Dyersburg High School is located in northwest Tennessee---close to the
borders of Missouri, Kentucky, and Arkansas---75 miles north of Memphis.
The community is very proud of the school and its tradition, still
focused on "Excellence through Commitment." Of the 21 school systems in
Tennessee's northwest region, Dyersburg High School is recognized as one
of the best.

Dyersburg High School's student enrollment of 886 students in grades
9-12 mirrors the community population of 17,406 with about
three-quarters White and one-quarter African American residents. Just
over 40% of the students are eligible for free-and-reduced lunch. The
community used to have a textile plant, but it closed several years ago
and some 900 jobs were lost. Many other manufacturing plants in the area
have also closed or scaled back and the community is still adjusting.

![](media/image1.jpeg){width="3.1375in"
height="2.591666666666667in"}Even in the face of the declines and
economic changes, Dyersburg High School continues to achieve excellent
results, building on its 1991 recognition as a National Blue Ribbon
School.

Dyersburg is near the Mississippi River, and tornadoes are quite common.
On April 2, 2006, a series of tornadoes rushed through the Dyersburg
area, destroying many homes and buildings and killing nine people in the
neighboring town of Newbern. In May 2003 the high school, which was
built on a 40-acre site in 1971, sustained significant tornado damage.
Since rebuilt and refurbished, the building today includes a large
sports complex and other space designed for co-curricular activities.

![](media/image2.jpeg){width="3.4819444444444443in"
height="2.078472222222222in"}Dyersburg High School's commitment to high
performance is characterized, say school leaders, by the school's vision
and motto. "Excellence through Commitment" applies to all people
connected to the school---students, faculty, parents, and the community.
Because the administration handles all discipline issue, teachers can
concentrate on teaching. All students have the same homeroom teachers
and classmates throughout their four years.

The district superintendent describes the local culture this way: "This
is a very good district that has great support from the school board.
Every grade level tested in every tested subject made positive gains on
state assessments. Not many schools can say that. The board has a vision
that says it's all about people. They want to celebrate people and they
demand good schools."

The school is committed to curriculum mapping and alignment with state
standards. Principal Sam Miles explains the program is successful
because 1) it is a priority of school leadership, 2) it is led by a
strong person, the "Teaching and Learning Facilitator," 3) it supports
both content and pedagogy (including professional development), 4) it
offers a structure that encourages teachers to take an interdisciplinary
approach to essential skills, 5) it uses assessment to hold students
accountable for mastery of objectives, and 6) it helps teachers use
assessment data to guide instruction.

The Teaching and Learning Facilitator also teaches two math courses and
spends three periods working with other teachers. Her major job is to
lead the curriculum mapping and work closely with teachers. Her ongoing
teaching assignment solidifies the respect and cooperation of the rest
of the faculty who work with her.

Curriculum maps for every subject are organized by month, topic,
essential questions, content objectives, and skills aligned with state
standards and assessments. According to the Teaching and Learning
Facilitator, "Curriculum mapping and alignment is a part of our culture.
...It just keeps rolling. The process never finishes. The main challenge
is to get teachers to all work together." Depending on the results of
student assessments, the maps are adjusted daily, weekly, or every nine
weeks.

The school is guided by Heidi Hayes Jacobs' *Mapping the Big Picture*
and Lisa Carter's work in curriculum alignment. Over the past nine years
all curriculum areas---English, Math, Science, Social Studies,
Vocational Education, Fine Arts, Foreign Language, and Physical
Education---have been mapped to align with state and national standards.
Curricula continue to be updated to reflect essential questions, types
of assessments, skills, and objectives. The faculty is practicing what
they designed and getting data that both indicate successes and identify
areas of concern.

In 2000, the Dyersburg City School District adopted an enhanced school
calendar to maximize learning opportunities for all students. Each
quarter of the school year is organized into nine weeks of school
followed by two weeks of vacation or "intersession" coursework. An
assortment of individual intervention and enrichment programs during the
intersession period provide help to students who need additional
assistance or opportunities to work ahead.

![](media/image3.jpeg){width="3.8256944444444443in"
height="2.4270833333333335in"}Teachers identify potential student
participants based on assessments of objectives missed during the nine
weeks. Students receive "quality points" for participating. More than
100 students participated in the spring English and Math intercession.
The school also included history and science class intercessions this
year. Teachers who are new to the system (within first 3 years) are
required to teach one intercession class.

The strength of the enhanced calendar seems to result from the use of
benchmark assessment data to individualize the intervention efforts and
to encourage advanced students to go deeper or further through
enrichment courses and activities. Both school counselors work during
intersession.

Teachers strongly support the enhanced school calendar, as well as the
longer 60-minute periods. Students like the enhanced schedule and the
intercessions too, welcoming the regular breaks "when you think you
can't stand school any more." They admit that it does take away a bit
from the summer vacation and can limit summer jobs, but the community
has adjusted to the schedule. One parent said, "The schedule does great
things for families and it provides a nice break for the teachers as
well**."**

Interscholastic sports continue during the intersession periods. Parents
reported that they love the schedule but added that it affects students
involved in sports because of schedule conflicts with other school
districts that follow a more traditional calendar.

The school counselors also operate the 'Make Up, Catch Up' (MUCU)
program. Teachers identify students who miss or do not complete
assignments or who fail a course, and during the regular nine-week
quarters these students are required to attend one-hour MUCU sessions
before or after school to complete their missing assignments. Teachers
have the option of giving partial credit for the completed work.
Students who fail to complete assignments in the MUCU are given
in-school suspensions.

Tutoring is available to all students through Students Opt for Success
(SOS), a program of teacher-led tutoring sessions from 7:00 to 7:55 a.m.
and from 3:10-4:00 p.m., Mondays through Thursdays. Students who have
been chosen for the National Honor Society also volunteer to tutor
students who want extra help.

![](media/image4.jpeg){width="3.7180555555555554in"
height="2.3229166666666665in"}Another cornerstone of Dyersburg High
School's success has been its commitment to provide every student with a
solid base for high school mathematics. Some years ago, one of the
school's math teachers learned about an Algebra I program used in
Arkansas that put the responsibility for learning back on the students.
Dyersburg adopted "Algebra for All," a competency-based, spiraling
curriculum, which the school and developer aligned with Tennessee
standards.

Algebra for All incorporates higher order thinking skills. Each module
is divided into smaller segments whose objectives are aligned to the
segment's content. Students must complete all homework assignments
before they can be assessed; they have three opportunities during the
nine-week quarter to take each assessment. Scores must exceed the 80^th^
percentile to move on to the next quarter's module. In this way, no
student fails the whole year, and instead reviews or repeats sections as
needed. Teachers know where each student is in the learning curve at all
times. The assignment of students and teachers is adjusted every nine
weeks depending on student progress during the quarter.

The Algebra teacher attributes a ripple effect to "Algebra for All" and
sees students taking more responsibility for their learning and work.
"This program has had a positive effect throughout the school. The best
thing about teaching is watching kids learning. And the best thing about
this school is that hard work is appreciated. The general trend of the
staff is to go the extra mile for the students."

The success of Algebra for All's precise teaching, assessments, and
spiraling curriculum led Dyersburg to develop a comparable program for
freshman English. School leaders knew a problem with student reading
existed: the failure rate for the end of course exams the previous year
was 25%.

![](media/image5.jpeg){width="3.2534722222222223in" height="2.4in"}In
the 2004-05 school year the school adapted the Algebra for All approach
to 9^th^ grade English, organizing the state English standards to
address a set number of standards every nine weeks. Staff members
developed their own assessments and re-assessments, and located
supplemental materials that aligned with standards. There are usually
three assessments for every four English objectives; special assessments
may be developed to review objectives.

"It's a constant monitoring process," said one 9^th^ grade English
teacher. "You know what you're supposed to teach. You know what
objectives you have to cover and when." Teachers analyze student errors
on assessments and identify the reasoning behind student responses. They
then re-teach and retest the content, using new passages and questions.
Each teacher uses a locally developed Excel spreadsheet to monitor
student progress. The student progress data allow teachers to be
flexible and to adapt their teaching strategies constantly.

The teachers place higher priority on student mastery of the state
English standards than on other English curriculum topics, which means
that there is not enough time to cover every subject teachers would like
to teach. But the focus on helping all incoming freshmen master the
content related to the Tennessee standards is reflected in the school's
very high assessment results.

Over time Dyersburg's culture of high expectations and has been matched
by parent and community support. "This school has the support of the
community," a parent explains, "And the community has high expectations
for the school. We're all stakeholders here because our kids go here."
The community and parents feel welcome and included in the life of the
school. Many of the parents attended Dyersburg themselves and have a
special relationship with the school.

Parents and students alike report that the faculty and staff are
committed to continuing the school's historic excellence. "Traditions
are important," a parent says. "Every child can find something to
participate in at this school." Parents agree that teachers care and are
dedicated to the students, and feel comfortable calling teachers
whenever a child has a problem. Students call teachers at home if they
have difficulty with homework. A parent pointed out, "Teachers foster
love of subject. They challenge students and once students are
successful, it's contagious." The parents were also impressed that
teachers are involved in so many before and after school activities.

One student felt the size of the school was perfect, describing it as
**"**a small school with lots of opportunities," adding that "The
teachers care about the whole student, not just academics." Another
student added, "Academics are harder here than in other local schools
and teachers expect you to do your best."

Community support for the school takes many forms. For example, the
parents raised \$32,000 in donations and prizes for the substance-free
all-night Project Graduation celebration.

School administrators attend the student after-school activities, which
communicates volumes to the students and parents. A very active Parent
Advisory Committee (PAC) stays in touch with what the school is trying
to do and provides ongoing feedback, meeting four times a year and
serving as a go between with the community.

Dyersburg High School nurtures parent and community support. Home-school
communication takes many forms, from one-on-one discussions, e-mail,
letters, phone conferences, a mid-term report, faxes, the school
website, and prime time TV spots on a local cable channel. At the
beginning of each school year a Parent Orientation Night familiarizes
parents with the main learning emphases of the year, announces any new
rule changes, sets out expectations for student behavior, identifies
student opportunities for financial aid and scholarships, distributes
written explanations of how teachers evaluate student work, and
discusses student achievement and the school's performance in recent
years.

![](media/image6.jpeg){width="2.036111111111111in"
height="2.157638888888889in"}Students, faculty and parents are quick to
point out the essential role that the many extra-curricular programs
play in Dyersburg's overall success. The programs and activities are
used to encourage and leverage improved student performance in
academics, and student participation is high. The school has classes in
drama, art, choir, and band.

The drama department produces three plays each year and participation is
open to all students, not just drama students. Students take the lead in
all aspects of the productions: set design and construction, costumes,
and direction. The drama teacher points out, "Participation in drama
translates into teamwork skills and leadership skills. But to do that
you have to involve a lot of kids on the stage and backstage as well."
The program has strong support from both the administration and the
community.

Sports also play a strong role at Dyersburg High: student participation
is high and the community attends school sporting events in large
numbers. One coach summed it up: "Sports are good for life. You have
good interactions between students of all races, plus a real varied
socioeconomic mix. At Dyersburg sports are a 'tie-in' thing, just like
clubs and other activities. So it's a good setting for kids. This school
provides a balance with academics, sports, and social activities."

One night every spring Dyersburg students enjoy one of the school's most
cherished traditions. Anticipated all year, the annual Honors Banquet
takes place in the Commons Dining Area, miraculously transformed by the
faculty into an elegant banquet setting for 600-700 students and their
parents. "We try to outdo ourselves every year---it's sort of our gift
to the students," a teacher explains. Everyone eagerly anticipates which
graduate from ten years before will return to speak to the students
about how Dyersburg High School prepared him or her for the real world.
Many plaques and prizes are awarded to cap off the evening.

Numerous other programs, both large and small, recognize student
accomplishments of all kinds and encourage students to make their best
effort in all that they do. At academic success parties students receive
awards, just as they do at sports banquets. The guidance counselors work
closely with the Academic Booster Club to plan these events. The main
bulletin board in the school lobby features "Trojans of the
Week"---students who have demonstrated good citizenship and behavior.

Three years ago the Dyersburg City School District saw a chance to
improve learning opportunities for the district's teachers and students,
and took it. The State Department of Education was looking to develop
regional teacher professional development centers in counties throughout
the state. Dyersburg had recently closed a junior high school building
and offered to host the region's Professional Development Center. Funded
with local and state funds, the Center also uses federal Title I and II
money. Its board meets regularly and routinely gathers data from teacher
and parent surveys.

The Center has increased coordination across districts and enabled
participating districts to pool resources and tap some outstanding
national and state presenters and staff development offerings. Staff
development programs have become more attuned to staff needs and have
helped teachers review their classroom instruction and adopt best
practices. The Center has also helped teachers meet state and federal
requirements to become highly qualified in their subject areas.
Dyersburg High School works closely with the Center to maximize time for
staff development in the school.

Dyersburg High School has successfully married strong traditions and a
history of high expectations to a number of effective innovations that
encourage and inspire student achievement. As one student put it,
"Dyersburg is a small town and people expect you to be polite and to
succeed. All of the teachers and our administrators have very high
standards and they help us meet them." This sentiment is captured by
scene after scene of orderly, well mannered students and visibly very
caring faculty and staff members. That students would want to do their
best makes perfect sense.

  ---------------------- ---------------- ---------------- ---------------
  Dyersburg High School:                                   
  Gateway Proficiency                                      
  Results                                                  

  Algebra % Proficient                                     

                         2002             2003             2004

  All                    99               99               \>95

  Low income             98               96               \>95

  African American       98               96               \>95

  English % Proficient                                     

                         2002             2003             2004

  All                    NA               99               97

  Low income             NA               97               95

  State average          NA               97               93
  ---------------------- ---------------- ---------------- ---------------