Laurie Moore Teacher Willie Steward Teacher Jackie Yow Teacher Michael Hoots Teacher John Stokes Teacher Darla Todd Teacher Michael Aku Teacher Mary Albert Teacher Marijo Cook Teacher Melinda Gallimore Teacher Tessera Hardaway Teacher Justin Hobbs Teacher Geoffrey Park Teacher Y Smith Teacher Kimberly West Teacher Michael Sizemore Assistant Principal Glenda Seymour Counselor Justina Ragland Parent Suzanne Jackson Community Pamela Parrish Secretary, Non-certified Personnel Realan Lewis Student, SGA Vice President (tab in last cell to create a new row as needed) Component 1 Subcommittee has met to address critical components of the SIP and minutes are on file. YES NO Subcommittee 1 Chair Signature(s) Subcommittee for COMPONENT 2 Beliefs, Mission and Vision Member Name Position Chair Patricia Gray Teacher ` Maria Jara Teacher Koffi Kissi Teacher Tina McBee Teacher Y Dana Haeger McGonagill Teacher Cassandra Morgan Teacher Brooke Morgan Counselor
Template 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2) Current Curricular Practices School uses the TDOE state-approved standards and provides training to staff in the use of the standards. Curriculum is prioritized and mapped. School has established school-wide student achievement benchmarks. School has implemented a grade appropriate cohesive standards-based model for literacy. Evidence of Practice in definitive/tangible terms) Overton uses the MCS curriculum as described in the MCS Guide to Secondary Education and in the MCS instructional maps. MCS curriculum is aligned with state and national standards and addresses benchmark assessments (EOC, ACT). The use of instructional maps allows for consistency in instruction across the school district – a need of our transient student body – and within the school. Faculty/staff are trained on how to read and employ MCS Instructional Maps. Additionally, MCS provides an on-line MCS curriculum is prioritized and mapped. Each course is outlined in nine-week specific instructional maps which detail state and national standards to be taught as well as content pacing. In addition to MCS instructional maps, Overton employs a test prep blitz prior to TCAP Writing 11 in February and EOC AYP assessments (Algebra I and English II) in May. Overton has set the following school-wide student achievement benchmarks: Algebra I EOC – 63% Proficient/ Advanced; English II EOC + Writing – 74% Proficient/ Advanced; ACT Composite – 19.0 or higher; ACT College Readiness Benchmarks for each subtest (English, Mathematics, Reading, Science); TCAP Writing 11 – 90% Proficient/ Advanced; Biology EOC – 50% Proficient/ Advanced; English I EOC – 55% Proficient/ Advanced; US History EOC – 100% Proficient/ Advanced; Graduation Rate – MCS curriculum is aligned with and cohesive state and national standards and infuses the MCS Comprehensive Literacy Plan into content areas where appropriate. The MCS Comprehensive Literacy Plan focuses on improving literacy in all content areas to close the reading achievement gap for all grade levels. The MCS Comprehensive Literacy Plan focuses on the following areas: vocabulary development and acquisition, text organization, prior
course, “Navigating the Curriculum,” which details how to use the instructional maps for planning and delivery. 86.5% of cohort graduates; Advanced Placement courses – average score of 3.0 or higher for each course knowledge, inferences, metacognition, learning strategies (K-W-L, text structure, anticipation guide, word sorts, modeled fluency, graphic organizers, QAR, independent study strategies, RAFT, summarizing, reciprocal teaching). Is the current practice Yes Yes Yes Yes Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Effective Effective What data source(s) do you have that support your answer? (identify all applicable sources) EOC assessment scores, ACT scores, report card audits, classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits EOC assessment scores, ACT scores, report card audits, classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits AYP Benchmarks/AMOs, EOC assessment scores, ACT scores, TCAP Writing 11 scores, Advanced Placement (AP) scores, graduation rate calculations EOC assessment scores, ACT scores, TCAP Writing 11 scores, Advanced Placement (AP) scores, graduation rate calculations Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Effective – increase in English II EOC scores from 56% to 58%, increase in Biology Effective – increase in English II EOC scores from 56% to 58%, increase in Biology Effective – increase in English II EOC scores from 56% to 58%, increase in Biology Effective – increase in English II EOC scores from 56% to 58%, increase in Biology
EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74% - we experienced a decline in Algebra I EOC, TCAP Writing 11, and ACT Composite averages but feel these declines were not due to implementation of MCS curriculum. EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74% - we experienced a decline in Algebra I EOC, TCAP Writing 11, and ACT Composite averages but feel these declines were not due to implementation of MCS curriculum. EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74%. EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74%. Evidence of equitable school support for this practice School-wide, regional, and district classroom walkthrough curriculum audits; school-wide lesson plan audits School-wide, regional, and district classroom walkthrough curriculum audits; school-wide lesson plan audits Distribution and display of school-wide student achievement benchmarks School-wide, regional, and district classroom walkthrough curriculum audits; school-wide lesson plan audits Next Step (changes or continuations) Overton will continue to employ the use of MCS curriculum and instructional maps. MCS regularly reviews and updates its curriculum to ensure state and national compliance. Additionally, Overton will supplement the Overton will continue to employ the use of MCS curriculum and instructional maps. MCS regularly reviews and updates its curriculum to ensure state and national compliance. Additionally, Overton will supplement the Overton will continue to monitor and adjust instruction according to student achievement benchmarks. As new data is collected, we will adjust student achievement benchmarks accordingly. Overton will continue to employ the use of MCS curriculum and instructional maps. MCS regularly reviews and updates its curriculum to ensure state and national compliance.
MCS curriculum where appropriate with assessment-specific curriculum (EOC, TCAP Writing 11, ACT). MCS curriculum where appropriate with assessment-specific curriculum (EOC, TCAP Writing 11, ACT). Current Curricular Practices (Continued) School has implemented a appropriate cohesive model for mathematics. School has implemented formative assessment aligned with the school benchmarks. Support system is in for enhancing the quality of curriculum and instruction. Monitoring is in place for enhancing the quality of curriculum and instruction. Evidence of Practice (State in definitive/tangible terms) MCS curriculum is aligned with and cohesive state and national standards. The MCS mathematics ensures numeracy at every level of student Overton implements and administers with fidelity the following formative assessment initiatives: Discovery – Algebra I, English II, Biology – preparation for EOC assessments; First-year, and teachers participate in a mentoring program which offers them assistance with lesson planning, curriculum implementation, and instructional best practices. For 2011-2012, all teachers are evaluated on the Teach and Cultivate Learning Environment domains of the MCS Teaching and Learning Framework. All indicators for the Teach domain address this goal. adopted based
academic development. Folio Writing – all 11th graders – preparation for TCAP Writing 11 assessment; PSAT – all 11th graders and select 10th graders – preparation for SAT and Advanced Placement diagnostic indicator; PLAN – all 10th graders – preparation for ACT and Advanced Placement diagnostic indicator. All courses at Overton administer a preliminary diagnostic during the two weeks of school to inform instructional decision-making. All EOC courses administer a using the state practice test in April as a formative Algebra I and English II teachers and administrators hold weekly data team meetings to ensure common planning/pacing of the curriculum and to interpret and use data to drive instruction and curriculum choices. Additionally, where appropriate, teachers vertical team to ensure key skills are covered in feeder courses (e.g. Pre-AP English II, AP English Language and Composition, and AP English Literature and Composition). These vertical teams meet at the school and district level. Teachers are provided timely feedback and given opportunities to improve curriculum implementation and instruction.
implementation of new grading protocol at Overton should yield more effective curriculum implementation for 2011-2012. decline in Algebra I EOC, TCAP Writing 11, and ACT Composite averages but feel these declines were not due to implementation of MCS curriculum. EOC scores and only a 1% loss in Algebra I EOC; furthermore, data teams directly led to the instructional decision-making of only one teacher prep for EOC AYP courses. state standard, activities, interventions). Evidence of equitable school support for this practice School-wide, regional, and district classroom walkthrough curriculum audits; school-wide lesson plan audits School-wide implementation reports and scores; school-wide lesson plan audits Mentor/protégé meeting minutes and mentoring logs; data team logs and meeting minutes; departmental PLC meeting minutes School-wide TEM teacher evaluations with appropriate observation records; lesson plan audits Next Step (changes or continuations) In addition to the continued use of MCS curriculum and instructional maps, Overton will strive to incorporate numeracy into courses. Overton will continue to implement formative assessment programs and use data from these assessments to drive instructional decision-making. Overton will continue with all three programs with renewed focus on new teacher retention and certification of teachers. Overton teachers and support staff will strive for effectiveness ratings of 5 on this year’s and subsequent years’ evaluations. adopted
Current Curricular Practices (Continued) Teaching and learning materials are correlated to the state standards and distributed to the instructional staff. School communicates a shared vision of what students should know and be able to do at each level to stakeholders through a variety of media formats. Evidence of Practice (State in definitive/tangible terms) Overton uses MCS-adopted textbooks aligned with MCS curriculum which is aligned with state and national standards. Overton supplements textbooks with supplemental texts and learning materials purchased with Title I funds. All supplemental materials are aligned with state and national standards. Overton publishes the MCS Guide to Secondary Education, which outlines what a student should know and be able to do at each grade level, on the school website (overton.hs/site/index.shtml). Additionally, a print copy of the guide is available for viewing in the guidance suite and through the MCS PACE office. Is the current practice research-based? Yes Yes Is it a principle & practice of high-performing schools? Yes Yes Has the current practice been effective or ineffective? Effective Effective What data source(s) do you have that support your answer? (identify all applicable sources) EOC assessment scores, ACT scores, report card audits, classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits School website, print copy in guidance suite Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Effective – increase in English II EOC scores from 56% to 58%, increase in Biology EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74% - we experienced a Effective – school website posting
decline in Algebra I EOC, TCAP Writing 11, and ACT Composite averages but feel these declines were not due to implementation of MCS curriculum. Evidence of equitable school support for this practice School-wide, regional, and district classroom walkthrough curriculum audits; school-wide lesson plan audits; Title I purchase orders (including item justifications) School website audit; guidance suite resource audit Next Step (changes or continuations) Overton will continue to use textbooks and supplemental with texts and materials using its Title I allocation. Overton will continue to make available the MCS Guide to Secondary Education via the school website and the guidance suite.
Template 3.2.a: Instructional Practices (Rubric Indicators 3.3 and 3.4) Current Instructional Practices Classroom instruction is aligned with the standards-based curriculum. Classroom instruction is aligned with the assessments. Teaching process is data-driven. Students are actively engaged in high quality learning environments as supported by higher thinking skills. Evidence of Practice (State in definitive/tangible terms) Overton uses the MCS curriculum as described in the MCS to Secondary Education and in the MCS instructional maps. MCS curriculum is aligned with state and national standards and addresses benchmark assessments (EOC, ACT). The use of instructional maps allows for consistency in instruction across the school district – a need of our transient student body – and within the school. Overton uses the MCS curriculum as described in the MCS to Secondary Education and in the MCS instructional maps. MCS curriculum is aligned with state and national standards and addresses benchmark assessments (EOC, ACT). The use of instructional maps allows for consistency in instruction across the school district – a need of our transient student body – and within the school. Overton implements and administers with fidelity the following MCS-adopted formative assessment initiatives: Discovery – Algebra I, English II, Biology – preparation for EOC assessments; Folio Writing – all 11th graders – preparation for TCAP Writing 11 assessment; PSAT – all 11th graders and select 10th graders – preparation for SAT and Advanced Placement diagnostic indicator; PLAN – all 10th graders – preparation For 2011-2012, all teachers are evaluated on the Teach and Cultivate Learning Environment domains of the MCS Teaching and Learning Framework. Several indicators for the Teach domain address this goal, and all indicators for the Cultivate Learning Environment address this goal. Teachers are provided timely feedback and given opportunities to improve curriculum implementation and instruction.
instructional maps. MCS regularly reviews and updates its curriculum to ensure state and national compliance. Additionally, Overton will supplement the MCS curriculum where appropriate with curriculum (EOC, TCAP Writing 11, ACT). instructional maps. MCS regularly reviews and updates its curriculum to ensure and national compliance. Additionally, Overton will supplement the MCS curriculum where appropriate with curriculum (EOC, TCAP Writing 11, ACT). assessment programs and use data from assessments to drive instructional ratings of 5 on this year’s and subsequent years’ evaluations. Current Instructional Practices (Continued) Teachers incorporate a wide of 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) Overton teachers have been and are trained on the implementation of differentiated instruction, response to intervention (RTI), brain compatible teaching practices, and explicit direct instruction (EDI). Furthermore, for 2011-2012, all teachers are evaluated on the Teach and Cultivate Learning Environment domains of the MCS Teaching and Learning Framework. All indicators for the Teach domain address this goal. Teachers are provided timely feedback and given opportunities to improve curriculum implementation and instruction. For 2011-2012, all teachers are evaluated on the Teach and Cultivate Learning Environment domains of the MCS Teaching and Learning Framework. All indicators for the Cultivate Learning Environment domain address this goal. Teachers are provided timely feedback and given opportunities to improve curriculum implementation and instruction. Furthermore, second-year, and transitionally-licensed teachers participate in a mentoring program which offers them assistance with lesson planning, curriculum implementation, and instructional best practices, including classroom organization and classroom For 2011-2012, Overton has implemented a grading protocol for all Algebra I and English II classes. Under this protocol, students are offered no less than two opportunities during regular instruction to demonstrate mastery and afforded an unlimited number of additional opportunities outside of the instructional day to demonstrate mastery. Mastery can be obtained outside of the instructional day via alternative assignments or intervention programs (Stanford Math and Reading Plus). Additionally, MCS grading policy affords any student with a letter grade of a D or an F an additional nine-week Overton teachers have been and are being trained on the implementation of differentiated instruction, response to intervention (RTI), brain compatible teaching practices, and explicit direct instruction (EDI). Furthermore, for 2011-2012, all teachers are evaluated on the Teach and Cultivate Learning Environment domains of the MCS Teaching and Learning Framework. All indicators for the Teach domain address this goal. Teachers are provided timely feedback and given opportunities to improve curriculum implementation and instruction.
management procedures. grading period to achieve a higher letter grade. Is the current practice research-based? Yes Yes Yes Yes Is it a principle & practice of schools? Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Effective Effective What data source(s) do you have that support your answer? (identify all applicable sources) EOC assessment scores, ACT scores, report card audits, classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits, TEM Randa Tower teacher observation records EOC assessment scores, ACT scores, report card audits, classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits, TEM Tower teacher observation records, mentor/protégé meeting minutes and mentoring logs EOC assessment scores, ACT scores, report card audits EOC assessment scores, ACT scores, report card audits, classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits, TEM Randa Tower teacher observation records Evidence of effectiveness or ineffectiveness in terms of quantifiable improvement) Effective – lesson planning has improved since the implementation of the new evaluation model and MCS Teaching Effective – Overton first-year, and transitionally-licensed teachers have been successful in Effective - increase in English II EOC scores from 56% to 58%, increase in Biology EOC scores from 24.15% to 42.53%, Effective – lesson planning has improved since the implementation of the new evaluation model and MCS Teaching
and Learning Framework – more teachers documenting lesson planning, and more teachers providing thorough lesson plans (objective, state standard, activities, interventions). curriculum implementation, and many are still employed by MCS; increase in English II EOC scores from 56% to 58%, increase in Biology EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74%. increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74%. and Learning Framework – more teachers documenting lesson planning, and more teachers providing thorough lesson plans (objective, state standard, activities, interventions). Evidence of equitable school support for this practice School-wide TEM teacher evaluations with appropriate observation records; school-wide lesson plan audits; Title I purchase orders (including item justifications) School-wide TEM teacher evaluations with appropriate observation records; school-wide lesson plan audits; I purchase orders (including item justifications); mentor/protégé meeting minutes and mentoring logs School-wide, regional, and district classroom walkthrough curriculum audits; school-wide lesson plan audits; Title I purchase orders (including item justifications) School-wide TEM teacher evaluations with appropriate observation records; school-wide lesson plan audits; I purchase orders (including item justifications) Next Step (changes or continuations) Overton teachers and support staff will strive for effectiveness ratings of 5 on this Overton teachers and support staff will strive for effectiveness ratings of 5 on this Overton will continue to implement the proficiency-based grading protocol with hopes to expand it to Overton teachers and support staff will strive for effectiveness ratings of 5 on this
Template 3.3.a: Assessment Practices (Rubric Indicators 3.5 and 3.6) Current Assessment Practices Uses student assessments that are aligned with the TDOE curriculum. Ensures that the appropriate assessments are used to guide decisions relative to student achievement. Uses a variety of data points for relative to student achievement. Assesses all categories of students. Evidence of Practice (State in definitive/tangible terms) Overton administers all MCS-adopted formative, state, and national assessments. Discovery Formative Assessments for Algebra I, English II, and Biology. Folio Writing Assessments for 11th graders. PSAT for all 11th graders and select 10th graders. PLAN for all 10th graders. TCAP Writing 11 for all 11th graders. ACT for all 11th graders. EOC assessments for Algebra I, English II, Biology, US History, Algebra II, English III, and English I. Advanced Placement Overton implements and administers with fidelity the formative assessment initiatives. These formative assessments give us instructional information for the following courses: Algebra I; English II; Biology; English III; ACT-tested Mathematics, Science, English, Reading; Advanced Placement courses. Algebra I and English II data teams meet weekly to analyze these formative assessment results and make instructional decisions. When analyzing data, every effort is made to disaggregate results by ethnicity/race, gender, socio-economic status, special group status (SWD/LEP), membership status, and proficiency level. By disaggregating data, Overton is better able to target instructional resources to student subgroups with the greatest need. When analyzing data, every effort is made to disaggregate results by ethnicity/race, gender, socio-economic status, special group status (SWD/LEP), membership status, and proficiency level. By disaggregating data, Overton is better able to target instructional resources to student subgroups with the greatest need.
EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74%. EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74%. EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74% - additionally, we are aware that our areas of greatest need lie within the student subgroups of Black/African American and economically disadvantaged. EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74% - additionally, we are aware that our areas of greatest need lie within the student subgroups of Black/African American and economically disadvantaged. Evidence of equitable school support for this practice School-wide test administration School-wide test administration; data team and departmental PLC meeting minutes; Title I purchase orders (with item justifications) Data team and departmental PLC meeting minutes; school-wide data dashboard (updated throughout the year) and displayed in the main hallway; Title I purchase orders (with item justifications) School-wide test administration; data team and departmental PLC meeting minutes; school-wide data dashboard (updated throughout the year) and displayed in the main hallway; Title I purchase orders (with item justifications) Next Step (changes or continuations) Overton will continue to administer assessments. Additionally, we plan to implement ACT Overton will continue to use assessment data to drive instructional decision-making and Overton will continue to use assessment data to drive instructional decision-making and Overton will continue to use assessment data to drive instructional decision-making and
mock testing during our instructional down time to improve future ACT scores. fuel school expenditures. fuel school expenditures. fuel school expenditures. Current Assessment Practices (Continued) Uses a wide range of assessments (CRT, NRT, portfolio, curriculum-based assessments). Provides professional development in the appropriate use of assessment. Provides support and technical assistance to teachers in developing and using assessments. Provides assessment information to communicate with students, parents, and other appropriate stakeholders regarding student learning. Evidence of Practice in definitive/tangible terms) Discovery Formative Assessments in Algebra I, English II, and Biology; PSAT; PLAN; Folio Writing Assessment; ACT; TCAP Writing 11; EOC assessments; Advanced Placement Exams; STAMP; ELDA; TCAP Alt Portfolio; mock assessments for TCAP Writing 11, EOC, ACT, and AP Overton’s school-wide faculty meetings, teacher handbook, and internal memos outline the school expectations for the appropriate use of assessment as a means to drive instructional decision-making. Additionally, Overton reserves 10% of its Title I allocation for professional development to improve student achievement. Books and materials, as well as local, state, and national conferences, have been purchased and will Overton’s school-wide faculty meetings, teacher handbook, and internal outline the school expectations for the appropriate use of assessment as a means to drive instructional decision-making. Additionally, Overton reserves 10% of its Title I allocation for professional development to improve student achievement. Books and materials, as well as local, state, and Overton distributes student assessment information to all stakeholders via the following means: Annual Title I Parent Meeting, score report distribution, data dashboard bulletin board, quarterly progress reports, quarterly report cards, bi-annual parent-teacher conferences.
exams; informal and formal tests as appropriate throughout curriculum implementation, including diagnostic, formative, and summative evaluations; performance-based assessments continue to be purchased to support this goal. national conferences, have been purchased and will continue to be purchased to support this goal. Is the current practice Yes Yes Yes Yes Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Has the current practice been effective or ineffective? Effective Effective Effective Effective What data source(s) do you have that support your answer? (identify all applicable sources) Assessment results, classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits Faculty meeting, data team, and department PLC meeting minutes; Title I expenditures report; MCS Teacher Survey responses Faculty meeting, data team, and department PLC meeting minutes; Title I expenditures report; MCS Teacher Survey responses Overton HS School Climate Parent Survey 2011-2012; Annual Title I Parent Meeting detailed report; distribution logs; school-wide data dashboard (updated throughout the year) and displayed in the main hallway; progress report and report card audits;
(updated throughout the year) and displayed in the main hallway Next Step (changes or continuations) Overton will continue to implement the proficiency-based grading protocol with hopes to expand it to all courses by Overton will continue to offer quality professional development at the school and abroad in order to improve teachers’ ability to provide quality instruction and meet the learning needs of all students. Overton will continue to offer quality professional development at the school and abroad in order to improve teachers’ ability to provide quality instruction and meet the learning needs of all students. Overton will continue to keep all stakeholders abreast of current assessment data as it is made available.
Template 3.4.a: Organizational Practices (Rubric Indicators 3.7and 3.8) Current Organizational Practices School’s beliefs, mission, and shared vision define the purpose and direction of the school. Organizational processes increase the opportunity for success in teaching and learning at all schools. Organizational practices and processes promote the effective for all students. School provides continuous professional development for school leaders. Evidence of Practice (State in definitive/tangible terms) Overton offers a wide variety of course offerings – graduation requirements, academic electives, vocational courses, and an array of creative and performing arts programs – in an effort to educate the total person and create life-long learners. Overton every effort to preserve the sanctity of the instructional day. When interruptions are unavoidable, activity schedules are created to evenly distribute instructional time amongst effected periods. 15/15 rule disallows students to leave class during the first and last 15 minutes of a period. Additionally, teachers are instructed to teach from “bell to bell” to maximize Overton makes every effort to preserve the sanctity of the instructional day. When interruptions are unavoidable, activity schedules are created to evenly distribute instructional time amongst effected periods. 15/15 rule disallows students to leave class during the first and last 15 minutes of a period. Additionally, teachers are instructed to teach from “bell to bell” Overton reserves 10% of its Title I allocation for professional development to improve student achievement. Books and materials, as well as local, state, and national conferences, have been purchased and will continue to be purchased to support this goal.
diverse student learning 82% of teachers responded that “professional development enhances teachers’ abilities to improve student learning.” Evidence of equitable school support for this practice Master schedule Weekly admin team meetings to schedule events and discuss any potential disruptions to instructional time Weekly admin team meetings to schedule events and discuss any potential disruptions to instructional time Faculty meeting, data team, and departmental PLC meeting minutes; I expenditures report; Overton PD Plan Next Step (changes or continuations) Overton will continue to offer as many course offerings as the MCS district staffing formula will allow. Overton will continue to protect instructional time with an iron fist – eliminating unnecessary disruptions to the instructional day. Overton instituted an month prior to EOC and AP exam administration last year in order to maximize student learning prior to assessment and is Overton will continue to protect instructional time with an iron fist – eliminating unnecessary disruptions to the instructional day. Overton instituted an event-free month prior to EOC and AP exam administration last year in order to maximize student learning prior to assessment and is Overton will continue to offer quality professional development at the school and abroad in order to improve teachers’ ability to provide quality instruction and meet the learning needs of all students.
Current Organizational Practices (Continued) School is organized to be proactive in addressing issues that might impede teaching and learning. School is organized to support a diverse learning community through its programs and practices. School is organized to engage the parents and community in providing extended learning opportunities for children. Evidence of Practice (State in definitive/tangible terms) Overton makes every effort to preserve the sanctity of the instructional day. When interruptions are unavoidable, activity schedules are created to evenly distribute instructional time amongst effected periods. School-wide 15/15 rule disallows students to leave class during the first and last 15 minutes of a period. Additionally, teachers are instructed to teach from “bell to bell” to maximize instructional impact. Overton offers a wide variety of course offerings – graduation requirements, academic electives, vocational courses, and an array of creative and performing arts programs – in an effort to educate the total person and create life-long learners. The course offerings include CDC classes, inclusion classes, ESL classes, and Gifted and Talented classes. Additionally, Overton hosts an annual African American history program as well as an annual Career Day; both of which empower students with role models from all walks of life. Overton’s school adopter, High Point Church, offers on-site tutoring, ACT prep, and college admission counseling every other Saturday.
professional development Assessments (Discovery Formative Assessment, EOC, ACT) Action Step Create and implement incentive program for proficiency on Discovery Formative Assessment and Algebra I EOC. October 2011 through May 2012 Instructional Facilitator, Algebra I teachers, Principal, School Adopters Discovery Formative Assessment test results; Algebra I EOC scores for May 2012 Discovery Assessment fees are paid for by the MCS District; incentives would be donated items from school adopters and/or free activities at the school Continued analysis of Discovery Formative Assessment results as they are obtained throughout the SY; Algebra I EOC scores for May 2012 Improved student performance on future Discovery Formative Assessments and achieved target AYP score in Algebra I Action Step Create and implement proficiency-based grading system/protocol for Algebra I. August 2011 through May 2012 Principal, Administrative Team, Algebra I teachers State Standards for Algebra I; Power Teacher gradebook Power Teacher gradebook fees are paid for by the MCS District Analysis of student mastery/progress via assessment results recorded in Algebra I teachers’ Power Teacher gradebooks Improved student achievement – grading will shift from “schooling” grades (homework, class work, extra credit) to actual assessments of student proficiency (student demonstration of mastery) GOAL 2 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: September 2011 Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal 74% of students will score Proficient/Advanced on the English II End-of-Course exam plus TCAP Writing 11 – improve 16% for all students, improve 17% for Black/African American students, and improve 21% for economically disadvantaged students. Which need(s) does this Goal address? Student mastery of State and District curriculum standards and objectives. How is this Goal linked to the system’s Five-Year Plan? Memphis City Schools desire to provide an environment that challenges students and provides a measurable data source for academic growth via the English II End-of-Course exam and TCAP Writing 11 assessment.
Writing 11, EOC, ACT) Action Step Create and implement incentive program for proficiency on Discovery Formative Assessment, Folio Writing Formative Assessment, TCAP Writing 11, and English II EOC. October 2011 through May 2012 Instructional Facilitator, English II and English III teachers, Principal, School Adopters Discovery Formative Assessment test results; Folio Writing Formative Assessment results; TCAP Writing 11 results for February 2012; English II EOC scores for May 2012 Discovery Assessment and Folio Writing Assessment fees are paid for by the MCS District; incentives would be donated items from school adopters and/or free activities at the school Continued analysis of Discovery Formative Assessment results and Folio Writing Formative Assessment results as they are obtained throughout the SY; TCAP Writing 11 scores for February 2012; English II EOC scores for May 2012 Improved student performance on future Discovery Formative Assessments and future Writing Formative Assessments; achieved target AYP scores in English II and English III Action Step Create and implement grading system/protocol for English II. August 2011 through May 2012 Principal, Administrative Team, English II teachers State Standards for English II; Power Teacher gradebook Power Teacher gradebook fees are paid for by the MCS District Analysis of student mastery/progress via assessment results recorded in English II teachers’ Power Teacher gradebooks Improved student achievement – grading will shift from “schooling” grades (homework, class work, extra credit) to actual assessments of student proficiency (student demonstration of mastery) GOAL 3 – Action Plan Development Template 4.1 – (Rubric Indicator 4.1) Revised DATE: September 2011 Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.) Goal 86.5% Graduation Rate for all students and all subgroups. need(s) does this Goal address? Student mastery of and District curriculum standards and objectives.
free activities at the school Action Step Implement ACT Prep program for all 11th graders. October 2011 through March 2012 Instructional Facilitator; Guidance Counselor Kaplan ACT Prep Program and personnel Kaplan services paid for by MCS District ACT results School ACT average Composite of 19 or higher for SY Action Step Utilize instructional “down time” for ACT Prep for all grades, 9-12. October 2011 through May 2012 Instructional Facilitator and all teachers ACT Prep materials; Mock ACT assessments Title I funds purchased sufficient ACT Prep book(s) with mock ACT assessments in previous years; free resources for ACT Prep available on-line at www.act.org Mock ACT assessment results; ACT results; lesson plans Improved rigor and relevance in the classroom – all courses, all grades; school ACT average Composite Score of 19 or higher for SY
I, Lawson, principal of Overton High School, give assurance that this Title I School Wide Plan was developed during a one-year period with parents and other members of the community. This plan is available to the local educational agency, parents, and the public. The intent and purpose of each federal categorical program is included. When appropriate there is coordination with programs under Reading First, Early Reading First, PCLT, Carl D. Perkins Vocational Act, and Head Start. High Priority Schools Only Overton High School is on the “high priority” list. Therefore, I understand that I must spend not less than 10% of Title I funds for professional development. ____________________________________ ____________________ Principal Signature Date Overton High School Family Engagement Plan 2011-2012 “Producing in the classroom and on the stage.” Overton High School has jointly developed with parents a written parent improvement plan. The School Level Parent Involvement Plan has established the expectation for parent involvement. Overton High School convenes an Annual Title I Parent Meeting to which all parents are invited and informed of Title I requirements, the school’s participation in Title I, and the right of parents to be involved in the school. Overton High School convenes a flexible number of meetings to encourage and promote parent involvement. Overton High School involves parents in an organized, ongoing, and timely way, in the planning, review, and improvement of programs for Parent Involvement and the School Level Parent Involvement Plan. Overton High School provides parents timely information about programs under parent involvement via flyers, newsletters, and phone communication. Overton High School provides parents a description and explanation of the curriculum in use at the school, forms of academic assessment, and the proficiency levels students are expected to meet (i.e. graduation requirements, Gateway scores, End-of-Course assessments).
Content: What will be learned? Content Focus Instructional Strategies Assessment Strategies Classroom Management Strategies Process: What effective processes will be used? Presentations/workshops by outside guests, district staff, and/or school staff On-line courses provided by district Coaching/mentoring Subject-area PLCs/teams Individual and collective data analysis of student work Context: What aspects of our learning environment will support this goal? PLCs – whole faculty, subject area, and team Classroom observations Mentoring Study groups Instructional Facilitator/PDSCC Professional Learning Activities/Events Presenters/Leaders Implementation Timeline Expected Outcomes What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) Total PD Budget Balance Hold presentation(s)/workshop(s) on compatible teaching and learning Jenifer Kelley August 2011-May 2012 Teachers will learn/ review brain compatible teaching strategies. Teachers will learn/ review brain compatible learning environments. Teachers will implement brain compatible teaching and learning in their classrooms. Observations Lesson plans data Review of student work $0 Send teachers of core content to local, state, and national professional development conferences. Jenifer Kelley August 2011-July 2012 Teachers will learn/review subject area content and disseminate learning amongst peers. Teachers will make vital professional contacts. Observations Lesson plans PLC minutes Conference Agendas TBA
Teachers will present at local, state, and national conferences. Goal 2: To increase new teacher retention and performance at Overton High School. Content: What will be learned? Instructional Strategies Assessment Strategies Classroom Management Strategies Process: What effective processes will be used? Presentations/workshops by outside guests, district staff, and/or school staff On-line courses provided by district Coaching/mentoring Subject-area Context: What aspects of our learning environment will support this goal? PLCs – faculty, subject area, and team Classroom observations Mentoring Study groups Instructional Facilitator Professional Learning Activities/Events Presenters/Leaders Implementation Timeline Expected Outcomes What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) __________ PD Budget Balance Hold presentation(s)/workshop(s) on best instructional strategies, classroom management strategies, and best common practices and procedures. Jenifer Kelley August 2011-May 2012 Teachers will learn/review best practices. Teachers will implement best practices. Teachers will feel welcomed and supported during their first three years of teaching. Observations Lesson plans Review of student work TVAAS data PLC minutes Disciplinary referral audits $0 Assign veteran teacher mentors to new teachers Jenifer Kelley Mentors August 2011-May 2012 Teachers will best practices. Teachers will implement best practices. Observations Lesson Review of student work TVAAS data PLC minutes Disciplinary referral audits Mentoring logs $700/mentor
Teachers will feel welcomed and supported during their first three years of teaching. Goal 3: To increase teacher ability to deliver high quality instruction and intervention that will increase student performance on state and national assessments, such as the End-of-Course Exams, TCAP Writing Assessment, and ACT. Content: What will be learned? Content Focus Instructional Strategies Intervention Strategies Process: What effective processes will be used? Presentations/workshops by outside guests, district and/or school staff On-line courses provided by district Coaching/mentoring Subject-area PLCs/teams Individual and collective data analysis of student performance Context: What aspects of our learning environment will support this goal? PLCs – whole faculty, subject area, and team Classroom observations Mentoring groups Instructional Facilitator Professional Learning Activities/Events Presenters/Leaders Implementation Timeline Expected Outcomes What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) __________ Total PD Budget Balance Hold presentation(s)/workshop(s) on assessment-specific content and test preparation (End of Course, TCAP Writing, ACT). Jenifer Kelley August 2011-May 2012 Teachers will learn/review assessment contents and their alignment with state and district curriculum standards. Teachers will teach assessment-specific content and strategies via mini-lessons, bellwork/warm-ups, and/or exit Observations Lesson plans Review of student work TVAAS data PLC minutes Intervention logs Student sign-ins TBA
Mentor Assignment Form School: Overton High School Region: SE (Southeast) Protégé Name Level of Experience (Check all that apply) *Stipend Source Grade/ Mentor Name Content Area 1st Year 2nd Year Alternative License School Responsibility Academic Operations, Technology, and Innovation Amy McDonald x x Cassandra Smith 9-12/Exceptional Education Jessa Marsh x x Cassandra Smith 12/English IV Landry Bosworth x x Cassandra 9/English I Joel Valdez x x x Cassandra Smith 9-12/Music Chelsea Negray x x Egypt Armstrong Michael Hoots x x x Armstrong 9-12/Vocational – Family & Consumer Science Kelsey Anito x x Egypt Armstrong 9-12/World Geography Megan Mitchell x x Egypt Armstrong 9-12/Biology Marijo Cook x x x Jenifer Kelley 9-12/ Hall