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MHHSE SIP- (2010) 1

MORRISTOWN-HAMBLEN HIGH SCHOOL EAST

School Improvement Plan

March 2010

Gary Johnson, Principal

TABLE OF CONTENTS

Faculty and Staff…………………………………………………………………………. 3

TSIPP Assurances Page………………………………………………………………… 12

Component 1a – School Profile and Collaborative Process………………………… 13

Component 1b – Academic and Non-Academic Data Analysis/Synthesis………… 46

Component 2 – Beliefs, Common Mission, and Shared Vision……………………... 108

Component 3 – Curricular, Instructional, Assessment, and Organizational Effectiveness…………………………………………………………... 111

Component 4 – Action Plan Development…………………………………………….. 135

Component 5 – The School Improvement Plan and Process Evaluation………….. 145

MHHSE SIP- (2010) 2

MORRISTOWN-HAMBLEN HIGH SCHOOL EASTCERTIFIED STAFF

2009 - 2010

AdministrationGary JohnsonPrincipalMasters + 4534 years

Calvin DeckerAssistant PrincipalMasters + 5721 years

FacultyConnie AileyBusinessBachelors + 4017 years

Kathryn BachMathematicsBachelors + 151 year

John BasketteAgricultureBachelors11 years

Terrence BeffreyProject Lead the WayBachelors12 years

Dag BerquistMathematicsEducational Specialist20 years

Joshua BibleScienceBachelors1 year

Bradley HallAssistant PrincipalEducational Specialist14 years

Patricia SiglerAssistant PrincipalDoctor of Education25 years

Vicki BibleMathematicsMasters26 years

Lisa BieryTheatre ArtsBachelors8 years

Ashley BoldenMathematicsBachelors1 year

John BookerSocial StudiesBachelors + 158 years

Vicki BraggPhysical Education/WellnessBachelors + 3031 years

Walter BraggDriver’s EducationBachelors + 4533 years

MHHSE SIP- (2010) 3

Ben BrittonMathematicsBachelors + 363 years

Brandon CassellScienceMasters9 years

Sarah ClonceEnglishBachelors2 year

Tracy CloningerMathematicsBachelors + 486 years

Theresa CroleyMathematicsMasters + 1533 years

Charlene DavisSpecial EducationBachelors + 6434 years

James DempsterEnglishMasters6 years

Benny DentonDriver’s EducationBachelors + 3035 years

Janee’ DokaHealth Science OccupationsMasters9 years

Elton EvansMathematicsMasters6 years

Amy EversoleGuidance CounselorMasters + 2110 years

Angelia FowlerMarketingMasters + 324 years

Robert GantSciencePh.D.6 years

Chris GilliesPhysical Education/WellnessBachelors3 years

Greg GlandonBusiness/MarketingMasters + 615 years

Rachel GravesForeign LanguageMasters2 years

Misti GrayEnglishMasters + 1210 years

Randall GreeneChoral MusicEducational Specialist13 years

MHHSE SIP- (2010) 4

Emily GwinnEnglishMasters6 years

Phillip Brian HallSpecial EducationMasters10 years

Michael HarvilleScienceMasters31 years

Teresa HarvilleScienceMasters25 years

Dwayne HatcherSocial Studies/Physical EducationMasters21 years

Cynthia HaunCosmetologyCTE Certification/Instructor Licensure23 years

Ryan HaunSpecial EducationMasters2 years

Kassidy HazelwoodEnglishBachelors3 years

Amy HelfenbergerGuidance CounselorMasters6 years

Marvin HenegarAgricultureMasters31 years

Steven HernandezPhysical Education/WellnessBachelors + 1515 years

Deborah HillSpecial EducationBachelors + 206 years

Ann HuckabySocial StudiesMasters + 4531 years

Marcus IhleSocial StudiesMasters15 years

Whitney JacobsenMathematicsMasters1 year

Traci JeffersonForeign LanguageEducational Specialist20 years

Michael JinksVisual ArtsEducational Specialist + 3021 years

Christina JohnsonSpecial EducationMasters10 years

MHHSE SIP- (2010) 5

Misty LawsonSpecial EducationMasters18 years

Terry LivesayMathematicsMasters28 years

Tammy LoyHealth Science OccupationsAssociates + 62 years

Judy LuttrellGuidance CounselorEducational Specialist31 years

Cathy McClellanFamily & Consumer ScienceBachelors + 1524 years

Donnette McNabbScienceMasters + 613 years

Michael MillsMathematicsEducational Specialist30 years

Richard MoodieBusiness/JournalismMasters2 years

Ashley OdomScienceBachelors1 year

Sally OsbornEnglishMasters + 185 years

Jennifer OverbayAgricultureBachelors + 65 years

Jade PalazzolaMathematicsBachelors1 year

Amanda PetersSpecial EducationBachelors1 year

Drew PettitSocial StudiesMasters14 years

Brent QuarlesBusinessMasters + 3029 years

Michael RamseyMathematicsEducational Specialist25 years

Carolyn ReamsLibrary Media SpecialistMasters + 4528 years

Vicki ReeceMathematicsMasters + 617 years

MHHSE SIP- (2010) 6

Tracy RickerSocial StudiesMasters16 years

Rebecca RobertsSocial StudiesMasters2 years

Dana RogersFamily & Consumer ScienceBachelors2 years

Karen RogersSocial StudiesEducational Specialist7 years

Carol RouseVisual ArtMasters + 3018 years

Christiane SchmidtForeign LanguageEducational Specialist12 years

Kay SenterEnglishMasters + 4537 years

Ginger SilversMathematicsBachelors4 years

Amber SimpsonMathematicsEducational Specialist4 years

Case SullivanSocial StudiesBachelors5 years

Sarah SwaugerEnglishMasters1 year

Greta TilsonEnglish as a Second LanguageMasters10 years

Dustin TurleyInstrumental MusicBachelors3 years

Rhonda UttSpecial EducationBachelors3 years

Timothy UttHealth Science OccupationsMasters + 278 years

Robin VannoyBusinessBachelors + 1519 years

Morgane WatkinsScienceBachelors + 304 years

Beth WatsonFamily & Consumer ScienceMasters30 years

MHHSE SIP- (2010) 7

Amy WheatleyLibrary Media SpecialistMasters5 years

Sandra WhittMathematicsMasters17 years

Adrian WillsMathematics/Physical EducationBachelors19 years

Diana WillsSpecial EducationBachelors + 619 years

Michael WilsonEnglishMasters + 308 years

Richard WittCriminal JusticeAssociates + 504 years

Tanya WolfenbargerSocial StudiesMasters4 years

Anthony WooleyEnglish Masters2 years

MHHSE SIP- (2010) 8

MORRISTOWN-HAMBLEN HIGH SCHOOL EASTSUPPORT STAFF

2009 - 2010

Non-Certified PersonnelDania BarnetteSecretary (Guidance Office)1 year

Linda BrewerLead Secretary (Main Office)21 years

Phyllis DaltonSecretary (Library)25 years

Teresa JohnsSecretary (Main Office)27 years

Rita LasterBookkeeper12 years

Tina WorthingtonSecretary (Main Office)12 years

Additional Support PersonnelDr. Alpha AlexanderSchool Safety Coordinator2 years

Meghan BrooksSchool Health Assistant3 years

Elizabeth GoodmanVocational Rehabilitation Assistant1 year

Kyle KuykendallSchool Resource Officer8 years

Kellie SmithSchool Health Coordinator3 years

Brian SulfridgeSchool Resource Officer8 years

Debbie TrentSchool Psychologist19 years

Larry WallaceGraduation Coach31 years

Teacher AssistantsBill AdamsSpecial Education1 year

Claudine Renee’ CarpenterSpecial Education1 year

Jeff ClarkAlternative Learning Placement1 year

Dorothy HarrellSpecial Education4 years

Denise MendezEnglish Language Learners9 years

Bernadine PlummerSpecial Education30 years

MHHSE SIP- (2010) 9

Lorine StoneSpecial Education6 years

Suzanne TaylorSpecial Education11 years

Misty VaughnSpecial Education5 years

Phyllis Joy WamplerSpecial Education16 years

Custodial PersonnelRick CoffeyEvening Custodian3 years

Roy GreenleeEvening Custodian16 years

Aaron Holt Head Custodian25 years

Karen Sue HoltDay Custodian15 years

Tim JarniganEvening Custodian12 years

Mary NortonPart-Time Evening Custodian4 years

Larry PriceEvening Custodian6 years

School Nutrition PersonnelLisa BarnettPart Time1 year

Laura CooperPart Time3 years

Sharon DodsonFull Time14 years

Marilyn HeltonPart Time8 years

Brenda HornerPart Time7 years

Lynne IngrahmPart Time2 years

Edith JarniganPart Time5 years

Silvia KadingPart Time2 years

Debbie LongCafeteria Manager6 years

James ManessFull Time17 years

Catherine Sue MartinAssistant Manager12 years

MHHSE SIP- (2010) 10

Melinda RogersPart Time3 years

Darnell ShaftnerPart Time5 years

Jessie SingletonPart Time2 years

Julie SullivanPart Time2 years


Tennessee School Improvement Planning Process(TSIPP)

Assuranceswith Signature of Principal

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

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

__________________________________________ _____________________Signature of Principal Date Signed


Component 1 – Collaborative Process, Data Collection and Analysis/Synthesis and School Profile Development

Component 1a – School Profile and Collaborative Process

1.1: SIP Leadership Team Composition(Rubric Indicator 1.1)

SIP Leadership Team Member Name

Leader-ship

Chair? (Y/N)

Position Name of Subcommittee(s) (when applicable)

Dempster, James N English Teacher Component 2

Gant, Robert N Science Teacher Component 1a

Gray, Misti N English Teacher Component 3

Johnson, Gary N Principal

McNabb, Donnette N Science Teacher Component 3

Palazzola, Jade N Mathematics Teacher Component 4

Peters, Amanda N Special Education Teacher Component 2

Ramsey, Michael N Mathematics Teacher Component 1b

Reams, Carol N Library Media Specialist Component 5

Sigler, Patricia Y Assistant Principal

Wolfenbarger, Tanya N Social Studies Teacher Component 4

Wooley, Anthony N English Teacher Component 5


1.2: Subcommittee Formation and Operation(Rubric Indicator 1.2)

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

Alexander, Alpha School Security Coordinator

Baldy, John Parent

Black, Jordan Student

Cassell, Brandon Science Teacher

Gant, Robert Science Teacher Yes

Helfenberger, Amy Guidance Counselor

Hernandez, Steven Physical Education/Wellness Teacher

Horner, Brenda School Nutrition Personnel

Huckaby, Ann Social Studies Teacher

Jarnigan, Tim School Custodian

Johnson, Christine Special Education Teacher

Mendez, Denise ELL Teacher Assistant

Moodie, Richard Business Education Teacher

Osborn, Sally English Teacher

Reece, Vicki Mathematics Teacher

Roberts, Rebecca Social Studies Teacher

Rogers, Chase Student

Rogers, Melinda School Nutrition Personnel

Samsel, Steve Parent

Schmidt, Christiane Foreign Language Teacher

Senter, Kay English Teacher

Shaftner, Darnell School Nutrition Personnel

Simpson, Amber Mathematics Teacher

Turley, Dustin Instrumental Music Teacher

Wheatley, Amy Library Media Specialist

(tab in last cell to create a new row as needed)

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

Subcommittee 1a Chair Signature


Subcommittee for COMPONENT 1b - Academic and Non-Academic DataMember Name Position Chair

Ailey, Connie Business Education Teacher

Barnett, Lisa School Nutrition Personnel

Berquist, Dag Mathematics Teacher

Booker, John Social Studies Teacher/Parent

Clonce, Sarah English Teacher

Cobb, Paula Parent

Graves, Rachel Foreign Language Teacher

Harville, Teresa Science Teacher/Parent

Holt, Aaron Head Custodian

Howington, Caleb Student

Kading, Silvia School Nutrition Personnel

Kuykendall, Kyle School Resource Officer

Laster, Rita Bookkeeper

Lindsey, Samantha Student

Luttrell, Judy Guidance Counselor

McClellan, Cathy Family & Consumer Science Teacher

Quarles, Brent Business Education Teacher

Ramsey, Michael Mathematics Teacher/Parent Yes

Rogers, Karen Social Studies Teacher

Stone, Lorine Teacher Assistant

Thompson, Rosalind Parent

Watson, Beth Family & Consumer Science Teacher

Wills, Adrian Mathematics & Physical Ed. Teacher

Wills, Diana Special Education Teacher

Witt, Ricky Criminal Justice Teacher


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

Subcommittee 1b Chair Signature

Subcommittee for COMPONENT 2 Beliefs, Mission and Vision


Member Name Position ChairBarnette, Dania Guidance Secretary

Baskette, John Agriculture Teacher

Bible, Joshua Science Teacher

Britton, Ben Mathematics Teacher

Clark, Karen Parent

Coffey, Rick School Custodian

Davis, Charlene Special Education Teacher/Parent

Dempster, Jay English Teacher Yes

Denton, Benny Driver Education Teacher

Fowler, Angelia Marketing Education Teacher

Hatcher, Dwayne Social Studies Teacher/Parent

Ingrahm, Lynne School Nutrition Personnel

Jefferson, Traci Foreign Language Teacher

Jinks, Michael Visual Art Teacher

Loy, Tammy Health Science Occupations Teacher

Mills, Michael Mathematics Teacher

Peters, Amanda Special Education Teacher Yes

Plummer, Bernadine Teacher Assistant

Singleton, Jessie School Nutrition Personnel

Smith, Kellie School Health Coordinator

Sullivan, Case Social Studies Teacher

Thompson, William Russell Student

Vannoy, Robin Business Education Teacher/Parent

Wilson, Michael English Teacher


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

Subcommittee 2 Chair Signature


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

Member Name Position ChairBlack, Eric Parent

Bragg, Walter Driver Education Teacher

Brooks, Meghan School Health Assistant

Coffey, Ritchie Student

Dodson, Sharon School Nutrition Personnel

Eversole, Amy Guidance Counselor

Glandon, Greg Marketing Education Teacher

Goodman, Beverly Family & Consumer Science Teacher

Gray, Misti English Teacher Yes

Gwinn, Emily English Teacher

Hall, Brad Assistant Principal

Hall, Phillip Brian Special Education Teacher

Harville, Michael Science Teacher

Helton, Marilyn School Nutrition Personnel

Henegar, Marvin Agriculture Teacher

Holt, Karen School Custodian

Howington, Karen Parent

Ihle, Marcus Social Studies Teacher

Jacobsen, Whitney Mathematics Teacher

Johns, Teresa School Secretary

McNabb, Donnette Science Teacher Yes

Rouse, Carol Visual Art Teacher

Silvers, Ginger Mathematics Teacher

Taylor, Suzanne Teacher Assistant

Tilson, Greta English as a Second Language Teacher

Vaughn, Misty Teacher Assistant




Subcommittee for COMPONENT 4 Action Plan Development


Member Name Position ChairBeffrey, Terry Project Lead The Way Teacher

Bible, Vicki Mathematics Teacher

Clark, Jeff Teacher Assistant

Croley, Theresa Mathematics Teacher

Decker, Calvin Assistant Principal/Parent

Doka, Janee’ Health Science Occupations Teacher

Evans, Elton Mathematics Teacher

Gillies, Chris Physical Education Teacher

Greene, Randall Choral Music Teacher

Haun, Cindy Cosmetology Teacher

Lawson, Misty Special Education Teacher

Long, Debbie School Nutrition Manager

Maness, James School Nutrition Personnel

Odom, Ashley Science Teacher

Palazzola, Jade Mathematics Teacher Yes

Pettit, Drew Social Studies Teacher

Presutti, Victoria Student

Price, Larry School Custodian

Solomon, Chelsea Student

Sullivan, Julie School Nutrition Personnel

Swauger, Sarah English Teacher

Thompson, Cindy Parent

Utt, Rhonda Special Education Teacher

Wampler, Joy Teacher Assistant

Wolfenbarger, Tanya Social Studies Teacher Yes

Worthington, Tina School Secretary




Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation


Member Name Position ChairBiery, Lisa Theatre Arts Teacher

Billings, Yolanda Parent

Bolden, Ashley Mathematics Teacher

Bragg, Vicki Physical Education Teacher

Brewer, Linda Lead School Secretary

Cooper, Laura School Nutrition Personnel

Greenlee, Roy School Custodian

Harrell, Dorothy Teacher Assistant

Harville, Kaitlyn Student

Haun, Ryan Special Education Teacher

Hazelwood, Kassidy English Teacher

Hill, Debra Special Education Teacher

Jarnigan, Edith School Nutrition Personnel

Livesay, Terry Mathematics Teacher

Martin, Sue School Nutrition Assistant Manager

Overbay, Jennifer Agriculture Teacher

Reams, Carol Library Media Specialist Yes

Ricker, Tracy Social Studies Teacher/Parent

Rogers, Dana Family & Consumer Science Teacher/Parent

Sulfridge, Brian School Resource Officer

Utt, Tim Health Science Occupations Teacher

Watkins, Morgane Science Teacher

Whitt, Sandy Mathematics Teacher

Wooley, Anthony English Teacher Yes




1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis


1.3.1 Data Sources (including surveys)

DATA SOURCE RELEVANT FINDINGSACT High School Profile Report The emphasis on mathematics was reflected in a

steady increase in ACT performance as compared to the state and national level. However, English, reading, and science scores continue to lag behind both the state and national scores and remain an area in need of improvement.

NSSE Opinion Inventory The consensus of the Parent, Student, Teacher, and Community Opinion Inventory’s focused on the limitations presented by the age of the existing building. The quality of education was never an issue in any subject or course of study. However, concerns were expressed about the potential for controlled substances and bullying which may reflect our uncertain economic times.

NSSE Survey of Instructional and Organizational Effectiveness

The NSSEE Survey of Instructional and Organizational Effectiveness, administered to teachers, reflects our continuing commitment to excellence and the teachers desire to increase the literacy level of the entire community because of its implications to long term community development.

TDOE Report Cards – Academic Data

Gateway and End-of-Course tests have remained consistently high, exceeding state benchmarks. The 11th Grade Writing Assessment is an area of concern which is being dealt with in a comprehensive new program to improve writing skills at all levels in all courses.

TDOE Report Cards – Graduation Rate

With the exception of 2006-2007, the graduation rate has met or exceeded state and federal targets for annual yearly progress and demonstrated a marked improvement in the 2008-2009 graduating class.

TDOE Report Cards – School-Related Data

The number of economically disadvantaged students has more than doubled in the last decade and the challenge has been to convince students and the community at-large of the importance of committing to a high school education. The success of our effort can be seen as our attendance continues to improve and in the fact that our cohort dropout rates that have remained relatively constant with only a slight increase above the target rate associated with a


one year decrease in the graduation rate. Our continuing efforts to maintain a safe and supportive school climate is reflected in a relatively stable suspension and expulsion rate. While we do not accept the current rates, they are considerably better than maybe expected due to the uncertain economic situation that our students face.

US Census Bureau Data US Census Bureau data were used to document demographic shifts, unemployment rates, and mobility of the general population. These data did not reveal any significant shifts in age structure or population growth. However, unemployment has doubled in the last five years and has become a critical issue as industries have closed and businesses have relocated. Community stability has been maintained by an influx of minorities who contribute a significant number of school age children to the population.

US News and World Report Being recognized as one of “America’s Best High Schools” for three consecutive years validated no only superior performance but a continuing commitment to excellence in education. This award united the faculty, the Hamblen County Board of Education, and the community of Morristown around a single belief that our children were receiving a world class education.

1.3.2 School and Community Data

Introduction


In order to develop a comprehensive profile of Morristown-Hamblen High School East (MHHSE), a Component 1 committee was formed to gather and analyze pertinent data. The task at hand was to examine the school, community, and parent information in order to develop an inclusive school profile. Through a series of meetings and individual task assignments, the committee consulted several sources including the Tennessee School Report Card, central office staff, surveys and school records to develop this portrait of Morristown-Hamblen High School East.

School Characteristics

Historical Background

MHHSE is a public high school located approximately forty-five miles northeast of Knoxville, TN. For more than 110 years of this community’s history, MHHSE has served as both the cultural and educational focus of Morristown. Organized in 1892, the school was first located in the present Rose Center building. In 1921, Morristown High School was granted the distinction of becoming one of the first public high schools, in the State of Tennessee, to be accredited by the Southern Association of Colleges and Schools (SACS). The present facility, located at One Hurricane Lane, was opened in 1923.

Over the next forty years, the building underwent many expansions and renovations, including the addition of an agriculture classroom, a cafeteria, a library, second and third floor classrooms, and a guidance suite. During 1967-1968, the office was expanded during a renovation and building program that included a refurbished auditorium, enlarged cafeteria and library, expanded science laboratories, and new business and home economics classrooms. This program also provided additional workrooms, a language lab, a bookstore, and additional auditorium and stage facilities.

Steadily increasing enrollment has kept pace with these expansions. Due to crowded conditions in the lower grades, the ninth grade was moved to the high school building in 1954. In 1965, students at the all-black West High School were given the option of attending Morristown High School. Five chose to do so. In 1966, Morristown High School became fully integrated.

In the fall of 1968, a new high school was opened in the western part of Morristown, and a zoning line was drawn north to south along Highway 11E. The student body of Morristown High School was divided. Those residing east of the line remained at what has become known as Morristown-Hamblen High School East.

Construction and renovation began again in January 1989, adding 55,828 square feet of new construction. The new construction added fifty-four new rooms consisting of classrooms, laboratories, offices, storage areas, work areas, and restrooms, as well as additional parking spaces. The auditorium was completely renovated and the cafeteria given a totally new preparation area with all new equipment.


The MHHSE campus received a significant educational expansion on August 8, 2003 with the dedication of a new 10,000 square foot library facility. In addition to housing a collection of more than 20,000 volumes, the new library contains 32 computers for student use, an area reserved for teacher planning, and meeting space for 120 students and faculty. The spacious and state-of-the-art design combined with multimedia capability creates a comfortable and inviting environment for students. It is fitting that this new facility was named in honor of the late Dr. Joe E. Gibson, Sr., a long-time school board member and East High supporter. This year the fiction collection was reorganized by genre to facilitate access by students with special needs. This collection shift provided space near the entrance of the library in which a student reading area with comfortable seating was created to provide students an area to relax, read, and quietly converse.

Along with the opening of the new library came the return of the “goose,” a copy of a traditional relic of historic Morristown High School that had disappeared. The alumni association raised funds to replace the goose and managed to have it cast from the original mold from Italy. With its return and its position beside the new library, the marriage of our prestigious past and our bright future is symbolized.

A new chapter in the history of MHHSE has begun. Supported by Qualified School Construction Bonds (QSCB) authorized under the American Recovery and Reinvestment Act of 2009 (ARRA), $11.2 million has been committed to construction of three new facilities. The facilities include a new cafeteria building, STEM Center (vocational and technical education) building, and a fourteen classroom addition to the main building that will house the MHHSE Freshman Academy. Concept development, architectural renderings, and site design are in the final phases of development. Ten parcels of land have been purchased for the building and campus expansion program. Streets and alley ways have been closed. Demolition of out buildings (existing vocational building and greenhouse) and site preparation will being in June 2010. The project must be completed on or before December 31, 2012.

Facilities

Located at One Hurricane Lane in East Morristown, MHHSE currently occupies approximately 200,000 square feet of space. It has three stories with 77 classrooms. The gym, which seats approximately 3,000 spectators, was added to the school in 1959. It is the envy of many area coaches, as the seats are off of the main floor. The home economics department and special education classes were added in 1968. The total renovation of the building, including the vocational building was completed in 1989. The new library was finished in 2003.

The main floor has 25 classrooms, the administrative and guidance offices, cafeteria, teacher work area, and the new library. The special education department, fine arts department, science department, and the gymnasium can also be accessed


from the main floor. The second floor houses 32 classrooms which include English, math, home economics, cosmetology, health science occupations, and in-school suspension. The third floor has 17 classrooms which include two computer and technology labs, business, history, and foreign language classes. Behind the main building is our agriculture department and greenhouse. Our students also utilize the facilities at Morristown-Hamblen High School West by attending classes in carpentry, welding, and auto mechanics. West High students travel to MHHSE for courses in cosmetology and childhood careers.

Three small learning communities reside within MHHSE. The largest of these communities is the Freshman Academy located on the second floor in the northern wing of the building known as “The Charles Strange Wing.” The Health Care Career Academy is located on the second floor of the main building in the former library space. The Agricultural Academy is housed in the vocational building.

The $11.2 million expansion program supported by QSCB funds will provide much needed physical improvements to MHHSE. The QSCB funds are dedicated to the construction of a new cafeteria, STEM Center, and a fourteen classroom addition to the main building. The cafeteria building will be constructed behind the main building and will provide onsite meal preparation and seating capacity for 750 students. The STEM Center will also be constructed behind the main building and will house vocational and technical programs ranging from engineering design to agricultural mechanics. The STEM Center will contain a state-of-the-art biofuels research and testing laboratory and will also serve as a chemistry laboratory. The MHHSE Freshman Academy currently located in the Strange Wing of the main building will be moved into a new two-story, fourteen classroom addition to the main building with two computer and two science labs. During the thirty six months of construction, portable classroom buildings will be brought on site to serve the instructional needs of the displaced courses. Completion of the construction project will approximately provide more than 60,000 square feet of additional space, including many facilities upgrades, and represents a major expansion of the MHHSE campus.

Environmental and Safety Conditions

According to the Tennessee Department of Education report card, MHHSE is recognized as a “Safe School.” The administration and faculty have developed a comprehensive crisis management plan to outline the procedures to be followed in the event of an emergency. This includes, but is not limited to, a lockdown, bomb threat, and evacuation plans.

The school also follows the steps of the Assertive Discipline Plan as outlined in school board policy. Administrators, teachers and staff consistently monitor student behavior in the classroom, as well as, non-academic areas such as hallways, restrooms, the cafeteria, and the gymnasium.


Internal and external security is provided by administrative and faculty oversight in combination with an electronic surveillance system. Teachers and staff are assigned specific management areas and zones within the building for duty before and after school, as well as class change. A network of 64 cameras inside and outside the building continuously records all activities. Access to the building is controlled at the main entrance during normal school hours by the Safety Coordinator who has the responsibility of confirming visitor identity and issuing identification badges. Two uniformed Safety Resource Officers (SRO) patrol the interior and exterior of the building, respond to security and safety situations, and assist the administration as required.

In order to meet OSHA and insurance requirements, MHHSE, in conjunction with Morristown-Hamblen High School West and Mr. Steve Street, a consultant for the University Of Tennessee Center Of Industrial Services, has developed a Chemical Hygiene Plan (CHP). The CHP includes information on chemical safety principles and concepts, standard operating procedures, training, emergency procedures and record keeping. A copy of the CHP can be found in the principal’s office and in each science classroom. A directory of Material Safety Data Sheets for chemical stored in the science department is maintained in the document control area of classroom 100. A certified nurse manages all student health and medication needs, including distributing information on infection control, informing teachers of student medical needs, and oversees dispensing of authorized medications (e.g. insulin).

All custodians and administrators attend a one-day, school system directed, air quality training session provided by AMEC Earth and Environmental, Inc. This training focuses on the storage and maintenance of harmful chemicals used for cleaning, as well as, issues related to mold and other potentially hazardous substances. Guidelines are developed and distributed in order to comply with air quality regulations.

Leaks and associated moisture problems have begun to develop at numerous locations throughout the school complex. Roof Design and Consulting Services, Inc. was requested to conduct a survey of the existing conditions and moisture problems at MHHSE. Based upon their findings and recommendations, repairs and renovations to the building will begin during the summer of 2010. The remedial actions will correct moisture penetration, reduce the potential for mold, and stabilize interior surfaces.

The QSCB construction project will have a major impact on traffic safety by alleviating the congestion from buses and automobiles both unloading students at the front of the school. As currently envisioned, all buses and student drop off traffic will unload at a newly designed and constructed area at the rear of the main building.

Grade Distribution

MHHSE currently serves students in grades nine through twelve. MHHSE also provides services for severely handicapped special education students through their twenty-second birthday.


Length of School Year

Students at MHHSE begin school during the first week of August and finish during the third week of May. Students attend for the mandatory one hundred eighty calendar days, which are broken up into two semesters each containing two nine week grading periods. Courses and teachers change at the end of each semester. Vacation time is distributed throughout the school year. A two-week winter break and a one-week spring break are the two primary vacation periods.

Length of School Day

The school day begins promptly at 8:00 AM for students. Students attend four instructional blocks, each day, with each block consisting of ninety (90) instructional minutes. All students have a 25 minute lunch period that occurs during the third instructional block. Dismissal is at 3:00 PM.

Teachers report at 7:50 AM each morning and may leave at 3:20 PM each afternoon. Teachers teach during three of the four instructional blocks each day. A fourth instructional block is reserved as the teacher’s planning period. All teachers are required to participate in bus duty, on a rotating basis, five or six weeks per school year. During morning bus duty week, the teacher is to report at 7:20 AM to his/her assigned location and may leave at 3:00 PM. Teachers assigned to afternoon bus duty report to his/her assigned location from 3:00 PM until 3:20 PM.

Faculty members attend five in-service days and five administrative days, which occur periodically throughout the academic school year. Topics of professional development opportunities vary, but are always aligned with the goals outlined in our system or school improvement plan. One and one-half days of in-service are system-directed sessions, which are both countywide and content specific. Two days are school directed programs varying in content, but aimed at development of staff in areas of need defined by the school improvement plan. The remaining days are self-directed, pre-approved sessions chosen to address the needs of the individual teacher.

During the past several years, the school day has been extended by 15 minutes to build up a surplus of 13 days for weather related school closings. In 2009, the Hamblen County school board approved a modification in the school calendar to allocate 3 “snow days” for the purpose of staff development. The remaining 10 days are reserved for inclement weather (snow days). This will take effect during the 2010-2011 school year.

Operating Budget Distribution Equity


The total operating budget for the Hamblen County School System includes $79,843,523.84. Of that total, 35.5% ($28,343,939.51) is funded locally. An additional 47.7% ($38,061,770.80) is state regulated funds. The remaining 16% ($13,437,813.53) is federally funded.

Per Pupil Expenditures

According to the 2009 Tennessee Department of Education Report Card, the local system spent $7,711 per pupil during the 2008-2009 school year. This is slightly lower than the state average of $8,518 and considerably lower than the national average of $9,963. The trend in per pupil expenditures at the local, state, and national levels is represented in the following graph.


$0

$2,000

$4,000

$6,000

$8,000

$10,000

$12,000

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

System

StateNational

Administration, Faculty, and Staff Demographics

The administration, faculty and staff of MHHSE are a true demographic representation of the students they serve. There are currently four administrators, 92 teachers, and 46 support staff at MHHSE. Of the 96 certified administrative and faculty members 41%, or 39 teachers, are male and 59%, or 57 teachers, are female. Of the 96 certified administrative and faculty members 96%, or 92 teachers, are White, 3%, or 3 teachers, are African American, and 1%, or 1 teacher, is Hispanic.

Of the 46 staff members 24% are male and 76% are female. Of the 46 staff members 98% are White and 2% are African American.

Years of Experience of Faculty and Administration


The faculty of MHHSE includes a broad, even sampling of teachers at various points in their teaching careers. The faculty of MHHSE is relatively young, with 52%, or 50 teachers, having less ten years of teaching experience. Eleven percent, or 11 teachers and/or administrators, have more than 30 years of teaching experience and have the ability to retire at any time. Number of years experience by the staff is represented by the following graph:

Years of Experience of Faculty and Administration

11-15 Years (9) 9%

16-20 Years (11) 11%

21-25 Years (9) 9%

26-30 Years (6) 6%

31+ Years (11) 11%

6-10 Years (20) 22%

1-5 Years (22) 24%

Less Than 1 Year (8) 8%

Percentage of Courses Taught by Highly Qualified Teachers

For each of the past three years (2007, 2008, and 2009), the Tennessee Department of Education (TDOE) Report Card has reported that 100% of core courses taught at MHHSE are taught by highly qualified teachers.

Percentage of Faculty and Administration Who Hold Advanced Degrees

An analysis of the faculty demographics shows that 3%, or 3 teachers, hold an Associate’s Degree and the remaining 97%, or 93 teachers, hold at least a Bachelor’s Degree. Of the 93 teachers who hold a bachelor’s degree, 63%, or 60 teachers, have also earned higher degrees. Forty-six teachers, or 48% of the faculty, currently hold a Master’s Degree, 12 teachers, or 13% of the faculty currently holds an Educational Specialist Degree, and 2 teachers, or 2% of the faculty, currently hold a Doctorate Degree. The percentage of faculty and administration that hold advanced degrees is represented by the following graph:


Percentage of Faculty and Administration Holding Advanced Degrees

Master's (46) 48%

Bachelor's (33) 34%

Associate's (3) 3%Doctorate (2) 2%

Educational Specialist (12) 13%

Percentage of Faculty Teaching Courses Outside Their Area of Certification

There are no teachers who are teaching outside of their area of certification.

Enrollment Data

As of February 17, 2010, there were a total of 1,413 students enrolled at MHHSE. Of those, 391 were classified as freshmen, 370 as sophomores, 297 as juniors, 348 were classified as seniors, and 7 were classified as other. The enrollment data identified as “Other” comprise those special education students who are eligible to remain at MHHSE until the age of 22. The student body is almost evenly distributed at 48% female and 52% male.

Curriculum Offerings

The curriculum at MHHSE covers a wide array of subjects and educational levels. The curriculum in all courses is aligned with goals and objectives from state academic content standards and state assessments. In preparation for implementation of the Tennessee Diploma Project, joint committees composed of the most experienced teachers from Morristown-Hamblen High School East (MHHSE) and Morristown-Hamblen High School West (MHHSW) worked for over three months on a Curriculum Mapping exercise to develop curriculum guidelines aligned with the states new requirements in math, science, U.S. History, and English. The curriculum guides were subsequently adopted for system-wide implementation in the fall of 2009. The courses offered at MHHSE meet state requirements for students in LRE, resource, regular, honors, Advanced Placement (AP), and/or elective classes. Additionally, each teacher


is required to provide students a course syllabus at the beginning of each semester as a means of ensuring class continuity and to define the material being covered.

Core academic classes include English, mathematics, science, and social studies. Elective classes include agriculture, cosmetology, family and consumer science, business, visual art, marketing, driver education, theatre arts, weightlifting, instrumental music, vocal music, foreign language and a variety of vocational-technical classes. When placement decisions must be made for particular courses, criteria include testing, standardized test scores, teacher recommendation, and parent requests.

Students in grades nine through eleven have the opportunity to participate in the registration process in the spring of each year. Prior to registration, school counselors visit students through their English classes to discuss core requirements and elective opportunities. Students then use an electronic registration system to make requests for core and elective courses, with the assistance of the school counselors. A master schedule is prepared based on student requests submitted through the electronic system. The Central Office Curriculum Coordinator works closely with MHHSE teachers and administrators to provide them the most current information on the best available curriculum opportunities.

Incoming freshmen students and their parents meet with a team of teachers, guidance counselors, and administrators to register for classes, establish a four year academic plan, obtain information about extracurricular activities, and tour the facility. One week prior to the start of school, freshmen students and their parents attend an orientation where they receive more detailed information about expectations, meet their teachers and walk through their first semester schedule. This process helps to aid in a smoother transition into the high school.

Unique Programs

MHHSE is very proud of the continued exceptional performance of its Freshman Academy. This small learning community staffed by some of the most innovative and experienced teachers has been instrumental in establishing a culture of academic excellence within the freshman class. Developing relationships with students and their parents, providing after school tutoring, and implementing uniform procedures for early intervention have created a close knit community of learners.

The impact of the Academy has been immediate and lasting. Freshman attendance has shown a steady increase over the last five years. Discipline referrals have declined during most years and the number of students failing one or more classes during their first semester continues to show improvement.

Always seeking to improve the culture of the Freshman Academy, teachers and administrations attended a three day “Capturing Kids Hearts” training program in the


summer of 2008. The training provided teachers with the tools to develop safer and more self-managing classrooms. Emphasis was placed on improving attendance, decreasing delinquency and disruptive behavior, and transforming every classroom into a high-performing, learning community. The early success of Capturing Kid’s Hearts resulted in a second training program for the sophomore teachers in the summer of 2009. It is our intention to offer this program to the Junior and Senior teachers in 2011 and 2012.

The importance of ACT scores for college admission and financial aide has increased dramatically during the last decade. Reliance on this test as a measure of academic achievement is evident in the language of the Tennessee Diploma Project.

In November 2005, MHHSE received federal recognition from the No Child Left Behind – Blue Ribbon Schools Program as one of only 39 high schools in the nation awarded the distinction of being a Blue Ribbon School. The tradition of academic excellence continues as MHHSE has received the prestigious U.S. News and World Report Bronze Medal for being one of America’s Best High Schools. The nation’s high schools are judged based on a wide range of performance indicators that illustrate the school is serving the interests of all students not just those that are college bound. MHHSE is one of the largest schools in Tennessee to be recognized for its educational excellence.

Beginning in the fall of 2011, a new course will be offered to students in the Health Care Career Academy entitled, Pharmacy Tech Certification. This is an online course to prepare students to take the Pharmacy Tech Certification Board exam. Students work through 5 sections and complete quizzes and tests over each section. Prerequisites for this class are Health Science and Medical Therapeutics. The course is currently being piloted with 9 students with a projected enrollment limited to 20 students.

The Work-Based Learning program allows students with special needs to participate in on-the-job training during school hours. This program is included in the student’s IEP as part of their transition plan. Students have various opportunities available for employment in the community, which they may secure on their own or with the assistance of special education teachers Brian Hall and Charlene Davis. Students take the OASIS test and are interviewed by their supervisor to determine their vocational interests and goals. The outcome of the test and interview are used to match each student with a job site that will help to prepare them for gainful employment after graduation. Examples of student work through the program include custodial services at local elementary schools, automotive maintenance and repair at Advanced Auto Parts and the local Co-Op, customer service at grocery stores, and preparation and cleaning at local restaurants. The Work-Based Learning program gives students an opportunity to gain vocational and social skills and provides local businesses a chance to contribute to the success of our students as members of the wider community.

A Youth Leadership course is offered for sophomore and junior students. This course is designed to give students, who have demonstrated leadership abilities, the


opportunity to learn more about their community, to more fully develop their leadership potential, and to be encouraged and equipped to assume leadership roles available to them in the future. Students must apply for this class by completing an application and interview process. A committee of teachers and community leaders then choose the top 15 applicants based upon GPA, academic performance, and school attendance.

MHHSE was awarded a Perkins IV Grant to develop and implement a new course called Biofuels Technology. Designated as a research course, Biofuels brings academic and vocational students together in a unique setting that combines course work, original research, and applied learning. Students actively engage in the production of biofuels from different feed stocks and use them in stationary and mobile engines. Student research projects were entered into the Southern Appalachian Science and Engineering Fair (SASEF) in 2009. Out of more than 325 junior and senior division research projects, the Biofuels students placed 3rd, 4th, and 5th. The current Biofuels class has completed eight research projects for the 2010 science fair. An open house displaying the research projects and the equipment used to test different fuels is planned for the last week in April.

Honors Classes

The opportunity for MHHSE students to participate in honors classes has increased dramatically during the past five years. Placement in one or more of these programs is determined by the student’s academic performance and teacher recommendation.

The English department offers a four-year honors (H) program which includes English I (H), English II (H), English III (H), and English IV (H). The Science department currently offers honors courses in Biology I, Chemistry, Physics, and Biofuels Technology. The math honors (H) classes include five courses: Algebra I Honors (H), Algebra II (H), Geometry (H), Advanced Algebra/Trigonometry, and Pre-Calculus. The Social Studies department offers honors (H) courses in World History, US History, and Government/Economics.

Advanced Placement Classes

MHHSE offers a number of Advanced Placement (AP) courses from which students may choose. Through AP courses, students have the opportunity to earn college credit which is dependent upon the student’s score on the AP exam and on the individual college requirements.

While AP Language and Composition has been offered to seniors for a number of years, AP Literature and Composition will be offered to juniors for the first time in 2010-2011. The Science department currently offers AP Biology, AP Chemistry, and AP Environmental Science. Within the Math department, students may enroll in AP


Calculus AB (I) and AP Calculus BC (II). The Social Studies department has a number of AP offerings as well. In addition to AP US History, AP European History, AP World History and AP Psychology, students may now register for three newly offered courses which include AP Human Geography, AP Government & Politics US, and AP Macro/Micro Economics.

Dual Enrollment Classes

Through the Dual Credit program, students who have taken a high school vocational course that is also offered at WSCC, may take a test and receive college credit for that class (assuming they pass the test and are enrolled at WSCC). Now in its second full year of operation, ten students were enrolled in the fall semester and twenty- six students are enrolled in the spring semester of 2010.

Through the Dual Enrollment program with Walter State Community College (WSCC), students at MHHSE may enroll in any class at WSCC for which they have fulfilled the prerequisites. The Dual Enrollment program allows students the opportunity to receive credit toward high school graduation while fulfilling the requirements for an Associate’s degree. The majority of MHHSE student’s, who attend WSCC, enroll in English Composition I and II, Speech Communication, Art, and US History but they are encouraged to take other courses as well. The first student to earn both a high school diploma and an Associates Degree in the Dual Enrollment Program will graduate from both institutions this spring.

Parental Support

The parents of MHHSE students are encouraged by the administration and faculty to participate in the activities of the school. Parents are invited to both attend and participate directly in the many different events and activities conducted throughout the year at MHHSE. Parents serve in formal positions by being a part of the School Improvement Planning Committee.

The administration believes in an open-door policy, welcoming parents into the school at any time. Parents are encouraged to meet with the teachers when their student is making unsatisfactory progress in any subject. Teachers contact parents of these students every three weeks to report progress and to pursue options for potential improvement.

The Parent Portal, accessible by the Hamblen County Board of Education website (http://www.hcboe.net), gives parents and students access to real-time information including: attendance, grades and detailed assignment descriptions, school bulletins, lunch menus and even personal messages from the teacher. Additionally, parents can sign up for e-mail notifications based on their personal need. Summary reports of students’ grades and attendance can be e-mailed daily, weekly or bi-weekly,


depending on the needs of the parents. The goal of the Parent Portal is to create a better partnership and dialogue between MHHSE parents and teachers. The response has been overwhelmingly positive as parents become familiar with the system and take advantage of its capabilities.

A strong sense of tradition and community involvement is most evident in parent support for athletics and after school activities. Booster clubs perform many essential functions for the athletic and music programs. Throughout the year, booster clubs raise money, maintain uniforms, and act as good will ambassadors in the community.

Drug, Alcohol, or Tobacco Incidents or Arrests

Drug, alcohol, and tobacco incidents or arrests during the past four school years are graphed below.

Drugs, Alcohol or Tobacco Incidents or Arrests

12

20

1514

0

62

2

1

35

23

14

0

5

10

15

20

25

30

35

40

2005-2006 2006-2007 2007-2008 2008-2009

Year

Num

ber Drugs

AlcoholTobacco

School-Business Partnerships

MHHSE currently boasts eight “school adopters” who work with the school in providing needed funds and products throughout the year. These include: Coca-Cola, 1st Tennessee Bank, Jefferson Federal Bank, MAHLE, Morristown-Hamblen Healthcare System, Morristown Rehab Group, UT Surgical Associates, and Woodcraft. In addition to these adopters, the school maintains good relationships with other local businesses and industries for less formal collaboration. Many local businesses purchase ads to help defray the publishing costs of our student handbook, school newspaper, and yearbook. Businesses also support athletics through our Banner Sponsor program.


Mobility and Longevity of Staff at School

Faculty composition has undergone a major change over the past five years. The cohort of teachers hired during the 1960 –1970 period has reached retirement age and many have begun to exercise that option. It is a testament to the teachers with 30+ years of experience that they all began and intend to end their careers at MHHSE. The same can be said for the teachers with 20+ years of experience. The core group of retiring teachers represents a wealth of experience, knowledge, and leadership that will not be easily replaced. The administration has developed and begun implementing a strategy for recruiting teachers with advanced degrees and subject matter expertise. Of the 28 teachers with 1-5 years of experience, 13 (46.4%) have a Masters or Educational Specialists degrees. Twenty two teachers have 6-10 years of teaching experience and of their number, 19 (86.4%) have a Doctorate, Masters, Educational Specialist, or Bachelors +15 degree. The recruitment of so many highly educated and knowledgeable teachers has been a primary reason for the expansion of our academic curriculum.

Grant Awards

In addition to the $11.2 million Quality School Construction Bond (QSCB) grant that was awarded in December 2009 for construction of a new cafeteria, STEM center, and freshman academy, MHHSE faculty and administration have also been the recipients of almost $150,000 in grants during the past nine years. The largest grant awarded was a Perkins IV Career and Technical Education Grant in the amount of $68,000 for the creation of our Biofuels Technology Program. The complete listing of grants may be found in the Component 3 section of this report.

Staff Involvement in School/System Leadership Activities

The faculty of MHHSE is intimately involved in the activities and initiatives that make MHHSE an outstanding educational institution. Possessing a diverse set of skills and experience, the MHHSE faculty has many prominent leadership roles and responsibilities. The Instructional Leadership Team (ILT) is composed of representatives from the administration, department heads, and senior faculty is instrumental in maintaining continuity of information within departments and across the entire faculty. Their bi-weekly meetings address concerns from the faculty as well identifying areas for strategic improvement and problem resolution.

Every faculty member is assigned to a major committee each year. Their appointment is based upon their experience and individual talents that make their committee both functional and highly effective. These committees are the functioning framework of our institution.


A major responsibility for continuing education and special areas of concern are handled through our professional development committee. Programs are developed and presented by our own faculty and represent an imbedded source of expertise that is relied upon throughout the year.

Public outreach and special events are coordinated through select groups of senior faculty who take both the initiative and the responsibility for managing these events.

Our student clubs and organizations are managed by the faculty. Their leadership role is essential in defining the nature and character of the programs that they lead. Countless hours and an unselfish level of commitment are required of everyone that sponsors a student organization.

Future administrators and senior leadership is honed by selecting qualified faculty members to serve as administrators when the principal and assistant principals are offsite. This leadership role educates the faculty and improves their level of understanding of the responsibilities required of an administrator.

Our faculty is extremely active as participants and presenters at major educational conferences. Our teachers are valued as speakers and for their technical expertise in the field of education and in areas that are critical to implementing the many specialized programs that are required of a major institution of MHHSE’s size. In the past year our faculty has attended more than a dozen conferences and has been asked to be a presenter in a significant number of these.

High Qualified Paraprofessionals

The Hamblen County Board of Education requires that all instructional paraprofessionals who work in programs supported by Title I funds (school-wide or targeted assistance) must meet the requirements of highly qualified under the definitions of No Child Left Behind legislation. All of the paraprofessionals at MHHSE are highly qualified to perform their responsibilities.

Trained and Qualified Mentors

Recruiting highly qualified and degreed teachers does not ensure success in the classroom or continuity of our educational philosophy. A mentoring program has been developed and implemented to ensure not only effective classroom instruction but the utilization of young faculty in key positions as a means of developing their leadership potential. Each new teacher is assigned a senior mentor and a secondary mentor for their expertise in instruction and knowledge of the subject matter. Over the course of three years, these highly qualified professionals provide guidance, convey specific knowledge of the school operations and expectations, and remove many of the


obstacles that can discourage a new teacher. The success of our mentoring program can be seen in how quickly these young teachers adapt not only to the classroom but also to their responsibilities to become leaders in our educational community. Implementation of programs and changes to our curriculum are more effective because of these relationships and the overall school has benefited from this shared commitment to excellence.

Student Population Data

Number of Students

The February 17, 2010 student enrollment at MHHSE was 1,413. Over the past five years, MHHSE has experienced a slight drop in enrollment of an average of 60 students. This is most likely due, in part, to the changing economic times and the loss of local employment opportunities.

Student Demographics (February 17, 2010)

Current Student DemographicsAsian (A), (7) 1%

Pacific Islander (P), (3) <1%

American Indian (I), (6) <1%Hispanic (H), (116)

8%

African American (B) (98), 6%

White (W), (1,191) 84%

DemographicsWhite 84%African American 6%Hispanic 8%Asian 1%


American Indian <1%Pacific Islander <1%

The ethnic makeup of the student body is representative of the ethnic makeup of the community. White students make up the majority of the student body at 84%; the next largest ethnic group in the school is Hispanic at 8%, followed by African American students who make up 6% of the student body. In the community-at-large, Hispanics are also the second largest ethnic group at 10%, while African Americans are third. The student body is almost evenly distributed at 48% female and 52% male.

English Proficiency

While the infusion of English Language Learners (ELL) continues to be a significant issue for Hamblen County as a whole, the ELL students at MHHSE are doing well. Of the 116 Hispanic students, only 36 or 31% are enrolled in the ELL program. The other 80 are assimilated into the regular academic program. There are seven Asian students who, although they are not native speakers, are in the regular academic program as well.

Free and Reduced Lunch Rate (Economically Disadvantaged)

The number of students on free and/or reduced-priced meals, as of February 17, 2010, was 707, or 50% of the student body. At that time, 534 students were receiving free meals and 173 were receiving reduced-priced meals. Over the past five years, the total number of students participating in this program has risen each academic year. The general trend can be attributed to the rise in local population, but during the past year the dramatic increase unemployment has been reflected in a significant increase in the number of students receiving assistance.

Discipline Referrals

The Hamblen County Board of Education advocates the use of the Assertive Discipline Program at all Hamblen County Schools. MHHSE, in conjunction with Hamblen County School Board policy, has a set of established expectations for student behavior, as well as, a set of consequences for behavior violations. Student behavior expectations are clearly outlined in our student handbook, which is made available to students at the beginning of each school year, as well as, to newly enrolled students. The expectations and consequences are also posted on our school website and updated annually.

There were a total of 2,111 discipline referrals at MHHSE during the 2008-2009 school year. Most referrals were the result of disrespect/insubordination, missing detentions, and cutting individual classes. There were a total of 119 out-of-school


suspensions and 25 expulsions. Thus far, in the 2009-2010 school year, there have been 1,253 office referrals resulting in 761 in-school suspensions, 66 out-of-school suspensions, and 14 expulsions.

Retention Rate/Credit Recovery

We have chosen not to retain students even if they do not meet the minimum grade and credit acquisition requirements by the end of the academic year. This decision was made in an attempt to accurately track our cohort groups of students. We have been very diligent in checking student credits at the end of each academic year and we identify those students who are at-risk for not graduating due to a lack of sufficient credits. We then take steps to work with those students and develop a graduation plan.

In an effort to address the issue of retention and increase our graduation rate, a credit recovery program has been implemented for both high schools in Hamblen County. The program is designed to assist students who would be on track to graduate with their cohort, with the exception of the fact that they are behind by one or two credits. The program is open to students who have met the state requirement by sitting for 133 hours in the class, but who have not passed the class. In order to be eligible, the student must have earned a minimum grade of 50% in the failed course. Students, who are accepted into the program, meet at MHHSE in the evenings and complete an individualized, computerized, course of study designed specifically for the failed course. In order to recover a credit, the student must achieve and demonstrate mastery of the subject matter within a specified amount of time. Upon mastery of the required content, the high school will award a credit for the course. The transcript will reflect the grade of 70/D for the course.

Transfer Rate

In 2008-2009, 242 students withdrew their enrollment from MHHSE.

Drop-Out Rate

Of the 291 seniors in the class of 2009, 6 students or 2%, dropped out of MHHSE.

Graduation Rate

In 2008-2009, MHHSE held a 93% graduation rate among seniors. This is higher than the state required target of 88.4%.


Special Education Disability Types, Numbers, Percents

MHHSE provides academic and auxiliary accommodations to 162 students with special needs. The special education population includes 72 (44.4%) students with severe learning disabilities, 18 (11.1%) mentally retarded, 17 (10.5%) functionally delayed, 11 (6.8%) emotionally disturbed, 6 (3.7%) autistic, and 38 (23.5 %) categorized as other health impaired.

The Special Education department provides academic aids including readers, note takers, peer tutors and sign language interpreters. Auxiliary aids include large print editions of textbooks, and computers. At MHHSE, every effort is made to eliminate any physical or instructional barriers to ensure that all special needs students have an equal opportunity to receive an education commensurate with their individual abilities.

Extracurricular Activities

MHHSE supports a number of student clubs and organizations. Our students have a variety of opportunities to participate in non-academic activities designed to allow them to pursue interests and develop leadership skills. The Student Council represents the student body and gives them a channel through which their opinions may be expressed and considered in the policy making decisions of the school.

A variety of clubs and organizations are active on campus, all of which are sponsored by a staff member and use central bookkeeping. Each group encourages students to become involved and participate in activities designed to promote the efforts of the organization. Active involvement enhances a student’s high school career both academically and personally. Clubs include the Anime Club, Beta Club, DECA (Marketing), Drama Club, FBLA (Future Business Leaders of America), FCA (Fellowship of Christian Athletes), FCCLA (Family, Career, Community Leaders of America), Environmental Club, FFA (Future Farmers of America), FTA (Future Teachers of America), First Priority, Forensics, French Club, German Society, HOSA (Health Occupation Students of America), Interact Club, Key Club, NAC (Nutrition Advisory Council), Quill and Scroll (School Newspaper and Yearbook), Raisin’ Cane (Pep Club), Scholar’s Bowl Academic Team, Skills USA, and the Spanish Club.

MHHSE also sponsors a majority of the athletic programs that are offered by TSSAA. Athletic programs include boy’s football, boy’s and girl’s basketball, boy’s and girl’s soccer, baseball, softball, track, cross country, wrestling, golf, and tennis. Each athletic program is coached by a faculty member and several have parent booster organizations.

Post Graduate Employment


Students graduating from MHHSE are not required to indicate their current or proposed employment status. No system is currently in place to identify or accumulate the post graduate employment history of MHHSE students.

Student Attitudes/Perceptual Data

A Student Opinion Inventory was administered to students in January 2010. The results of that survey, in addition to the results of the Parent Opinion Survey, the Teacher Opinion Survey, and the Community Opinion Survey, are reported in Section 1b of this document.

Parent or Guardian Demographics

Race

In the Parent/Guardian Demographic Survey, nearly 99% of all respondents reported only one race. The largest group reported White alone, accounting for 89% of all respondents. African Americans represented 3% of the population sample. The Hispanic population contributed approximately 5%. Less than 2% of all respondents indicated only Asian/Pacific Islander. Less than 1% of the sample group reported more than one race.

Ethnicity

Ethnicity is a broad concept that can have many different meanings to different people; it can be described alternately as where their ancestors originated; where they or their parents came from; or simply their cultural identification. The US Census Bureau uses a broad definition of ethnicity that considers a person’s ethnic origin, heritage, descent, or perceived point of origin. This definition may reflect a person’s place of birth, place of birth of parents or ancestors, or ethnic identities that have evolved within the United States. The potential for widely divergent responses to the Parent/Guardian Survey dictated a format that focused responses into six general categories: White, African American, American Indian, Asian/Pacific Islander, Hispanic, and Other. The sixth category defined as “Other” allowed participants to express a more personal interpretation of their ethnicity.

Ninety-nine percent of the respondents identified with only one ethnic group, 1% provided two ethnic affiliations, and 0% left this survey question blank. The largest reported ethnic group was the White category which included respondents who identified with European, Middle Eastern, and northern African ancestries. The White category constituted 89% of the reporting population. These data are slightly higher than the reported 84% student population and the 80.8% of the general population of Hamblen County that identify with this group.


The number of people who reported African American and Hispanic ancestry constituted the next two most prominent ethnic groups. Of the total number of respondents nearly 4% considered their ancestry most closely aligned with people from Africa. The Hispanic ethnic group was selected by 6% of the respondents. Less than 1% of the respondents indicated an affiliation with either the Asian/Pacific Islander ethnic group or other.

The ethnic composition of the community at large is slightly different from the values reported in the Parent/Guardian Survey and the Student Population data. The demographic breakdown of the Hamblen County populous reports that the African American ethnic group represents 3.8% of the general population and the Hispanic group represents 10.4%. Less than 1% of the general population is represented by those who consider themselves to be of Asian/Pacific Islander or other ethnic origin.

Any discrepancies among the data sets may be attributed to many different variables and any attempt to propose a resolution is beyond the scope of this report.

Marital Status

This section presents data on the marital status of the parent/guardian(s) responsible for students attending MHHSE. The data on marital status was derived from answers to question two on the survey form. The resulting classification refers to the person’s status at the time of the survey. Marital status was reported as either, married, single, divorced, or widowed.

Analysis of the marital status data indicate that almost 78% of the parent/guardian population is composed of individuals who are married. The number of respondents who reported as divorced or separated constituted 14% of the population. The number of respondents who reported as widowed was 6%. Only a small percentage, 2%, of the parent/guardian population was classified as single.

Results of the Parent/Guardian Survey indicate that this group reflects the composition of the general population of Hamblen County.

Level of Education

The education level of the parent/guardian population is described in this section of the report. The estimates in this report are based upon responses from a random sample of the target population. The survey was designed to provide baseline information about the educational attainment of those individuals for the care and


oversight of the students at MHHSE. As with all surveys, estimates may vary from the actual values because of sampling variation or other factors.

Ninety-five percent of the people surveyed had earned a high school diploma or higher degree. The three most commonly achieved education levels were high school graduate (28%), professional degree (29%), and Associate Degree (7%). The percentage of respondents who reported not having a high school diploma was 5%. No one of these education levels accounted for as much as 30% of the population.

Employment Status

Eighty percent of the respondents reported that they were fully employed (40 hrs/week). The number of persons who are employed part-time (<20 hrs/week) represents 4% of the reporting populations. The number of respondents reporting they were unemployed accounted for 12.8%. The number of retirees who have children attending MHHSE represents less than 3% of those surveyed.

Income Level

Results of the Parent/Guardian Demographic Survey indicate that no respondents avoided divulging their income. Seven percent of those surveyed reported average incomes below $20,000. Approximately 20% reported incomes between $20,000 - $35,000 and another 20% fell into the $35,000 - $50,000 range. Twenty-four percent reported incomes of $50,000 - $65,000 and another 19% reported incomes of $65,000 - $80,000. The incomes of more than $80,000 per year accounted for 11% of the respondents.

Community Characteristics

Size of Community

Recent census data report the total population of Morristown to be 28,002. Hamblen County’s population is 61,412.

Demographic Breakdown of the Populous

The ethnic/racial breakdown of the Morristown-Hamblen County population is as follows:

White 80.8%


Hispanic or Latino 10.4%Black or African American 3.8%American Indian 0.1%Asian 0.4%Native Hawaiian 0.0%Two or more races 1.4%Some other race 3.1%

Average Income or Economic Level

The median household income of Morristown-Hamblen County is currently $39,450.

Number of Private Schools in the Area

There are five state-approved private schools in the Morristown-Hamblen County area serving a combined population of 432 students. Two serve grades K-8 and three serve students K-12. All schools are run by faith-based organizations. As of January 2010, there were 68 registered home schooled students in Hamblen County, 51 independently home schooled, and 17 home schooled through church and satellite schools.

Major Employers

The major employers in the Morristown-Hamblen County area are primarily manufacturers and educational institutions. The top 10 employers include: Hamblen County Board of Education, Koch Foods, MAHLE, Berkline Corporation, Walters State Community College, Morristown-Hamblen Healthcare Systems, JTEKT Automotive, Lakeway Regional Hospital, Rich Products Corporation, and Team Technologies.

Residents with School-Age Children

Family households, in Morristown-Hamblen County with children under the age of 18 years, total 7,559 residences.

Community Involvement or Participation in School Activities

MHHSE works in close collaboration with the local community. Teachers surveyed indicated that they benefit from several community services including the following: guest speakers, monetary donations, student apprenticeship programs, newspaper donations, product donations, public service announcements, field trips, and


local industry grants. There is an active adopt-a-school committee that continues to find ways to partner with our current school adopters and to seek new partners.

The local HC*Excell organization awards a $5,000 grant to MHHSE every two years for procurement of materials and equipment, technology, and to support innovative programs. The decision on distribution of these funds is determined at the building level.

Group Homes/Substance Abuse Centers/Homeless Shelters

Hamblen County has two commercially operated group homes that provide nursing care and assisted living services. Two outpatient centers provide services for alcohol and substance abuse. Emergency shelters for both youth and adults are located in the Morristown area.

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

1.4 Variety of Academic and Non-Academic Assessment Measures


TYPE OF DATA DATA SOURCEAcademic1. End-of-Course Tests - %Proficient/Advanced TDOE Report Cards2. Gateway Exams - %Proficient/Advanced TDOE Report Cards3. 11th Grade Writing Assessment TDOE Report Cards4. ACT Exams – 1997-2009 TDOE Report Cards

ACT High School Profile Report5. End-of-Course Tests – Value Added TDOE Report Cards6. Gateway Exams – Value Added TDOE Report Cards7. 11th Grade Writing Assessment – Value Added TDOE Report Cards8. ACT Exams – Value Added TDOE Report Cards9. NCLB Data TDOE Report CardsNon-Academic10. Athletic Participation Teacher Gathered11.Club Participation Teacher Gathered12.ELL Data Teacher GatheredSchool-Related13.Enrollment TDOE Report Cards

SASI/PowerSchool14.Student Demographics TDOE Report Cards

SASI/PowerSchool15.Economically Disadvantaged TDOE Report Cards

SASI/PowerSchool16.Attendance TDOE Report Cards

SASI/PowerSchool17.Cohort Dropout TDOE Report Cards18.Graduation Rate TDOE Report Cards17.Suspensions TDOE Report Cards18.Expulsions TDOE Report Cards19.Parent Opinion Survey NSSE Parent Opinion Survey20.Student Opinion Survey NSSE Student Opinion Survey21.Teacher Opinion Survey NSSE Teacher Opinion Survey22.Community Opinion Survey NSSE Community Opinion Survey

1.5 Data Collection and Analysis

The faculty committee assigned to complete Component 1b met for its first meeting in January 2009. In that initial meeting, the committee members reviewed data from the previous evaluation and agreed upon the type of data to be collected, and how


the data was to be collected. During successive meetings, the analysis of the data was discussed. Data required for this component and data deemed appropriate were listed in three categories: academic, non-academic, and school-related. Each member of the faculty committee was asked to collect certain types of information. Also, parents, students, teachers, and members of the community completed opinion surveys. Once the findings were gathered, data which lent itself to graphing was graphed accordingly. In other cases, it was compared to both the state and the national average. In some cases, successive years’ results were collated and compared to those of previous years.

The Parent Opinion Inventory was distributed through several classes. These same classes were given the Student Opinion Survey. In order to obtain communal information, community members were contacted by committee members. During a faculty meeting on January 4, 2010, teachers were asked to complete the Teacher Opinion Survey. Upon their return, all surveys were tallied and summarized.

Over several committee meetings, the data, graphs, survey results, and summaries were studied and discussed in great detail. Three exemplary areas, three areas of opportunity, and three noteworthy areas were listed, The school’s administrative staff was kept abreast of the committee’s progress and results.

1.6 Report Card Data Disaggregation

This analysis is divided into six categories: enrollment, student body demographics, attendance, suspensions and expulsions, federal assistance, and various types of testing. Results were graphed if applicable.


Enrollment

Morristown-Hamblen High School-East’s (MHHSE) eleven year average enrollment is 1,427 students. The lowest enrollment was 1,363 students in 2008-2009. The highest enrollment was 1,547 students in 2006-2007. The enrollment as of February 18, 2010 was 1,413.

Demographics

The average number of White students at MHHSE during this eleven year period is 1257 or 88%. The lowest percentage of white students since the 1999-2000 school year occurred in 2008-2009 at 84.9%. The percentage of Hispanic students has reached an all-time high of 8%. Hispanic students now outnumber African American students at MHHSE.

MHHSE SIP- (2010)

1543

14131363

15431547

1473

1423

1368138214071430

1346

1200

1250

1300

1350

1400

1450

1500

1550

1600

1999-20002000-20012001-20022002-20032003-20042004-20052005-20062006-20072007-20082008-20092009-2010

Year

Student Enrollment

0 200 400 600 800 1000 1200 1400

Number of Students

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

Year

STUDENT DEMOGRAPHICS

White (W)African American (B)Hispanic (H)Asian (A)Pacific Islander (P)American Indian (I)

48

The number of economically disadvantaged is determined by the number of students receiving free or reduced-priced meals. This number has risen every year from 25.0% in 1999-2000 to 52.8% in 2008-2009. As of February 18, 2010, 50% of students at MHHSE are considered economically disadvantage by federal guidelines.

Attendance

The average attendance rate over the last ten years at MHHSE is 92.6%. The attendance rate for the 2009-2010 school year, as if February 18, 2010, was 93.2%.

Cohort Dropout Rates

MHHSE SIP- (2010)

ECONOMICALLY DISADVANTAGED

52.8%

45.9%46.3%46.4%42.6%40.7%

34.9%36.5%

27.0%

25.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Economically Disadvantaged

STUDENT ATTENDANCE

92.10

93.1

93.693.3

93.0

92.0

92.10

92.60

92.20

92.6

91

91.5

92

92.5

93

93.5

94

1999-20002000-20012001-20022002-20032003-20042004-20052005-20062006-20072007-20082008-2009

Year

Percent

Student Attendance

49

MHHSE’s cohort dropout rate has remained below the target rate of 10% for eight of the last ten years. The highest rate was measured in 2005-2006 at 13% and the lowest in 2008-2009 at 2%.

Graduation Rate

In 2009, MHHSE exceeded the state-required graduation rate of 90%, and the target rate of 88.4%, with a graduation rate of 93%. MHHSE has met or exceeded the target rate five out of the past six years.

Suspensions and Expulsions

MHHSE SIP- (2010)

COHORT DROPOUT RATE

8.6

13.0

8.910.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0

2.0

10.9

7.47.5

3.95.06.0

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Percent

Actual Rate

Target Rate

GRADUATION RATE

93.0

88.3

81.9

88.287.587.288.488.187.987.787.487.2

76.078.080.082.084.086.088.090.092.094.0

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Year

Percent Actual Rate

Target Rate

50

The average number of students suspended over the last ten years at MHHSE is 122. The total number of suspensions reached a high of 163 in 2006-2007, but has decreased during the last two years. Although fewer females were suspended, the trend among males and females is similar.

The average number of expulsions at MHHSE is 24. On average, about twice as many males are expelled than females. Both of these averages have remained consistent over the last ten years.

NCLB Status

MHHSE SIP- (2010)

SUSPENSIONS

89

163

889110999

8475

688791

3134544533

5230

202721

119125134132136

10588

114112

020406080

100120140160180

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Males

Females

Total Suspensions

EXPULSIONS

12 1317 16

19

6

28

232220

1719

3

965

10

59

7

11

2526252527

182124

30

0

5

10

15

20

25

30

35

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Males

Females

Total Expulsions

51

In 2008, MHHSE did not meet adequate yearly progress in the area of graduation rate and was placed on the “Target” list. However, in 2009, the graduation rate for MHHSE rose to 93%, returning MHHSE to “Good Standing’ for No Child Left Behind.

End-of-Course Tests (% Proficient/Advanced)

English I

The number of students achieving proficiency on the English I End-of-Course Test rose from 83% in 2002-2003 to 99.7% in 2008-2009. MHHSE has consistently scored above the state for the past seven years.

Foundations II

MHHSE SIP- (2010)

ENGLISH I END-OF-COURSE TEST

99.796.097.497.195.190.0

83.095.695.194.593.6

87.883.082.0

0.0

20.0

40.0

60.0

80.0

100.0

120.0

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

YearPercent Proficient/Advanced

MHHSE

State

52

With the exception of 2001-2002 and 2007-2008, MHHSE students have scored above the state average on the Foundations II End-of-Course Test. The number of students scoring proficient or advanced reached 95.7% in 2004-2005, but dropped to a low of 80.1% in 2006-2007. This test was not administered during the 2008-2009 school year.

US History

With the exception of 2007-2008, MHHSE students have scored above the state average on the US History End-of-Course Test. The number of students scoring proficient or advanced reached of high of 97% in 2006-2007.

MHHSE SIP- (2010)

FOUNDATIONS II END-OF-COURSE TEST

79.0

86.0 86.095.7 92.4

80.1

84.6

86.2

79.979.684.876.073.0

86.0

0.0

20.0

40.0

60.0

80.0

100.0

120.0

2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

Year

Percent Proficient/Advanced

MHHSE

State

US HISTORY END-OF-COURSE TEST

95.293.8

93.9

97.096.8

93.1

95.4

93.792.4

90.0

86.0

88.0

90.0

92.0

94.0

96.0

98.0

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Year


MHHSE

State

53

Gateway Exams (% Proficient/Advanced)

Algebra I

ALGEBRA I GATEWAY EXAM

85.084.191.796.092.499.097.096.0

79.177.876.775.875.981.075.077.0

0.0

20.0

40.0

60.0

80.0

100.0

120.0

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Perc

ent P

rofic

ient

/Adv

ance

d

MHHSEState

The number of students achieving proficiency on the Algebra I Gateway Exam averages 92.6% over the past eight years. MHHSE students have consistently scored above the state on all Gateway Exams.

Biology I


The number of students achieving proficiency on the Biology I Gateway Exam averages 98.5% over the past eight years.

English II

ENGLISH II GATEWAY EXAM

98.095.7

97.699.198.2

100.0

97.0

92.094.7

93.393.7

90.390.087.0

80.0

85.0

90.0

95.0

100.0

105.0

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Year

Perc

ent P

rofic

ient

/Adv

ance

d

MHHSE

State

The number of students achieving proficiency on the English II Gateway Exam averages 97.4% over the past seven years.

11th Grade Writing Assessment

MHHSE SIP- (2010)

BIOLOGY I GATEWAY EXAM

95.095.0

99.199.299.599.3100.0

99.0

97.0

95.795.794.5

94.395.0

96.095.0

91.092.093.094.095.096.097.098.099.0

100.0101.0

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year


MHHSE

State

55

11th GRADE WRITING ASSESSMENT

3.23.9003.880

3.7703.7503.930

3.7003.6

3.8

3.53.303.40

4.1004.1004.0004.0004.0003.8003.8

3.7

0.000.501.001.502.002.503.003.504.004.50

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Aver

age

Scor

e

MHHSEState

Scores from the 11th Grade Writing Assessment, administered to juniors, reached a high of 3.93 in 2004-2005 and dropped to 3.75 in 2005-2006. While scores have risen since 2005-2006, MHHSE student scores have consistently fallen below the state goal during the past seven years.

11th GRADE WRITING ASSESSMENT

75.3%77.8%

71.5%70.0%70.0%68.0%

54.0%67.0%

40.0%

54.0%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Perc

ent P

rofic

ient

/Adv

ance

d

MHHSE

The second graph indicates the percentage of students scoring proficient or advanced on the 11th Grade Writing Assessment over the past ten years. Since a low of 54% in 2002-2003, percentages rose to a high of 77.8% in 2007-2008 and then dropped slightly in 2008-2009 to 75.3%.

ACT Exams


Composite

ACT COMPOSITE

18.0

18.5

19.0

19.5

20.0

20.5

21.0

21.5

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSE

StateNation

MHHSE 19.7 19.6 19.5 19.3 20.3 20.1 20.4 20.7 20.5 20.8 21.2 20.6State 19.8 19.9 20.0 20.0 20.0 20.4 20.5 20.5 20.7 20.7 20.7 20.6

Nation 21.0 21.0 21.0 21.0 20.8 20.8 20.9 20.9 21.1 21.2 21.1 21.1

For the twelve year period, MHHSE students averaged a composite score of 20.2 on the ACT. This is slightly lower than the state average of 20.3 and lower than the national average of 21.0 for this same period.

English


ACT ENGLISH

18.0

18.5

19.0

19.5

20.0

20.5

21.0

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSEState

Nation

MHHSE 19.7 19.6 19.3 19.2 20.2 20.2 19.8 20.3 20.3 20.4 20.8 20.3State 19.6 19.8 19.9 19.9 20.0 20.5 20.6 20.6 20.8 20.8 20.8 20.7

Nation 20.4 20.5 20.5 20.5 20.2 20.3 20.4 20.4 20.6 20.7 20.6 20.6

For the twelve year period, MHHSE students averaged a 20.0 on the English portion of the ACT. This is lower than the state average of 20.3 and lower than the national average of 20.5 for this same period.

ACT ENGLISH w/4 Years

18.0

18.5

19.0

19.5

20.0

20.5

21.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSE

StateNation

MHHSE 19.4 19.7 19.2 20.3 20.3 20.0 20.7 20.3 20.2 20.7 20.1State 19.8 19.8 19.8 19.9 20.4 20.5 20.5 20.6 20.4 20.6 20.5

Nation 20.4 20.4 20.4 20.2 20.3 20.4 20.5 20.4 20.5 20.5 20.6


For the eleven year period, students with four years of English at MHHSE averaged 20.1 on the English portion of the ACT. This is lower than the state average of 20.3 and lower than the national average of 20.4 for this same period.

ACT ENGLISH w/Less Than 4 Years

0.0

5.0

10.0

15.0

20.0

25.0

30.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSEState

Nation

MHHSE 18.8 16.7 19.8 17.0 18.2 19.0 19.7 20.6 20.9 19.0 24.0State 17.0 17.4 17.7 17.8 18.6 19.3 19.3 19.6 19.9 19.2 17.4

Nation 18.5 18.6 18.8 18.2 18.5 18.8 19.0 19.4 19.7 18.8 16.7

For the eleven year period, students with less than four years of English at MHHSE averaged 19.4 on the English portion of the ACT. This is higher than the state average of 18.5 and higher than the national average of 18.6 for this same period.


Mathematics

ACT MATHEMATICS

16.0

17.0

18.0

19.0

20.0

21.0

22.0

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSE

StateNation

MHHSE 18.6 18.5 18.5 18.1 19.0 19.5 20.3 20.5 20.2 20.3 21.4 20.6State 19.1 19.1 19.1 19.2 19.3 19.6 19.7 19.7 19.9 19.9 19.9 19.8

Nation 20.8 20.7 20.7 20.7 20.6 20.6 20.7 20.7 20.8 21.0 21.0 21.0

For the twelve year period, MHHSE students averaged 19.5 on the mathematics portion of the ACT. This is lower than the state average of 19.6 and lower than the national average of 20.8 for this same period.

ACT MATHEMATICS w/Calculus

0.0

5.0

10.0

15.0

20.0

25.0

30.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSEState

Nation

MHHSE 23.8 24.5 25.5 23.6 24.6 25.9 24.0 20.9 22.5 24.3 23.3State 24.2 24.2 24.2 24.3 24.2 24.5 24.2 24.3 24.1 24.1 23.6

Nation 24.9 24.9 24.6 24.6 24.6 24.6 24.5 24.7 24.8 24.8 24.5


For the eleven year period, Calculus students at MHHSE averaged 23.9 on the mathematics portion of the ACT. This is lower than the state average of 24.2 and lower than the national average of 24.7 for this same period.

ACT MATHEMATICS w/Trigonometry and Pre-Calculus

0.0

5.0

10.0

15.0

20.0

25.0

30.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSEState

Nation

MHHSE 20.5 17.7 21.0 21.6 20.7 24.0 20.7 21.0 20.8 22.3 21.3State 21.9 21.8 21.8 21.8 21.7 21.8 21.8 22.2 22.1 22.0 21.7

Nation 22.3 22.3 22.2 22.1 22.1 22.1 22.1 22.2 22.4 22.3 22.1

For the eleven year period, students taking both Trigonometry and Pre-Calculus at MHHSE averaged 21.1 on the mathematics portion of the ACT. This is lower than the state average of 21.9 and lower than the national average of 22.2 for this same period.

ACT MATHEMATICS w/Trigonometry Only

16.517.017.518.018.519.019.520.020.521.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSE

StateNation


MHHSE 19.2 18.7 18.1 18.9 19.4 19.9 19.3 19.2 20.4 20.0 20.0State 20.0 20.1 20.2 20.1 20.3 20.3 20.2 20.3 20.3 20.1 19.7

Nation 20.6 20.5 20.4 20.3 20.2 20.3 20.3 20.4 20.5 20.4 20.0

For the eleven year period, students taking Trigonometry only at MHHSE averaged 19.4 on the mathematics portion of the ACT. This is lower than the state average of 20.1 and lower than the national average of 20.4 for this same period.

ACT MATHEMATICS w/Algebra I, Algebra II, & Geometry Only

0.0

5.0

10.0

15.0

20.0

25.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSE

StateNation

MHHSE 17.0 16.8 17.0 17.1 17.2 17.8 17.8 17.7 16.8 17.4 17.2State 17.0 17.0 17.1 17.2 17.3 17.5 17.4 17.5 17.4 17.3 17.2

Nation 17.7 17.7 17.7 17.7 17.6 17.7 17.7 17.8 17.9 20.4 17.5

For the eleven year period, students taking the core subjects of Algebra I, Algebra II, and Geometry at MHHSE averaged 17.3 on the math portion of the ACT. This is equal to the state average of 17.3 and lower than the national average of 17.9 for this same period.


ACT MATHEMATICS w/Less Than 3 Years of Math

0.02.04.06.08.0

10.012.014.016.018.020.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSEState

Nation

MHHSE 15.2 15.0 14.5 14.6 16.7 16.1 16.0 15.9 16.3 18.0 17.6State 15.3 15.4 15.5 15.6 15.9 16.3 16.3 16.7 16.9 16.3 15.8

Nation 16.5 16.7 16.8 16.7 16.9 17.2 17.4 17.9 16.3 17.4 16.5

For the eleven year period, students taking less than the core math classes at MHHSE averaged 16.0 in the math portion of the ACT. This is equal to the state average of 16.0 and lower than the national average of 16.9 for this same period.

ACT MATHEMATICSComparison of Math Levels and ACT Mathematics Scores for Students at MHHSE

0.0

5.010.0

15.0

20.025.0

30.0

1998

-199

9

1999

-200

0

2000

-200

1

2001

-200

2

2002

-200

3

2003

-200

4

2004

-200

5

2005

-200

6

2006

-200

7

2007

-200

8

2008

-200

9

Year

Scor

e

Math w/Calculus

Math w/Trig. and Pre-Calculus

Math w/Trigonometry Only

Math w/Alg. I, Alg. II, &Geometry

Math w/Less Than 3 Years

Math w/Calculus 23.8 24.5 25.5 23.6 24.6 25.9 24.0 20.9 22.5 24.3 23.3Math w/Trig. and Pre-Calculus 20.5 17.7 21.0 21.6 20.7 24.0 20.7 21.0 20.8 22.3 21.3Math w/Trigonometry Only 19.2 18.7 18.1 18.9 19.4 19.9 19.3 19.2 20.4 20.0 20.0Math w/Alg. I, Alg. II, & Geometry 17.0 16.8 17.0 17.1 17.2 17.8 17.8 17.7 16.8 17.4 17.2Math w/Less Than 3 Years 15.2 15.0 14.5 14.6 16.7 16.1 16.0 15.9 16.3 18.0 17.6


This graph and chart demonstrate that students at MHHSE who take higher level mathematics courses, consistently score higher on the mathematics portion of the ACT than students who only take the required mathematics core courses.

Reading

ACT READING

18.5

19.0

19.5

20.0

20.5

21.0

21.5

22.0

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSE

StateNation

MHHSE 20.1 20.2 20.2 19.8 20.9 20.2 20.8 21.0 20.8 21.5 21.4 20.7State 20.2 20.4 20.5 20.4 20.5 20.8 21.0 20.8 21.1 21.1 21.1 21.0

Nation 21.4 21.4 21.4 21.3 21.1 21.2 21.3 21.3 21.4 21.5 21.4 21.4

For the twelve year period, MHHSE students average 20.6 on the Reading portion of the ACT. This is lower than the state average of 20.7 and lower than the national average of 21.3 for this same period.


Science

ACT SCIENCE

18.5

19.0

19.5

20.0

20.5

21.0

21.5

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSE

StateNation

MHHSE 20.0 19.7 19.6 19.7 20.5 19.9 20.1 20.3 20.1 20.3 20.7 20.1State 19.8 19.8 19.8 19.9 19.9 20.2 20.3 20.2 20.3 20.4 20.3 20.4

Nation 21.1 21.0 21.0 21.0 20.8 20.8 20.9 20.9 20.9 21.0 20.8 20.9

For the twelve year period, MHHSE students averaged 20.1 on the Science portion of the ACT. This is equal to the state average of 20.1 and lower than the national average of 20.9 for this same period.

ACT SCIENCE w/Physics

19.0

20.0

21.0

22.0

23.0

24.0

25.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSEState

Nation

MHHSE 22.2 23.2 23.8 23.5 22.5 21.6 22.7 21.8 24.6 23.0 21.1State 21.8 21.6 21.8 21.7 21.9 22.1 22.1 22.2 22.2 22.0 22.1

Nation 22.6 22.5 22.5 22.2 22.3 22.3 22.3 22.3 22.4 22.2 22.2


For the eleven year period, students taking Physics at MHHSE averaged 22.7 on the science portion of the ACT. This is higher than the state average of 22.0 and higher than the national average of 22.3 for this same period.

ACT SCIENCE w/Chemistry

18.5

19.0

19.5

20.0

20.5

21.0

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSEState

Nation

MHHSE 19.7 19.8 19.9 20.0 20.0 20.3 20.8 20.6 19.6 20.2 19.6State 19.5 19.5 19.6 19.6 19.8 19.9 19.8 19.9 19.9 19.8 19.9

Nation 20.2 20.2 20.2 20.1 20.1 20.1 20.1 20.2 20.2 20.1 20.1

For the eleven year period, students taking Chemistry at MHSSE average 20.0 on the science portion of the ACT. This is higher than the state average of 19.7 and lower than the national average of 20.1 for this same period.

ACT SCIENCE w/Less Than 3 Years

15.516.016.517.017.518.018.519.019.520.020.5

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

Scor

e MHHSE

StateNation


MHHSE 17.8 17.2 17.1 17.6 17.4 17.9 17.6 18.4 19.5 19.5 20.2State 18.0 18.4 18.2 18.3 18.5 18.7 18.7 18.9 19.7 18.8 18.5

Nation 18.9 19.1 19.1 18.8 18.8 18.9 18.9 19.1 19.1 18.7 18.4

For the eleven year period, students taking less than three year of science at MHHSE averaged 18.2 on the science portion of the ACT. This is lower than the state average of 18.6 and lower than the national average of 18.9 for this same period.

ACT SCIENCE Comparison of Science Levels and ACT Science Scores for Students at MHHSE

0.0

5.010.0

15.0

20.025.0

30.0

1998

-199

9

1999

-200

0

2000

-200

1

2001

-200

2

2002

-200

3

2003

-200

4

2004

-200

5

2005

-200

6

2006

-200

7

2007

-200

8

2008

-200

9

Year

Scor

e Science w/PhysicsScience w/Chemistry

Science w/Less Than 3 Years

Science w/Physics 22.2 23.2 23.8 23.5 22.5 21.6 22.7 21.8 24.6 23.0 21.1Science w/Chemistry 19.7 19.8 19.9 20.0 20.0 20.3 20.8 20.6 19.6 20.2 19.6Science w/Less Than 3 Years 17.8 17.2 17.1 17.6 17.4 17.9 17.6 18.4 19.5 19.5 20.2

This graph and chart demonstrate that students at MHHSE who take higher level science courses, consistently score higher on the science portion of the ACT than students who only take the required science core courses.


Value Added

English I End-of-Course Test - Value Added

During the seven year period, students at MHHSE averaged 519.7 on the English 1 End-of-Course Exam Value Added score. The observed score was above the predicted score for each year.

Foundations II End-of-Course Test - Value Added

MHHSE SIP- (2010)

ENGLISH I END-OF-COURSE - VALUE ADDED

522.7

516.2512.4

529.2525.0521.5

514.2509.0

520.2516.9517.9513.1

503.4501.9

485.0490.0495.0500.0505.0510.0515.0520.0525.0530.0535.0

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

YEAR

MHHSE Observed

MHHSE Predicted

FOUNDATIONS II END-OF-COURSE - VALUE ADDED

525.6

531.2

534.5

529.9

549.4552.3

536.4

543.8

533.9535.2

531.1529.1

510.0

515.0

520.0

525.0

530.0

535.0

540.0

545.0

550.0

555.0

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

MHHSE Observed

MHHSE Predicted

68

During the six year period, students at MHHSE averaged 541.1 on the Foundations II End-of-Course Exam Value Added score. The observed score was above the predicted score for each year. The exam was not administered during the 2008-2009 school year.

US History End-of-Course Test - Value Added

During the three year period, students at MHHSE averaged 524.9 on the US History End-of-Course Exam Value Added score. The observed score was above the predicted score for each year.

MHHSE SIP- (2010)

US HISTORY END-OF-COURSE - VALUE ADDED

526.3

522.5

526.0

522.4

520.3521.3

517.0518.0519.0520.0521.0522.0523.0524.0525.0526.0527.0

2006-2007 2007-2008 2008-2009

Year

MHHSE Observed

MHHSE Predicted

69

Algebra I Gateway Exam - Value Added

During the nine year period, students at MHHSE averaged 548.1 on the Algebra I Gateway Exam Value Added score. With the exception of the first year of administration, the observed score was above the predicted score for each subsequent year.

Biology I Gateway Exam - Value Added

MHHSE SIP- (2010)

ALGEBRA I GATEWAY - VALUE ADDED

524.5

534.8532.3

557.2

556.2551.7

558.5558.8558.5

527.7

521.5

530.6535.9

532.8

540.7541.5541.9525.5

500.0

510.0

520.0

530.0

540.0

550.0

560.0

570.0

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE Observed

MHHSE Predicted

BIOLOGY I GATEWAY - VALUE ADDED

565.6

546.6546.5

531.8

544.8

555.2556.9

548.1542.4

539.8544.5

555.6

547.3

537.4

510.0

520.0

530.0

540.0

550.0

560.0

570.0

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE Observed

MHHSE Predicted

70

During the seven year period, students at MHHSE averaged 551.4 on the Biology I Gateway Exam Value Added score. The observed score was above the predicted score for each year.

English II Gateway Exam - Value Added

During the seven year period, students at MHHSE averaged 532.9 on the English II Gateway Exam Value Added score. The observed score was above the predicted score for each year.

11th Grade Writing Assessment - Value Added

11th GRADE WRITING ASSESSMENT - VALUE ADDED

3.893.933.793.803.903.803.603.533.37

4.044.134.064.104.104.003.803.723.62

0.000.501.001.502.002.503.003.504.004.50

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE ObservedMHHSE Predicted

MHHSE SIP- (2010)

ENGLISH II GATEWAY - VALUE ADDED

538.0532.4533.1534.6

530.2530.9531.2

530.8530.1529.5531.2528.8

524.7

518.8

505.0

510.0

515.0

520.0

525.0

530.0

535.0

540.0

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE Observed

MHHSE Predicted

71

During the nine year period, students at MHHSE averaged 3.70 on the 11 th Grade State Writing Assessment Value Added score. The observed score was below the predicted score for each of the nine years.

ACT Composite - Value Added

ACT COMPOSITE - VALUE ADDED

19.419.7

19.9

20.4

21.1

20.6

20.720.5

20.9

20.420.3

20.820.7

20.820.5

19.919.719.6

18.5

19.0

19.5

20.0

20.5

21.0

21.5

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE Observed

MHHSE Predicted

During the nine year period, students at MHHSE averaged a composite score of 20.4 on the ACT test. The value added observed score was measured as above the predicted score for 2007-2008 only. In the remaining years, the observed scores were measured as either below or showed no detectable difference (NDD) from the predicted scores.


ACT English - Value Added

ACT ENGLISH - VALUE ADDED

20.4

20.7

20.320.3

20.6

19.819.8

20.420.2

20.920.820.8

20.6

20.0

19.219.419.619.820.020.220.420.620.821.0

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE Observed

MHHSE Predicted

During the seven year period, students at MHHSE averaged 20.3 on the English portion of the ACT test. The value added observed score was measured as above the predicted score for 2007-2008 only. In the remaining years, the observed scores were measured as either below or showed no detectable difference (NDD) from the predicted scores.


ACT Mathematics - Value Added

ACT MATHEMATICS - VALUE ADDED

18.8

21.3

20.6

18.8

20.220.320.720.5

19.519.919.820.019.9

19.7

17.518.0

18.519.019.5

20.020.5

21.021.5

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE Observed

MHHSE Predicted

During the seven year period, students at MHHSE averaged 20.3 on the mathematics portion of the ACT. The value added observed score was measured as above the predicted score for four of the seven years. No detectable difference (NDD) was measured for the remaining three years.

ACT Reading - Value Added

ACT READING - VALUED ADDED

20.3

20.7 20.720.9

21.2

20.8

21.2

21.5

21.3

20.5

21.021.2

20.9

20.5

19.619.820.020.220.420.620.821.021.221.421.6

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE ObservedMHHSE Predicted

During the seven year period, students at MHHSE averaged 20.9 on the reading portion of the ACT. The value added observed score was measured as above the


predicted score for 2007-2008 only. In the remaining years, the observed scores showed no detectable difference (NDD) from the predicted scores.

ACT Science - Value Added

ACT SCIENCE - VALUE ADDED

20.7

20.120.320.3

20.2

20.5

20.220.1

20.2

20.520.520.6

20.3

19.8

19.219.4

19.619.820.020.220.4

20.620.8

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

Year

MHHSE Observed

MHHSE Predicted

During the seven year period, students at MHHSE averaged 20.3 on the science portion of the ACT. There was no detectable difference between the observed score and the predicted score during the seven year period.


1.7 Narrative Synthesis of All Data

This section of the report contains summaries of all the data collected by the Component 1b committee. The committee met several times during the past four months and decided what data needed to be collected and what sources should be utilized. The decision was made to collect data from the following sources: the State Report Card, the ACT High School Profile Report, school reports sent to the state, reports generated by committee members, and student, parent, teacher, and community opinion surveys. The data was divided into three areas: academic, non-academic, and school-related. The results were graphed if applicable or if not previously shown in Section 1.6.

Survey Results

The committee decided to obtain the opinions of students, parents, teachers, and community members through the administration of opinion surveys to each of these stakeholder groups. The committee received 163 student surveys, 131 parent surveys, 90 teacher surveys, and 11 community surveys. The committee met and tallied the results. Three categories on the student, parent, teacher, and community surveys had some common statements: Quality of the Instructional Program, Support for Student Learning and School Climate/Environment for Learning. The community surveys had some common statements, but many of the statements were directed at the impact that MHHSE has on the community, so some of the community statements will be addressed separately. The results of these surveys will follow.

Statement 1: The education offered to students at our school is of high quality.Statement 2: Our school is preparing students to deal with issues and problems they will face in the future.Statement 3: Students see a relationship between what they are studying and their everyday lives.Statement 4: My teachers use a variety of teaching strategies and learning activities to help me learn.Statement 5: Teachers hold high expectations for student learning.Statement 6: Students are motivated to do their best work.

MHHSE SIP- (2010)

0102030405060708090

100

Percent in Agreement

1 2 3 4 5 6

Statement Number

Quality of the Instructional Program

Student

Parent

Teacher

Community

76

One the student, parent, and teacher surveys, there were six common statements about the Quality of the Instructional Program. On the first statement regarding quality of education, 71% of students, 83% of parents, 94% of teachers, and 72% of the community agree that MHHSE offers a high quality education to its students. On the second statement of preparing students to deal with issues and problems of the future, 52% of students, 54% of parents, 62% of teachers, and 72% of the community agree that MHHSE is doing a good job. On the third statement of whether students see a relationship between what they are studying and their everyday lives, 30% of students, 55% percent of parents, 57% of teachers, and 100% of the community believe that students do see the relationship. On the fourth statement of whether teachers use a variety of instructional strategies, 73% of students, 58% of parents, and 90% of teachers agree that they do. On the fifth statement of whether teachers hold high expectations, 76% of students, 74% of parents, 82% of teachers, and 90% of the community agree that teachers hold high expectations. On the sixth statement of whether students are motivated to do their best work, 51% of students, 70% of parents, and 44% of teachers agree that students are motivated. In addition, the community surveys show that 72% agree that our schools offers a comprehensive program, 72% agree that citizenship is taught effectively in our community, and 54% agree that our school ranks well academically when compared to other schools.

0102030405060708090

100


1 2 3 4 5

Statement Number

Support for Student Learning

Student

Parent

Teacher

Community

Statement 1: Teachers are willing to give me individual help outside of class time.Statement 2: My school recognizes the achievements of students for all types of accomplishments.Statement 3: In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.Statement 4: Up-to-date computers and other technologies are used in our school to help students learn.Statement 5: Our school's facilities are adequate to support students' learning needs.

The next area with common statements was Support for Student Learning. The first statement of whether teachers were willing to give help outside class received agreement from 89% of students, 76% of parents, and 97% of teachers. On the second statement of whether MHHSE recognizes all types of student accomplishments, 52% of students, 64% of parents, 89% of teachers, and 90% of the community agree that it does. On the third statement of whether students have access to a variety of resources


to help them succeed in their learning, 82% of students, 72% of parents, 90% of teachers, and 63% of the community believe that they do. On the fourth statement of whether the school uses up-to-date computers, 63% of students, 66% of parents, 74% of teachers, and 37% of the community agree that it does. On the fifth statement of whether the school has adequate facilities to support student’s learning needs, 47% of students, 57% of parents, 34% of teachers, and 36% of the community agree that it does. In addition, 63% of the community agrees that our school offers learning opportunities that support the full range of student abilities, 72% of the community agrees that all students in our school have equal access to a quality education, and 54% of the community agrees that our school uses community resources to help students with their schoolwork.

0

1020

3040

5060

7080

90


1 2 3 4 5 6 7 8 9

Statement Number

School Climate/Environment for Learning

Student

Parent

Teacher

Community

Statement 1: All students and staff at our school are treated with respect, regardless of race, religion, or gender.Statement 2: Cheating is strongly discouraged at our school.Statement 3: School rules apply equally to all students.Statement 4: Substance abuse (e.g., drug/alcohol) is not a problem at our school.Statement 5: Our school provides a safe and orderly environment for learning.Statement 6: Security measures at my school help me feel safe.Statement 7: There are no problems with bullies at our school.Statement 8: For the most part, I am satisfied with our school.Statement 9: A students' family members, parents, and the community feel welcome in our school.

The last area with common statements was the School Climate/Environment for

Learning. On the first statement of whether everyone (students, teachers, etc.) in the school is treated with respect, 53% of students, 52% of parents, 88% of teachers, and 90% of the community members agree. On the second statement, 77% of students, 71% of parents, and 78% of teachers agree that cheating is discouraged. On the third statement, 52% of students, 48% of parents, and 60% of teachers agree that school rules apply equally to all students. On the fourth statement regarding substance abuse, only 40% of students, 27% of parents, 21% of teachers, and 2% of the community agree that substance abuse is not a problem in our school. On the fifth statement of whether the school provides a safe environment for learning, 54% of students, 70% of parents, 80% of teachers, and 54% of the community agree that it does. On the sixth statement regarding security, 43% of students, 66% of parents, 79% of teachers, and


54% of the community agree that there are adequate security measures in place. On the seventh statement regarding bullies at MHHSE, only 33% of students, 30% of parents, 32% of teachers, and 28% of the community agree that there are no problems with bullies. On the eighth statement regarding whether or not respondents are satisfied with MHHSE, 47% of students, 60% of parents, 81% of teachers, and 72% of the community agree that they are satisfied with the school. On the ninth statement, 53% of students, 69% of parents, 85% of teachers, and 81% of the community stated that they feel welcome at MHHSE.

The community survey included some statements that were specific to the community, so some of the other issues that were addressed are included. On the statement of whether or not the community respects teachers, 99% of the respondents agree that it does. Sixty-three percent agree that school staff members reflect the diversity of the community, and 54% also agree that safety measures are in place to protect students traveling to and from school. On the statement of whether or not the school board is responsive to our community, 81% agree that it is, and 63% agree that community members’ opinions are considered when important school decisions are made. On the statement regarding whether or not the school keeps local media current on events in the school, 63% agree that it does and 82% agree that the school uses technology to provide community members with information about the school. Eighty-two percent agree that the school provides sufficient opportunities for community involvement and 100% agree that community members are supportive of the school. Agreement that the school and grounds are well maintained comes from 72% of the respondents. Sixty-three percent agree that the schools have a positive impact on the community’s property values, but only 36% agree that the quality of the school’s influenced their decision to live in this community. Eighty-one percent agree that tax dollars spent on this school are a wise investment.

Demographics

In the last eleven years, MHHSE has had an average enrollment of 1,427 students. The average percentage of White students during this period was 88%. The percentage of Hispanic students has reached an all-time high of 8%. The Hispanic population at MHHSE now exceeds that of the African American population. The percentage of economically disadvantaged students has also reached an all-time high of 50%, a number which has steadily increased since the 1999-2000 school year.

In the last eleven years, MHHSE has had an average attendance rate of 92.6%. The highest attendance rate of 93.6% occurred in 2007-2008. The lowest attendance rate of 92% occurred in 2004-2005. The attendance rate of 2009-2010 is 93.2%. The cohort dropout rate has remained below the target rate of 10% for eight of the last ten years. The highest rate of 13% occurred in 2005-2006. The lowest rate of 2% occurred in 2008-2009. In 2009, MHHSE graduation rate reached a six-year high of 93%. The graduation rate at MHHSE has steadily risen since a six-year low of 81.9% in 2006-2007.


In the last ten years, MHHSE has had an average of 122 students suspended. A ten year high of 163 students suspended occurred in 2006-2007. A ten year low of 88 students suspended occurred in 2001-2002. The average number of expulsions over a ten year period at MHHSE is 24. A ten year high of 30 expulsions occurred in 1999-2000. A ten year low of 18 expulsions occurred in 2002-2003. Males by far exceed females in the number of expulsions.

NCLB Status

In 2008, MHHSE did not meet adequate yearly progress in the areaof graduation rate. However, in 2009, as noted in the last section of the narrative, the graduation rate rose to 93%, returning MHHSE to “Good Standing” for No Child Left Behind.

Academic

End-of-Course Tests

Students at MHHSE must take end-of-course tests in English I, Foundations II, and US History. Over the last seven years, MHHSE students have consistently scored above the state average on the English I End-of-Course Test. The scores have risen to an all-time high of 99.7% advanced and proficient. Over the last seven years, MHHSE students scored above the state average on the Foundations II End-of-Course Test every year except 2002-2003. The highest percent advanced and proficient of 95.7% on the Foundations II End-of-Course Test occurred in 2004-2005. The lowest percent advanced and proficient of 80.1% on the Foundations II End-of-Course Test occurred in 2006-2007. Over the last five years, MHHSE students have scored above state average on the US History End-of-Course test every year except 2007-2008.

Gateway Exams

Students at MHHSE must take Gateway Exams in Algebra I, Biology I, and English II. Over the last eight years, the percent of MHHSE students scoring advanced or proficient on the Gateway Algebra I exam has been above state average. Over the last eight years, the percent of MHHSE students scoring advanced or proficient on the Gateway Biology I exam has been above state average. Over the last eight years, the percent of MHHSE students scoring advanced or proficient on the Gateway English II exam has been above state average.



In 2000-2001, 40% of MHHSE students scored advanced or proficient on the 11 th

Grade Writing Assessment. This was a ten year low. In 2007-2008, 77.8% scored advanced or proficient on the 11th Grade Writing Assessment. This was a ten-year high.

ACT Exams

Since a twelve year low of 19.3 in 2000-2001, the composite ACT score at MHHSE has remained above 20. In 2008-2009, the composite score at MHHSE was 20.6. This met the state average but was below the national average of 21.1. In 2008-2009, the ACT English score at MHHSE was below both state and national average. In 2008-2009, the ACT math score at MHHSE was above the state average but below the national average. In 2008-2009, the ACT Reading score was below both the state and the national average. In 2008-2009, the ACT science score was below both the state and the national average.

Value Added

Since 2002-2003, the English I End-of-course test scores have consistently been above the predicted scores. The same has been true for Foundations II, US History, Algebra I Gateway, Biology I Gateway, and English II Gateway scores. The 11 th Grade Writing Assessment scores, however, have been consistently below predicted scores. The last two years, composite ACT scores at MHHSE have been above predicted scores. After five years of being below predicted scores, ACT English scores at MHHSE were above predicted in 2007-2008 and at predicted levels in 2008-2009. Since 2003, ACT math scores have been significantly above predicted scores. After two years of being above predictions, ACT reading scores dropped below predicted in 2008-2009. After five years of being below predicted scores, ACT Science scores at MHHSE were above predicted scores in 2007-2008 and dropped back below predicted scores in 2008-2009.

Non-Academic

Athletics

MHHSE supports a number of athletic teams, all sanctioned by TSSAA. A total of 401 students participate in athletics at East High School. Two hundred fifty-three are male and 148 are female. There are 12 varsity sports which employ 35 faculty coaches and 6 non-faculty coaches.


One of our most popular spectator sports, football, has three teams, varsity, junior varsity, and freshmen. Membership includes 88 participants. The three teams are 78.9% White, 18.2% African American, and 3.4% Hispanic.

We also offer both boys and girls cross country which consists of 5 males and 5 females. The ethnic membership on the boys’ team is comprised of 80% White, and 20% African American. The girls’ team is comprised of 100% White.

Boys and girls track are also offered at MHHSE in the spring. Membership on both the boys’ and girls’ teams consists of 29 males and 20 females. The boys’ team is predominately White, 69%, with 31% being African American. The girls’ team is only slightly smaller with Whites comprising 75% of the team, African Americans 20%, and Hispanics 5%.

Wrestling membership has grown over the past few years. The team is comprised of 100% male. Of those, 90% are White and 10% Hispanic.

Another one of MHHSE’s popular spectator sports is basketball. MHHSE supports both boys and girls basketball. The boys have a varsity, junior varsity and freshman team. The membership has remained steady at 27 males. The boys’ teams have been predominately White, 63%, with 29.6% being African American and 7.4% being Hispanic. The girls also have a varsity, junior varsity, and freshman team. The girls’ basketball membership remains steady at 21 members with an ethnic make-up of 90.5% White, and 9.5% African American. There are currently no Hispanics on the girls’ team.

Tennis is another sport that is available to both boys and girls. The membership of both teams has grown considerably during the past two years. The boys’ team is comprised of 22 members, 91.7% of whom are White, and the remaining 8.3% being Hispanic. The girls’ team consists of 16 members, 68.7% of whom are White, and 31.3% who are Hispanic.

MHHSE has a golf team comprised of both boys and girls. Membership of the boys’ team has dropped from 10 in 2006 to 9 in 2009, while membership of the girls’ team has remained steady at 5. Whites have traditionally made up 100% of the membership of both teams.

Boys and girls are both eligible to play soccer at MHHSE. The girls play in the fall, and the boys play in the spring. The boys’ membership has remained steady at 19 members. However, the ethnic makeup of the team has changed considerably in the past few years. Currently, only 31.6% are White, while 68.4% are Hispanic. On the other hand, the number of girls playing soccer is slightly lower than the number of boys playing. There are currently 23 members on the girls’ soccer team. The girls’ team is comprised of 94% White, and 6% African American.


Volleyball, which is offered to girls at MHHSE, has both a varsity and a junior varsity team. The membership of both teams has remained steady with a total of 21 players. Ninety point five percent of the students are White and 9.5 % are African American.

The boys’ baseball team, which is comprised of both varsity and junior varsity players, has grown in the past three years from a total of 29 members to a current roster of 43 players. Of those 43 members, 97.7% are White, and 2.3% are African American.

Girls’ softball is another sport that is offered with both varsity and junior varsity teams. The varsity/junior varsity team membership is 25, 97.7% of whom are White and 2.3% of whom are African American. There are currently no Hispanics on the squad.

While cheerleading is traditionally a girls’ sport, membership is not limited to only females. MHHSE has had a male cheerleader in the past, as well as a male mascot. MHHSE has both a varsity and a junior varsity squad. Varsity membership is currently at 12, while the junior varsity squad has ranged in membership from five to ten during the past few years and is currently at 6 members. All members of the junior varsity squad are White. Ninety-one point seven percent of the varsity squad are White, and 8.3% are African American.

Clubs

MHHSE has a variety of club offerings for its students. Most of the clubs meet before or after school. Although some of the clubs do not require a membership fee, most of the clubs do require a fee that ranges from $2.00 to $10.00. The clubs usually recruit members after school begins in the fall and close membership by a date selected by the sponsors. Some of the clubs become inactive due to lack of interest or lack of a sponsor. Sometimes these clubs become reactivated as conditions change.

A total of 21 clubs are active at East High School. These clubs are: Anime, BETA, Book, DECA, Environmental, FBLA, FCA, FCCLA, FFA, First Priority, French, German, HOSA, Interact, Newspaper, Pep, Scholars Bowl, Spanish, Student Council, NAC, and Free Thought Society. A total of 669 students, or about 50% of the student body, participate in these clubs. A total of 32 teacher sponsors and 2 community sponsors assist with these clubs.

School-Related

MHHSE’s attendance in 2008-2009 was 93%, which was equal to the state goal of 93%. Our cohort dropout rate, after reaching an all time high of 13% in 2006, dropped to 2% in 2009. This is well below the state goal of 10%.


The percentage of students participating in the Free or Reduced-Priced Lunch Program has risen steadily every year since a low of 25% in 1999-2000 to 52.8% in 2008-2009.

The graduation rate has slowly risen from a low of 81.9% in 2007 to a high of 93% in 2009.

The percentage of students suspended at MHHSE in 2007-2008 was 8.1%. The percentage of students suspended in 2008-20092009 was 8.7%. Each year, more than twice as many males are suspended than females and the largest majority of those suspended are of White ethnicity.

The percentage of students expelled from MHHSE in 2007-2008 was 1.7%. The percentage of students expelled in 2008-2009 was 1.8%. Each year, approximately three times as many males are expelled as females with the largest majority of expulsions being of White ethnicity.

One hundred sixteen Hispanic students are currently enrolled at MHHSE with 36 students (31%) participating in the English Language Learners (ELL) program. The other 80 Hispanic students are assimilated into the regular academic program. There are seven Asian, three Pacific Islander, and six American Indian students who, although they are not native speakers, are in the regular academic program as well.

Conclusions

Exemplary Areas

After reviewing all of the data, the subcommittee then made a prioritized list of nine exemplary areas, three areas for opportunity, and three noteworthy areas. The three exemplary areas are our graduation rate; our percent proficient/advanced on the Biology I Gateway Exam above the state level; the percent proficient/advanced on the English II Gateway Exam above the state level; the Value Added trend above expected on the English I End-of-Course Test, the US History End-of-Course Test, the Algebra I Gateway Exam, the Biology I Gateway Exam; the English II Gateway Exam, and the ACT Math.

Graduation Rate

The data on the graduation rate was gathered from the TDOE Report Card. In 2009, MHHSE exceeded the state-required graduation rate of 90%, and the target rate of 88.4%, with a graduation rate of 93%. With the exception of the 2006-2007 school year, MHHSE has met or exceeded the target rate five out of the past six years.


Biology I Gateway Exam

The data on the Biology I Gateway Exam was gathered from the TDOE Report Card. The scores on this test have exceeded state expectations during each year of the test administration. In 2001-2002, the first year of the test, 95% of those taking the exam scored proficient/advanced, which was the same as the state average. In 2002-2003, 97% scored proficient/advanced, which was above the state average of 95%. In 2003-2004, 99% scored proficient/advanced, as compared to the state average of 96%. In 2004-2005, 100% scored proficient/advanced, as compared to 95% at the state level. In 2005-2006, 99.3% of the students scored proficient/advanced, which was above the state average of 94.3%. In 2006-2007, 99.5% scored proficient/advanced, as compared to the state average of 94.5%. In 2007-2008, 99.2% of the students scored at the proficient/advanced level, as compared to 95.7% at the state level. In 2008-2009, 99.1% of students scored proficient/advanced, as compared to the state level of 95.7%. The subcommittee feels that this data supports the choice of Biology I Gateway Exam as an exemplary area.

English II Gateway Exam

The subcommittee used the TDOE Report Card to generate the data on the English II Gateway Exam scores. We feel that we are exemplary in this area because our scores on these tests, for every year between 2002-2003 and 2008-2009, have all exceeded state expectations. In 2002-2003, 92% of our students scored proficient/advanced as compared to a state average of 87%. In 2003-2004, 97% of our students scored proficient/advanced as compared to a state average of 90%. In 2004-2005, 100% of our students scored proficient/advanced as compared to a state average of 90.3%. In 2005-2006, 98.2% of our students scored proficient/advanced as compared to a state average of 93.7%. In 2006-2007, 99.1% of students scored proficient/advanced as compared to an average of 93.3% at the state level. In 2007-2008, 97.6% of students scored proficient/advanced as compared to a state average of 94.7%. In 2008-2009, 98.0% of our students scored proficient/advanced as compared to an average of 95.7% at the state level. The subcommittee feels that this data supports the choice of English II Gateway Exams as an exemplary area.

Value Added

The subcommittee used the TDOE Report Card to generate the data on Value Added scores in the areas of English I End-of-Course Tests, US History End-of-Course Tests, Algebra I Gateway Exams, Biology I Gateway Exams, English II Gateway Exams, and the ACT Math Exam. In each of these six areas, for each year that each exam was administered, the MHHSE Value Added Observed score has exceeded the MHHSE Value Added Predicted score. The subcommittee feels that this data supports the choice of Valued Added as an exemplary area.


Areas of Opportunity

After reviewing the data collected from the TDOE Report Card and the ACT High School Profile Report, the subcommittee decided on three areas of opportunity, or areas that could improve. These areas are the 11th Grade Writing Assessment scores, The ACT English, Reading, and Science scores all below the state and national average, and the 11th Grade Writing Assessment scores below the predicted Value Added score.


MHHSE’s writing scores typically receive a “B” on the TDOE Report Card, with a trend of no change. After reaching a seven-year low of 3.2 in 2001, our scores rose to a high of 3.93 in 2005, fell to 3.75 in 2006, and rose again to a high of 3.9 in 2009. The school scores would have to rise to a 4.1 or better for us to receive an “A”. From the data, the committee concluded that 11th Grade Writing Assessment scores are an area in which we need to continue to improve.

ACT English, Reading, and Science

After reviewing the data from the ACT High School Profile, the subcommittee determined that MHHSE students have consistently score below the state and national average on the ACT English, Reading, and Science tests for the majority of the last twelve years. Over a twelve year period, MHHSE students have averaged a 20.0 on the English portion of the ACT. This is lower than the state average of 20.3 and lower than the national average of 20.5 for this same period. MHHSE students have also averaged a 20.6 on the Reading portion of the ACT. This is lower than the state average of 20.7 and lower than the national average of 21.3 for this same twelve year period. Likewise, MHHSE students have averaged 20.1 on the Science portion of the ACT. This is equal to the state average of 20.1 and lower than the national average of 20.9 for this same twelve year period. From this data, the committee concluded that the ACT English, Reading, and Science scores are an area in which we need to improve.

11th Grade Writing Assessment - Value Added

After reviewing the data from the TDOE Report Card, the subcommittee found a third area of concern. The data indicates that the MHHSE Observed Value Added score on the 11th Grade Writing Assessment has been consistently below the Predicted Value Added score for the past nine years. Therefore, it has been determined that this is an area for opportunity and an area in which we need to improve.


Noteworthy Areas

In addition to the exemplary areas and the areas for opportunity, the Component 1b subcommittee feels that MHHSE has several noteworthy areas to mention.

The number of students who are classified as economically disadvantaged has more than doubled during the past ten years from 25.0% in 1999-2000 to 52.8% in 2008-2009.

US News and World Report has recognized MHHSE as a Bronze Medal School for three consecutive years (2008, 2009, and 2010).

When provided with the opportunity to express written concerns on the Student, Parent, and Teacher Opinion Survey, all three stakeholder groups indicated that the MHHSE facilities were in need of improvement. All three groups concurred that either a new building should be built or the old building should be remodeled.

Opinion Inventory Results

Student Opinion Inventory Results

The National Study of School Evaluation (NSSE) Student Opinion Inventory was distributed among ten classes at MHHSE. The first section of this survey addressed three demographic questions to be answered: gender, ethnicity, and grade level.

All students responded to the question of gender. Of the 163 students responding to the survey, 45% were male and 55% were female. Of the 160 students who responded to the ethnicity question, the majority, 93%, were White. One percent responded that they were African-American, 1% responded that they were Hispanic, 1% responded that they were Asian, 1% responded that they were Multi-Racial, and 1% considered themselves as Other. Of the 132 who responded to the current grade level question, 42% were 9th graders, 10% were 10th graders, 25% were 11th graders, and 23% were 12th graders.

The second part of the Student Opinion Inventory consisted of statements in four categories: Quality of the instructional Program, Support for Student Learning, School Climate/Environment for Learning, and Student/School Relationships.



Statement 1: The education offered to students at our school is of high quality.Statement 2: Students are provided with opportunities to learn important knowledge and skills in each subject.Statement 3: Our school is preparing students to deal with issues and problems they will face in the future.Statement 4: Students see a relationship between what they are studying and their everyday lives.Statement 5: My teachers use a variety of teaching strategies and learning activities to help me learn.Statement 6: My teachers challenge me to do my best work.Statement 7: Teachers hold high expectations for student learning.Statement 8: Students are motivated to do their best work.Statement 9: The amount of homework I am given helps me succeed in my studies.

Nine questions were asked regarding the quality of the instructional program. Of the 163 students surveyed, 71% of the respondents agree that the education offered at MHHSE is of high quality. When asked about opportunities to learn important knowledge and skills in each subject, 76% of the respondents agree that students are provided with those opportunities. Half of the respondents, 52%, agree that MHSE is preparing students to deal with issues that they might face in the future. Even fewer, 30%, see a relationship between what they are studying and their everyday lives. Nearly three-fourths of the respondents, 73%, agree that teachers use a variety of learning strategies and activities to help them learn. A similar number, 78%, agree that teachers challenge students to do their best work. Likewise, 76% of the respondents agree that teachers hold high expectations for student learning. However, only 51% of respondents believe that students are motivated to do their best work. Less than half of the respondents, 41%, agree that the amount of homework given helps them succeed in their studies.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

Percent

1 2 3 4 5 6 7 8 9

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

88


Statement 10: Teachers give me extra help in class when it is needed.Statement 11: Teachers are willing to give me individual help outside of class time.Statement 12: My school recognizes the achievements of students for all types of accomplishments.Statement 13: I receive feedback from my teachers that helps me improve my learning.Statement 14: In addition to written tests, I am provided with a variety of ways to show my learning (projects, presentations, portfolios)Statement 15: The grading and evaluation of my schoolwork is fair.Statement 16: A counselor/advisor is available to help me select classes and provide guidance in planning for the future.Statement 17: If I have a personal problem, I can talk with a staff member (e.g., counselor, teacher) at our school.Statement 18: In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.Statement 19: Up-to-date computers and other technologies are used in our school to help students learn.Statement 20: My school provides textbooks and supplies that are current and in good condition.Statement 21: Our school's facilities are adequate to support students' learning needs.Statement 22: I am encouraged to use school and community resources (e.g., library, Internet) to help me with my schoolwork.

Thirteen questions were asked regarding support for student learning. Of the 163 students surveyed, 84% of the respondents agree that teachers give extra help in class when it is needed. Likewise, 89% of the respondents agree that teachers are willing to give individual help outside of class time. Half of the respondents, 52%, believe that the school recognizes the achievements of students for all types of accomplishments, and 57% of the respondents agree that they receive feedback from teachers that helps them improve their learning. While 65% of the respondents agree that they are provided with a variety of ways to show their learning, a greater number, 74%, believe that the grading and evaluation of schoolwork is fair. While 68% of the respondents felt that a counselor/advisor is available to help in the selection of classes and for future planning, only 59% of the respondents believe that personal problems can be discussed with the staff of the school. While 82% of the respondents agree that students have a variety of resources to help them learn, only 63% believe that up-to-date technology is available to help them learn. While half of the respondents, 54%, agree that the school provides textbooks and supplies that are current and in good condition, less than half, 47% believe that our school’s facilities are adequate to support

MHHSE SIP- (2010)

0

10

20

30

40

50

60

Perc

ent

10 11 12 13 14 15 16 17 18 19 20 21 22

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

89

students’ learning needs. More than half of the respondents, 67%, agree that they are encouraged to use school and community resources to help with schoolwork. School Climate/Environment for Learning

Statement 23: My teachers treat me fairly.Statement 24: Staff in our school display a caring attitude toward students.Statement 25: All students and staff at our school are treated with respect, regardless of race, religion, or gender.Statement 26: Cheating is strongly discouraged at our school.Statement 27: School rules apply equally to all students.Statement 28: Substance abuse (e.g., drug/alcohol) is not a problem at our school.Statement 29: Our school provides a safe and orderly environment for learning.Statement 30: Security measures at my school help me feel safe.Statement 31: There are no problems with bullies at our school.Statement 32: I look forward to going to school each day.Statement 33: For the most part, I am satisfied with our school.

Eleven questions were asked regarding school climate and the environment for learning. A large majority of the 163 students surveyed, 82% agree that teachers treat them fairly, but only 52% feel that the staff in the school display a caring attitude toward students. More than half of the respondents, 53%, agree that all students and staff in the school are treated with respect, regardless of race, religion, or gender. Three-fourths of the respondents, 77%, agree that cheating is strongly discouraged at the school. Half of all students surveyed, 52%, agree that school rules apply equally to all students. Only 40% of the respondents believe that substance abuse is not a problem at our school. More than half, 54%, of the respondents agree that the school provides a safe and orderly environment for learning. While 43% of students believe that security measures at the school help them feel safe, only 33% of respondents feel that there are no problems with bullies at the school. About one-fourth of the students surveyed, 29%, agree that they look forward to going to school each day, while less than half, 47%, of the respondents agree that they were satisfied with the school.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

Perc

ent

23 24 25 26 27 28 29 30 31 32 33

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

90

Student/School Relationships

Statement 34: Students' opinions are considered when important school decisions are made.Statement 35: Students help plan our school activities.Statement 36: I have an opportunity to participate in the activities that interest me (e.g., clubs, sports, music).Statement 37: I am satisfied with the quality of our schools' student activities.Statement 38: School rules are clearly communicated to students.Statement 39: Our school uses technology to provide students with information about our school.Statement 40: My family members feel welcome at my school.

Seven questions were asked regarding student and school relationships. Only 34% of the respondents agree that student opinions are considered when important school decisions are made, while 39% of respondents agree that students help plan school activities. A majority of the students, 83%, agree that they have an opportunity to participate in activities that interest them, but only 61% of respondents agree that they are satisfied with the quality of the school’s activities. Three-fourths, 79%, of the respondents believe that school rules are clearly communicated to students. While 60% of respondents agree that the school uses technology to provide students with information about the school, only 53% believe that their family members feel welcome at the school.

The survey then asked students to list what they liked most about the school, what they liked least about the school, and what they would change about the school. One hundred twenty-seven students listed at least one thing they liked most about the school. Of the 28 different listings, 36% of respondents stated that the thing they liked most about the school was the teachers. One hundred thirty-three students listed at least one thing they liked least about the school. Of the 30 different listings, 42% of respondents stated that they thing they liked least about the school was the physical condition of the building. One hundred six students listed at least one thing they would

MHHSE SIP- (2010)

0

10

20

30

40

50

60

Perc

ent

34 35 36 37 38 39 40

Statement Number

Student/School Relationships

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

91

change about the school. Of the 31 different listings, 49% stated that they would build a new building.

Parent Opinion Inventory Results

The NSSE Parent Opinion Inventory was administered to parents in January 2010. The first section of the survey asked four questions with regard to gender, ethnicity, highest level of education attained, and oldest child’s grade in this school.

A total of 131 parents responded to the parent inventory. Of those, 126 responded to the gender question. Nineteen percent responded that they were male and 81% responded that they were female. Of the 122 who responded to the ethnicity question, 97% were White, 1% was African American, 1% was Asian, and 1% was classified as other. Of the 131 respondents, 6% had less than a high school education, 24% had high school diplomas, 33% had some college, 11% had an Associates degree, 13% had a Bachelors degree, and 13% had graduate degrees. Of the 121 who responded to the question about their oldest child’s grade in this school, 26% had children in the 9th grade, 24% had children in the 10th grade, 29% had children in the 11th

grade, and 21% had children in the 12th grade.


Statement 1: The education offered to students at our school is of high quality.Statement 2: Our school is doing a good job teaching language arts (reading, writing, speaking, listening).Statement 3: Our school is doing a good job teaching mathematics.Statement 4: Our school is doing a good job teaching science.Statement 5: Our school is doing a good job teaching social studies.Statement 6: Our school is doing a good job teaching fine arts (music, visual arts, dance, drama).Statement 7: Our school is doing a good job teaching physical education.Statement 8: Our school is doing a good job teaching health education.Statement 9: Our school is doing a good job teaching foreign languages.Statement 10: Our school is doing a good job teaching career/vocational courses.Statement 11: Our school is preparing students to deal with issues and problems they will face in the future.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

70

Perc

ent

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

92

Statement 12: Students see a relationship between what they are studying and their everyday lives.Statement 13: Teachers use a variety of teaching strategies and learning activities to help students learn.Statement 14: Teachers challenge my student to do his/her best work.Statement 15: Teachers provide a reasonable and appropriate amount of homework to help students succeed in their studies.Statement 16: Teachers hold high expectations for student learning.

Sixteen questions were asked regarding the quality of the instructional program. Of those who responded, 83% agree that the education offered to students at MHHSE is of high quality. A majority, 79% agree that the school is doing a good job of teaching language arts, 88% agree that the school is doing a good job of teaching mathematics, and 80% agree that the school is doing a good job of teaching science. Seventy-one percent of the respondents feel that the school is doing a good job of teaching social studies, 65% agree that the school is doing a good job teaching fine arts, and 70% of respondents agree that the school is doing a good job teaching physical education. Only 65% of respondents agree that the school is doing a good job teaching health education, 55% of respondents agree that the school is doing a good job of teaching foreign language, and 55% of respondents agree that the school is doing a good job of teaching career/vocational courses. Half of respondents, 54%, agree that the school is preparing students to deal with issues and problems that they will face in the future, and that same number, 55%, of respondents agree that the students see a relationship between what they are studying and their everyday lives. Fifty-eight percent of respondents agree that teachers use a variety of teaching strategies to help students learn, 70% of respondents agree that teachers challenge students to do their best work, 74% of respondents agree that teachers provide a reasonable amount of homework to help students succeed in their studies, and 74% of respondents agree that teachers hold high expectations for student learning.


Statement 17: Teachers give students extra help in class when it is needed.Statement 18: Teachers are willing to give students individual help outside of class time.Statement 19: Our school offers learning opportunities that support the full range of student abilities.Statement 20: Our school recognizes the achievements of students for all types of accomplishments.Statement 21: The grading and evaluation of my child's schoolwork is fair.Statement 22: Reports on my child's progress are clear and easy to understand.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

70

Perc

ent

17 18 19 20 21 22 23 24 25 26 27 28

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

93

Statement 23: A counselor/advisor is available to help my child select classes and provide guidance in planning for the future.Statement 24: Effective procedures are in place to support my communication with teachers.Statement 25: In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.Statement 26: Our school's facilities are adequate to support students' learning needs.Statement 27: Our school provides textbooks and supplies that are current and in good condition.Statement 28: Up-to-date computers and other technologies are used in our school to help students learn.

Twelve questions were asked regarding support for student learning. Of the 131 parents who responded, 69% agree that teachers give extra help in class when it is needed, and 76% of respondents agree that teachers are willing to give students individual help outside of class time. Nearly three-fourths, 71%, of respondents agree that our school offers learning opportunities that support a full range of student abilities, and 64% of respondents agree that our school recognizes the achievements of students for all types of accomplishments. Three-fourths of the respondents, 74%, agree that the grading and evaluation of students’ school work is fair, while 82% agree that progress reports are clear and easy to understand. A majority of respondents, 68%, agree that a counselor/advisor is available to help students select classes and provide advice for the future, while that same number, 68%, also agree that effective procedures are in place to support communication with teachers. Almost three-fourths of respondents, 72%, agree that students have access to a variety of resources to help them learn. However, only 57% of respondents agree that the school facilities are adequate to help students learn. While 69% of respondents agree that the school provides textbooks and supplies that are current and in good condition, only 66% of the respondents agree that the school offers up-to-date computers and technology to help students learn.


Statement 29: Teachers at our school treat my child fairly.Statement 30: Class sizes at our school are appropriate for effective learning.Statement 31: All students and staff at our school are treated with respect, regardless of race, religion, or gender.Statement 32: Adequate security measures are in place at our school.Statement 33: Cheating is strongly discouraged at our school.Statement 34: School rules apply equally to all students.Statement 35: Substance abuse (e.g., drug/alcohol) is not a problem at our school.Statement 36: Our school provides a safe and orderly environment for learning.Statement 37: Safety measures are in place to protect students traveling to and from school.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

Perc

ent

29 30 31 32 33 34 35 36 37 38 39

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

94

Statement 38: There are no problems with bullies at our school.Statement 39: For the most part, I am satisfied with our school.

Eleven questions were asked regarding the school climate and the environment for learning. Of the respondents surveyed, 76% agree that teachers at MHHSE treat students fairly. Slightly more than half of the respondents, 62%, agree that class sizes are appropriate for student learning, while only 52% agree that all students and staff are treated with respect, regardless of race, religion, or gender. Sixty-six percent of respondents agree that adequate security measures are in place at MHHSE. While 71% of respondents agree that cheating is strongly discouraged at our school, only 48% of respondents agree that school rules apply equally to all students. Only 27% of respondents agree that substance abuse is not a problem at our school. Seventy percent of respondents agree that our school provides a safe and orderly environment for learning, but only 52% of respondents agree that safety measures are in place to protect students traveling to and from school. Only 30% of respondents agree that there are no problems with bullies at our school, 60% of respondents are satisfied with our school.

Parent/School Relationships

Statement 40: Parent opinions are considered when important school decisions are made.Statement 41: I am satisfied with the quality of our school's student activities.Statement 42: School rules are clearly communicated to parents.Statement 43: Our school provides sufficient opportunities for parent involvement.Statement 44: Our school uses technology to provide parents with information about our school.Statement 45: Parents feel welcome at our school.

Six questions were asked regarding parent/school relationships. Of the 131 parents surveyed, 45% agree that parent opinions are considered when important school decisions are made, and 58% are satisfied with the quality of our school’s activities. Three-fourths of the respondents, 78%, agree that school rules are clearly communicated to parents, while only 56% of respondents agree that the school provides sufficient opportunities for parent involvement. Seventy-eight percent of

MHHSE SIP- (2010)

0

10

20

30

40

50

60

Perc

ent

40 41 42 43 44 45

Statement Number

Parent/School Relationships

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

95

respondents agree that our school uses technology to provide parents with information about our school, while 69% of respondents feel welcome at our school.

Resource Management

Statement 46: Our school makes effective use of the financial resources available.Statement 47: The quality of schools influenced my decision to live in this community.Statement 48: Our school and grounds are clean and well maintained.Statement 49: Adequate time, space, and facilities are provided for student activities (e.g., extracurricular, sports).Statement 50: Our schools have a positive impact on the community's property values.

Five questions were asked regarding resource management. Less than half of the respondents surveyed, 44%, agree that the school makes effective use of the financial resources available. Only 37% of respondents agree that the quality of the school influenced their decision to live in this community. Fifty-five percent of respondents agree that our school grounds are clean and well maintained, while 57% of respondents agree that adequate time, space, and facilities are provided for student activities. Only 44% of respondents agree that our schools have a positive impact on the community’s property values.

The survey then asked parents to list what they liked most about the school, what they liked least about the school, and what they would most like to change about the school. Of the 57 parents who responded to the first question, 21 (by far the most), or 37%, stated that the thing they liked most about the school were the teachers. Of the 62 parents who responded to the second question, 31 (by far the most), or 48%, stated that the thing they liked least about the school was the condition of the building. Of the 53 parents who responded to the last question, 29 (by far the most), or 45%, stated that the thing they would most like to change about the school would be the building itself.

Teacher Opinion Inventory Results

MHHSE SIP- (2010)

05

101520253035404550

Perc

ent

46 47 48 49 50

Statement Number

Resource Management

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

96

The NSSE Teacher Opinion Survey was administered to all faculty members at a faculty meeting on January 4, 2010. The first section of the survey required four responses with regard to gender, ethnicity, role, and experience level.

Ninety faculty members responded to the survey. Of the 88 respondents to the question of gender, 42% were male and 58% were female. Of the 82 respondents to the question of ethnicity, 96% were White, 2% were African American, and 2% were Hispanic. Of the 83 respondents to the question of role, 96% indicated that they were teachers, and 4% indicated that they were classified as Other. Of the 90 respondents, 8% indicated that they had taught less than 1 year, 14% had taught between 1 and 3 years, 32% had taught between 4 and 10 years, 26% had taught between 11 and 20 years, and 20% had taught over 20 years. Ninety teachers responded to each of 50 questions.

The second part of the Teacher Opinion Survey contained fifty statements in four categories which include Quality of the Instructional Program, Support for Student Learning, School Climate/Environment for Learning, and School Organization and Administration.


Statement 1: The education offered to students at our school is of high quality.Statement 2: The curriculum at our school is based on clearly defined learning standardsStatement 3: Our school is doing a good job teaching language arts (reading, writing, speaking, listening).Statement 4: Our school is doing a good job teaching mathematics.Statement 5: Our school is doing a good job teaching science.Statement 6: Our school is doing a good job teaching social studies.Statement 7: Our school is doing a good job teaching fine arts (music, visual arts, dance, drama).Statement 8: Our school is doing a good job teaching physical education.Statement 9: Our school is doing a good job teaching health education.Statement 10: Our school is doing a good job teaching foreign languages.Statement 11: Our school is doing a good job teaching career/vocational courses.Statement 12: Our school is preparing students to deal with issues and problems they will face in the future.Statement 13: Students see a relationship between what they are studying and their everyday lives.Statement 14: Teachers use a variety of teaching strategies and learning activities to help students learn.Statement 15: Teachers provide instructional activities that involve students in their learning.Statement 16: Teachers collaboratively develop instructional activities to help students learn across different subject areas.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

70

80

Perc

ent

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

97

Statement 17: Teachers hold high expectations for student learning.Statement 18: Students are motivated to do their best work.Statement 19: Teachers provide a reasonable and appropriate amount of homework to help students succeed in their studies.

Of the 90 faculty members surveyed, 94% agree that the education offered to the students at MHHSE is of high quality, and 95% agree that the curriculum is based on clearly defined learning standards. Several statements were made regarding the teaching of various subjects. Seventy-nine percent agree that our school is doing a good job of teaching language arts, 87% agree that our school is doing a good job of teaching mathematics, 88% believe that our school is doing a good job teaching science, 86% agree that our school is doing a good job teaching social studies, 80% of respondents agree that our school is doing a good job teaching fine arts, 83% believe that our school is doing a good job teaching physical education, 77% feel that our school is doing a good job teaching health education, 79% agree that our school is doing a good job teaching foreign language, and 83% agree that our school is doing a good job teaching career/vocational courses. Of those who responded, 62% believe that our school is preparing students to deal with issues and problems they will face in the future, while only 57% agree that our students see a relationship between what they are studying and their everyday lives. The majority of respondents, 90%, agree that teachers use a variety of teaching strategies and learning activities to help students learn, and 87% agree that teachers provide instructional activities that involve students in their learning. Only 66% of respondents agree that teachers collaboratively develop instructional activities to help students learn across different subject areas. Over three-fourths, 82%, agree that teachers hold high expectations for student learning, but only 44% agree that students are motivated to do their best work. Sixty-nine percent agree that teachers provide a reasonable and appropriate amount of homework to help students succeed in their studies.


Statement 20: In addition to written tests, students are provided with a variety of ways to show their learning (e.g., projects, presentations, portfolios).Statement 21: Teachers are willing to give students individual help outside of class time.Statement 22: Students who are struggling receive additional support.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

70

80

Perc

ent

20 21 22 23 24 25 26 27 28 29 30

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

98

Statement 23: Our school encourages the use of school and community resources (library, Internet, and service organizations) to help students with their schoolwork.Statement 24: Our school offers learning opportunities that support the full range of student abilities.Statement 25: Our school recognizes the achievements of students for all types of accomplishments.Statement 26: Effective procedures are in place to support my communication with parents.Statement 27: In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and librariesStatement 28: Up-to-date computers and other technologies are used in our school to help students learn.Statement 29: Our school provides teaching materials and supplies that are current and in good condition.Statement 30: Our school's facilities are adequate to support students' learning needs.

Of the 90 teachers who responded, 87% believe that, in addition to written tests, students are provided with a variety of ways to show their learning. While 97% agree that teachers are willing to give students individual help outside of class time, 94% believe that students who are struggling receive additional support. Over three-fourths, 89%, agree that our school encourages the use of school and community resources to help with homework, while 91% believe that our school offers learning opportunities that support the full range of student abilities. The majority of those surveyed, 89%, agree that our school recognizes the achievements of students for all types of accomplishments, 88% agree that effective procedures are in place to support communication with parents, and 90% agree that students have access to a variety of resources to help them succeed in their learning. Seventy-one percent believe that up-to-date computers and other technologies are used to help students learn, 70% agree that the school provides teaching materials and supplies that are current and in good condition, and only 34% agree that the school’s facilities are adequate to support students’ learning needs.


Statement 31: Class sizes at our school are appropriate for effective learning.Statement 32: All students and staff at our school are treated with respect, regardless of race, religion, or gender.Statement 33: Students are respectful of school and community property.Statement 34: Cheating is strongly discouraged at our school.Statement 35: Adequate security measures are in place at our school.Statement 36: School rules apply equally to all students.Statement 37: Our school provides a safe and orderly environment for learning.Statement 38: Substance abuse (e.g., drug/alcohol) is not a problem at our school.Statement 39: There are no problems with bullies at our school.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

70

Perc

ent

31 32 33 34 35 36 37 38 39 40 41 42

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

99

Statement 40: School discipline is appropriately maintained at our school.Statement 41: Our students' family members feel welcome in our school.Statement 42: For the most part, I am satisfied with our school.

Of the 90 teachers who responded, only 41% agree that class sizes at our school are appropriate for effective learning. Over three-fourths, 88%, agree that all students and staff at our school are treated with respect, regardless of race, religion, or gender. Less than half, 40%, agree that students are respectful of school and community property. Seventy-eight percent agree that cheating is strongly discouraged at the school. Over three-fourths of those surveyed, 79%, agree that adequate security measures are in place at our school, but only 60% agree that our school provides a safe and orderly environment for learning. Eighty percent believe that school rules apply to all students. Of those responding, only 21% believe that substance abuse is not a problem at our school, while 32% agree that there are no problems with bullies. While 70% agree that school discipline is appropriately maintained at our school, 85% believe that our students’ family members feel welcome at our school, and 81% are, for the most part, satisfied with our school.

School Organization and Administration

Statement 43: Our school has a clear mission and goals that provide our staff with a common purpose and sense of direction.Statement 44: Our school is committed to continuous improvement focused on improving student learning.Statement 45: A culture of accountability is evident in our school.Statement 46: Our school uses data and research to make informed decisions.Statement 47: The expenditure of funds is aligned with our school's goals and priorities.Statement 48: Teachers are involved in making important decisions that impact the quality of the teaching and learning process.Statement 49: Positive working relationships between teachers and administrators are supported in our school through mutual respect and effective communication.Statement 50: The administration of our school provides teachers with adequate support.

The majority of those surveyed, 90%, agree that our school has a clear mission and goals that provide our staff with a common purpose and sense of direction, 94% also agree that our school is committed to continuous improvement focused on student learning, and 76% agree that a culture of accountability is evident at our school. The majority, 92%, agree that our school uses data and research to make informed decisions, but only 74% believe that the expenditure of funds is aligned with our

MHHSE SIP- (2010)

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10

20

30

40

50

60

70

80

Perc

ent

43 44 45 46 47 48 49 50

Statement Number

School Organization and Administration

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

100

school’s goals and priorities. Sixty-eight percent agree that teachers are involved in making important decisions that impact the quality of the teaching and learning process. Eighty-eight percent agree that positive working relationships between teachers and administrators are supported in our school through mutual respect and effective communication, and 87% agree that the administration of our school provides teachers with adequate support.

The final three questions asked teachers to list what they liked best about the school, least about the school, and to suggest one thing that would improve the school. Of the 56 teachers who responded, 53% stated that the most positive attribute of the school was the staff’s working relationship. Of the 51 teachers who responded, 60% stated that the most negative attribute of the school was the poor physical conditions of the building. Of the 40 teachers who responded, 55% stated that the building needed to be remodeled or rebuilt.

Community Opinion Inventory Results

The NSSE Community Opinion Survey was administered to community members through our School Improvement Team. The first section of the survey required three responses which include gender, ethnicity, and experience with this school. A total of 15 community opinion inventories were mailed. Eleven were returned. Of those who responded to the gender question, 29% identified themselves as male, and 71% identified themselves as female. One hundred percent of the respondents identified themselves as White. Eighty-six percent of the respondents either attended the school, or had family members which attended the school, and 14% of the respondents did not attend the school.

The second part of the Community Opinion Survey focused on forty statements in five areas including Quality of Instructional Program, Support for Student Learning, School Climate/Environment for Learning, Community/School Relationships, and Resource Management.

MHHSE SIP- (2010) 101


0

10

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30

40

50

60

70

Percent

1 2 3 4 5 6 7 8

Statement Number


Strongly AgreeAgreeNeutral

DisagreeStrongly Disagree

Does Not Know

Statement 1: The education offered to students at our school is of high quality.Statement 2: Students are provided with opportunities to learn important knowledge and skills in each subject.Statement 3: Our school offers students a comprehensive program that includes music, art, and foreign language as well as English, math, science, and social studies.Statement 4: Citizenship is effectively taught in our schools.Statement 5: Our school ranks well academically when compared to other schools.Statement 6: Our school is preparing students to deal with issues and problems they will face in the future.Statement 7: Students see a relationship between what they are studying and their everyday lives.Statement 8: Teachers hold high expectations for student learning.

Of the community members surveyed, 72% agree that the education offered at MHHSE is of high quality, 72% agree that students are provided with opportunities to learn important knowledge and kills in each subject, and 72% agree that our school offers a comprehensive program that includes music, art, and foreign language, as well as English, math, science, and social studies. Seventy-two percent agree that citizenship is effectively taught in our school. Fifty-four percent agree that our school ranks well academically when compared with other schools, and only 24% agree that our school is preparing students to deal with problems that they will face in the future. One hundred percent believe that students see a relationship between what they are studying and their everyday lives, and only 26% agree that teachers hold high expectations for student learning.

MHHSE SIP- (2010) 102


Statement 9: Our school offers learning opportunities that support the full range of student abilities.Statement 10: Our school recognizes the achievements of students for all types of accomplishments.Statement 11: All students in our school have equal access to quality education.Statement 12: In our school, students have access to a variety of resources to help them succeed in their learning, such as technology, media centers, and libraries.Statement 13: Up-to-date computers and other technologies are used in our school to help students learn.Statement 14: Our school's facilities are adequate to support students' learning needs.Statement 15: Our school uses community resources to help students with their schoolwork.

Of those surveyed, 63% believe that our school offers learning opportunities that support a full range of student abilities, and 90% agree that our school recognizes achievements of students for all types of accomplishments. Seventy-two percent agree that all students have access to a quality education, and 63% agree that our school has a variety of resources to help students learn. Only 37% agree that our school has up-to-date computers available, only 36% agree that our school’s facilities are adequate to support students’ learning needs, and 54% agree that our school uses community resources to help students learn.

MHHSE SIP- (2010)

0

510

1520

2530

3540

45

Perc

ent

9 10 11 12 13 14 15

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

103


Statement 16: The community respects teachers in our school.Statement 17: Students are respectful of school and community property.Statement 18: All students and staff are treated with respect, regardless of race, religion, or gender.Statement 19: School staff members reflect the diversity of the community.Statement 20: Substance abuse (e.g. drug/alcohol) is not a problem at our school.Statement 21: Our school provides a safe and orderly environment for learning.Statement 22: Safety measures are in place to protect students traveling to and from school.Statement 23: Adequate security measures are in place at our school.Statement 24: There are no problems with bullies at our school.Statement 25: School discipline is appropriately maintained at our school.Statement 26: For the most part, I am satisfied with our school.

Of the 11 respondents, 99% agree that the community respects teachers in our school, but only 37% agree that students are respectful of school and community property. Ninety percent believe that all students and staff are treated with respect, regardless of race, religion, or gender. Less than three-fourths, 63%, believe that school staff members reflect the diversity of the community. Only 2% agree that substance abuse is not a problem at our school. Fifty-four percent agree that our school provides a safe and orderly environment for learning, 54% agree that safety measures are in place to protect students traveling to and from school, and 54% agree that adequate safety measures are in place at our school. Only 28% agree that there are no problems with bullies at our school, but 63% agree that school discipline is appropriately maintained, and 72% are, for the most part, satisfied with our school.

MHHSE SIP- (2010)

0

10

20

30

40

50

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Perc

ent

16 17 18 19 20 21 22 23 24 25 26

Statement Number


Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

104

Community/School Relationships

Statement 27: Community members feel welcome at our school.Statement 28: The school board is responsive to our community.Statement 29: Community members' opinions are considered when important school decisions are made.Statement 30: The goals of the school are consistent with local values held by the community.Statement 31: Our school uses technology to provide community members with information about our school.Statement 32: The school keeps local media current on events at the school.Statement 33: Our school provides sufficient opportunities for community involvement.Statement 34: School sponsored activities are open to members of the community.Statement 35: Community members are supportive of our school.

A majority, 81%, agree that community members feel welcome at our school, and 81% agree that the school board is responsive to our community. Sixty-three percent believe that community members’ opinions are considered when important decisions are made, and 72% agree that the goals of the school are consistent with local values held by the community. Over three-fourths, 82%, agree that the school uses technology to provide community members with information about the school, while 63% agree that the school keeps local media current on events at school. Eighty-two percent agree that our school provides sufficient opportunities for community involvement, while 81% believe that school-sponsored activities are open to community members. One hundred percent believe that community members are supportive of our school.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

70

Perc

ent

27 28 29 30 31 32 33 34 35

Statement Number

Community/School Relationships

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

105

Resource Management

Statement 36: Our school and grounds are clean and well maintained.Statement 37: Our schools have a positive impact on the community's property values.Statement 38: Our school makes effective use of the financial resources available.Statement 39: Tax dollars spent on this school are a wise investment for our community.Statement 40: The quality of school's influenced my decision to live in this community.

Of the 11 community members who responded, 72% believe that our school and grounds are clean and well maintained; while 63% agree that our schools have a positive impact on the community’s property values. Less than one-half, 46%, agree that our school makes effective use of the financial resources which are available, while 81% agree that tax dollars spent on this school are a wise investment for our community. Only 36% agree that the quality of schools influenced their decision to live in this community.

MHHSE SIP- (2010)

0

10

20

30

40

50

60

Perc

ent

36 37 38 39 40

Statement Number

Resource Management

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Does Not Know

106

1.8 Prioritized List of Goals

Exemplary Areas

1. Graduation Rate % On-Time Graduates Above Target Rate2. Biology 1 Gateway Exam % Proficient/Advanced Above State3. English 2 Gateway Exam % Proficient/Advanced Above State4. English 1 End-of-Course Value Added Trend Above Expected5. US History End-of-Course Value Added Trend Above Expected 6. Algebra I Gateway Exam Value Added Trend Above Expected7. Biology I Gateway Exam Value Added Trend Above Expected8. English II Gateway Exam Value Added Trend Above Expected 9. ACT Math Value Added Trend Above Expected

Areas of Opportunity

1. 11th Grade Writing Assessment – Still below the state average.2. ACT English, Reading, and Science scores - Below the state and national average.3. 11th Grade Writing Assessment Value Added - Consistently below the Predicted Value Added.

Noteworthy Areas

1. 52.8% of students are economically disadvantaged.2. Named as a US News and World Report Bronze Medal School for three consecutive years.3. Students, parents, and teachers agree in written statements on Opinion Inventories that either a new building should be constructed or the old building should be remodeled.

MHHSE SIP- (2010) 107

Component 2 - Beliefs, Common Mission, and Shared Vision

Subcommittee for COMPONENT 2 Beliefs, Mission and VisionMember Name Position Chair

Barnette, Dania Guidance Secretary

Baskette, John Agriculture Teacher

Bible, Joshua Science Teacher

Britton, Ben Mathematics Teacher

Clark, Karen Parent

Coffey, Rick School Custodian

Davis, Charlene Special Education Teacher/Parent

Dempster, Jay English Teacher Yes

Denton, Benny Driver Education Teacher

Fowler, Angelia Marketing Education Teacher

Hatcher, Dwayne Social Studies Teacher/Parent

Ingrahm, Lynne School Nutrition Personnel

Jefferson, Traci Foreign Language Teacher

Jinks, Michael Visual Art Teacher

Loy, Tammy Health Science Occupations Teacher

Mills, Michael Mathematics Teacher

Peters, Amanda Special Education Teacher Yes

Plummer, Bernadine Teacher Assistant

Singleton, Jessie School Nutrition Personnel

Smith, Kellie School Health Coordinator

Sullivan, Case Social Studies Teacher

Thompson, William Russell Student

Vannoy, Robin Business Education Teacher/Parent

Wilson, Michael English Teacher

Collaborative Process:

MHHSE SIP- (2010) 108

The SIP-Component 2 subcommittee was assembled to re-evaluate the progress of the Morristown-Hamblen High School East (MHHSE) School Improvement Plan (SIP) from 2007 and to revise the contents of Component 2 for the 2010 AdvancED accreditation peer review. The subcommittee reviewed the previous SIP from 2007 to determine what, if any changes had occurred since the last evaluation. Since the school and educational standards have undergone changes since 2007, the subcommittee closely scrutinized each aspect of Component 2 to determine if they were still applicable, since this component philosophically drives the action plan and the future goals of the school. After careful deliberation, the following beliefs, common mission, and shared vision were decided upon to most accurately reflect the path that MHHSE must take in order to continue effectively serving students and the community.

2.1 Beliefs, Common Mission and Shared Vision

Beliefs

Any vision for the future must be grounded in the beliefs and considerations of the current culture. To determine the school’s mission and vision, the subcommittee first determined a set of beliefs. These beliefs reflect the shared values of stakeholders, and take into consideration the past, present, and future of MHHSE. Current influences in the educational culture both locally and nationally were also taken into consideration during this process. After completing and reviewing the Standards Assessment Report (SAR) in our respective departments, one relative weakness of the school’s educational outreach required address. The subcommittee decided that the involvement of community stakeholders was an important aspect of the school’s function locally, as well as a determining factor in the continued success of MHHSE. Thus, the subcommittee added the final belief listed in order to address the matter.

Student learning is our primary goal and, thus, guides all site-based decisions. Student learning is enhanced by a safe and physically comfortable environment. Students are valued as individuals with unique physical, social, emotional, and

intellectual needs. Students are empowered to learn when they are engaged in the learning

process. Students become more confident, independent learners when there is a

commitment to continuous improvement. A student’s character is cultivated through positive relationships, mutual respect,

and opportunities to perform leadership roles. Student assessments provide a variety of meaningful opportunities for students

to demonstrate their achievement and mastery of skills. The participation of stakeholders (i.e. parent/guardians, local businesses, social

workers, etc.) is imperative for the success of the school and the community.

MHHSE SIP- (2010) 109

Common Mission

The mission statement’s purpose is to succinctly state the purpose of the school and to provide a philosophical guidepost for all strategies and goals to be executed at the school. The common mission is a reflection of the beliefs and values of stakeholders and the school community. The focus of the mission statement is not solely concerning the academic education of the students, but also the empowerment of students to become independent, successful, ethical citizens.

Morristown-Hamblen High School East provides a comprehensive educational experience to help students become ethical, self-reliant, life-long learners who contribute positively to our local communities and our global society.

It is the mission that will shape the vision for the future learners of MHHSE.

Shared Vision

The final element of Component 2 is the shared vision. After determining the beliefs and mission of the school, the subcommittee considered the future of MHHSE and the progressive culture of education. The subcommittee considered the successes, deficiencies, and future needs of the school, and submitted suggestions to the larger group for review. The vision is a compilation of those results submitted to the faculty for approval or rejection. The faculty has embraced the following as the school’s vision:

Morristown-Hamblen High School East will be a paragon of excellence in the district, region, and state in academics, instruction, and the intellectual/social development of empowered lifelong learners.

Summation

MHHSE is a learning community that recognizes students as individual learners valued for their unique qualities and their accomplishments. The faculty, staff, and administration hold high expectations of students and are committed to assisting and guiding students in the attainment of their goals. MHHSE also recognizes the essential role parents and community stakeholders play in the success of students, and the necessary feedback and assistance that they provide. The continuance of the symbiotic relationship between the school and the community is essential to the success of both. MHHSE continues to serve the local community and is eager to prepare students to meet the future challenges brought by the ever-changing university classroom and

MHHSE SIP- (2010) 110

workplace. The school’s traditions and mutually respectful relationship with the community must continue as it adapts to the upcoming challenges that wait.

Component 3 – Curricular, Instructional, Assessment, and Organizational Effectiveness

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

Member Name Position ChairBlack, Eric Parent

Bragg, Walter Driver Education Teacher

Brooks, Meghan School Health Assistant

Coffey, Ritchie Student

Dodson, Sharon School Nutrition Personnel

Eversole, Amy Guidance Counselor

Glandon, Greg Marketing Education Teacher

Goodman, Beverly Family & Consumer Science Teacher

Gray, Misti English Teacher Yes

Gwinn, Emily English Teacher

Hall, Brad Assistant Principal

Hall, Phillip Brian Special Education Teacher

Harville, Michael Science Teacher

Helton, Marilyn School Nutrition Personnel

Henegar, Marvin Agriculture Teacher

Holt, Karen School Custodian

Howington, Karen Parent

Ihle, Marcus Social Studies Teacher

Jacobsen, Whitney Mathematics Teacher

Johns, Teresa School Secretary

McNabb, Donnette Science Teacher Yes

Rouse, Carol Visual Art Teacher

Silvers, Ginger Mathematics Teacher

Taylor, Suzanne Teacher Assistant

Tilson, Greta English as a Second Language Teacher

Vaughn, Misty Teacher Assistant

MHHSE SIP- (2010) 111

Component 3 – Curricular, Instructional, Assessment, and Organizational Effectiveness

Our committee relied heavily on the National Study of School Evaluation (NSSE) Survey of Instructional and Organizational Effectiveness as a tool to assist in identifying the strengths and limitations of the effectiveness of the instructional practices and organizational conditions of Morristown-Hamblen High School East (MHHSE). As recommended by NSSE, the survey instrument and rubrics were provided to the entire faculty during an in-service meeting on January 4, 2010. The rubrics and results of the surveys will be presented in the following subsections of this report.

Part I Curricular Practices

3.1.a Curricular PracticesMHHSE strives to create a curriculum that academically challenges our students.

To meet this goal, we have created curriculum maps to align the curriculums of our academic classes. Each teacher is required to have a syllabus and pacing guide that reflects the curriculum map. We are encouraged by the administration to attend professional development to enhance our strategies for teaching the new curriculums. As a school, MHHSE is striving to create a course articulation that ensures students take the courses that are needed at the time the students are prepared to enroll in the courses. The following data reflects MHHSE desire in teach a quality curriculum.

NSSE Survey of Instructional and Organizational EffectivenessPart A: Indicators of Quality Instructional Systems(results of the survey rounded to two places)

Curriculum1. Develops a Quality Curriculum: The curriculum is based on clearly defined

standards for student leaning and is focused on supporting and challenging all students to excel in their learning.

2. Ensures Effective Implementation and Articulations of the Curriculum: The curriculum implementation plan ensures the alignment of teaching strategies and leaning activities, instructional support and resources, and assessments of student learning with the curriculum. The coordination of and articulation of the curriculum leads to a shared vision for student learning held by teachers at each grade level, and parents and community members.

3. Evaluates and Renews Curriculum: There is a systematic process in place for monitoring, evaluating and renewing the curriculum that reflects a commitment to continuous improvement.

MHHSE SIP- (2010) 112

3.14

2.97

3.12

NSSE Indicators of Quality Instructional Systems: Curriculum, Instruction, and Assessment

Morristown-Hamblen High School East

2009-2010

Curriculum1. Develops a Quality Curriculum.2. Ensures Effective Implementation and Articulation of the Curriculum.3. Evaluates and Renews the Curriculum.

MHHSE SIP- (2010) 113

Legend0 = No evidence on the indicators of quality1 = Low level of development and implementation2= Evidence of progress, but the indicators of quality are not fully operational3 = fully functioning and operational level4 = Exemplary level

3.1.b Curriculum Gap Analysis

The Gap Analysis of MHHSE use of its resources is found at the end of this subsection. All areas of this component will be discussed at that time.

3.1.c Curricular Summary Questions

As shown by the data, our strengths in this area are in the development of a quality curriculum. Student test scores on the Gateway Exams, End-of-Course Tests, and ACT reflect our challenging curriculum. Our new curriculum maps reflect MHHSE’s desire to evaluate the curriculum and our desire to strengthen our academic offerings. A variety of testing data are widely used and shared among stakeholders. Goals are set for the improvement of test scores in the areas of End-of-Course, ACT and the 11 th Grade Writing Assessment testing.

The weakness in our curriculum involves the articulations of courses offered to our students. There is a need to ensure that all courses within the curriculum are clearly aligned and articulated with high stakes testing. One of our goals is to better articulate our academic course loads to better serve our students.

To ensure that all students are challenged academically as well as completing relevant coursework, all academic classes at MHHSE have been articulated. Student placement in these articulated paths are based on eighth grade test scores.

MHHSE SIP- (2010) 114

Part II Instructional Practices

3.2.a Instructional PracticesThe faculty of MHHSE incorporates standards based curricular activities into the

classroom. Many differentiated instructional activities are used to reach all students in a classroom. There is scheduled tutoring available for all students in many of our academic subjects. All of our classes are fully included. Those classes that have a need, based on inclusion, have teacher assistants to provide to aid the teacher by helping those students succeed academically.


Instructional Design:4. Aligns Instruction with the Goals and Expectations for Student Learning:

Instructional Strategies and learning activities are aligned with the goals and expectations for student learning.

5. Employs Data-Driven Instructional Decision Making: The instructional and assessment functions of the teaching process are integrated to support data-driven instructional decision making.

6. Actively Engages Students in their Learning: Students’ engagement in their learning is maximized by employing effective classroom management and organizational strategies, by establishing a positive academic learning climate, and be emphasizing essential knowledge and skills for student leaning as well as higher order thinking skills.

7. Expands Instructional Support for Student Learning: Students are provided with a variety of opportunities to received additional assistance to improve their learning, beyond initial classroom instruction.

MHHSE SIP- (2010) 115

3.16

3.19

3.04

3.05

NSSE Indicators of Quality Instructional Systems:Curriculum, Instruction, and Assessment


2009-2010

Instructional Design4. Aligns Instruction with the Goals and Expectations of Student Learning.5. Employs Data-Driven Instructional Decision Making.6. Actively Engages Students in their Learning.7. Expands Instructional Support for Student Learning

MHHSE SIP- (2010) 116


3.2.b Instructional Gap Analysis


3.2.c Instructional Summary Questions

The results of the survey indicate that the faculty of MHHSE feels that our instructional practices reflect those of a quality school. Rubric scores for both aligning instruction with our goals and expectations for student learning and using our data-driven instructional decision making were the highest of any of the principles. This data supports our belief that MHHSE is a school of quality.

Any perceived weakness is in the instruction actively engages students in their learning as well as expanding instructional support for student learning. According to the rubric scores, our faculty still considers these areas of quality for MHHSE.

As a faculty, we are striving to improve our instructional support for students. One way we are fulfilling this goal is by providing after school tutoring. In our freshman academy, we have our teachers working in teams to ensure all students have an opportunity to be successful. Through test score studies, we also identify at risk students. Once identified, teachers work together to encourage these student to succeed in their high school coursework.

MHHSE SIP- (2010) 117

Part III Assessment Practices

3.3.a Assessment Practices

At MHHSE teachers are encouraged to use classroom assessment to gauge student learning. Ancillary materials provided by the textbooks allow teachers to develop quality formative and summative assessment materials that challenge students academically. Teachers use this data to determine concept mastery related to the state standards. Class grades that are influenced by this data are also used to help place students in the articulated paths.


Assessment8. Clearly Defines the Expectations for Student Learning to be Assessed:

Assessments of student learning are aligned with clearly specified designs to serve the instructional purpose specified by the users of the results of the assessments.

9. Establishes the Purpose of the Assessment: Assessments are specifically designed to serve the instructional purpose specified by the users of the results of the assessments.

10.Selects the Appropriate Method of Assessment: Assessments are developed using a method which accurately measures the intended goals for student achievement and serves the intended purpose.

11.Collects a Comprehensive and Representative Sample of Student Achievement. The student learning assessment system provides for the collection of a comprehensive and representative sample of student performance that is sufficient in scope to permit confident conclusions about student achievement and yield generalizable results.

12.Develops Fair Assessments and Avoids Bias and Distortion: Assessments are designed, developed, and used in a fair and equitable manner that eliminates any source of bias or distortion which might interfere with the accuracy of results.

MHHSE SIP- (2010) 118

3.07

2.95

3.04

2.96

3.10

NSSE Indicators of Quality Instructional Systems:Curriculum, Instruction, and Assessment


2009-2010

Assessment8. Clearly Defines the Expectations for Student Learning.9. Establishes the Purpose of Assessment.10. Selects Appropriate Method of Assessment.11. Collects a Comprehensive and Representative Sample of Student Achievement.12. Develops Fair Assessments and Avoids Bias and Distortion

MHHSE SIP- (2010) 119


3.3.b Assessment Gap Analysis


3.3.c Assessment Summary Questions

MHHSE faculty feels our strengths in this area are our clearly defined expectations for our students and our ability to create purposeful and fair forms of assessment. Through our assessment of student learning, we are able to make data driven decisions concerning student placement in our articulated curriculum.

Our weakest areas of assessment include establishing the purpose of the assessment as well as collecting our data from within the school to create a sample of student achievement.

We complete our AYP goals but we do not create portfolios of student work to show how we achieved. This is part of one of our goals as we create our push for more stakeholder involvement through a better representation of what is accomplished at MHHSE.

MHHSE SIP- (2010) 120

Part IV Organizational Practices

3.4.a Organizational Practices

MHHSE has strong organizational practices that allow the school to function as a complete unit. We have a shared belief and vision that allows us to challenge our students academically. Through our commitment to improving our school through the school improvement plan and our faculty through quality professional development, we are creating a challenging environment for both our students and our teachers

NSSE Survey of Instructional and Organizational EffectivenessPart B: Indicators of Quality Organizational Systems(results of the survey rounded to two places)Educational Agenda: Vision, Mission, Beliefs, and Goals

1. Facilitates a Collaborative Process: The school facilitates a collaborative process in developing the school’s vision, beliefs, mission, and goals that engages the school community in an in-depth study and assessment of important information sources (e.g. student assessment data, demographic data, environmental scanning, future trend information, workplace expectations).

2. Shared Vision, Beliefs, and Mission: The school defines measurable goals focused on improving student learning.

3. Measurable Goals: The school defines measurable goals focused on improving student learning.

Leadership for School Improvement4. Promotes Quality Instruction: The school promotes quality instruction by

fostering an academic learning climate and actively supporting teaching and learning.

5. Develops School wide Plans for Improvement: The school develops schoolwide plans for improvement focused on student performance.

6. Employs Effective Decision Making: The school employs effective decision making that is data-driven, research-based, and collaborative.

7. Monitors Progress: The school monitors progress in improving student achievement and instructional effectiveness through a comprehensive assessment system and continuous reflection.

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3.00

2.79

2.89

3.16

3.03

2.97

2.99

8. Provides Skillful Stewardship: The school provides skillful stewardship by ensuring management of the organization, operations, and resources of the school for a safe, efficient and effective learning environment.

Community-Building:9. Fosters Community-Building: The school fosters community-building

conditions and working relationships within the school.

10.Extends the School Community: The school extends the school community through collaborative networks of support for student learning.

Culture of Continuous Improvement and Learning:11.Commitment to Professional Development: The school builds the skills and

capacity required to improve through comprehensive and ongoing professional development programs focused on the school’s goals and improvement.

12.Supports Productive Change and Improvement: The school creates the conditions that support productive change and continuous improvement.

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3.01

3.06

2.97

3.17

3.10

3.0

3.000

NSSE Indicators of Quality Organizational Systems:Curriculum, Instruction, and Assessment


2009-2010

MHHSE SIP- (2010) 123


Education Agenda: Vision, Beliefs, Mission, and Goals1. Facilitates a collaborative process in developing a shared vision.2. Develops a shared vision, beliefs and mission.3. Defines measurable goals focused on student learning.

Leadership for School Improvement4. Promotes quality instruction by fostering an academic learning climate.5. Develops school wide plans for school improvement.6. Employs effective decision making.7. Monitors progress in improving student achievement and instructional effectiveness.8. Provides skillful stewardship.

Community-Building9. Fosters community building conditions within the school.10. Extends the school community through collaborative networks and improvement.

Leadership for School Improvement11. Builds skills and capacity for improvement through comprehensive and ongoing professional development.12. Creates the conditions that support productive change.

3.4.b Organizational Gap Analysis


3.4.c Organization Summary Questions

MHHSE has strong organizational practices as perceived by our faculty. Our decision making is fully supported by our student data. This data is used to monitor and adjust our curriculum as needed to academically challenge our students. MHHSE commits to promoting quality instruction by challenging its faculty through professional development. By encouraging the faculty increase their content knowledge, MHHSE supports productive change and continuous improvement in our teachers.

The survey data suggests that our weaknesses in organization include our commitment to community building. We recognize a need to reach out to all of our stakeholders. MHHSE has made this a priority.

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Gap Analysis

Curriculum, Instruction, and Assessment Analysis

MHHSE is very focused on student achievement and positive student outcomes. One of the indicators of the alignment and implementation of the curriculum to state standards and benchmarks is the high performance of students on state testing as indicated in previous data in this self-study. As a school community, we celebrate the fact that our students exceed the performance of their peers on state Gateway Exams. As a school, we have worked to increase student performance on the 11th Grade Writing Assessment. These efforts have been deliberate and focused as a community rather than the efforts of a single department. We are guided by a desire for excellence and are working within each academic core department to explore means of improving student achievement on the ACT.

We recognize the need for greater communication with our feeder schools and greater use of the data provided to us from the institutes of higher education which our students attend.

Communication continues to be a challenge. The school effectively uses the marquee on Morris Boulevard to communicate with parents and the community as well as utilizing a weekly article in the Sunday edition of the Citizen Tribune, radio, parent newsletters, school and system web pages, and the use of e-mail. Recently, communication with parents has been further enhanced by the implementation of a new attendance and grading program, Power School. Power School, through Parent Portal, enables parents to access their student’s assignments, academic progress, and attendance. Through the program, parents may also contact their student’s teachers by email with concerns or questions.

An attitude of continuous improvement is prevalent at MHHSE. We believe that quality is a journey that through the ongoing monitoring by administrators, teachers, and all stakeholders, improvements will continue to be made in terms of processes and procedures. Ultimately, the quality of instruction and organization translates into improved student learning and outcomes.

Organizational Analysis

Overall, the organizational practices and organizational conditions of our school are perceived to be strongly aligned with the school’s mission and beliefs. Opportunities for improvement and further development have been identified as:

Extending the school community through collaborative networks of support for student learning.

Increase curriculum implementation, coordination, and articulation with educators at various levels, parents, and community members.

MHHSE SIP- (2010) 125

Foster a sense of community within the school faculty and enhance the collaborative working relationship among colleagues.

Priorities for Improvement

Although the desire for adequate funding always exceeds the availability, MHHSE, through its leadership, has been creative in suing funding, resources, community support, grants and other sources to support the needs of the instructional program and the organization. In the allocation of funding, the overarching question is how the expenditure supports the mission of the school and the school improvement plan.

To build on the school’s strengths: Build on the shared vision, beliefs, and missions to foster community

building within the school. Use the strength of the measurable goals and the development of school

wide plans for school improvement as a focus for extending the network of school support beyond the classroom.

To address limitations and areas in need of improvement: Seek greater engagement with parents and families to involve them in the

learning process through formal procedures and processes. Provide opportunities for middle and high school teachers to interact and

develop a collegial working relationship. Utilize the support of community members in groups, business and

industry leaders, community agencies, organizations, government leaders, and leaders of higher education to extend student learning.

Provide information to parents to form the basis of increased parental expectations for educational goals and student learning.

Focus on providing to all students an enhanced curriculum based upon increased relevance and rigor of the subject matter.

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Resource Allocation

The resources of MHHSE are found in several forms which include administrators, faculty, and staff; central office personnel; per pupil expenditures; federal funding expenditures; vocational funds; major purchases such as textbooks and computers; and grants. Each resource is broken down into further detail below.

Administrators, Faculty, and Staff

AdministratorsGary Johnson, PrincipalCalvin Decker, Assistant PrincipalBradley Hall, Assistant PrincipalPatricia Sigler, Assistant Principal

FacultyAiley, Connie Aldridge, Daniel Alexander, Alpha Bach, Kathryn.Baskette, John Beffrey, Terrence Berquist, Dag Bible, JoshuaBible, Vicki Biery, LisaBolden, AshleyBooker, John Bragg, Vicki Bragg, Walter Britton, Ben Bufkin, Gary Cassell, Brandon Clark, Jeff Clonce, Sarah Cloninger, Tracy Croley, TheresaDavis, Charlene Davis, James Dempster, James Denton, Benny

MHHSE SIP- (2010) 127

Doka, Janee C Evans, Elton Eversole, Amy Fowler, AngeliaGant, Robert Gillies, ChristopherGlandon, Gregory Goodman, BeverlyGraves, Rachel Gray, Misti Greene, Randall Gwinn, Emily Hall, Brian Harville, Michael Harville, Teresa Hatcher, Dwayne Haun, Cynthia Haun, Ryan Hawkins, Richard Hazelwood, Kassidy Helfenberger, Amy Henegar, Marvin Hernandez, Steven Herron, MarkHill, Deborah

Huckaby, Ann Ihle, Marcus Jacobsen, Whitney Jefferson, Traci Jinks, Michael Johnson, Christina Lawson, Misty Livesay, Terry Loy, Tammy Luttrell, Judy McClellan, Cathy McNabb, Donnette Mills, Ronald Moodie, Richard Mutter, MichaelOdom, Ashley Osborn, Sally Overbay, Jennifer Palazzola, Jade Peters, Amanda Pettit, Drew Quarles, Brent Ramsey, Michael Reams, Carolyn Reece, Vicki

Ricker, Tracy Roberts, Rebecca Rogers, Dana Rogers, Karen Rouse, Carol Schmidt, Christiane Senter, Elizabeth Silvers, Ginger Simpson, Amber Sullivan, Case Swauger, Sarah Tilson, Greta Turley, Dustin Utt, Rhonda Utt, Timothy Vannoy, Robin Watkins, MorganeWatson, Beth Wheatley, Amy Whitt, Sandra Wills, Adrian Wills, Diana Wilson, Michael Witt, John Wolfenbarger, Tanya

Support StaffAdams, William Alexander, Alpha Barnette, Dania Billings, Yolanda Brewer, Linda Brooks, Meghan Carpenter, Renee Clark, Jeffrey ,Coffey, Ricky Cooper, Laura Dalton, Phyllis Daniel, Marie Dodson, Sharon Greenlee, Roy Harrell, Dorothy Helton, Marilyn Hensley, Jennifer Holt, Aaron Holt, Karen Horner, Brenda Ingram, Lynn

Central Office StaffDale Lynch Director of SchoolsHugh Clement Assistant Director of AdministrationBrenda Dean Assistant Director for Curriculum and Instruction

Traci Antrican Supervisor of BusinessTeresa Ayers School-Community CoordinatorJuan Cervantes Migrant Coordinator/TranslatorSandra Dibble AccountantCole Draughn Technology CoordinatorKimberly Fox Supervisor of Federal ProgramsLeslie Grigsby Supervisor of School NutritionHarold Jones Supervisor of Instructional TechnologyRodney Long Supervisor of TransportationAnne Nelson Supervisor of Special ServicesPam Reitz Homebound ServicesGail Rice Research and Assessment CoordinatorAdrian Rucker Personnel/Communications LiaisonJeffrey Seay Supervisor of MaintenanceEva Thompson Reading SpecialistMichael Watson Supervisor of Technical/Career Education & Attendance

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Jarnigan, Edith Jarnigan, Tim Johns, Teresa Kading, Sylvia Laster, Rita Long, Debra Maness, James Mendez, Denise Norton, Mary Plummer, Bernadine Price, Larry Rogers, Melinda Shaftner, Darnell Singleton, Jessie Smith, Kellie Stone, Lorine Sullivan, Julie Taylor, Suzanne Vaughn, Misty Wampler, Joy Worthington, Tina

Federal Funding Expenditures

Title 1 Part C Migrant Education2009-2010 Migrant Coordinator $ 5622008-2009 Migrant Coordinator $ 5602007-2008 Migrant Coordinator $ 5602006-2007 Migrant Coordinator $ 5602005-2006 Part Time Migrant Assistant $ 6,0842004-2005 Part Time Migrant Assistant $ 5,249

Title II: Professional DevelopmentNew Teacher Training2009-2010 $ 8252008-2009 $ 1,8002007-2008 $ 1,8002006-2007 $ 1,8002005-2006 $ 1,8002004-2005 $ 1,8002003-2004 $ 1,800

AP/Gateway Training2009-2010 $ 3,5002008-2009 $ 2,0002007-2008 $ 2,0002006-2007 $ 2,0002005-2006 $ 2,000

Thoughtful Classroom2009-2010 $ 1,9442008-2009 $ 2,0002007-2008 $ 2,0002006-2007 $ 2,0002005-2006 $ 8,2002004-2005 $ 8,500

Various Workshops and Conferences2009-2010 $ 9,4582006-2009 $ 1,5002005-2006 $ 4,3102004-2005 $ 3,4692003-2004 $ 3,5402002-2003 $ 3,4152001-2002 $ 3,495

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Title II DPlato, Software, Hardware2009-2010 $ 5,0002008-2009 $ 4,0002007-2008 $ 4,0002006-2007 $ 4,0002005-2006 $ 2,4732004-2005 $ 3,6242003-2004 $30,360

Technology Training2009-2010 $ 6752008-2009 $ 2002007-2008 $ 2002006-2007 $ 200

TI Inspire Graphing Calculators2009-2010 $ 3,000

Title IID ARRA2009-2010 $ 1,888

Title III½ ELL Teacher Assistant Salary and Benefits2009-2010 $14,5002008-2009 $14,0002007-2008 $14,0002006-2007 $14,0002005-2006 $14,7892004-2005 $13,711

Professional Development and Materials for ELL2009-2010 $ 3,000

Title IVProfessional Development2009-2010 Capturing Kids Hearts $11,0002008-2009 Capturing Kids Hearts $ 3,0002007-2008 Violence Prevention/Conflict Resolution PD and Materials $ 1,000

SRO2009-2010 $ 2,2002009-2008 $ 2,2002008-2007 $ 2,2002006-2007 $ 2,2002005-2006 $ 3,262

MHHSE SIP- (2010) 130

2004-2005 $ 3,262

Professional Development2009-2010 $ 5,6002003-2004 $ 2,0002002-2003 $ 2,000

Title VTeacher Center Materials2009-2010 $ 3,8002008-2009 $ 8,5002007-2008 $ 8,3002006-2007 $ 8,200

Other2003-2004 Reading Language Art Books $ 1,500

Title XHomeless Grant2009-2010 $ 3,0002008-2009 $ 2,500


School year System State National2008-2009 $7,711 $8,518 $9,9632007-2008 $7,471 $8,344 $8,9732006-2007 $7,117 $7,794 $8,7012005-2006 $6,829 $7,469 $8,7422004-2005 $6,668 $7,366 $9,1022003-2004 $6,448 $6,997 $8,7242002-2003 $6,369 $6,648 $8,3832001-2002 $ 6,009 $6,349 $7,8992000-2001 $6,061 $6,055 $7,4361999-2000 $5,757 $5,794 $6,829

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Technical and Career Education (Vocational Education) Funds

Spendable money is funds budgeted for travel to Career and Technical Student Organization conferences (FBLE, DECA, FCCLA, FCA, HOSA, VICA), supplies, and equipment for the classroom.

Listed below are the amounts spent for the years indicated by department for MHHSE Vocational Education. This money was budgeted by the Hamblen County Board of Education.

09/10 08/09 07/08 06/07 05/06 04/05 03/04Agriculture $ 5,100 $ 5,100 $ 5,100 $ 4,525 $ 4,525 $ 4,995 $ 4,695

Family Consumer Science $ 3,750 $ 3,750 $ 3,790 $ 3,750 $ 3,855 $ 4,730 $ 4,980

Business $ 5,140 $ 5,140 $ 4,055 $ 5,575 $ 5,290 $ 3,710 $ 2,820

Technology and Instruction $ 4,095 $ 4,095 $ 3,880 $ 5,117 $ 4,577 $ 5,448 $ 3,424Health Occupations $ 4,860 $ 4,860 $ 4,470 $ 4,900 $ 4,538 $ 3,035 $ 2,655

Marketing $ 1,475 $ 1,475 $ 1,785 $ 1,602 $ 995 $ 1,842 $ 2,020

Total for East High $24,420 $24,420 $23,080 $25,469 $23,780 $20,000 $20,594

Total Budget for middle and high schools system wide $90,000 $90,000 $85,000 $65,000 $65,000 $50,000 $50,000

Percent spent at East High 27.1% 27.1% 27.2% 39.2% 36.6% 40.0% 41.2%

Major Purchases

Textbook Expenditures2009-2010 $152,000.002008-2009 $140,898.992007-20082006-2007 $135,000.002005-2006 $ 81,878.352004-2005 $ 60,437.802003-2004 $ 45,393.132002-2003 $ 38,850.362000-2002 $ 1,162.102000-2001 $ 38,858.40

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Grants

2009-2010HC*EXCELL $ 5,000Special Ed (ARRA)Youth Literacy Grant $ 3,000Knights of Columbus for Special Education $ 1,000H&R Block Dollars and Cents (site license for computer program) $ 1,400

2008-2009Youth Literacy Grant $ 1,000Reuse Your Dues Grant $ 200Donors Choose.org (LCD projector) $ 915Perkins IV Grant for Biofuels Curriculum Development $68,000Niswonger Foundation Grant for TOY finalist $ 1,000HC*EXCELL grant for TOY $ 500ALA We the People Bookshelf $ 500Knights of Columbus for Special Education $ 1,000

2007-2008ALA We the People Picturing America grantKnights of Columbus for Special Education $ 1,000HC*EXCELL grant $ 3,500

2006-2007Mahle – Hans Jehle Award $ 2,000HC*EXCELL grant $ 250Knights of Columbus for Special Education $ 500

2005-2006Mahle – Hans Jehle Award $ 2,000HC*EXCELL New Programs Award $ 1,000Belz-Lipman Award for Excellence in Teaching $ 1,000Knights of Columbus for Special Education $ 500

2004-2005HC*EXCELL: 6 Trait Writing Grant $ 2,500HC*EXCELL Conquering Teenage Obesity $ 733HC*EXCELL Teen Success $ 243WSCC: Technology Software $ 2,000WSCC: SIFE Program (computer purchases) $ 5,000ORAU-VET: Multimedia Projector $ 1,000Jefferson Federal: Computer Purchase $11,500Class of 1964: Computer Purchase $ 1,600Knights of Columbus for Special Education $ 500

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2003-2004HC*EXCELL: Positive Behavior Support $ 1,500HC*EXCELL Planning for Success $ 675Technology Smart Board & Projector $ 5,000Knights of Columbus for Special Education $ 500

2002-2003HC*EXCELL Reading for Fun and knowledge $ 970HC*EXCELL Books $ 600Knights of Columbus for Special Education $ 500

2001-2002HC*EXCELL Preventing Teenage Pregnancy $ 780HC*EXCELL Baby Think It Over $ 970Knights of Columbus for Special Education $ 500

2000-2001HC*EXCELL Literature Books/Lego $ 150HC*EXCELL Calculus Software $ 500Knights of Columbus for Special Education $ 500

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Component 4 – Action Plan DevelopmentSubcommittee for COMPONENT 4 Action Plan Development

Member Name Position ChairBeffrey, Terry Project Lead The Way Teacher

Bible, Vicki Mathematics Teacher

Clark, Jeff Teacher Assistant

Croley, Theresa Mathematics Teacher

Decker, Calvin Assistant Principal/Parent

Doka, Janee’ Health Science Occupations Teacher

Evans, Elton Mathematics Teacher

Gillies, Chris Physical Education Teacher

Greene, Randall Choral Music Teacher

Haun, Cindy Cosmetology Teacher

Lawson, Misty Special Education Teacher

Long, Debbie School Nutrition Manager

Maness, James School Nutrition Personnel

Odom, Ashley Science Teacher

Palazzola, Jade Mathematics Teacher Yes

Pettit, Drew Social Studies Teacher

Presutti, Victoria Student

Price, Larry School Custodian

Solomon, Chelsea Student

Sullivan, Julie School Nutrition Personnel

Swauger, Sarah English Teacher

Thompson, Cindy Parent

Utt, Rhonda Special Education Teacher

Wampler, Joy Teacher Assistant

Wolfenbarger, Tanya Social Studies Teacher Yes

Worthington, Tina School Secretary

MHHSE SIP- (2010) 135

Introduction

The data collected and analyzed by the Component 1 subcommittees revealed three areas of opportunity, or areas of improvement. As a result of their findings, the Component 4 subcommittee met on several occasions to develop action plans to address each of the three target areas for student learning. The following three areas have been identified as priorities for our school improvement plan: Writing Skills, Test Scores, and Parent/Community Involvement. The plan emphasizes professional development programs focusing on the need to support our students to improve their test scores on the 11th Grade Writing Assessment. The plan addresses the need to strengthen Advanced Placement course offerings to more fully support the learning needs of our students, and on our ACT and SAT Composite scores by aligning our classroom activities/tests directly with the ACT and SAT format. The plan also focuses on increasing stakeholder involvement in the learning environment.

Each of the action plans was reviewed by the school improvement team to ensure that they are consistent with the school’s profile, beliefs, mission, and vision, as well as the academic and non-academic data analysis of the effectiveness of the school’s instructional conditions in supporting students’ achievement of the desired results for their learning. Following the initial review of the plan by the school improvement team, the plan was presented to the faculty and staff at a faculty meeting. The faculty and staff reviewed the plan, and their suggestions were reviewed by the school improvement team. Thus, final revisions were completed.

Three specific goals are outlined on the following pages. Also, the action steps for each goal, the timeline, the person(s) responsible for the completion of each activity, estimated costs/resources required for plan implementation, and a monitoring activity for each step. In addition, professional development and parent/community involvementActivities have been included within the action steps. In Component 5, a full report of the measures to evaluate the implementation of the plan and the documentation of the results is provided.

MHHSE SIP- (2010) 136

Action Plan Development

GOAL 1 – Action Plan DevelopmentTemplate 4.1 – (Rubric Indicator 4.1) Revised DATE: _ _________

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

Goal The students will increase their writing proficiency to meet and/or exceed the state requirement on the 11th Grade Writing Assessment each year from 2010-2014.

Which need(s) does this Goal address? Our teachers need more professional development to further develop their repertoire of strategies and learning activities to increase student performance in written communication.

How is this Goal linked to the system’s Five-Year Plan?

To provide challenging and relevant curriculum, aligned to performance standards. All students will achieve world-class standards and leave school prepared for postsecondary education, work, and citizenship.

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

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results/Outcomes

Action Step

All teachers, in all subject areas, will incorporate the teaching of writing into their lessons.

August 2010 –May 2014(ongoing)

Administration

ILT

Existing Faculty

Personnel

Time

Facilities

None 1. Teachers will maintain a writing portfolio on each student which will contain all completed and scored writing assignments.2. Teachers will grade all writing assignments and provide appropriate feedback to students.3. Lesson plans, course syllabi, and student portfolios will be evaluated by the administrative team.4. The administrative team will complete teacher observations and classroom visits to monitor teacher and

The average writing scores, on the 11th Grade Writing Assessment, will increase by one tenth of a percentage point every year.

2009-2010 – 3.892010-2011 – 3.992011-2012 – 4.092012-2013 – 4.192013-2014 – 4.29

student participation in the writing process.5. Administrators and teachers will evaluate scores on the 11th Grade Writing Assessment yearly.

Action Step

All teachers and students will participate in a weekly school-wide writing activity.

Every Thursday(10:45-11:10 AM)

August 2010 – May 2014

Administration

ILT

Existing Faculty

English Department

Personnel

Time

Facilities

None

1. Teachers will maintain a writing portfolio on each student which will contain all completed and scored writing assignments.2. Teachers will grade all writing assignments and provide appropriate feedback to students.3. Lesson plans, course syllabi, and student portfolios will be evaluated by the administrative team.4. The administrative team will complete teacher observations and classroom visits to monitor teacher and student participation in the writing process.5. Administrators and teachers will evaluate scores on the 11th Grade Writing Assessment yearly.

The average writing scores, on the 11th Grade Writing Assessment, will increase by one tenth of a percentage point every year.

2009-2010 – 3.892010-2011 – 3.992011-2012 – 4.092012-2013 – 4.19

2013-2014 – 4.29

Action Step

All teachers will receive professional development in the writing process and in the use of scoring rubrics.

August 2010August 2011August 2012August 2013

Administration

ILT

English Department

Existing Faculty

Funding

Personnel

Time

Facilities

$1,000.00Title II FundsLocal Funds

1. A sign-in sheet will be maintained for all professional development activities.2. Lessons plans, course syllabi, and student portfolios will be evaluated by the administrative team.3. Administrators and teachers will evaluate scores on the 11th Grade Writing

The average writing score, on the 11th Grade Writing Assessment, will increase by one tenth of a percentage point every year.

2009-2010 – 3.892010-2011 – 3.992011-2012 – 4.092012-2013 – 4.19

Assessment yearly. 2013-2014 – 4.29

Action Step

All teachers will prepare and encourage students to take the writing portions of the ACT.

Advanced Placement (AP) teachers will prepare and encourage students to take the AP test in their respective subject area.

2010-2014(ongoing)

Administration

ILT

Guidance Department

Existing Faculty

Funding

Personnel

Time

$500 scholarship awarded in May of each year to the senior with the highest ACT/SAT writing test score

1. Administrators and teachers will evaluate the ACT Writing Test scores on a yearly basis.2. Administrators and teachers will evaluate AP Test scores on a yearly basis.3. Teachers will assign, score, and provide feedback on all writing assignments. Grades on writing assignments will be based upon appropriate scoring rubrics similar to those used by ACT/AP tests.

1. The average writing score, on the 11th Grade Writing Assessment, will increase by one tenth of a percentage point every year.

2009-2010 – 3.892010-2011 – 3.992011-2012 – 4.092012-2013 – 4.19

2013-2014 – 4.29

2. ACT Writing test scores will increase.3. AP Test participation and scores will increase

Action Step

The administration will offer English II during first semester and English III during second semester each year. The 11th Grade Writing Assessment score will be included in the student’s course grade.

2010-2014(ongoing)

Administration

English Department

Personnel

Time

Facilities

None

1. Administrators will evaluate student schedules to ensure proper class placement.2. Administrators and teachers will evaluate scores on the 11th Grade Writing Assessment on a yearly basis.

The average writing score, on the 11th Grade Writing Assessment, will increase by one tenth of a percentage point every year.

2009-2010 – 3.892010-2011 – 3.992011-2012 – 4.092012-2013 – 4.192013-2014 – 4.29

Action Step

Teachers will encourage students to participate in community sponsored writing contests, such as the GFWC Poetry Contest, the DAR Essay Contest, the Director’s Writing Contest, Appalachian Electric Cooperative Essay Contest, Walters State Young Writers Contest and others as they are available to our students.

2010-2014(ongoing)

Administration

ILT

Guidance Department

Existing Faculty

Personnel

TimeNone

1. The guidance counselors will provide teachers with written information regarding writing contests and deadlines.2. The guidance department will maintain a list of students who participate in contests, as well as the results.

1. The participation in community sponsored writing contests will increase.2. Students will earn money and recognition for participation in/winning writing contests.

GOAL 2 – Action Plan DevelopmentTemplate 4.1 – (Rubric Indicator 4.1) Revised DATE: __ __________


Goal The students will increase their academic test scores (End-of-Course tests, ACT, and Advanced Placement (AP) tests), in order to meet and/or exceed the state standards each year from 2010-2014.

Which need(s) does this Goal address? Communication with parents and community members should be enhanced to promote greater academic challenges for students and higher expectations for all learners.

How is this Goal linked to the system’s Five-Year Plan?Provide excellence in academic programs.Provide challenging and relevant curriculum, aligned to performance standards.Expand educational opportunities for enrichment and remediation.

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

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.



Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results / Outcomes

Action Step

The administrators and teachers will appropriately place incoming 9th grade students in core academic classes based upon an evaluation of their TCAP scores, EXPLORE scores, the Orleans-Hannah Algebra Readiness Test, and 8th grade teacher recommendation.

2010-2014(ongoing)

Administration

ILT

Guidance

Michael Ramsey

Middle School Teachers

Registration Team

Funding

Personnel

Time

Facilities

$500.00 Placement

Assessment Materials

Extended Contract for

Faculty

1. Administrators and teachers will monitor student placement in core academic courses.2. Administrators and guidance counselors will change student schedules as appropriate.

1. All 9th grade students will earn the appropriate number of credits to advance to the next grade level.2. All 9th grade students will graduate from high school with a regular diploma in four years.

Action Step

The teachers will monitor students to identify academic progress and verify completion of prerequisite classes before allowing students to take the ACT.

2010-2014(ongoing)

Guidance Counselors

Existing Faculty

Personnel

TimeNone

1. Teachers and guidance counselors will monitor student IEP’s, course history’s and transcripts to ensure academic progress and to verify completion of prerequisite courses before allowing students to take the ACT.

All students will achieve or exceed the required Benchmark scores on the ACT.

Action The teachers will implement the activities and 2010-2014 Administration Funding $5,000.00 1. Lesson plans, 1. All students will

Step

strategies developed through the Thoughtful Classroom program in their daily lessons. Teachers will also participate in Thoughtful Classroom professional development activities as needed.

(ongoing)ILT

Existing Faculty

Personnel

Time

Title II Funds

course syllabi, and student work will be evaluated by the administrative team.2. The administrative team will complete teacher observations and classroom visits to monitor teacher and student participation in the writing process.Course Syllabi and Pacing Guides.

score proficient or advanced on the End-of-Course Assessments. 2. All students will achieve or exceed the required Benchmark scores on the ACT.3. All students will earn the required number of credits in order to graduate with a regular diploma four years after entering high school.

Action Step

The teachers will design and implement instructional strategies, timed tests, and classroom assessments in a format similar to the ACT test format. The teachers will administer End-of-Course, ACT, and AP practice tests before each testing date.

2010-2014(ongoing)

Existing Faculty

Funding

Personnel

Time

$200.00Supplies

1. The administration and teachers will evaluate ACT assessment results on a yearly basis.2. The administration and teachers will disaggregate the data information provided on the TN State Report Card on a yearly basis.

The average ACT Composite score will increase by at least one tenth of a percentage point each year.

2009-2010 – 20.602010-2011 – 20.702011-2012 – 20.802012-2013 – 20.90

Action Step

The administration will add additional Advanced Placement courses to the master schedule. The teachers who will be teaching these courses will receive appropriate professional development as well as teachers whose courses are being updated.

2010-2014(ongoing)

Administration

ILT

Existing Faculty

Funding

Personnel

Time

Facilities

$3,000.00 (registration, travel, meals,

lodging)

1. The administration will monitor the master schedule to evaluate student course requests.

1. Enrollment in and completion of AP courses will increase every year.2. One additional AP course will be offered each school year.2010-2011 – add 12011-2012 – add 12012-2013 – add 12013-2014 – add 1

Action Step

The administration will purchase intervention materials, computers, and software. The teachers will use the intervention materials, computers and software to provide opportunities for students to practice ACT skills.

2010-2014(ongoing)

Administration

Existing Faculty

Funding

Personnel

Time

Facilities

$5,000.00Title II FundsLocal Funds

1. The administration and teachers will evaluate ACT assessment results on a yearly basis.2. The administration and teachers will disaggregate the data information provided on the TN State Report

1. All students will score proficient or advanced on the End-of-Course Assessments. 2. All students will achieve or exceed the required Benchmark scores on the ACT.

Card on a yearly basis. 3. All students will earn the required number of credits in order to graduate with a regular diploma four years after entering high school.4. The average ACT Composite score will increase by at least one tenth of a percentage point each year.

2009-2010 – 20.602010-2011 – 20.702011-2012 – 20.80

2012-2013 – 20.90

GOAL 3 – Action Plan Development

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


Goal The stakeholders (students, parents, professionals, and other community members) will become more involved in academics and activities at Morristown-Hamblen High School East.

Which need(s) does this Goal address? Communication with support staff, parents, and community members should increase in order to promote a more supportive and challenging learning environment.

How is this Goal linked to the system’s Five-Year Plan? Expand educational activities for enrichment and mediation.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.



Required Resources

Projected Cost(s) & Funding Sources Evaluation Strategy Performance

Results /Outcomes

Action Step

The administration and teachers will select a diverse group of students to represent the student body on the Superintendent’s Advisory Council

2010-2014 (ongoing)

Administration

ILT

Existing Faculty

Personnel

TimeNone

The administration and teachers will monitor the list of student participants to ensure that it changes on a yearly basis.

The students will feel comfortable sharing their thoughts and opinions about their experiences in the school system.

Action Step

The administration will develop a Principal’s Advisory Council, and select a diverse group of students to represent the student body.

2010-2014 (ongoing)

Administration

ILT

Existing Faculty

Personnel

TimeNone

The administration and teachers will monitor the list of student participants to ensure that it changes on a yearly basis.

The students will feel comfortable sharing their thoughts and opinions about their experiences at MHHSE.

Action Step

The guidance department will host an annual financial aid workshop for seniors and their parents.

2010-2014 (ongoing)

Guidance Counselors

Personnel

Time

Facilities

None

The guidance counselors will evaluate the parent/student participation.

A greater number of students will complete the FAFSA and will apply for college scholarships.

Action Step

The administration and faculty will host an annual AP Fair for incoming freshmen, their parents, and current students to increase awareness of and interest in Advanced Placement courses.

Feb. 2010Feb. 2011Feb. 2012Feb. 2013Feb. 2014

Administration

Guidance Counselors

Existing AP Teachers

Personnel

Time

Facilities

None

The administration and faculty will evaluate the parent and student participation at the AP Fair using a parent survey.

Enrollment in and completion of AP courses will increase every year.

Action The webpage designers will update the school website on a regular basis to include

2010-2014 (ongoing)

Administration Personnel None The webmasters will monitor website

An increase in the number of

Stepannouncements, pertinent information, and class assignments. The website address will be published on the school marquee and on all print material.

Amy Wheatley

Brent Quarles

Richard Moodie

Existing Faculty

Time

hits. stakeholders who look at the school website. Currently there are about 110 individual visitors and approximately 2,500 hits/month.

Action Step

The administration will readily provide ParentPortal login information to parents. The administration will use “Notify Me” to provide important/emergency information to parents and will also encourage parents to sign up for “Notify Me”

2010-2014 (ongoing)

Administration

Dr. Alpha Alexander

Personnel

TimeNone

The administration will monitor the number of logins to ParentPortal.

1. An increase in the number of parents who use ParentPortal to access student academic information.2. An increase in the number of parents who use the “Notify Me” system for obtaining emergency information.

Action Step

The administration will introduce 9th grade parents to ParentPortal at Freshmen Orientation.

July 2010July 2011July 2012July 2013

Administration

Personnel

Time

Facilities

None

The administration will monitor the number of logins to ParentPortal.

An increase in the number of parents who use ParentPortal to access student academic information.

Component 5 – The School Improvement Plan and Process Evaluation

Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation

Member Name Position ChairBiery, Lisa Theatre Arts Teacher

Billings, Yolanda Parent

Bolden, Ashley Mathematics Teacher

Bragg, Vicki Physical Education Teacher

Brewer, Linda Lead School Secretary

Cooper, Laura School Nutrition Personnel

Greenlee, Roy School Custodian

Harrell, Dorothy Teacher Assistant

Harville, Kaitlyn Student

Haun, Ryan Special Education Teacher

Hazelwood, Kassidy English Teacher

Hill, Debra Special Education Teacher

Jarnigan, Edith School Nutrition Personnel

Livesay, Terry Mathematics Teacher

Martin, Sue School Nutrition Assistant Manager

Overbay, Jennifer Agriculture Teacher

Reams, Carol Library Media Specialist Yes

Ricker, Tracy Social Studies Teacher/Parent

Rogers, Dana Family & Consumer Science Teacher/Parent

Sulfridge, Brian School Resource Officer

Utt, Tim Health Science Occupations Teacher

Watkins, Morgane Science Teacher

Whitt, Sandy Mathematics Teacher

Wooley, Anthony English Teacher Yes

5.1 Process Evaluation

Evidence of Collaborative Process

The school improvement planning process is a collaborative effort of all school stakeholders. The knowledge of the school improvement planning process and ability of the staff is taken into consideration as the principal selects co-chairs for each of the five components. The component chairs met for the first time on Monday, November 16, 2009, to discuss the School Improvement Plan (SIP). The team chairs discussed the plan of action to be taken for the months to follow in order to properly complete the SIP with the highest quality and optimum efficiency. The co-chairs communicated with their subcommittees in a number of ways to ensure that all group members stayed involved and were given the opportunity to fully participate in the planning process. Emails were sent, meetings were held, and discussions with individuals were frequent during the process. The co-chairs, as well as communicating between emails and in person, met November 16, 2009, February 3, 2012, and March 1, 2010, to pool resources for the final SIP.

Evidence of Alignment of Data and Goals

During the first co-chair meeting on November 16, 2009, the co-chairs discussed the efficiency of past SIP committees to decipher what processes were the highest yielding activities in order to communicate information to the rest of the group members, school community, and stakeholders. During this meeting, the co-chairs selected their approach to gather the appropriate information. A portion of time during the follow-up meeting on February 3, 2010 was allotted to discuss how the SIP was functioning as compared to previous SIP committees. During additional meetings of the committee, members shared the results of the data that had been collected from parent and student surveys, as well as from a detailed analysis of student data which included academic and non-academic areas. Goals were formulated based on the results of this information.

Evidence of Communication with All Stakeholders

Once the lines of communication were opened with the stakeholders at the beginning of the SIP process, each component subcommittee continually reported to their stakeholders via email, phone or committee meetings. These exchanges were used to keep the stakeholders informed of the progress of the SIP component and to seek the input of the stakeholders.

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals

In addition to the results of the stakeholder surveys, members of the Component 2 subcommittee used the Exemplary Areas, Areas of Opportunity, and Noteworthy Areas gathered from the in-depth data analysis completed by the Component 1 subcommittee to evaluate and revise the beliefs, common mission and shared vision that had been in place since the development of our last school improvement plan. With the exception of the addition of the belief addressing stakeholder involvement and the rewording of terms, the subcommittee felt that all three areas were in alignment with the data that had been gathered.

Members of the Component 4 subcommittee then reviewed the beliefs, vision and mission to determine that all were in alignment with the proposed goals. As our school strives to prepare our students to become ethical, self-reliant, lifelong learners who contribute positively to our local and global communities, our goals reflect our commitment by our focus on improving writing proficiency, increasing test scores and improving stakeholder involvement.

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization

Members of the Component 3 subcommittee met to determine the data sources needed to complete this component. The data was gathered from several sources including teacher surveys, central office personnel, and school personnel. This information was then analyzed and reported to the Component 4 subcommittee. The Component 4 subcommittee then used this information, as well as the information from the first two components, to develop the goals and action steps.

Suggestions for the Process

Our administration does an excellent job of including all stakeholders in the SIP process. Our faculty, however, is composed of many new teachers who were unfamiliar with this process. As these teachers become more experienced, they will be better able to contribute to the overall evaluation process.

5.2 Implementation Evaluation

Evidence of Implementation

The goals developed through the School Improvement Planning process are goals that all stakeholders want to achieve. These goals are not new to the faculty and administration of MHHSE, as we have been focusing on two of the three goals for the past few years. There are several action steps that we have already started to implement and others which will be implemented in the coming year. Those that were implemented for the first time during this current school year will be evaluated for their effectiveness in achieving our goals and revisions will be made as necessary. The faculty and administration of Morristown-Hamblen High School East realize that the ultimate outcome of this process is to improve student learning and achievement.

Evidence of the Use of Data

As is evident from the information presented in the previous four components in this document, data has been used to identify our areas of strength as well as the areas for concern. As an institution committed to improving student academic achievement, we believe that we have truly evaluated the data in order to develop our goals for improvement.

The Instructional Leadership Team (ILT) will meet at the close of each school year to consider the data from all of our assessments as we continue our discussion of the effectiveness of our School Improvement Plan. Items of successes and concerns will be evaluated and ideas for improvement will be presented. As part of our communication plan, we will meet as a faculty and staff at the beginning of each school year to share information, discuss any changes suggested by the leadership team, and seek feedback from the faculty and staff. The administration will share pertinent information from our State Report Card, as well as any other pertinent data sources that concerns our goals and the data supporting our efforts to meet them. As the administration and faculty identify needs in materials and or training, professional development activities will be scheduled and materials will be purchased and used to meet the observed needs.

5.3 Monitoring and Adjusting Evaluation

Evidence of Monitoring Dates

The Instructional Leadership Team has a scheduled meeting every other Wednesday throughout the school year. Meetings for the 2010-2011 school year will be held on August 11th and 25th, September 8th and 22nd, October 6th and 20th, November 10th, December 1st and 15th, January 5th and 19th, February 2nd and 16th, March 2nd, 16th,

and 30th, April 13th and 27th, and May 11th.

The members of the Instructional Leadership Team, under the direction of Mr. Gary Johnson, Principal, will be monitoring the school improvement plan in order to reevaluate our goals and determine the next course of action needed to ensure compliance with those goals.

Evidence of a Process for Monitoring Plan

Chairs of the SIP Components are responsible for monitoring the progress of their sections. Chairs of each component, in consultation with their committees, will monitor the goals and strategies to determine how much progress has been achieved and if adjustments are needed. Test scores, including End-of-Course, 11th Grade Writing Assessment, and ACT, will be used to determine if strategies have resulted in improved scores.

Written notes of the meetings will be kept and a copy will be given to the administration. The SIP committee will work closely with the administration and teachers to gather information to document that goals and strategies are being implemented.

Evidence of a Process for Adjusting Plan

Adjustments to the School Improvement Plan will be made continuously throughout the year using the feedback from the formative data collected, the feedback from the group members, the school community, and the stakeholders. All of the decisions made will be in the best interest of the students and the school, and will be aligned with the SIP rubric.

Evidence of a Plan for Communicating to All Stakeholders

The SIP will be made available to all stakeholders by posting it on our school webpage. Information will also be available at various school meetings and functions where parents and community members may discuss the plan with the administrators and faculty . Other opportunities for communication include Freshman Orientation, AP Fairs, College Fairs, and Parent-Teachers conferences.

All teachers will receive copies of the report and the report will be discussed in faculty meetings, department meetings, and at in-service activities. Discussions will continue with smaller groups of faculty who are directly involved in specific areas of the curriculum which have specific tests. All teachers will be involved in the implementation of the plan through the teaching of writing in every subject area and by incorporating ACT testing strategies across the curriculum.

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