SACS CASI Self Study Report

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2 SACS CASI Self Study Report March, 2006 Southwest Career and Technology Center 3746 Horn Lake Road Memphis, Tennessee schools.k12.tn.us Principal Earnestine Taylor Facilitator: Mrs. Mary Pittman Memphis City Schools i

3 Memphis City Schools Memphis, Tennessee Board of Commissioners Sara L. Lewis, President Carl Johnson, Sr., Vice President Wanda M. Halbert Tomeka R. Hunt Dr. Jeff Warren Martavius D Jones Patrice Jordan Robinson Deni C. Hirst Stephanie Gatewood Dr. Carol Johnson, Superintendent March, 2006 Second Printing Contains the Quality Assurance Review Team findings and supported data ii

4 Acknowledgements The preparation of this SACS Review Report required great skills, knowledge and cooperation. It is with enthusiasm and gratitude that we acknowledge those who were committed to the completion of this report. We gratefully acknowledge Elsie Bailey, Academic Superintendent, Community Leaders, Curtis Morris, Facilitator who served as coach and critical friend, and members of the SACS Review Team, Dr. Ron Butterfield, Chairman, Dr. Bo Miller and Dr. Monte Tatom, committee members. We also thank the component members as well as the staff and faculty of Southwest Career and Technology Center for all their dedication and perseverance. Above all, we would like to recognize the students of Southwest Career and Technology Center for their eagerness to learn and for their persistence to improve, without them there would be no report. Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, handicap/disability, sex or age iii

5 SACS CASI Guided Self Study Report Acknowledgement iii Part 1: Guided Self Study Procedures Context 2 Preparation and Training 8 Leadership and Facilitation 8 Part 2: Assessment and Documentation of Compliance with Accreditation Standards Standards 11 Part 3: Demonstration of the Continuous School Improvement Process Tennessee School Improvement Planning Process (TSIPP) Component 1 Leadership Team 23 School Characteristics 27 Community Characteristics 33 Component 2 Beliefs, Mission and Vision 37 Component 3 Variety of Academic and Non Academic Assessment Measure 39 Component 4 Collaboration 45 Evaluation of the Decision Making Process 47 Allocation of Resources 48 Curriculum Analysis and Support 50 Instructional Analysis and Support 52 Component 5 Action Plan Goal I 54 Goal II 56 iv

6 Component 5 (cont.) Goal III 63 Goal IV 65 Component 6 Tennessee Improvement Planning Process 69 Part 4: Quality Assurance Quality Assurance 72 Effectiveness of Methods Used 76 Opportunities for Further Improvement 86 SACS CASI Team Report 87 Action on Recommendations 95 Appendices Letter to Quality Assurance Review Team 97 Schedule of Quality Assurance Review Team Activities 98 Guided Self Study and Quality Assurance Review Budget 100 v

7 SACS CASI Guided Self Study Report Part 1 Guided Self Study Procedures Context Preparation and Training Leadership and Facilitation Joseph S. Raley, Chairman 1

8 Context Mission: Southwest Career and Technology Center has as its mission to create a safe educational environment to enable all students to achieve quality academic, technical and employability skills for smooth transition into post secondary schools, the world of work, and for continuous lifelong learning. The mission of Southwest Career and Technology Center is aligned with that of the Memphis City School (MCS) system. The Memphis City Schools mission is to prepare all students to be successful citizens and workers in the 21 st century. A collaboration of opinions and ideas of team players, which included the entire faculty and staff as well as other stakeholders, came to a consensus to finalize Southwest Career and Technology Center s mission. New staff members were mentored and orientated into the culture, beliefs, mission and vision of Southwest Career and Technology Center. The purpose of the Self Study is to demonstrate commitment to meet research based standards for public schools, to engage in a continuous improvement process and to provide for quality assurance through self evaluation and peer review by external educators representing SACS CASI (Southern Association of Colleges and Schools Council on Accreditation and Schools Improvement). The Tennessee Department of Education, Division of Vocational/Technical Education requires that seventy five percent (75%) of the students in each class master seventy five percent (75%) of the state s standards. Southwest Career and Technology Center s goal is to meet and exceed the state s requirements. During the past four years, seventy eight percent (78%) of the students mastered ninety two percent (92%) of the standards. The TSIPP (Tennessee School Improvement Planning Process) served as the foundation, and the action plans goals and objectives were the major targets of the Self Study. Quality Assurance is demonstrated by challenging all staff members to make a conscientious effort to fulfill guidelines set forth in the mission, vision, beliefs and goals of the school. Southwest Career and Technology Center operates as a freestanding Career and Technology Center with students from six area high schools. Students travel to Southwest Career and Technology Center for three hours of course work. The students then return to their primary schools for academic courses. These primary schools are referred to as Home or Feeder schools. Most data, such as overall test results, drop out rate; attendance and discipline are collected and kept at the feeder school. Data such as concentrators, job placement and follow up are kept on file at Southwest Career and Technology Center. Southwest Career and Technology Center has aligned its action plan and goal in accordance with data driven research. A major component of Southwest Career and Technology Center s action plan is the implementation of technology. In accordance 2

9 with No Child Left Behind (NCLB), Southwest Career and Technology Center seeks to improve student academic achievement through the use of technology. Southwest Career and Technology Center also utilizes the framework created by Harvard University s Public Education Leadership Project (PELP), which aims to increase student achievement. In accordance with PELP, Southwest Career and Technology Center have identified forces in the external environment relevant to implementing key action steps. Under the auspices of MCS Five Year Academic Master Plan, Southwest Career and Technology Center seeks to adhere to a total educational process; students will demonstrate a belief in their own capability by actively participating in the teaching and learning process and by making achievement a top priority. In the past five years, the school has experienced three major changes. The first of these was the retirement ( school year) of the principal who lead the school for twenty eight (28) years. An interim principal was appointed and served for one year. The following year, a permanent principal was appointed. The second major change was the expansion of course offerings. Three programs are new and in the first year of operation. These programs were created to provide students with new opportunities and are expected to expand. All three programs required a major financial investment by the school system. The third and last of the major changes was an investment of funds to upgrade all of the existing programs with new machines and computers for student use. This was evidence to the stakeholders that the school and programs would provide instruction and opportunities for the future. A review of the NSSE Opinion Inventories provided evidence that stakeholders have an overall increasing and positive opinion of the school. A graph (Graph 1.1.1) is a comparison between the 2001 and 2006 Self Studies using a sample of four questions. A comparative discussion is provided for each of the sample questions. 3

10 Graph A random sample from the 2001 and 2006 NSSE Opinion Inventories Comparison of Student, Parent, Teacher, Community Opinions 1. Our school is preparing students to deal with issues and problems they will face in the future. 2. Students see a relationship between what they are studying and their lives. 3. Our school provides students and teachers with a safe and orderly environment. Students '01 Students '06 Teacher '01 Teachers '06 Parents '01 Parents '06 Community '01 Community '06 4. The education offered to students at our school is of high quality. Rating 1=Strongly Disagree 2=Disagree 3=Neutral 4=Agree 5=Strongly Agree

11 Southwest Career and Technology Center utilizes the NSSE s Opinion Inventories to gather the opinions of students, teachers, parents and community members about the quality of education. A comparison of their opinions on four common survey items taken from the and revealed the following: Our school is preparing students to deal with issues and problems they will face in the future. Students see a relationship between what they are studying and their lives. These two questions were selected because they are similar and involve the school and the community. There was a small gain in the rating from the community and parent groups. Teachers and students responses resulted in a decrease in questions. At this time Southwest Career and Technology Center cannot explain this decrease. Because the school is an active part of the community, locally, statewide, and nationally, these opinions may well be affected by events outside the school s control. Our school provides students and teachers with a safe and orderly environment. This question related to the school environment and received a higher rating from all the stakeholders. All stakeholders have worked continuously to create and enforce guidelines to ensure a safe and orderly environment. When students feel safe they can direct their attention to learning. The education offered to students at our school is of high quality. This question also saw an increase by the students, parents, and community, but not from the teachers. Why do teachers have a lower rating? Teachers, working with their advisory committees, have a better understanding of the changes in the job market and the new skills students will need. Southwest Career and Technology Center teachers continually explore, investigate and learn new changes in the workplace. This helps to gain an understanding of where and how the school and programs must change. 5

12 Guided Self Study Procedures How extensive and in what manner were stakeholder representatives involved in the process of the Guided Self Study? NSSE Opinion Inventories were given to students, parents, teachers and community leaders regarding their perspectives on the quality of education at Southwest Career and Technology Center. Students were called by class and given the surveys by the Career Enhancement Program (CEP) teacher. This resulted in a very high completion rate for the student survey. Parents were surveyed at Southwest Career and Technology Center s annual Open House which was held on September 8, This method of getting the parent surveys proved to work exceptionally well since there were approximately three hundred (300) parents and other adult relatives present. Another group of stakeholders surveyed were the local community leaders. Questionnaires were mailed to these individuals. The teachers at Southwest Career and Technology Center were allowed to complete surveys during a September faculty meeting. All surveys were collected and mailed to NSSE Opinion Inventories for analysis. This prevented any bias of the results. The results of the surveys and data will be presented in another section of this SACS CASI Self Study Report.. What procedures and materials were used to conduct the Guided Self Study? The primary material used for this review was the SACS CASI s Accreditation and School Improvement booklet. Secondary material came from several areas. The school received a document from Curtis Morris, Coordinator of Accreditation Services and Internal Facilitator. When there was a question or the need for additional examples, the school conducted a search on the web for completed Self Study reports. These were used as examples to be discussed, modified, and applied where needed. What other accreditation, school improvement, or accountability related activities were included in the Guided Self Study? Southwest Career and Technology Center has not been able to locate an accrediting body for individual high school programs. However, there are several accrediting bodies for individuals in a given field of work. The state has identified these certifications and requires Career and Technology teachers to have certifications. At present, Southwest Career and Technology Center has several teachers with certifications. Some are currently taking courses or attending workshops and plan to receive certification. Teachers in these fields work with and maintain contact with organizations that may offer a certification in the future. Recently the school received a Vocational Audit by the Tennessee Department of Education, Vocational Technical Education Division. The division members and several educators from out side MCS reviewed the quality and legality of the teachers and each program areas. The school passed the audit with only a few remarks. Most of these 6

13 were the result of the school being a freestanding Career and Technology Center. This causes limited collaboration with the feeder schools. The TSIPP is the school s primary plan for improvement and is discussed in detail in Part 3 of the Self Study Report. How was leadership for conducting the Guided Self Study provided, including the use of an internal or external facilitator? The principal supplied the basic leadership for the Self Study. The principal appointed an experienced teacher to serve as Self Study chairperson. Together they selected and appointed a teacher to act as sub chairperson for each part. The remaining teachers were assigned to one of the sub committees. The size of each sub committee was based on the needs of each part. MCS provides an internal facilitator, Curtis Morris, who is part of the board staff and is not connected to any specific school or program. The school s assessments, reflections and demonstrations of its continuous school improvement experience were facilitated though the following sub committees: Public Schools Standards Subcommittee: Leads and assists stakeholders to demonstrate adherence to the Accreditation Standards 2005 for Public Schools serving students in Kindergarten through Grade 12. Continuous Improvement Subcommittee: Prepares the TSIPP document for inclusion in the Guided Self Study as a demonstration of the school s continuous improvement process. Facilitates a rich discussion among school s stakeholders to 1) articulate the direction and purpose the school is pursuing for its future; 2) provide a powerful description of the current conditions with focus on student learning; 3) Identify what actions the school will take to improve student learning; 4) document what has been accomplished; and 5) use the results to define the next five years of school improvement efforts. Quality Assurance Subcommittee: Defines methods the school uses to 1) ensure that the TSIPP is enacted, monitored, and analyzed on a continuous basis; m2) analyze the effectiveness of methods used to provide for quality assurance; and 3) define the next five years of school improvement though outlining actions the school plans to take to address those areas identified for future improvement. What major observations during the Guided Self Study were generated about the quality of the school? During the Guided Self Study, several observations were made regarding the quality of the school. Three (3) of these were discussed on page two (2), paragraph two (2). These observations are seen in administrative reports and budgets. Other observations 7

14 are not easily defined and have no factual evidence. What is observed is an increase in teacher moral. This leads to retention of teachers and improved classroom teaching. From the NSSE Opinion Inventories, visible gains were made in how the parents and community regard the school. Preparation and Training The Self Study reflects the outcome of the previous review. The review team, at that time, made several commendations and recommendations. The results of the report were due to information provided in the self study and school improvement plan. The commendations made by the previous review team are continuously utilized and updated. However, several of the recommendations have been revisited and consistently monitored as the faculty and other stakeholders work toward achieving the improvements as cited by the review team. Preparations for the Self Study began in the spring of The principal made selection of committee lead chairperson during this time. The principal and lead chairperson met with faculty members to select individual section chairpersons for each part of the self study. The selection of committee members for each section followed. Each committee member was assigned specific responsibilities by the section chairpersons. At this time, a facilitator was appointed by the State Department of Education to lead the Review Team. March 21, 2006 was assigned as the date for the Southwest Career and Technology Center visit. Leadership and Facilitation Changes in the development of the SACS CASI self study placed a priority on allowing chairpersons to attend training sessions. Three (3) of the section chairpersons, along with the lead chairperson and principal attended the SACS CASI training held on February 25, Additionally, the remaining chairpersons and the lead chairperson were in attendance at a training session on September 28, All chairpersons attended SACS CASI sessions to gain knowledge leading to a successful review visit. The principal, lead chairperson and committee chairpersons met with Mr. Curtis Morris on September 14, 2005 at Southwest Career and Technology Center. The purpose of this meeting was to clarify additional questions and concerns related to the writing of the SACS CASI self study. Meetings with the principal and chairpersons began in August and have been on going. The principal met to establish an understanding between the TSIPP the SACS CASI self study report, and the layout design for completing the report. During the month of October, all committees met once a week in informal settings. In these meetings, chairpersons would discuss current status of each specific section, incorporate work by committee members, and receive suggestions from other stakeholders. Suggestions were discussed and evaluated based on content and importance to the SACS CASI Self 8

15 Study Report. Between these informal meetings, the section chairpersons and committees would meet to continue preparation and development each specific part. As each section was completed, chairpersons presented it to the entire faculty and staff for approval. This information was conveyed to parents and community members through informal meetings. In addition to the many meetings at the school and the training sessions held at the Teacher and Learning Academy, data was collected to survey the opinions of other stakeholders who are vital to the Southwest Career and Technology Center community. The timeline for the Southwest Career and Technology Center s SACS CASI Self Study is contained in chart (Chart 1.1.1). Chart SACS CASI Self Study Timeline Date April, 2005 August 15, 2005 August 18, 2005 September 27, 2005 October 30, 2005 November 1, 2005 December 15, 2005 December 15, 2005 February 21, 2006 February 21, 2006 February 23, 2006 Event Select of Chairmen In Service Sub committees member appointed Replacement of a chairman SACS CASI Workshop held at the Teaching and Learning Center All section drafts to be written Over the next three weeks the sections will be read and reviewed by the faculty Self Study Report draft completed Self Study Report to be turned in to MCS Administration for revision. Self Study Report completed Self Study Report sent to printing Self Study Report submitted to SACS CASI 9

16 SACS CASI Guided Self Study Report Part 2 Assessment and Documentation of Compliance with Accreditation Standards Self Assessment Janene Campbell, Chairman 10

17 Standards The committee for part two analyzed the Accreditation Standards 2005 to evaluate Southwest Career and Technology Center s effort to comply with each standard. To determine compliance, the committee used the Standards Assessment Tool provided by the SACS CASI. The Standards Assessment Tool is essential to guarantee that every indicator of each standard is addressed. Once the Standards Assessment Tool was completed, the committee determined that Southwest Career and Technology Center showed evidence of compliance with every standard. The committee members with the assistance of colleagues prepared written statements regarding each standard. Beliefs and Mission Met The Southwest Career and Technology Center s vision, mission, and belief statements are the result of stakeholders collaborative efforts (1.1) to define, direct, and improve student learning (1.2), teaching, and the operation of the school (1.3). The mission and belief statements are displayed in the classrooms, in the office, in the foyer, and on the school s website. It is also stated in the Tennessee School Improvement Planning Process, Teacher Handbook, and Student Handbook. This is Southwest Career and Technology Center s ongoing effort to build awareness and understanding among its stakeholders. The vision, mission, and beliefs reflect current research and best practices (1.4). Using the guidelines of NCLB, the Southwest Career and Technology Center is following the most current research and best practices for school improvement. Annually, the school s goals are evaluated. Upon assessment, the school s goals are either continued, revised, and/or redirected to insure that its mission is being pursued in the most effective manner possible (1.5). The stakeholders of Southwest Career and Technology Center are committed to continuing improvements, implementing new state standards and best practices, and providing accessible channels for all interested parties (1.6). Governance and Leadership Met Southwest Career and Technology Center s governing board is the Memphis City Schools Board of Education. This board is accountable to the Tennessee State Board of Education (2.1). The Board of Education recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school (2.2), and permits the administrative team of the school to implement policies and procedures without interference (2.3). These policies are listed in the Teacher Handbook, Student Handbook, and on the Memphis City Schools website under Board Policies. The Memphis City Schools Board of Education uses monthly board meetings to adopt and review policies that are beneficial to the school's success. School budgets are also 11

18 evaluated and determined during these school board meetings. The superintendent and school administrators use the policies set by the Board of Education to regulate the learning environment at the school. To ensure policies and procedures are being implemented; school officials conduct classroom walk through evaluations, perform annual staff evaluations, manage faculty meetings, and provide staff members with individual consultations. These assessment methods allow administrators to determine the improvements that need to be made. The Southwest Career and Technology Center s leadership ensures that the curriculum is being implemented, supported, and assessed, and departmental budgets are allocated by the administrative staff and assigned to the proper departments. Leadership The school administration maintains a vision, mission, and belief that focuses on student learning (2.4) and ensures that the curriculum is implemented, supported, and assessed (2.5). The school administrator involves faculty and staff in decisions that affect the entire school (2.6) and allocates and aligns the human, instructional, financial, and physical resources to support student learning (2.7). Evidence of this involvement is documented in faculty meeting agendas. The school administration also fosters ongoing professional development within the learning community (2.8). Teachers, for example, have opportunities to attend the Teacher Learning Academy and/or the Technology Training Center to participate in teacher in services and staff development. Teachers may also attend career and technology conferences and educational workshops during the summer break. The school administration and School Emergency Management Team work together to implement a written security and crisis management plan at Southwest Career and Technology Center. The school provides staff and students with appropriate training, supplies and first aid kits in each of the classrooms, and fosters monthly drills and emergency practices (2.9). As stated in the school s safety plan, there are established procedures to ensure the safe and efficient operation of the school. Teachers, for instance, must administer a safety test to all students. The students must score one hundred percent (100%) before they can handle any equipment. The school administration and Spirit Committee implement all the school sponsored activities (2.10). The school calendar highlights extracurricular activities. The Teacher Handbook lists the bell schedules, master schedules, and duty rosters. 12

19 Curriculum Met Each class at Southwest Career and Technology Center has a course curriculum, which has clearly defined standards and competencies (3.1). Each curriculum contains essential knowledge and skills that are reflected in the competencies (3.2). The curriculum aligns with the state s goals and objectives (3.3). The curriculum offers diverse, challenging, and unbiased ways of learning that encourage students to excel (3.4). State and local curriculum guides, along with other instructional materials, are provided for implementing the curriculum within the classrooms (3.5). The professional staff meets to collaborate and analyze the curriculum through in service meetings (3.6). As stated in the Memphis City Schools A Student Guide to Secondary Curriculum for Rising 9 th through 12 th Grade Students, Memphis City Schools, in conjunction with the Tennessee State Board of Education, provide students with a balanced curriculum that is based on the knowledge of human growth and development and sound learning principles (3.7). The Southwest Career and Technology Center uses community resources to support and enhance the curriculum. For example, students participate in local field trips, guest speakers speak to individual classes, local businesses provide services, and parents participate in various school activities. The school also has adopters, advisory committees, community meetings, and a School Leadership Team, which consists of community members, business owners, teachers, administrators, and parents who work together and act as resources for the various career and technical programs (3.8). The Memphis City Schools curriculum includes interdisciplinary and cross curricular experiences (3.9) such as, fine and applied arts, music and physical education (3.10), however, Southwest Career and Technology Center does not offer these courses. The Southwest Career and Technology Center provides students with extra curricular activities such as educational field trips and motivational speakers. Field trips at the Southwest Career and Technology Center stimulate the students interests in various fields of study and focus on the beliefs of the school and the interests of the students (3.11). The school communicates to stakeholders a set of policies, procedures and guidelines that govern student participation in school sponsored extra curricular activities. Southwest Career and Technology Center s Student Handbook, Teacher Handbook, Memphis City Schools Blue Ribbon Plan, and the Memphis City Schools Handbook contain guidelines for governing student activities (3.12). Instruction Met Each classroom teacher has aligned his or her instruction with the Southwest Career and Technology Center s school mission and expectations as outlined in the Student Handbook, Teacher Handbook, and TSIPP. Each program has a syllabus and course of study with weekly lesson plans (4.1). During faculty and in service meetings, teachers are encouraged to evaluate students performances on a continuous basis. Teachers are advised to assess their students weekly and to use various forms of assessment, such as quizzes, written tests, oral tests, or performance based tests. It 13

20 has also been recommended that teachers use students test results to improve teaching strategies (4.2). Southwest Career and Technology Center employs instructional strategies and activities that are research based and reflective of best practices. This is based on information in the Memphis City Schools Framework for Standards Based Curriculum, Instruction, and Assessment. Teachers may download competencies on the Internet from the Tennessee Department of Education (4.3). The school s bell schedule provides ample time for instruction and teacher planning (4.4). The Memphis City Schools Handbook, Teacher Handbook, the Student Handbook, and the Blue Ribbon Plan help the school to sustain a climate that is conducive to teaching and learning (4.5). The Memphis City Schools Lesson Design allows teachers to plan lessons that promote the active involvement of students in the learning process. It gives students opportunities to acquire higher order thinking skills, and it helps students to apply the skills and knowledge in diverse ways (4.6). Southwest Career and Technology Center uses a variety of human, natural, technological, and material resources that enhance instruction and learning and support curriculum and instruction (4.8) (4.9). For example, resource speakers visit the school and motivate students. The school holds career and job fairs, participates in Memphis Goes Back to School, and students participate in many service learning projects. The students also interact with people in industry during classroom visits and job shadowing activities. The students go on various educational field trips throughout the year, participate in career and technical student organizations and compete in contests. Furthermore, each classroom is equipped with computers, digital cameras, educational software, media centers, and resource books. The CEP teacher employs a variety of instructional strategies, remediation, enrichment, and learning activities that accommodate diverse learning styles. Students may attend the CEP for at least one hour once a week to prepare for the ACT, Gateway Math, Gateway English, and/or Gateway Biology Exams. Students may also receive assistance with technical class competencies. The CEP teacher maintains a computer lab and uses a variety of educational software such as PLATO, Gateway Coach, and the Academy of Reading. Students are encouraged to write in journals and participate in Memphis City Schools Reads. The Career Enhancement Program teacher maintains a mini library, and provides students with the opportunity to improve their reading skills (4.7). Additionally, the Memphis City Schools Handbook, the Memphis City Schools calendar, and various volumes of the Memphis City Schools A Student Guide to Secondary Curriculum for Rising 9 th through 12 th Grade Students contain information related to credits, the length of the school year, and various requirements ( ). 14

21 Assessment and Evaluation Met Memphis City Schools use a comprehensive assessment system to monitor and evaluate student learning and instruction. Competency standards, performance expectations, and key indicators for student learning have been identified and established by Memphis City Schools and the Tennessee Department of Education (5.1). The Memphis City Schools Office of Student Information Compliance, Office of Research and Evaluation, Office of Assessment, and Division of Student Information collect and disaggregate data continuously to monitor and evaluate student learning (5.2); maintain a current, comprehensive profile of student performance data, community characteristics, school characteristics, and stakeholder perceptions of the school (5.3); use data in making decisions for continuous improvement (5.4); conduct a periodic analysis of instructional and organizational effectiveness to use the results for improving student learning (5.5); and communicate assessment results in a timely manner to all stakeholders (5.6). The Southwest Career and Technology Center identifies in its improvement plans measurable performance standards that take into account student learning needs, state and local performance requirements, and the goals of the curriculum (5.7). This information is documented in Individual Education Plans, the Tennessee School Improvement Planning Process, faculty meeting agendas, and competency profiles. Resources Met The Memphis City Schools System strives to make the best use of its varying resources. The Department Human Resources of Memphis City Schools meet the educational and professional requirements mandated by Southern Association of Colleges and Schools Council on Accreditation and School Improvement. It employs administrative heads and administrative or supervisory assistants (6.1), instructional personnel (6.3)(6.4),career and technology teachers, counselors, and media specialists (6.5) who have taken the appropriate course work in their assigned fields, earned appropriate degrees, and/or received the appropriate number of semester hours from an institution recognized by a U.S. regional accrediting agency and the Tennessee Department of Education and Teacher Licensing and Certification. (Career and Technology teachers must obtain industry certification and occupational licensure.) The principal and the Department of Human Resources provide and assign staff that is sufficient to meet the vision, mission, and beliefs of the school (6.2). The Office of Quality Improvement requires all professional personnel to earn at least six semester hours of credit or the equivalent during each five years of employment. This information is stated in the Memphis City Schools Professional Development Catalogue and the Framework for Evaluation and Professional Growth (6.6). The Southwest Career and Technology Center implements a system of employee evaluation that protects the privacy of the individual and uses the results to improve performance. This information is included in the Framework for Evaluation and Professional Growth (6.7). Memphis City Schools ensure that paraprofessionals are 15

22 under the supervision of professional personnel and are qualified and trained to perform in the area of their responsibility. According to the federal No Child Left Behind (NCLB) Act and the Memphis City Schools Human Resource Department, there are guidelines and definitions for highly qualified paraprofessional. This information is located on the Memphis City Schools website (6.8). The Memphis City Schools Substitute Teacher Handbook maintains and observes written policies relating to the qualifications, selection, training, and assignment of substitute teachers (6.9). Southwest Career and Technology Center ensures that all personnel are allocated time and resources for professional development activities. Teachers attend faculty and in service meetings, and are evaluated regularly and frequently to make certain that students are learning. The Framework for Evaluation and Professional Growth is currently being used to assess teachers. Paraprofessionals in the Memphis City Schools System attend training sessions to ensure competency in the duties of responsibilities. All substitutes and paraprofessionals meet qualifications mandated by Board of Education policy. All teaching personnel are encouraged to pursue professional development. Specifically, Memphis City Schools have provided time for teachers to actively participate in many seminars and conferences. Memphis City Schools have designated administrative and in service days in the school calendar, and teachers may obtain training and resources from the Teacher Learning Academy and the Technology Training Center. These classes are listed in the Professional Development Calendar and the Technology Training Center Catalogues (6.10). Career and technology teachers may also attend fall retreats and summer career and technology education conferences at Middle Tennessee State University in Murfreesboro, TN. Southwest Career and Technology Center includes in its master schedule, planning time unencumbered by instructional or supervisory responsibilities for each classroom teacher. This information is included in the bell schedule and the Teacher Handbook (6.11). The Teacher Handbook, student roster, and WIN school reports contain evidence that Southwest Career and Technology Center adheres to state and federal guidelines that support the learning process (6.12). Financial Resources Memphis City Schools have carefully provided the financial resources necessary to ensure that quality education is available to its students. Funds are available for supplies, equipment, and teacher improvement. The Board of Education auditors monitor the financial resources of Memphis City Schools. Employees are paid salaries approved by the Board of Education, in compliance with any state regulations and controls. Southwest Career and Technology Center budgets sufficient resources to support its vision, mission, belief, educational programs, and action plan for improvement. The financial secretary maintains budget request forms, grants, and site based budget money. The financial secretary and the principal are responsible for the school and categorized expenditures. The financial secretary keeps track of work orders, patrons, 16

23 and fundraising (6.13). The financial secretary and auditor monitor all financial transactions through a recognized, regularly audited accounting system (6.14). The financial secretary and principal control all funds raised in the name of the school and maintain general accounts, which are specific to each teacher s class or CTSO account (6.15). Memphis City Schools implement a compensation plan for all members of the staff that recognizes the administrative head as the highest paid employee. This information is included on the Memphis City Schools website. Memphis City Schools pay scale is based on years of service and individual occupations. The Department of Human Resources maintains salary schedules based on classifications (6.16). Physical Resources Southwest Career and Technology Center maintains records of all inspections related to the local, state, and federal regulated agencies (6.17). Fire and tornado drills are conducted, as well as general inspections and security checks (6.18). The Southwest Career and Technology Center has a School Emergency Management Team that supplies and replenishes first aid kits in each classroom (6.19). The building engineer and the custodial staff keep the school clean and provide facilities, equipment, and a site necessary for effective implementation of the instructional and extracurricular programs (6.20). The Southwest Careers and Technology Center uses the break area, Culinary Arts classroom, and/or designated areas in the B Building to hold various meetings and activities. Material Resources Teachers at Southwest Career and Technology Center must update and maintain the inventories and keep records of all the equipment and supplies within their classroom. The assistant principal maintains these records and follows the policies and procedures that pertain to books and equipment. The assistant principal also issues, collects, and stores books, materials, and equipment (6.21) (6.24) (6.27). Each classroom contains books, media centers, computer technology, and reference sources that support student learning, the curriculum, and the instructional program. All students and staff members have regular and ready access to media services, materials, and equipment (6.23). The lab in the CEP contains a mini library, various educational software programs, and reference materials. The CEP teacher also supports and participates in the Memphis City Schools Reads campaign (6.22). The executive director for the Division of Careers and Technology and the Board of Education maintain budgets and provide sufficient funds for library media services and resources, including equipment, to support curricular and instructional programs (6.28). Supervisors supply career and technology teachers with equipment and materials purchased through federal Carl Perkins funding. These supervisors also provide training on the effective use of media resources for members of the professional staff. This training may be held after school, during in 17

24 service, or during faculty meetings. Teachers may attend the Teaching Learning Academy or the Technology Training Center for additional training. They may also receive assistance, instruction, and support from experienced staff members (6.25) (6.26). Since Memphis City Schools have an Internet Acceptable Use Policy Agreement, the assistant principal is responsible for dispersing and collecting Student Access Release and Authorization Forms and Employee Access Release and Authorization Forms (6.29). Support Services for Student Learning Met Memphis City Schools support the academic development and well being of all students through a comprehensive guidance program and special educational support services. The guidance counselor provides counseling services for students on a continuous basis and consults with teachers concerning curriculum and testing. The guidance counselor has extensive documentation of individual, group, and classroom developmental guidance sessions and referrals made by staff members, and also documents students involvement in educational and career planning. This documentation may be found in the Counselor s Report of Services, which is filed each six weeks with the building principal (7.1). All Southwest Career and Technology Center students have been engaged in an orientation session. Additionally, the counselor plans follow up meetings with individual classes. The students are aware of access to guidance services and have been given a protocol to follow to secure those services (7.2). All students at this location must pass individual class safety awareness tests. The students must score one hundred percent (100%) before they can proceed in their chosen discipline at Southwest Career and Technology Center. This is for safety precautions. Teachers, having additional roles and duties, supervise students. The school has security checks and scans and maintains an Emergency Management Team. Safe, board approved transportation is provided for all students (7.3). Students with needs that extend beyond the parameters of the regular classroom are served through a variety of programs. Academic support for a special needs student is addressed by an M Team committee, which makes recommendations for the student. If further support is needed, plans (Section 504 of the rehabilitation Act) may be written, or be assessed for special education placement by a school psychologist. The guidance counselor attends M Team meetings and monitors special needs students in class, collaborates with the assigned special education aides and paraprofessionals on campus, and coordinates all documents related to these students needs. The guidance counselor also provides teachers with information about individual education plans and student modifications (7.4). The guidance counselor facilitates and secures the assistance of other agencies for students whose needs cannot be met at the school. The Counselor Report of Services documents this information (7.5). The office staff and guidance counselor maintain secure, accurate, 18

25 and complete student record systems in accordance with state and federal laws and regulations. The district also maintains student records and policies (7.6). Teachers at Southwest Career and Technology Center are offered a variety of educational opportunities to raise their level of understanding about the stages of student development. Ongoing education is provided for teachers through on site and off site staff development. Speakers, workshops, surveys, retreats, and professional development programs are frequently utilized to accomplish this goal. The school also maintains an open door policy for parents and guardians. Parents and guardians attend open house and parent/teacher conferences and receive newsletters about Southwest Career and Technology Center events and news (7.7). Stakeholder Communications and Relationships Met Southwest Career and Technology Center promotes interaction between the school and the community stakeholders. The community is kept abreast of school rules and activities through the school handbook, website, and the local newspaper. Teachers communicate with parents through newsletters and phone calls. Job shadowing activities provide students the opportunity to go out into the community and work in areas that may lead to future careers. The Southwest Career and Technology Center fosters partnerships through collaboration with community stakeholders to support student learning. For example, the school has adopters, sponsors, guest speakers, and people from industry who provide training, services, and supplies. The students interact with various people within the community as they participate in job shadowing activities, service learning projects, field trips, career and technology student organizations, and competitions. The school also works with Tech Prep to provide students with articulation agreements to assist in the advancement of their education (8.1). Southwest Career and Technology Center ensures clear and effective communication among all stakeholders throughout the year. Each discipline has advisory committee meetings at least twice a year. The school also hosts various community meetings and events. The principal and teachers plan events throughout the year to recruit students from various feeder schools. Southwest Career and Technology Center provides tours and career fairs for students in elementary and middle schools. The faculty and staff also attend meetings, conferences, training sessions, and retreats for enrichment (8.2). Southwest Career and Technology Center solicits the knowledge and skills of parents to enhance the vision, mission, and beliefs of the school. The faculty and staff encourage parents to participate on committees and volunteer at school. The school sends home newsletters and teachers make phone calls to parents. The school has open house activities and parent/teacher conferences (8.3). The school climate is monitored annually through parent, teacher, student, and community surveys to assure that the environment is conducive to student learning (8.4). The Southwest Career and Technology Center also communicates to all stakeholders the expectations for student 19

26 learning and the results of school improvement efforts. This information is stated on the school s profile and report card. It is also included on the Memphis City Schools website, in parent newsletters, in the Tennessee School Improvement Planning Process, and in the SACS CASI minutes and agendas (8.5). Citizenship Met Since the school s rules and procedures are outlined in the Student Handbook, students understand what is expected of them. To enhance social development, students are given opportunities to participate in extracurricular activities, student organizations, and service learning projects. In order to help students to develop leadership skills, the Southwest Career and Technology Center formed the Blue Ribbon/Character Education Organization and the Southwest Career and Technology Center s Technical Honor Society. Therefore, the Southwest Career and Technology Center works with teachers, administrators, parents, and the community to help students to develop social and personal responsibilities. Southwest Career and Technology Center also fosters and maintains a safe and orderly environment that promotes honesty, integrity, trustworthiness, responsibility, citizenship, self discipline, and respect. This evidence is provided in the school s Blue Ribbon Plan and the Memphis City Schools Student Code of Conduct. This information is also provided in the school s Character Education Program, Student Handbook, and Teacher Handbook (9.1). Career and technology student organizations, such as Skills USA, Health and Occupational Students of America, Family Career and Community Leaders of America, Future Farmers of America, and Business Professionals of America, provide students with opportunities to develop and demonstrate leadership, responsibility, independence, and decision making skills (9.2). Students participate in monthly club meetings, elect officers, take field trips, and participate in local, state, regional, and national competitions. The Teacher Handbook, the Student Handbook, and Memphis City Schools Board s Policies and Procedures contain written guidelines about conduct for students, parents, and staff (9.3). The school provides parents with newsletters and correspondence, and teachers keep parent contact logs. The WIN School secretary, principal, assistant principal, and classroom teachers, monitor and document students attendance and conduct (9.4). Continuous Process of School Improvement Met Southwest Career and Technology Center has an active school improvement team that consists of faculty, staff, and other stakeholders. Each year this group of individuals reevaluates the school s TSIPP. This evaluation enables the school improvement team to consider methods for making school improvements. Southwest Career and Technology Center will continue to develop its TSIPP, as well as implement new strategies for school improvement. 20