Compstat Report First 20 Day Period for 2010-11 Academic Year

1. Southeast Region 4 Compstat Report First 20 Day Period for 2010-11 Academic Year Middle College High School

2. Agenda • Academic Report-Math-Reading / Language Arts • Non Academic Reports Attendance -Week, 20-Day, Year (Students) -Week, 20-Day, Year (Teachers) Discipline -Referrals -Incidents Graduation -ACT Scores (College Readiness) -AP Courses (Grades) -Number of On-Time Graduates

3. School Demographics • Current Enrollment - 211 • Special Education Population - 10 • TCAP –Alt (Portfolios) - 0 • STAR Folders • - Yet to be determined for 1st quarter • Free and Reduced Lunch- 73% • Membership 1 Students - 181 (represents all courses) • Ethnicity/Race • 98% African American • 2% Caucasian

4. Math What’s working 1. The sequencing of Algebra II directly after Algebra I. 2. The use of Discovery ThinkLink Formative Assessments data to establish student data folders so that data is tracked by the school, teachers, students, and parents. Data folders forthcoming. 3. After-school and Saturday tutorials as a mean of giving students additional time on task to master objectives. What’s not working 1. There is a need for more interventions. We are exploring begining again with Stanford Math based on second Discovery ThinkLink Formative Assessment data .

5. The Self-Directed Improvement System™ SDIS™ | Action Plan Data Baseline Assessments Proficiency Target Algebra I Formative Assessment Results from Test 1. Algebra I students will meet or exceed the state’s established target for Algebra I Gateway proficiency. Execute Strategy Feedback • Who: Math lead, Felicia Anthony; administrators monitor instruction • Does what: Continues to implement listed strategies • When: Remainder of the 2nd semester, and re-evaluate strategies based on last practice test results. Use state practice test materials, item samplers, Coach books, and Test 1 as ongoing instructional tools with students. Target intervention students for after school tutorial, and Saturday Academy (specifically the 13 basic and below basic students) Establish data folders and have students monitor their progress via their data folders. Test P N= 26; 34% of the students tested are proficient or above. The remaining 66% are basic or below basic. The largest concentration is at the basic level. The goal is to target the 17 students at basic or below for strategic intervention.

6. Reading / Language Arts What’s working? • The use of Discovery ThinkLink Formative Assessments data to establish student data folders so that data is tracked by the school, teachers, students, and parents. • The use of state practice test, Discovery Thinklink tests, and Coach practice books are preparatory testing materials. • After-school and Saturday tutorials as means of giving students additional time on task to master objectives. What’s not working? • Capturing all students who need intervention beyond class time. Strong efforts have been and are being made to have students attend after school and Saturday Academy for tutoring.

7. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data English I Formative Assessment Proficiency Target Results from Test 1. English II students will meet or exceed the state’s established target for English II End of Course proficiency. Strategy Feedback Use state practice test materials, item samplers, Coach books, and Test 1 as ongoing instructional tools with students. Target intervention students for after school tutorial, and Saturday Academy (specifically the 13 basic and below basic students) Establish data folders and have students monitor their progress via their data folders. Execute Test P N=49 . Of the tested students 67% are at proficient or above. Sixteen students are at basic or below, which represents the remaining 33% of students. • Who: English II leads, Marian Crooks and Ginger Wilder ; administrators monitor instruction • Does what: Continue to implement listed strategies • When: Remainder of the 2nd semester, and re-evaluate strategies based on final practice test results.

8. Non Academic Reports Agenda Attendance • Weekly, 20-Day, Year (Students) • What’s working • What’s not working • Weekly, 20-Day, Year (Teachers) • What’s working • What’s not working

9. Student Attendance What’s working 1. Warning phone calls, letters and SART/ PSAP meetings are being conducted to reinforce the district’s attendance policy. 2. Routinely running SMS Chancery Truancy reports to monitor 3 day, 5 day, 10 day excused and unexcused absences. 3. Managing PSAP agreements/ interventions established in the plan (2 to date). 4. School wide celebrations rewarding students for attendance target goals (one to date for first quarter attendance goal of 95% or better). What’s not working-Based on data 1. Even with our later 8am start time, students are still tardy to school. One contributing factor is related to a change in MATA’s bus schedule, which is causing a core group of students to arrive late.

10. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data Proficiency Target MCS 20 Day Attendance Report 1 2 2010-11 98.8% 2009-10 98.2 96.9 YTD 97.6 2008-09 97.1 96.0 YTD 95.6 Student attendance will be at 95% or better each 20 day period. Strategy Feedback • More frequent tracking of tardies to school/class • Increase parental support with getting students to school everyday on time (Parentlink, Chancery call outs, and personal calls to parents) • School wide Discipline Plan- attendance Incentives • Consistent hall sweeps/ duty posts • FAS Program – faculty/staff mentor frequently absent or tardy students • Continue with SART and PSAP processes. Execute • Many of the same students are tardy everyday; • Students need to receive immediate feedback on their attendance habits- especially absences • Our school needs PLASCO system as soon as possible. • Administration will run truancy reports weekly and hold related attendance meetings thereafter. • Administration will hold tardy conferences, and issue corrective interventions (detentions and suspensions).

11. Teacher Attendance What’s working 1. Modified block schedule, which allows teachers to have 4.5 planning hours of per week. 2. Teacher leadership and accountability are spread beyond teachers’ classrooms (CES grant liaisons, UDL coaching, MTR mentoring, MCNC National Student Leadership Conference sponsorship, student/ teacher interest groups/clubs). 3. Teacher attendance monitoring and reminder letters (Labor Relations) when approaching 5-6 non-school related absent days (9 days represents 5% of teacher workdays). What’s not working- based on data • Teacher attitude regarding administrative duties of their job (92.3% feel the paper work is excessive and 76.9% feel that paperwork is unnecessary per the 2010 Climate Survey) • Teacher efficacy regarding struggling students (23% reported that they didn’t feel they could get through to struggling students).

12. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data Proficiency Target Collectively, Middle College teachers will maintain an attendance rate of 95% or better for the 10-11 school year. MCS 20 Day Attendance Report Aug Sept 2010-11 99% 96% 2009-10 99.13% 97.85% YTD 98.49% 2008-09 100% 98.37% YT 95.9% Strategy Feedback Execute • Administrators routinely share teacher attendance data with faculty/ staff, specifically new SMART Find Express charts and tables that show types of days absent. • Monitor teachers’ illness days as they approach 9 days and follow Labor Relations process. • Celebrate teachers with good attendance! • This year’s attendance averages are lower than last year’s. • Attendance dropped in September ‘10 due to increased numbers of professional development opportunities. • Personal illness to date is higher on Mondays and Fridays (person illness represents 43% of absences to date. • Financial secretary will provide daily/ weekly att report for admin review. • Admin will monitor individual and collective attendance. • Admin will provide teachers with routine feedback regarding monthly att. data and address individual teachers who approach 9 days at the 5th-6th day.

13. Discipline Agenda • Referrals -What’s working-What’s not working • Incidents -What’s working-What’s not working

14. Referrals What’s working 1. Teachers creating quality lessons/units that keep student learning on task (use of UbD planning process). 2. Faculty, Staff and Administrators holding discussions with students before incidents arise (increased guidance monitoring and conflict resolution among adults and students). 3. Request for Parent Conferences/Pending Home Suspensions to curb incidents before they become highly problematic. 4. Positive faculty/student relationships- - per NCREST, CES, and MCS Climate data responses What’s not working -Based on data • Teachers documenting incidents without documenting via disciplinary referrals (data from number of verbal vs. written reports). • Consistency with teacher accountability regarding transitional times during the school day (data from duty post map and checklist).

15. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data Proficiency Target Referrals 1st 20 day: 22 Reports from Administration, Behavioral Specialist, and Guidance Counselor Consistently reduce the number of referrals per 20-day period 10%. Strategy Feedback Execute • Admin will monitor classroom • management during observations • and assist those teachers with • high numbers of referrals • Students who are continuing to • experience discipline issues will • counsel with ISS teacher, guidance counselor and social workers. • Character building activities (girls and boys large and small group activities) • Daily Metal detections/searches • Social Workers • and Guidance Counselor will continue with weekly small groups. • Teachers will continue to make contact with parents and schedule conferences. • Admin will continue to focus on measures promoting school safety per the school wide discipline plan. • General consistency implementation of school wide discipline plan • Teachers handling discipline issues • in the classroom • Most referrals are Level I and II offenses in common areas.

16. Incidents What’s working 1. Progressive discipline process as outlined in the School wide Discipline Plan 2. Metal detection/ random classroom scans 3. Effective teacher classroom management plans (clear procedures, rules, rewards, and consequences) 4. Presence of school safety officers monitoring throughout the common areas during the day What’s not working -Based on data 1. Decrease in the number of students scanned in the morning 2. 100% faculty/staff on duty posts throughout the school day 3. Trespassing and loitering at the beginning and end of school day

17. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments • Data • HS Data Dashboard – • Major incidents- none reported for the first and second 20 day periods (11-180 expulsions and remands to alternative schools ) • Minor incidents – • ISS Suspensions (overnights and 1-5 days) • 1st 20 day period 6 8 • Faculty, staff and administrators will assist students with maintaining zero number of major incidents and reducing the number of minor incidents throughout each 20 day period • Execute • Administrators will continue with daily metal detection searches. • Faculty and staff will monitor halls and classroom in attempts to diffuse incidents before they arise. • Students will be continue to report potential incidents that have a major effect on their school climate . • Students will be kept on task and college bound so that minor social conflicts will not become major issues. Metal detection reports, faculty/staff reports to administrators (referrals) , suspensions issued by administrators, SMS Chancery behavior entries, HS Data Dashboard Proficiency Target Strategy Feedback • Daily Metal Detection/ Class Scans • Faculty/Staff Duty Posts • Administrator Hall Sweeps/ • Locker Searches • School Security Walkthroughs • Conflict Resolutions/ Peer Mediation • Guidance Counselor Student Check-ins • Expectations Assemblies • Parent Involvement (Calls, Conferences and Letters) • Classroom Management Plans As indicated in the 2010-11 MCS school climate , CES and NCREST surveys , the Middle College positive school environment as experienced by faculty, staff, parents and students is the number one factor in the low number of incidents in our school .

18. Graduation Agenda • College Readiness • What’s working • What’s not working • AP/ DE Courses • What’s working • What’s not working • Number of On-Time Graduates • What’s working • What’s not working

19. College Readiness (ACT Scores) What’s working 1.Use of school wide strategies to target ACT subject area content and skills weekly. 2. Implementing of ACT English and Math classes. 3.Use of Jane Ross last year and now Kaplan ACT tutoring consultants to assist students with test-taking skills and strategies. What’s not working- Based on data Low number of college ready students (all 4 sub tests) in 11th and 12th grades. There is a need to establish a system of alignment for EXPLORE/PLAN/ACT (SACS Recommendation ).

20. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data Proficiency Target At present less than 10 students are college ready according National ACT College Readiness Benchmarks. MCHS ACT College Readiness Tracking Process (see attached). Middle College will increase College Readiness by 20%by the end of the 2010-11 school year. Feedback Strategy Juniors and seniors will have ACT data folders that will be reviewed with them quarterly, which will focus on their college readiness target distance. This will also help chart next steps for improvement. Use a spreadsheet of junior and senior ACT subtest and composite scores to aid in tracking # of college ready students and target distance from readiness goals, which will also inform feedback to students and teachers. Execute Who? Does What? When? Counselor will maintain the spreadsheet and update it after each National test. Updates will notate CR students and distance targets.

21. AP/ DE Courses What’s working 1. Use of qualified MCHS faculty as vetted CBU adjuncts, which increases course offerings. Recently restructured faculty to include in-house adjunct teachers in math, science and social studies. 2. Monitoring of student progress and attendance in all college courses and quick support interventions for students in need (study groups, instructor support, peer study buddies). 3. Option of students with 19-20 ACT scores to enroll dually at MCHS and 21 or better ACT scores to enroll dually at CBU. What’s not working -Based on data (Course Grades) • Students’ perception of MCHS based college courses taught by adjunct teachers versus CBU based college courses taught by CBU instructors • Use of CBU academic support services for students enrolled in college classes

22. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data Proficiency Target MCHS College Mid Term Progress Report Spread Sheet Quantitative and qualitative data gleaned from interim progress report check. 100% of dually enrolled students will receive a grade of C or above in college courses. 75% of dually enrolled students will receive a grade of B or better. Strategy Feedback • Develop a process to monitor students’ use of CBU’s academic support services • Provide academic tutoring for college courses, specifically English Comp I • Continue to update MCHS College Mid Term Progress Report Spread Sheet • Overall students are doing well in their college classes • Lower grades are in English Composition I taught by MCHS adjunct teacher Execute • Dual Enrollment assistant will manage information gathering for the spreadsheet and develop support services connect. • Adjunct English teacher will continue to provide academic and social support for college students

23. Number of On-Time Graduates What’s working- - -94.3% Graduation Rate per 2009 TN Report Card 1.Extended year for students who did not pass all required courses during the school year. 2.After-school and Saturday tutorials as additional support for students in need of remediation or additional time on tasks. 3.E-learning for students in need of additional credits. What’s not working 1.A system of providing support for students who leave Middle College to ensure they meet graduation requirements (SACS recommendation).

24. The Self-Directed Improvement System™ SDIS™ | Action Plan Baseline Assessments Data Gateway Data Report Card Data TN State Report Card (see link) Transcript Data Proficiency Target Currently all seniors but two at Middle College are on track for graduation. Students who may come off track will be enrolled in eLearning to pick up deficiency. One hundred per cent (100%) of Middle College's current seniors will graduate on time. Strategy Feedback • Seniors in jeopardy of not passing required courses will be assigned to after-school tutoring and/or Saturday Academy for remediation or additional time on task. • Senior credit verification will be routinely monitored (twice quarterly) • Parents will be informed of students’ progress. Seniors need to pass all required courses. Seniors enrolled in eLearning need to pass course. Execute Guidance counselor, records clerk, and administrative team will monitor seniors’ progress during each report card period

25. Summary/ Next Steps • Implement noted strategies to serve all students and students specifically targeted for interventions for R/LA and Math (work the plan). • Focus on good first instruction and interventions (after school, Saturday Academy, data driven differentiated instruction). • Use student data folders so that students are directly involved in monitoring and improving their own progress.