southwind high school - shelby county schools · tomeka sparks n teacher/administrative intern...

Tennessee School Improvement Planning Process (TSIPP)

Southwind High School

Tennessee Department of Education Commissioner Kevin Huffman

School Year: 2010-2011

Southwind High School Improvement Plan 5/9/11 10:45 AM

Tennessee School Improvement Planning Process (TSIPP)

Assurances I certify that Southwind 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

SIP Leadership Team Member Name

Leader-ship

Chair? (Y/N)

Position Name of Subcommittee(s) (when applicable)

Susan Vaughn Y Principal SIP Chairperson

Christopher Hardiman N Vice-Principal SIP Co-Chairperson

Beverly Barbee N Assistant Principal Component 1a and 1b - Chair

Tomeka Sparks N Teacher/Administrative Intern Component 1a and 1b – Chair

Rodney Smith N Assistant Principal Component 2 Chair

Leanna Cerbu N Teacher/Administrative Intern Component 2 Chair

Michael Evans N Assistant Principal Component 3 Chair

Lynette Gilbert N Teacher Component 3 Chair

Erin Luster N Title I Facilitator Component 4 Chair

Christopher Hardiman N Vice Principal Component 4 Chair

Jason Harris N Assistant Principal Component 5 Chair

Trinka Tate N Professional School Counselor Component 5 Chair


Component 1a - School Profile and Collaborative Process Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name Position Chair

Beverly Barbee Assistant Principal Y

Tomeka Sparks Teacher/Administrative Intern Y

Kim Barron Teacher N

Garitha Bland Teacher N

Christy Boggan Teacher N

Marketa Brown Teacher N

Edward Charbonnet Teacher N

Sharon Doss Teacher N

Makeba Duncan Guidance Office Secretary N

Andrew Earle Teacher N

Denise Fisher Prevention Liaison Counselor N

Reginald Harris Teacher N

Barbara Carter Teacher N

Marcus Johnson Teacher N

Maria Lozano Teacher N

Cedric Miller Teacher N

Jolinea Pegues Exceptional Education Teacher N

Christa Phillips Teacher N

Debbie Craft Teacher N

Chilufya Safaa Teacher N

Debra Yates School Financial Secretary N

Mary Easter Teacher N

Karen Williams Parent N

Quimani Watson Student N

Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file.

YES NO

Subcommittee 1 Chair Signature


Subcommittee for COMPONENT 2 Beliefs, Mission and Vision


Rodney Smith Assistant Principal Y

Leanna Cerbu Teacher/Administrative Intern Y

Alisa Gardner Teacher N

Ariane Kavass Teacher N

Christopher Cook Professional School Counselor N

Zachery Cannon Teacher N

Angelia Dixon Attendance Secretary N

Jennifer Eisert Exceptional Education Teacher N

Jennifer Hester Exceptional Education Teacher N

Thomas Appling Teacher N

Sara Elrod Teacher N

Christopher Jones Teacher N

Jewell Gates Teacher N

Prudeen Purifoy School Secretary N

Tammy Cable Teacher N

Reginald Harris Teacher N

Zina Johnson Teacher N

Christopher Maley Teacher N

Freda Fields Teacher N

Camilla Jones Teacher N

Tina Scott Teacher N

Mary Stock Teacher N

Jesica Conejo-Galan Teacher N

Sandra Miller Cafeteria Manager N

Janice Sanders Exceptional Education Paraprofessional N

Toni Stewart Parent N

Danielle Adams Student N

Component 2 Subcommittee has met to address critical

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



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


Michael Evans Assistant Principal Y

Lynette Gilbert Teacher Y

Barton Thorne Teacher N

Leigha Walton-Bayne Teacher N

Cheryl Johnson Teacher N

Katherine Wehr Teacher N

Leanna Cerbu Professional School Counselor N

Keith Webb Teacher N

Adrian Hussey Teacher N

Erica Porter Teacher N

Asa Johnson Exceptional Education Teacher N

Rachel Brown Teacher N

Kim Ware Teacher N

Michael Tucker Teacher N

Paul Edwards Teacher N

Kevin Campbell Teacher N

Alex Favazza Teacher N

Michael Kelly Teacher N

Cameron Nicol Teacher N

Penelope Jones Teacher N

Levolyn Williams Teacher N

Freddie Edwards Plant Manager N

Lesonya Newson Parent N

Darrien Key Exceptional Education Paraprofessional N

Sandra Perkins Exceptional Education Secretary N

Patricia Hughes School Counseling Clerical N

Charlie Powell Student N

Latarsha Shaw Parent N


YES NO



Subcommittee for COMPONENT 4 Action Plan Development


Erin Y. Luster Title I Facilitator Y

Christopher Hardiman Vice Principal Y

Sarah Kelly Teacher Y

Jason Middlekauff Teacher N

Fredricka Vaughn Teacher N

Cindy Williams Teacher N

Chiffonye Cobb-Mack Teacher N

Lillian McCranie Professional School Counselor N

Jamila Fulton Teacher N

Morgan Burton Teacher N

Genita Bell Exceptional Education Teacher N

Pamela Prater Exceptional Education Teacher N

Brett Heinrich Teacher N

Denna Harris Teacher N

Cedric Miller Teacher N

Lidia Carter School Librarian N

Tejwana Hinton Teacher N

Nathan Lee Teacher N

Erica Mayes Teacher N

Kimberli Ware Teacher N

Carol Bender ESL Teacher N

Michael Greer Plant Manager N

Surina Dixon Teacher N

Leland Kirkendoll Exceptional Education Paraprofessional N

Chrise Miller Discipline Secretary N

Shawanda Humes Exceptional Education Paraprofessional N

Karen Williams PTSA President/Parent N

Jessica Aytchan Student N


YES NO



Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation

Member Name Position Chair Jason Harris Assistant Principal Y

Trinka Tate Professional School Counselor Y

Bennie Odom Teacher N

Staci Plessala Teacher N

Louis Shelton Teacher N

Traci Davis Teacher N

Jokita Croom Teacher N

Sondra Long College and Career Counselor N

Brandi Malone Teacher N

Kris Harman Teacher N

Amie Williams Teacher N

Louis Johnson Teacher N

Colette Parks Teacher N

Tamika Collins Teacher N

Stephanie Chatman Teacher N

Marcus Johnson Teacher N

Terry Abplanalp Teacher N

Melissa Duncan Teacher N

Dorothy Ewing School Librarian N

Joy Parks Teacher N

Joy Haynes Teacher N

Christin Reese Teacher N

Cynthia Kennedy Exceptional Education Paraprofessional N

Almira Cobbins Exceptional Education Paraprofessional N

Judith Roberson Attendance Clerical N

Ralphael Hayes ISS Monitor N

Mona Carrell Parent N

Bobby Barnes Student N

Component 5 Subcommittee has met to address critical

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



Component 1a - School Profile and Collaborative Process Collection of Academic and Nonacademic Data and Analysis/Synthesis In order to assist with planning and sustaining our school improvement initiatives, we considered the learning needs and characteristics of the students, the school, and the community. The following data was collected and analyzed regarding the school’s historical narrative and characteristics, student characteristics, and staff characteristics. Data Source Relevant Findings Census Bureau Report Community data from the 2000 United States Census

consists of a majority-minority area with African Americans being the largest ethnic group. The average median income, the average education level, and the average home prices were revealed through this document.

Student Enrollment Our student enrollment has been above district projections for the last three school years. Current enrollment at Southwind High School is 1,910.

Lunch Eligibility Fifty-four percent of our students receive free or reduced lunch.

TCAP/Gateway/ACT Data

We have met all AYP parameters on the Gateway mathematics, language arts, and science examinations for the past three years. American College Test (ACT) scores show that our students still fall below the district and national averages.

School Climate Surveys/Title I Surveys, Fall 2009 and Spring 2010

The staff, parents, students, and community members stated that the school excels in the following areas: the availability of student grades on the Internet, evidence of high expectations for all student learners, access of students to technology and other media outlets, safety of the school and learning environment, evidence of inclusionary practices in daily instruction, and the school curriculum design meets national and state standards across the curriculum. The school needs to improve in the following areas: the preparation of students for the technological society, promotion of an environment that creates and supports student responsibility, and the need for more attention in raising student performance on the American College Test.


1.3.2: Narrative and Analysis of Relevant School and Community Data Historical Narrative

Southwind High School, a citadel of student achievement and academic

excellence, is the newest Shelby County High School that has made a significant impact

in its short three-year history. In 2005, the Shelby County School Board of Education

and the Memphis City Schools Board of Education co-purchased the sixty-two acre

school site at the corner of Shelby Drive and Hacks Cross Road in an unincorporated

area of Shelby County, Tennessee, known as Southwind. This area is in the City of

Memphis’ reserve annexation area, which means that City of Memphis will eventually

incorporate the school into its jurisdiction. The school was built with funding from both

districts, with a principle understanding: the school was to become the property of the

county school board until the City of Memphis annexes the area. After the annexation

of the area by the city, control of the school would then be turned over to the Memphis

City Schools Board of Education. With this understanding in mind, both boards of

education agreed in principle to a joint venture to finance the construction of the $36

million dollar school site beginning in the summer of 2006.

Although there are several controversial theories behind the construction of the

school, the construction of Southwind High School served the county school board’s

needs in three aspects. First, based on the overcrowding of Germantown High School

and Houston High School, the board transferred the students who resided in

unincorporated southeast Shelby County to Southwind High School. The board created

the transfer of students to lower classroom size and to reduce the student population at

Germantown High School and Houston High School. As well, officials built Southwind

to end daily hour-long bus commutes to and from both Germantown High School and

Houston High School by students, which was an area of major concern of parents and

community members in the southeast Shelby County area. Most importantly, the school

would meet the board of education’s vision of implementing community schools, where

students would go to a school within their local community or neighborhood.

The official groundbreaking ceremony occurred on March 25, 2006, on the

current school site, which was attended by members of the Shelby County Schools

Board of Education, the Memphis City Schools Board of Commissioners, the Shelby


County Board of Commissioners, parents, students, community members, staff, and

faculty. After the groundbreaking ceremony, the Board of Education announced that the

school would open with grades nine and ten during the 2007-2008 school year.

To prepare for the inaugural year of the school, Southwind Middle School

students were given the opportunity to name the new high school; the seventh grade

students would eventually select the name Southwind High School. In the summer of

2006, the board of education named Mrs. Linda Patterson as the first principal of

Southwind High School. Under her leadership, Mr. Christopher Hardiman was named

the first vice principal. Throughout the 2006-2007 school year, Mrs. Patterson and Mr.

Hardiman were based at Houston High School and Germantown High School, where

they worked to open the school and to establish relationships with ninth graders at both

schools that would later be Southwind High School’s first graduating class in May 2010.

During the spring of the 2006-2007 school year, Mrs. Patterson and Mr. Hardiman met

with students at the two feeder middle schools - Germantown Middle School and

Southwind Middle School – as well as the ninth grade students at Germantown and

Houston High Schools to select the school mascot and school colors. As a result of the

vote, the students overwhelmingly selected the jaguar as the school mascot, and they

selected the school colors to be purple and black.

Over the summer of 2007, Mrs. Patterson employed two assistant principals, two

grade level counselors, forty-five teachers, two exceptional education

paraprofessionals, six clerical professionals, and two plant managers. Although the

school was originally projected to have 620 students the first year, the school opened

with 974 students the first year. As a result, three more faculty members were hired to

assist the school in lowering the class sizes in grades nine and ten. Also, the entire

building was not completed, and the school day activities took place in phase one of the

building, which included the two-floor, four wings of classroom space, along with the

school cafeteria and augmented spaces for administration offices and the library. For

the first school year, Mrs. Patterson placed emphasis on building a strong academic

program that was undergirded by a safe learning environment. Teachers worked to

create and build a culture that promoted student achievement, and they placed

emphasis on the social development of the student body. As a result, Southwind more


than exceeded annual yearly progress in mathematics, language arts, and science, and

students began to take a sense of pride in their school and their academic abilities. An

example of this student pride was evident in the charter of the school’s Beta Club;

during April of 2008, the school inducted thirty honor students of the class of 2010 into

the academic honors organization in a small ceremony at East Win Christian Church in

the Southwind community.

During the late spring of 2008, Mrs. Patterson announced her retirement as

principal from Southwind High School after thirty-three years of service to the Shelby

County School system. After her retirement and a conducive search for a new principal

by the Shelby County Schools Board of Education, the board named Susan Vaughn,

the district director for alternative education at that time, as the second principal of

Southwind High School.

During the 2008-2009 school year, the Southwind High School’s entire building

was opened to the school community; the completed building would now be comprised

of modern science labs, three computer labs, the largest gymnasium in the state of

Tennessee, a state of the art auditorium, advanced media center, an athletic complex

for football, softball, and track, and administrative offices that would house the main

office staff, the school counseling staff, and the attendance staff. The school opened

with four assistant principals, four grade level counselors, a college and career

counselor, a prevention liaison counselor, eighty teachers, eight special education

paraprofessionals, ten clerical professionals, and two plant managers. Continuing in the

tradition of her predecessor, Ms. Vaughn continued to focus on building a rigorous

academic program that was both relevant and demonstrated relationships to students.

As a result, the school adopted the motto eloquently created by the fine arts chair and

drama teacher, Mrs. Chiffonye Cobb-Mack: “Raising the Standard of Excellence: One

Student At A Time.” This new motto would prove correct as the students of Southwind

High School again exceeded annual yearly progress gains in mathematics, science, and

language arts. Moreover, the eleventh grade students surpassed the state average on

the TCAP Writing Examination. To further the ideals of excellence, the school chartered

a chapter of the National Honor Society and inducted fifteen juniors as charter

members. Moreover, the school created an ACT 30+ Club, an organization meant to


honor students who score a composite score of 30 or above, and have scored 30 or

above in a given academic battery of this important college admissions test; nine

students were inducted into the organization.

Currently, the school serves 1,910 students, with 93% of the population being

African American. As of the 2010-2011 school year, the school’s new middle school

feeders are Highland Oaks Middle School and Lowrance Elementary School. In years

past, our main middle school feeders were Germantown Middle School and Southwind

Middle School.

The school continues to foster values that would support a safe learning

environment that focuses student attention toward academic excellence. The school

encourages students, teachers, and parents to discuss academic and social issues that

impact the school community. Moreover, the school stakeholders discuss and

collaborate to implement strategies to assist the student success rate on state and

national mandated assessments and in the school’s rigorous curriculum. These

strategies include the after school tutorial program; ZAP (Zeros Aren’t Permissible),

which is an intervention program that would allow students who earned zeros to gain

the opportunity to recover these detrimental grades; and the creation of the school’s

Ninth Grade Jaguar P.R.I.D.E. (Personal Responsibility In Developing Excellence)

Academy, which focuses on transitioning ninth graders into high school. To further

support the instructional program, the board assigned an exemplary educator to assist

teachers with teaching strategies and to assist first year teacher acclamation to the

rigors of the classroom. Furthermore, the school is also supported by a district

assigned curriculum technology teacher and a supportive technology specialist to assist

teachers with the implementation of technology into the curriculum.

The school also works closely with parents, students, and community members

to ensure the safety of all students on campus. To encourage school safety, the school

administration works closely with the Shelby County Sheriff’s Office and Trust Pays, a

division of Crime Stoppers, to ensure student safety. In addition, the school, in

collaboration with the SHS Parent, Teacher, Student Organization, created Man-Up,

which are fathers and grandfathers who have teamed up to monitor the daily opening of

school and athletic and extracurricular events at the school. The school is still under the


leadership of Ms. Susan Vaughn, and her administrative team consists of the following:

Mr. Christopher Hardiman, Vice Principal; Ms. Beverly Barbee, Assistant Principal; Mr.

Michael Evans, Assistant Principal; Mr. Jason Harris, Assistant Principal; and Mr.

Rodney Smith, Assistant Principal. Southwind High School became a Title I school

during the 2010-2011 school year; the Title I Facilitator is Ms. Erin Luster.

Community/School Characteristics According to the 2000 United States Census, the Southwind community

consisted of 23,829 residents. Of this number of residents, fifty-four percent of the area

is consisted of African Americans, Asians, and Hispanic citizens. Moreover, the overall

median household income for the area is $63,831. Southwind High School is

surrounded by subdivisions that are primarily made of one story to two story dwellings.

The average median price for homes in the area is $138,000. 7,057 residents own their

homes, while 1041 homes are considered rental properties. 2000 U.S. Census results

also reveal that over 94% of all residents have earned a high school diploma, while 39%

of residents have earned a bachelor’s degree or higher.

However, school officials have seen trends that this data has changed. Since the

opening of the school, there has been a sharp decline in the local, state, and national

economy, which has caused a significant increase in the number of foreclosures in the

area and a decrease in income reported by parents. In addition, the school’s population

has seen an influx of new economically disadvantaged students by the rise in

occupancy of a federal section eight apartment housing community across from the

school campus. As a result of these two profound issues, the school has had to

creatively seek ways to finance educational initiatives with some parental financial

support since its inception.

As for the school’s physical plant, Southwind High School is second largest state

high school in the state of Tennessee. The facility contains over 100 teaching stations,

72 classrooms, three computer labs, seven laptop carts containing 285 laptop

computers, seven science labs, a physical education and a varsity gym, which seats

1,780 people, specialized career/technical spaces, and fine arts spaces including choral

and instrumental music, drama and TV production. The organizational structure of


Southwind consists of two floors that house five wings of classrooms. Upon entrance to

Southwind, the main office, guidance office, and attendance office are readily available

to visitors. There is also a state of the art auditorium that seats 972 people and a library

that contains a computerized card catalog and over 1,000 volumes.

The school year follows a traditional school calendar of 200 days of classes with 180

allocated for instruction. The remaining days are designated for in-service and staff

development. The school day begins at 7:00 a.m. with teachers arriving by 6:45 a.m.

and ends at 2:00 p.m. The regularly seven scheduled classes meet for 45 minutes with

a six-minute interval between classes. Teachers are required to stay on campus until

2:25 p.m., although many stay later to sponsor extracurricular events and to tutor.

Currently, Southwind High School offers a diverse curriculum that meets the

needs of all students. Southwind High School offers courses in all of the academic

areas that are required for students to complete their graduation requirements, in

addition to a myriad of electives. Currently, there are two sets of graduation

requirements for students at Southwind High School. For the classes of 2010 – 2012,

these students still follow the three-path system towards graduation. The students need

twenty credits to graduate in either the university or technical path, while students who

are on the dual path (a combination of the university and technical path) need twenty-

one credits to graduate. During the 2009-2010 school year, graduation requirements for

the class of 2013 along with subsequent classes changed. Under the new Tennessee

Diploma Project guidelines, the number of credits to graduate increased from 20 credits

to 22 credits. As a result, all students under the new regulations are required to

complete 4 credits of Math, 4 credits of English, 3 credits of Science, 3 credits of Social

Studies, 1.5 credits of Wellness/P.E, 0.5 credits of Personal Finance, 2 credits of

Foreign Language, 1 credit of fine arts, and 3 focused credits of elective courses.

In order to meet the needs of ninth graders transitioning into high school, the

school created a small learning community to address these issues. The Southwind

High School Jaguar P.R.I.D.E. (Personal Responsibility In Developing Excellence)

Academy was established during the 2009-2010 school year. Located on the first floor

of the building, freshmen are placed in a structured environment with a common team of


core teachers for their academic classes. In addition, students have opportunities to

take electives outside of the academy.

The academy consists of approximately 500 students, four English teachers, four

mathematics teachers, four science teachers, four social studies teachers, one

professional school counselor, and one school administrator. The goals of the academy

are to increase student accountability to strengthen academic and social engagement,

to increase involvement in extracurricular activities by freshmen students, to increase

positive and responsible behavior, to increase attendance rates, increase proficiency on

all assessments, and to increase the school’s four-year graduation rate. Since its

inception we have seen some positive signs that encourages all stakeholders to believe

that this SLC succeeds in meeting student needs.

For our academically advanced students, Southwind High School provides an

academic honors program to prepare students for the rigor of the school’s advanced

placement and dual enrollment courses. Students who are interested in taking honors

classes must meet a required grade average to enter the courses and must obtain a

recommendation from their teacher. Students who are incoming ninth graders are

placed in honors classes based on their middle school assessments and grade

averages during their eighth grade year. Southwind High’s Honors courses currently

include Honors English 9, Honors English 10, and Honors English 11; Pre-Calculus

Honors, Algebra II Honors, Unified Geometry Honors, and Algebra I Honors; Biology

Honors and Chemistry Honors; World Geography Honors and World History Honors;

and Spanish I, II, III, and IV Honors, French I, II, III, IV Honors, and Latin I, II, III and IV

Honors.

For students who are serious about college preparation, Southwind High

School’s Advanced Placement and Dual Enrollment program consists of college-level

courses and exams that give high school students the opportunity to receive college

credit and enroll in a rigorous course of study. AP courses are introductory or second

year courses that allow students to explore a subject in depth. SHS’s AP classes

currently include AP English 11 (Language and Composition), AP English 12 (Literature

and Composition), AP Calculus, AP Statistics, AP Biology, AP Chemistry, AP Human

Geography, AP US History, AP Macroeconomics, and AP American Government.


Students who are enrolled in AP are required to take the AP examination.

In conjunction with the University of Memphis, Southwind High School offers dual

enrollment courses in English, which will offer students the unique opportunity to enroll

in postsecondary classes and earn credit that counts toward high school and college.

The requirements for this course is that the student must be a rising senior with a

minimum of a 3.0 grade point average and a minimum of a 3.0 cumulative grade point

average and a minimum of a 21 on the English portion of the ACT. Students who meet

these requirements are eligible to receive a dual enrollment grant from the Tennessee

Student Assistance Corporation that will cover 85% of the costs for the course.

To ensure that the school maintains a safe and nurturing learning environment,

the school has developed a School Emergency Response Plan for all members of the

school community to follow in the event of a crisis; this emergency plan includes a

School Emergency Response Team. Southwind High School’s team consists of six

administrators, two faculty members, a school nurse, and a plant manager. The two

faculty members have been trained in American Association CPR. Our school has an

AED (automated external defibrillator) and select teachers have been trained to use this

equipment. Southwind High School has 48 security cameras that are monitored by our

two School Resource Officers that are provided to the school by the Shelby County

Sheriff’s Department. The SRO’s constantly monitor the cameras to protect the staff

and students in case of the unlikely event that may disturb the educational environment.

Each teacher has a black emergency first aid bag in his or her classroom, which

is ready to use in the event of an emergency; these bags are equipped with first aid

supplies, water, class rosters, and light snacks. Southwind High School has monthly fire

drills, as well as emergency tornado as mandated by law. As well, all faculty members

are required to view and to be trained on blood-borne pathogens in case of accidents

and are trained in Suicide Prevention/ Intervention training yearly.

The Southwind High School Parent Teacher Student Association was chartered

in May 2007. It began with thirty charter members with a goal to achieve 100% parent

and teacher membership. There are currently twelve members on the Executive Board

of Managers. The PTSA holds ten monthly Board of Managers meetings annually in

addition to four required General Membership meetings for students and parents.


The PTSA is active in several school and community programs throughout the

year. Some of the community programs include: The Southeast Neighborhood Forum,

Community Health Fair, and the “Man-Up” Volunteer Program. There are forty-two

members in Man-Up, including firefighters, paramedics, police officers, retirees, and

members of the military. The volunteers work tirelessly in any capacity required,

helping with the arrival of students in the morning, dismissal at the end of the day,

sporting events, dances, and even school emergencies.

The school programs include: “The College Bound and How the Financial Aid

Process Works,” Parent Volunteer Breakfast, College and Career Expo, and Teacher

Appreciation Week. The PTSA is also involved in many national programs such as:

American Education Week, Red Ribbon Week, National Safe Teen Driver Week, and

PTA Healthy Lifestyles Month.

The Southwind High School PTSA circulates a monthly newsletter in order to

showcase important dates and events and keep parents and stakeholders updated on

pertinent information. The PTSA also issues “Email Alerts” for members. The PTSA

has had 100% membership for two consecutive years. They received third place for the

High Percentage Increase Awards. They have also received the Tennessee PTA

Leadership Achievement Award for two consecutive years.

As far as the business aspects of the school, the school’s budget is allocated

from money provided from the district budget to fund the Basic Education Program. The

school per pupil expenditure is $8,198 for Southwind High School. The school

distributes its allocated funds for the budget in the following manner:

Direction of Funds Spent Money Allocated Percentage of Budget Used

Classroom $ 224,227,189 59.7%

Classroom Support $ 27,401,384 7.3%

School Administration $ 25,336,547 6.7%

Central Staff $ 5,409,726 1.4%

Central Services $ 19,206,439 5.1%

Operations $ 20,376,915 5.4%

Maintenance $ 7,179,628 1.9%

Transportation $ 10,868,337 2.9%


Technology $ 12,942,764 3.4%

Capital Outlay $ 5,555,000 1.5%

Nutritional Services $ 17,114,554 4.6%

TOTAL BUDGET $ 375,618,483 100.0%

Coordination and Integration of Federal, State, and Local Services

General instructional resources and materials (textbooks, handouts, ancillaries,

classroom materials) are purchased primarily out of the general fund but are

supplemented with Title I dollars. Compass Learning for students is funded entirely by

general system fund dollars. In 2010 the student computer lab was updated through

Title I funds, but the faculty laptops were updated with general funds. Additional laptops

and carts were provided through Title I funds. Additionally, ARRA funds have been used

to supplement instructional materials.

The Free and Reduced Lunch Program at SHS provides breakfast and lunch for

the students who are currently in the program. The Perkins Grant helps students in the

Career and Technical classes by funding equipment, materials, and other necessary

requirements for the class, such as coveralls for the auto mechanics. Many of the

special education students participate in the CTE classes and benefit from the funding,

as do the students in the ESL program.

Title I funds are used to provide supplemental materials, resources, technology,

books, and assessment programs, such as Discovery Assessments and ACT Prep.

Ongoing professional development for teachers and student awards and recognition are

funded through a combination of general system and Title I funds. Student Characteristics Student Populations by Ethnicity

African - American

Hispanic -American White Asian-

American

American Indian/

Alaskan Native

Pacific Islander/ Native

Hawaiian Male Female Male Female Male Female Male Female Male Female Male Female

850 924 49 47 8 5 8 10 4 1 0 1


Student Population By Grade

Grade White Hispanic- American

Latino Asian-

American Black or African

American

American Indian or Alaskan Native

Pacific Islander or

Native Hawaiian

Total

9th 6 36 4 471 1 0 519

10th 3 17 4 418 0 0 443

11th 2 21 5 437 3 0 469

12th 2 22 5 448 1 1 479

Total 13 96 18 1774 5 1 1910

Southwind High School serves the needs of special needs students. 188

students (9.84% of the school population) receive exceptional (special) education

services. The school offers different levels of classes. The school offers moderate

expanded resource courses to students in grades 10-12 to support their diverse

learning and behavioral challenges; this level of service offers students who qualify to

earn a regular diploma, while taking remedial math, science, social studies, and

language arts courses and career and technical courses. Southwind High School also

offers the functional skills and adaptive functional skills setting for those students with

multiple handicaps that challenge their learning and physical abilities. A teacher and

two special education paraprofessionals work in the FS and AFS classroom, and these

students also receive services from the physical therapist, occupational therapist, and

speech pathologist that are provided by the district.

The exceptional education department also offers the APEX program for gifted

students in the ninth grade. Although the students’ needs are met by the honors

curriculum in the ninth grade academy, an APEX teacher/case manager is assigned to

advise students and parents on their individual education plan goals. All APEX services

terminate at the end of the ninth grade year.

The school currently has 55% of its students who receive free and reduced lunch

services daily.

Strategies to Provide Assistance to Students Experiencing Difficulties

Students who have difficulties mastering standards are provided assistance in

several ways. Foremost, tutoring is widely available through the state funded extended


contract program, as well as by teachers who offer tutoring without the ECU. In

conjunction with tutoring, students may gain extra help in the course recovery lab using

the Compass Learning software in preparation for state mandated exams.

Students who fail the first semester of English 10 or Algebra I and who

demonstrate severe deficiencies as evident in the Discovery Education Assessment

data have the opportunity to retake the first half of the course during the fall in order to

learn the material before proceeding to the second half for which they have no

foundation. SHS offers the first half of the class during the second semester. This helps

students learn the material and gain confidence in the subject area before moving into

the second half of the course.

School counselors monitor students’ grades at the interim of each semester and

on each report card. Counselors meet individually with students who are making low

grades to discuss tutoring opportunities and a plan for improvement.

SHS utilizes an Math coach to improve overall instruction and to support

struggling learners in those subject areas pertaining to core mathematical skills.

Staff Characteristics

As education and research advance, Southwind teachers keep involved and

informed by attending state and national conferences, by attending district and school

mandated professional development sessions, and by viewing webinars that emphasize

best teaching and instructional practices. Numerous teachers participate in leadership

positions. The teachers serve on the school leadership team as department chairs, and

twenty-five teachers were elected by their peers to serve on Teacher Advisory

committee, which serves as a board for teachers to voice concerns to the school

administrative team. Teacher leadership relevant at the district level can be recognized

with membership in the Shelby County Education Association.

Southwind High School has ninety-nine teachers, six paraprofessionals, nine clerical

workers, five counselors, six administrators, and seven other members on staff that

includes librarians, school resource officers, and custodians. No Southwind teacher

teaches a course that is outside of his or her area of certification. A large percentage of

teachers and staff members hold advanced degrees at Southwind High School. Forty


percent of teachers have a Master’s degree, five percent have an Education Specialist

degree, two percent of teachers have a J.D., and one percent of the teachers have an

Ed.D or Ph.D. Among the paraprofessional staff members, six percent have a high

school diploma and three percent have associate degrees, and thirty-nine percent have

Bachelor’s degrees. Females comprise the majority of the staff at seventy percent, while

males make up thirty percent of the staff. With regards to ethnicity, fifty-six percent of

the faculty and administrative staff are black, 42% is white, 2% is Hispanic, and 1% is

another ethnicity. Twenty-two percent of the teaching staff has tenure status while the

remaining 78% are working towards that goal. In order to gain tenure, all teachers are

evaluated through the usage of the state of Tennessee’s Framework for Evaluation and

Professional Growth Model.

Southwind High School has a faculty and administration of varying years of

experience. Twenty-six percent of the faculty have between three and five years

experience, 25% have 0-2 years, 24% have 5-10 years, 12% have 11-15 years, 5%

have 16-20 years, and 8% have twenty or more years of experience. Fifty-eight percent

of the faculty and administrative have been in his or her current position for 0-2 years.

Thirty-five percent has been in his or her current position for 3-5 years, 5% for 5-10

years, 2% for 11-15 years, and 1% for 20 years or more. Twenty-two percent of the

teaching staff has secured his or her tenure status, and seventy-eight percent of the

staff is comprised of new teachers. Ninety-five percent of teachers at Southwind are

highly qualified as categorized by the State Department of Tennessee.

Attracting Highly Qualified Teachers Southwind employs the following strategies to attract and maintain high quality and

qualified teachers:

• Support uncertified personnel to gain certification through Praxis Licensure.

Testing requirements and educational graduate school opportunities.

• Build relationships with local colleges and universities to participate in student

teacher internship programs.

• Provide on-going professional development.

• Provide professional development opportunities during faculty meetings and

during after school activities.


• Ensure that all teaching faculty accurately maintain a teacher professional

development log.

• Encourage and support teachers in attending local, state, and national

professional development.

• Continue the teacher-mentoring program for all new faculty to the school.

• Assign mentors to all new first year teachers.

• Establish networks to build capacity between teachers, students, and parents.

• Establish Professional Learning Communities.

• Provide the latest technology to our teachers to prepare then to 21st century

instructors.

• Provide on-site computer training for teachers.

• Lower the teacher/pupil ratio when possible through grants and Title I Funding.

• Provide common planning time.

The school year follows a traditional school calendar of 200 days of classes with 180

allocated for instruction. The remaining days are designated for in-service and staff

development. The school day begins at 7:00 a.m. and ends at 2:00 p.m. Teachers are

required to report fifteen minutes before school starts. The school master schedule is

built with five fifty-five minute periods with a lunch period that is ninety minutes in length.

Teachers are required to stay on campus until 2:25 p.m., although many stay later to

sponsor extracurricular events and to tutor.

High Quality and Ongoing Professional Development

Along with the professional development activities presented by Shelby County

Schools, SHS provides extensive and on-going professional development for teachers

and administrators.

Red Cross First Aid, CPR (cardio pulmonary resuscitation) and AED (automatic

external defibrillator) training is offered to the faculty and staff of SHS. Courses in First

Aid as well as training to the faculty and staff each year in blood-borne pathogens and

hazardous chemicals. Also, the School Emergency Response Team (SERT) Members

are added every year.


High-quality, ongoing professional development is offered through both required

and optional sessions each semester online, onsite, and off campus. Topics and

conferences for the 2010-2011 school year include the following:

• PD360: All Means All: What is it about me you can’t teach?

• Professional Learning Communities at Work (book study)

• Compass Learning

• PLC Capacity Building Sessions

• AP College Board Training

• Aspiring Administrators Academy

• PD360: Professional Learning Communities

• PD360: Quality Secondary Teaching for Classroom Success

• Discovery Education Streaming

• Discovery Education Assessment Training

• How To Backup Your Laptop

• Promethean Clicker Basics

• iweb

• iMovie Presentations

• Nettrekker

• Atomic Learning

Professional development activities also include conferences SHS faculty and staff have

attended, such as the Urban Conference on Differentiated Instruction, and numerous

other professional development workshops.

Average pupil-teacher ratio The pupil-teacher ratio is set by the state of Tennessee for high schools.

Southwind High School utilizes these ratios to develop class sizes during the summer

months. Although these ratios are used, the average pupil-teacher ratio varies by

department and course size.

General Education Courses 1:35

Career and Technical Course 1:20

Special Education 1:15


Teacher Inclusion in Assessment Decisions

Assessment decisions by the administration are made as part of the site-based

management at SHS. The principals meet regularly with teachers to discuss the

programs used to assess student learning. Currently Discovery Education and

Compass Learning are being used for English I, English II, Algebra I, and TCAP Writing

Assessment for grades 11 and 12. Teachers communicate with the principal and Title I

facilitator to request purchases and provide input for improving student performance

and instructional programming. With teacher input programs are purchased to enhance

the assessment and analysis of all sub categories for the state tests, as well as for the

overall improvement or decline in the percentage of advanced and proficient students.

End of Course Coach workbooks are typically purchased for Algebra I, Biology I, and

English.

Teachers are also involved with the analysis and disaggregation of test scores

when they are received from the State Department. Based upon the findings of these

scores, the subject-specific departments work collaboratively to determine whether the

school should continue or expand upon the current measures in place that were

intended to enhance instruction and student success based upon their effectiveness as

revealed in the test results.

New courses and training are continually researched to help teachers in the

instructional program and in ways to better prepare students for the state tests and for

the College Board exams, as well to help them achieve a better understanding of the

subjects.

All purchased assessment programs, as well as all curricular measures, are

maintained, discontinued, or expanded in accordance with decisions made in the

teacher-administrator meetings.

Strategies to Increase Parental Involvement

Much of SHS’s strategy for increasing effective parental involvement stems from

the school’s Parent Involvement Policy, Parent Involvement Plan, and School-Parent-

Student Compact developed jointly with the PTSA and ratified by the parents at the fall


Title I Meeting. SHS desires to increase parent involvement through parents’ active

participation in the PTSA and through Title I programs. Title I sponsors different events

at the school, including the College and Careers Fair, Financial Aid Night, and other

events important to the students.

Parents are also invited to serve on the TSIP Committees and are notified via

phone calls, emails, and with postings on the school calendar of the meeting dates and

times which often meet after school hours.

Open House, Honors & Advanced Placement Informational meetings and Parent

Conference Nights are also opportunities for parents to be involved in the school

programs, as well as other annual activities, such as the Title I Information Sessions.

Information is posted on the school website and online calendar. Occasional auto-call

messages are also sent to parents at home in the evenings after 6:00 PM.

From Southwind High’s web page, parents have access to all teachers’ and

administrators’ email addresses and are free to email any questions or concerns they

have. This involves many parents who may not otherwise contact the school. Likewise,

through accessing PowerSchool grades, parents can monitor their student’s progress

from anywhere they may travel, as well as use the email link therein.

SHS actively solicits parental involvement in conjunction with students’

disciplinary issues. This is an effective strategy to get the parents involved and to help

the student.

Freshman Transition Program Southwind High School has a transition program to help bridge the gap for

students transitioning from middle school to high school that begins with visits to the

feeder elementary and middle schools and continues through the students’ Freshman

year of high school. This program takes works closely with the freshmen to provide the

support that new students need to be successful at SHS and beyond their high school

careers.


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

Variety of Academic and Non-Academic Assessment Measures

1.4: Variety of Academic and Non-Academic Assessment Measures

List of Data Sources

Non-Academic Data Academic Data

• Attendance Data

• Discipline Data

• Graduation Rate

• Highly Qualified Teacher Data

• School Improvement Survey Results

1. Teacher Surveys

2. Student Surveys

3. Parent and Community Surveys

4. Parent Title I Survey

• No Child Left Behind Report

• TCAP Writing Examinations Results

• TCAP End of Course Examinations Results

• PSAT Results

• ACT Results

• PLAN Results

• Discovery Learning Results (ThinkLink)

• Formative and Summative Assessments

• Advanced Placement Test Results

• Tennessee Value Added Assessment Score

Results (TVAAS)

• TN School Report Card Data


Southwind High School Yearly Attendance Average

Data Analysis and Collection:

The data collected clearly demonstrates that there has been a decline in student

attendance since the school opened its doors in 2007. The attendance rate has dipped

5% over the past three years from 93% in 2007-2008, to 92% in 2008-2009, and to 88%

as of March 2010 for the 2009-2010 school year. The school met the state mandated

goal of 93% during the school years of 2007-2008 and 2008-2009. Our plan for the

future is to improve two percentage points in order to reach the yearly attendance

average. It is important that the school address the issue in order to comply with No

Child Left Behind attendance mandates.

90.50%

91.00%

91.50%

92.00%

92.50%

93.00%

93.50%

2007-‐2008 2008-‐2009 2009-‐2010

School

State


Southwind High School Discipline Data

Data Analysis and Collection: The type of disciplinary consequence and the gender of the students receiving the particular

consequence are demonstrated to represent the discipline data for the school. The data is

presented in the fashion to demonstrate the types of discipline assigned for negative student

behavior and the number of times it is assigned to each gender. Most importantly, the

Out of School

Suspension Short Term

Out of School

Suspension Long Term

In School Suspension

Bus Suspension Detentions Total

Males 1067 19 655 36 34 1811 Females 534 12 365 4 3 918 Total 1601 31 1020 40 37 2729

0

500

1000

1500

2000

2500

3000

2009-2010 Discipline Consequences by Gender

Out of School

Suspension (Short Term)

Out of School

Suspension (Long Term)

In School Suspension

Bus Suspension Detention Total

Males 475 30 700 8 361 1574 Females 349 11 296 5 245 906 Total 824 41 996 13 606 2480

0 500 1000 1500 2000 2500 3000

2008-2009 Discipline Consequences by Gender

Males

Females

Total


consequences are the five major disciplinary actions given to students by our assistant

principals. The strength of this data shows that there has been an increase in the number of

overall suspensions. In the disaggregation of the data, there are two primary areas of concern.

First, the out of school suspension rates for male students at the school has risen over the past

two years from 475 students to 1067 students between the school years of 2008-2009 and

2009-2010. In this increase, the majority of the students at SHS are African American students,

which suggests a large number of out of school suspension assignments are given to African

American males here. Another area for concern is the number of long term suspensions that

have been given to students. Between 2008 and 2010, the total number of students receiving

long-term suspensions decreased from 41 students to 31 students. These two areas need to be

addressed because out of school suspensions have a definite effect on student achievement.


Title I Parent Survey- Fall 2010

The parents of students at Southwind High School were given a Title I Parental Engagement

Survey at registration on August 3, 2010. One thousand one hundred forty-one (1141) parent

surveys were returned to the SHS Title I office. The surveys were tabulated using a Scantron

machine.

Title I Parent Survey

1. As a parent, I would like for Title I funds to provide parent training for my child in reading,

language arts, and writing (grade level or advanced).

Strongly Agree Agree Disagree Strongly

Disagree Not

Applicable 70.63% 23.96% 1.60% 2.31% 1.51%

2. As a parent, I would like for Title I funds to provide parent training for my child in math

(grade level or advanced).


Disagree Not

Applicable 71.95% 23.81% 0.80% 2.30% 1.15%

3. As a parent, I would like for Title I funds to provide parent training for my child in science,

social studies, and history (grade level or advanced).


Disagree Not

Applicable 65.07% 29.08% 2.13% 2.48% 1.24%

4. As a parent, I would like for Title I funds to be utilized to purchase educational materials

and provide tutoring programs (before/after/summer school) for my child.


Disagree Not

Applicable 74.51% 22.30% 1.06% 1.15% 0.97%

5. As a parent, I would like for Title I funds to be utilized to provide additional staff at

schools.


Disagree Not

Applicable 65.48% 29.99% 1.06% 2.93% 0.53%

6. As a parent, I would like for Title I funds to be utilized to extend hours for parent usage

of the library and the parent resource room.



Disagree Not

Applicable 46.14% 35.23% 4.53% 9.49% 4.61%

7. As a parent I would like Title I funds to provide resources for a parent room for parent

use.


Disagree Not

Applicable 38.60% 35.58% 5.24% 13.84% 6.74%

8. As a parent, the best way to communicate with me/family is:

Calls/Notes Newsletter Website/ Agendas Email All of These

23.31% 4.73% 2.28% 9.38% 58.37%

9. As a parent, I would like to participate more in Title I school-based decisions.


Disagree Not

Applicable 43.65% 45.92% 2.19% 3.16% 3.68%

10. Which of these support programs would you like for your school to offer you/family?

Family Literacy GED ESL Computer

Training All of These 9.38% 4.03% 3.24% 31.55% 48.55%

11. If I had the opportunity to volunteer at my child’s school, I would like to:

Field Trips Tutoring/ Mentoring

Parent Organizations

After Hours Safety All of These

20.95% 16.30% 23.40% 2.98% 33.22%

12. As a parent, I feel that my school prepares my child for the state assessments (End of

Course Testing).


Disagree Not

Applicable 42.94% 46.63% 2.37% 3.94% 2.80%

13. As a parent, would you like for Title I funds to be used to purchase refreshments for

parent curriculum information meetings?


Disagree Not

Applicable 26.64% 32.34% 9.73% 22.44% 6.49%


Southwind High School Climate Survey Results Winter 2009

Southwind High School – Parent and Community Survey Results 1. Please select the school your child attends from the list below and then proceed to the survey. Southwind High School 53 100% Total 53 100% 2. The school assists students in seeing/understanding a relationship between school and the "real world." Strongly Agree 10 19% Agree 29 55% Disagree 13 25% Strongly Disagree 1 2% 3. The school assists students in seeing/understanding a relationship between school and the "real world." Strongly Agree 9 18% Agree 28 55% Disagree 13 25% Strongly Disagree 1 2% 4. Students use previously learned information to generate new ideas and solve problems. Strongly Agree 9 18% Agree 35 70% Disagree 6 12% Strongly Disagree 1 2% 5. The school curriculum is designed to meet all state and national standards. Strongly Agree 13 25% Agree 30 58% Disagree 7 13% Strongly Disagree 2 4% 6. The curriculum prepares students for a technologically advanced society. Strongly Agree 9 18% Agree 26 52% Disagree 13 26% Strongly Disagree 2 4% 7. Teachers have high expectations for all students. Strongly Agree 7 13% Agree 26 50% Disagree 13 25% Strongly Disagree 6 12%


8. A variety of assessment tools and instructional strategies are used to increase student achievement. Strongly Agree 9 18% Agree 22 43% Disagree 18 35% Strongly Disagree 2 4% 9. Evaluation of student work is consistent with curriculum. Strongly Agree 7 13% Agree 30 58% Disagree 13 25% Strongly Disagree 2 4% 10. Our school meets the needs of individual students by striving for a quality education for all students. Strongly Agree 10 20% Agree 27 53% Disagree 8 16% Strongly Disagree 6 12% 11. School staff actively participates in achieving proficiency and beyond for all students. Strongly Agree 7 13% Agree 24 46% Disagree 19 37% Strongly Disagree 3 6% 12. The school's program includes Shelby County School District's mission of empowering all students for learning, leadership, and life. Strongly Agree 10 20% Agree 27 54% Disagree 12 24% Strongly Disagree 2 4% 13. A student-centered program challenges all learners. Strongly Agree 8 17% Agree 27 56% Disagree 12 25% Strongly Disagree 2 4% 14. Students accept responsibility for their actions and have respect for the opinions of others. Strongly Agree 5 10% Agree 24 49% Disagree 15 31% Strongly Disagree 5 10% 15. The school provides a safe and positive environment in which students can


achieve. Strongly Agree 7 14% Agree 34 67% Disagree 7 14% Strongly Disagree 3 6% 16. Our school actively seeks parental involvement in school wide decisions. Strongly Agree 10 20% Agree 21 41% Disagree 15 29% Strongly Disagree 5 10% 17. Counselors provide appropriate services to students and parents. Strongly Agree 8 15% Agree 21 40% Disagree 14 27% Strongly Disagree 9 17% 18. An open communication exists between administrators, staff, and parents. Strongly Agree 8 15% Agree 25 47% Disagree 12 23% Strongly Disagree 8 15% 19. The school enlists the knowledge and services of all stakeholders to form partnerships that improve the learning experiences for all students. Strongly Agree 8 16% Agree 24 47% Disagree 14 27% Strongly Disagree 6 12% 20. Test data is communicated and explained to parents. Strongly Agree 7 13% Agree 19 36% Disagree 23 43% Strongly Disagree 4 8% 21. Parent Portal is an effective communication tool to review students' grades. Strongly Agree 26 49% Agree 23 43% Disagree 3 6% Strongly Disagree 1 2% 22. School administrators and staff promote the use of shared decision-making. Strongly Agree 6 13% Agree 22 47% Disagree 16 34% Strongly Disagree 3 6%


23. Parent-teacher communication is facilitated through the use of school web pages. Strongly Agree 6 12% Agree 28 55% Disagree 11 22% Strongly Disagree 6 12% 24. For the most part, I am satisfied with our school. Strongly Agree 11 22% Agree 24 47% Disagree 12 24% Strongly Disagree 4 8% 25. For the most part, I am satisfied with the Shelby County School System. Strongly Agree 12 24% Agree 27 53% Disagree 7 14% Strongly Disagree 5 10%


Southwind High School - Teacher Survey Results 1. *The following survey is for SCS Teachers ONLY! Please select your school from the drop down list below. Southwind High School 103 100% Total 103 100% 2. Teachers have high expectations for all students. Strongly Agree 47 46% Agree 44 43% Disagree 10 10% Strongly Disagree 1 1% 3. Teachers promote an inclusive culture. Strongly Agree 41 40% Agree 54 52% Disagree 8 8% Strongly Disagree 0 0% 4. Due to professional development, teachers maintain and expand an updated, challenging, and relevant instructional program. Strongly Agree 39 38% Agree 49 48% Disagree 14 14% Strongly Disagree 1 1% 5. Teachers strive for achieving proficiency and beyond for all students. Strongly Agree 40 39% Agree 56 55% Disagree 5 5% Strongly Disagree 1 1% 6. Teachers use a variety of teaching strategies and learning styles on an everyday basis. Strongly Agree 46 46% Agree 49 49% Disagree 7 7% Strongly Disagree 0 0% 7. Students are recognized for a variety of achievements (academic, Accelerated Reader, athletic, fine arts, service, etc.). Strongly Agree 47 46% Agree 48 47% Disagree 7 7% Strongly Disagree 1 1% 8. The use of school and community resources (Internet, libraries, etc.) to help students is encouraged.


Strongly Agree 50 49% Agree 47 46% Disagree 5 5% Strongly Disagree 0 0% 9. An alignment across the curriculum, instruction, and assessment within and across grade levels exists in the school. Strongly Agree 30 29% Agree 54 53% Disagree 16 16% Strongly Disagree 2 2% 10. Clear measures of progress for student achievement are implemented throughout the year. Strongly Agree 38 37% Agree 51 50% Disagree 12 12% Strongly Disagree 2 2% 11. Adequate funding is provided to maintain up-to-date materials for all classrooms. Strongly Agree 23 22% Agree 45 44% Disagree 27 26% Strongly Disagree 8 8% 12. School discipline is clearly defined and fair for all students. Strongly Agree 35 34% Agree 41 40% Disagree 16 16% Strongly Disagree 11 11% 13. Teachers receive the help needed to address student behavior and discipline problems. Strongly Agree 28 27% Agree 46 45% Disagree 17 17% Strongly Disagree 12 12% 14. Adequate security measures are in place. Strongly Agree 34 33% Agree 52 51% Disagree 8 8% Strongly Disagree 8 8% 15. The school provides a safe and orderly environment for students and staff. Strongly Agree 39 38% Agree 44 43% Disagree 15 15%


Strongly Disagree 5 5% 16. Teachers are involved in decision-making. Strongly Agree 17 17% Agree 52 51% Disagree 22 22% Strongly Disagree 11 11% 17. Teachers feel comfortable discussing school issues with administrators. Strongly Agree 27 26% Agree 48 47% Disagree 22 21% Strongly Disagree 8 8% 18. PowerSchool is an effective communication tool. Strongly Agree 44 43% Agree 47 46% Disagree 11 11% Strongly Disagree 0 0% 19. Up-to-date computers and other technologies are available in the school for students. Strongly Agree 50 49% Agree 51 50% Disagree 1 1% Strongly Disagree 0 0% 20. Class sizes are appropriate for effective learning. Strongly Agree 13 13% Agree 54 52% Disagree 28 27% Strongly Disagree 8 8% 21. School leaders encourage collaboration among teachers. Strongly Agree 27 27% Agree 59 58% Disagree 10 10% Strongly Disagree 5 5% 22. The principal has confidence in the expertise of the teachers. Strongly Agree 46 45% Agree 46 45% Disagree 6 6% Strongly Disagree 5 5% 23. The principal invites teachers to play a meaningful role in setting goals for the school. Strongly Agree 43 42% Agree 40 39%


Disagree 13 13% Strongly Disagree 7 7% 24. The Central Office technology department assists the teachers in a timely manner. Strongly Agree 43 43% Agree 55 54% Disagree 2 2% Strongly Disagree 1 1% 25. Technology used on a daily basis in the classroom is essential for meeting the standards for "real world" learning. Strongly Agree 45 44% Agree 46 45% Disagree 10 10% Strongly Disagree 1 1% 26. School leaders encourage open and honest communication on important school issues. Strongly Agree 28 27% Agree 54 52% Disagree 16 16% Strongly Disagree 6 6%


Southwind High School- Student Survey Results 1. *The following survey is for High School Students ONLY! Please select your school from the drop down list below. Southwind High School 252 100% Total 252 100% 2. Challenging and appropriate schoolwork and activities are available to all students. Strongly Agree 72 29% Agree 151 60% Disagree 29 12% Strongly Disagree 11 4% 3. Academics are appropriately emphasized within the school. Strongly Agree 80 32% Agree 147 58% Disagree 28 11% Strongly Disagree 9 4% 4. School administrators listen to students' concerns and needs. Strongly Agree 32 13% Agree 95 38% Disagree 81 32% Strongly Disagree 54 21% 5. The school assists students in seeing and understanding a relationship between school and the "real world." Strongly Agree 53 21% Agree 123 49% Disagree 55 22% Strongly Disagree 31 12% 6. Students are prepared for a technologically advanced society. Strongly Agree 39 16% Agree 148 59% Disagree 56 22% Strongly Disagree 11 4% 7. Teachers have high expectations for all students. Strongly Agree 67 27% Agree 110 44% Disagree 60 24% Strongly Disagree 19 8%


8. A variety of assessment tools and instructional strategies are used to increase student achievement. Strongly Agree 45 18% Agree 160 63% Disagree 45 18% Strongly Disagree 9 4% 9. Our school meets the needs of individual students by striving for a quality education for all students. Strongly Agree 46 19% Agree 146 59% Disagree 49 20% Strongly Disagree 15 6% 10. Students accept responsibility for their actions and have respect for the opinions of others. Strongly Agree 27 11% Agree 103 41% Disagree 92 37% Strongly Disagree 43 17% 11. Students understand that attendance is directly linked to academic achievement. Strongly Agree 48 19% Agree 124 49% Disagree 61 24% Strongly Disagree 30 12% 12. School rules apply equally to all students. Strongly Agree 55 22% Agree 111 45% Disagree 51 20% Strongly Disagree 41 16% 13. The school encourages diversity and strives to include everyone. Strongly Agree 52 21% Agree 135 54% Disagree 48 19% Strongly Disagree 25 10% 14. The school provides a safe and positive environment in which students can achieve. Strongly Agree 53 21%


Agree 150 60% Disagree 41 16% Strongly Disagree 17 7% 15. Counselors are available to students in the classroom and individually. Strongly Agree 58 23% Agree 117 47% Disagree 55 22% Strongly Disagree 27 11% 16. The ability to review grades online is a valuable tool for students. Strongly Agree 158 63% Agree 89 36% Disagree 8 3% Strongly Disagree 3 1% 17. Our school has a "no-bullying" policy that is enforced. Strongly Agree 51 21% Agree 121 49% Disagree 54 22% Strongly Disagree 35 14% 18. Students use previously learned information to generate new ideas and solve problems. Strongly Agree 47 19% Agree 166 67% Disagree 27 11% Strongly Disagree 13 5% 19. My school recognizes the achievements of students for all types of accomplishments. Strongly Agree 56 22% Agree 139 56% Disagree 48 19% Strongly Disagree 22 9% 20. A counselor/advisor is available to help me select classes and provide guidance in planning for the future. Strongly Agree 81 32% Agree 133 53% Disagree 29 12% Strongly Disagree 16 6%


21. The amount of homework I am given helps me succeed in my studies. Strongly Agree 39 16% Agree 140 56% Disagree 59 24% Strongly Disagree 26 10% 22. In our school, students have access to a variety of resources, such as technology, media centers, and libraries, to help them succeed in their learning. Strongly Agree 66 27% Agree 161 65% Disagree 23 9% Strongly Disagree 5 2% 23. I am encouraged to use school and community resources (e.g., library, internet) to help me with my schoolwork. Strongly Agree 75 30% Agree 146 59% Disagree 29 12% Strongly Disagree 8 3% 24. For the most part, I am satisfied with our school. Strongly Agree 41 17% Agree 128 53% Disagree 56 23% Strongly Disagree 30 12% 25. Shelby County Schools is empowering me for life, learning, and leadership. Strongly Agree 55 22% Agree 139 56% Disagree 50 20% Strongly Disagree 16 6%


1.5: Data Collection and Analysis Data was collected from the academic and non-academic sources that are listed

in Template 1.4. Documents and materials were printed and complied in reference to

each academic and non-academic area in order to distribute to committee members.

The Southwind High School Leadership team consisted of department chairs, the

principal, vice-principal, and assistant principals. The team met to review the SIP

process as it pertained to the TSSIP rubric and guide. Each subcommittee selected

which area of data would be analyzed and was broken down according to academic

assessments (EOC, Gateways, ACT, PLAN, and TCAP writing assessment) and by the

non-academic data (attendance rates, discipline, surveys). In addition the focus was on

AYP data from the Tennessee School Report Card, TVAAS Diagnostic reports, ACT

High School Profile Reports, and PLAN summary reports for this update.

A calendar of meetings was formed and committee members met to analyze all

disaggregated data by comparing the 2009-2010 data to the historical data if applicable.

A comparison of data provided information for determining the strengths and needs in

each testing area. Strengths and needs were determined in each non-academic area by

examining the increase or decrease in percentiles of improvement and well as growth

differences/gaps between the low to middle achievers, middle to high achievers, and

low to high achievers as reflected in the TVAAS school diagnostic report.

The outcome of the academic and non-academic analysis, in conjunction with the

stated strengths and needs in each area, provided the foundation for the prioritized list

of school goals for the Action Plan for 2010-2011.


1.6: Report Card Data Disaggregation In an effort to determine if all subgroups were performing with equity, disaggregation by

subgroups was accomplished to the greatest extent possible. African American

students make up 98% of the school population, and 52% of the students are

considered Economically Advantaged. During the 2009-2010 school year, there were

too few Asian/Pacific Islander students, Hispanic students, Native American students,

white students, and limited English proficient students assessed for their scores to be

reported to the school. The only significant disaggregation that could be accomplished

for this school was within the subgroup of “gender.”

School AYP Summary

All African American

Asian/ Pacific

Islander Hispanic Native

American White

Economically

Disadvantaged

Students w/

Disabilities

Limited English

Proficient

Math

% Tested + + < 45 < 45 < 45 < 45 + + < 45

% Proficient/

Adv + + < 45 < 45 < 45 < 45 + + < 45

Reading/ Language

Arts/ Writing

% Tested + + < 45 < 45 < 45 < 45 + < 45 < 45

% Proficient/

Adv + + < 45 < 45 < 45 < 45 + < 45 < 45

Additional Indicator

Graduation Rate + + < 45 < 45 < 45 < 45 + < 45 < 45

Met AYP? + + < 45 < 45 < 45 < 45 + < 45 < 45


TCAP Writing Assessment 2010

Scores Southwind District Number of Students 473 3259

6 10 194 5 88 1120 4 333 1331 3 42 69 2 0 0 1 0 0 0 0 0

Average 4.1 4.5 Data Analysis and Collection:

Students at Southwind High School participated in the TCAP writing assessment for

the first time during the 2009-10 school year. The data analysis below is comparing

the scores at Southwind High School to the Shelby County Schools district scores.

A total of 3,259 students took the test for the Shelby County Schools district. The

percentage of students taking the test for Southwind High was 14.5% for the district.

10 (2.1%) of Southwind 11th graders scored a 6 on the writing assessment test,

which is the highest possible score. 88 (18.6%) of 11th graders scored a 5. A total of

98 students scored advanced on the assessment. 333 (70.4%) of 11th graders

scored a proficient score of a 4. A total of 42 (8.8%) of 11th graders scored below

proficient on the assessment. Southwind juniors were only .2% less than the district

average. Overall, there was a decrease in the percentages of proficiency from the

students. Just as they had previously, all students scored at a 3 or better on the

writing assessment test. There is a need to not only increase the number of

students who score 5 and 6 on the assessment, but to improve the amount of

students who test proficient on the assessment.


TCAP Writing Assessment Ethnicity Data

Subgroup % Tested % BP % Prof %Ad %PR &

Ad Sys % P&A

State P&A

All 98% 8.8% 69.5% 20.5% 91.0 94.5 85.0

Black 91% 8.7% 69.0% 19.2% 90.8 89.5 79.5

Asian 1% - - - * 96.6 87.7

Hispanic 3% - - - 90 92.3 76.6

Native A. - - - - * 100.0 86.2

White <1% - - - 100.0 97.8 87.2

Ec. Dis. 46.9% 12% 67.1% 18.2% 88.7 87.3 77.5

Students with Disabilities

7% 45.2% 45.2% - 57.6 66.5 42.6

ELL 1% - - - * 27.3 33.1

Male 47% 13.0% 69.1% 15.7% 84.9 91.9 79.5

Female 53% 5.1% 69.9% 20.7% 96.4 96.9 90.4

Information is not reported when fewer than 10 students appear in a category. Calculated from TCAP Writing Assessment Summary


Ethnicity data shows that 90% of Southwind students were both proficient and

advanced on the TCAP writing assessment. This is 6% higher that the state average. Of

all subgroups, 45.2% of the students with disabilities who were tested scored below

proficient on the assessment. 85.3 % of economically disadvantaged students scored

proficient or advanced. Female students outscored males in proficiency levels overall

with 27.6% of the male population scoring below proficient and only 9.6% of females

scoring below proficient.


Predicted Score Quintile

Writing Assessment

Quintile 1(Lowest) 2 3(Middle) 4 5 (Highest)

% of Students

33.6 27.7 18.3 17.2 3.3


The TVAAS Predicted Score Quintile’s highest range in this content area

consisted of 3.3% of the students tested, in contrast to the lowest quintile that consisted

of 33.6% of the students tested, a difference of 30.3% between the highest quintile and

the lowest. The second highest gap among the quintiles occurred between the second

quintile (27.7%) and the highest quintile (3.3%) with a 24.4% gap. The lowest gap

occurred between the lowest quintile (3.3%) and the fourth quintile (17.2%) with a

13.9% difference. A 15.3% difference occurred between the middle and highest quintile.


END OF COURSE RESULTS

ALGEBRA I BIOLOGY I ENGLISH I ENGLISH I U.S. HISTORY

09-10 10-11 09-10 10-

11 09-10 10-11 09-10 10-

11 09-10 10-11

# of Students Tested 506 - 540 - 451 - 464 - 476 -

Advanced Total 19 - 10 - 10 - 12 - 170 -

% Advanced 4% - 2% - 2% - 3% - 36% -

Proficient Total 87 - 136 - 198 - 181 - 290 -

% Proficient 17% - 25% - 44% - 39% - 61% -

Basic Total 206 - 201 - 149 - 202 - 16 -

% Basic 41% - 37% - 33% - 44% - 3% -

Below Basic Total 194 - 193 - 94 - 69 - N/A -

% Below Basic 38% - 36% - 21% - 15% - N/A -

Data Analysis and Collection: End of course results are distributed to schools from the State Department of

Education and scores are stored in the TVAAS (Tennessee Value Added Assessment

System) website. The testing benchmarks for the state of Tennessee changed

remarkably during the 2009-2010 school year to make our state’s students more

competitive with students nationally, as well as internationally, in the increasingly global

economy. The scores required to reach the “proficiency” and “advanced” levels were

increased to align with the overall higher standards.

In all tested subjects the largest proportion of students tested were identified as


basic, with the exception of English I and US History, where 44% and 61%

(respectively) of students were classified as proficient. US History also stands out as

the subject area where the largest number of students were classified as advaced

(36%).


ACT Score Averages by Race and Gender YEAR: 2010

Number of Students Tested

Percent of Students Tested

English Math Reading Science Composite

School State School State School State School State School State School State School State

All Students 447 57,953 n/a n/a 15.4 17.9 16.2 18.2 15.9 18.5 16.2 18.5 16.1 18.4

African American/Black 377 12,682 n/a n/a 15.3 14.8 16.2 16.0 15.8 15.5 16.2 16.2 16.0 15.7

American Indian/ Alaska Native 0 256 n/a n/a - 17.2 - 17.5 - 17.9 - 17.9 - 17.7

Caucasian American/White 1 37,917 n/a n/a 22.0 19.1 24.0 18.9 16.0 19.5 18.0 19.4 20.0 19.4

Hispanic 18 2,002 n/a n/a 15.2 15.6 16.9 17.2 16.9 17.2 16.4 17.3 16.4 17.0

Asian American/ Pacific Islander 4 886 n/a n/a 15.3 20.7 15.5 21.9 18.0 21.0 16.5 21.2 16.5 21.4

Other/No Response 47 4,210 n/a n/a 15.8 17.5 16.0 17.8 16.4 18.4 16.4 18.0 16.3 18.0


The most noticeable data is the fact that all of the Caucasian students in the school scored at or

above all state averages in the English, Math, and Reading component sections, with the exception

of the science section, where they were slightly below the state average. The Asian population

scored well in the areas of mathematics and science. As for the other ethnic groups, African

Americans, Hispanics, and Native American students scored below state averages. African

Americans scores are above the African American students from across the state; they are still

below the score of 18, which is the baseline score that demonstrates college readiness. The

African American and Hispanic cohorts at Southwind High School scored two to three points lower

than the college readiness score.

Average ACT Scores by Gender 2010

# Tested Percent English Math Reading Science Composite

SCHOOL

Males 200 45 14.6 16.2 15.4 15.8 15.6

Females 242 54 16.1 16.2 16.4 16.6 16.4

Missing 5 1 13.4 14.8 13.8 14.6 14.4



During the 2010 school year, ACT testing was mandated as being a requirement for

Tennessee students. Juniors from Southwind High were required to take the test, which accounted

for 447 students. There were a total of 57,953 students tested on the same day in the state of

Tennessee. The test is comprised of the areas of English, Math, Reading, and Science. Southwind

students scored lower that the state average in each academic area testes. The deficiencies are as

follows: English (-1.6), Math (-2.4), Reading (-3.4), and Science (-3.2). The composite score

difference from the state to school average -2.8.

242 females were tested and 200 males were tested. Females exceeded males in all areas

except math, where they both scored 16.2. Female composite scores were 0.8 pts higher than male

scores. Gender composite scores compared to state averages showed that males at SHS scored

2.7 pts less than the state average and females scored 2.2 pts less than the state average.

STATE

Males 28,280 49 17.3 18.4 18.3 18.7 18.3

Females 29,178 50 18.6 18.0 18.8 18.4 18.6

Missing 495 1 16.4 17.2 17.2 17.6 17.2


TVAAS School Value Added Report for Southwind High School

Test Year N Mean

Student Score

Mean Score

Mean Pred Score

Pred. Score %-ile

School Effect

School Effect %-ile

School vs

State Avg 2010 512 675.4 22 674.9 21 0.6 49 NDD

Biology I 2009 488 523.5 34 523.0 33 0.5 52 NDD

2010 486 660.2 24 665.9 27 -5.5 33 Below Algebra I

2009 449 536.0 48 518.2 32 17.6 92 Above

2010 438 688.5 29 682.5 24 5.7 89 Above English II

2009 491 530.2 42 521.0 33 8.8 97 Above

2010 432 686.6 30 684.3 28 2.4 70 NDD English I

2009 450 512.4 34 507.8 29 4.5 88 Above

2010 458 516.8 32 514.8 30 2.0 62 NDD US History

2009 340 509.2 31 510.7 32 -1.5 39 NDD

- Progress significantly Above the average school in the state.

- Progress Not Detectably Different from the average school in the state.

- Progress significantly below the average school in the state. Data Analysis and Collection: The Tennessee Value Added Assessment System predicts scores for the Gateway

assessments and determines the effect that school has on test scores. Southwind’s mean

scores were higher than those that were predicted by the state in the areas of Algebra I,

English II, and English I. The predicted mean score for US History (2009) was 1.5 points

lower and Algebra I (2010) was 5.5 lower than the predicted score. But in 2010, the predicted

score for U.S. History rose 2.0 points higher than the predicted score. While comparing the

school scores to the state averages, there was no detectable difference in Biology scores from

2009 to 2010, English I in 2010, and in US History in 2009 and 2010. Scores were higher than

the state average in Algebra I in 2009, English II in 2009 and 2010, and English I in 2009.


TVAAS School Value Added Report for Southwind High School PLAN Test

Test Year N

Mean Student Score

Mean Pred. Score

School Effect

Effect Quintile

School vs.

State Avg

2010 413 14.15 14.54 -0.37 2 Below English

2009 443 14.65 14.77 -0.10 2 NDD

2010 413 14.53 14.86 -0.32 2 Below Math

2009 443 15.21 15.18 0.02 3 NDD

2010 413 14.34 14.57 -0.21 2 NDD Reading

2009 443 14.55 14.60 -0.04 3 NDD

2010 411 16.05 16.30 -0.23 2 NDD Science/ Reasoning 2009 443 16.22 16.27 -0.05 3 NDD

- Progress significantly Above the average school in the state.

- Progress not detectable different from the average school in the state.

- Progress significantly Below the average school in the state.

Data Analysis and Collection: The Tennessee Value Added Assessment System predicts scores for ACT PLAN

assessments and determines the effect that school has on test scores. While comparing

the schools scores to the state average, there was no detectable difference in test scores.

The scores that TVAAS predicted were approximately same as the actual scores with a few

variations.


Goal Score for ACT Plan Test

2007-2008 2008-2009 2009-2010

Composite PLAN Score Goal 21 or higher 21 or higher 21 or higher

Number of students tested 375 477 345

Number scoring 21 or higher 14 16 14

Percent scoring 21 or higher 3.70% 3.40% 4.05%

Number scoring less than 21 361 461 331

Percent scoring less than 21 96.30% 96.60% 95.94% PLAN/ACT Linkage Report

Data Collection and Analysis:

Although the ACT Plan test does not have a benchmark score, Southwind’s goal score

for students to meet is 21. 21 is a benchmark score because of the number of universities

that require a 21 or higher for college admittance. During the 08-09 school year, 3.4% of

students scored 21 or higher. During the 09-10 school year, 4.05% students scored a 21

or higher. Southwind offered tutoring sessions for the ACT test throughout each school

year. More tutoring sessions will follow and parents will be notified via the rapid response

method and through the school website.


Gender Comparison for ACT PLAN Test 2008-2009 2009-2010

MALES FEMALES MALES FEMALES SCIENCE 15.9 16.5 16.1 16.2 MATH 15.0 15.5 14.9 15.2 ENGLISH 13.9 15.4 14.2 14.8 READING 14.1 15.0 13.7 15.0 COMPOSITE 14.8 15.7 14.8 15.4

Profile Summary Report: Presentation Packet Data Analysis and Collection: When comparing ACT score data that is based on gender, we find that females at

Southwind scored higher in every subject area except Science. The composite score

for females was 0.6 points higher than males’ scores. These statistics closely parallel

the data for the state ACT data. State averages show females scoring higher in every

subject area.


AYP Ethnicity Breakdown for Mathematics

Percent Below Proficient/Below Basic

Percent Proficient/ Basic

Percent Advanced/Proficient &

Advanced 08-09 09-10 08-09 09-10 08-09 09-10

All students 7% 33% 36% 36% 57% 31%

White * * 33% * 67% *

Hispanic * 4% 35% 50% 65% 46%

African American 7% 35% 36% 17.8% 57% 29%

Native American * * * * * *

Asian / Pacific Islander * * 33% * 67% * Economically Disadvantaged 7% 34% 40% 35.7% 53% 30%

Students with Disabilities 13% 58% 53% 28.9% 34% 13%

LEP * * 33% * 67% *

Data Analysis and Collection: Math ethnicity breakdowns were gathered from the TVAAS and Tennessee Report

Card websites. The score categories changed in the 2009-2010 school year; the

standards also changed. For all ethnicities, the number of students categorized as below

proficient increased.

White: During the 09-10 school year, the number of White students tested fell below the

reporting category. 22% of white students, however, scored proficient on the Math test

during the 07-08 school year as compared to 33% in the 08-09 school year. 79% of White

students scored advanced in the 07-08 school year as compared to 67% in the 08-09

school year.

Hispanic: 4% of Hispanic students scored below proficient in the 08-09 school year. 50%

percent of the Hispanic student population scored proficient in the 09-10 school year, as

compared to 35% in the 08-09 school year. Forty-six percent of Hispanic students scored

proficient and advanced in the 09-10 school year, as compared to 65% in the 08-09 school

year.

African-American- During the 08-09 school year, seven percent of African American

students scored below proficient, as compared to 35% in the 09-10 school year. 17.8%


percent scored proficient in the 09-10 school year as compared to 36% in the 08-09 school

year. 29% of African-American students scored advanced in the 09-10 school year as

compared to 57% in the 08-09 school year.

Economically Disadvantaged- 58% of economically disadvantaged students scored

below proficient in the 09-10 school year as compared to seven percent in the 08-09

school year. 28.9% scored proficient in the 09-10 school year as compared to 40% in the

08-09 school year. 30% scored proficient and advanced during the 90-10school year as


Students with Disabilities- During the 09-10 school year, 58% percent of students with

disabilities scored below proficient as compared to 13% in the 08-09 school year. 28.9%

scored proficient in the 09-10 school year as compared to 53% in the 08-09 school year.

13% scored proficient & advanced in the 09-10 school year, as compared to 34% in the

08-09 school year.

LEP- There was no reporting category information from 09-10. However, in the 07-08 and

08-09 school years, no LEP (limited English proficiency) students scored below proficient.

Forty percent of LEP students scored proficient in 07-08 as compared to 33% in the 08-09

school year. Sixty percent of LEP students scored advanced in the 07-08 school year, as



Gateway Algebra I

Quintile 1(Lowest) 2 3(Middle) 4 5 (Highest)

% of Students 30.3 32.5 21.6 12.2 3.3

The TVAAS Predicted Score Quintile’s highest range in this content area consisted of 3.3

% of the students tested, in contrast to the lowest quintile that consisted of 30.3 % of the

students tested, a difference of 27% between the highest quintile and the lowest. This was

the highest gap among the quintiles. The lowest gap occurred between the lowest quintile


(30.3%) and the second quintile (32.5%) which was a 2.2 difference. An 8.7% difference

occurred between the lowest and middle quintile and an 18.3% difference occurred

between the middle and highest quintile.


AYP Ethnicity Breakdown for Language Arts (English 10)

Percent Below Proficient/Below Basic Percent Proficient/ Basic

Percent Advanced/Proficient &

Advanced

08-09 09-10 08-09 09-10 08-09 09-10

All students 4% 9% 35% 32% 61% 59%

White * * 39% * 62% *

Hispanic 2% 10% 19% 10% 79% 57%

African American 4% 9% 36% 32% 60% 59%

Native American * * 100% * * *

Asian / Pacific Islander * * 25% * 75% *

Economically Disadvantaged 5% 9% 42% 33.4% 54% 58%

Students with Disabilities 19% 27% 67% 27% 14% 39%

LEP 17% * 58% * 25% *


Reading ethnicity breakdowns were gathered from the TVAAS and Tennessee Report

Card websites. The score categories changed in the 2009-2010 school year; the

standards also changed. For all ethnicities, the number of students categorized as below

proficient increased.

White: There was no reporting information for White students for 09-10. However, no

White students scored below proficient on the English gateway test during the 07-08 or

the 08-09 school years. None of the white students scored proficient in the 07-08 school

year as compared to 39% in the 08-09 school years. 100% of White students scored

advanced in the 07-08 school year as compared to 62% in the 08-09 school years.

Hispanic: 10% of Hispanic students scored below proficient in the 09-10 and 2% in the


08-09 school years. 10% scored proficient in the 09-10 school year as compared to 19%

in the 08-09 school year. 57% of Hispanic students cored advanced in the 09-10 school

year as compared to 79% in the 08-09 school year.

African-American- During the 09-10 school year, 9% of African American students

scored below proficient as compared to 4% in the 08-09 school year. 32% scored

proficient in the 09-10 school year as compared to 36% in the 08-09 school year. 59% of

African-American students scored advanced in the 09-10% school year as compared to

60% in the 08-09 school year.

Economically Disadvantaged- 9% of economically disadvantaged students scored

below proficient in the 09-10 school year as compared to 5% in the 08-09 school year.

33.4% scored proficient in the 09-10 school year as compared to 42% in the 08-09 school

year. 58% scored advanced during the 09-10 school year as compared to 54% in the 08-

09 school year.

Students with Disabilities- During the 09-10 school year, 27% of students with

disabilities scored below proficient as compared to 19% in the 08-09 school year. 27%

scored proficient in the 09-10 school year as compared to 67% in the 08-09 school year.

39% percent of the SWD population scored advanced in the 09-10 school year as


LEP- There was no reporting information for students with LEP in the 09-10 school year,

However, in the 07-08 school year, no LEP (limited English proficiency) students scored

below proficient. 17% scored below proficient in the 08-09 school year. None of the LEP

students scored proficient in 07-08 as compared to 58% in the 08-09 school year. None

of the LEP population scored advanced in the 07-08 school year as compared to 25% in


the 08-09 school year.


Gateway Algebra I Quintile 1(Lowest) 2 3(Middle) 4 5 (Highest) % of Students 30.5 29.5 17.5 17.5 4.9

The TVAAS Predicted Score Quintile’s highest range in this content area consisted of

4.9% of the students testes, in contrast to the lowest quintile that consisted of 30.5 % of

the students tested, a difference of 25.6% between the highest quintile and the lowest.

This was the highest gap among the quintiles. The lowest gap occurred between the

middle quintile (17.5%) and the fourth quintile (17.5%), which was not a detectable

difference. A 13% difference occurred between the lowest and middle quintile and a

12.6% difference occurred between the middle and highest quintile.


TCAP Portfolio Adaptive Functional Skills & Functional Skills

2009-2010 Math Reading Science

Below Proficient 0 0 0

Proficient 0 0 0

Advanced 4 4 4 Data Analysis and Collection: Students who are assigned to the functional skills program of Southwind High are

required to complete a TCAP portfolio assessment as an alternative to the tests that

are mandated by the state of Tennessee as discussed in the Individual Education

Plans of the students. TCAP portfolio scores were advanced for all academic areas.

There is a need to remain consistent and continue to score advanced in each

academic area.


Advanced Placement Courses 2010 Average Score Comparison

Southwind

High Shelby County Tennessee South Global

Average Score 2.46 2.93 2.9 2.68 2.89

% 3 or Higher 22.3 62.1 59.7 52.4 58.9

Total Tests 67 2,240 32231 703,289 2,929,929

Total Students 61 1,286 19,463 403,135 1,691,905

Exams/ Student 1.10 1.74 1.66 1.74 1.73

Data Analysis and Collection: Scores were sent to Southwind from the AP corporation. A total of 61 students took

an AP course at Southwind High School in Spring of 2010. The average score for

Southwind AP students was 2.46 with 22.3% scoring a passing score of 3 and

above. As a fouth year school, strength is that AP tests were established and given

to Southwind students. There is a need to increase the average AP score to increase

the likelihood of students receiving college credit for their coursework.


1.7: Narrative Synthesis of All Data Composing the data for the Southwind High School Improvement Plan included

the team efforts of the administration, teachers, students, parents, and other

stakeholders. This data collection process assisted us in the identification of

establishing a framework of priority needs. The TVAAS data, disaggregated state test

results data, disaggregated ACT data, attendance data, and discipline data provided

valuable data needed to support this plan.

Strengths

According to the NCLB state report card data, the school has made adequate

yearly progress for the past three years. In the tables labeled TCAP Writing

Assessment and the TVAAS and scoring results data, the students at Southwind are

making significant progress in language arts. During the 2009-2010 school year on the

TCAP Writing Assessment, Southwind High School students for ethnicity and LEP

outperformed the state average in these critical subcategories for NCLB. Also, the

TCAP Alternative Portfolio assessments were all scored advanced in all three areas for

the past two years. This is a testament to the hard work of the students and the

functional skills teacher.

Areas to Strengthen There are four documented areas that are in need of strengthening. First, the

school’s scores on the Algebra I Gateway/End of Course Test need to be addressed;

please see the table AYP Ethnicity Breakdown for Mathematics. Although at least

ninety percent of our students scored proficient or advanced on this state mandated

examination, we did see some statistics of concern. The first statistic that concerns us

is the increase of the number of students who are considered below proficient.

Although there were more students taking the examination, we expected an increase in

non-proficient students; however, we did not think that it would rise three percentage

points in one year. These statistics are only further solidified when the following

subcategories are observed: African American, economically disadvantaged, and

students with disabilities. In all four of these categories, the advanced scoring category


dropped as many as 8% or greater; with students with disabilities, there is a 13%

advanced scores.

The next area to strengthen is our ACT and ACT PLAN scores. Both of these

tests have a direct impact on the number of students that matriculate into colleges and

universities. At this point, the ACT PLAN test is a test given to sophomores that gives

them a clear indicator of how they would perform on the ACT; please refer to the table

Goal Score for ACT PLAN Test. In this test, students should strive to make at least a

composite score of twenty-one because it is considered to be the benchmark score for

students to enter a four year college or university of their choice. Although the scores

on this readiness test were in the high teens, a high number of our students did not

meet the benchmark of 21. As for the ACT, the school saw more needs for our student

population; please refer to the ACT Averages By Race and Gender tables. In these

two tables, we see that African American and Hispanic students continue to score below

the state averages in all four of the subject areas tested. Both groups continue to lag

behind the state average by double-digit margins, with the worst performances in Math,

English, and Reading. At this point, the scores did not make it to the mandated state of

average of 18. New strategies are needed to address student achievement on the ACT.

The school’s next area to strengthen is in the area of discipline. Although the

school is predominately African American, the need to lower the suspension rate among

all male students is of the upmost importance to our school and school district; please

refer to the Discipline By Gender Tables. In both years documented in these tables, a

rise in the increase of out of school suspension has been documented across the board

since the opening of the school. Over the course of recent school years, the number of

students who received out of school suspension consequences rose substantially.

Since the majority of our suspensions are in the male student population, much work is

needed to lower these current discipline trends

The school’s final area to strengthen is in the area of attendance; please refer to

the Southwind High School Yearly Attendance Average. Since the four years the

school has been opened, the attendance rate has declined. The yearly attendance goal

of the state and local school is 93%. The data collected clearly demonstrates that there

has been a decline in student attendance since the school opened its doors in 2007.


The attendance rate has dipped 7% over the past three years from 93% in 2007-2008,

to 92% in 2008-2009, and to 90% for the 2009-2010 school year. There must be some

improvement to raise this attendance data to meet all NCLB targets for attendance.

The final area in which there is some need of strengthening is the incorporation

of more technology into the curriculum. Although parents and teachers feel as if

students are working towards preparation for a technological advanced age, the school

feels as if more technological resources are needed to address all of the issues with

student achievement on standardized testing, and to incorporate into instructional

strategies to enhance student learning.

TEMPLATE 1.8: Prioritized List of Goal Targets

• Goal 1: Increase the percentage scoring proficient or advanced on the End of Course Algebra I assessments to 44% at the end of the 2010-2011 school year.

• Goal 2: The average PLAN/ACT composite score of students in all

subgroups taking the ACT will increase by 2.5 points to meet the district average of 17.8 by the end of the 2010-2011 academic school year.

• Goal 3: The school faculty and administration will create and sustain a

climate that promotes student ownership of positive behaviors and increases student achievement by decreasing the number of suspensions and disciplinary referrals by 2% through the 2011 school year.

• Goal 4: Southwind High School will meet and/or exceed the attendance rate

by 1% to achieve the state benchmark of 93%.

• Goal 5: Southwind High School will utilize technology to assist teachers in the delivery of world-class instruction in an efficient manner that will allow for professional growth and allow students to meet the technological demands of global society.


2.1: Beliefs, Common Mission and Shared Vision Southwind High School began the collaborative process in the development of

committees and assigning of responsibilities. It was understood by all stakeholders that

we would work together, share ideas, and agree with the final product. It was also

understood and agreed upon that our belief, mission statement, and vision statement

are vital in describing what we are capable of achieving with the students.

In developing the school’s beliefs, mission statement, and the vision, the following

steps were taken. The committee:

• Reviewed existing vision statement, mission statement, and beliefs.

• Reviewed the vision, mission, and beliefs of other schools.

• Surveyed the faculty, staff, parents, students, and community using school

climate surveys pertinent to vision, mission, and beliefs.

• Analyzed the data of all stakeholders from the survey.

• Collaborated and solicited input from all stakeholders pertinent to beliefs of

Southwind High School

• Developed a list of beliefs agreed to by all stakeholders at SHS.

• Collaborated to use data and devise a meaningful mission statement.

• Adopted mission and vision statements in their briefest form to present a visual of

SHS.

• Collaborated to use data and devise meaningful mission and vision statements.

• Wrote the beliefs, mission, and vision of Southwind High School.


The collaborative process was used to reach consensus in the development of our

belief, mission, and vision statements; all of these statements were shared with all

stakeholders.

Beliefs In our shared vision, we recognize each student’s potential as a life-long learner, and we encourage the development of positive character traits such as responsibility, integrity, and accountability. Within our shared vision, we work to create positive learning environments that foster curricular integration. We also view each student as an individual who possesses unique talents and abilities that serve as the foundation for the development of a strong work ethic, creative thinking, and the ability to work collaboratively with others in a team setting. Within our vision and mission statement framework, we expect all students to meet the following academic expectations:

1. The Southwind High School student comprehends, interprets, and evaluates a wide range of written material.

2. The Southwind High School student writes in a clear, concise, and organized

manner for a wide range of purposes. 3. The Southwind High School student listens and responds actively and

appropriately to communication. 4. The Southwind High School student expresses him/herself creatively and

effectively in a variety of forms. 5. The Southwind High School student uses technology for a variety of purposes. 6. The Southwind High School student effectively solves problems.

Within our vision and mission statements for the school, we strive daily to develop each student’s maximum potential to make sound decisions for today and for the future. Within our vision and mission statement framework, we expect all students to meet the following social expectations:

1. The Southwind High School student will demonstrate respect for self, school, faculty and the environments for which we live, work, and play.

2. The Southwind High School student will value and respect diversity in all its


forms. 3. The Southwind High School student will set personal academic, post-secondary,

and career planning goals. 4. The Southwind High School student will understand and express important ideas

and personal views. 5. The Southwind High School student will make informed decisions based on the

indicators of intellectual, physical, social, and emotional development. 6. The Southwind High School student will serve others to benefit our school and

our community. Common Mission The mission of Southwind High School, a community committed to excellence in education, is to ensure that each student possesses the knowledge, skills, and character to create a successful and responsible life. We will do this by building safe, caring, challenging, and diverse learning environments, and by cultivating parental and community partnerships that inspire life-long learning.

Shared Vision The shared vision of Southwind High School, in partnership with the community, is to invest in our greatest resource, our students. We strive to value, challenge and educate all students to prepare them for post-secondary education and careers with the information and skills necessary to compete, achieve, and serve as leaders in a global economy as ethical and responsible citizens.