Ooltewah High School

School Improvement Plan

2008-2009

Tennessee School Improvement Planning Process

(TSIPP)

Assurances

with Signature of Principal

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

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

__________________________________________ ______________________

Signature of Principal Date Signed

Component 1a - School Profile and Collaborative Process

______________________________________________________________________________

1.1: SIP Leadership Team Composition

SIP Leadership Team Member Name	Leader- ship Chair? (Y/N)	Position	Name of Subcommittee(s) (when applicable)
Ed Foster		Principal	All Committees
Frenzica Mann		Change Coach	All Committees
Nancy Van Prooyen		Exemplary Educator	All Committees
Jim Jarvis		Assistant Principal
Stan Robbs		Assistant Principal
Sylvia Hutsell		Assistant Principal
Stephanie Allen		School counselor
Karen Phillips		ESL Teacher
Beverly Hollingsworth		Teacher
Greg Ricketts		Teacher
Paul Dean		Teacher
Terry Haupt		Teacher
Sandra Collins		Teacher
Joel Denton		Teacher
Angie Shumaker		Clerical Assistant
Lori Wade		Community Liaison
Alex Turner		Student
Angela Turner	Yes	Teacher	Component 1A
Ken Buchanan	Co	Teacher	Component 1A
Dianne Kelehear	Yes	Teacher	Component 1B
Melissa Whitener	Co	Teacher	Component 1B
Scott Farley	Co	Teacher	Component 2
Lynda Pickett	Yes	Teacher	Component 2
Kara Seebach	Yes	School Counselor	Component 3
Ronda Lyons	Co	Assistant Principal	Component 3
Jill Ingalls		Parent	Component 3
Susan Bothman	Co	Teacher	Component 4
Jennifer Agan	Yes	Teacher	Component 4
Ann Rox	Yes	Teacher	Component 5
Jim Veenstra	Co	Teacher	Component 5

Component 1a - School Profile and Collaborative Process

_____________________________________________________________________________________________

1.2: Subcommittee Formation and Operation

Subcommittee for COMPONENT 1a School Profile and Collaborative Process
Member Name	Position	Chair
Angie Turner	Teacher	Co-Chair
Ken Buchanan	Teacher	Co-Chair
Matt Henson	Teacher
Kirsten Legac	Teacher
Robert Rogers	Teacher
Jon Massey	Teacher
Mike McCullough	Teacher
Charles Murray	Teacher
Norma Nelson	Teacher
Tom Peck	Teacher
Wendell Weathers	Teacher
Geraldine Winburn	Teacher
Sherri Wright	Teacher
Jackie Myers	Teacher
Ann Chilcoat	Teacher
Jim Jarvis	Assistant Principal
Nancy Graves	Secretary
Rob Boyle	Head Custodian
Steve Ray	Community – Steve Ray’s Midnite Oil and Golf Carts – wner
Barbara Williams	Parent
Killian Algood	Student

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

Subcommittee for COMPONENT 1b School Profile and Collaborative Process
Member Name	Position	Chair
Dianne Kelehear	Teacher	Co-Chair
Melissa Whitener	Teacher	Co-Chair
Heidi Moses	Teacher
Judy Mathis	Teacher
Robbi Moorhouse	Teacher
Libby Claborn	Teacher
Mary Kay Ohnemus	Teacher
Frankie Possien	School Counselor
Sherry Shaver	Teacher
Mark Smith	Teacher
Mike Eaves	Teacher
Laura Wood	Teacher
Grey Briggs	Teacher
Felice Hadden	Teacher
Duane Lemon	Teacher
Murray Rice	Teacher
Barbara Simms	Teacher
Heather McIntyre	Teacher
Marcia Kelley	Speech/Language Therapist
Lori Bledsoe	Office Clerk
Penny Bean	Registrar
David Graves	Community – Ooltewah United Methodist Church – Minister
Cathy Durham	Parent
Kolade Ladapo	Student

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

Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name	Position	Chair
Lynda Pickett	Teacher	Co-Chair
Scott Farley	Teacher	Co-Chair
Kathy Ingle	Teacher
Kristen Wiriam	Teacher
Kim Blackaby	School Counselor
Richard Henderson	Teacher
Cathondra Elliott	School Counselor
Greg Ricketts	Teacher
William Wilson	Teacher
Beverly Hollingsworth	Teacher
Renee Hunt	Teacher
Greg Ricketts	Teacher
Wendy Smith	Teacher
Anita Sandusky	Teacher
Sandy Hughes	Teacher
Melissa Sloan	Teacher
Joy Wooden	Librarian
Sheila Leopper	Educational Asst
Desiree Smith	Office Clerk
Todd Armour	Community – Owner of Sunshine Lube
Gwen Davis	Parent
Jake Young	Student

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

Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness
Member Name	Position	Chair
Kara Seebach	School Counselor	Co-Chair
Ronda Lyons	Assistant Principal	Co-Chair
Rick Adolph	Teacher
Chris Baker	Teacher
Ron Cates	Teacher
Kathy Behling	Teacher
Brenda Coe	Teacher
Sandra Collins	Teacher
Elaine Peigen	Teacher
Marla Combs	Teacher
Judy Hernandez	Teacher
David Gamble	Teacher
Caroline Owens	Teacher
Kim Cooper	Teacher
Roy Curtis	Teacher
Adina Bush	Teacher
Tracy James	Bookkeeper
Jill Ingalls	Parent
Jordan Bean	Student

Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO
Subcommittee 3 Chair Signature

Subcommittee for COMPONENT 4 Action Plan Development
Member Name	Position	Chair
Susan Bothman	Teacher	Co-Chair
Jennifer Agan	Teacher	Co-Chair
Kendra Bell	Teacher
Rose Fuller	Teacher
David Hale	Teacher
Terry Haupt	Teacher
Scott Kelley	Teacher
Brandi Adam	Teacher
Benny Monroe	Teacher
Lance Myhan	Teacher
Joy Miller	Teacher
Karen Phillips	Teacher
Gary Pickering	Teacher
Karen Reed	Teacher
Casey Jackson	Teacher
Kelly Peterson	Teacher
Mary Pitts	Teacher
Dr. Roger Blough	Teacher
Sylvia Hutsell	Assistant Principal
Linda Smith	Cafeteria Manager
Kim Conner	Parent
Jasmine Hooten	Student

Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO
Subcommittee 4 Chair Signature

Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name	Position	Chair
Ann Rox	Librarian	Co-Chair
Jim Veenstra	Teacher	Co-Chair
Risa King	Teacher
Jesse Nayadley	Teacher
Donnie Mullins	Teacher
Janet McElroy	Teacher
Andrea McGuirt	Teacher
Beth Clavin	Teacher
Laura Cline	Teacher
Pat Coggin	Teacher
Al Conrad	Teacher
Betsy Gentry	Teacher
Joel Denton	Teacher
Ted Gatewood	Teacher
Doug Greene	Teacher
Jason Hamrick	Teacher
Paul Dean	Teacher
Carrie Cook	Teacher
Debbie Bates	Teacher
Debbie Blassingame	Teacher
Kristi Jo Barker	Teacher
Teresa Wilhoite	Teacher
Deb Foland	Parent
Bonnie Feek	Student

Component 5 Subcommittee has met to address critical components of the SIP and minutes are on file.	YES	NO
Subcommittee 5 Chair Signature

Component 1a - School Profile and Collaborative Process

1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

______________________________________________________________________________

1.3.1: Data Sources

Data Source

Relevant Findings

Survey of Stakeholders

· The results of a survey administered in the spring of 2007, show--students' concern of a clean, safe, and healthy environment, appropriate class size, and faculty's concern that the school facility is not adequate to support the curriculum--are directly related to the large student enrollment. Twenty-five teachers do not have classrooms and float among rooms, even buildings, every period. Directed Studies classes meet in the commons and gyms. All of these concerns should be improved with the opening of the new East Brainerd/Apison Middle High School in the fall of 2009. · There was a large disparity of the perceptions of teachers and students/parents regarding the amount of resources available for learning. · The last area of concern is communication between teachers and parents. Even though 72.6% of parents agree that they feel free to contact teachers or administrators, only 46.1% of parents feel adequate communication exists between teachers and parents. In addition, 50% of the community responding to the survey felt that they receive adequate information about the school's programs, curriculum, and mission. · The results indicate that the perceptions of all stakeholders, consisting of teachers, parents, and community members are very similar, and all results are positive regarding the educational program and results. · The overall community results are mostly positive and also show a link with the continual growth of the Ooltewah area--both residential and commercial.

1.3.2: School and Community Data

Narrative and analysis of relevant school and community factors:

School Characteristics

Historical Background

The James County High School, later to be known as Ooltewah High School, was built in 1910 at a cost of $10,000. It was considered a model high school in its time and began with six classrooms, each with an adjoining cloakroom, and an auditorium with a seating capacity of 250.

School opened for the first year in September 1910 with a teacher, a principal and 16 students. The first graduating class was the class of 1912. There were four students in this class. The high school board completed a dormitory for care of boarding students for the 1912-13 school year. Eighteen students and two teachers lived in the dorm, and enrollment was up to 55 students. James County was abolished in 1919 through a referendum ordered because of the county's financial difficulties. When James County was then annexed into Hamilton County in 1920, Ooltewah High School became a part of Hamilton County.

Facilities

The current site was constructed in 1975 and consisted of 32 classrooms, a commons/cafeteria area with the administrative and guidance offices, a gym with three classrooms and locker rooms, library and theater. Many major renovations have occurred since 1975, and now the campus includes 65 classrooms, an administrative and guidance department complex, three teacher workrooms, an expanded cafeteria/commons area, band room with office space, conference room, library, four math labs, theater, two gyms with dressing rooms, two science laboratories, JROTC facilities including a rappel tower and obstacle course, two special education offices, yearbook/newspaper room, athletic offices, track, football, softball, and baseball fields, soccer and football practice fields, two weight training rooms, and tennis courts.

Environmental and Safety Conditions

Addressing the belief that a safe school environment is essential for all students and staff, Ooltewah High School is proactive in providing a positive atmosphere where teachers can teach and students can learn. Many factors help to provide a safe school environment, including a uniform dress code, one school resource officer, locking outside doors, monitoring outside entrances, two-way radio communication, adding security at extracurricular activities, fire/tornado/intruder safety drills, classroom/laboratory safety procedures, and training of staff and students to recognize and report any unsafe situation they may observe.

Length of School Year

180 student days -- August 12, 2008 through May 27, 2009

Length of School Day

7 hours -- 7:15 a.m. - 2:15 p.m.

The school day consists of four 90-minute block classes three days a week, and four 80-minute block classes and a Directed Studies Period for literacy, advisement, club and organization meetings, remediation or enrichment.

Operating Budget Distribution Equity

Revenue for operating expenses for Ooltewah High School comes from a variety of sources, including fund allocations from the Hamilton County Department of Education, instructional fees paid by the students, vending machine commissions, and interest collected on bank accounts. These funds cover expenditures for day-to-day operation of the school. A one-time Gates Foundation grant was designated to pay the salary and benefits of a half-time Numeracy Coach. The re-calculation of the Basic Education Program formula (BEP 2.0) provided funds to pay the salary and benefits of a full-time Change Coach, a part-time College Access Advisor, and a full-time Graduation Coach.

Per Pupil Expenditures

ADM $7,444 -- according to the 2008-2009 Hamilton County Department of Education Budget

Funding Breakdown

Local % 55.6%

State % 31.2%

Federal % 13.2%

Curriculum Offerings

The Class of 2009 is under the requirements of the Hamilton County Single-Path guidelines which include the same core academic requirements for all students. In addition, all students must declare a major consisting of courses beyond the core requirements. A total of 28 credits and a senior project are required for graduation.

Career and Technical Education. This department offers students unique and diverse elective options. Several courses are designed to introduce the student to industry standards in the areas of software programs and personal computing. Computers are available for student use in all Career and Technical Education (C&TE) classes. Students are encouraged to participate in student organizations such as Distributive Education Clubs of America (DECA), Future Business Leaders of America (FBLA), Family Career and Community Leaders of America (FCCLA), and Skills USA. Regional, state and international competition exists among all club chapters. Career and technical educators regularly attend workshops and conferences relating to their specific discipline. Community businesses play an important role by helping instructors and students stay aware of industry standards and expectations through career counseling and job exposure. The Career and Technical Education Department has secured several Tech Prep Agreements with Chattanooga State Technical Community College.

School Counseling. Five school counselors (one for each grade level with one designated specifically for students labeled as “at risk”), a full-time registrar, and a part-time College Access Advisor comprise the Counseling Department.  The primary goal of the department is to promote students’ academic, personal/social and career development through a proactive and collaborative school counseling program.  To that end, school counselors at Ooltewah High School have a variety of responsibilities, including, but not limited to:

· Counseling and advising students

· Monitoring student progress to ensure academic success

· Working with the registrar to maintain accurate student records (cumulative file)

· Collaborating with administrators, teachers, parents and outside service providers

· Facilitating community-sponsored events for students

· Attending Teacher Professional Development (TPD) on a regular basis.

Additionally, through partnership with the College Access Center, the College Access Advisor assists students with the college search process.  The College Access Advisor helps students conduct career and college research and provides assistance with college applications, financial aid applications, and scholarships.

English. Comprised of 12 teachers, the English/Language Arts Department offers courses for the general curriculum as well as college bound. Advanced Placement English Literature extends two terms with two credits possible for seniors. Juniors take AP English Language and composition. Both courses extend the entire year and are expected to be taken in sequence. Students who pass the College Board AP Exam in May receive college credit at most universities. A strong focus on the development of writing skills promotes the use of higher-order thinking skills. Students are encouraged to compete in a wide range of extra-curricular language arts activities including: The Brock Candy Company Poetry Contest, the Volunteer Electric Co-op Essay Contest, Young Southern Writers Contest, and others. The English Department has achieved exemplary End-of-Course/Gateway scores, in addition to excellent TCAP writing scores. Most classes require outside reading, and all have a research project component.

ESOL. Ooltewah High has an English-for-Speakers-of-Other-Languages (ESOL) teacher who provides services for 17 students until they are proficient enough for the regular classroom. Proficiency is determined by a state test, the ELDA. This teacher assists 14 additional students who use English as a second language.

Exceptional Education. This program serves 317 students. Programs offered during the 2008-2009 school year include inclusion, gifted, and a Pre-Inclusion Center. The program is staffed by six full-time inclusion teachers, two full-time pre-inclusion teachers, two full-time gifted education teachers, two educational assistants, one part-time educational diagnostician, one part-time speech/language therapist, one full-time vision specialist, one part-time mobility instructor, and one full-time Gateway Coach who is special education certified.

Fine Arts. Composed of seven teachers, the Fine Arts Department has a diverse course selection. Classes include Varsity Band, Varsity Choir, General Music, Theater Arts I-III, and Art I-IV. Students are provided the opportunity to participate in clinics, art shows and exhibits, small chamber ensembles, and theater productions. Student talents are often showcased in community and nationally-sponsored competitions and events. The choirs have received high honors in statewide and local competition. Students audition and attend All-East Tennessee and All-State Tennessee choirs each year. The band has consistently placed in the top 20 at the Bands of America Grand National Championships, including four top III class placements. Other honors include: four Region Band of America Class Championships, two appearances at the Sugar Bowl in New Orleans, and being selected to perform in the prestigious Macy’s Thanksgiving Day Parade in 2007. The Ooltewah Symphonic Band has received superior ratings at the East Tennessee School Band and Orchestra Association for eight consecutive years and has been invited to the Tennessee Music Education Associations State Concert Festival in 2005, 2006, and 2007. Performing for two sitting U.S. presidents, a vice-president, two U.S. senators, and two governors, the band has not only provided students with the opportunity to develop leadership, experience teamwork, learn time management and responsibility and strong work ethics, but it has also brought the love and enjoyment of all types and styles of music to others.

Foreign Language. One French, one German, and five Spanish teachers comprise the Foreign Language Department. All three languages are available through four levels of credit. The department uses a portable computer lab for long distance language sharing and software programs, a portable multi-media center with computer, VCR, DVD and display monitor. Department members are active on system-wide committees for choosing textbooks, in mentoring beginning teachers and in developing teaching strategies through travel, seminars, and continuing education.

JROTC. The program is led by three instructors and continues to achieve success at the highest level. The Army’s annual inspection of The Owl Battalion resulted in the award of Honor Unit with Distinction for the 10th consecutive year. JROTC is the largest and most diverse program in the school and routinely has many of the school's top achievers. Two graduates from the class of 2006 received Army ROTC scholarships, and the class of 2006 also had one appointment to the West Point Military Academy.

Library. The library has over 16,000 books, 25 magazine subscriptions, over 700 videotapes, laser disks and DVDs, and several computer software programs. There are 28 computers with Internet access and Microsoft Office software available for student and faculty use. A copier is also available. Channel One can be broadcast daily. There are two full-time certified librarians.

Mathematics. This department consists of one half-time and 13 full-time faculty members of whom 48% hold a master’s degree or higher. The department offers a complete college-preparatory sequence including Statistics, Algebra I through Calculus, Honors Geometry, Honors Pre-Calculus, and Honors Algebra II. Students have the opportunity to pursue college-level mathematics credit, including dual enrollment programs and Advanced Placement examinations. As well, students may participate in the Engineering Academy which includes Algebra II and Pre-Calculus with an emphasis on engineering applications. Ooltewah High School has four mathematics computer labs, each equipped with 36 computers, an overhead projector, a light box, and a wireless Think Pad®. Graphing calculators are used extensively in the upper level courses. Math department members frequently attend conferences and workshops in an effort to keep abreast of the latest technology and teaching techniques. In addition, the department is involved in the development of curriculum and the selection of textbooks. The Numeracy Coach serves in this capacity and as Math department Chair.

Physical Education. This department consists of nine faculty members, with the majority holding master's degrees. The department offers all aspects of physical education classes including Wellness, which is required by the State of Tennessee. The students also have the opportunity to take aerobics, weight training, or physical education. The school has a new gymnasium with a seating capacity of 1,900. The gym floor allows two full-court basketball games to be played side by side at the same time. The old gym is used for Wellness and Physical Education classes. Ooltewah High School has one weight room. Outdoor facilities are also available. The track is used almost daily, weather permitting; the football field is used for flag football and soccer; the tennis courts are used by students, as well as the new softball field, which was completed in 2005; and a new soccer practice field was completed during the summer of 2007. The baseball field, which is undergoing renovations, and the football practice field are also used for physical education classes.

Science. Ooltewah High School’s Science Department has 11 teachers. Approximately 90% have master’s degrees, or higher. Members, have in the past few years, participated in the development of science course descriptions, course sequencing, and, most recently, in the development of standards, curricula, and assessment methods for honors courses. Members of the Science Department regularly attend workshops and share information with others in the department. Since members of the department share a common lunch period, most members are able to meet daily, providing an opportunity for exceptional communication among members. The Science Department offers a variety of courses in the life sciences and the physical sciences, ranging from introductory courses (Physical Science and Environmental Science) to intermediate level core courses (Biology, and Chemistry) to advanced level elective courses (Anatomy and Physiology, AP Physics, and Honors Chemistry II). In addition, large numbers of students have completed a course in Aquatic Biology. Geology and Astronomy have been taught when the number of students registering for the course was sufficient. Members of the department align course content with state standards and with standards adopted by the Hamilton County Department of Education. The department places great emphasis on hands-on-learning by providing laboratory experiences in each course. At least one additional lab is needed to accommodate the increased enrollment in required and elective science classes.

Social Studies. The 13 faculty members of this department focus on a variety of social studies disciplines that include World Geography, World History, AP European History, American History, AP U.S. History, U.S Government, Economics, and electives in Contemporary Issues, Psychology, Sociology, and Old and New Testament Bible History. Also included in the curriculum is a course in American Studies, an interdisciplinary course featuring a blending of American History and American Literature. This course is currently team taught, runs for the entire year, and carries two credits. Other interdisciplinary courses--World Cultures and World Studies (joint English/Geography and joint English/World History)--are offered to ninth and tenth grade students. Some 9th grade social studies classes are taught on an A/B schedule. These classes meet every other day for the entire school year. All students are required to earn three credits in social studies, but many are encouraged to complete four, including Geography and World History. All juniors are required to complete American History and pass the end-of-course exam that accompanies the class. All seniors are required to complete Economics and U.S. Government. Considerable use is made of audio/visual materials, computer technology, and outside speakers.

Academic Honors Classes Advanced Placement Classes

Advanced Study Skills Calculus

Algebra II English Language & Composition

Algebra II – Engineering English Literature & Composition

American Studies/English 11 European History

American Studies/U.S. History Physics

Biology Studio Art

Calculus United States History

Chemistry I

Chemistry II Dual Enrollment

College Bound Calculus

Creative Expression Composition II - Literature

English 9, 10, 11 Composition I - Writing

Geometry Fundamentals of Public Speaking

Human Anatomy and Physiology Music Appreciation

Mentoring Personal Computing

Pre-Calculus Pre-Calculus

Statistics Psychology

U.S. Government Sociology

World Cultures/English 9 World Civilization 1 & 2

World Cultures/World History

World Studies/English 10

World Studies/World Geography

Unique Programs

Owl Camp. Recognizing the importance of addressing the change from the middle school environment to a high school environment, this program is designed to facilitate a smooth transition for students entering the ninth grade. The camp, which is organized and facilitated by teachers and student leaders, targets basic science reasoning, history, math and English skills; provides remediation in the areas of math and literacy; and engenders social acclimation (leadership games, scavenger hunts, etc.). The Owl Camp takes place during the summer before students enter ninth grade. This allows students to become acquainted with the school campus. The goal is to encourage all students to become familiar with the school and the opportunities afforded—academic and social—before school begins in the fall.

Freshman Academy. This academy was also developed to ease the transition from middle school to high school. It was created around the concept of a small learning community: a school-within-a-school organized around interdisciplinary teams of English, math, science, and social studies who share a specific area of the school building. The Freshman Academy teachers are teamed up in what is called the N.E.S.T. (Ninth-grade Empowerment Support Team). This support team takes the entire Freshman Academy and divides it into groups that are monitored throughout the year. The N.E.S.T. gives each student a personalized educational experience.

Engineering Academy. This academy is for students who are interested in pursuing a career in any engineering field. It prepares students to become creative problem solvers through a rigorous specialized curriculum emphasizing the interconnections among mathematics, humanities, technology, and science courses.

Intensive Care Literacy. Some of the many initiatives in place to improve literacy include:

· Eighth graders are tested and evaluated on the basis of their reading comprehension and vocabulary skills. The students are tested again at the end of the year and rewarded for their hard work and progress. This is an ongoing program with new students tested each year.

· Ninth grade teachers attend literacy-specific workshops and return and share the information with their teams and academies

· Some TPD days are devoted to educating the entire faculty on a variety of literacy strategies that can be used across the curriculum

· Students that are identified as struggling readers are placed in a special literacy class that is a year-long intensive English 9 class.

Student Characteristics

Grade Distribution Enrollment Data

9th 575 1,913 Total Students in Grades 9-12

10th 468

11th 481

12th 389

Total Enrollment: 1,913

Exceptional Education Population

Grade	Inclusion	Pre-Inclusion	Gifted	Male	Female
9	52	1	46	76	32
10	26	0	35	36	30
11	33	0	39	36	41
12	25	1	33	33	31
TOTAL	136	2	168	181	134

(The pre-inclusion student number went from 18 last year to 2 this year due to a change in graduation requirements in Hamilton County to ensure compliance with the tenets of NCLB.)

ESOL Population

Grade	English Lang Learner (ELL)	Non-English Lang (NELB)	Transitional 1	Transitional 2	Grand Total
9	4	12	2	1	19
10	7	6	0	4	17
11	3	4	1	2	10
12	3	7	1	3	14
Grand Total	17	29	4	10	60

Free and Reduced Lunch Information

Grade	Free Lunch	Full Pay	Reduced	Grand Total
9	151	401	23	575
10	112	330	26	468
11	102	357	22	481
12	79	294	16	389
Grand Total	444	1382	87	1913

Minority Population

As of 9/17/08	African-American	Asian	Hispanic	Native American	Pacific Islander	Minority Grand Total
Total	346	69	128	6	2	551

Drug, Alcohol, or Tobacco Incidents or Arrests (August 2007 – May 2008)

· Drug: 22

· Alcohol: 2

· Tobacco: 27

Student Organizations. Academic-oriented clubs include the Beta Club, National Honor Society, Omega Society, French and Spanish Clubs. Spirit groups are Hooter Huddle and Diamond Darlings. Tri-Alpha and Student Council are two leadership organizations. Special-interest groups include the Fellowship of Christian Athletes, Chess, Poetry, Elevate Outdoor, Voyages (student literary magazine), Mock Trial, Model UN, Film Club, Youth Legislature, Key Club, Choir and Drama. Career and Technical student organizations at Ooltewah High School are DECA, FBLA, FCCLA, and Skills USA.

Staff Characteristics

Administration, Faculty, and Staff Demographics

	Caucasian	African-American	Hispanic	Total
Males	42	1	0	43
Females	76	5	2	83
Total	118	6	2	126

Years of Experience of Faculty and Administration

1-10 Years 36%

11-20 Years 23%

21 or More Years 33%

Percentage of Faculty and Administration Who Hold Advanced Degrees

Master's degree 57.14%

Master's + 45 hrs 3.17%

Ed.S. 1.59%

Ph.D. 0.80%

Total 62.70% of the faculty have advanced degrees

Percentage of Faculty Teaching Courses Outside Their Areas of Certification

4% -- All 5 teachers have the appropriate permit and are working towards certification.

Parent/Guardian Demographics

(500 parent surveys mailed - 135 returned in the Spring of 2007) Due to the size of the sample, demographics from the last U.S. Census are listed in addition to the data from the parent surveys.
	Census	Returned Parent Surveys	Student Demographics
ETHNICITY
Caucasian	85.3%	85.0%	73.7%
African-American	9.6%	7.6%	17.9%
Hispanic	2.6%	0.9%	4.7%
Asian	2.2%	0.0%	3.3%
Other	0.3%	6.5%	0.7%
MARITAL STATUS	61.4%	82.5% two - parent households
LEVEL OF EDUCATION % of the population 25 years or over
High School Diploma or higher	86.2%	100.0%
Bachelor's Degree or higher	30.9%	69.6%
EMPLOYMENT RATE - % of population 16 years and over	68.1%	Not part of parent survey
INCOME LEVEL
Average Household Income	$57,902
< $18,000		2.7%
$18,000 - $40,000		8.8%
$40,000 - $80,000		36.3%
> $80,000		52.2%

Parental Support

The Parent Teacher Student Association (PTSA) is involved in many facets of day-to-day activities. The PTSA is called upon to assist with special programs, such as the Fall and Spring Open Houses, the Talent Show, the ninth grade "Reality Check" (real life skills application), and the College and Career Fair held each fall. Volunteers provide manpower and refreshments for these programs. The hospitality committee also provides wonderful meals several times a year for the faculty. The PTSA fundraising efforts include membership, talent show profits, and donations for "Funds for Excellence." With these funds, the PTSA provides two college scholarships. In the recent past, the PTSA refurbished the teacher workroom and purchased a mobile wireless lab that can be used all over the campus.

The OHS Band Boosters, Inc. is a federally recognized 501(C)(3) Non-Profit which raises over 95% of the band budget. It provides costumes and flags for the marching band, assists in transportation to contests, and builds and transports props used in band presentations.  The Band Boosters are constantly working to refurbish, refit, and maintain the band's equipment trailer to ensure it can accommodate the entire band's equipment when traveling. Many parents work with their respective places of employment to receive matching funds which are donated to the band. The band parents’ support is essential for all the band accomplishments.

The JROTC program has always had a significant involvement and contribution from its parents. The program's Booster Club has been instrumental in automation/information technology updates as well as contributing funds and manpower to major construction projects. The JROTC Boosters play a major role in the continued success and growth of one of the strongest JROTC programs in the Hamilton County School System.

The Ooltewah Softball Booster Club was created to support the sport of softball in the Ooltewah area. Parental support is evident in many ways. Fundraisers conducted by the parents have generated funds to provide uniforms, travel expenses, and other items required to run a quality program. The organization works on the field and stadium 12 months a year. A concession stand that includes bathrooms, press box, and a dressing room, was constructed by F & H Construction and finished by the Booster Club.

Parental support of the baseball program is evident in several ways. Fundraisers conducted by the Booster Club have generated funds to provide uniforms, baseballs, and equipment needed for a successful program. In addition, the Diamond Club, an organization of parents, has an on-going program of stadium and field maintenance. Restrooms have been constructed at the baseball field; new dugouts were built with storage space for mowers, weed eaters, and tools; two new batting cages were constructed for practice purposes, and the concession stand has been enlarged to give more room for workers to provide better service. Plans for a 9,200 square-foot baseball building include a coach's office, storage room, locker room, showers, restrooms, hitting cages, and pitching areas.

In addition, parent Booster Clubs for cross country, wrestling, football, girls and boys soccer, and the cheer and dance squads support their programs by working concession stands, maintaining and preparing the fields, and providing transportation and food for the players.

Many individual parents support the school by donating their time, materials, and/or cash to Beta Club, Foreign Language Carnival Banquet, Drama Club, Diamond Darlings, Counseling Department, and to maintaining yearbook and newspaper technology. The Mother’s Prayer Group meets weekly and offers spiritual and material support to the faculty.

Community Characteristics

(The database includes the Ooltewah, Collegedale, Apison, and East Brainerd areas.)

Size of Community

73,668 residents

Demographic Breakdown of the Populous

Ethnicity:

Caucasian	African-American	Hispanic	Asian	Other	Total
85.3 %	9.6%	2.6%	2.2%	0.3%	100.0%

Gender:

Males	48.5%
Females	51.5%

Median Age: 36.6 years

Education:

(% of the population 25 yrs and over)

High School Diploma or Higher	86.2%
Bachelor's Degree or Higher	30.9%

Employed:

(% of the population 16 yrs and over) 68.0%

Average Income or Economic Level

Median Family Income: $57,902

Number of Private Schools in the Area

16 private secondary schools in Hamilton County

5 private high schools in the Ooltewah High School zone

School-Business Partnerships

The following businesses have supported OHS by providing materials, services, labor, equipment, products, presentations and/or money to many different programs.

Belk Bi-Lo

Bojangles Chattanooga Chamber of Commerce

Chattanooga State Technical Community Coca Cola

College Collegedale Casework Inc.

Collegedale Chamber of Commerce Dillard’s

Countryside Café Exxon

First Tennessee Bank Grant –Neil Electric

HF Builders Home Depot

Krystal Made-Rite Sandwich Inc. McKee Food Corporation Ooltewah Nursery Landscape & Florist Ooltewah United Methodist Church Sonic Drive-In Steve Ray’s Midnite Oil and Golf Carts Sticky Fingers Sunshine Fast Lube Target Tennessee Valley Federal Credit Union Wal-Mart Wilkins Research Services Zaxby’s

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

1.4: Variety of Academic and Non-Academic Assessment Measures

Academic Data Sources

2007 Tennessee State Report Card

2008 ACT High School Graduating Class Profile

2008 English II Gateway Scores

Gates-MacGinitie Reading Assessment Scores

2008 Graduation Rates

2008 Math Gateway Scores

2008 Reading/Language Plus Writing Scores (English Gateway)

2008 TCAP Writing Assessment

2008 TVAAS School Value Added Reports for Gateway Exams

Non-Academic Data Sources

Attendance Rate

Suspensions and Referrals

Cohort Dropout Rates

Schoolwide survey of participation in extracurricular activities

CTE Articulation

Post-Secondary Placement

1.5: Data Collection and Analysis

Describe the data collection and analysis process used in determining your strengths and needs.

On July 30, 2008, the data component chair and a faction of the school leadership team met with our Assistant Superintendent for Academic Testing, Dr. Kirk Kelly as well as our Zone Superintendent, James Colbert, and gathered information on our total school performance. The data collection committee members then reviewed data available and they determined what additional relevant data should be gathered from other sources for a thorough data collection. Once data covering academic and non-academic measures were collected, committee members reviewed the data and the implications for instruction at Ooltewah High School. Analysis of the data is included in the following sections.

Academic Data Sources

ACT College Readiness

Strengths

Every OHS graduating class since the class of 2004 has consistently scored better than the state average in English, Mathematics, Reading, Biology, Social Science and Composite areas. The OHS graduating class of 2008 was no exception to this trend. Also, each year, more OHS students are taking the ACT.

Needs

An analysis of the ACT College Readiness data for 2008 indicates that 81% of OHS did not meet all college readiness benchmarks. College readiness indicates a 50% chance of obtaining a B or 75% chance of obtaining a C in the corresponding credit-bearing college courses. These numbers reflect the percentage of OHS students not ready for college according to the ACT scores needed to be considered prepared.

An analysis of the 2008 ACT College Readiness Report identifies the following subgroups as critical areas of need. These subgroups are prioritized in order of greatest percentage of students who are not ready for college. Percentages are based on 271 total test takers. Puerto Rican, Cuban, or Hispanic students scored the lowest on the college readiness indicators with 66.7% not ready for college-level English and 90.5% not ready for college-level Math. African-American students were also identified as a sub-group of critical need for college readiness with 54.9% of students not ready for college-level English and 93.0% not ready for college-level Math. Results showed that 41.7% of Mexican-American students were not ready for college-level English and a staggering 100% were not ready for college-level Math. Although the Asian-American/ Pacific Islander students scored only 27.3% not ready for college-level English, a surprising 72.7% were not ready for college-level Math. Caucasian-American students results indicated that 22.5% were not ready for college-level English and 71.9% were not ready for college-level Math.

Math seems to be a stumbling block for both female and male students with 76.9% and 75.1% not prepared for college-level math respectively. Male students also seem to have difficulties with college-level English as well since 38.8% of them were not prepared. Overwhelmingly, college-level math seems to be a problem area across all subgroups.

Gates-MacGinitie Reading Test

Strengths

An analysis of the reading scores from the first year of testing until last Spring of 2008, shows that the average Freshman coming into the Freshman Academy of Ooltewah High School has a reading grade equivalency of at least ninth grade and three months. In the fall of 2005, students averaged a reading level of ninth grade and four months. In the fall of 2006, students averaged a reading grade equivalency of ninth grade and seven months. In the fall of 2007, students averaged a reading grade equivalency of ninth grade and three months. In the fall of 2008, students averaged a reading grade equivalency of ninth grade and nine months.

Needs

Upon closer inspection, it is clear that comprehension seems to be the crux of the problem that lowers student literacy scores each year. Although vocabulary attainment is also assessed on this test, it doesn’t appear to be as great of a problem. However, it is unclear if the improving literacy scores are due to the improved literacy programs at the middle schools or if it is due to the fact that we have used the exact same test since the spring of 2005. It is possible that the increase can be attributed to a combination of both factors.

Graduation Rate

Strengths

An analysis of the data for 2008 shows that our graduation rate is 89.5%.

Needs

An analysis of the data for 2008 shows that 89.5% of Freshmen that entered Ooltewah High School in 2004 graduated within four years and a summer. However, our target goal was a 90% graduation rate to meet NCLB benchmarks. Although this will place us in the category of improving for next year, we must continue to raise this rate as we begin to approach the 100% benchmark for 2014.

Math Gateway

Strengths

An analysis of the 2008 Math Gateway Scores comparing 2008 data to 2007 data identified the following five areas of strength. As a school, we went from 72% of our students scoring either proficient or advanced on the Gateway exam in 2007 to 95% of our students scoring either proficient or advanced on the Gateway exam in 2008. Our Caucasian students improved by 19% taking their scores from 78% in 2007 to 97% in 2008. Our Economically Disadvantaged students improved by 37% taking their scores from 59% in 2007 to 90% in 2008. Our African-American students improved by 37% taking their scores from 52% in 2007 to 89% in 2008. Our Hispanic students improved by 41% taking their scores from 56% in 2007 to 97% in 2008. This data indicated that all of the aforementioned groups were able to meet the requirements of 83% proficiency for AYP attainment.

Needs

An analysis of the 2008 Math Gateway scores comparing 2008 data to 2007 data identified the following subgroups as critical areas of need. Although our Students with Disabilities made the most strides by improving their scores by 60% going from 22% proficient or advanced in 2007 to 82% proficient or advanced in 2008, it was not enough to make the 83% AYP target for these students. This was the only subgroup in which the number of students who attained the status of advanced on their test results actually went down in 2008 versus 2007. The African-American students had the lowest percentage of students to attain an advanced status on the test results.

TVAAS (Value Added) Math Gateway scores revealed non-detectable different student progress as compared to the average school in the state. Our three year average produced a negative school effect of -11 points for each student in our math classes, falling short of the predicted three year average (515.2) by 12.4 points (502.8).

Reading/Language Plus Writing Scores (English Gateway)

Strengths

An analysis of the 2008 English Gateway results provides a few strengths. As a school, we maintained our score of 95% of our students scoring either advanced or proficient. Specific subgroups: Caucasian students, Native American students, and Asian Pacific Islander students actually made the cutoff of 93% for AYP goal attainment.

Needs

An analysis of the 2007 and 2008 English Gateway results indicated quite a few issues. Although as a school, we met AYP, specific subgroups did not. Our Hispanic students as a subgroup actually dropped from 93% scoring either proficient or advanced in 2007 to 90% in 2008. Our African-American students as a subgroup also dropped from 92% scoring either proficient or advanced in 2007 to 90% in 2008. Our students with Limited English Proficiency dropped from 88% scoring either proficient or advanced in 2007 to 80% in 2008. Although the Students who are Economically Disadvantaged did not lose any ground in their scores (90% both years), they still do not meet the cutoff of 93% for AYP attainment. While our Students with Disabilities made marked gains in their scores going from 59% scoring proficient or advanced in 2007 to 83% in 2008, it was still not enough to make the AYP goal of 93%.

TVAAS (Value Added) English II Gateway scores revealed negative student progress as compared to the average school in the state. Our three year average also produced a negative school effect of -3.5 points for each student in our English classes, falling short of the predicted three year average (538.0) by 3.7 points (534.3).

TCAP Writing Assessment

Strengths

An analysis of the 2008 TCAP Writing Assessment scores indicates that 87.7% of OHS students scored 4 or better. More specifically, 62.6% of them scored a 4 to attain proficient, while 25.1% scored either a 5 or a 6 to attain advanced.

Needs

While the proficiency rate of 87.7% is good, when the writing score was blended with our English II Gateway scores for the Tennessee State Report card, the writing scores actually brought down our overall score for the Reading/Language plus Writing section. In fact, when looking just at the students who failed to earn at least a 4 on the writing assessment some startling facts begin to appear. Of the forty-eight students who failed out of a total of 390 students who took the assessment, 45.8% of them were Economically Disadvantaged students. Of the students who failed our African-American students made up 41.67% of the total. Our male students appear as a subgroup that needs writing interventions as 60.42% of the failures were males.

Non-Academic Data Sources

Attendance Rate

Strengths

The Tennessee state goal for 2007 – 2008 student attendance was 93%. Ooltewah High School’s attendance rate was 92.6%. Students in grades 10 through 12 all either met or exceeded the state goal.

Needs

OHS needs to meet or exceed the Tennessee state goal of 93% for attendance. Our ninth grade students have the lowest attendance rate at 90.8%

Suspensions and Discipline Referrals

Strengths

There were no American Indian or Pacific Islander students suspended in the 2007-2008 school year.

Needs

Our 2007 - 2008 data indicates that a total of 713 discipline referrals were handled by the administrative staff. However, all of those referrals were written for only 376 students or 19.7% of the total school population. Of that total number of referrals, 49.1% or 350 resulted in a suspension. Also of the total of 713 referrals, only 82 students actually account for the vast majority of them by attaining at least 3 referrals each. African-American students comprised 30.6% of all suspensions. Asian-American students comprised 2% of all suspensions. Hispanic students accounted for 4.6% of all suspensions. Caucasian students accounted for 62.9% of all suspensions. When the data is further analyzed, it is clearly seen that males are suspended more than females by a little better than 2.5 to 1.

Cohort Dropout Rate

Strengths

Out of a graduating class of 382 in 2008, 35 students dropped out. No American Indian or Asian Pacific Islander students dropped out.

Needs

Upon closer inspection of the data, some astounding facts begin to appear. Of the 35 students that dropped out 20 of them were Caucasian males.

Extracurricular Involvement

Strengths

Ooltewah High School has over 20 different active organizations that range from service clubs like the Future Business Leaders of America (FBLA) to interest clubs such as the Ooltewah Theatre Company.

Needs

An analysis of a survey of extra curricular involvement administered this fall, revealed that there has historically been a lack in the minority group and male representation in school organizations. This year, data indicates that there has been an increase in males and African Americans and other minorities in service clubs and social organizations. The numbers of males and females in these clubs are equal. Teachers are encouraging students to become more involved within the school. Clubs and organizations are seeking to recruit new members through displays, announcements, and information tables at lunch as well as during the organization fair.

CTE Articulation

Strengths

Although there is an under-representation of minority students, all of the minority Seniors in the 2006 – 2007 school year graduated on time that were enrolled in CTE classes including African-American, Asian, and Hispanic students.

Needs

There needs to be more minorities enrolled in CTE classes, specifically students with Limited English Proficiency. Currently, they only account for a small proportion of the overall number of students (3.73%). Asian/Pacific Islander students only account for 4.14% of the total and Hispanic students only account for 4.01% of the total. As data was being analyzed, it appears that Students with Disabilities that are enrolled in CTE classes (75%) have a low rate of on-time graduation.

Post-Graduation Placement

Strengths

The graduating class of 2008 with 382 students, 314 of them continued their education in either a two-year or four-year university. There were 218 scholarship recipients.

Needs

Due to the reduction of vocational classes at OHS, an alternative program to serve the needs of the other 68 students who did not go on to further their education should be addressed. A recent acquisition of the Volkswagen assembly plant by Hamilton County will provide many jobs and opportunities that will require vocational skills and training.

1.6: Report Card Data Disaggregation

Report Card Data Disaggregation

Due to the fact that our School Improvement Plan is due before the new state report card is made available in November of 2008, we opted to use the 2007 report card. We analyzed the data from the past three years and did not see any consistent patterns. One year showed gains, the next year a decrease, and the 3rd year showed no significant changes. We did not have enough students who have Limited English Proficiency to form a subgroup.

Strengths

We compared proficiency rates for Math Gateway for 2007 to proficiency rates for the state in 2007. When compared to the state percentages for the category of proficient, we exceeded them in the following areas: 41% of Caucasian students scored proficient compared to 33% for the state; 45% of Limited English Proficiency scored proficient while 38% scored proficient for the state.

We compared proficiency rates for Reading/Language plus Writing for 2007 to proficiency rates for the state in 2007. In the advanced category, we exceeded the state in all subgroups: 56% African Americans compared to 45% for the state; 83% Asian/Pacific Islanders compared to 69% for the state; 54% Hispanics compared to 51% for the state; 73% Caucasians compared to 66% for the state; 56% Economically Disadvantaged compared to 48% for the state; 33% Students with Disabilities compared to 24% for the state; and 50% Limited English Proficient compared to 38% for the state. In the proficient category, we scored higher than the state in two subgroups: 39% of Hispanics scored proficient compared to 35% for the state; and 50% of Limited English Proficient scored proficient compared to 44% for the state. In the below proficient category, 8% of African Americans scored below proficient compared to 14% of the state; 3% Asian/Pacific Islanders compared to 8% for the state; 7% of Hispanics scored below proficient compared to 14% for the state; 4% of Caucasians scored below proficient compared to 7 % for the state; 10% of Economically Disadvantaged scored below proficient compared to 14% of the state; and 12% Limited English Proficient compared to 30% for the state.

Needs

We compared proficiency rates for Math Gateway for 2007 to proficiency rates for the state in 2007. We found the following areas that need to be strengthened. In the below proficient category, African Americans scores 48% below proficient compared to 29% for the state. 44% of Hispanics scored below proficient compared to 18% for the state. 22% Caucasians scored below proficient compared to 11% for the state. 41% of Economically Disadvantaged scored below proficient compared to 24% of the state; 78% of Students with Disabilities scored below proficient compared to 44% of the state; and 46% of Limited English Proficient scored below proficient compared to 30% for the state. The following areas need to be strengthened in the proficient categories: 25% of Hispanics scored proficient while 39% scored proficient at the state; 37% of Economically Disadvantaged scored proficient while 41% scored proficient at the state; Students with Disabilities scored 20% proficient compared to 36% at the state level; African Americans were exactly the same as the state at 43% scoring proficient. In the advanced category, a lower percentage than the state was scored in all subgroups.

We compared proficiency rates for Reading/Language plus Writing for 2007. In the below proficient category, 41% of Students with Disabilities scored below proficient compared to 34% for the state. In the proficient category, 36% of African Americans scored proficient compared to 41% for the state; 14% of Asian/Pacific Islanders scored proficient compared to 23% for the state; 23% of Caucasians were proficient compared to 27% of the state; 34% of Economically Disadvantaged scored proficient compared to 38% for the state; and 26% Students with Disabilities scored proficient compared to 42% for the state.

Gender

On the Algebra I Gateway exam, more females attained advanced and proficient scores than males. More males attained below proficient scores than females. Our males must become a targeted population to raise these scores.

On the TCAP writing assessment, more females attained scores of 6 (outstanding) and 5 (strong). More males attained scores of 4 (competent) and 3 (limited). Our males must become a targeted population.

Growth Differences between High, Middle, and Low achievers

The Caucasian population has met or exceeded the targets for proficiency each year since 2003 for both the math and reading/language arts tests. The Hispanic population met or exceeded the targets each year since 2003 for the reading/language arts tests. They also exceeded the targets for math each year since 2003 except 2007. In 2007, the Hispanic population missed the target by 19 points. The African-American population exceeded the target each year since 2003. However, in math, this population exceeded the target scores in 2003 and again in 2005. In 2004, 2006, and 2007 the African-American population missed the target score by increasing margins each time. The student with disabilities population has never met the target score for reading/language arts or math since 2003. The Economically Disadvantaged population either met or exceeded the target for reading/language arts every year since 2003. The Economically Disadvantaged population exceeded the target score for math from 2003 until 2005. Between 2006 and 2007, this same population missed the math target by increasing margins. Although the data has missing years, the Limited English Proficiency population has never met the target scores for either math or reading.

______________________________________________________________________________

1.7: Narrative Synthesis of All Data

Narrative Synthesis of Data

Data covering academic and non-academic measures was collected. Committee members reviewed the data and the implications for instruction at Ooltewah High School. A synthesis of the data analysis (strengths and needs) presented in previous sections leads to these conclusions:

Concerning the Math Gateway scores showing negative value-added growth in the three year average, our target subgroup for improvement are Students with Disabilities. Our African-American students must be targeted to improve the number of students that attain the advanced rating. Most of our subgroups showed strength during the 2008 school year including: Limited English proficiency, Hispanic, Economically Disadvantaged, and Caucasian students.

Although the TCAP Writing Assessment Value Added scores indicated steady growth until last year, further evaluation of just the students who failed the assessment shows that our subgroups of Economically Disadvantaged, African-American, and male students would be in greatest need for improvement. Our subgroups that exhibited strength are: Caucasian students, Hispanic students, Asian/Pacific Islander students, and Students with Disabilities as well as our female students.

Concerning the English Gateway scores showing negative value-added growth in the three year average, our target groups for improvement are Hispanic students, students with Limited English Proficiency, African American students, Economically Disadvantaged students, and Students with Disabilities. Our subgroups that exhibited strength are: Caucasian and Asian/Pacific Islander students

In analysis of our ACT College Readiness, 81% of OHS students did not meet all college readiness benchmarks, even though all of our subcategory and composite scores were better than the state.

1.8: Prioritized List of Goal Targets

Prioritized List of Goal Targets

Priority #1 To increase at least by 2% the students graduating in the 2008-2009 school year to 91.5% to meet/exceed the NCLB benchmark of 90%. Toward this goal, targeted support will be given to Caucasian males.

Priority #2 To increase by 2% annually the number of students passing the Tennessee Math Gateway to meet/exceed the 83% NCLB benchmark for 2008-2009. Toward this goal, targeted support will be given to:

· Limited English Proficient

· African American

· Students with Disabilities

· Economically Disadvantaged

Priority #3 To increase by 2% annually the number of students scoring 4 or higher on the TCAP Writing Assessment to address the 93% NCLB benchmark for 2008-2009. Toward this goal, targeted support will be given to:

· African Americans

· Economically Disadvantaged

· Males

Component 2 – Beliefs, Common Mission and Shared Vision

2.1: Beliefs, Common Mission and Shared Vision

Beliefs

The staff members of Ooltewah High School believe that each student is a unique individual who must be challenged to reach his or her own potential. The staff is dedicated to providing the necessary environment to foster the development of that potential. In order to achieve our mission and vision, we, the staff of Ooltewah High School, believe the following:

Learning

· Learning should be meaningful and relevant to all students.

· A high-performing learning culture requires the inclusion of all students and other stakeholders.

· All students should be given the opportunity to learn and to achieve success.

· All students should be responsible for actively participating in the learning process.

· All students should be encouraged to be active participants in the life of the school outside the classroom.

· Learning is a necessary and lifelong process.

Instruction

· The school must utilize research-based instructional methods and be able to use data to drive decision-making processes.

· The school environment should prepare students for a career or college and should develop life-skills which are necessary for success.

· Allowances must be made for differences in rates, styles, and modalities of student learning.

· Exceptional students require special services and resources.

· Character education will be integrated into all areas of student life.

· For instruction to be considered quality and focused on student achievement, teachers must incorporate accommodations that address the needs of each individual.

Assessment

· Standardized testing should not dictate the curriculum.

· Assessment should appropriately address students’ learning styles and learning outcomes, while also meeting the needs of exceptional students.

· Assessment should reflect high learning expectations by requiring proficiency and beyond for all students.

Decision Making

· All decision-making must be data-driven through collaborative processes.

· The responsibility for the fulfillment of our mission and vision will be shared through the use of collective decision-making procedures by teachers, students, families, and members of the community.

· School improvement communication should support effective teaching and learning and it involves the input of internal (students, teachers, administration, school board members) and external (parents, community members) stakeholders.

· Collaboration among internal and external stakeholders is both encouraged and vital to impact student achievement.

· Education is the responsibility of families, the surrounding community, and the school.

Policy

· A safe and healthy school environment is essential.

· Schools must have effective administrators and teachers who enforce the rules of conduct equitably in order to maintain a safe school environment.

· The school must have adequate resources to educate students.

· Schools should foster fairness and recognize diversity.

· All school policies and procedures must be aligned to encourage and maintain a focus on achieving the school’s goals for learning.

Relationships

· All students need a clear plan of study for their future guided by a caring staff member.

· To ensure the success of every student, a collaborative relationship must be formed between the parent, student, administration, and teaching staff.

Expectations

· The staff must hold high expectations for all students.

· Staff members must continue to foster a quality learning environment that addresses the needs of individual studentsmbers must continue to foster a quality learning environment that addresses the needs of individua .

Common Mission

· The mission of Ooltewah High School is to help all students build life skills and prepare for successful careers and/or post-secondary education or training, in a positive and safe learning environment with challenging academic and technical programs.

Shared Vision

Ooltewah High School’s vision focuses on ensuring that all students become life-long learners. All students will be provided with research-based instructional strategies that will enable them to gain knowledge and skills necessary for meeting proficiency benchmarks on state tests and beyond as well as a providing a successful transition into post-secondary life. In order to achieve this vision, we will incorporate the following:

· Personalization

· Flexibility

· A rigorous, engaging, relevant curriculum

· Professional learning communities

3.1.a: Curricular Practices

Current Curricular Practices	School uses the Tennessee Department of Education state approved standards and provides training to staff in the use of the standards.	Curriculum is prioritized and mapped.	School has established schoolwide student achievement benchmarks.	School has implemented a grade appropriate cohesive standards based model for mathematics	Support system is in place for enhancing the quality of curriculum and instruction.	Monitoring is in place for enhancing the quality of curriculum and instruction.	Teaching and learning materials are correlated to the State standards and distributed to the instructional staff.
Evidence of Practice (State in definitive/tangible terms)	Gateway standards are given by units of instruction to students, posted on teachers’ web pages and/or displayed in classrooms. State standards and/or SPIs, CLEs are stated in lesson plans.	Teachers follow Hamilton County curriculum maps so the scope and sequence is the same district-wide. This allows students who transfer within Hamilton County to make a smooth transition into their new school.	First time ninth graders who enter the 9^th grade already at risk are identified and offered extra support through the counseling department and directed studies teachers. Students are identified according to the number of credits that they have successfully attained. Transcripts are reviewed yearly by the counseling department and teachers within Directed Studies. Students not on track for graduation are referred to a counselor and directed studies teacher for intervention.	Cognitive Tutor Software program counts as 1/3 of the math curriculum and assesses each student by standards. Standards-based tutoring is available for students.	District- Hamilton County New Teacher Network Mentors are assigned to new teachers in their building System provides curriculum maps for all content areas.	Department heads monitor and review teacher lesson plans within their department. Administration monitors and reviews departmental lesson plans. School Leadership Team (SLT) as well as the System and School Testing Coordinators review data with staff.	Teachers teach state standards by using Hamilton County adopted curriculum materials; however, teachers are not limited to these materials.
Is the current practice research-based?	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective	Effective	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	AYP Report State Gateway exam scores, student achievement, teacher observation	Teacher lesson plans and system-wide departmental meetings	Graduation rate of Hamilton County schools	State Gateway exam scores State Benchmark for AYP in mathematics was obtained	New Teacher Network system and TPD days on school calendar	School report card and data provided by the central office	Hamilton County adopted textbook and supplemental materials that address state standards.
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Biology – effective: test scores showed no notable change Language Arts effective: due to confidence interval for African American and Economically Disadvantaged Subgroup areas for improvement: Economically disadvantaged, African American, SWD, and Hispanic Math – effective: As a school we went from 72% in 2007 to 95% in 2008 to meet AYP	Monthly system-wide meetings for Literacy and Numeracy Coaches. Semi-annual system-wide meetings for all other content areas. The Hamilton County Department of Education maintains a website that contains all curriculum maps for content areas.	Ooltewah High School graduation rate is 89.5%. School met graduation rate for AYP in 2007 - 2008 Economically disadvantaged, African American, Hispanics, and students with disabilities met State Benchmarks in math and science.	Math scores as a school showed an increase of 23%. All subgroups except for SWD made State Benchmark in mathematics.	Formal/informal teacher evaluations – Classroom walk-through by admin., EE, change coach, numeracy coach, central office staff Teachers addressing areas of need listed on their teacher appraisal record	Establishment of three academies that address students’ interests as well as needs. Student achievement improvements based on test data.	All county adopted textbooks and ancillary materials list standards.
Evidence of equitable school support for this practice	All teachers are to list state standards within lesson plans.	Attendance is mandatory for all system-wide meetings. See calendar for dates in appendix.	Monthly advisory activities include the review of all transcripts within a class each year.	To earn a Tennessee diploma, all students must pass the Math Gateway exam.	All teachers are formally/ informally evaluated based on the TN Framework of Teacher Evaluation on a rotating schedule.	Students are given the opportunity to apply to the academic academies. All first-time ninth grade students are in the Freshman Academy.	Every classroom is provided at the least one class set of county adopted textbooks and ancillary materials.
Next Step (changes or continuations)	Continuation of the following: Administration and Numeracy Coach will monitor for compliance with policy via informal/formal observations and lesson plan review. Department chairs will assist in this accountability by reviewing lesson plans.	Departments will begin to align their departmental standards with the ACT. HCDE will update all curriculum areas addressing standards and assessments.	The change coach, counselors and directed studies teachers will closely monitor students At-Risk and provide personalized interventions. Teacher effectiveness data will be reviewed by administration. A triad of collaboration among teachers, school counselors, and directed studies teachers will develop a plan for our at risk students. Faculty members and counseling department will oversee/follow up on students’ credit recovery program.	The Howe-Two software will be used as a supplement to address student weaknesses. Continuation of school’s Numeracy Coach Continuation of math tutoring in the Ninth Grade Academy after school 4 days a week. Continuation of a math pull-out Gateway Prep during the school day	Numeracy Coach provides TPD for math teachers. Change Coach provides TPD in Thursday Thirties.	The SLT will determine student needs from acquired data sources. This process will drive the implementation of new courses or changes in the master schedule. All 11^th graders will take the ACT Teachers will begin to align content standards with the ACT.	Teachers from OHS will serve on Hamilton County textbook adoption committees. Teachers have been given copies of the ACT College Readiness Standards.

3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

• TIME
• Monthly Thursday for 30 minutes, teachers come for TPD utilizing data driven, modeled teaching strategies.
• Teachers are guaranteed 55 minutes of daily instructional planning time to ensure that the entire curriculum is addressed during instruction.
• There are eight TPD days built into the system-wide calendar.

• MONEY
• Each department is given a set budget to spend on supplemental instructional resource materials and supplies.
• The Media Center supports each department by providing updated relevant resources.
• Students are assessed $60 each as instructional fees. The sum total of those fees is divided up between departments.

• PERSONNEL
• The Change Coach provides school-wide TPD and curricular support.
• The Numeracy Coach provides TPD for the mathematics department and supports the teachers through continual observation/feedback sessions.
• Administrators provide curricular framework for the master schedule.
• Department chairs ensure updated course descriptions and pre-requisites.
• Other staff members also lead TPD sessions.
• SLT team meets regularly to review school data, programs, and extra-curricular activities to ensure that all subgroups are being targeted.
• State EE provides guidance and support to the administration and Change Coach, and staff to assist school in making AYP.

• OTHER RESOURCES
• No additional resources are available.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

• TIME
• Need time to vertically and horizontally align the curriculum.
• Need time for teacher collaboration to support the curriculum.
• Need time for TPD on the use of current software applications in the classroom.

• MONEY
• Need a technology budget able to supply updated hardware and software to support the curriculum.

• PERSONNEL
• Need separate Literacy Coach to provide literacy strategy TPD.
• Need Gateway Coaches for all content areas for curricular support.
• Need a full-time technical person on-site to address technological aspects of the curriculum.
• Need additional vocational staff to offer programs that address students’ interests and needs.

• OTHER RESOURCES
• Need more adequate building facilities to address growing student population and lack of classroom space for teachers. (Currently, 25 teachers have no set classroom space. There are no available rooms anywhere in the building at any time during the day to pull students for remediation and/or enrichment.)
• Need a dedicated space to house all TPD materials and workshops.
• Need a larger media center with a separate computer lab.

Equity and Adequacy:

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

Ø No. We have 25 teachers with no dedicated classroom space. All teachers lack a place to effectively plan for instruction. Class sizes are at maximum capacity per state law.

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

Ø Some funds are being targeted for areas of need, i.e. algebra and literacy resources. Many departments need additional funds to acquire necessary curricular resources.

Based on the data, are we accurately meeting the needs of all students in our school?

Ø No. While our data shows significant improvements with all of our subgroups in 2007-2008, it also indicates areas of need with our economically disadvantaged, African American, SWD, and Hispanic students.

______________________________________________________________________________

3.1.c: Curricular Summary Questions

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

Data analysis and correlation to state standards. Ooltewah High School bases its curriculum decisions on an analysis of data. Examples of the instruments used to collect data include: Gateway, TCAP Writing, End-of-Course, Advanced Placement, ACT, SAT, PSAT, PLAN, ELL assessment, and the Gates-MacGinitie Literacy Assessment as well as HCDE data targeting first time ninth graders who are at risk of not graduating in four years. During the year each department and academy meets to write curriculum and map the vertical teaming within that group. For example, the Mathematics, Engineering, Science and Technology Academy (MEST) met as a cross-curricular team to plan the course of the academy and align it with test data and state standards. Based on data analysis, students are identified for many academic or behavior enhancement programs. These include the Freshman Tutoring Lab and Program and the Pre-TCAP Writing diagnostic for juniors that may place them in the Successful Writers Seminar. For SWD, the exceptional education staff provides an ongoing process of psychological, academic, and behavioral data analysis to develop IEPs, goals, and objectives that align with state standards. Teachers at OHS are required to coordinate their course curriculum with state standards and benchmarks. Lesson plans are required and submitted every Tuesday to the appropriate department head. These plans are to reflect not only state standards, but also the use of ongoing classroom assessment to drive lesson choices. All teachers have hard copies of their course standards and system alignment, as well as access to the information on the state and system websites. AP teachers have met to do vertical planning and alignment.

Alignment within the school and to feeder schools; articulation and communication. Vertical collaboration of the middle school and high school literacy programs is ongoing and helps provide a more seamless transition, especially for at-risk readers. In addition, high school and feeder middle school teachers meet to plan for alignment. For example, English/Language Arts teachers meet every other year to review and discuss plans. For advanced learners, high school credit may be earned in middle school grade eight for Physical Science, Algebra I, and Spanish I. Standards for the departments are articulated and implemented within department meetings, in print materials, and informal discussion. The English Department, for example, provides an OHS-specific curriculum guide for every teacher. This specifically lists agreed-upon novels, stories, and concepts for each grade with the upper grades guiding the choices. E-mail, activity calendars, Counseling Department newsletter, Thursday Thirties (TPD during planning period), schoolwide TPD and faculty meetings are some of the communication tools used on a regular basis at OHS.

Use of ongoing monitoring and adjustment of these processes and programs. Ongoing monitoring is achieved through progress reports, diagnostic classroom testing, report cards, school’s status report, team meetings, department meetings, and other specific test results. Administrators visit classes and provide feedback for improvement. Lesson plans are evaluated weekly for adherence to benchmarks. Department meetings, academy meetings, SLT, and Thursday Thirties also help ensure monitoring and adjustment. Some examples of activities that teachers may participate in during these meetings are: sharing best practices with one another and developing new, or refining current, course offerings.

Curriculum Summary Questions- Narrative Response Required

What are our major challenges and how do we know?

The following suggestions are based on data provided by the teacher surveys as well as roundtable discussions among committee members.

· Vertical teaming within departments could be more accessible to everyone if the curriculum were organized in a print or on-line format.

· Much more textbook/resource material funding is needed to address specific student needs and to allow like-course teachers to use the same resources.

· Facility constraints are hampering meeting within departments and academies because such a high percentage of the faculty does not have dedicated classroom space.

· Grouping room assignments by subject would greatly add to the accessibility of team members.

· Common planning time for department chairs/SLT members would allow more interaction to plan and align schoolwide testing data to curriculum.

Curriculum Summary Questions- Narrative Response Required

How will we address our challenges?

• Building facility constraints prevent us from addressing many of the building level concerns.

• Most of our challenges must be addressed at the county level; therefore, are beyond our control.

3.2.a: Instructional Practices

Current Instructional Practices	Classroom instruction is aligned with the standards based curriculum.	Classroom instruction is aligned with the assessments.	Teaching process is data-driven	Teachers incorporate a wide range of research based, student centered teaching strategies	Classroom organization and management techniques support the learning process	Students are provided with multiple opportunities to receive additional assistance to improve their learning beyond the initial classroom instruction.
Evidence of Practice (State in definitive/tangible terms)	Instruction follows the curriculum that is state and county standards-based	Unit objectives are given to each student and assessments are geared around those objectives which come from state standards.	Gates-MacGinitie test is given to assess reading levels to influence teaching strategies. Previous test data is reviewed to indicate areas of weakness and instruction is adjusted to improve achievement.	Teachers use performance tasks, hands-on lab activities, cooperative learning, visual aids, manipulatives, coaching methods, and peer coaching	Teachers employ classroom procedures and routine to establish a positive learning environment. School-wide tardy and attendance policies are in place.	Students can obtain help during the school day twice a week, after school tutoring is available, and exceptional education students can be pulled out to work one-on-one with an exceptional education teacher and Gateway Coach.
Is the current practice research-based?	Yes	Yes	Yes	Yes	Yes	Yes
Is it a principle & practice of high-performing schools?	Yes	Yes	Yes	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	State Gateway exam score Student achievement Teacher observation	State Gateway exam score Student achievement Teacher observation	All teachers that participate in state testing receive a Tennessee Value Added Assessment Score that shows the teacher effect on student achievement.	Lesson plans indicating teaching strategies and student activities. Formal/informal evaluations.	Attendance records and formal/informal evaluations.	State Gateway scores and student achievement
Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)	Biology – effective: test scores showed no notable change Language Arts – ineffective: exam scores decreased by 2 percentage points Math – effective: test scores indicate as a school we went from 72% in2007 to 95% in 2008 an increase of 23% to meet AYP.	Biology – effective: test scores showed no notable change Language Arts – ineffective: exam scores decreased by 2 percentage points Math – effective: test scores indicate as a school we went from 72% in2007 to 95% in 2008 an increase of 23% to meet AYP.	Math - test scores from 72% in 2007 to 95% in 2008. An increase of 23% points. Reading – SWD improved by 24% points going from 59% to 83%. Science – 99.2% with a three year average TVASS score that states students earn 9.6% higher than they are predicted on their state tests.	Subgroups not meeting AYP.	Tardy policy produced a 90 percent drop in tardiness.	Students with disabilities, ESL, SED, and African-Americans are flagged subgroups that led to Ooltewah High School not meeting AYP. All academic areas showed improvement on state assessments. Credit recovery offered as needed.
Evidence of equitable school support for this practice	Inconsistency in practice amongst departments.	Inconsistency in practice amongst departments.	Only teachers of state tested courses receive TVAAS scores.	Teaching methods must be indicated on all lesson plans.	All faculty members share tardy hall sweep responsibilities. All teachers are formally and informally evaluated on a rotating basis.	These students populate every class at every grade level.
Next Step (changes or continuations)	Administration and Numeracy Coach will monitor for compliance with policy via informal/formal observations and lesson plan review. Department chairs will assist in this accountability by reviewing lesson plans.	Administration and Numeracy Coach will monitor for compliance with policy via informal/formal observations and lesson plan review. Department chairs will assist in this accountability by reviewing lesson plans.	More use of formative assessments will drive the instructional process.	Teachers will be provided with TPD on implementing best practices and teaching strategies. A best practices notebook is being created.	Continue tardy policy. TPD will be provided in best practices for classroom management.	TPD will be provided on differentiated instruction.

3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME, MONEY, PERSONNEL And OTHER RESOURCES

• TIME
• Monthly on Thursday for 30 minutes, teachers come for TPD through use of data-driven, modeled teaching strategies called Thursday Thirties.
• Teachers are guaranteed 55 minutes of daily instructional planning time.
• There are eight TPD days built into the system-wide calendar.

• MONEY
• Each department is given a set budget to spend on supplemental instructional resource materials and supplies.
• The Media Center supports each department by providing updated relevant resources.

• PERSONNEL
• The Change Coach provides school-wide TPD and instructional support.
• The Numeracy Coach provides TPD for the mathematics department and supports the teachers through continual observation/feedback sessions.
• Administrators provide curricular framework for the master schedule.
• Department chairs ensure updated course descriptions and pre-requisites.
• Other staff members also lead TPD sessions.
• State EE provides guidance and support to the administration, change coach, school leadership team, and staff to assist OHS in making AYP.

• OTHER RESOURCES
• No additional resources are available.

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, PERSONNEL And OTHER RESOURCES

• TIME
• Need time for teacher collaboration to support improved instructional practice.
• Need time for TPD on the use of current software applications in the classroom.
• Need time to work on developing formative assessments within all departments.

• MONEY
• Need a technology budget able to supply updated hardware and software to support instruction.

• PERSONNEL
• Continue to fund yearly a Literacy Coach to provide literacy strategy TPD and schoolwide support.
• Need Gateway Coaches for all content areas for instructional support.
• Need a full-time technical person on-site to address technological aspects of instruction.
• Need additional vocational staff to offer programs that address students’ interests and needs.
• Need a full-time Family Liaison Officer and attendance clerk.

• OTHER RESOURCES
• Need more adequate building facilities to address growing student population and lack of classroom space for teachers. (Currently, 25 teachers have no set classroom space. There are no available rooms anywhere in the building at any time during the day to pull students for remediation and/or enrichment.)
• Need a dedicated space to house all TPD materials and workshops.
• Need a larger media center with a separate computer lab.

Equity and Adequacy:

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

Ø No. We have 25 teachers with no dedicated classroom space. All teachers lack a place to effectively plan for instruction. Class sizes are at maximum capacity per state law. Many classrooms have a large number of Students with Disabilities served by regular and inclusion teachers. Inclusion teachers need to be highly qualified and certified in the subject areas they serve.

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

Ø Some funds are being targeted for areas of need, i.e. algebra and literacy resources. Many departments need additional funds to acquire necessary instructional resources.

Based on the data, are we accurately meeting the needs of all students in our school?

Ø No. While our data shows significant improvements with all of our subgroups in 2007-2008, it also indicates areas of need with our economically disadvantaged, African Americans, SWD, and Hispanic students.

______________________________________________________________________________

3.2.c: Instructional Summary Questions

Instructional Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

Data Analysis. Instruction is driven by test data analysis. ACT/SAT, state and county EOC, and standardized test results are analyzed to help guide curriculum. Within classrooms, teachers utilize pre- and post-test data analysis to help guide lesson planning and assessment of student understanding. The Exceptional Education Department uses and analyzes diagnostic testing results to determine appropriate accommodations and placements for students who are eligible for Exceptional Education services (gifted and special education).

Research Based Strategies. Research based strategies are utilized in classrooms and documented in lesson plans. Instructional techniques focus on active learning (e.g. science experiments, participation projects, manipulatives, and peer coaching). TPD is used to introduce new research-based strategies (e.g. Literacy strategies).

Adaptation for All Students. Instruction is appropriate to the development levels of students. Teachers use a variety of teaching strategies and learning activities. For example, teachers may use small group activities, visual aids such as pictures or graphs, and graphic organizers during an instructional period to provide opportunities for all learners to be engaged in meaningful learning experiences. Student self-assessment and personal goal-setting support improved achievement. Exceptional education students have modifications and adaptations documented in their IEPs. 504 students have modifications documented in their 504 plans. Exceptional Education students have the opportunity to take a Work-Based Learning class to gain specific job skills. All other students in the classrooms have adaptations based on their individual learning styles, as documented in lesson plans. Literacy evaluations also document adaptations.

Appropriate Staff Development. Teachers of Advanced Placement classes are sent for Advanced Placement training. Thursday Thirties TPD meets monthly. Members of the faculty gather in a small group setting to discuss issues related to school improvement. Topics may range from test-data analysis and review, to discussion of the change process, and the role of the teacher within that process. Six TPD days (five full days and two half days) are built into the school calendar at the district level. Faculty and staff participate in school-based or district-based TPD opportunities on in-service days. Teachers are given opportunities to pursue TPD through outside channels.

Effective Time Utilization. Within the classrooms teachers are dedicated to using all available time for curriculum-driven content. TPD is well planned to guide teachers in effective use of time in a block schedule.

System for Monitoring and Adjusting. A mentoring program is in place to assist new teachers. Support is offered during Thursday Thirties, as well as in informal conferences. Departments meet before school begins and at least four times during the school year to discuss curriculum and to make adjustments within the classroom.

Regular education teachers and the exceptional education department have regular IEP meetings to discuss monitoring and adjusting for individual students. Administrators visit classes and provide feedback for improvement. Monthly academy meetings address curriculum integration and the strengthening of small learning communities. The SLT members monitor, evaluate, and adjust to meet school needs.

Instructional Summary Questions- Narrative Response Required

What are our major challenges and how do we know?

The following suggestions are based on data provided by the teacher surveys as well as roundtable discussions between committee members.

Ø Flexible grouping can be more widely used to address the varying and changing needs and abilities of the students.

Ø Increased cross-curricular instruction will enhance students’ interdisciplinary knowledge.

Ø Vertical teaming should be more widely used to help student progression through ongoing curriculum from year to year.

Instructional Summary Questions- Narrative Response Required

How will we address our challenges?

• Monthly TPD topics will center on improving student achievement through improved instructional practices and differentiated instruction techniques.
• District-wide TPD days will be used to improve instructional practices.

3.3.a: Assessment Practices

Current Assessment Practices	Uses student assessments that are aligned with the Tennessee Department of Education standards based curriculum	Ensures that the appropriate assessments are used to guide decisions relative to student achievement	Assesses all categories of students	Provides professional development in the appropriate use of assessment	Provides support and technical assistance to teachers in developing and using assessments	Provides assessment information to communicate with students, parents and other appropriate stakeholders regarding student learning.
Evidence of Practice (State in definitive/tangible terms)	All Gateway and end-of-course exam questions align with the Tennessee standards for that particular content area.	Teachers use a variety of assessment methods: portfolio, essay, performance tasks, multiple choice, and short answer. All tenth graders will take the PLAN.	All students take Gateway exams and end-of-course exams if they are registered for the class and don’t have an IEP that exempts them from the testing process. All tenth graders will take the PLAN.	Every Spring and winter there are assessment meetings by subject matter, teachers attend assessment workshops, and ACT assessment workshops	District-wide TPD days and summer workshops are offered district-wide.