##### *Revised---March 6, 2006*

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle [X]{.underline} High \_\_ K-12 \_\_Charter

Name of Principal: [Mr. Ivan Duggin]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name: [Holloway High School]{.underline}

(As it should appear in the official records)

School Mailing Address: \_\_[619 South Highland
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

[Murfreesboro]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[TN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_[37130-4268]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County: [Rutherford]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_ State
School Code
Number\*\_[730-37]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 615 ) 890-6004]{.underline} Fax [( 615 )
904-7508]{.underline}

Website/URL[www.hhs.rcs.k12.tn.us]{.underline} E-mail
<duggini@rcs.k12.tn.us>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Harry
Gill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name: [Rutherford]{.underline} Tel. [(615
)893-5812]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Rick Wise

President/Chairperson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [19]{.underline} Elementary
schools

[7]{.underline} Middle schools

[0]{.underline} Junior high schools

[7]{.underline} High schools

[5]{.underline} Other \*2 (K-8) Magnet Schools, 1 (K-12) School and 2
(6-12) Alternative Schools

38. TOTAL

2\. District Per Pupil Expenditure: \_[\$6,138]{.underline}\_\_\_

Average State Per Pupil Expenditure: [\_\$6,970]{.underline}\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [9]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       1         4           5

  **2**                                                     **10**      9         21          30

  **3**                                                     **11**      34        36          70

  **4**                                                     **12**      34        24          58

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   163
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [89]{.underline} % White

the students in the school: [10]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

[2]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[78]{.underline} %

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      55
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      48
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    103
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 132
                            the school as of October 1  

  **(5)**                   Total transferred students  .78
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           78%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

[0]{.underline} Total Number Limited English Proficient

Number of languages represented: [4]{.underline}

Specify languages: Arabic, Laotian, Spanish, and Vietnamese

9\. Students eligible for free/reduced-priced meals:
\_\_[12]{.underline}\_\_%

Total number students who qualify: \_\_\_[25]{.underline}\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_\_[8]{.underline}\_\_\_%

\_\_\_[17]{.underline}\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[16]{.underline}\_Specific Learning Disability

\_[1]{.underline}\_\_Emotional Disturbance \_\_\_\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_[11]{.underline}\_\_\_ \_\_\_[2]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[2]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_[16]{.underline}\_\_\_ \_\_\_[2]{.underline}\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_[13:1]{.underline}\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  88%         89%         90%         88%         84%

  Daily teacher attendance  96%         93%         95%         97%         92%

  Teacher turnover rate     31%         19%         31%         6%          38%

  Student dropout rate      5%          10%         14%         31%         38%
  (middle/high)                                                             

  Student drop-off rate     43%         59%         36%         43%         24%
  (high school) **\***                                                      
  ------------------------- ----------- ----------- ----------- ----------- -----------

**\***Our school is on the block schedule allowing students to get the
credits necessary to graduate on time. Also, our students are able to
graduate at one of four times during the school year making our drop off
rate to cause a dramatic difference between the drop out rate and the
drop off rate.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | \_[96]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\_     |
|                                                         | \_[9]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\      |
|                                                         | _[16]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\_     |
|                                                         | \_[8]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\      |
|                                                         | _[37]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | \_[8]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_\_     |
|                                                         | \_[4]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \_\      |
|                                                         | _[18]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

# PART III -- SUMMARY

Holloway High School is a choice 9-12 high school serving primarily
academically at-risk students. The school offers fast-track academic
opportunities. The typical student has fallen behind in academics and
needs to earn credits more quickly in order to graduate on time. Length
of enrollment varies greatly for our students. Statistically, 95% of
students enrolled are behind in credits; 67% of the students are from
single parent homes resulting in limited parental support, student
mobility rate is 78% and 101 of the 142 enrolled students are new to
Holloway. (Statistics were valid as of August 2005). Currently,
approximately 11% of our student body are already parents with minimal
family support. Thirty-thee percent of our students are reading at or
below the thirty-three percentile as measured against National norms.
Currently we have two administrators, one guidance counselor, one media
specialist, eleven full-time and two part-time faculty. Because of these
factors, the faculty and administration have had to incorporate a
variety of best practices to succeed in achieving our mission. We are a
unique high school in the State of Tennessee. Our students apply for
admission to Holloway. The application process begins with an interview
with the Principal, Parents/Guardians, and Student.

Mission: The mission of Holloway High School is to "GRADUATE PRODUCTIVE
CITIZENS". Even though the mission statement is short, the path to
achievement is a clear and daily challenge for our students and staff.
The mission becomes ingrained in the student from the time of the
interview. It is used to give purpose and direct all other plans,
programs, and strategies. For the Holloway family, the mission
identifies and solidifies what we are about. From a past of not
achieving to a present of reaching for your dreams, our goal for
students is empowering them to graduate and grow as productive citizens.
It is a lifetime of growth which finally concludes with "Mission
Accomplished".

Program: Holloway High School follows an educational program designed
around the "Continuous Quality Improvement" (CQI) Model. Most students
entering Holloway have already been identified as potential candidates
for our program. Holloway High School is a school of choice with
curriculum presented in a block-schedule setting. We offer small class
sizes and accelerated 4x4 block scheduling which enables these students
to receive a full credit in one semester and a total of eight credits
per year; additionally night classes are offered to enable the student
to receive as much as four additional credits per year. It is possible
to receive a total of twelve credits per year at Holloway High School.
Holloway offers both a college prep and vocational curriculum. Most
students enrolled at Holloway have been labeled "at risk" by the zoned
school. They are either behind in credits, and/or are low achievers,
and/or have exhibited poor attendance, and are potential dropouts;
consequently, the CQI Model that we have adopted assists all students to
achieve at Holloway. The CQI Model includes the following major
components: (1) Student and Stakeholder Focus; (2) Strategic Planning;
(3) Information and Analysis; (4) Faculty and Staff Focus; (5)
Leadership and (6) Process Management. The Southern Association of
Colleges and Schools has accredited Holloway High School since 1997.

Recent Accomplishments: Since beginning our quality journey in the
school year 2000-2001, Holloway has made significant improvements in
academic and behavior areas. Academically, before the school year
2000-2001, Holloway was struggling with TCAP and Writing Assessment
Scores. Holloway's 2000 State of Tennessee Report reflected failing
scores on both the Math and Language TCAP and a D in Writing Assessment.
Since the school year 2000-2001, Holloway has made significant strides
in achieving quality academic performance in all subject areas.
Tennessee has phased out the TCAP testing and converted to Gateway
testing in Algebra I, English II, and Biology and maintained the 11^th^
Grade Writing Assessment. Proficient scores in these tested areas over
the last five administrations average as follows: Algebra I 95.06%;
Biology 98.94%; English II 99.4%. Proficient scores in the writing
assessment have gone from a 15% proficiency rate in 2000-2001 to a
three-year average of 91.16%. Behaviorally, our collected data reflects
significant improvement since the school year 2000-2001. Holloway High
School has been recognized as one of twenty-five National Model Schools
nationwide and is participating in a project sponsored by the Council of
Chief State School Officers, Washington, D.C., and the International
Center's Successful Practices Network.

# PART IV -- INDICATORS OF ACADEMIC SUCCESS

**1. Assessment Results:**

Holloway High School is a Tennessee state supported public school and,
therefore, must comply with Tennessee secondary TCAP assessment
proficiency levels to qualify students for graduation in Tennessee.
Students who started high school in 2001-2002 or later must score
proficient or above on all three Gateway tests (Algebra I, English II,
and Biology) to receive a Tennessee diploma. All three Gateway tests are
given twice a year with administrations in December and May (due to
block scheduling). For the December 2005 assessment, passing scores in
Mathematics were 30 to receive Proficient and 42 Advanced (based on 62
questions), and in English II passing scores were 24 to receive
Proficient and 40 Advanced (based on 62 questions). Additionally,
End-of-Course Assessments have been gradually incorporated over the past
three years in Math Foundations II, English I, U.S. History, and
Physical Science. Proficiency on these tests is not currently being used
as a requirement of graduation but is used in assessing student
achievement. The December 2005 End-of-Course Proficiency level and
Advanced level for Math Foundations II was established at 29 and 40,
respectively (based on 62 questions), and the English I Proficiency
level and Advanced level at 23 and 39, respectively (based on 60
questions). The Tennessee State Writing Assessment is given in February
of each year to all Junior English students. The tests are scored on a
1-6 grading scale with 4 being proficient, 5 strong, and 6 outstanding.
A score below a 4 is failing. (Please refer to
<http://state.tn.us/education/> for detailed information.) Because our
sub-groups are less than 45 students, no data is reported on subgroups.

Starting with a baseline in school year 2000-2001, the following table
reflects Holloway High School's achievement in English and Math
TCAP/Gateway assessments and the Writing assessment:

## 

Holloway School Year 2002-2003 State

+-------+-----------+---------+---------+---------+---------+---------+
| Ga    | \% Below  | %Pro    | %A      | \%      | %Pro    | %A      |
| teway | P         | ficient | dvanced | Below   | ficient | dvanced |
|       | roficient |         |         | Pro     |         |         |
|       |           |         |         | ficient |         |         |
+-------+-----------+---------+---------+---------+---------+---------+
| Math  | 18.0      | 53.0    | 29.0    | 25.0    | 30.0    | 45.0    |
|       |           |         |         |         |         |         |
| (Alg  |           |         |         |         |         |         |
| l)    |           |         |         |         |         |         |
+-------+-----------+---------+---------+---------+---------+---------+
| Eng   | 0.0       | 21.0    | 79.0    | 13.0    | 35.0    | 52.0    |
| II    |           |         |         |         |         |         |
+-------+-----------+---------+---------+---------+---------+---------+

School Year 2003-2004

+---------+---------+---------+---------+---------+---------+---------+
| Math    | 0.0     | 54.4    | 45.6    | 23.7    | 32.9    | 43.3    |
|         |         |         |         |         |         |         |
| (Alg 1) |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Eng II  | 0.0     | 51.4    | 48.6    | 13.1    | 33.5    | 53.4    |
+---------+---------+---------+---------+---------+---------+---------+

> School Year 2004-2005

+---------+---------+---------+---------+---------+---------+---------+
| Math    | 0.0     | 50.0    | 50.0    | 24.1    | 33.2    | 42.7    |
|         |         |         |         |         |         |         |
| (Alg 1) |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Eng II  | 0.0     | 38.5    | 61.5    | 9.7     | 30.1    | 60.2    |
+---------+---------+---------+---------+---------+---------+---------+

Writing Assessment (Based on 3-Year Averages)

+------------+------+------+------+------+------+------+-------------+
| Writing    | **20 |      | **20 |      | **20 |      | ###         |
|            | 03** |      | 04** |      | 05** |      |  State 2005 |
+------------+------+------+------+------+------+------+-------------+
| 11^th^     | 4.0  | A    | 4.3  | A    | 4.2  | A    | 4.0         |
| Grade      |      |      |      |      |      |      |             |
+------------+------+------+------+------+------+------+-------------+

2.  **Using Assessment Results**:

Information and Analysis is an integral part of the Continuous Quality
Improvement (CQI) Model that we have implemented. We analyze data daily
for student academic and behavioral achievement. Collection and analysis
is conducted across-the-board at Holloway High School. Students maintain
portfolios where their grades are recorded along with their attendance.
Portfolios are a quick and constant reminder to students of their
achievement. These portfolios are presented to parents/guardians at
student-led conferences that are held four times annually. Teachers
analyze data on a daily basis to insure student success. Pretests are
administered for all Gateway and End-of-Course subject areas. Assessment
results are used by the faculty to frame a plan for change. The faculty
collaborates using data as the primary input for judging success.
Academic and behavioral issues are addressed during faculty meetings in
order to focus on student achievement. Gateway and end-of-course state
reported data is analyzed after each test administration. Deficient
areas are identified to help teachers focus on areas of curriculum where
student success is limited. Additionally, students are tested on the
Accelerated Reader STAR Reading Diagnostic Assessment. This assessment
establishes reading levels. Faculty members are given a report so that
they can identify students who have reading deficiencies in order to
appropriately address curriculum presentations and modify assignments.
Students are continually updated on their attendance individually and
collectively as a student body through individual teacher conferences,
student documentation in individual portfolios, and announcements daily
from the principal on attendance percentages. Quarter and semester
pass/fail grades are analyzed by teachers and distributed for group
review and Plan, Do, Study, Act (PDSA) processing. We constantly apply
PDSA on academic and behavioral issues to insure student success.

3.  **Communicating Assessment Results:**

Assessment data is communicated to students on a daily basis. They are
required to maintain student portfolios in which they keep attendance
and grade sheets. Depending on the subject, students update their
portfolios on either a daily or weekly basis. This helps students in
setting academic goals by monitoring their progress frequently. Parents
attend student-led conferences four times annually where students review
progress in both academics and behavior. Teachers are available during
these conferences to clarify any issues and to set up individual
appointments if needed. Teachers and administrators contact parents on a
regular basis to discuss academic and behavior issues. These contacts
may be in either a telephone conversation or on-site at the school
depending upon the circumstances. Quarterly newsletters are also sent
out to parents informing them of testing dates and collective assessment
results. The community learns of Holloway's successes through our local
newspaper that frequently does articles on Holloway's program and
achievements. Additionally, our Holloway web site reflects current
events to include assessment results. Our administrators and faculty
make presentations at community functions and community clubs, on
occasion, outlining Holloway's successes to include assessment data.
Recently, Holloway High School was recognized by our County Commission
for excellence in education and was presented with a certificate and
commendation that was televised locally. Administrators and faculty have
given in-service presentations to local educators outlining Holloway's
program, management techniques, and assessment results. Holloway has
hosted local university classes presenting a program that focuses on
Holloway's Continuous Quality Improvement (CQI) Model application and
the assessment results. Administrators and faculty take every
opportunity to herald Holloway's program and accomplishments whether to
a large group or to interested individuals.

4.  **Sharing Success:**

The administration and faculty at Holloway High School have had
tremendous opportunities to share its successes with other schools. The
principal and other members of the Holloway faculty have presented at
various functions at the local, state, and national levels**.**
Nationally, a Holloway team, led by the principal, has presented at four
conferences: (1) National Quality Conference -- October 2004 -- "CQI at
HHS"; (2) Model Schools Conference -- June, 2005 -- "HHS Model---What
Works"; (3) NASSP Annual Conference -- March 2004 -- "Give a Little, Get
a Lot"; and (4) Quality Conference sponsored by the Leander Independent
Schools, Austin, TX -- February 2005 -- "Changing Through CI". The HHS
Principal also presented at the national NASSP Conference -- February
2005 -- "School Site Report". At the state level, the Holloway High
School principal has presented to several groups from the Tennessee
Education Association (TEA) to the Tennessee School Board Association
(TSBA). Additionally, presentations were made to Middle Tennessee State
University education graduate classes on "The Holloway Story" in 2003
and 2004 and to the Metro Nashville school district. Holloway has been
fortunate to have the news media cover several stories on our school
successes. In March 2003, ABC, CBS, NBC, and FOX carried interviews on
Holloway High School's successes. Again, in November 2004, the Nashville
based Channel 4 conducted interviews concerning Holloway High School's
successes with the NCLB criteria. In July 2005, a news release from
Rexford, New York, listed Holloway High School as one of 25 National
Model Schools. The Holloway principal has published one article in a
national publication "Principal Leadership" entitled "Give a Little, Get
a Lot," February 2004. Again in 2003, the principal published an article
entitled "Bringing Business to the Classroom" in the "Tennessee Economic
Development Guide". Finally, the Holloway principal has been invited to
join the National Advisory Board for the NASSP --Restin, Virginia --
November 2005 -- "Bulletin Advisory Committee". Holloway has also hosted
school teams from Tennessee and Florida that have toured our campus for
the specific purpose of seeing first-hand the techniques used by the
Holloway faculty. Holloway administration and faculty will continue to
travel to National conferences where Holloway's story will be told. Our
faculty teams will continue to present to other school districts in
Tennessee and elsewhere when invited. We will continue to share our
story with our own district through in-service presentations and through
local media sources. Our school will continue to open its doors for
tours from other schools and districts.

# 

# PART V -- CURRICULUM AND INSTRUCTION

**1. Curriculum:**

Holloway High School continues to meet the Rutherford County School
District and Tennessee State academic requirements through the
integration of the Continuous Quality Improvement Model, which is based
on Baldrige principles and Effective Schools criteria.

Science -- It is expected that students will experience the content of
biology through an inquiry approach. The Gateway Exam is given in this
course, and it is imperative that students know how biology relates to
the real world and have an understanding of the basic life processes at
the molecular, cellular, systemic, organismal, and ecological levels of
organization within the biosphere. Environmental science and physical
science are also offered at Holloway where students are engaged in
higher order thinking skills and problem solving. Real world
applications are stressed in the Science Department at Holloway.

Mathematics -- The goal of the mathematics department at Holloway High
School is to provide a curriculum that is structured to prepare incoming
students to be successful on the Gateway Math Exam, to meet graduation
requirements, and to prepare students for postsecondary education. A
focus of Holloway High School, across the curriculum, is to meet
students where they are academically and give them the help and
resources needed to accomplish their goals. Block scheduling allows more
time for students to receive more individualized instruction and the
flexibility to focus on specific student needs. Ninety-eight percent
(98%) of Holloway's students have passed the Gateway Math Exam since it
first became a graduation requirement.

English -- The English curriculum at Holloway covers poetry, satire,
plays, and short stories, among other genres. English faculty members
also focus a great deal on writing to include grammar, mechanics, and
usage. Learning focuses around Quadrant D, real-world applications.
Literature and writing are integrated throughout the school year.

Social Studies -- Presently, our school's focus is on real world
application, quadrant D. This is emphasized in all social studies
courses. With preparation for the End-of-Course exam in US History,
students integrate skills learned in other courses. Examples of this are
as follows: utilizing mathematical graphs in projects and daily
assignments and practicing writing skills through report presentations
gathered from research assignments. Through cross curriculum teaching
and real-world application, all state standards are covered in courses
offered through the Social Studies Department.

Career and Technical Education -- Career and Technical Education (CTE)
prepares students for the increasingly demanding highly skilled
workplace. The curriculum is aligned with industry standards, and
teachers are required to maintain industry certification. Professional
development is also offered for teachers to upgrade their skills. The
program combines theory with application to develop technical skills,
occupational judgments, and workplace ethics. Our courses are closely
aligned with those of postsecondary institutions and, in some cases,
offer articulation agreements for students to test out of college
classes. Embedded into the CTE curriculum are various clubs and
organizations that further build upon and improve the skills necessary
to be successful in today's job market.

Art -- The Holloway Art curriculum is currently under construction. Our
intent is to achieve confluence with other disciplines and life. The
elements and principles of Art are also important in other disciplines
such as Math, English, Science, Music, and History as well as in our
daily lives. Helping students make these connections insures art will
enrich their lives in the years ahead.

Spanish -- The Spanish curriculum includes basic conversational skills,
basic verb conjugation, studies in cultural diversity, and listening
comprehension as related to native Spanish speakers. Real-world
application is seen with this language as our society integrates more
Spanish speaking persons into the community.

**2b**. **English Curriculum** --

Holloway High School's English curriculum focuses on improving students'
speaking, reading, listening, and writing skills. This goal is achieved
through various methods including project-based learning, Baldrige
techniques, and classroom team activities. The English Department
integrates literature with writing and grammar exercises; students
frequently are assigned group projects in which they are expected to
utilize writing, reading, and listening skills formerly discussed in
classroom settings.

English classes frequently contain assignments in which students are
expected to read aloud, further improving upon their reading and
speaking skills. Students who have reading disabilities or other
impairments may be excused from such exercises; notes are provided for
those students. Students are also encouraged to seek help from teachers
outside the classroom.

Holloway facilitates testing strategies in the following ways:

-   For Gateway testing, there are numerous practice activities
    including mini-selection tests, as well as a minimum of three
    complete practice tests. These tests tell the teacher and the
    student where they are deficient.

-   Reading comprehension is assessed by using the STAR diagnostic test
    (the accompanying program to the Accelerated Reader which assesses
    reading levels). It is given to each student in order to determine
    reading levels. After reading levels are determined, teachers are
    given that data to use while planning lessons. Some teachers may
    also require students to take Accelerated Reading Tests.

3.  **Mathematics** --

The Mission of Holloway High School is to **"GRADUATE PRODUCTIVE
CITIZENS"**. Though the mission statement is short, the path to academic
achievement is an on-going challenge for our students. Holloway's math
classes are a key building block in most of our student's daily lives.
Algebra I, II, Geometry, and Pre-Algebra help prepare our students for
college life if they choose to take that route. It also helps promote a
mathematical knowledge base for our more "technical" students. These
would be the students who may choose to attend a technical school and/or
start a career after graduating high school. Mathematics at Holloway
helps building students' self-esteem in performing jobs of all
variations. A student might take jobs ranging from a mechanic to an
administrative assistant. A mechanic will need to know the various parts
of the automobile they would be working on. The parts are numbered on
most automobiles which would require mathematical skills. Additionally,
students might need to measure oil and/or any other fluids that need to
be placed in the engine of the automobile. If the student decided to go
the administrative route, they would need math to balance budgets, cost
analysis, and/or make change of cash. Our math emphasis is continually
increasing which is good for our community as a whole. Holloway has had
one of the highest pass rates on the Math Gateway (Tennessee's state
mandated test) in the state. If Holloway can continue to graduate
productive citizens, then our community will have more dependable
employees in the work force and more knowledgeable students attending
college.

4.  **Instructional Methods:**

Since starting on the quality journey in the school year 2000-2001,
instructional delivery in the Holloway classrooms has changed
dramatically. Teachers have progressed from the traditional lecture to a
team approach to learning. Teams are established in classrooms where
students function using a researched real-world approach to learning.
Block scheduling presents a challenge when presenting and processing new
information. A twenty-minute time frame is a gauge by which teachers
plan for learning, processing, and practicing. Depending on the
learning, activities and approaches change every 20 minutes to
accommodate student learning. Facilitators have incorporated best
practices and many quality tools into the presentations and student
problem solving activities. Such tools as the Affinity Diagram, Lotus,
Plus Delta, and Consensogram are just four of the many tools that are
used in Holloway classrooms to take students to the next level of
learning. This year our goal has been to move curriculum to the Quadrant
D realm (real-world unpredictable situations) as defined by the Rigor
and Relevance Framework designed by the International Center for
Leadership in Education. Teachers at Holloway have been working across
the curriculum to design lessons in this quadrant. Computer instruction
and practice is also an instructional approach used at Holloway High
School. Our district has installed several programs that help teachers
access student levels and then provide student practice in areas such as
math, science, English, and Social Studies. Teaching reading in the
content areas has been another focus for instruction. Teachers are
applying reading skills in the content areas to include previewing
vocabulary, using Venn diagrams to break content into likes and
differences, and open discussions and readings on assigned text. Our
vocational classes incorporate the quality tools into their classes and
offer a great learning opportunity for students to have hands-on
application. Vocational classes include automotive technology, business
and technology, and childcare.

5.  **[Professional Development]{.underline}:** Holloway High School
    administration and faculty have had the unique opportunity over the
    past four years to receive exceptional professional development.
    Grant monies have funded numerous professional development
    activities. Administration and faculty have attended the Annual
    Effective Schools Conference for the past four years. At least four
    administration and faculty have attended each year. All senior
    faculty have attended this conference. Groups attended the National
    Quality Education Conference in 2003 and 2004. For the past two
    years, faculty and staff have also attended the Model Schools
    Conference sponsored by the International Center for Leadership in
    Education. Presentations at these conferences have given Holloway's
    personnel immeasurable information about how other schools are
    achieving using the effective schools criteria. Site visits to the
    Stephenson High School campus and to the Brazosport ISD, Texas,
    campus have given our faculty first-hand observations of how
    classroom instruction is presented in a quality environment.
    Additionally, over the past four years, on-site training has been
    conducted by More Effective Schools personnel who focused on
    curriculum alignment and by independent Baldrige certified trainers.
    A close rapport has been established with our Baldrige trainers.
    Some of their focused topics included "Interdisciplinary Projects
    and Student-Directed Learning", "From Good to Great: Next Steps in
    Continuous Improvement", "Student--Led Conferencing". To insure
    continuance of our CQI Model implementation, a session was held
    entitled, "Train the Trainer". Faculty who attended this session are
    responsible for training any new faculty. All of our on-site
    presentations have helped faculty to phase in new quality approaches
    in their classrooms. Rutherford County School District also requires
    teachers to attend twelve hours of additional in-service during the
    school year. Professional Development has impacted student
    performance behaviorally and across the curriculum. Results for a
    four-year period (2001-2004) show the following behavioral results:
    dropout rate decreasing from 20.48% to 5.71%, and suspensions
    declining from 65 to 9. Academic results have been just as
    impressive. Gateway scores (the exit test for high school graduates
    in Tennessee) in Biology have averaged a 99% pass rates; Algebra has
    improved from 90.32% to 98%; English has maintained a 99% pass rate
    for the past five years; and Writing Assessment has improved from
    48% proficient to above 92% proficient. In five years, ACT scores
    have improved from 15.4 to 19.1. It is our belief that these results
    are the outcome of learning and applying the skills and knowledge
    gained from professional development.

# 

# 

#  

# PART VII -- ASSESSMENT RESULTS

**STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_\_[Algebra I]{.underline} \_\_\_\_\_\_\_\_\_\_\_ Grade ­
[10]{.underline} Test [GATEWAY]{.underline}

Edition/Publication Year: [2002-2005]{.underline} Publisher:
[McGraw-Hill]{.underline}

  --------------------------------- --------------- --------------- ---------------
                                    **2004-2005**   **2003-2004**   **2002-2003**

  Testing months **(December and                                    
  May)**                                                            

  **SCHOOL SCORES**                                                 

  \% At or Above Proficient         100             100             82

  \% Below Proficient               0               0               18

  \% Proficient                     50              54.4            53

  \% At Advanced                    50              45.6            29

  Number of students tested         56              57              39

  Percent of total students tested  100             100             100

  Number of students alternatively  0               0               0
  assessed                                                          

  Percent of students alternatively 0               0               0
  assessed                                                          

                                                                    

  **SUBGROUP SCORES (School                                         
  Generated Data)**                                                 

  1\. Economically Disadvantaged                                    

  \% At or Above Proficient                         100             

  \% Below Proficient                               0               

  \% Proficient                                     75              

  \% At Advanced                                    25              

  Number of students tested                         12              

  []{.mark}                                                         

  **STATE SCORES**                                                  

  %Below Proficient                 24.1            23.7            25

  %Proficient                       32.2            32.9            30

  %Advanced                         42.7            43.3            45
  --------------------------------- --------------- --------------- ---------------

#### STATE CRITERION-REFERENCED TESTS

Subject\_\_\_\_[English]{.underline} \_\_\_\_\_\_\_\_\_\_\_ Grade ­
[10]{.underline} Test [GATEWAY]{.underline}

Edition/Publication Year: [2002-2005]{.underline} Publisher:
**[McGraw-Hill]{.underline}**

  --------------------------------- --------------- --------------- ---------------
                                    **2004-2005**   **2003-2004**   **2002-2003**

  Testing months **(December and                                    
  May)**                                                            

  **SCHOOL SCORES**                                                 

  \% At or Above Proficient         100             100             100

  \% Below Proficient               0               0               0

  \% Proficient                     38.5            51.4            21

  \% At Advanced                    61.5            48.6            79

  Number of students tested         65              36              43

  Percent of total students tested  100             100             100

  Number of students alternatively  0               0               0
  assessed                                                          

  Percent of students alternatively 0               0               0
  assessed                                                          

                                                                    

  **SUBGROUP SCORES (School                                         
  Generated Data)**                                                 

  1\. Economically                                                  

  \% At or Above Proficient                         100             

  \% Below Proficient                               0               

  \% Proficient                                     80              

  \% At Advanced                                    20              

  Number of students tested                         10              

                                                                    

  **STATE SCORES**                                                  

  %Below Proficient                 9.7             13.1            13.0

  %Proficient                       30.1            33.5            35.0

  %Advanced                         60.2            53.4            52.0

                                                                    
  --------------------------------- --------------- --------------- ---------------

**STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_\_[English]{.underline} \_\_\_\_\_\_\_\_\_\_\_ Grade ­
[11]{.underline} Test [Gateway Writing Assessment]{.underline}

Edition/Publication Year: [2002-2005]{.underline} Publisher:
[McGraw-Hill]{.underline}

Writing Assessment (Based on 3-Year Averages)

+------------+------+------+------+------+------+------+-------------+
| Writing    | **20 |      | **20 |      | **20 |      | ###         |
|            | 03** |      | 04** |      | 05** |      |  State 2005 |
+------------+------+------+------+------+------+------+-------------+
| 11^th^     | 4.0  | A    | 4.3  | A    | 4.2  | A    | 4.0         |
| Grade      |      |      |      |      |      |      |             |
+------------+------+------+------+------+------+------+-------------+

**STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_\_[Algebra I]{.underline} \_\_\_\_\_\_\_\_\_\_\_ Grade ­
[10]{.underline} Test [GATEWAY]{.underline}

Edition/Publication Year: [2002-2005]{.underline} Publisher:
[McGraw-Hill]{.underline}

Grades 9-12: (Includes First time Test Takers Only)

  --------------------------------- --------------- --------------- ---------------
                                    **2004-2005**   **2003-2004**   **2002-2003**

  Gateway                                                           \*

  1\. Ethnicity                                                     

  All Students                                                      

  %Below Proficient                 \<5             3.0             

  %Proficient & Advanced                            97.0            

  %Proficient                       50.0                            

  %Advanced                         50.0                            

  %Proficient & Advanced 2 Yr Avg   99.0            89.0            

  %Proficient & Advanced 3 Yr Avg   92.0                            

  White                                                             

  %Below Proficient                 \<5             4.0             

  %Proficient & Advanced                            96.0            

  %Proficient                       48.0                            

  %Advanced                         52.0                            

  %Proficient & Advanced 2 Yr Avg   98.0            93.0            

  %Proficient & Advanced 3 Yr Avg   95.0                            

  2\. Gender                                                        

  Female                                                            

  %Below Proficient                 \<5                             

  %Proficient                       62.0                            

  %Advanced                         38.0                            

  Male                                                              

  %Below Proficient                 \<5                             

  %Proficient                       42.0                            

  %Advanced                         58.0                            

  3\. NonMigrant                                                    

  %Below Proficient                 \<5                             

  %Proficient                       50.0                            

  %Advanced                         50.0                            

                                                                    
  --------------------------------- --------------- --------------- ---------------

\*No data available for school year 2002-2003.

**STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_\_[English]{.underline} \_\_\_\_\_\_\_\_\_\_\_ Grade ­ [10
and 11]{.underline} Test [READING/LANGUAGE]{.underline}

[PLUS WRITING]{.underline}

Edition/Publication Year: [2002-2005]{.underline} Publisher:
[McGraw-Hill]{.underline}

Grades 9-12 (Includes First Time Test Takers Only)

  ------------------------------- --------------- --------------- ---------------
  Gateway                         **2004-2005**   **2003-2004**   **2002-2003**

  1\. Economically Disadvantaged                                  \*

  %Below Proficient               \<5                             

  \% Proficient                   57.0                            

  %Advanced                       43.0                            

  2\. Ethnicity                                                   

  All Students                                                    

  %Below Proficient               \<5             \<5             

  %Proficient & Advanced                          \>95            

  %Proficient                     53.0                            

  %Advanced                       47.0                            

  %Proficient & Advanced 2 Yr Avg \>95            \>95            

  %Proficient & Advanced 3 Yr Avg \>95                            

  White                                                           

  %Below Proficient               \<5             \<5             

  %Proficient & Advanced                          \>95            

  %Proficient                     52.0                            

  %Advanced                       48.0                            

  %Proficient & Advanced 2 Yr Avg \>95            \>95            

  %Proficient & Advanced 3 Yr Avg \>95                            

  3\. Gender                                                      

  Female                                                          

  %Below Proficient               \<5                             

  %Proficient                     63.0                            

  %Advanced                       37.0                            

  Male                                                            

  %Below Proficient               \<5                             

  %Proficient                     46.0                            

  %Advanced                       54.0                            

  4\. NonMigrant                                                  

  %Below Proficient               \<5                             

  %Proficient                     53.0                            

  %Advanced                       47.0                            

                                                                  
  ------------------------------- --------------- --------------- ---------------

\*No data available for school year 2002-2003.

2005 TVAAS School Report for

**Holloway High School in Rutherford County**

## Gateway Algebra I

+----------+-----+------+-----+------+-----+------+------+---------+
| **Year** | **  | **Me | **  | **   | **P | **   | **Sc | **S     |
|          | N** | an** | Mea | Mean | red | Scho | hool | chool** |
|          |     |      | n** | Pred | S   | ol** | Effe |         |
|          |     | **S  |     | Sco  | cor |      | ct** | **vs**  |
|          |     | tude | **S | re** | e** | **   |      |         |
|          |     | nt** | cor |      |     | Effe | *    | **State |
|          |     |      | e** |      | **% | ct** | *%ti | Avg**   |
|          |     | *    |     |      | til |      | le** |         |
|          |     | *Sco | **% |      | e** |      |      |         |
|          |     | re** | til |      |     |      |      |         |
|          |     |      | e** |      |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+
| **2003** | **3 | *    | **3 | *    | **3 | **11 | **   | **      |
|          | 1** | *521 | 9** | *508 | 0** | .5** | 80** | Above** |
|          |     | .4** |     | .4** |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+
| **2004** | **4 | *    | **4 | *    | **3 | **13 | **   | **      |
|          | 4** | *531 | 7** | *516 | 6** | .3** | 86** | Above** |
|          |     | .3** |     | .5** |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+
| **2005** | **4 | *    | **5 | *    | **3 | **18 | **   | **      |
|          | 8** | *540 | 5** | *519 | 7** | .4** | 91** | Above** |
|          |     | .5** |     | .9** |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+
| **3-Yr   | *   | *    | **4 | *    | **3 | **14 | **   | **      |
| Avg**    | *12 | *532 | 8** | *515 | 6** | .4** | 89** | Above** |
|          | 3** | .4** |     | .8** |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+

**2005 TVAAS School Report for**

**Holloway High School in Rutherford County**

**Gateway English II**

+----------+-----+------+-----+------+-----+------+------+---------+
| **Year** | **  | **Me | **  | **   | **P | **   | **Sc | **S     |
|          | N** | an** | Mea | Mean | red | Scho | hool | chool** |
|          |     |      | n** | Pred | S   | ol** | Effe |         |
|          |     | **S  |     | Sco  | cor |      | ct** | **vs**  |
|          |     | tude | **S | re** | e** | **   |      |         |
|          |     | nt** | cor |      |     | Effe | *    | **State |
|          |     |      | e** |      | **% | ct** | *%ti | Avg**   |
|          |     | *    |     |      | til |      | le** |         |
|          |     | *Sco | **% |      | e** |      |      |         |
|          |     | re** | til |      |     |      |      |         |
|          |     |      | e** |      |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+
| **2003** | **3 | *    | **6 | *    | **3 | **21 | **   | **      |
|          | 4** | *533 | 5** | *499 | 9** | .1** | 99** | Above** |
|          |     | .0** |     | .7** |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+
| **2004** | **2 | *    | **3 | *    | **3 | **1  | **   | **NDD** |
|          | 8** | *503 | 9** | *500 | 8** | .2** | 62** |         |
|          |     | .0** |     | .7** |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+
| **2005** | **5 | *    | **4 | *    | **3 | **1  | **   | **NDD** |
|          | 4** | *515 | 0** | *513 | 8** | .0** | 59** |         |
|          |     | .1** |     | .7** |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+
| **3-Yr   | *   | *    | **4 | *    | **3 | **7  | **   | **      |
| Avg**    | *11 | *517 | 9** | *506 | 9** | .8** | 96** | Above** |
|          | 6** | .4** |     | .5** |     |      |      |         |
+----------+-----+------+-----+------+-----+------+------+---------+