources, and facilitate communication with
the principal.
Monthly Seminar Series - A monthly seminar series is designed to build a support network
and an ongoing professional dialogue among beginning teachers based on the Tennessee
Framework for Evaluation and Professional Growth. Seminars focus on content specific
pedagogy, effective practices for working with diverse learners, and literacy.
Release Time - Opportunities for reflection, assessment, observation, curriculum planning and
staff development are offered throughout the year.
While in the program, beginning teachers benefit from an ongoing formative assessment cycle --
tracking the teacher's professional growth. Assessments revolve around the teacher's district
goals/individual learning plan. A professional portfolio documents the teacher's experience and
includes:
Assessment and Professional Growth - The new teacher works with the mentor/coach to
develop professional goals and strategies that will guide their collaborative work. The
Professional Growth Plan is revised and modified throughout the year.
Self-Assessment - Self-assessment worksheets are used throughout the year as a self-
assessment tool and springboard to create and revise the Professional Growth Plan.
Collaborative Assessment Logs - The new teacher and mentor/coach document weekly
successes, challenges, and next steps.
Formal and Informal Observations - Observations are related to the teacher's professional
goals and provide objective data for reflection upon practice.
Analysis of Student Work - Student work is analyzed regularly in relation to content
standards and is used to guide curriculum planning and professional development for the
beginning teacher.
Mentor teachers are there to assist in an capacity to ensure a successful year for the new teachers.
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Cordova High School
Title I Parent/School Compact
2011-2012
The compact has been jointly developed and agreed upon by Cordova High School,
parents, students and school staff. The faculty, staff, students and parents will share in the
responsibility for improving student academic achievement. Cordova High along with
parents will develop a partnership through an ongoing open line of communication to help
children achieve the State’s high standards.
School’s Responsibility
I, the undersigned partner in the education of children at Cordova High School commit to
the following:
Provide an environment that allows for ongoing two way communication between the
teacher, parent, and student.
Encourage teachers to regularly provide homework assignments that will reinforce
classroom instruction.
Attendance of students and teachers will be monitored and celebrated in line to our SIP
(School Improvement Plan).
Encourage a strong parental following that allows parents to be a part of the learning
process.
Provide a supportive and effective learning environment that promotes high quality
curriculum and instruction.
Hold flexible and annual parent/teacher conferences to discuss school compact.
Will give reasonable access to volunteer, participate and observe their child’s class.
Enforce truancy guidelines as outlined by the MCS attendance policy.
Principal’s Signature: ___________________________________________
Teacher Agreement I, the undersigned partner in the education of children at Cordova High School commit to the
following:
Provide homework assignments the reinforce skills taught in the classroom at least 2-3
times per week per subject.
Provide necessary assistance to parents when needed.
Give frequent student progress reports (i.e. mid-nine week’s progress reports each nine
weeks).
Provide ongoing communication with parents (weekly contact logs)
Structure lessons that promote academic growth towards mastering TCAP objectives
(beginning in August through end of May)
Dedicated to continuous professional development
Teacher’s Signatures are attached on last page
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Student Agreement
It is important that I work to the best of my ability. I shall strive to do the following:
Report to school on time and on a daily basis
Come to school each day dressed appropriately and with the necessary tools for
learning (pencil, paper, and book)
Commit to studying on a regular basis
Conform to the rules outlined in the student code of conduct as well as the Blue
Ribbon Behavior Plan.
Commit to being a responsible student by completing all assignments and self
monitoring my behavior and academic progress.
Student’s Signature: _____________________ Print Name: _________________
Parent’s/Guardian’s Agreement
The following describes the ways in which I, the parent and the undersigned partner,
will be responsible in the education of my child and commit to:
Ensure that my child is on-time and attends school every day.
Support the school in its efforts to maintain a safe and orderly place to learn by
ensuring that my child adheres to MCS/Cordova High School’s uniform policy, Blue
Ribbon Policy, and School Attendance policy.
Establish homework and study routines and review them daily.
Provide a quiet place to study.
Encourage and support my child’s effort and be available for questions
Know what my child is learning
Provide a library card for my child
Read with my child and let him/her see me read
Participate in parent training and student learning activities
Participate in the Parent/Teacher Association
Parent’s Signature: _____________________________________________
Memphis City Schools does not discriminate in its programs or employment on the basis of race,
color, religion, national origin, handicap/disability, sex or age.
Revised and distributed August 8, 2011
2011 – 2012
Professional Development Plan
School: Cordova High School Principal: Felicia Everson *Beginning PD Budget Amount=
$15,000
Date: 8-25-2011 Regional Supt: Kevin McCarthy PDSCC: Marcy Harrifeld
*Each itemized expenditure must be subtracted from the PD budget balance until the remaining amount equals zero.
Professional Development Plan Overview Based on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by
subgroups as follows:
1. During the 2011-2012 school year, English II Gateway proficient/advanced scores will increase by 10% in all sub-groups to meet ESEA
benchmarks for AMO.
2. During the 2011-2012 school year, Algebra I Gateway proficient/advanced scores will increase by 20% in all subgroups to meet ESEA
benchmarks for AMO.
3. Graduation rate among all subgroups will meet or exceed the ESEA benchmark of 90% or above through effective instruction,
motivational learning environment and parental assistance.
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: To increase knowledge and use of scientifically researched-based instructional language arts/math strategies to enable teachers to
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plan strategically differentiated instruction to reach the needs of diverse learners in math and language arts in order to assist our
students in meeting district, state, and federal standards.
Goal 2: To increase teachers’ effective management of classroom instruction with a series of strategies and multiple instructional
practices that foster orderly and supportive student centered learning environments that will result in raising teacher performance,
student achievement, and teacher retention.
Goal 3: To strengthen effective communication with parents and encourage more parental involvement/family engagement to help increase
graduation rate.
Action Plans The 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: To increase knowledge and use of scientifically researched-based instructional language arts/math strategies to enable teachers to
plan strategically differentiated instruction to reach the needs of diverse learners in math and language arts in order to assist our
students in meeting district, state, and federal standards.
Content: What will be learned?
- Researched based strategies in language
arts/mathematics and overall classroom
instruction
- Diversification in instruction to reach
various learning styles, intelligences, and
levels
- Strategies that directly increase the
foundations of learning and assist students
with disabilities and academic deficiencies
- Topics: Strategies by Marzano, Tate,
Chapman, etc., thinking maps, lesson
planning.
Process: What effective processes will be used?
-Presentations / Workshops by outside guests,
district staff, or school staff
-Subject area conferences
-Mentoring and coaching
-Workbooks
-Discussion / Study Groups
-Vertical Teaming
-Examining Student Work
- Data Analysis
-MCS / TLA Website and Resources
Context: What aspects of our learning
environment will support this goal?
Department meetings
PLCs
Classroom visits
Team Teaching
Sharing Planning
Mentoring New Teachers
Shard PD with off site presenters
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Professional Learning
Activities/Events
Title and Avatar Number
Presenters/Leaders Implementation
Timeline
Expected
Outcomes
What data sources will
you use to evaluate
effectiveness? (i.e.,
teacher data, student
data)
$____15,000_ PD Budget
Balance
Project Based Instruction / Learning Instructional Facilitator January 2012 Teachers will
design more
projects as hands-on
student work with
detailed rubrics.
Students will create
projects for School
wide Exhibition
-Student Work
-Classroom /Teacher
observations
-Exhibition
-Lesson Plans (Learning
Village)
-Report Cards / Progress
Reports
$200 Books for
training and
PD Resource
Room
TCTE Olympic Myths Conference Lisa Bennett- English II
Teacher
September 30-
October 1 in
Memphis, TN
She will bring back
information on
writing and new
innovative
strategies for
increasing student
achievement in
English classes.
-Lesson Plans
-Classroom /Teacher
observations
$105 for
registration and
$100 for sub
for one day.
Professional Planning Portfolio
Marzano’s Strategies
Administration and
Instructional Facilitator
August 2011
Ongoing throughout
the year in Faculty
PLC meetings
Teachers will:
-increase student
vocabulary and
brain-storming
abilities
-use word walls
effectively
--use of additional
researched based
strategies
-TCAP writing / Gateway
scores
-Student work
-Teacher assessments
-MCS Formative
Assessments
-TVASS
-Lesson Plans (Learning
Village)
$1500 for
planners
Data Analysis / SIP Principal,
Instructional Facilitator,
August – May 2012
Meet the 3rd
Teacher /
administrators will
-Lesson Plans (Learning
Village) $500 Supplies
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Data Team, SIP Team Thursday of every
month and more in
September to get
started and more
right before test
season!
gain knowledge of
student areas of
weakness /
strengths / test
deficiency in order
to provide data
driven instruction
-TCAP writing / Gateway
scores
MCS Formative
Assessments
-Classroom / Teacher
Observations-Use SPI
-Report Cards / Progress
Reports
-Graduation Rate
for team
members
notebooks
Discovery Education Assessment
Training
Instructional Facilitator August 24, 2011 Gateway Teachers
will be provide
instructions on this
formative
assessment, how the
data will be
compiled, extended
features of this
testing program,
and ways the data
will be used to help
bring forth
additional increase
in our deficient
categories
-State / MCS Assessments
and Evaluations
-Comparison with Report
Cards / Progress Reports
N/A
Discovery – Formative Assessment
(Report Data Analysis / Improve
Achievement)
Principal, Instructional
Facilitator,
Data Team, Guidance
Counselors
September 2011 –
April 2012 (After
each testing)
Teacher /
administrators will
gain knowledge of
student areas of
weakness /
strengths / test
deficiency in order
to provide data
driven instruction in
tested classes
-State / MCS Assessments
and Evaluations
-Comparison with Report
Cards / Progress Reports
$500
Misc. supplies
Notebooks for
teachers
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Goal 2: To increase teachers’ effective management of classroom instruction in a series of strategies and multiple instructional
practices that foster orderly and supportive student centered learning environments that will result in raising teacher performance,
student achievement, and teacher retention.
Content: What will be learned? -Proper pacing and transitioning of classroom
instruction
-Learning styles and multiple intelligences
-Strategies, projects, and activities to reach various
learning styles and levels
-Classroom Management and Organization
-Assessment and Evaluation of students
-Assessment and Evaluation of teachers
-Topics: Differentiation, Multiple Intelligence,
High order thinking, Learning styles, lesson
planning, etc and Strategies by Marzano, Chapman,
Tate, etc.
Process: What effective processes will be used?
-Presentations / Workshops by outside guests,
district staff, or school staff
-Mentoring and coaching
-Workbooks
-Discussion
-Examining Student Work
-Analysis of Data
-MCS / TLA Website and Resources
-Mentor Logs
-Mentor/Protégé Surveys & Need Assessments
-Teacher Resource Center
Context: What aspects of our learning
environment will support this goal?
Department meetings
PLCs
Classroom visits
Team Teaching
Sharing Planning
Mentoring New Teachers
Shard PD with off site presenters
Professional Learning
Activities/Events
Title and Avatar Number
Presenters/Leaders Implementation
Timeline
Expected
Outcomes
What data sources
will you use to
evaluate
effectiveness? (i.e.,
teacher data, student
data)
$____12095.00 PD Budget
Balance
Organization/Time Management
for Project Managers and
Administrative Assistants
Secretarial Staff January 28, 2012
Working together,
time management.
Tips for working
with multiple
bosses.
Stress management
and Organizational
skills
-Increased customer
service to parents and all
stakeholders and increase
of productivity.
$300
Faculty Handout Presentation Principal August 4, 2011 Teacher knowledge
of school
expectations and
Teacher Observations N/A
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responsibilities
Master Instructional Strategies Flip
charts
Accomodations Wheel
ELL Strategies Guide
Instructional Facilitator
will have a PD on
August 17, 2011 to
discuss and hand out the
flip charts to all
Teachers
August 17, 2011
used in classrooms
all year on an as
needed basis.
Teachers will:
-increase student
vocabulary and
brain-storming
abilities
-use word walls
effectively
--use of additional
researched based
strategies.
-Student Work
-Classroom /Teacher
observations
-Exhibition
-Lesson Plans (Learning
Village)
-Report Cards / Progress
Reports
$600.00 For
charts
Teacher Resources Instructional Facilitator,
Cindy Cooley-Librarian
August 9, 2011-
May 2012
-Teachers’ will:
-improve
management of
grades and
documentation
-direct parental
communication
-faster and more
detailed student
feedback
-Increase in student
grades and
completed of
assignments
-Student Class work
-Parental login data
-Teacher access / usage
logs
-Student / Teacher /
Parent Feedback
-Report Card / Progress
Reports
$1000
Instructional
Materials for
teachers resource
room
Mentor Program
Instructional Facilitator
Marcy Harrifeld and
Mentor Carrie Kell
September 5, 2011–
May 2012
Teacher mentoring
by experience
teachers to new
teachers
-Teacher observation /
performance
-Teacher retention
-Mentoring Logs
-Mentoring Surveys/
Evaluations
$700.00
Mentoring
Stipend
Teacher Leaders Professional
Development
Principal Felicia
Everson
Tennessee
Principals
Association
Memphis, TN
November 17-18,
2011
Crucial Collaboration,
Critical Conversations Producing a High
Achieving School
Building and maintaining PLC’s
Evaluations
-Teacher observation /
performance
-Teacher retention
PLC Leadership
$225.00
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National Title I Conference
Marcy Harrifeld-
Instructional Facilitator
Jan 20-24 Seattle,
WA
Conference and
Workshops offer
you, the middle or
high school Title I
coordinator the
information, tools,
and strategies you
need to build
successful school
title I program and
increase parental
involvement in
your schools.
Through these
conferences and
workshops, you
will strengthen
your own
professional skills
and learn
techniques to help
your teachers use
new technology
and new concepts.
Title I Audit
Parent Surveys
Teacher Survey
$3000.00 for
registration and
travel from Title I
account
National Science Teachers
Association
Science Teacher Cheryl
Harris
October 26-29, 2011
Hartford, CT
Conference will
enhance
professional skills
and knowledge.
PLC Leadership Science
presentation
Lesson Planning
(Learning Village)
Differentiated Instruction
$2000.00 total
with Sub-pay
from Title I
professional
development
account National Council Teachers of
English Convention
English II teachers
Tierney Armour & Lisa
Bennett
November 16-20,
2011 in Chicago, IL
Conference will
enhance
professional skills
and knowledge in
order to increase
student
achievement and
raise our AMO
scores in 2011-
PLC Leadership English
Presentation
Lesson Planning
Writing Strategies
Differentiated Instruction
$3600 total with
sub pay from Title
I professional
development
account
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Goal 3: To strengthen effective communication with parents and encourage more parental involvement/family engagement.
Content: What will be learned?
-Strategies for parental communication and
involvement
-Ideas for parent to help student in school while at
home
-Using technology to assist / track child’s
achievement
Topics: Parent Conferences, Technology, Family
Academic Night, etc.
Process: What effective processes will be used?
-Presentations / Workshops by outside guests,
district staff, or school staff
-Mentoring and coaching
-Discussion
-Examining Student Work
-MCS / TLA Website and Resources
Context: What aspects of our learning
environment will support this goal?
-Mentor Relationships
-Classroom visits
-Team Teaching/Inclusion
-Sharing Planning
Professional Learning
Activities/Events
Title and Avatar
Number
Presenters/Leaders Implementation
Timeline
Expected
Outcomes
What data
sources will you
use to evaluate
effectiveness?
(i.e., teacher data,
student data)
$_____800.00_ PD Budget
Balance
2012 to help meet
the goals set for by
the NCLB
regulations in
English II.
TEM (Teacher Effectiveness
Measure)
Rachael Addison-
Assistant Principal
All Faculty
August 31, 2011
through April 2012
To increase
knowledge of the
process of the new
Evaluation system.
-Classroom / Teacher
observations
-Paperwork evaluation
$500 Supplies
TVAAS Batelle for Kids All Faculty/Staff
January-May To increase
knowledge of
TVAAS and Data
surrounding it
Tvaas growth for teacher
evaluation points 0
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Parent Portal– Parent
Access to grades and email.
Instructional Facilitators When it becomes
available through
district
-Parent will be
trained on accessing
students grades,
communication with
teachers, detailed
student feedback
-Increase in student
grades and
completed of
assignments
-Student Classwork
-Parental login data
-Teacher access /
usage logs
-Student / Teacher /
Parent Feedback
-Report Card /
Progress Reports
N/A
Poetry Slam/Fine Arts night Marcy Harrifeld February 1, 2012 Select a winner to
compete at the Fed-
ex forum
Poetry Slam rubric $400
refreshments
and supplies
Helping Your Child Be a
Successful Student
Parent Counselor,
Instructional Facilitator,
Family Resource
Center; Family
Specialist
Ongoing parent
resource room
Parental increase of
involvement in
student achievement
and educational
support at home.
-Parent Involvement
-Parent Log /
Conferences
-Student Work
-Report Cards /
Progress Reports
N/A
TI Calculators – Parent
Training
Math Teachers, District
Mathematic Specialist
March 2012 Parents of math
students will be
taught the basic
application and
student use of this
technology to
increase student
achievement.
-Classroom /
Teacher
Observations
-Student work
-Lesson Plans
(Learning Village)
-Gateway Scores
-Report Cards /
Progress Reports
$400.00
Batteries and
refreshments
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Financial Aid
Workshop/College Fairs
Guidance Counselors September 8, 2011
Parent will be
provided information
on receiving
financial assistance
for their child to
attend college
-Graduation Rate
-College / Financial
Applications
N/A
Teachers and administration will receive professional development on effective instruction, differentiated instruction and classroom management in order to increase student achievement in their class PD: College Board AP Training
Due to retirement of 2
teachers and realignment of AP
curriculum there is a need to meet graduation requirements in US His,
Europeon His, World History and Gov.
June 2012 July 2012
Workshops/seminars/
College Board Training
Review of AP Matrix Submission of AP
Lesson Plans
Review of Progress Reports and Report
Cards
AP scores will improve based on new instruction.
Title I funds: $5,000
Training and Seminars
registration and travel fees
Cordova High School
Teacher and Family
Resource Center
Principal,
Instructional Facilitator
August 2011– May
2012
The center provides
resources for
teachers: small group
/ individual
professional
development,
workbook, sample
strategies, classroom
organizational and
management
products.
-Classroom /
Teacher
Observations
-Student work
-Lesson Plans
(Learning Village)
-Gateway Scores
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Cordova High School 2011-2012
Title I High Priority School Section
AYP Status: School Improvement II
Marcy Harrifeld – Instructional Facilitator
1. School has included all required Title 1 Components in the School Improvement Plan.
SCHOOL IMPROVEMENT PLAN REVIEW Ten Components of a Schoolwide Program
Schoolwide Program Component Location page in TSIPP
1. Comprehensive Needs Assessment 9,20,21,38-39
2. Schoolwide Reform Strategies 44, 49-51,75, 84
3. Highly Qualified Staff 13,19,
4. Ongoing Professional Development 107-109, 79, 84
5. Attract Highly Qualified Teachers 61
6. Increase Effective Parental Involvement 54,67,75-77,94
7. Plans for Assisting Preschool children 49-51
8. Teachers In Decision Making 2, 49, 94-99, 68
9. Students Experiencing difficulties 77,78, 80
10. Coordination and Integration of Federal, State & Local
61,76-77
High Priority Schoolwide Program
Component
Location page in TSIPP
1. Scientifically based research strategies that will strengthen core academic subjects
43,51-53,57, 78-92
2. Policies and practices concerning the school’s core academic subjects that will help ensure all groups of students will meet state academic standards
42, 44, 49, 50,51,57
3. Assurance that school will spend not less than 10% for high quality professional development
78-92, 118, 81, 100, 107, 109,
115
4. How Funds will be used to remove school from improvement status
52,53,54, 78-92
5. Establish specific annual measurable objectives for continuous and substantial growth
40, 78-92
6. How school will provide written notification to parents
52,66, 69, 75-77,94,101,105
7. Specify responsibilities of the school, including technical assistance
42, 75, 78-92
8. Strategies to promote effective parental involvement
77, 78-92, 101, 105
9. Intervention Strategies 51,75,78-92,103
10. Teacher Mentoring program 104
122
2. The school has revised its school improvement Plan. Yes (SIP Pages 1-100)
a. The revised plan includes a two-year action plan. Yes (SIP Pages 78-23 includes the
Action Plan)
b. The Plan includes 10% of the school’s Title I allocation for professional development that
directly addresses academic achievement problems, meet the requirement for professional
development, and affords increased opportunities for parent and teachers participation.
Cordova High School’s Title I Professional Development Budget 2011-2012
Overall Budget Amount $220,017.00
10% Professional Development $22,017.00
Expenditure Amount
½ of Instructional Facilitators Salary: $27,484.00
PD materials and books for PD library for
teachers
1,800.00
NCTE for 2 math teachers
NSTA for Biology teacher
National Title I Conference
NASSP Conference for 2 principals
Mentoring PD
20,000.00
PD Materials- Marzano’s Strategies-Personal
Planners
2,300.00
Parent Nights Poetry/English and Calculator
night for Algebra I
500.00
Exceeded 10% Requirement $52,084.00
(c) The Plan describes how funds for professional development will be used to remove school
from high priority status.