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


4.3 Implementation Plan

4.1 Goal 3 ................................................................................................................................................ 89

4.2 Action Steps


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


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


components of the SIP and minutes are on file.

YES NO


5

Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and

Organizational Effectiveness


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



YES NO


6

Subcommittee for COMPONENT 4 Action Plan Development


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



YES NO


7

Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation


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


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


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


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.

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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

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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

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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%


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


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


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%


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.

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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


% 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


%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


% 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


% 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


% 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.

http://www.act.org/

http://www.act.org/

http://act.org/news/data/10/trends-text.html#two

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


11,618 12,389 13,378


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


1,038,383 1,116,959 1,193,495


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%


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%


Advanced

49%

Target

95%


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



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 (%)


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 (%)


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


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


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


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: 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


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


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: 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.


- No. Targeted subgroups, such as EOC failures and special need students, need more

assistance.

61


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


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.


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


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.


etc. to support and

enhance success in

assessment. The

school also

provides a safe and

educational

environment

conducive to

student success.


etc. to support and

enhance success in

assessment. The

school also

provides a safe and

educational

environment

conducive to

student success.


etc. to support and

enhance success in

assessment. The

school also

provides a safe and

educational

environment

conducive to

student success.


etc. to support and

enhance success in

assessment. The

school also

provides a safe and

educational

environment

conducive to

student success.


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


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.


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.


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


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.


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.


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

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: 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.


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.


No, because we are waiting on the installation of new technology to support our new software.

3.4.c: Organization Summary Questions


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.


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.


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


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

77

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.

78

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


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

80

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


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.

http://www.internet4classrooms.com/

http://www.internet4classrooms.com/

82

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.

83

Parent & Community: Approved by the SBDMC.

pamphlet and assist with questions from parents.

84


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.





Timeline Person(s)


Resources



/ 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.


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.

85

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.


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


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.

86

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


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


4.1 Revised DATE: ___9-27-2011_______

91

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.





Timeline Person(s)


Resources



/ 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

92

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.

93

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.


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


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


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January 2012

Collect, organize, and analyze performance data from fall semester

Student Shadowing Experiences/Field Trips


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


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


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


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


Village)

$1500 for

planners

Data Analysis / SIP Principal,

Instructional Facilitator,

August – May 2012

Meet the 3rd

Teacher /

administrators will


Village) $500 Supplies

113

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


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

114

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.





-Workbooks

-Discussion


-Analysis of Data


-Mentor Logs

-Mentor/Protégé Surveys & Need Assessments

-Teacher Resource Center



Department meetings

PLCs

Classroom visits

Team Teaching

Sharing Planning

Mentoring New Teachers

Shard PD with off site presenters


Activities/Events

Title and Avatar Number


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

115

responsibilities

Master Instructional Strategies Flip

charts

Accomodations Wheel

ELL Strategies Guide


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


Village)


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


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

116

National Title I Conference

Marcy Harrifeld-


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

117

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.





-Discussion





-Mentor Relationships

-Classroom visits

-Team Teaching/Inclusion

-Sharing Planning


Activities/Events

Title and Avatar

Number


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

118

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

119

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,


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

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.

CORDOVA HIGH SCHOOL - Shelby County Schools · CORDOVA HIGH SCHOOL School Improvement Plan ......

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