Cypress Middle School

Cypress Middle School

2011-2013

2109 Howell Street

Memphis, Tennessee 38108

Gina Nicholson, Principal

Antonio Ryan, Assistant Principal

Cypress Middle School

School Improvement Plan

2011-2013

Contents (Items in italics refer to Title I Requirements)Page

Assurance Page 3

SIP Leadership Team and Committee Composition 4

Component 1A: School Profile 8

• Instruction by a highly qualified staff12

Component 1B: Academic/Non-Academic Data 18

• Measures to include teachers in decisions regarding

assessment results 19

• Comprehensive Needs Assessment (School Climate Survey) 18, 31, 50

Component 2: Beliefs, Mission, and Vision 33

Component 3: Curricular, Instructional, Assessment, Organizational

Effectiveness34

• Policies and practices concerning the school’s core academic

subjects that have the greatest likelihood of ensuring that all

groups will meet the state’s proficient level of achievement on

State academic assessments34

• Report of individual assessment results to parents in language

they understand 53

• State-federal-local programs that will be consolidated 59
• Strategies to attract high quality, highly qualified teachers 59

Component 4: Action Plan Development 62

• School-wide reform strategies based on scientific research62-76
• High quality, ongoing professional development62-76
• Strategies to increase parental involvement62-76
• Coordination and integration of federal, state, and local services 62-76

and programs

Component 5: School Improvement & Process Evaluation 77

• Reviewed and revised78

Appendix82

• Family Engagement Policy 85
• Title I Home/School Compact87
• Homeless/Displaced Children’s Policy 88
• Teacher Mentoring Program89
• School-wide Academic Intervention Plan91
• State-Federal-Local Programs92
• Technical Assistance Report93
• Title I Transitional Plan94
• Professional Development Plan95-105

2597 Avery Avenue • Memphis, Tennessee 38112-4892 • (901) 325-5300

Cypress Middle School

Gina Nicholson, Principal

2109 Howell Street

Memphis, TN 38108

Telephone: 901.416.4524

FAX: 901.416.4528

Tennessee School Improvement Planning Process

(TSIPP)

Assurances

I, Gina Nicholson, principal of Cypress Middle School, give assurance that this NCLB Title I Schoolwide Plan was developed during a one year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public.

The intent and purpose of each federal categorical program is included. When appropriate there is coordination with programs under Reading First, Early Reading First, PCLT, Carl D. Perkins Vocational Act, and Head Start.

I certify that Cypress Middle School has utilizedthe data and other requirementsrequested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.

Cypress Middle School is on the “high priority” list. Therefore, I understand that not less than 10% of Title I funds must be spent for professional development.

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

_____

Signature of PrincipalDate Signed

1.1: SIP Leadership Team Composition

SIP Leadership Team Member Name / Leadership Chair? (Y/N) / Position / Name of Subcommittee(s)
(when applicable)
Gina Nicholson / N / Principal
Antonio Ryan / N / Assistant Principal
Tomeka Frazier / N / Librarian / Component Three
Michelle Neely / N / Social Studies Teacher / Component Two
Phyllis Henson / N / Physical Education Teacher
Brenda Johnson / Y / Instructional Facilitator / Component Four
Lisa Paxton / N / Professional School Counselor / Component Five
Maylynn Shezbie / N / Parent/PTA President
George Tolbert / N / Community Representative
Elaine Hawkins / N / Building Engineer
Tina Taylor / N / Special Education Teacher / Component One
LaKrisha Watkins / N / General Office Secretary

1.2: Subcommittee Formation and Operation

The principal appointed chairs of each subcommittee from the membership of the Leadership Team. The chairs formed their committees from the members of the faculty; most chose members who shared a common planning time. The subcommittees met during team meetings, during the professional learning communities meetings, and during regularly scheduled faculty meetings. Agendas and minutes of these meetings are on file. Additionally, rough drafts of the various components are kept in the office of the SIP Leadership Team chair. Communication among the subcommittees was usually by e-mail or by personal contact. The entire faculty met as a group to approve various components and the document as a whole. Time was set aside during faculty meetings to review the School Improvement Plan and to provide feedback to the subcommittees. Stakeholders were invited to review components of the document as they were being written; parents, alumni, and adopters were especially helpful in this process.

Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name / Position / Chair

Tina Taylor

/ Special Education Teacher / Y

Antonio Ryan

/ Assistant Principal / N

Precious Boyle

/ Social Studies 6 Teacher / N

Josie Dove

/ Mathematics 6 Teacher / N

Brenda Hudson

/ Teacher Assistant / N

LaKrisha Watkins

/ Records Secretary / N

Michael Spearman

/ Parent Counselor / N

Constance Brown

/ Custodian / 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
Member Name / Position / Chair

Michelle Neely

/ Social Studies 7 Teacher / Y

Brenda Robinson

/ Special Education Teacher / N

Shirley Shelby

/ Art Teacher / N

Shelby Wilson

/ Teen Living Teacher / N

Wesley Cincore

/ Special Education Teacher / N

Tamala Moore

/ Parent / N

Yolanda Dale

/ Teacher Assistant / N

Tonya Elliot

/ Community Volunteer / N
Component 2 Subcommittee has met to address critical components of the SIP and minutes are on file. / YES / NO
Subcommittee 2 Chair Signature
Subcommittee for COMPONENT 3Curricular, Instructional, Assessment, and Organizational Effectiveness
Member Name / Position / Chair

Tomeka Frazier

/ Librarian / Y

Phyllis Henson

/ Physical Education Teacher / N

Douglas Monday

/ Special Education Teacher / N

LaDerrik Williams

/ Science 7 Teacher / N

Brenda Pirtle

/ Diversified Technology / N

Tangey Skinner

/ American History 8 Teacher / N

Betsy Spring

/ Instructional Resource Teacher / N

LaSheila Stokes

/ Financial Secretary / N

Ray Davis

/ Parent / N
Component 3 Subcommittee has met to address critical components of the SIP and minutes are on file. / YES / NO
Subcommittee 3 Chair Signature
Subcommittee for COMPONENT 4 Action Plan Development
Member Name / Position / Chair

Brenda Johnson

/ Instructional Facilitator / Y

Glennie Thomas

/ Creative Writing/Reading /

N

Andrea Randolph

/ Language Arts 8 Teacher / N

Tonya Yancey

/ Language Arts 6 Teacher / N

Gerald Williams

/ Mathematics 7 Teacher / N

Andrew Henderson

/ Teacher Assistant / N

Huda Najar

/ Mathematics 8 Teacher / N

Jason Johnson

/ Special Education Teacher / N

George Tolbert

/ Community Volunteer / N
Component 4 Subcommittee has met to address critical components of the SIP and minutes are on file. / YES / NO
Subcommittee 4 Chair Signature
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member Name / Position / Chair

Lisa Paxton

/ Guidance Counselor / Y

Damien Pearson

/ Band Teacher / N

Andrea Richardson

/ Science 8 / N

Adrienne Hill

/ Language Arts 8 / N

Edward Harper

/ Science 6 / N

Kevin Harris

/ Instructional Resource Teacher / N

Verlyn Walker

/ ISS Supervisor / N

Maylynn Shezbie

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

Component 1a - School Profile and Collaborative Process

1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

1.3.1: Data Sources (including surveys)

Data Source / Relevant Findings
TNTP’s Survey of Instructional Culture
Spring 2011 / Teachers at Cypress Middle School are confident in their ability to effect change in their students’ lives. 72% of teachers believe Cypress Middle School is committed to improving their instructional practices. 68% believes Cypress Middle School set high standards for our students and 63% believes Cypress Middle School implements a rigorous academic curriculum.
82% agreed Cypress Middle School uses the results of student learning measures to guide instructional decisions. Furthermore; the teachers surveyed agree (78%) that they get enough feedback on their instructional practice.
MCS School Climate Parent Survey, Spring 2011
1=Always
2=Most Times 3=Sometimes
4=Never / Memphis City Schools changed to the way parents respond to the School Climate Parent Survey. The survey was given completely online. The school made computers available for parents to complete the survey; however, there was poor participation from Cypress Middle School’s parents. The responses to a majority of the categories were positive and believed the school, principal, and teachers were doing a good job. Parents agreed teachers made them feel comfortable in contacting him or her. (2.3) Furthermore, parents surveyed agreed teachers encouraged their child to do her/his best in school. (2) Parents disagree that they were given the opportunity to participate in school committees (for example, textbook committee, School Improvement Plan Committee) (3.3)
MCS School Climate Student Survey, Spring 2010
1 = Totally Untrue
2 = Mostly Untrue
3 = Somewhat
4 = Mostly True
5 = Totally True / Student School Climate Surveys were not administered in Spring 2011. Students at Cypress Middle School were optimistic as indicated in the MCS Spring 2010 School Climate Student Survey: Students felt that it was somewhat to mostly true that teachers want students to share their thoughts. (3.56) Students felt that it was somewhat to mostly true that teachers tell students what they are learning and why. (3.93) Students felt that it was somewhat to mostly true that teachers want students to explain their answers -- why they think what they think. (3.55) Students felt that it was somewhat true that teachers seem to believe in their ability. (3.27) On the other hand, students felt that it was mostly untrue to somewhat true that teachers have several good ways to explain each topic that we cover in this class. (2.84)
NSSE Survey of Instructional and Organizational Effectiveness / Results of this survey indicated that the overall quality of the instructional systems at Cypress Middle School were at fully functioning and operational levels of implementation. In the areas of Curriculum, Assessment, Education Agenda, Leadership, and Culture of Continuous Improvement and Learning, the survey results indicated that we are strong in aligning instruction with the goals and expectations of student learning; however, we need improvement in actively engaging students in learning. Regarding Community Building, the survey results indicated that we needed improvement in extending the school community through collaborative networks.
NSDC Standards Assessment Survey / Teachers (92%) feel empowered by the school leadership with its belief that teacher learning is essential for achieving our school goals and is committed to providing teachers with opportunities to improve instruction while fostering a school culture focused on instructional improvement. Teachers are knowledgeable in the use of data to assess student needs and focus instruction on the improvement of student learning through research-based professional development and integration of data into their instructional plans and implementation of the curriculum. According to the results of this survey, the five standards in need of the most improvement are: Learning Communities, Resources, Evaluation, Learning, and Collaboration.

1.3.2: School and Community Data

Narrative and analysis of relevant school and community factors:

1. School Characteristics

Cypress Middle School is a public, urban, neighborhood school. Cypress was built in 1966 by architects Robert H. McCarty and Mel O'Brien and opened in 1967 in the Springdale, Vollentine-Evergreen community to relieve overcrowding from the area elementary schools. There was a need to have a neighborhood junior high school after Hollywood Jr. closed and was re-opened as an elementary school. With community support the school was built at 2109 Howell. Cypress Jr. opened with a first year enrollment of approximately 1700 students. From August 1967 until June 2001, Cypress Junior High School served grades 7-9; in August 2001, it converted to a middle school serving grades 6-8. The Tennessee Department of Education and the Memphis City Schools determined that Cypress needed to be reconstituted, and was “Fresh Started” for the 2007-2008 school year. Cypress Middle School follows the official Memphis City Schools calendar, which began on August 8th and runs until May 18th. The school day begins at 7:30 a.m. and ends at 2:15 p.m.; teachers report to work a minimum of fifteen minutes before school starts and remain at school a minimum of fifteen minutes after school lets out.

Cypress is fully accredited and its three story building has several outstanding features: an elevator, two stationary computer labs and several laptop mobiles, an auditorium that seats over 1,000, a wing for multiple-handicapped students, two science labs, a gymnasium, a cafeteria, an art lab, a diversified technology lab, and music/band facilities. In addition, a complete teen living kitchen and sewing laboratory furnished and implemented. Cypress makes full use of current technology to ensure the safety of all students. The building is monitored by a security camera and video system and utilizes a metal screening process at the main entrance. Additionally, there is an internal PBIS team and an external PBIS coach to support discipline. Cypress participates in the Memphis City Schools Indoor Air Quality initiative and submits a Memphis City Schools Emergency Management Plan annually. The Emergency Management Plan is available on the school web-site in order to provide immediate access in the event of an emergency. Hard copies are on file in the library and in the office.

Cypress has implemented the middle school concept with a grade/unit model being utilized. Students attend core classes of Reading/Language Arts, Mathematics, Science and Social Studies, as well as exploratory classes which include Art, Band, Physical Education, Creative Writing/Reading, Teen Living, and Diversified Technology. All grade levels employ a team approach to enhance learning in a supportive environment. Special education students (instructional resource, CDC, CDC-MH, and classes to serve students with autism and emotional disturbances) are placed in a combination of classes which meet their individual needs and allow for maximum inclusion in the least restrictive environment. Cypress Middle School has implemented full inclusion for our instructional resource students; classes in Reading/Language Arts and Mathematics are taught by a co-teaching team consisting of a content area specialist and an instructional resource specialist.

Students have the opportunity to participate in a wide range of activities, including sports and organizations. Organized athletics for boys include football, basketball, track and baseball. Organized athletics for girls include volleyball, basketball, track, softball, and cheerleading. All teams are coached by Cypress staff. Teachers also sponsor school organizations such as Student Government and Envoy, as well as interest clubs such as choir, majorettes, chess, and guitar. A monthly club-day activity schedule is being planned to give every student the opportunity to participate in a non-academic activity. All students are exposed to college and career awareness through a College Fair and Career Day, as well as by teachers who incorporate their own colleges into room and door decorations. The school also provides a structured after-school tutoring program through supplemental education service providers, extended proposal, Reading/Language Arts, extended learning as mandated by NCLB for remediation and enrichment, as well as special enrichment programs sponsored by the Rhodes College/Cypress/ Springdale partnership.

Cypress is a federally funded school wide Title I school. Title I is part of No Child Left Behind and requires that schools create a positive and supportive learning environment that results in high levels of achievement for all students. Funds are available for academic programs and strategies, additional teachers and other personnel, staff development, materials, supplies, technology and parent training. Our students and teachers worked hard to improve our status under the No Child Left Behind Law; however, we did not make Adequate Yearly Progress (AYP) in mathematics or reading.Because of that, Cypress is listed as a “High Priority” school in the category of Restructuring 1.

The corrective action plan noted that over the past four years, the promotion rate increased. It is also noted that the population percentage of students with special needs increased; Cypress employ full inclusion strategies in all grades. Major staffing changes have been implemented, and improved teaching and support for teachers is a district-supported, school-wide priority.

2. Staff Characteristics:

Cypress Middle School is under the leadership ofGina Nicholson. Mrs. Nicholson was appointed as the new principal in July 2010 and Mr. Antonio Ryan became the assistant principal in May 2011. Cypress Middle School’s staff consists of a principal, an assistant principal, an Instructional Facilitator, a school counselor, a librarian/media specialist, a full time and a part-time school nurse, a part-time school social worker, a part-time school psychologist, a part-time speech therapist, eight para-professionals, a parent counselor, an In-School Suspension teacher, and twenty-seven classroom teachers. Cypress’ culturally diverse, highly qualified faculty is made up of both veteran and novice teachers.

Sixty-two percent (62%) of the faculty has advanced degrees, with 38% of the faculty at the bachelor degree level; forty-six percent (46%) of the teachers at the bachelor’s level are currently attending graduate school. Following the guidelines of No Child Left Behind, all of the Cypress teachers have received verification of highly qualified status. None are teaching outside of their certified areas.

Additional staff includes an in-school suspension supervisor and 8 teaching assistants, as well as secretarial, cafeteria, and custodial employees. In addition to the MCS school nurse who visits the school once a week, Cypress has a school nurse on the campus every day assigned to special education students; additionally, a traveling nurse visits the CDC-Multiple Handicapped class each day to administer medications.

Table 1-1 at the end of this component indicates the faculty staffing for 2011-2012, listing the highest degree attained, years of teaching experience, and current teaching assignment.

Cypress Middle School is active in grants, both in writing and receiving. Teachers, as well as the school, have participated and received grants through a variety of resources including the Rotary Foundation Teacher Initiative Grants, Junior League Innovative Teaching Grants, Reading Is Fundamental (RIF), Library Literacy Grant, Ed-Tech Grant, and School Improvement Grant, to assist in increasing student achievement. Cypress participated in a Literacy through Libraries Grant and the district’s School Improvement Grant. Details of these grants are provided in Component Three of this document.