Tennessee School Improvement Plan - Shelby County Web viewSchool Improvement Plan. ... classroom...

Overton High SchoolSchool Improvement Plan

1770 Lanier LaneMemphis, TN 38117

(901) 416-2136(901) 416-2135 Fax

Tennessee Department of EducationCommissioner Lana C. Seivers

August, 2007

TSIPP TABLE OF CONTENTS

Table of Contents Page(s) 2-4

Assurance Page Page 5

Component 1a – School Profile and Collaborative Process Page(s) 6-21 SIP Leadership Team Subcommittee Formation and Operation Data Sources School and Community Data

o Instruction by Highly Qualified Staffo Comprehensive Needs Assessment (School Climate Survey)

Component 1b – Academic and Non-Academic Data Page(s) 22-25 Variety of Academic and Non-Academic Data Data Collection and Analysis Report Card Data Analysis Narrative Synthesis of All Data Prioritized List of Goals

Component 2 – Beliefs, Common Mission, and Shared Vision Page(s) 26-28

Component 3.1 – Curricular, Instructional, Assessment, and Organizational Effectiveness Page(s) 29-41 Curricular Practices

o Policies and Practices to Ensure All Students Meet State’s Proficient Level

o Offer Timely, Additional Assistance to Students Experiencing Difficulty

Curriculum Gap Analysiso Provide Written Notifications to Parents

Curriculum Summary Questions

Component 3.2 – Instructional Practices Page(s) 42-52 Instructional Practices Instructional Gap Analysis

o Strategies to Attract High Quality, Highly Qualified Teacherso Funds Used to Remove School from High Priority List

TSIPP – August 2007 of 101

Component 3.3 – Assessment Practices Page(s) 53-63 Assessment Practices Assessment Gap Analysis

o Report of Individual Assessment Results to Parents in a Language They Understand

Assessment Summary Questions

Component 3.4 – Organizational Practices Page(s) 64-73 Organizational Practices Organizational Gap Analysis Organizational Summary Questions

Component 4.1, 4.2, and 4.3 – Action Plan – Goals, Action Steps, and Implementation Plan Page(s) 74-83o School-wide Reform Strategies Based on Scientific Researcho High Quality, On-Going Professional Developmento Strategies to Increase Parental Involvemento Coordination and Integration of Federal, State, and Local

Services and Programso Specific Annual Measurable Goals and Objectiveso Specify Responsibilities of School, Including Technical

Assistanceo Strategies to Promote Effective Parental Involvemento Intervention Strategieso Funds Used to Remove School from Improvement Status

Component 5.1 – Process Evaluation Page(s) 84-85o Measures to Include Teachers in Decisions Regarding

Assessment Results

Component 5.2 – Implementation Evaluation Page 86

Component 5.3 – Monitoring and Adjusting Evaluation Page(s) 86-87

Addendum Page(s) 88-101o Assurance Page (High Priority School) Page 89

Developed During One Year Period Developed with Parents and Other Community

Members Available to Local Educational Agency, Parents, and

the Public If Appropriate, Developed in Coordination with Other

Programs Under Carl Perkins Vocational Act and Head Start

Spend Not Less Than 10% of Title I Funds for Professional Development (High Priority School)

o Family Engagement Plan Page 90


o Transition Plan Page 91

o Professional Development Plan Page(s) 92-98

o Intervention Plan Page 99

o Teacher Mentoring Plan Page(s) 100-101


Tennessee School Improvement Planning Process(TSIPP)

Assuranceswith Signature of Principal

I certify that Overton High School has utilized the data and other requirements requested for each component. The school will operate its programs in accordance with all of the required assurances and certifications for each program area.

I CERTIFY that the assurances referenced above have been satisfied to the best of my knowledge.

__________________________________________ ______________________Signature of Principal Date Signed


Component 1a - School Profile and Collaborative ProcessTEMPLATE 1.1: SIP Leadership Team Composition(Rubric Indicator 1.1)

SIP Leadership Team Member Name

Leader-ship

Chair? (Y/N)

Position Name of Subcommittee(s) (when applicable)

Brett Lawson Y PrincipalJenifer Kelley Instructional Facilitator Component 3Gregory Billings Assistant Principal Component 4Steven Broadway Assistant Principal Component 5Michael Sizemore Assistant Principal Component 1Ashley Tipton Counselor Component 5Brooke Morgan Counselor Component 2Glenda Seymour Counselor Component 1Gwendolyn Bufford-Booker

Teacher, Subcommittee Chair Component 1

Geoffrey Park Teacher, Subcommittee Chair Component 1

Tina McBee Teacher, Subcommittee Chair Component 2

Patricia Owens Teacher, Subcommittee Chair Component 3

James Weil Teacher, Subcommittee Chair Component 4

Egypt Armstrong Teacher, Subcommittee Chair Component 5

John Stokes Teacher, Vocational Component 1

Pamela Parrish Secretary, Non-certified Personnel

Clare Jacobs Community MemberPatricia Darnall Community MemberJustina Ragland ParentAsha Scott Student, SGA President


Component 1a - School Profile and Collaborative ProcessTEMPLATE 1.2: Subcommittee Formation and Operation(Rubric Indicator 1.2)Subcommittee for COMPONENT 1 School Profile and Collaborative Process

Member Name Position ChairGwendolyn Bufford-Booker Teacher Y

Barbara Britten Teacher

Karla Hankins Teacher

Amy McDonald Teacher

Heather McDonough Teacher

Pamela Moore-McKinley Teacher

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

James 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 VisionMember 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

Lashanda Montague Parent

Wayne Parks, Sr. Community

Sheryl Myers Secretary, Non-certified Personnel

Amber Moore Student, Vice President – Fund Raising



Subcommittee 2 Chair Signature


Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and Organizational Effectiveness

Member Name Position ChairJames Allen Teacher

Landry Bosworth Teacher

David Ellis Teacher

Lee Paige Gengenbach Teacher

Kertrina Henry Teacher

Jessa Marsh Teacher

Chiquita McFadden Teacher

Patricia Owens Teacher Y

Cassandra Smith Teacher

Jenifer Kelley Instructional Facilitator

Casey Bye Community

Judy Webb Parent

Nancy Gann Secretary, Non-certified Personnel

CaShundra Carpenter Student, SGA Vice President – Public Relations





Subcommittee for COMPONENT 4 Action Plan DevelopmentMember Name Position Chair

John Anderson Teacher

Angela Coleman Teacher

Karen Garrett Teacher

Stein Lee Teacher

Linda Suzanne Mabry Teacher

Lisa Mitchell Teacher

Megan Mitchell Teacher

Pamela Donald Librarian

Cloteal Fitzpatrick Librarian

Jami Hooper Teacher

Jeffrey Huddleston Teacher

Shannon Marszalek Teacher

William Michael Mosby Teacher

Chelsea Negray Teacher

Detrina Odum Teacher

Christopher Piecuch Teacher

Lisa Stewart Teacher

Joel Valdez Teacher

James Weil Teacher Y

Dariel Johnson Teacher

Gregory Billings Assistant Principal

A Neal Graham Community

Mary Jo Wilson Community

Rebecca Badgett Community

Clare Jacobs Community

Susan Dockery Parent

Liz Mays Parent

Marquette Generette Secretary, Non-certified Personnel

Minnisha Banks Student, SGA Secretary

(tab in last cell to create a new row as needed)Component 4 Subcommittee has met to address critical components of

the SIP and minutes are on file. YES NO



Subcommittee for COMPONENT 5 The School Improvement Plan and Process EvaluationMember Name Position Chair

Kelsey Anito Teacher

Egypt Armstrong Teacher Y

Charles Chandler Teacher

Bert Gray Clawson Teacher

Vickie Riley Hollis Teacher

Matthew Jones Teacher

Roosevelt Moody Teacher

Norman Snow Teacher

Steven Bercier Teacher

Eric Brent Teacher

Ronny Copeland Teacher

James Davis Teacher

Robert Woods Teacher

Steven Broadway Assistant Principal

Ashley Tipton Counselor

Sharon Byrd Parent

Latoya Gallion Parent

Patricia Darnall Community

Angela Freeman Secretary, Non-certified Personnel

Alexandria Bassett Student, SGA Treasurer





Component 1a - School Profile and Collaborative Process

TEMPLATE 1.3 Collection of Academic and Nonacademic Data and Analysis/Synthesis

TEMPLATE 1.3.1: Data Sources (including surveys)(Rubric Indicator 1.3)

Data Source Relevant FindingsMCS Teacher Survey 2010-11 Areas of growth: parental involvement; availability of instructional

technology; teacher class assignments to maximize student success; student conduct; appropriate time inside and outside of the classroom to maximize student achievement.Areas of strength: teacher communication to parents; teachers encouraged to try new things to improve instruction; professional development is data-driven, aligned with SIP, and enhanced differentiated instruction; teachers held to high professional standards; school leadership facilitates using data to improve student learning.

Overton HS Teacher Special Suggestions and Concerns 2010-11

Areas of growth: consistency in student discipline; empowerment of teachers to speak up to students they did not personally know; improvement of school culture; improvement of teacher morale; student accountability for learning.Areas of strength: many teachers felt that the school leadership listened to their concerns from 2009-2010 and addressed them as best they could; school leadership works well together and supports teachers; overall, Overton is a “good” school and a strong program; teachers feel that they work with professionals.

MCS Parent School Climate Survey Spring 2010

ONLY 15 PARENTS RESPONDED.Areas of growth: school/district funding of educational materials/resources to help students achieve at higher levels; school/district help with understanding grade-level expectations for student learning; school/district assistance/tutoring; school/district parent training sessions to understand EOC/TCAP results; school/district funding for training school faculty on ways to improve parent communication; school/district student training on social issues (drug awareness, gang violence, safety); school/district training on how to work with special needs students; school/district training on how to work with ELL studentsAreas of strength: parental attendance of student programs/performances; parental assurance of student homework completion; parental assurance of family mealtimes; parental receipt of timely school communication

MCS TRIPOD Secondary School Climate Survey Spring 2010 (Student)

NO RESULTS AVAILABLE FOR OVERTON HIGH.

Overton HS School Parent Climate Survey 2011-12

Areas of growth: involving parents in the decision-making process at the school; contacting parents to say good things about students; parental involvement – volunteering, school-based parent organizations, school committees, parent workshops


Data Source Relevant FindingsAreas of strength: safety; effective teachers; appropriate learning; teacher fairness; college prep; principal effectiveness; welcoming environment; principal is good example; appropriate scheduling of events; promotion of good parent relationships; parental involvement – homework; communication of important information to parents; parent communication in a timely manner in a language he/she can understand; school helps parents understand what child needs to learn and be able to do at his/her grade level; school provides assistance or tutoring with homework; school teaches child about drug awareness, school violence, safety issues, gang awareness, and conflict awareness; school provides training for teachers/staff on ways of working with special needs and non-English speaking students.

Overton HS School Climate Student Survey 2011-12

Areas of growth: teacher knowledge of students; student motivation/attention in class; student encouragement of each other in class; connections between the real world and academic classes; treatment of teachers with respect; trust of other students they do not knowAreas of strength: school safety; helpful teacher comments on assignments; learning to correct mistakes in class; teachers push students to become better thinkers; teachers are not afraid of students; student aversion to peer pressure; respect for teachers (even if they are not known); writing every day in class; teachers respect students (even if they do not know them); appropriate dress; students feel they can do almost all of the work in their classes if they don’t give up; teachers believe in students ability to learn; students try hard to be on time and not absent; students feel comfortable asking questions and asking the teacher for help.

TEMPLATE 1.3.2: School and Community Data(Rubric Indicator 1.3)

Narrative and analysis of relevant school and community factors:Student Characteristics:Enrollment DataOverton High School currently serves 1362 students as of September 2011. Student enrollment data shows the following grade-level distribution:

9th Grade – 399 students 10th Grade – 352 students 11th Grade – 303 students 12th Grade – 308 students

Student DemographicsThe following tables show Overton’s student demographics as of September 2011 as related to race/ethnicity, gender, and socio-economic status (free/reduced lunch):

Race/Ethnicity Number PercentageAmerican Indian/Alaskan Native

1 .07

Asian 9 .66


Black/African American 1145 84.07Hispanic/Latino 127 9.32

Native Hawaiian/Pacific Islander 0 0White/Caucasian 80 5.87

Gender Number PercentageFemale 719 52.79Male 643 47.21

Lunch Status Number PercentageDirect Certified (Free) 633 46.476

Free 307 22.54Reduced 99 7.269Full Pay 323 23.715

Students Enrolled in ESL (Limited English Proficiency)

Number Percentage

9 11 .80810 9 .66111 7 .51412 5 .367

Total 32 2.35

Student DisciplineOverton’s discipline plan follows the district expectations of the MCS Positive Behavior Interventions and Support (PBIS). Both parents and students receive copies of the MCS Student Code of Conduct and the Overton High School Student Handbook which outline behavioral expectations and consequences for failure to comply with district and school rules. These consequences include, but are not limited to, detention, in-school suspension (ISS), home suspension, board suspension, and expulsion.

According to the TDOE Report Card 2010, Overton students incurred a total of 484 suspensions and 58 expulsions. Black/African American students netted 435/484 suspensions and 56/58 expulsions. Asian/Pacific Islander students netted 2/484 suspensions and 0/58 expulsions. Hispanic/Latino students netted 35/484 suspensions and 1/58 expulsions. White/Caucasian students netted 12/484 suspensions and 1/58 expulsions. Female students netted 220/484 suspensions and 20/58 expulsions. Male students netted 264/484 suspensions and 38/58 expulsions.

Student AttendanceThe attendance rate for Overton students was 91.5% according to the TDOE Report Card 2010.

Staff Characteristics:Administrative, Faculty, and Staff DemographicsOverton’s administration and faculty consists of one principal, three assistant principals, 69 full-time teachers (including Exceptional Education, ESL), and two itinerate teachers. Demographic composition of the faculty/staff listed above is as follows: 36.84% Black/African American,


60.53% White/Caucasian, 1.315% Hispanic/Latino, 1.315% Other, 52.63% Female, 47.37% Male.

The average teacher to pupil ratio is 28:1 for traditional and optional courses, and 20:1 for vocational courses.

The support staff consists of two librarians/media specialists, one instructional facilitator, three guidance counselors, five secretaries, one in-school suspension monitor (ISS), one hall monitor, one instructional computer technician, and nine paraprofessionals. Demographic composition of the support staff listed above is as follows: 78.26% Black/African American, 21.74% White/Caucasian, 0% Hispanic/Latino, 0% Other, 73.91% Female, 26.09% Male.

One building engineer oversees the school facilities from 6:30am to 3:30pm. He is assisted by two staff members, one from 9am to 6pm and one from 12noon to 5 pm. The assistant building engineer and his staff of five oversee the school facilities from 2:45pm to 11:15pm. The cafeteria manager and her staff of four prepare and serve breakfast and lunch for the student body, faculty, and staff.

Overton also receives part-time assistance from a school psychologist, an occupational therapist, a speech pathologist, a social worker, and a nurse.

Administration, Faculty, and Certificated Support Staff (Librarians, Guidance Counselors, Instructional Facilitator) Educational Qualifications100% hold a Bachelor’s Degree and 100% hold a Tennessee State Teaching Certificate/License. Additionally, many faculty members hold advanced degrees in either content area or education. The teaching experience of Overton’s faculty/staff ranges from less than one year to more than twenty years. Twelve current and former teachers are recipients of the Rotary Award for Teacher Excellence, and one teacher has achieved National Board Certification. Overton was the home of distinguished vocal music teacher, Lulah McEwan Hedgeman.

According to the TDOE Report Card 2010, Overton had a total of 257 core courses taught by Highly Qualified teachers for a percentage of 98.1%. Only 5 core courses for a total of 1.9% were taught by Non-Highly Qualified teachers. The Highly Qualified rosters for 2011 are currently being tabulated by the MCS Office of Compliance but are anticipated to equal 100% of core courses taught by Highly Qualified teachers.

School Characteristics:Historical BackgroundOne of 222 schools operated by the Board of Education of Memphis City Schools, Watkins Overton High School opened in 1959 with an enrollment of 250 students in grades 10 through 12 and a faculty of 12. The school bears the name of a former city mayor and school board president.

The school serves a suburban area of southeast Memphis, adjacent to Willow Park, standing on eleven acres of land. The main building was erected at a cost of one million dollars. An addition of ten classrooms, an auditorium, and a field house was added in 1962. In 1967, the school


complex was increased with the addition of seven classrooms and other instructional and administrative space. The vocational addition, which now serves as part of the creative and performing arts classrooms, was completed in 1976.

Overton High School graduated its first class of 250 students in 1962. In 1975, Overton was designated as an optional or magnet school for the creative and performing arts. Students enter the Creative and Performing Arts (CAPA) optional program through an application and audition process. In 1994, the ninth grade was added to our grade structure.

Overton boasts 28 student clubs and organizations (including several national service organizations and honor societies), an athletic program, and CAPA optional program.

Both the academic and CAPA programs have produced numerous distinguished graduates over the years, including Josey Scott (lead singer of Saliva), Elise Neal (actress), Alexis Grace Middleton (singer, American Idol contestant), O’Landa Draper (lead singer of O’Landa and The Associates).

Academic BackgroundOverton High School is in “School Improvement 1” on the TDOE Report Card for 2010-2011 for failure to meet federal benchmarks in Mathematics, Reading/Language Arts, and Graduation Rate.

The following table shows Overton’s AYP Status History prior to 2010-11:Academic Year AYP Status Status Explanation

2003-2004 Good Standing Met AYP Benchmarks2004-2005 Good Standing Met AYP Benchmarks2005-2006 Good Standing Met AYP Benchmarks2006-2007 Target Lacking Adequate Gains –

Graduation Rate2007-2008 Good Standing Met AYP Benchmarks2008-2009 Target Lacking Adequate Gains –

Mathematics2009-2010 Target Lacking Adequate Gains –

Graduation RateWhile enjoying a long history of meeting federal benchmarks for Mathematics, Reading/Language Arts, and Graduation Rate, Overton has struggled in the last five years due to the challenges associated with an ever increasing number of economically disadvantaged students. Areas of acute need are student achievement in Mathematics and improved Graduation Rate.

School FacilitiesThe campus of Overton High School is composed of several buildings and wings. The main building is a two-story structure where the administrative offices, pupil services/attendance offices, guidance suite, parent center, library, teachers’ lounge, teacher work room, and academic classrooms are located. The athletic field house and auditorium are attached to the south side of the main building by a breezeway. The 300-wing of the school contains the cafeteria, the gymnasium, the concession stand, the dance studio, CAPA instrumental music classrooms, one


administrative office, and the office of the building engineer. The 400-wing contains academic classrooms and JROTC teaching and training facilities (classrooms and armory). The vocational building or 500-wing contains CAPA classrooms for vocal music, piano, and art; additionally, this building houses the vocational/CAPA broadcasting studio, one administrative office, a conference area, and academic classrooms.

Environmental and Safety ConditionsOverton has in place a Multi-Hazard Plan that provides detailed safety procedures and practices. This plan is in compliance with state and district policies. Faculty and staff receive annual refresher trainings on hazardous chemicals, blood-borne pathogens, and asbestos awareness. At various times during the school year, students, faculty, and staff practice fire drills, school lock downs, and severe weather drills. Metal-detectors and hand-held metal-detector wands are used on a daily basis as part of the student-safety screening process. Two-way radios are provided to administrators, designated teachers, and staff to use as a means of communication to aid student safety and movement. The school has 16 security cameras located throughout various buildings, wings, hallways, and key outside locations, including faculty and student parking areas. A school computer check-in system is used in the main office for visitors to sign in and be issued visitors passes. A security alarm system is directly linked to the MCS security office and is engaged when the school buildings are not open. A full-time police officer is assigned to the school to assist with student behavior.

Curriculum OfferingsThe courses offered at Overton High School have been selected to assure that every student is given the opportunity to meet Tennessee graduation requirements. Course offerings include the following:

English - English I, II, III, and IV Mathematics – Algebra I+, Algebra I, Algebra II, Geometry, Advanced

Algebra/Trigonometry, Pre-Calculus Science – Physical Science, Biology I+, Biology, Chemistry Social Studies – World History, World Geography, U.S. History, U.S. Government, and

Economics PE/Health – Lifetime Wellness, Physical Education Vocational – Personal Finance World Languages – Spanish I and II, French I and II Fine Art – General Music, General Music – Music Video, Class Piano I, Instrumental

Music – Guitar I & II, Instrumental Music – Percussion, Orchestra I, Senior Band I, Vocal Music I & II, Visual Art I & II, Dance I-IV, Theater Arts (Act/Drama), Theater Arts III (Tech Theater)

On-Line Learning – various course offerings via MCS eSchoolElective courses offered are and include the following:

English – Journalism PE/Health – Advanced Team Sports, Advanced Individual Sports World Languages – Etymology/Mythology Computer Science – Personal Computing, Computer Applications, Interactive Multi

Media Design Vocational – Child & Lifespan Development, Family Consumer Science, Nutrition and


Foods, Life Connections Social Studies – African American History, Facing History, Contemporary Issues,

Modern History JROTC – AJROTC I-IV

In addition to the courses offered at Overton, students have the option to attend vocational classes at Sheffield Career and Technology Center.

Honors Curriculum OfferingsOverton offers a diverse honors program to provide a challenging academic environment. Honors classes are available in all core subjects for students that meet certain requirements and qualifications. Additionally, there are several unique honors classes offered:

World Languages – Etymology/Mythology, Spanish III & IV English – English as a Second Language (ESL), Intelligent and Gifted English I (CLUE),

Pre-AP English II Social Studies – Facing History, Contemporary Issues Mathematics – Calculus Science – Anatomy and Physiology

Unique ProgramsAdvanced Placement (AP) courses are available in the following subjects:

English – English Language and Composition, English Literature and Composition Mathematics – Calculus AB Science – Biology, Chemistry Social Studies – U.S. History, Government and Politics World Languages – Spanish Language Arts – 2D Drawing, 2D Studio Art, 3D Studio Art, Music Theory

By far one of the most unique aspects of Overton High School is the Creative and Performing Arts (CAPA) optional program. The CAPA program provides artistically-inclined students with the opportunity to pursue intense study in vocal music, instrumental music, music theory, dance, drama, visual art, digital design, and creative writing, while meeting state requirements for graduation and college prerequisites. To be considered for the CAPA program, a student must meet certain grade, conduct, and test requirements; complete an application; and submit an audition piece or performance. The CAPA optional program consists of the following honors course offerings:

Dance - Dance I-IV Visual Art – Photography, Visual Art I & II, Visual Design I & II Instrumental Music – Orchestra I-IV, Senior Band I-IV, Senior Band – Color Guard,

Jazz/Stage Band I-IV, Symphonic Band I-IV, Class Piano I-IV, Theory & Harmony Vocal Music – Chamber Singers, Swing/Show Choir, Vocal Music I-IV Drama – Theater Arts I-IV English – Creative Writing I-II Broadcasting – Media Concepts (students receive a vocational credit for this CAPA class)

There are currently 382 students enrolled in the CAPA program, with a program enrollment of the following:


Visual Art - 67 Band - 62 Broadcasting - 12 Choir - 60 Creative Writing - 44 Dance - 56 Drama - 24 Orchestra - 35 Piano – 22

Overton offers Comprehensive Development Classes (CDC), instructional resource classes (full inclusion), and consultation services for the inclusion of special needs students into a standard classroom setting. Instruction and consultation services are offered to our intellectually gifted students via CLUE English I.

After school tutoring is available for all of the core subjects, EOC test preparation, and ACT test preparation.

Parent/Guardian Demographics:Memphis City Schools no longer includes parent/guardian demographic information questions in the parent opinion surveys. All data for this indicator must be extrapolated from student demographics and community characteristics.From student enrollment as of September 2001:

Race/Ethnicity Number PercentageAmerican Indian/Alaskan Native

1 .07

Asian 9 .66Black/African American 1145 84.07

Hispanic/Latino 127 9.32Native Hawaiian/Pacific Islander 0 0

White/Caucasian 80 5.87

Socio-Economic Status (Student Lunch Status)

Number Percentage

Direct Certified (Free) 633 46.476Free 307 22.54

Reduced 99 7.269Full Pay 323 23.715

Parental SupportOverton has a strong parental base. Each CAPA department has an extremely active booster club. Additionally, the School Leadership Council/Site-Based Decision-Making Council consists of parents, faculty, staff, community representatives, and students. Parents also attend Annual Title I Parent Meetings, PACE Parent Assemblies, school open houses, parent-teacher conferences, and PTSA meetings.

Community Characteristics:School-Business-Community PartnershipsOverton is very fortunate to have a strong business and community partnership to support the


school and its programs. The school has ten adopters that assist the students, faculty, and staff. The adopters include: The Orpheum Theater, Attorney John Michael Bailey, Stax Museum of American Soul Music, The University of Memphis College of Communication and Fine Arts, Ticketmaster, Fox 13 Television, Sun Trust Bank, Highpoint Church, Colonial Baptist Church, Memphis and Shelby County Music Commission, and Napoleon Overton. Additionally, Overton has maintained a close community relationship with several local, regional, and national creative and performing arts advisors who meet periodically throughout the school year to discuss the Creative and Performing Arts optional program.

Community Involvement/Participation in School ActivitiesMany of Overton’s student organizations take part in activities that involve and affect the community such as the Kids Kan canned food drive, food baskets for families in need, valentines for veterans, and Pennies for Patients. The community supports the CAPA program through their attendance at the annual Arts Fair, held each spring, and through their attendance at student performances throughout the year. Many community members, including school adopters, attend athletic and JROTC events. Community members and school adopters serve on advisory boards, school councils, and booster committees, and often serve as judges and chaperones for competitions and special events.

Community DemographicsThe majority of the student body at Overton High School resides within the 38117 zip code area. The following demographics were reported for the 38117 zip code for the 2010 U.S. Census:Size of Community of School Zip Code (2010 US Census)

Categories Number PercentageTotal Population 26125 100

Female 13851 53Male 12274 47

Under 5 years of age 1745 6.75 to 9 years of age 1475 5.6

10 to 14 years of age 1477 5.715 to 19 years of age 1292 4.920 to 29 years of age 3339 12.830 to 39 years of age 3603 13.840 to 49 years of age 3375 12.950 to 59 years of age 3662 14.060 to 69 years of age 2541 9.870 to 79 years of age 1669 6.4

80+ years of age 1947 7.4Race/Ethnicity of Community of School Zip Code (2010 US Census)

Race/Ethnicity Number PercentageWhite/Caucasian 21497 82.3

Black/African American 2615 10.0American Indian/Alaskan Native 46 0.2

Asian 452 1.7Native Hawaiian/Pacific Islander 6 0

Hispanic/Latino 1217 4.7Two or More Races 265 1.0

Other 27 0.1


Household Types of Community of School Zip Code (2010 US Census)Household Type Number PercentageTotal Households 11570 100

Family with own children under 18 years of age

2811 24.3

Husband-Wife Family 5148 44.5Husband-Wife Family with own children under 18 years of age

2055 17.8

Male Household, No Wife 446 3.9Male Householder, No Wife with

own children under 18 years of age202 1.7

Female Householder, No Husband 1253 10.8Female Householder, No Husband with own children under 18 years

of age

554 4.8

Nonfamily Households 4723 40.8Average household size is 2.25 people, and the average family size is 2.91 people.

Component 1b – Academic and Non-Academic Data Analysis/Synthesis

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment Measures(Rubric Indicator 1.4)

List Data Sources End-of-Course Exams: Algebra I, English II TCAP 11th Grade Writing AssessmentEnd-of-Course Exams: Biology, U.S. History, Algebra II, English I, English III ACTSATAdvanced Placement ExamsDiscovery Formative AssessmentsFolio Writing AssessmentsPLAN PSATReport Card DataCommon Assessments by Department/CourseAttendance RateCohort Dropout RateGraduation RateStudent Discipline Data


TEMPLATE 1.5: Data Collection and Analysis(Rubric Indicator 1.5)

Describe the data collection and analysis process used in determining your strengths and needs.All data is collected from official score reports, Chancery SMS data, Tennessee Department of Education website (http://www.k-12.state.tn), and the TDOE State Report Card website (http://edu.reportcard.state.tn.us/pls/apex/f?p=200:1:3297962111016928).

Overton High School is in “School Improvement 1” on the TDOE Report Card for 2010-2011 for failure to meet federal benchmarks in Mathematics, Reading/Language Arts, and Graduation Rate. The AYP benchmark for mathematics for 2010-2011 was 44% proficient/advanced. Overton students failed to meet this benchmark by 7% for all students, 7% for Black/African American students, and 11% for economically disadvantaged students. The AYP benchmark for reading/language arts for 2010-2011 was 61% proficient/advanced. Overton students failed to meet this benchmark by 3% for all students, 4% for Black/African American students, and 8% for economically disadvantaged students. The AYP benchmark for graduation rate for 2010-2011 was 85.1%. Raw data suggests that Overton students failed to meet this benchmark by 5.6%.

The following table shows Overton’s AYP Status History prior to 2010-11:Academic Year AYP Status Status Explanation

2003-2004 Good Standing Met AYP Benchmarks2004-2005 Good Standing Met AYP Benchmarks2005-2006 Good Standing Met AYP Benchmarks2006-2007 Target Lacking Adequate Gains –

Graduation Rate2007-2008 Good Standing Met AYP Benchmarks2008-2009 Target Lacking Adequate Gains –

Mathematics2009-2010 Target Lacking Adequate Gains –

Graduation RateWhile enjoying a long history of meeting federal benchmarks for Mathematics, Reading/Language Arts, and Graduation Rate, Overton has struggled in the last five years due to the challenges associated with an ever increasing number of economically disadvantaged students. Areas of acute need are student achievement in Mathematics and improved Graduation Rate.

TEMPLATE 1.6: Report Card Data Disaggregation(Rubric Indicator 1.6)


http://www.k-12.state.tn/

Report Card Data DisaggregationData Full TDOE Report Card data for 2010-2011 has not been released to date; where appropriate, TDOE Report Card 2010 and the AYP Detail Report 2011 were used. The AYP Detail Report 2011 is a preliminary report of AYP findings released to systems and schools prior to the publication of the Tennessee State Report Card.

Enrollment/General InformationAccording to the TDOE Report Card 2010, Overton High School served 1288 students in grades 9-12 during the 2009-2010 school year. Of those students, 76.1% were economically disadvantaged. The ethnic breakdown of the student body was 85.8% African American, 0.7% Asian/Pacific Islander, 6.5% Hispanic, 0% Native American/Alaskan, and 7.0% White. The student body was composed of 55.7% female students and 44.3% male students.

Mathematics According to the AYP Detail Report 2011, on the Algebra I EOC for 2010-2011, 34% of all first time test takers scored proficient or advanced. The target for each subcategory, as set by the State of Tennessee, was 44% proficient or advanced. The disaggregated data shows that those scoring proficient or advanced were 60% White/Caucasian, 22% Hispanic/Latino, 34% Black/African American, 0% Native American/Alaskan, 60% Asian, 0% Hawaiian/Pacific Islander, 30% Economically Disadvantaged, 24% Students with Disabilities, and 0% LEP (Limited English Proficiency).

Reading/Language ArtsAccording to the AYP Detail Report 2011, on the English II EOC Plus Writing in 2010-2011, 58% of all first time test takers scored proficient or advanced. The target for each subcategory, as set by the State of Tennessee, was 61% proficient or advanced. The disaggregated data shows that those scoring proficient or advanced were 82% White/Caucasian, 54% Hispanic/Latino, 57% Black/African American, 0% Native American/Alaskan, 100% Asian, 0% Hawaiian/Pacific Islander, 53% Economically Disadvantaged, 24% Students with Disabilities, and 36% LEP (Limited English Proficiency).

On the TCAP 11th Grade Writing Assessment in 2011, the average student score was a 3.98 on a six-point rubric.

ACTOn the ACT, Grades 9-12, Individual Year 2011, the average Composite score was 17.4. In the individual subcategories, the average scores were 17.0 in English, 16.8 in Mathematics, 17.6 in Reading, and 17.6 in Science/Reasoning.

Attendance/Promotion/Dropout/GraduationThe student attendance rate in 2009-2010 was 91.5%. The cohort dropout rate in 2009-2010 was 20.3%. The graduation rate in 2009-2010 was 81.2%. The event dropout rate in 2009-2010 was 6.4%. The state AMO benchmark for graduation rate was 90%. The federal AYP benchmark for graduation rate for Overton High School was 82.1%.


Report Card Data DisaggregationStudent DisciplineAccording to the TDOE Report Card 2010, Overton students incurred a total of 484 suspensions and 58 expulsions. Black/African American students netted 435/484 suspensions and 56/58 expulsions. Asian/Pacific Islander students netted 2/484 suspensions and 0/58 expulsions. Hispanic/Latino students netted 35/484 suspensions and 1/58 expulsions. White/Caucasian students netted 12/484 suspensions and 1/58 expulsions. Female students netted 220/484 suspensions and 20/58 expulsions. Male students netted 264/484 suspensions and 38/58 expulsions.


TEMPLATE 1.7: Narrative Synthesis of All Data(Rubric Indicator 1.7)

Narrative Synthesis of DataThe greatest area of critical need for Overton High School continues to be meeting the educational needs of economically disadvantaged students in mathematics, reading/language arts, and graduation rate. While all of our students continue to struggle with the new mathematics assessment, economically disadvantaged students also struggle with the reading/language arts assessment and graduation rate. Because school attendance and academic achievement are closely linked, an additional area of need is student attendance. Finally, in this increasingly demanding economy, more and more graduates need to attend and complete secondary education. In an attempt to help them gain admission and have the prerequisite skills necessary to successfully complete the programs, our final area of need is improved ACT Composite scores. Our goal is an average ACT Composite score of 19.0, which is the NCAA clearing house minimum requirement.

TEMPLATE 1.8: Prioritized List of Goal Targets(Rubric Indicator 1.8)

Prioritized List of Goal Targets1. 63% of students will score proficient/advanced on the Algebra I EOC for all

students, Black/African American students, and economically disadvantaged students

2. 74% of students will score proficient/advanced on the English II EOC plus TCAP Writing 11 for economically disadvantaged students and continued growth for all students and Black/African American students

3. 86.5% of students will graduate “on time” for economically disadvantaged students and continued growth for all students and Black/African American students

4. 93% of students will attend school regularly for all students and all subcategories5. The average school ACT Composite score will improved to 19.0 for all students and

continued growth in each ACT subcategory (English, Mathematics, Reading, Science)


Component 2 – Beliefs, Common Mission and Shared Vision

Template 2.1: Beliefs, Common Mission and Shared Vision (Rubric Indicators 2.1 and 2.2)

Beliefs Students’ learning needs are the primary focus of all decisions impacting the work of the

school, and it requires a commitment for continuous improvement. To that end, the school has developed a comprehensive action plan based on instructional needs identified by data analysis to improve student achievement in mathematics, reading/language arts, graduation requirements, and college placement exams. (Utilizes research-based information and data to drive decisions.)(Promoting the use of data-driven decision-making process.)(Achieving proficiency and beyond for all students.)

Student learning is the chief priority of the school. (Aligns policies and procedures to maintain a focus on achieving the school’s goals for student learning.)

Students learn best when they are actively engaged in the learning process. (Promoting a high performing learning culture which includes all students and stakeholders.)

Each student is a valued individual with unique physical, social, emotional, and intellectual needs. (Promoting a high performing learning culture which includes all students and stakeholders.)

Students need not only demonstrate their understanding of essential knowledge and skills but also be actively involved in solving problems and producing quality work. (Holds high expectations for all students.) (Achieving proficiency and beyond for all students.)

Students need to apply their learning in meaningful contexts. (Promoting a high performing learning culture which includes all students and stakeholders.)

Exceptional students (students with disabilities, limited English proficiency, talented and gifted) require special services and resources. (Promoting a high performing learning culture which includes all students and stakeholders.)(Meeting the individual needs of students by striving for a quality education for all students.)

Teachers, administrators, parents, and the community share the responsibility of advancing the school’s mission. (Fosters collaboration among staff and stakeholders.) (Engages in adequate and appropriate internal and external communication.)(Promoting the use of shared decision-making processes.)


Common MissionOverton High School’s mission is to educate the total person through the cooperative efforts of parents, teachers, administrators, staff, and students. We are committed to an educational program that strives to develop all students physically, socially, emotionally, culturally, aesthetically, and intellectually by providing a unique environment in which all students will become confident, life-long learners and productive, responsible citizens.(Provides a clear purpose and direction.)(Fosters collaboration among staff and stakeholders.)(Promoting a high performing learning culture which includes all students and stakeholders.) (Meeting the individual needs of students by striving for a quality education for all students.)

Ways in which our mission is communicated to the students, parents, community, and other stakeholders:

School Website (http://www.mcsk12.net/schools/overton.hs/site/index.shtml) Postings in Every Classroom and Administrative Office Student Handbook Recruitment Literature Cafeteria Mural

(Engages in adequate and appropriate internal and external communication.)(Establishes a link between the beliefs, mission, and vision.)


http://www.mcsk12.net/schools/overton.hs/site/index.shtml

Shared Vision Overton High School believes that every student wants to learn and is capable of learning. We believe that by providing a challenging, standards-based curriculum geared toward college preparatory courses, our students will perform at very high levels. When students have opportunities to learn through their strengths, unexpected and positive cognitive, emotional, social, and even physical changes will take place. We further believe that parents are the most important people in a child’s life because their love, support, and approval are fundamental in determining the success of children and the overall effectiveness of our school. We visualize parents serving as active partners in their children’s education by providing an appropriate home environment conducive to learning and by being actively involved in planning and implementing our educational program. (Holds high expectations for all students.)(Fosters collaboration among staff and stakeholders.)(Establishes a link between beliefs, mission, and vision.)(Promoting a high performing learning culture which includes all students and stakeholders.)(Promoting the use of shared decision-making processes.)(Meeting the individual needs of students by striving for a quality education for all students.)(Achieving proficiency and beyond for all students.)

We envision students making continual discoveries using critical thinking and decision-making skills. Students who arrive at Overton as children will leave as young adults prepared to be productive, responsible citizens with higher-level thinking skills. They will recognize the importance of learning and realize the need to be life-long learners. Our graduates will have a love and appreciation for the arts. They will be self-disciplined and aware that rewards or consequences accompany all behaviors. (Holds high expectations for all students.)(Achieving proficiency and beyond for all students.)

Through the cooperative efforts of parents, teachers, administrators, and students, Overton High School will undergo a metamorphosis from merely being “a school” to “our school.” We are committed to a quality education that strives to develop all students socially, culturally, aesthetically, and intellectually. (Fosters collaboration among staff and stakeholders.)(Promoting the use of shared decision-making processes.)


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 (State 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 grade-appropriate 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, making inferences, metacognition, learning strategies (K-W-L, text structure, anticipation guide, word sorts, modeled fluency, graphic organizers, DR-TA, QAR, independent study strategies, RAFT, summarizing, reciprocal teaching).

Is the current practice research-based?

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


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





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


Distribution and display of school-wide student achievement benchmarks


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 grade

appropriate cohesive standards-

based model for mathematics.

School has implemented formative

assessment aligned with the school

benchmarks.

Support system is in place for

enhancing the quality of

curriculum and instruction.

Monitoring is in place for enhancing

the quality of curriculum and

instruction.


MCS curriculum is aligned with grade-appropriate and cohesive state and national standards. The MCS mathematics scope-and-sequence ensures grade-appropriate numeracy at every level of student academic development.

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

First-year, second-year, and transitionally-licensed teachers participate in a mentoring program which offers them assistance with lesson planning, curriculum implementation, and instructional best practices. 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

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.


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 first two weeks of school to inform instructional decision-making. All EOC courses administer a mock-EOC using the state practice test in April as a formative assessment for the EOC in May.

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.

Is the current practice research-based?Yes Yes Yes Yes


Yes Yes Yes Yes


Ineffective Effective Effective Effective



EOC assessment scores, ACT scores, Advanced Placement (AP) scores, graduation rate calculations

EOC assessment scores, ACT scores, Advanced Placement (AP) scores, graduation rate calculations

Classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits

TEM Randa Tower teacher observation records


Ineffective – Algebra I EOC scores declined from 82% to 76% to 35% to 34% from 2008 to 2011, only 10% of Overton students met College Readiness Benchmarks for ACT Mathematics in 2011 – changes in staffing, teaching assignments, and implementation of new proficiency-based grading protocol at Overton should yield more effective curriculum implementation for 2011-2012.

Effective – increase in English EOC II 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.

Effective – Overton first-year, second-year, and transitionally-licensed teachers have been successful in curriculum implementation, and many are still employed by MCS; Algebra I and English II data teams enjoyed a 2% gain in English 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.

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).


School-wide, School-wide Mentor/protégé School-wide TEM


regional, and district classroom walkthrough curriculum audits; school-wide lesson plan audits

implementation reports and scores; school-wide lesson plan audits

meeting minutes and mentoring logs; data team logs and meeting minutes; departmental PLC meeting minutes

teacher evaluations with appropriate observation records; school-wide lesson plan audits


In addition to the continued use of MCS curriculum and instructional maps, Overton will strive to incorporate numeracy into non-mathematics courses.

Overton will continue to implement MCS-adopted 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 transitionally-licensed teachers.

Overton teachers and support staff will strive for effectiveness ratings of 5 on this year’s and subsequent years’ evaluations.


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 grade level to stakeholders

through a variety of media formats.


Overton uses MCS-adopted textbooks aligned with MCS curriculum which is aligned with state and national standards. Overton supplements MCS-adopted 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 (http://www.mcsk12.net/ schools/ 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



School website, print copy in guidance suite


Effective – increase in English II EOC scores from 56% to 58%, increase in Biology EOC scores from 24.15% to

Effective – school website posting (http://www.mcsk12.net/ schools/ overton.hs/site/index.shtml )


http://www.mcsk12.net/%20schools/




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.


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


Overton will continue to use MCS-adopted 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 3.1.b: Curriculum Gap Analysis

Curriculum Gap Analysis - Narrative Response Required “What Is” at Overton High School…TimeOverton’s school year is comprised of 180 instructional days divided into four (4) nine-week grading periods. A school day is comprised of seven (7) 45-minute periods. Each teacher is instructed to teach “bell to bell” per the Overton High School Teacher Handbook to maximize instructional time. Additionally, each teacher is allotted a 45-minute planning period daily to lesson plan, collaborate with colleagues, and perform other necessary tasks. A school-wide 15/15 Rule outlined in the Student and Teacher Handbooks holds sacred the first 15 minutes and the last 15 minutes of each period, allowing for maximum instructional impact. School-day disruptions are avoided and/or kept to a minimum. Where possible and appropriate, the school employs an activity schedule for school-day events. This schedule evenly distributes instructional time amongst effected periods. MoneyOverton’s Site-Based allocation is broken down in the following accounts: Salaries - $2,065; Property Maintenance Services - $957.03; Miscellaneous Contracted Services - $1,137.34; Supplies and Materials - $56,406.29; Travel - $3,308; Property - $15,061.75; Other (School Fees) - $5,759. Textbooks and personnel salaries (except those listed below) are paid for by the MCS District and where appropriate MCS Optional. As a supplement to the LEA budget from the MCS District and Overton’s Site-Based allocation, Overton has a Title I allocation for improvement of basic programs totaling $390,534. Overton reserves 10% of its annual Title I allocation for professional development to directly improve curriculum implementation and instruction for increased student achievement. For 2011-2012, that amount equals $39,053. Additionally, Overton employs an instructional facilitator to aid and initiate curriculum and instruction implementation and professional development, an instructional computer technician to implement state curriculum requirements such as on-line learning, and a full-time teacher to alleviate class size. Their combined salaries equal $147,163. The remaining allocation is broken down into the following accounts: Rental - Equipment - $12,128; Repair/Maintenance (of Equipment) - $4,200; Supplies and Materials - $124,672; Equipment - $11,250; Computers - $52,068. Additionally, Overton is allocated $8,000 annually to supplement and support its optional program from MCS Optional. PersonnelOverton’s administration and faculty consists of one principal, three assistant principals, 69 full-time teachers (including Exceptional Education, ESL), and two itinerate teachers. The support staff consists of two librarians/media specialists, one instructional facilitator, three guidance counselors, five secretaries, one in-school suspension monitor (ISS), one hall monitor, one instructional computer technician, and nine paraprofessionals. In core subjects, especially mathematics and English, every effort has been made to reduce teacher preparations to one course so that these critical teachers may spend the maximum time and effort available crafting superb first instruction and when necessary intervention.Other ResourcesTo maximize curriculum and instruction, Overton has physically grouped teachers by common mission (Freshman Academy) or department to facilitate collaboration and common planning.


Additionally, each member of school leadership has been assigned a department to observe, monitor, and evaluate. Overton has recently designated one classroom as an on-line learning lab for completion of on-line coursework and district-adopted intervention programs (Stanford Math and Reading Plus). Additionally, Overton has outfitted 45 classrooms with interactive whiteboards and allocated funds to provide new teacher computer workstations to every teacher.

“What Ought to Be” at Overton High School…TimeCommon planning, especially for core subjects, is a recognized need. This time would allow for teacher collaboration to improve curriculum and instruction. Furthermore, more time should be dedicated to providing interventions outside of the regular instructional day. When available and appropriate, Overton does apply for and employ MCS Extended Contract services. This service allows Overton teachers the opportunity to provide academic interventions to struggling learners and be compensated for their time and efforts. Additionally, more time should be dedicated to advertising and endorsing all the intervention and enrichment opportunities available to students.MoneyAdditional funding to hire personnel to alleviate class size, especially in core subjects, is needed. Overton is considering allocating future Title I monies to personnel.PersonnelPersonnel to provide support, such as literacy and mathematics coaches, as well as additional instructional facilitators or assistant principals could improve the quality of curriculum and instruction offered. The areas of greatest need are mathematics and English. These people could take on not only instructional coaching roles but also provide support for intervention and enrichment implementation.Other ResourcesOverton has identified the need to continuously improve instructional technology to meet the ever increasing technological demands of the local, state, and federal curriculum and instruction standards. It is our goal to update our Library/Media Center for 2012-2013.Equity and Adequacy:Are we providing equity and adequacy to all of our teachers?Yes – Overton performs regular lesson plan and curriculum audits to ensure compliance with local, state, and federal curriculum standards. Each teacher has a copy of the MCS instructional maps as well as the TDOE curriculum standards. Teachers are offered constructive feedback on the quality of their lessons and implementation of curriculum through informal conferences, departmental PLCs, data team meetings, and formal teacher observations/evaluations.

Are we targeting funds and resources effectively to meet the needs of all of our teachers in being effective with all their students? Yes – Overton ensures adequate and appropriate supplies and materials so that every student and teacher may be successful via combined funding from the MCS District, Overton Site-Based allocation, and Overton Title I allocation. Each purchase request is linked to student academic achievement.

Based on the data, are we accurately meeting the needs of all students in our school?No – Overton has failed to adequately meet all the instructional needs of each student subgroup, especially Black/African American students and economically disadvantaged students. However, every effort is being made to reach these subgroups and help them experience academic success.


Template 3.1.c: Curricular Summary Questions (Rubric Indicator 3.2)

Curriculum Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?Overton has experienced success in implementing the English/language arts, science, and social studies curriculums as evidenced by the following increases: increase in English II EOC scores from 56% to 58%, increase in EOC 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%. Additionally, we have a dedicated and talented faculty of highly qualified teachers who continually strive to improve student academic achievement. Our faculty regularly communicates student learning to parents via the Parent Connect portal of Power Teacher, quarterly progress reports, quarterly report cards, bi-annual parent-teacher conferences, and student proficiency tracking in Algebra I and English II. Overton is committed to data-driven instruction through regular formative assessment and data analysis team meetings.

Curriculum Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know? (These should be stated as curricular practice challenges identified in the templates above that could be a cause of the prioritized needs identified in component 1.)The implementation of a grade appropriate cohesive standards based model for mathematics has been a challenge for Overton as evidenced by our failure to make adequate gains on the Algebra I EOC assessment. Though we are implementing the MCS curriculum with fidelity, there are gaps in our student population’s content knowledge which need to be addressed outside of the MCS instructional map in order for them to be academically successful. Additionally, we could improve our monitoring of successful student graduation course requirements as evidenced by our failure to make adequate gains in cohort graduation rate.

Curriculum Summary Questions- Narrative Response RequiredHow will we address our challenges? Overton has developed a comprehensive Action Plan (see Component 4) to address these needs. Overton is committed to early identification of students at-risk for both areas and providing targeted, data-driven interventions to improve academic success. The alignment of our grading system with proficiency-based goals and objectives communicates to students and parents what they know, what they are able to do, and what they need to know and be able to do in order to be successful. Overton is continuously providing time, resources, and personnel to improving these areas of need.


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 order thinking skills.


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.

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.

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 ACT and

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.


Advanced Placement diagnostic indicator. All courses at Overton administer a preliminary diagnostic during the first two weeks of school to inform instructional decision-making. All EOC courses administer a mock-EOC using the state practice test in April as a formative assessment for the EOC in May.



Yes Yes Yes Yes




EOC assessment scores, ACT scores, report card audits, classroom walkthrough observations, classroom walkthrough curriculum audits,



TEM Randa Tower teacher observation records


lesson plan audits lesson plan audits lesson plan audits


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.








School-wide TEM teacher evaluations with appropriate observation records; 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

Overton will continue to employ the use of MCS curriculum and instructional maps. MCS regularly

Overton will continue to implement MCS-adopted formative assessment programs and use data from

Overton teachers and support staff will strive for effectiveness ratings of 5 on this year’s and subsequent


reviews and updates its curriculum to ensure state and national compliance. Additionally, Overton will supplement the MCS curriculum where appropriate with assessment-specific curriculum (EOC, TCAP Writing 11, ACT).

reviews and updates its curriculum to ensure state and national compliance. Additionally, Overton will supplement the MCS curriculum where appropriate with assessment-specific curriculum (EOC, TCAP Writing 11, ACT).

these assessments to drive instructional decision-making.

years’ evaluations.


Current Instructional Practices (Continued) Teachers incorporate a

wide range of research-based, student-centered

teaching strategies.

Classroom organization and

management techniques support the

learning process.

Students are provided with multiple

opportunities to receive additional

assistance to improve their learning beyond the initial classroom

instruction.

Classroom instruction supports the learning

of students with diverse cultural and

language backgrounds and with different learning needs and

learning styles.Evidence of Practice (State in definitive/tangible terms)

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

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, first-year, second-year, and

For 2011-2012, Overton has implemented a proficiency-based 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

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.

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 management procedures.

be obtained outside of the instructional day via alternative assignments or MCS-adopted 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 grading period to achieve a higher letter grade.

indicators for the Teach domain address this goal. Teachers are provided timely feedback and given opportunities to improve curriculum implementation and instruction.



Yes Yes Yes Yes






EOC assessment scores, ACT scores, report card audits



lesson plan audits, TEM Randa Tower teacher observation records

lesson plan audits, TEM Randa Tower teacher observation records, mentor/protégé meeting minutes and mentoring logs

lesson plan audits, TEM Randa Tower teacher observation records



Effective – Overton first-year, second-year, and transitionally-licensed teachers have been successful in 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%.

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%.



School-wide TEM teacher evaluations with appropriate observation records;


School-wide, regional, and district classroom walkthrough curriculum audits;



school-wide lesson plan audits; Title I purchase orders (including item justifications)

school-wide lesson plan audits; Title I purchase orders (including item justifications); mentor/protégé meeting minutes and mentoring logs






Overton will continue to implement the proficiency-based grading protocol with hopes to expand it to all courses by 2012-2013.



Template 3.2.b: Instructional Gap Analysis

Instructional Gap Analysis - Narrative Response Required “What Is” at Overton High School…TimeOverton’s school year is comprised of 180 instructional days divided into four (4) nine-week grading periods. A school day is comprised of seven (7) 45-minute periods. Each teacher is instructed to teach “bell to bell” per the Overton High School Teacher Handbook to maximize instructional time. Additionally, each teacher is allotted a 45-minute planning period daily to lesson plan, collaborate with colleagues, and perform other necessary tasks. A school-wide 15/15 Rule outlined in the Student and Teacher Handbooks holds sacred the first 15 minutes and the last 15 minutes of each period, allowing for maximum instructional impact. School-day disruptions are avoided and/or kept to a minimum. Where possible and appropriate, the school employs an activity schedule for school-day events. This schedule evenly distributes instructional time amongst effected periods. MoneyOverton’s Site-Based allocation is broken down in the following accounts: Salaries - $2,065; Property Maintenance Services - $957.03; Miscellaneous Contracted Services - $1,137.34; Supplies and Materials - $56,406.29; Travel - $3,308; Property - $15,061.75; Other (School Fees) - $5,759. Textbooks and personnel salaries (except those listed below) are paid for by the MCS District and where appropriate MCS Optional. As a supplement to the LEA budget from the MCS District and Overton’s Site-Based allocation, Overton has a Title I allocation for improvement of basic programs totaling $390,534. Overton reserves 10% of its annual Title I allocation for professional development to directly improve curriculum implementation and instruction for increased student achievement. For 2011-2012, that amount equals $39,053. Additionally, Overton employs an instructional facilitator to aid and initiate curriculum and instruction implementation and professional development, an instructional computer technician to implement state curriculum requirements such as on-line learning, and a full-time teacher to alleviate class size. Their combined salaries equal $147,163. The remaining allocation is broken down into the following accounts: Rental - Equipment - $12,128; Repair/Maintenance (of Equipment) - $4,200; Supplies and Materials - $124,672; Equipment - $11,250; Computers - $52,068. Additionally, Overton is allocated $8,000 annually to supplement and support its optional program from MCS Optional. PersonnelOverton’s administration and faculty consists of one principal, three assistant principals, 69 full-time teachers (including Exceptional Education, ESL), and two itinerate teachers. The support staff consists of two librarians/media specialists, one instructional facilitator, three guidance counselors, five secretaries, one in-school suspension monitor (ISS), one hall monitor, one instructional computer technician, and nine paraprofessionals. In core subjects, especially mathematics and English, every effort has been made to reduce teacher preparations to one course so that these critical teachers may spend the maximum time and effort available crafting superb first instruction and when necessary intervention.Other ResourcesTo maximize curriculum and instruction, Overton has physically grouped teachers by common mission (Freshman Academy) or department to facilitate collaboration and common planning. Additionally, each member of school leadership has been assigned a department to observe,


monitor, and evaluate. Overton has recently designated one classroom as an on-line learning lab for completion of on-line coursework and district-adopted intervention programs (Stanford Math and Reading Plus). Additionally, Overton has outfitted 45 classrooms with interactive whiteboards and allocated funds to provide new teacher computer workstations to every teacher.

“What Ought to Be” at Overton High School…TimeCommon planning, especially for core subjects, is a recognized need. This time would allow for teacher collaboration to improve curriculum and instruction. Furthermore, more time should be dedicated to providing interventions outside of the regular instructional day. When available and appropriate, Overton does apply for and employ MCS Extended Contract services. This service allows Overton teachers the opportunity to provide academic interventions to struggling learners and be compensated for their time and efforts. Additionally, more time should be dedicated to advertising and endorsing all the intervention and enrichment opportunities available to students.MoneyAdditional funding to hire personnel to alleviate class size, especially in core subjects, is needed. Overton is considering allocating future Title I monies to personnel.PersonnelPersonnel to provide support, such as literacy and mathematics coaches, as well as additional instructional facilitators or assistant principals could improve the quality of curriculum and instruction offered. The areas of greatest need are mathematics and English. These people could take on not only instructional coaching roles but also provide support for intervention and enrichment implementation.Other ResourcesOverton has identified the need to continuously improve instructional technology to meet the ever increasing technological demands of the local, state, and federal curriculum and instruction standards. It is our goal to update our Library/Media Center for 2012-2013.Equity and Adequacy:Are we providing equity and adequacy to all of our teachers?Yes – Overton performs regular lesson plan and curriculum audits to ensure compliance with local, state, and federal curriculum standards. Each teacher has a copy of the MCS instructional maps as well as the TDOE curriculum standards. Teachers are offered constructive feedback on the quality of their lessons and implementation of curriculum through informal conferences, departmental PLCs, data team meetings, and formal teacher observations/evaluations.




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

Instructional Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?Overton has experienced success in implementing the English/language arts, science, and social studies curriculum as evidenced by the following increases: 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%. Additionally, we have a dedicated and talented faculty of highly qualified teachers who continually strive to improve student academic achievement. Our faculty regularly communicates student learning to parents via the Parent Connect portal of Power Teacher, quarterly progress reports, quarterly report cards, bi-annual parent-teacher conferences, and student proficiency tracking in Algebra I and English II. Overton is committed to data-driven instruction through regular formative assessment and data analysis team meetings.

Instructional Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as instructional practice challenges identified in the templates above that could be a cause of the prioritized needs identified in component 1.)While students are provided with multiple opportunities to receive additional assistance to improve their learning beyond the initial classroom instruction, Overton still struggles to improve attendance and participation at these events. All core subject teachers provide tutoring and/or intervention after school at least one day each week, yet many of our non-proficient students do not attend. Stanford Math and Reading Plus are MCS-adopted web-based intervention programs, and even with the ability to participate outside of the school building, we still struggle with student participation in these initiatives.

Instructional Summary Questions- Narrative Response RequiredHow will we address our challenges? Overton has developed a comprehensive Action Plan (see Component 4) to address these needs. Overton is committed to early identification of students at-risk for non-proficiency in an attempt to tailor good first instruction to meet their needs. The alignment of our grading system with proficiency-based goals and objectives communicates to students and parents what they know, what they are able to do, and what they need to know and be able to do in order to be successful. Overton is continuously providing time, resources, and personnel to improving our areas of need.


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 standards-based curriculum.

Ensures that the appropriate

assessments are used to guide decisions relative to student

achievement.

Uses a variety of data points for decision-making 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 MCS-adopted 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

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.


Exams for all courses offered. All MCS-adopted assessments are aligned with TDOE standards-based curriculum.

decisions. Furthermore, Overton makes curriculum and instruction decisions after receiving assessment results in the spring: EOC, AP, ACT, TCAP Writing 11. Such decisions might include staffing, building capacity/location, and teacher assignments.



Yes Yes Yes Yes




Assessment results, curriculum audits, testing standards

Assessment results, classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits, master schedule

Assessment results, student enrollment and demographic information

Assessment results, student enrollment and demographic information


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%.

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 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% - additionally, we are aware that our areas of greatest need lie within the student subgroups of Black/African American and economically disadvantaged.

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% - additionally, we are aware that our areas of greatest need lie within the student subgroups of Black/African American and economically disadvantaged.


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 MCS-adopted assessments. Additionally, we plan

Overton will continue to use assessment data to drive instructional decision-making and




to implement ACT mock testing during our instructional down time to improve future ACT scores.

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 (State 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 exams; informal and formal content-specific tests as appropriate throughout curriculum implementation,

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 continue to be purchased to support this goal.

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 continue to be purchased to support this goal.

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.


including diagnostic, formative, and summative evaluations; performance-based assessments

Is the current practice research-based?

Yes Yes Yes Yes


Yes Yes Yes Yes




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


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; parent-teacher conference logs


Effective – increase in English II EOC scores from 56% to 58%, increase in Biology EOC

Effective – 90% of teachers responded that “professional development offerings are data-driven;” 85% of

Effective – 90% of teachers responded that “professional development offerings are data-driven;” 85%

Effective – 73% of parents responded that “the school does give you information about what your child is


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%.

teachers responded that “professional development enhances teachers’ ability to implement instructional strategies that meet diverse student learning needs;” 82% of teachers responded that “professional development enhances teachers’ abilities to improve student learning;” 82% of teachers responded that they “use assessment data to inform their instruction.”

of teachers responded that “professional development enhances teachers’ ability to implement instructional strategies that meet diverse student learning needs;” 82% of teachers responded that “professional development enhances teachers’ abilities to improve student learning.;” 82% of teachers responded that they “use assessment data to inform their instruction.”

learning in school;” 93% of parents responded that they “receive notifications in a timely manner in a language they can understand;” 88% of parents responded that “the school does help them understand what their child needs to learn and be able to do at his/her grade level.”


School-wide test administration; school calendar; Title I purchase orders (including item justification)

Faculty meeting, data team, and departmental PLC meeting minutes; Title I expenditures report; Overton PD Plan


Annual Title I parent meeting(s); quarterly progress reports; quarterly report cards; bi-annual parent-teacher conferences; school-wide data dashboard (updated throughout the year) and displayed in the main hallway


Overton will continue to implement the proficiency-based grading protocol

Overton will continue to offer quality professional development at the school and abroad in order to improve teachers’ ability

Overton will continue to offer quality professional development at the school and abroad in

Overton will continue to keep all stakeholders abreast of current assessment data as it is made available.


with hopes to expand it to all courses by 2012-2013.

to provide quality instruction and meet the learning needs of all students.

order to improve teachers’ ability to provide quality instruction and meet the learning needs of all students.


Template 3.3.b: Assessment Gap Analysis

Assessment Gap Analysis – Narrative Response Required “What Is” at Overton High School…TimeOverton’s school year is comprised of 180 instructional days divided into four (4) nine-week grading periods. A school day is comprised of seven (7) 45-minute periods. Each teacher is instructed to teach “bell to bell” per the Overton High School Teacher Handbook to maximize instructional time. Additionally, each teacher is allotted a 45-minute planning period daily to lesson plan, collaborate with colleagues, and perform other necessary tasks. A school-wide 15/15 Rule outlined in the Student and Teacher Handbooks holds sacred the first 15 minutes and the last 15 minutes of each period, allowing for maximum instructional impact. School-day disruptions are avoided and/or kept to a minimum. Where possible and appropriate, the school employs an activity schedule for school-day events. This schedule evenly distributes instructional time amongst effected periods. MoneyOverton’s Site-Based allocation is broken down in the following accounts: Salaries - $2,065; Property Maintenance Services - $957.03; Miscellaneous Contracted Services - $1,137.34; Supplies and Materials - $56,406.29; Travel - $3,308; Property - $15,061.75; Other (School Fees) - $5,759. Textbooks and personnel salaries (except those listed below) are paid for by the MCS District and where appropriate MCS Optional. As a supplement to the LEA budget from the MCS District and Overton’s Site-Based allocation, Overton has a Title I allocation for improvement of basic programs totaling $390,534. Overton reserves 10% of its annual Title I allocation for professional development to directly improve curriculum implementation and instruction for increased student achievement. For 2011-2012, that amount equals $39,053. Additionally, Overton employs an instructional facilitator to aid and initiate curriculum and instruction implementation and professional development, an instructional computer technician to implement state curriculum requirements such as on-line learning, and a full-time teacher to alleviate class size. Their combined salaries equal $147,163. The remaining allocation is broken down into the following accounts: Rental - Equipment - $12,128; Repair/Maintenance (of Equipment) - $4,200; Supplies and Materials - $124,672; Equipment - $11,250; Computers - $52,068. Additionally, Overton is allocated $8,000 annually to supplement and support its optional program from MCS Optional. PersonnelOverton’s administration and faculty consists of one principal, three assistant principals, 69 full-time teachers (including Exceptional Education, ESL), and two itinerate teachers. The support staff consists of two librarians/media specialists, one instructional facilitator, three guidance counselors, five secretaries, one in-school suspension monitor (ISS), one hall monitor, one instructional computer technician, and nine paraprofessionals. In core subjects, especially mathematics and English, every effort has been made to reduce teacher preparations to one course so that these critical teachers may spend the maximum time and effort available crafting superb first instruction and when necessary intervention.Other ResourcesTo maximize curriculum and instruction, Overton has physically grouped teachers by common mission (Freshman Academy) or department to facilitate collaboration and common planning. Additionally, each member of school leadership has been assigned a department to observe,


“What Ought to Be” at Overton High School…TimeCommon planning, especially for core subjects, is a recognized need. This time would allow for teacher collaboration to improve curriculum and instruction. Furthermore, more time should be dedicated to providing interventions outside of the regular instructional day. When available and appropriate, Overton does apply for and employ MCS Extended Contract services. This service allows Overton teachers the opportunity to provide academic interventions to struggling learners and be compensated for their time and efforts. Additionally, more time should be dedicated to advertising and endorsing all the intervention and enrichment opportunities available to students.MoneyAdditional funding to hire personnel to alleviate class size, especially in core subjects, is needed. Overton is considering allocating future Title I monies to personnel.PersonnelPersonnel to provide support, such as literacy and mathematics coaches, as well as additional instructional facilitators or assistant principals could improve the quality of curriculum and instruction offered. The areas of greatest need are mathematics and English. These people could take on not only instructional coaching roles but also provide support for intervention and enrichment implementation.Other ResourcesOverton has identified the need to continuously improve instructional technology to meet the ever increasing technological demands of the local, state, and federal curriculum and instruction standards. It is our goal to update our Library/Media Center for 2012-2013.Equity and Adequacy:Are we providing equity and adequacy to all of our teachers?Yes – Overton administers every local, state, and national assessment adopted by Memphis City Schools. Additionally, all teachers regardless of content area have access to Title I-funded professional development as described in our school improvement plan.




Template 3.3.c: Assessment Summary Questions (Rubric Indicator 3.6)

Assessment Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?Overton has experienced success in implementing the English/language arts, science, and social studies curriculum as evidenced by the following increases: 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%. Additionally, we have a dedicated and talented faculty of highly qualified teachers who continually strive to improve student academic achievement. Our faculty regularly communicates student learning to parents via the Parent Connect portal of Power Teacher, quarterly progress reports, quarterly report cards, bi-annual parent-teacher conferences, and student proficiency tracking in Algebra I and English II. Overton is committed to data-driven instruction through regular formative assessment and data analysis team meetings.

Assessment Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as assessment practice challenges identified in the templates above that could be a cause of the prioritized needs identified in component 1.)The implementation of a grade appropriate cohesive standards based model for mathematics has been a challenge for Overton as evidenced by our failure to make adequate gains on the Algebra I EOC assessment. Though we are implementing the MCS curriculum with fidelity, there are gaps in our student population’s content knowledge which need to be addressed outside of the MCS instructional map in order for them to be academically successful. Additionally, we could improve our monitoring of successful student graduation course requirements as evidenced by our failure to make adequate gains in cohort graduation rate.

Assessment Summary Questions- Narrative Response RequiredHow will we address our challenges? Overton has developed a comprehensive Action Plan (see Component 4) to address these needs. Overton is committed to early identification of students at-risk for all content areas, especially mathematics and English/language arts, and providing targeted, data-driven interventions to improve academic success. The alignment of our grading system with proficiency-based goals and objectives communicates to students and parents what they know, what they are able to do, and what they need to know and be able to do in order to be successful. Overton is continuously providing time, resources, and personnel to improving areas of need.


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 time-

on-task for all students.

School provides continuous professional

development for school leaders.


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 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”

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”

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.

to maximize instructional impact.

to maximize instructional impact.



Yes Yes Yes Yes




Master schedule School master calendar; Overton HS School Climate Student Survey

School master calendar; Overton HS School Climate Student Survey



Effective – Overton offers 44 graduation requirement courses, 19 elective courses, 10 honors courses beyond graduation requirements, 12 Advanced Placement courses, and 44 creative and performing arts courses.

Effective – 81% of students responded that “my classes stay busy and do not waste time.”


Effective – 90% of teachers responded that “professional development offerings are data-driven;” 85% of teachers responded that “professional development enhances teachers’ ability to implement instructional strategies that meet


diverse student learning needs;” 82% of teachers responded that “professional development enhances teachers’ abilities to improve student learning.”


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


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 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 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.


considering renewing the policy again this year.

considering renewing the policy again this year.


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.


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.


Is the current practice research-based?Yes Yes Yes

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

Has the current practice been effective or ineffective?Effective Effective Effective


School master calendar; Overton HS School Climate Student Survey

Master schedule; school master calendar; Overton HS School Climate Parent Survey

MCS Teacher Survey; Overton HS School Climate Parent Survey



Effective – 87% of parents responded that “the school provides training for teachers/staff on ways of working with special needs students;” 87% of parents responded that “the school provides training for teachers/staff on ways of working with non-English speaking students.”

Effective – 84% of teachers responded that “this school does a good job of encouraging parent and guardian involvement;” 90% of parents responded that “the school does help your child improve his/her achievement by providing assistance or tutoring with homework assignments.”


Weekly admin team meetings to schedule events and discuss any potential disruptions to instructional time

Master schedule; school master calendar

Tutoring logs

Next Step (changes or continuations)Overton will continue to protect instructional

Overton will continue to offer as many course

Overton continues to support the Saturday


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 considering renewing the policy again this year.

offerings as the MCS district staffing formula will allow.

tutoring program and district initiatives such as Kaplan ACT Prep for all 11th graders. Additionally, Overton continuously encourages parent and community involvement through on-going efforts to raise awareness of and participation in school events and groups.


Template 3.4.b: Organizational Gap Analysis

Organizational Gap Analysis – Narrative Response Required “What Is” at Overton High School…TimeOverton’s school year is comprised of 180 instructional days divided into four (4) nine-week grading periods. A school day is comprised of seven (7) 45-minute periods. Each teacher is instructed to teach “bell to bell” per the Overton High School Teacher Handbook to maximize instructional time. Additionally, each teacher is allotted a 45-minute planning period daily to lesson plan, collaborate with colleagues, and perform other necessary tasks. A school-wide 15/15 Rule outlined in the Student and Teacher Handbooks holds sacred the first 15 minutes and the last 15 minutes of each period, allowing for maximum instructional impact. School-day disruptions are avoided and/or kept to a minimum. Where possible and appropriate, the school employs an activity schedule for school-day events. This schedule evenly distributes instructional time amongst effected periods. MoneyOverton’s Site-Based allocation is broken down in the following accounts: Salaries - $2,065; Property Maintenance Services - $957.03; Miscellaneous Contracted Services - $1,137.34; Supplies and Materials - $56,406.29; Travel - $3,308; Property - $15,061.75; Other (School Fees) - $5,759. Textbooks and personnel salaries (except those listed below) are paid for by the MCS District and where appropriate MCS Optional. As a supplement to the LEA budget from the MCS District and Overton’s Site-Based allocation, Overton has a Title I allocation for improvement of basic programs totaling $390,534. Overton reserves 10% of its annual Title I allocation for professional development to directly improve curriculum implementation and instruction for increased student achievement. For 2011-2012, that amount equals $39,053. Additionally, Overton employs an instructional facilitator to aid and initiate curriculum and instruction implementation and professional development, an instructional computer technician to implement state curriculum requirements such as on-line learning, and a full-time teacher to alleviate class size. Their combined salaries equal $147,163. The remaining allocation is broken down into the following accounts: Rental - Equipment - $12,128; Repair/Maintenance (of Equipment) - $4,200; Supplies and Materials - $124,672; Equipment - $11,250; Computers - $52,068. Additionally, Overton is allocated $8,000 annually to supplement and support its optional program from MCS Optional. PersonnelOverton’s administration and faculty consists of one principal, three assistant principals, 69 full-time teachers (including Exceptional Education, ESL), and two itinerate teachers. The support staff consists of two librarians/media specialists, one instructional facilitator, three guidance counselors, five secretaries, one in-school suspension monitor (ISS), one hall monitor, one instructional computer technician, and nine paraprofessionals. In core subjects, especially mathematics and English, every effort has been made to reduce teacher preparations to one course so that these critical teachers may spend the maximum time and effort available crafting superb first instruction and when necessary intervention.Other ResourcesTo maximize curriculum and instruction, Overton has physically grouped teachers by common mission (Freshman Academy) or department to facilitate collaboration and common planning. Additionally, each member of school leadership has been assigned a department to observe,



“What Ought to Be” at Overton High School…TimeCommon planning, especially for core subjects, is a recognized need. This time would allow for teacher collaboration to improve curriculum and instruction. Furthermore, more time should be dedicated to providing interventions outside of the regular instructional day. When available and appropriate, Overton does apply for and employ MCS Extended Contract services. This service allows Overton teachers the opportunity to provide academic interventions to struggling learners and be compensated for their time and efforts. Additionally, more time should be dedicated to advertising and endorsing all the intervention and enrichment opportunities available to students.MoneyAdditional funding to hire personnel to alleviate class size, especially in core subjects, is needed. Overton is considering allocating future Title I monies to personnel.PersonnelPersonnel to provide support, such as Literacy and Mathematics Coaches, as well as additional instructional facilitators or assistant principals could improve the quality of curriculum and instruction offered. The areas of greatest need are mathematics and English. These people could take on not only instructional coaching roles but also provide support for intervention and enrichment implementation.Other ResourcesOverton has identified the need to continuously improve instructional technology to meet the ever increasing technological demands of the local, state, and federal curriculum and instruction standards. It is our goal to update our Library/Media Center for 2012-2013.Equity and Adequacy:Are we providing equity and adequacy to all of our teachers?Yes – Overton administers every local, state, and national assessment adopted by Memphis City Schools. Additionally, all teachers regardless of content area have access to Title I-funded professional development as described in our school improvement plan.




Template 3.4.c: Organization Summary Questions (Rubric Indicator 3.8)Organization Summary Questions- Narrative Response RequiredWhat are our major strengths and how do we know?Overton offers a rich and well-rounded curriculum to educate the total person as evidenced by its 44 graduation requirement courses, 19 elective courses, 10 honors courses beyond graduation requirements, 12 Advanced Placement courses, and 44 creative and performing arts courses.

Organization Summary Questions- Narrative Response RequiredWhat are our major challenges and how do we know. (These should be stated as organizational practice challenges identified in the templates above that could be a cause of the prioritized needs identified in component 1.) Overton struggles to support a diverse learning community when its student body population is comprised of large majorities in ethnicity/race and socio-economic status.

Organization Summary Questions- Narrative Response RequiredHow will we address our challenges? Overton will continue to offer as many course offerings as the MCS district staffing formula will allow. The following is a list of desired course offerings: English I +, English II+, Geometry I+, ACT Prep Mathematics/Science, ACT Prep English/Reading, intervention pull-outs/study halls for MCS-adopted intervention programs.


Component 4 – Action Plan Development

TEMPLATE 4.1: Goals (Based on the prioritized goal targets developed in Component 1.)Describe your goal and identify which need(s) it addresses. The findings in Component 1 should drive the goal statements. How does this goal connect to your system’s five year or systemwide plan?(Rubric Indicator 4.1)

TEMPLATE 4.2: Action Steps (Based on the challenges/next steps identified in Component 3 which focus on curricular, instructional, assessment and organizational practices.)Descriptively list the action you plan to take to ensure that you will be able to progress toward your prioritized goal targets. The action steps are strategies and interventions, and should be based on scientifically based research where possible. Professional Development, Parent/Community Involvement, Technology and Communication strategies are to be included within the action steps of each goal statement. (Rubric Indicator 4.2)

TEMPLATE 4.3: Implementation PlanFor each of the Action Steps you list, give the timeline for the step, the person(s) responsible for the step, the projected cost(s), funding sources and the evaluation strategy. (Rubric Indicator 4.3)


GOAL 1 – Action Plan DevelopmentTemplate 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 63% of students will score Proficient/Advanced on the Algebra I End-of-Course exam – improve 29% for all students, improve 29% for Black/African American students, and improve 33% 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 Algebra I End-of-Course exam.

ACTION STEPS – Template 4.2 – (Rubric Indicator 4.2) IMPLEMENTATION PLAN – Template 4.3 – (Rubric Indicator 4.3)Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Timeline Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy Performance Results / Outcomes

Action Step

Collect, disaggregate, and evaluate data to identify students in need of intensive intervention in Algebra I.

May 2011 to April 2012

Algebra I teachers and

all stakeholders

Discovery Formative

Assessment tests and results;

Intervention resources –

example, Triumph EOC Coach book(s)

Discovery Formative

Assessment fees are paid for by

the MCS District;Title I funds purchased sufficient

Triumph EOC Coach book(s) in previous years

Continued analysis of Discovery Formative Assessment results as they are obtained throughout the SY;

Algebra I EOC scores for May 2012

63% of students will score

Proficient/Advanced on the Algebra I End-

of-Course exam in May 2012

Action Step

Develop subskill probes for top ten (10) most missed subskills on Discovery Formative Assessment Predictive test and re-teach and assess student progress on those skills.

October 2011

through April 2012

Instructional Facilitator

and Algebra I teachers

Discovery Assessment

website tools to create probe

Discovery Assessment 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 performance on future Discovery

Formative Assessments and

achieved target AYP score in Algebra I

Action Step

Provide supplementary training to math teachers in effective, innovative, and relevant teaching practices.

August 2011

through May 2012

Instructional Facilitator and Math teachers

Professional development

conferences and materials

$39,053 – Overton has set aside 10% of its

total Title I allocation for professional

Meeting minutes for departmental

meetings and select faculty meetings

Improved student academic

achievement – course grades, improved

student performance on all Math


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


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



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


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)




Goal74% 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.


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.




Required Resources



Action Step

Collect, disaggregate, and evaluate data to identify students in need of intensive intervention in English II and English III.

May 2011 to April 2012

English II and English III teachers

and all stakeholders

Discovery Formative


Folio Writing Formative


Intervention resources –

example, Triumph EOC Coach book(s)

Discovery Formative

Assessment fees and Folio Writing fees are paid for

by the MCS District;

Title I funds purchased sufficient

Triumph EOC Coach book(s) in previous years

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 and English II EOC scores for May

2012

74% of students will score

Proficient/Advanced on the English II EOC

exam plus TCAP Writing 11 by May

2012

Action Step

Develop subskill probes for top ten (10) most missed subskills on Discovery Formative Assessment Predictive test and re-teach and assess student progress on those skills.

October 2011

through April 2012


and English II teachers

Discovery Assessment

website tools to create probe


are paid for by the MCS District


recorded in English II teachers’ Power

Teacher gradebooks



achieved target AYP score in English II

Action Step

Develop subskill mini-lessons for top three (3) most missed subskills on Folio Writing Formative Assessment and re-teach and assess student progress on those skills

October 2011

through February


and English III teachers

Folio Writing Assessment

website tools to create subskill

Folio Writing fees are paid for by

the MCS District


recorded in English III

Improved student performance on

future Folio Writing Assessments and


2012 reports teachers’ Power Teacher gradebooks

achieved target AYP score in English III

Action Step

Provide supplementary training to English teachers in effective, innovative, and relevant teaching practices.

August 2011

through May 2012


and English teachers




total Title I allocation for professional development



Improved student academic

achievement – course grades, improved

student performance on all English Assessments

(Discovery Formative Assessment, Folio Writing Formative

Assessment, TCAP 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


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


Formative Assessments and future Folio Writing

Formative Assessments;

achieved target AYP scores in English II

and English III

Action Step

Create and implement proficiency-based 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


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


Goal 86.5% Graduation Rate for all students and all subgroups.


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 yearly graduation rate.




Required Resources



Action Step

Collect, disaggregate, and evaluate data to identify students in need of intensive intervention for graduation rate.

August 2011

through May 2012

Principal and Administrative

Team, especially Guidance

Counselors

Enrollment data; transcripts for

graduation cohort$0

Continued analysis of enrollment and

academic data as they are obtained throughout the SY

86.5% graduation rate for 2011-2012

SY

Action Step

Develop and generate bi-weekly list of at-risk on-time graduates and assign these students to academic counseling.

October 2011

through May 2012

Principal and Guidance

Counselors


graduation cohort$0

Continued analysis of enrollment and

academic data as they are obtained

throughout the SY; counseling logs

and/or session notes


SY

Action Step

Develop and implement senior drop-out alert system and conduct pre-withdrawal counseling for all members of graduation cohort.

August 2011

through May 2012

Principal, Records

Secretary, Attendance Secretary, Guidance

Counselors

Alerts of senior withdrawals;

enrollment data; transcripts for

graduation cohort

$0Withdrawal papers;

counseling logs and/or session notes


SY

Action Step

Develop and implement graduation cohort calling plan.

August 2011

through

Guidance Counselors and teacher


graduation cohort

$0 Counseling logs and/or session notes; call logs; intervention


SY


May 2012 volunteers plans for at-risk graduates

Action Step

Implement teacher volunteer program to assist records secretary with filing and graduation cohort tracking and to provide one-on-one student counseling and/or parent counseling for at-risk graduates.

January 2012

through May 2012

Teacher volunteers


graduation cohort$0

Time logs; counseling logs and/or session

notes


SY




Goal 93% student attendance rate for all students and all subgroups.


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 yearly attendance rate.




Required Resources



Action Step Plan and implement hall sweep system.

October 2011

through May 2012

Assistant Principals

Personnel to staff hall sweep teams

Personnel paid for by MCS

District

Discipline incident data

Improved daily and period attendance

and encouragement of positive behavior throughout the SY

Action Step

Issue parent conferences and letters for first time tardies.

August 2011

through May 2012

Assistant Principals

Attendance data; PLASCO Check-

In System

PLASCO Check-In System paid

for by MCS District

Attendance data



Action Step

Reinstitute detention and in-school suspension (ISS) for continued tardies.

August 2011

through May 2012

Assistant Principals;

ISS Monitor


In System

PLASCO Check-In System and

ISS Monitor paid for by MCS

District

Attendance data



Action Step

Issue Student Attendance Review Team (SART) meetings for habitual truancy.

August 2011

through May 2012

Assistant Principals; Guidance

Counselors; Attendance Secretary


In System

PLASCO Check-In System paid

for by MCS District

Attendance data 93% attendance ratefor 2011-2012 SY




Goal School ACT Average Composite score of 19 or higher for all students tested.


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 ACT.




Required Resources



Action Step

Provide supplementary training to all teachers on effective incorporation of ACT preparation into daily lessons.

August 2011

through May 2012


and all teachers




total Title I allocation for professional development



School ACT average Composite Score of

19 or higher for 2011-2012 SY

Action Step

Administer mock ACT assessment twice a year.

October 2011

through March 2012


and all teachers

Mock ACT assessments

Title I funds purchased

sufficient ACT Prep book(s) with

mock ACT assessments in previous years

Mock ACT assessment results



Action Step

Create and implement incentive program for 19 or higher ACT Composite Score. May 2012

Guidance Counselors and school adopters

ACT results

Incentives would be donated items


the school

ACT results



Action Step

Implement ACT Prep program for all 11th graders.

October 2011

through March

Instructional Facilitator; Guidance Counselor

Kaplan ACT Prep Program and

personnel

Kaplan services paid for by MCS

District

ACT results School ACT average Composite Score of



2012

Action Step

Utilize instructional “down time” for ACT Prep for all grades, 9-12.

October 2011

through May 2012


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; school-

wide lesson plans

Improved rigor and relevance in the classroom – all

courses, all grades; school ACT average Composite Score of



Component 5 – The School Improvement Plan and Process Evaluation

TEMPLATE 5.1: Process Evaluation(Rubric Indicator 5.1)Evidence of Collaborative Process – Narrative response requiredWhat evidence do we have that shows that a collaborative process was used throughout the entire planning process?Subcommittees comprised of teachers, administrators, parents, and community members were formed for each component. Each meeting had a member sign-in and agenda. Subcommittees submitted corrections/revisions/suggestions electronically, and files were collected and saved. The finalized TSIPP will be posted on the school website (http://www.mcsk12.net/schools/overton.hs/ site/index.shtml) and a print copy available for viewing in the Main Office and Parent Center. The TSIPP will also be distributed to each member of the Site-Based Decision-Making Council, as it is there goal to ensure its implementation in the school. The Site-Based Decision-Making Council is comprised of the principal, teachers, certificated staff, an MEA representative, a community representative, parents, and students from each grade level. The Site-Based Decision-Making Council, meets on the first Wednesday of every month. For 2011-2012, those dates are 11/2/11, 12/7/11, 1/4/12, 2/1/12, 3/7/12, 4/4/12, 5/2/12, and 6/1/11. The Site-Based Decision-Making Council is chaired by Shannon Marszalek. It is her goal to hold the principal and school responsible for implementing the action plan in Component 4. Ms. Marszalek is a teacher at Overton; therefore, she is able to observe the action plan implementation first hand. Evidence items are provided for all council members and recorded in the official meeting minutes for non-observable action steps/items.

Evidence of Alignment of Data and Goals – Narrative response requiredWhat evidence do we have that proves alignment between our data and our goals?Three of the five prioritized goals were selected in order to achieve “Good Standing” for AYP and remove the school from the “High Priority” list (Goals 1, 2, 3). The other goals (improved attendance and improved average ACT Composite scores) were selected based on the trend data shown on the TDOE State Report Card (Goals 4 and 5). We found a strong correlation between student attendance and graduation rate – in 2008, our attendance rate was 92.2%, and our graduation rate was 75.3%; in 2009, our attendance rate was 93.7%, and our graduation rate was 81.2%; for 2010, our attendance rate was 91.5%, and raw data suggests our graduation rate was 79.5%. The year we achieved the state goal for attendance (93%) is the same year we achieved our highest graduation rate. Since the State instituted required ACT testing for all 11th graders, our average ACT Composite score has steadily declined from 18.8 in 2009 to 17.5 in 2010 to 17.4 in 2011. Prior to the graduating class of 2010, only students who wanted to go to college were tested. The class of 2009-2010 was the first class with required ACT testing for all 11th graders. In this increasingly challenging economy, all students need education beyond the high school level, and in order to obtain that, they need acceptable ACT scores.

http://www.mcsk12.net/schools/overton.hs/

Evidence of Communication with All Stakeholders – Narrative response requiredWhat evidence do we have of our communication of the TSIPP to all stakeholders?The finalized TSIPP will be posted on the school website (http://www.mcsk12.net/schools/overton.hs/ site/index.shtml) and a print copy available for viewing in the Main Office and Parent Center. The TSIPP will also be distributed to each member of the Site-Based Decision-Making Council, as it is there goal to ensure its implementation in the school. The Site-Based Decision-Making Council is comprised of the principal, teachers, certificated staff, an MEA representative, a community representative, parents, and students from each grade level.

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals – Narrative response requiredWhat evidence do we have that shows our beliefs, shared vision and mission in Component 2 align with our goals in Component 4?At the core of our beliefs, shared vision, and mission, our chief priority is student learning. All of our goals address student learning needs identified through data analysis.

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and Organization – Narrative response requiredWhat evidence do we have that shows our action steps in Component 4 align with our analyses of the areas of curriculum, instruction, assessment and organization in Component 3?The way we have operated in the past is not netting the student academic achievement results we want in the present. Despite our best efforts in 2010-2011, Overton students failed to meet AYP Benchmarks in mathematics, reading/language arts, and graduation rate. Therefore, we need to change what we are doing, how we are doing it, how we are measuring it, and how we are supporting these changes. The action steps in Component 4 address these needs.

Suggestions for the Process – Narrative response requiredWhat suggestions do we have for improving our planning process?The School Leadership Team, also known as the Site-Based Decision-Making Council, meets on the first Wednesday of every month. For 2011-2012, those dates are 11/2/11, 12/7/11, 1/4/12, 2/1/12, 3/7/12, 4/4/12, 5/2/12, and 6/1/11. The Site-Based Decision-Making Council is chaired by Shannon Marszalek. It is her goal to hold the principal and school responsible for implementing the action plan in Component 4. Ms. Marszalek is a teacher at Overton; therefore, she is able to observe the action plan implementation first hand. Evidence items are provided for all council members and recorded in the official meeting minutes for non-observable action steps/items. If the council feels that student achievement goals are not being met or implemented in the proposed timeline, the issues are brought to the principal’s attention and formally recorded in the meeting minutes. Once the issue has been raised, the principal has until the next council session to correct the implementation or propose a revision to the TSIPP action plan.



TEMPLATE 5.2: Implementation Evaluation(Rubric Indicator 5.2)Evidence of Implementation – Narrative response required What is our plan to begin implementation of the action steps?Upon final revision and submission to the state, the TSIPP will be distributed to all stakeholders in October 2011. Overton has already begun implementing the action steps. The School Leadership Team, also known as the Site-Based Decision-Making Council, meets on the first Wednesday of every month. For 2011-2012, those dates are 11/2/11, 12/7/11, 1/4/12, 2/1/12, 3/7/12, 4/4/12, 5/2/12, and 6/1/11. The Site-Based Decision-Making Council is chaired by Shannon Marszalek. It is her goal to hold the principal and school responsible for implementing the action plan in Component 4. Ms. Marszalek is a teacher at Overton; therefore, she is able to observe the action plan implementation first hand. Evidence items are provided for all council members and recorded in the official meeting minutes for non-observable action steps/items. If the council feels that student achievement goals are not being met or implemented in the proposed timeline, the issues are brought to the principal’s attention and formally recorded in the meeting minutes. Once the issue has been raised, the principal has until the next council session to correct the implementation or propose a revision to the TSIPP action plan. Algebra I and English II teachers and administrators hold weekly data team meetings to review current formative assessment data and internally evaluate the implementation of the action steps. Weekly data team meetings began in October 2011 and will continue through April 2012.

Evidence of the Use of Data – Narrative response requiredWhat is the plan for the use of data?Overton continuously collects and analyzes data from several sources – Discovery Formative Assessment (September 20-23, 2011), Folio Writing Formative Assessment (October 5 and November 29, 2011), PSAT (October 12, 2011), PLAN (October 25, 2011), mock ACT testing (November 2011 and January 2012), mock EOC testing (April 2012). We use this data to make timely instructional decisions and action plans. When summative assessments are conducted (February 2012 and May 2012), we collect and analyze that data as well to make large scale decisions concerning staffing, teacher assignments, building and resource allocation, and curriculum offerings. Where possible, data is always disaggregated by membership (enrollment date), race/ethnicity, special services/groups, gender, grade, teacher, and proficiency-level.

TEMPLATE 5.3: Monitoring and Adjusting Evaluation (Rubric Indicator 5.3)Evidence of Monitoring Dates – Narrative response requiredWhat are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) responsible for monitoring and the role they will play in the monitoring process.The School Leadership Team, also known as the Site-Based Decision-Making Council, meets on the first Wednesday of every month. For 2011-2012, those dates are 11/2/11, 12/7/11, 1/4/12, 2/1/12, 3/7/12, 4/4/12, 5/2/12, and 6/1/11. The Site-Based Decision-Making Council is chaired by Shannon Marszalek. It is her goal to hold the principal and school responsible for implementing the action plan in Component 4. Ms. Marszalek is a teacher at Overton; therefore, she is able to observe the action plan implementation first hand. Evidence items are provided for all council members and recorded in the official meeting minutes for non-observable action steps/items.


Evidence of a Process for Monitoring Plan – Narrative response required What will be the process that the School Leadership Team will use to review the analysis of the data from the assessments and determine if adjustments need to be made in our plan?As new data is collected and analyzed, the principal and certificated staff present the data to the council. The council compares the data to the action steps outlined in the action plan and vote on whether we need to continue on with the original action plan or modify. All actions have to be passed by a majority vote.

Evidence of a Process for Adjusting Plan – Narrative response requiredWhat will be the process that the School Leadership Team will use for adjusting our plan (person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed?If the council feels that student achievement goals are not being met or implemented in the proposed timeline, the issues are brought to the principal’s attention and formally recorded in the meeting minutes. Once the issue has been raised, the principal has until the next council session to correct the implementation or propose a revision to the TSIPP action plan. The School Leadership Team, also known as the Site-Based Decision-Making Council, meets on the first Wednesday of every month. For 2011-2012, those dates are 11/2/11, 12/7/11, 1/4/12, 2/1/12, 3/7/12, 4/4/12, 5/2/12, and 6/1/11.

Evidence of a Plan for Communicating to All Stakeholders – Narrative response requiredHow will the School Leadership Team communicate success/adjustments of the plan to stakeholders and solicit ongoing input from stakeholders?Successes will be communicated in print and electronic media via monthly Principal’s Newsletters and announcements on the school website (http://www.mcsk12.net/schools/overton.hs/ site/index.shtml ).



Addendum


Title I School Improvement Plan

Assurance Page

I, Brett 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 OnlyOverton 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 SchoolFamily Engagement Plan

2011-2012“Producing stars 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).

Overton High School provides parents with opportunities for regular meetings (i.e. PTSA, NCLB, booster clubs, senior parent meetings, freshman orientation, athletic/sport support groups).

Overton High School strives to involve parents in all school programs, the PTSA, booster clubs, Leadership Council, tutoring and student-mentoring programs.

Overton High School’s School Level Parent Involvement Plan has described how Overton High has jointly developed with parents a school-parent compact.

(Reviewed September 2011)


Overton High School Transition PlanFreshman Year (9 th grade)

Freshman Academy structure Freshman Academy – specific assemblies and open house Freshman Academy class meetings and counseling/advisory sessions by guidance

counselor and assistant principal Distribution of “Getting Ready for College: Freshman and Sophomore Year” at

counseling/advisory session Completion of “Memphis City Schools – Graduation Plan” for each 9th grade student,

includes a review of 9th grade credits earned/transcript review and an academic plan for 10th through 12th grade year

Senior Year (12 th grade)

Senior-specific assemblies Senior class meetings and counseling/advisory sessions by guidance counselor(s) and

assistant principal(s) Senior Night – introduction to and explanation of college application process and

financial aid application process Senior transcript review Senior withdrawal alert system – records secretary alerts guidance counselor if a 12th

grader withdraws/attempts to withdraw from Overton, the counselor must complete a pre-withdrawal counseling session with the 12th grader

Senior calling plan – each member of the guidance department and some members of the administrative team will call each senior periodically to “check in” and make sure each student is on track for graduation in May


2011 – 2012Professional Development Plan

School:Overton High School

Principal:Brett Lawson

PD Budget:10% of total Title I allocation for 2011- 2012

Date:April 2011

Academic Supt:Dr. Terrence Brown

PDSCC:Jenifer Kelley

Professional Development Plan OverviewBased on an extensive review of student data, teacher data and school data, our school identified and prioritized measurable objectives by subgroups as follows:1. Academic Achievement2. Mentoring New Teachers3. State and National Assessment Test Preparation and Intervention

The Professional Development Plan has goals that will provide teachers with the knowledge, skills, attitudes, behaviors and resources to meet our identified objectives:Goal 1: To increase teacher ability to deliver high quality instruction that will increase student achievement in all core subject areas.Goal 2: To increase new teacher retention and performance.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.

Action PlansThe following plans describe our professional learning activities/events, the content, process and context we plan for each, our implementation timeline, expected outcomes, data sources used to evaluate effectiveness and the budget commitment required.

Goal 1: To increase teacher ability to deliver high quality instruction and assessment that will increase student achievement in all core subject areas.

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

TimelineExpected Outcomes

What data sources will you use to evaluate

effectiveness? (i.e., teacher data, student data)

TotalPD Budget

Balance

Hold presentation(s)/workshop(s) on brain 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.

ObservationsLesson plansTVAAS dataReview of student work

$0

Send teachers of core content areas 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

ObservationsLesson plansPLC minutesConference Agendas

TBA


vital professional contacts.

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


guests, district staff, and/or school staff On-line courses provided by district Coaching/mentoring Subject-area PLCs/teams



Classroom observations Mentoring Study groups Instructional Facilitator



What data sources will you use to evaluate effectiveness? (i.e.,

teacher data, student data)

__________Total

PD BudgetBalance

Hold presentation(s)/workshop(s) on best instructional strategies, classroom management strategies, and best common practices and procedures.


Teachers will learn/review best practices.

Teachers will implement best practices.

Teachers will feel welcomed and supported during their first three years of teaching.

ObservationsLesson plansReview of student workTVAAS dataPLC minutesDisciplinary referral audits

$0

Assign veteran teacher mentors to new teachers

Jenifer Kelley

Mentors

August 2011-May 2012

Teachers will learn/review best practices.

Teachers will implement best practices.

Teachers will feel welcomed and

ObservationsLesson plansReview of student workTVAAS dataPLC minutesDisciplinary referral auditsMentoring logs

$700/mentor


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


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 performance



Classroom observations Mentoring Study groups Instructional Facilitator



What data sources will you use to evaluate

effectiveness? (i.e., teacher data, student data)

__________Total

PD BudgetBalance

Hold presentation(s)/workshop(s) on assessment-specific content and test preparation (End of Course, TCAP Writing, ACT).


Teachers will learn/review assessment contents and their alignment with state and district curriculum standards.

Teachers will teach assessment-specific content and test-taking strategies via mini-lessons, bellwork/warm-ups, and/or exit slips/tickets-out-the-door.

Teachers will implement quality student interventions to improved assessment

ObservationsLesson plansReview of student workTVAAS dataPLC minutesIntervention logsStudent sign-ins

TBA


performance.


Overton High School Intervention Plan

Overton employs the MCS-adopted intervention programs of Stanford Math for mathematics and Reading Plus for English/language arts. These interventions are assigned to students “at risk” for non-proficiency in Algebra I, Algebra I +, English I, and English II respectively. It is the MCS goal that students “at risk” for non-proficiency in mathematics spend no less than 90 minutes a week on Stanford Math and that students “at risk” for non-proficiency in English/language arts spend no less than 135 minutes a week on Reading Plus.

All other intervention measures are detailed in the Comprehensive Action Plan in Component 4.

Mentor Assignment FormSchool: 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

AlternativeLicense Sc

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Amy McDonald x x Cassandra Smith 9-12/Exceptional Education

Jessa Marsh x x Cassandra Smith 12/English IV

Landry Bosworth x x Cassandra Smith 9/English I

Joel Valdez x x x Cassandra Smith 9-12/Music

Chelsea Negray x x Egypt Armstrong 9-12/Music

Michael Hoots

x x x Egypt 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 Cookx x x Jenifer Kelley 9-12/

Mathematics/Study Hall

Patricia Gray x x Tina McBee 9-12/Spanish

Koffi Kissi x x Tina McBee 9-12/French &

SpanishPrincipal: Brett Lawson School Mentor Coordinator: Jenifer Bonds Kelley

* The Dept. of Academic Operations, Technology, and Innovation will provide: 1 mentor stipend per elementary school 2 mentor stipends per middle school 2 mentor stipends per high

school

Principal Signature _____________________________________________________ Date _____________________

School Mentor Coordinator Signature _______________________________________ Date _____________________

Mentor Signature __________________________________________ Date _____________________Please complete this form and send it to the Teaching & Learning Academy to the attention

of “Teacher Induction Staff” (Rt. 2 Loc. 217 or Fax: 416-3617)


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