Southern Association of Colleges and Schools Accreditation


Stone Memorial High School

Tennessee School Improvement
Planning Process (TSIPP)
For Accreditation Through SACS/CASI


TEMPLATE 3.2.a:  Instructional Practices

Template 3.2.a: Instructional Practices
 (Rubric Indicators 3.3 and 3.4)

Current Instructional Practices

Classroom instruction is aligned with the Tennessee standards based curriculum.

Students are actively engaged in quality learning environment as supported by critical order thinking skills.

Teachers incorporate a wide range of research based, and student centered teaching strategies

Classroom organization and management techniques support the learning process.

Students are provided with multiple opportunities to receive additional assistance to improve their learning beyond the initial classroom instruction.

Classroom instruction supports the learning of students with diverse cultural and language backgrounds and with different learning needs and learning styles.


Evidence of Practice (State in definitive/tangible terms)

Each week, teachers turn in lesson plans that are aligned with Tennessee State Curriculum standards.  Teachers write the appropriate curriculum standard when it is covered in their lesson plans.  The principal reviews the lesson plans weekly and checks for curriculum alignment.

Teachers use a variety of engaging instructional strategies, ie: technology integrated lesson plans that utilize the internet in conjunction with Microsoft Office Suite, graphing calculators, and document cameras.
The science lab is equipped for inquisitive learning opportunities.


Some teachers give students learning style inventories and multiple intelligences questionnaires to determine how best to meet the students’ needs.
Most teachers understand that boys’ and girls’ brains functions differently; therefore, in classes with predominately males, teachers use a variety of hands-on activities.  In classes with majority females, teachers use more cooperative learning exercises.

New teachers meet at Cumberland County Board of Education and are trained in classroom management.  Periodically, classroom management techniques are addressed during staff development meetings.
Teachers have seating charts for their classes.
Teachers utilize office-created discipline forms.
Detentions are a deterrent.

SMHS offers a variety of opportunities to students for volunteer service through clubs and organizations such as: Interact, DECA, Fellowship of Christian Athletes, Student Council, and  HOSA, just to name a few.
Peer and teacher-directed tutoring are offered to students who need additional help in the classroom to improve their performance.  Teacher-directed tutoring is offered before and after school.  Peer tutoring occurs through the school day.
Teachers sponsor field trips for learning opportunities for students.
CTE students work outside the school on building projects.

SMHS celebrates various multi-cultural events such as:  Cinco de Mayo, Native American Heritage Month, Black History Month, and Women’s History Month, just to name a few.  Students also celebrate Cinco de Mayo and Black History Month.
Included in each textbook adoption are Spanish language materials.
The Cumberland County Board of Education employs an ESL educator to aid ESL students.

Is the current practice research-based?









Is it a principle & practice of high-performing schools?









Has the current practice been effective or ineffective?








What data source(s) do you have that support your answer? (identify all applicable sources)

Lesson plans

Lesson plans

Lesson plans aligned with formal/informal evaluations.

Attendance records, formal and informal evaluations.

State testing scores

Formal and informal classroom assessment


Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement)

Teachers regularly reference lesson plans that specifically note Tennessee state standards, allowing for opportunities to continue or modify lessons.

Classroom assignments reflect the mastery of higher order learning skills.

Subgroups did not meet AYP

Consistent enforcement of the school-wide behavior plan shows a reduction in tardies, absences, and discipline referrals.

Students With Disabilities and Economically Disadvantaged students' test scores led to SMHS not meeting AYP.

ESL students have exceptionally strong English-language limitations, as reflected in classroom work.

Evidence of equitable school support for this practice

Teacher prepared lesson plans that reference Tennessee state standards.

Teachers create differentiated learning opportunities for students that require higher order thinking skills.

All teachers do not utilize methods of differentiated instruction.

Teachers share responsibility for reporting tardies and enforcing discipline procedures according to the plan.

These students populate every class at every grade level.

Provide individualized instruction for ESL students

Next Step (changes or continuations)

Continue monitoring lesson plans weekly to ensure that Tennessee state standards are referenced on all lesson plans.

Continue using instructional strategies to enhance higher order thinking skills.

Provide differentiated instruction professional development for teachers.

Continue consistent enforcement of school behavior plan and open communication with all stakeholders.

Provide staff development on how to best meet the needs of all specific subgroups.

Continue individualized instruction with ESL students by ESL educator.



TEMPLATE 3.2.b:  Instructional Gap Analysis

Setting priorities is one way to narrow a school’s improvement focus.  As we know, we have more needs than we have resources.  Priority needs can be identified through a Gap Analysis.  The process will identify the discrepancy, or the gap, between the current state – “What Is” –which is identified in your practices – and the desired future state – “What Ought To Be” – which is found in the rubric.  Completing Template 3.2.b (the gap analysis) should help school team members discover “What Ought To Be.” 

Completion of the gap analysis should enable the School Leadership Team to answer the equity and adequacy questions relative to instructional practices, also to be recorded in Template 3.2.b.

Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required

“What is” The Current Use of:  TIME, MONEY, PERSONNEL And OTHER RESOURCES 
(How are we currently allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

  • TIME


  • Teachers are given a minimum of 45 minutes for instructional planning time.  Most teachers have 90 minutes for instructional planning time.


  • Each teacher is given $100 for instructional supplies.  This is funded through BEP funds.  Exceptional Education teachers and CTE teachers receive additional funds for instructional supplies.
  • The Media Center supports each department by providing updated relevant resources.
  • The PTO and other sources are available to provide funds to purchase additional instructional materials.


  • The administrators provide the curricular framework for the master schedule.
  • Department chairs and guidance counselors ensure updated course descriptions and pre-requisites.


  • Teachers have 20 + LCD projectors and 2 SmartBoards for use in their classrooms.
  • The Media Center provides needed materials to support classroom instruction.
  • SMHS has 2 mobile computer labs, 1 part-time CTE computer lab and 11 computers in the Media Center available for teachers and students.
  • Most teachers have classroom sets of books, which enhances instruction.         


“What Ought to Be” – How Should we be Using Our:  TIME, MONEY, PERSONNEL And OTHER RESOURCES
(How should we be allocating our time, money, personnel and other resources and building capacity around understanding and implementing high quality instructional practices?)

  • TIME


  • Need time for teacher collaboration to support improved instructional practices.
  • Need for staff development on the current use of software applications in the classroom.  Additional staff development in technology is needed for “advanced” teachers.


  • Need technology budget to provide updated software and hardware to support classroom instruction.
  • Regular classroom teachers need additional funding for instructional supplies.
  • Need a Math Coach
  • Need a full-time person to address technology issues at SMHS and to teach software applications to all staff.


  • Need a full-time person to address technology issues at SMHS and to teach software applications to all staff.
  • Need to lower the pupil/teacher ratio in all Gateway courses, especially Math Gateway courses.
  • Need to increase AP course offerings and cover AP testing expenses for students.


  • Need a Green House for CTE classes.
  • Need a professional development library set aside in the Media Center.
  • Need training for teachers to teach classes with technical emphasis.
  • Need to purchase, and have a maintenance schedule for replacement of, current textbooks.
  • Need foreign language support for all teachers, through a language support lab and software such as Rosetta Stone.


Equity and Adequacy:

Are we providing equity and adequacy to all of our teachers?
No.  CTE teachers receive more funding than regular education teachers. 
Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students?

Based on the data, are we accurately meeting the needs of all students in our school?
We are in need of added resources and funding in order to accurately meet the needs of all our students.  The funding we receive is just the minimum required under the BEP formula.  Our students need to be exposed to much more educational opportunities than what the minimum requirements allow.



TEMPLATE 3.2.c:  Instructional Summary Questions

The following summary questions are related to instruction.  They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings, regarding this area. 

Template 3.2.c: Instructional Summary Questions
 (Rubric Indicator 3.4)

Instructional Summary Questions- Narrative Response Required

What are our major strengths and how do we know?
SMHS has a diversified staff that can offer the students authentic real world examples of why education so important.  The staff of SMHS is comprised of educators that have advanced degrees, and have actually worked in their area of expertise.   The new school offers students the opportunity to utilize cutting edge equipment such as LCD projectors, mobile computer lab, and a library with a very good research capability.  On a regular basis the students are required to utilize critical thinking skills and sometimes problem solving abilities to formulate correct answers for the problems posed to them.






Instructional Summary Questions- Narrative Response Required

What are our major challenges and how do we know. (These should be stated as instructional practice challenges identified in the templates above, that could be a cause of the prioritized needs identified in component 1.)
It is paramount that we increase our communication with all stakeholders of Stone Memorial High School.  In doing so, we should have an increase in our graduation rate.  By ensuring all parties of their importance to our school, we will empower stakeholders to become vested in the success of our students.  Beginning with 9th Grade Academy, students and parents will be encouraged to excel in school and graduate.  All stakeholders will receive communication through a variety of resources that will encourage them to participate in and support the educational process at Stone Memorial High School.






Instructional Summary Questions- Narrative Response Required

How will we address our challenges?
We will address the issue of communication through an ever-improving web site, increased media coverage and announcements, the instillation of an electronic sign, and other forms of parent/teacher/stakeholder communications.  Through this communication, the graduation rate will be stressed as an important educational event for all students.  With a continuing 9th Grade Academy, students will be encouraged to do their educational best and to commit to graduate.