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Overton High School
School Improvement Plan
1770 Lanier Lane
Memphis, TN 38117
(901) 416-2136
(901) 416-2135 Fax
Tennessee Department of Education
Commissioner 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 Staff
o 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 Page(s) 29-41
Effectiveness
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 Analysis
o 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 Teachers
o Funds Used to Remove School from High Priority List
TSIPP – August 2007 Page 2 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 Page(s) 74-83
Implementation Plan
o School-wide Reform Strategies Based on Scientific Research
o High Quality, On-Going Professional Development
o Strategies to Increase Parental Involvement
o Coordination and Integration of Federal, State, and Local
Services and Programs
o Specific Annual Measurable Goals and Objectives
o Specify Responsibilities of School, Including Technical
Assistance
o Strategies to Promote Effective Parental Involvement
o Intervention Strategies
o Funds Used to Remove School from Improvement Status
Component 5.1 – Process Evaluation Page(s) 84-85
o 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) 88-101
o 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
TSIPP – August 2007 Page 3 of 101
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
TSIPP – August 2007 Page 4 of 101
Tennessee School Improvement Planning Process
(TSIPP)
Assurances
with 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
TSIPP – August 2007 Page 5 of 101
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.1: SIP Leadership Team Composition
(Rubric Indicator 1.1)
Leader-
SIP Leadership Team ship Name of Subcommittee(s) (when
Position
Member Name Chair? applicable)
(Y/N)
Brett Lawson Y Principal
Jenifer Kelley Instructional Facilitator Component 3
Gregory Billings Assistant Principal Component 4
Steven Broadway Assistant Principal Component 5
Michael Sizemore Assistant Principal Component 1
Ashley Tipton Counselor Component 5
Brooke Morgan Counselor Component 2
Glenda Seymour Counselor Component 1
Gwendolyn Bufford- Teacher, Subcommittee
Component 1
Booker Chair
Teacher, Subcommittee
Geoffrey Park Component 1
Chair
Teacher, Subcommittee
Tina McBee Component 2
Chair
Teacher, Subcommittee
Patricia Owens Component 3
Chair
Teacher, Subcommittee
James Weil Component 4
Chair
Teacher, Subcommittee
Egypt Armstrong Component 5
Chair
John Stokes Teacher, Vocational Component 1
Secretary, Non-certified
Pamela Parrish
Personnel
Clare Jacobs Community Member
Patricia Darnall Community Member
Justina Ragland Parent
Asha Scott Student, SGA President
TSIPP – August 2007 Page 6 of 101
Component 1a - School Profile and Collaborative Process
TEMPLATE 1.2: Subcommittee Formation and Operation
(Rubric Indicator 1.2)
Subcommittee for COMPONENT 1 School Profile and Collaborative Process
Member Name Position Chair
Gwendolyn 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
YES NO
the SIP and minutes are on file.
Subcommittee 1 Chair Signature(s)
TSIPP – August 2007 Page 7 of 101
Subcommittee for COMPONENT 2 Beliefs, Mission and Vision
Member Name Position Chair
Patricia Gray Teacher `
Maria Jara Teacher
Koffi Kissi Teacher
Tina McBee Teacher Y
Dana Haeger McGonagill Teacher
Cassandra Morgan Teacher
Brooke Morgan Counselor
Lashanda Montague Parent
Wayne Parks, Sr. Community
Sheryl Myers Secretary, Non-certified Personnel
Amber Moore Student, Vice President – Fund Raising
(tab in last cell to create a new row as needed)
Component 2 Subcommittee has met to address critical
YES NO
components of the SIP and minutes are on file.
Subcommittee 2 Chair Signature
TSIPP – August 2007 Page 8 of 101
Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and
Organizational Effectiveness
Member Name Position Chair
James 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
(tab in last cell to create a new row as needed)
Component 3 Subcommittee has met to address critical
YES NO
components of the SIP and minutes are on file.
Subcommittee 3 Chair Signature
TSIPP – August 2007 Page 9 of 101
Subcommittee for COMPONENT 4 Action Plan Development
Member 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
YES NO
the SIP and minutes are on file.
Subcommittee 4 Chair Signature
TSIPP – August 2007 Page 10 of 101
Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation
Member 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
(tab in last cell to create a new row as needed)
Component 5 Subcommittee has met to address critical
YES NO
components of the SIP and minutes are on file.
Subcommittee 5 Chair Signature
TSIPP – August 2007 Page 11 of 101
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 Findings
MCS 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 Areas of growth: consistency in student discipline; empowerment of
Suggestions and Concerns teachers to speak up to students they did not personally know;
2010-11 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 ONLY 15 PARENTS RESPONDED.
Survey Spring 2010 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 students
Areas 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 NO RESULTS AVAILABLE FOR OVERTON HIGH.
School Climate Survey Spring
2010 (Student)
Overton HS School Parent Areas of growth: involving parents in the decision-making process at
Climate Survey 2011-12 the school; contacting parents to say good things about students;
parental involvement – volunteering, school-based parent organizations,
school committees, parent workshops
TSIPP – August 2007 Page 12 of 101
Data Source Relevant Findings
Areas 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 Areas of growth: teacher knowledge of students; student
Student Survey 2011-12 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
know
Areas 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 Data
Overton 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 Demographics
The 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 Percentage
American Indian/ 1 .07
Alaskan Native
TSIPP – August 2007 Page 13 of 101
Asian 9 .66
Black/African American 1145 84.07
Hispanic/Latino 127 9.32
Native Hawaiian/Pacific 0 0
Islander
White/Caucasian 80 5.87
Gender Number Percentage
Female 719 52.79
Male 643 47.21
Lunch Status Number Percentage
Direct Certified (Free) 633 46.476
Free 307 22.54
Reduced 99 7.269
Full Pay 323 23.715
Students Enrolled in ESL Number Percentage
(Limited English Proficiency)
9 11 .808
10 9 .661
11 7 .514
12 5 .367
Total 32 2.35
Student Discipline
Overton’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 Attendance
The attendance rate for Overton students was 91.5% according to the TDOE Report Card 2010.
TSIPP – August 2007 Page 14 of 101
Staff Characteristics:
Administrative, Faculty, and Staff Demographics
Overton’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 Qualifications
100% 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 Background
One 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
TSIPP – August 2007 Page 15 of 101
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 Background
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 following table shows Overton’s AYP Status History prior to 2010-11:
Academic Year AYP Status Status Explanation
2003-2004 Good Standing Met AYP Benchmarks
2004-2005 Good Standing Met AYP Benchmarks
2005-2006 Good Standing Met AYP Benchmarks
2006-2007 Target Lacking Adequate Gains –
Graduation Rate
2007-2008 Good Standing Met AYP Benchmarks
2008-2009 Target Lacking Adequate Gains –
Mathematics
2009-2010 Target Lacking Adequate Gains –
Graduation Rate
While 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.
TSIPP – August 2007 Page 16 of 101
School Facilities
The 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 Conditions
Overton 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 Offerings
The 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 eSchool
TSIPP – August 2007 Page 17 of 101
Elective 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 Offerings
Overton 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 Programs
Advanced 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,
TSIPP – August 2007 Page 18 of 101
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 Percentage
American Indian/ 1 .07
Alaskan Native
Asian 9 .66
Black/African American 1145 84.07
Hispanic/Latino 127 9.32
Native Hawaiian/Pacific 0 0
Islander
White/Caucasian 80 5.87
Socio-Economic Status Number Percentage
(Student Lunch Status)
Direct Certified (Free) 633 46.476
Free 307 22.54
TSIPP – August 2007 Page 19 of 101
Reduced 99 7.269
Full Pay 323 23.715
Parental Support
Overton 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 Partnerships
Overton 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 Activities
Many 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 Demographics
The 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 Percentage
Total Population 26125 100
Female 13851 53
Male 12274 47
Under 5 years of age 1745 6.7
5 to 9 years of age 1475 5.6
10 to 14 years of age 1477 5.7
15 to 19 years of age 1292 4.9
20 to 29 years of age 3339 12.8
TSIPP – August 2007 Page 20 of 101
30 to 39 years of age 3603 13.8
40 to 49 years of age 3375 12.9
50 to 59 years of age 3662 14.0
60 to 69 years of age 2541 9.8
70 to 79 years of age 1669 6.4
80+ years of age 1947 7.4
Race/Ethnicity of Community of School Zip Code (2010 US Census)
Race/Ethnicity Number Percentage
White/Caucasian 21497 82.3
Black/African American 2615 10.0
American Indian/Alaskan 46 0.2
Native
Asian 452 1.7
Native Hawaiian/Pacific 6 0
Islander
Hispanic/Latino 1217 4.7
Two or More Races 265 1.0
Other 27 0.1
Household Types of Community of School Zip Code (2010 US Census)
Household Type Number Percentage
Total Households 11570 100
Family with own children 2811 24.3
under 18 years of age
Husband-Wife Family 5148 44.5
Husband-Wife Family with 2055 17.8
own children under 18 years
of age
Male Household, No Wife 446 3.9
Male Householder, No Wife 202 1.7
with own children under 18
years of age
Female Householder, No 1253 10.8
Husband
Female Householder, No 554 4.8
Husband with own children
under 18 years of age
Nonfamily Households 4723 40.8
Average household size is 2.25 people, and the average family size is 2.91 people.
TSIPP – August 2007 Page 21 of 101
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 Assessment
End-of-Course Exams: Biology, U.S. History, Algebra II, English I, English III
ACT
SAT
Advanced Placement Exams
Discovery Formative Assessments
Folio Writing Assessments
PLAN
PSAT
Report Card Data
Common Assessments by Department/Course
Attendance Rate
Cohort Dropout Rate
Graduation Rate
Student 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%.
TSIPP – August 2007 Page 22 of 101
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 Benchmarks
2004-2005 Good Standing Met AYP Benchmarks
2005-2006 Good Standing Met AYP Benchmarks
2006-2007 Target Lacking Adequate Gains –
Graduation Rate
2007-2008 Good Standing Met AYP Benchmarks
2008-2009 Target Lacking Adequate Gains –
Mathematics
2009-2010 Target Lacking Adequate Gains –
Graduation Rate
While 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)
Report Card Data Disaggregation
Data
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 Information
According 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 Arts
According to the AYP Detail Report 2011, on the English II EOC Plus Writing in 2010-2011,
TSIPP – August 2007 Page 23 of 101
Report Card Data Disaggregation
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.
ACT
On 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/Graduation
The 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%.
Student Discipline
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.
TSIPP – August 2007 Page 24 of 101
TEMPLATE 1.7: Narrative Synthesis of All Data
(Rubric Indicator 1.7)
Narrative Synthesis of Data
The 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 Targets
1. 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 subcategories
5. 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)
TSIPP – August 2007 Page 25 of 101
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.)
TSIPP – August 2007 Page 26 of 101
Common Mission
Overton 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.)
TSIPP – August 2007 Page 27 of 101
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.)
TSIPP – August 2007 Page 28 of 101
Template 3.1.a: Curricular Practices
(Rubric Indicators 3.1 and 3.2)
School uses the TDOE Curriculum is School has established School has
state-approved prioritized and mapped. school-wide student implemented a grade
Current Curricular
standards and provides achievement appropriate cohesive
Practices
training to staff in the benchmarks. standards-based model
use of the standards. for literacy.
Overton uses the MCS MCS curriculum is Overton has set the MCS curriculum is
curriculum as described prioritized and mapped. following school-wide aligned with grade-
in the MCS Guide to Each course is outlined student achievement appropriate and
Secondary Education in nine-week specific benchmarks: Algebra I cohesive state and
and in the MCS instructional maps EOC – 63% Proficient/ national standards and
instructional maps. which detail state and Advanced; English II infuses the MCS
MCS curriculum is national standards to be EOC + Writing – 74% Comprehensive
aligned with state and taught as well as Proficient/ Advanced; Literacy Plan into
national standards and content pacing. In ACT Composite – 19.0 content areas where
addresses benchmark addition to MCS or higher; ACT College appropriate. The MCS
assessments (EOC, instructional maps, Readiness Benchmarks Comprehensive
Evidence of Practice (State in ACT). The use of Overton employs a test for each subtest Literacy Plan focuses
definitive/tangible terms) instructional maps prep blitz prior to (English, Mathematics, on improving literacy
allows for consistency TCAP Writing 11 in Reading, Science); in all content areas to
in instruction across the February and EOC TCAP Writing 11 – close the reading
school district – a need AYP assessments 90% Proficient/ achievement gap for all
of our transient student (Algebra I and English Advanced; Biology grade levels. The MCS
body – and within the II) in May. EOC – 50% Proficient/ Comprehensive
school. Faculty/staff are Advanced; English I Literacy Plan focuses
trained on how to read EOC – 55% Proficient/ on the following areas:
and employ MCS Advanced; US History vocabulary
Instructional Maps. EOC – 100% development and
Additionally, MCS Proficient/ Advanced; acquisition, text
provides an on-line Graduation Rate – organization, prior
TSIPP – August 2007 Page 29 of 101
course, “Navigating the 86.5% of cohort knowledge, making
Curriculum,” which graduates; Advanced inferences,
details how to use the Placement courses – metacognition, learning
instructional maps for average score of 3.0 or strategies (K-W-L, text
planning and delivery. higher for each course structure, anticipation
guide, word sorts,
modeled fluency,
graphic organizers, DR-
TA, QAR, independent
study strategies, RAFT,
summarizing,
reciprocal teaching).
Yes Yes Yes Yes
Is the current practice research-
based?
Yes Yes Yes Yes
Is it a principle & practice of
high-performing schools?
Effective Effective Effective Effective
Has the current practice been
effective or ineffective?
EOC assessment EOC assessment AYP EOC assessment
scores, ACT scores, scores, ACT scores, Benchmarks/AMOs, scores, ACT scores,
report card audits, report card audits, EOC assessment TCAP Writing 11
What data source(s) do you have classroom walkthrough classroom walkthrough scores, ACT scores, scores, Advanced
that support your answer? observations, classroom observations, classroom TCAP Writing 11 Placement (AP) scores,
(identify all applicable sources) walkthrough walkthrough scores, Advanced graduation rate
curriculum audits, curriculum audits, Placement (AP) scores, calculations
lesson plan audits lesson plan audits graduation rate
calculations
Effective – increase in Effective – increase in Effective – increase in Effective – increase in
Evidence of effectiveness or
English II EOC scores English II EOC scores English II EOC scores English II EOC scores
ineffectiveness (State in terms of
quantifiable improvement) from 56% to 58%, from 56% to 58%, from 56% to 58%, from 56% to 58%,
increase in Biology increase in Biology increase in Biology increase in Biology
TSIPP – August 2007 Page 30 of 101
EOC scores from EOC scores from EOC scores from EOC scores from
24.15% to 42.53%, 24.15% to 42.53%, 24.15% to 42.53%, 24.15% to 42.53%,
increase in English I increase in English I increase in English I increase in English I
EOC scores from EOC scores from EOC scores from EOC scores from
43.41% to 48.77%, and 43.41% to 48.77%, and 43.41% to 48.77%, and 43.41% to 48.77%, and
increase in US History increase in US History increase in US History increase in US History
EOC scores from EOC scores from EOC scores from EOC scores from
92.75% to 95.74% - we 92.75% to 95.74% - we 92.75% to 95.74%. 92.75% to 95.74%.
experienced a decline experienced a decline
in Algebra I EOC, in Algebra I EOC,
TCAP Writing 11, and TCAP Writing 11, and
ACT Composite ACT Composite
averages but feel these averages but feel these
declines were not due declines were not due
to implementation of to implementation of
MCS curriculum. MCS curriculum.
School-wide, regional, School-wide, regional, Distribution and display School-wide, regional,
and district classroom and district classroom of school-wide student and district classroom
Evidence of equitable school walkthrough walkthrough achievement walkthrough
support for this practice curriculum audits; curriculum audits; benchmarks curriculum audits;
school-wide lesson plan school-wide lesson plan school-wide lesson plan
audits audits audits
Overton will continue Overton will continue Overton will continue Overton will continue
to employ the use of to employ the use of to monitor and adjust to employ the use of
MCS curriculum and MCS curriculum and instruction according to MCS curriculum and
instructional maps. instructional maps. student achievement instructional maps.
MCS regularly reviews MCS regularly reviews benchmarks. As new MCS regularly reviews
Next Step (changes or
continuations)
and updates its and updates its data is collected, we and updates its
curriculum to ensure curriculum to ensure will adjust student curriculum to ensure
state and national state and national achievement state and national
compliance. compliance. benchmarks compliance.
Additionally, Overton Additionally, Overton accordingly.
will supplement the will supplement the
TSIPP – August 2007 Page 31 of 101
MCS curriculum where MCS curriculum where
appropriate with appropriate with
assessment-specific assessment-specific
curriculum (EOC, curriculum (EOC,
TCAP Writing 11, TCAP Writing 11,
ACT). ACT).
TSIPP – August 2007 Page 32 of 101
School has School has Support system is Monitoring is in
implemented a grade implemented in place for place for enhancing
Current Curricular Practices appropriate formative enhancing the the quality of
(Continued) cohesive standards- assessment aligned quality of curriculum and
based model for with the school curriculum and instruction.
mathematics. benchmarks. instruction.
MCS curriculum is Overton First-year, second- For 2011-2012, all
aligned with grade- implements and year, and teachers are
appropriate and administers with transitionally- evaluated on the
cohesive state and fidelity the licensed teachers Teach and
national standards. following MCS- participate in a Cultivate Learning
The MCS adopted formative mentoring program Environment
mathematics scope- assessment which offers them domains of the
and-sequence initiatives: assistance with MCS Teaching and
ensures grade- Discovery – lesson planning, Learning
appropriate Algebra I, English curriculum Framework. All
numeracy at every II, Biology – implementation, indicators for the
Evidence of Practice (State in definitive/tangible level of student preparation for and instructional Teach domain
terms) academic EOC assessments; best practices. address this goal.
development. Folio Writing – all Algebra I and Teachers are
11th graders – English II teachers provided timely
preparation for and administrators feedback and given
TCAP Writing 11 hold weekly data opportunities to
assessment; team meetings to improve curriculum
PSAT – all 11th ensure common implementation and
graders and select planning/pacing of instruction.
10th graders – the curriculum and
preparation for to interpret and use
SAT and Advanced data to drive
Placement instruction and
TSIPP – August 2007 Page 33 of 101
diagnostic curriculum choices.
indicator; Additionally, where
PLAN – all 10th appropriate,
graders – teachers vertical
preparation for team to ensure key
ACT and Advanced skills are covered in
Placement feeder courses (e.g.
diagnostic Pre-AP English II,
indicator. All AP English
courses at Overton Language and
administer a Composition, and
preliminary AP English
diagnostic during Literature and
the first two weeks Composition).
of school to inform These vertical
instructional teams meet at the
decision-making. school and district
All EOC courses level.
administer a mock-
EOC using the state
practice test in
April as a formative
assessment for the
EOC in May.
Yes Yes Yes Yes
Is the current practice research-based?
Yes Yes Yes Yes
Is it a principle & practice of high-performing
schools?
Ineffective Effective Effective Effective
Has the current practice been effective or
ineffective?
TSIPP – August 2007 Page 34 of 101
EOC assessment EOC assessment Classroom TEM Randa Tower
scores, ACT scores, scores, ACT scores, walkthrough teacher observation
Advanced Advanced observations, records
What data source(s) do you have that support your
answer? (identify all applicable sources)
Placement (AP) Placement (AP) classroom
scores, graduation scores, graduation walkthrough
rate calculations rate calculations curriculum audits,
lesson plan audits
Ineffective – Effective – increase Effective – Overton Effective – lesson
Algebra I EOC in English EOC II first-year, second- planning has
scores declined scores from 56% to year, and improved since the
from 82% to 76% 58%, increase in transitionally- implementation of
to 35% to 34% Biology EOC licensed teachers the new evaluation
from 2008 to 2011, scores from 24.15% have been model and MCS
only 10% of to 42.53%, increase successful in Teaching and
Overton students in English I EOC curriculum Learning
met College scores from 43.41% implementation, Framework – more
Readiness to 48.77%, and and many are still teachers
Benchmarks for increase in US employed by MCS; documenting lesson
ACT Mathematics History EOC scores Algebra I and planning, and more
Evidence of effectiveness or ineffectiveness (State in
terms of quantifiable improvement)
in 2011 – changes from 92.75% to English II data teachers providing
in staffing, teaching 95.74% - we teams enjoyed a 2% thorough lesson
assignments, and experienced a gain in English plans (objective,
implementation of decline in Algebra I EOC scores and state standard,
new proficiency- EOC, TCAP only a 1% loss in activities,
based grading Writing 11, and Algebra I EOC; interventions).
protocol at Overton ACT Composite furthermore, data
should yield more averages but feel teams directly led
effective these declines were to the instructional
curriculum not due to decision-making of
implementation for implementation of only one teacher
2011-2012. MCS curriculum. prep for EOC AYP
courses.
TSIPP – August 2007 Page 35 of 101
School-wide, School-wide Mentor/protégé School-wide TEM
regional, and implementation meeting minutes teacher evaluations
district classroom reports and scores; and mentoring logs; with appropriate
Evidence of equitable school support for this
practice
walkthrough school-wide lesson data team logs and observation
curriculum audits; plan audits meeting minutes; records; school-
school-wide lesson departmental PLC wide lesson plan
plan audits meeting minutes audits
In addition to the Overton will Overton will Overton teachers
continued use of continue to continue with all and support staff
MCS curriculum implement MCS- three programs will strive for
and instructional adopted formative with renewed focus effectiveness
maps, Overton will assessment on new teacher ratings of 5 on this
Next Step (changes or continuations)
strive to incorporate programs and use retention and year’s and
numeracy into non- data from these certification of subsequent years’
mathematics assessments to transitionally- evaluations.
courses. drive instructional licensed teachers.
decision-making.
TSIPP – August 2007 Page 36 of 101
Teaching and learning materials are School communicates a shared vision of
correlated to the state standards and what students should know and be able
Current Curricular Practices (Continued)
distributed to the instructional staff. to do at each grade level to stakeholders
through a variety of media formats.
Overton uses MCS-adopted textbooks Overton publishes the MCS Guide to
aligned with MCS curriculum which is Secondary Education, which outlines
aligned with state and national what a student should know and be able
standards. Overton supplements MCS- to do at each grade level, on the school
adopted textbooks with supplemental website (http://www.mcsk12.net/
Evidence of Practice (State in definitive/tangible terms)
texts and learning materials purchased schools/overton.hs/site/index.shtml).
with Title I funds. All supplemental Additionally, a print copy of the guide is
materials are aligned with state and available for viewing in the guidance
national standards. suite and through the MCS PACE
office.
Yes Yes
Is the current practice research-based?
Yes Yes
Is it a principle & practice of high-performing schools?
Effective Effective
Has the current practice been effective or ineffective?
EOC assessment scores, ACT scores, School website, print copy in guidance
report card audits, classroom suite
What data source(s) do you have that support your
answer? (identify all applicable sources)
walkthrough observations, classroom
walkthrough curriculum audits, lesson
plan audits
Effective – increase in English II EOC Effective – school website posting
Evidence of effectiveness or ineffectiveness (State in scores from 56% to 58%, increase in (http://www.mcsk12.net/
terms of quantifiable improvement) Biology EOC scores from 24.15% to schools/overton.hs/site/index.shtml)
42.53%, increase in English I EOC
TSIPP – August 2007 Page 37 of 101
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 School website audit; guidance suite
classroom walkthrough curriculum resource audit
Evidence of equitable school support for this practice audits; school-wide lesson plan audits;
Title I purchase orders (including item
justifications)
Overton will continue to use MCS- Overton will continue to make available
adopted textbooks and supplemental the MCS Guide to Secondary Education
Next Step (changes or continuations) with texts and materials using its Title I via the school website and the guidance
allocation. suite.
TSIPP – August 2007 Page 38 of 101
Template 3.1.b: Curriculum Gap Analysis
Curriculum Gap Analysis - Narrative Response Required
“What Is” at Overton High School…
Time
Overton’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.
Money
Overton’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.
Personnel
Overton’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 Resources
To maximize curriculum and instruction, Overton has physically grouped teachers by common
mission (Freshman Academy) or department to facilitate collaboration and common planning.
TSIPP – August 2007 Page 39 of 101
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…
Time
Common 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.
Money
Additional funding to hire personnel to alleviate class size, especially in core subjects, is
needed. Overton is considering allocating future Title I monies to personnel.
Personnel
Personnel 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 Resources
Overton 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.
TSIPP – August 2007 Page 40 of 101
Template 3.1.c: Curricular Summary Questions
(Rubric Indicator 3.2)
Curriculum Summary Questions- Narrative Response Required
What 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 Required
What 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 Required
How 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.
TSIPP – August 2007 Page 41 of 101
Template 3.2.a: Instructional Practices
(Rubric Indicators 3.3 and 3.4)
Students are actively
engaged in high
Current Instructional Classroom instruction quality learning
Practices is aligned with the Classroom instruction environments as
standards-based is aligned with the Teaching process is supported by higher
curriculum. assessments. data-driven. order thinking skills.
Overton uses the MCS Overton uses the MCS Overton implements For 2011-2012, all
curriculum as curriculum as and administers with teachers are evaluated
described in the MCS described in the MCS fidelity the following on the Teach and
Guide to Secondary Guide to Secondary MCS-adopted Cultivate Learning
Education and in the Education and in the formative assessment Environment domains
MCS instructional MCS instructional initiatives: of the MCS Teaching
maps. MCS maps. MCS Discovery – Algebra I, and Learning
curriculum is aligned curriculum is aligned English II, Biology – Framework. Several
with state and national with state and national preparation for EOC indicators for the
standards and standards and assessments; Teach domain address
addresses benchmark addresses benchmark Folio Writing – all this goal, and all
Evidence of Practice (State in th
definitive/tangible terms)
assessments (EOC, assessments (EOC, 11 graders – indicators for the
ACT). The use of ACT). The use of preparation for TCAP Cultivate Learning
instructional maps instructional maps Writing 11 Environment address
allows for consistency allows for consistency assessment; this goal. Teachers are
th
in instruction across in instruction across PSAT – all 11 provided timely
the school district – a the school district – a graders and select 10th feedback and given
need of our transient need of our transient graders – preparation opportunities to
student body – and student body – and for SAT and improve curriculum
within the school. within the school. Advanced Placement implementation and
diagnostic indicator; instruction.
PLAN – all 10th
graders – preparation
TSIPP – August 2007 Page 42 of 101
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.
Yes Yes Yes Yes
Is the current practice research-based?
Yes Yes Yes Yes
Is it a principle & practice of high-
performing schools?
Effective Effective Effective Effective
Has the current practice been effective
or ineffective?
EOC assessment EOC assessment EOC assessment TEM Randa Tower
scores, ACT scores, scores, ACT scores, scores, ACT scores, teacher observation
report card audits, report card audits, report card audits, records
What data source(s) do you have that
classroom classroom classroom
support your answer? (identify all
applicable sources) walkthrough walkthrough walkthrough
observations, observations, observations,
classroom classroom classroom
walkthrough walkthrough walkthrough
TSIPP – August 2007 Page 43 of 101
curriculum audits, curriculum audits, curriculum audits,
lesson plan audits lesson plan audits lesson plan audits
Effective – increase in Effective – increase in Effective – increase in Effective – lesson
English II EOC scores English II EOC scores English II EOC scores planning has improved
from 56% to 58%, from 56% to 58%, from 56% to 58%, since the
increase in Biology increase in Biology increase in Biology implementation of the
EOC scores from EOC scores from EOC scores from new evaluation model
24.15% to 42.53%, 24.15% to 42.53%, 24.15% to 42.53%, and MCS Teaching
increase in English I increase in English I increase in English I and Learning
EOC scores from EOC scores from EOC scores from Framework – more
43.41% to 48.77%, 43.41% to 48.77%, 43.41% to 48.77%, teachers documenting
Evidence of effectiveness or and increase in US and increase in US and increase in US lesson planning, and
ineffectiveness (State in terms of History EOC scores History EOC scores History EOC scores more teachers
quantifiable improvement) from 92.75% to from 92.75% to from 92.75% to providing thorough
95.74% - we 95.74% - we 95.74% - we lesson plans
experienced a decline experienced a decline experienced a decline (objective, state
in Algebra I EOC, in Algebra I EOC, in Algebra I EOC, standard, activities,
TCAP Writing 11, and TCAP Writing 11, and TCAP Writing 11, and interventions).
ACT Composite ACT Composite ACT Composite
averages but feel these averages but feel these averages but feel these
declines were not due declines were not due declines were not due
to implementation of to implementation of to implementation of
MCS curriculum. MCS curriculum. MCS curriculum.
School-wide, regional, School-wide, regional, School-wide, regional, School-wide TEM
and district classroom and district classroom and district classroom teacher evaluations
Evidence of equitable school support walkthrough walkthrough walkthrough with appropriate
for this practice curriculum audits; curriculum audits; curriculum audits; observation records;
school-wide lesson school-wide lesson school-wide lesson school-wide lesson
plan audits plan audits plan audits plan audits
Overton will continue Overton will continue Overton will continue Overton teachers and
Next Step (changes or continuations) to employ the use of to employ the use of to implement MCS- support staff will
MCS curriculum and MCS curriculum and adopted formative strive for effectiveness
TSIPP – August 2007 Page 44 of 101
instructional maps. instructional maps. assessment programs ratings of 5 on this
MCS regularly MCS regularly and use data from year’s and subsequent
reviews and updates reviews and updates these assessments to years’ evaluations.
its curriculum to its curriculum to drive instructional
ensure state and ensure state and decision-making.
national compliance. national compliance.
Additionally, Overton Additionally, Overton
will supplement the will supplement the
MCS curriculum MCS curriculum
where appropriate where appropriate
with assessment- with assessment-
specific curriculum specific curriculum
(EOC, TCAP Writing (EOC, TCAP Writing
11, ACT). 11, ACT).
TSIPP – August 2007 Page 45 of 101
Students are provided Classroom instruction
with multiple supports the learning
Current Instructional opportunities to of students with
Practices (Continued) Teachers incorporate a Classroom receive additional diverse cultural and
wide range of organization and assistance to improve language backgrounds
research-based, management their learning beyond and with different
student-centered techniques support the the initial classroom learning needs and
teaching strategies. learning process. instruction. learning styles.
Overton teachers have For 2011-2012, all For 2011-2012, Overton teachers have
been and are being teachers are evaluated Overton has been and are being
trained on the on the Teach and implemented a trained on the
implementation of Cultivate Learning proficiency-based implementation of
differentiated Environment domains grading protocol for differentiated
instruction, response of the MCS Teaching all Algebra I and instruction, response
to intervention (RTI), and Learning English II classes. to intervention (RTI),
brain compatible Framework. All Under this protocol, brain compatible
teaching practices, and indicators for the students are offered no teaching practices, and
explicit direct Cultivate Learning less than two explicit direct
Evidence of Practice (State in
definitive/tangible terms)
instruction (EDI). Environment domain opportunities during instruction (EDI).
Furthermore, for address this goal. regular instruction to Furthermore, for
2011-2012, all Teachers are provided demonstrate mastery 2011-2012, all
teachers are evaluated timely feedback and and afforded an teachers are evaluated
on the Teach and given opportunities to unlimited number of on the Teach and
Cultivate Learning improve curriculum additional Cultivate Learning
Environment domains implementation and opportunities outside Environment domains
of the MCS Teaching instruction. of the instructional of the MCS Teaching
and Learning Furthermore, first- day to demonstrate and Learning
Framework. All year, second-year, and mastery. Mastery can Framework. All
indicators for the transitionally-licensed be obtained outside of indicators for the
TSIPP – August 2007 Page 46 of 101
Teach domain address teachers participate in the instructional day Teach domain address
this goal. Teachers are a mentoring program via alternative this goal. Teachers are
provided timely which offers them assignments or MCS- provided timely
feedback and given assistance with lesson adopted intervention feedback and given
opportunities to planning, curriculum programs (Stanford opportunities to
improve curriculum implementation, and Math and Reading improve curriculum
implementation and instructional best Plus). Additionally, implementation and
instruction. practices, including MCS grading policy instruction.
classroom affords any student
organization and with a letter grade of a
classroom D or an F an
management additional nine-week
procedures. grading period to
achieve a higher letter
grade.
Yes Yes Yes Yes
Is the current practice research-based?
Yes Yes Yes Yes
Is it a principle & practice of high-
performing schools?
Effective Effective Effective Effective
Has the current practice been effective
or ineffective?
EOC assessment EOC assessment EOC assessment EOC assessment
scores, ACT scores, scores, ACT scores, scores, ACT scores, scores, ACT scores,
report card audits, report card audits, report card audits report card audits,
classroom classroom classroom
What data source(s) do you have that
walkthrough walkthrough walkthrough
support your answer? (identify all
applicable sources) observations, observations, observations,
classroom classroom classroom
walkthrough walkthrough walkthrough
curriculum audits, curriculum audits, curriculum audits,
lesson plan audits, lesson plan audits, lesson plan audits,
TSIPP – August 2007 Page 47 of 101
TEM Randa Tower TEM Randa Tower TEM Randa Tower
teacher observation teacher observation teacher observation
records records, records
mentor/protégé
meeting minutes and
mentoring logs
Effective – lesson Effective – Overton Effective - increase in Effective – lesson
planning has improved first-year, second- English II EOC scores planning has improved
since the year, and from 56% to 58%, since the
implementation of the transitionally-licensed increase in Biology implementation of the
new evaluation model teachers have been EOC scores from new evaluation model
and MCS Teaching successful in 24.15% to 42.53%, and MCS Teaching
and Learning curriculum increase in English I and Learning
Framework – more implementation, and EOC scores from Framework – more
teachers documenting many are still 43.41% to 48.77%, teachers documenting
lesson planning, and employed by MCS; and increase in US lesson planning, and
Evidence of effectiveness or
more teachers increase in English II History EOC scores more teachers
ineffectiveness (State in terms of
quantifiable improvement) providing thorough EOC scores from 56% from 92.75% to providing thorough
lesson plans to 58%, increase in 95.74%. lesson plans
(objective, state Biology EOC scores (objective, state
standard, activities, from 24.15% to standard, activities,
interventions). 42.53%, increase in interventions).
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 School-wide TEM School-wide, regional, School-wide TEM
teacher evaluations teacher evaluations and district classroom teacher evaluations
Evidence of equitable school support
for this practice
with appropriate with appropriate walkthrough with appropriate
observation records; observation records; curriculum audits; observation records;
school-wide lesson school-wide lesson school-wide lesson school-wide lesson
TSIPP – August 2007 Page 48 of 101
plan audits; Title I plan audits; Title I plan audits; Title I plan audits; Title I
purchase orders purchase orders purchase orders purchase orders
(including item (including item (including item (including item
justifications) justifications); justifications) justifications)
mentor/protégé
meeting minutes and
mentoring logs
Overton teachers and Overton teachers and Overton will continue Overton teachers and
support staff will support staff will to implement the support staff will
strive for effectiveness strive for effectiveness proficiency-based strive for effectiveness
Next Step (changes or continuations) ratings of 5 on this ratings of 5 on this grading protocol with ratings of 5 on this
year’s and subsequent year’s and subsequent hopes to expand it to year’s and subsequent
years’ evaluations. years’ evaluations. all courses by 2012- years’ evaluations.
2013.
TSIPP – August 2007 Page 49 of 101
Template 3.2.b: Instructional Gap Analysis
Instructional Gap Analysis - Narrative Response Required
“What Is” at Overton High School…
Time
Overton’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.
Money
Overton’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.
Personnel
Overton’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 Resources
To 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,
TSIPP – August 2007 Page 50 of 101
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…
Time
Common 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.
Money
Additional funding to hire personnel to alleviate class size, especially in core subjects, is
needed. Overton is considering allocating future Title I monies to personnel.
Personnel
Personnel 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 Resources
Overton 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.
TSIPP – August 2007 Page 51 of 101
Template 3.2.c: Instructional Summary Questions
(Rubric Indicator 3.4)
Instructional Summary Questions- Narrative Response Required
What are our major strengths and how do we know?
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 Required
What are our major challenges and how do we know. (These should be stated as instructional practice challenges
identified in the templates above that could be a cause of the prioritized needs identified in component 1.)
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 Required
How 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.
TSIPP – August 2007 Page 52 of 101
Template 3.3.a: Assessment Practices
(Rubric Indicators 3.5 and 3.6)
Ensures that the
Uses student appropriate
assessments that are assessments are used Uses a variety of data
Current Assessment Practices
aligned with the to guide decisions points for decision-
TDOE standards- relative to student making relative to Assesses all categories
based curriculum. achievement. student achievement. of students.
Overton administers Overton implements When analyzing data, When analyzing data,
all MCS-adopted and administers with every effort is made to every effort is made to
formative, state, and fidelity the MCS- disaggregate results by disaggregate results by
national assessments. adopted formative ethnicity/race, gender, ethnicity/race, gender,
Discovery Formative assessment initiatives. socio-economic status, socio-economic status,
Assessments for These formative special group status special group status
Algebra I, English II, assessments give us (SWD/LEP), (SWD/LEP),
and Biology. Folio instructional membership status, membership status,
Writing Assessments information for the and proficiency level. and proficiency level.
for 11th graders. PSAT following courses: By disaggregating By disaggregating
for all 11th graders and Algebra I; English II; data, Overton is better data, Overton is better
Evidence of Practice (State in
definitive/tangible terms)
select 10th graders. Biology; English III; able to target able to target
PLAN for all 10th ACT-tested instructional resources instructional resources
graders. TCAP Mathematics, Science, to student subgroups to student subgroups
Writing 11 for all 11th English, Reading; with the greatest need. with the greatest need.
graders. ACT for all Advanced Placement
11th graders. EOC courses. Algebra I and
assessments for English II data teams
Algebra I, English II, meet weekly to
Biology, US History, analyze these
Algebra II, English III, formative assessment
and English I. results and make
Advanced Placement instructional
TSIPP – August 2007 Page 53 of 101
Exams for all courses decisions.
offered. All MCS- Furthermore, Overton
adopted assessments makes curriculum and
are aligned with instruction decisions
TDOE standards- after receiving
based curriculum. 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
Is the current practice research-based?
Yes Yes Yes Yes
Is it a principle & practice of high-
performing schools?
Effective Effective Effective Effective
Has the current practice been effective
or ineffective?
Assessment results, Assessment results, Assessment results, Assessment results,
curriculum audits, classroom student enrollment and student enrollment and
testing standards walkthrough demographic demographic
What data source(s) do you have that observations, information information
support your answer? (identify all classroom
applicable sources) walkthrough
curriculum audits,
lesson plan audits,
master schedule
Evidence of effectiveness or Effective – increase in Effective – increase in Effective – increase in Effective – increase in
ineffectiveness (State in terms of English II EOC scores English II EOC scores English II EOC scores English II EOC scores
quantifiable improvement) from 56% to 58%, from 56% to 58%, from 56% to 58%, from 56% to 58%,
TSIPP – August 2007 Page 54 of 101
increase in Biology increase in Biology increase in Biology increase in Biology
EOC scores from EOC scores from EOC scores from EOC scores from
24.15% to 42.53%, 24.15% to 42.53%, 24.15% to 42.53%, 24.15% to 42.53%,
increase in English I increase in English I increase in English I increase in English I
EOC scores from EOC scores from EOC scores from EOC scores from
43.41% to 48.77%, 43.41% to 48.77%, 43.41% to 48.77%, 43.41% to 48.77%,
and increase in US and increase in US and increase in US and increase in US
History EOC scores History EOC scores History EOC scores History EOC scores
from 92.75% to from 92.75% to from 92.75% to from 92.75% to
95.74%. 95.74%. 95.74% - additionally, 95.74% - additionally,
we are aware that our we are aware that our
areas of greatest need areas of greatest need
lie within the student lie within the student
subgroups of subgroups of
Black/African Black/African
American and American and
economically economically
disadvantaged. disadvantaged.
School-wide test School-wide test Data team and School-wide test
administration administration; data departmental PLC administration; data
team and departmental meeting minutes; team and departmental
PLC meeting minutes; school-wide data PLC meeting minutes;
Title I purchase orders dashboard (updated school-wide data
Evidence of equitable school support
for this practice
(with item throughout the year) dashboard (updated
justifications) and displayed in the throughout the year)
main hallway; Title I and displayed in the
purchase orders (with main hallway; Title I
item justifications) purchase orders (with
item justifications)
Overton will continue Overton will continue Overton will continue Overton will continue
to administer MCS- to use assessment data to use assessment data to use assessment data
Next Step (changes or continuations)
adopted assessments. to drive instructional to drive instructional to drive instructional
Additionally, we plan decision-making and decision-making and decision-making and
TSIPP – August 2007 Page 55 of 101
to implement ACT fuel school fuel school fuel school
mock testing during expenditures. expenditures. expenditures.
our instructional down
time to improve future
ACT scores.
TSIPP – August 2007 Page 56 of 101
Provides assessment
Uses a wide range information to
of assessments communicate with
Current Assessment
(CRT, NRT, Provides professional Provides support and students, parents, and
Practices (Continued)
portfolio, development in the technical assistance to other appropriate
curriculum-based appropriate use of teachers in developing stakeholders regarding
assessments). assessment. and using assessments. student learning.
Discovery Overton’s school-wide Overton’s school-wide Overton distributes
Formative faculty meetings, teacher faculty meetings, student assessment
Assessments in handbook, and internal teacher handbook, and information to all
Algebra I, English memos outline the school internal memos outline stakeholders via the
II, and Biology; expectations for the the school expectations following means:
PSAT; PLAN; appropriate use of for the appropriate use Annual Title I Parent
Folio Writing assessment as a means to of assessment as a Meeting, score report
Assessment; ACT; drive instructional means to drive distribution, data
TCAP Writing 11; decision-making. instructional decision- dashboard bulletin
EOC assessments; Additionally, Overton making. Additionally, board, quarterly
Advanced reserves 10% of its Title I Overton reserves 10% progress reports,
Placement Exams; allocation for professional of its Title I allocation quarterly report cards,
Evidence of Practice (State in
definitive/tangible terms)
STAMP; ELDA; development to improve for professional bi-annual parent-teacher
TCAP Alt student achievement. development to conferences.
Portfolio; mock Books and materials, as improve student
assessments for well as local, state, and achievement. Books
TCAP Writing 11, national conferences, have and materials, as well
EOC, ACT, and AP been purchased and will as local, state, and
exams; informal continue to be purchased national conferences,
and formal content- to support this goal. have been purchased
specific tests as and will continue to be
appropriate purchased to support
throughout this goal.
curriculum
implementation,
TSIPP – August 2007 Page 57 of 101
including
diagnostic,
formative, and
summative
evaluations;
performance-based
assessments
Yes Yes Yes Yes
Is the current practice research-
based?
Yes Yes Yes Yes
Is it a principle & practice of
high-performing schools?
Has the current practice been Effective Effective Effective Effective
effective or ineffective?
Assessment results, Faculty meeting, data Faculty meeting, data Overton HS School
classroom team, and department PLC team, and department Climate Parent Survey
walkthrough meeting minutes; Title I PLC meeting minutes; 2011-2012; Annual Title
observations, expenditures report; MCS Title I expenditures I Parent Meeting
classroom Teacher Survey responses report; MCS Teacher detailed report;
walkthrough Survey responses distribution logs;
What data source(s) do you have
curriculum audits, school-wide data
that support your answer?
(identify all applicable sources) lesson plan audits dashboard (updated
throughout the year) and
displayed in the main
hallway; progress report
and report card audits;
parent-teacher
conference logs
Effective – increase Effective – 90% of Effective – 90% of Effective – 73% of
Evidence of effectiveness or in English II EOC teachers responded that teachers responded that parents responded that
ineffectiveness (State in terms of scores from 56% to “professional “professional “the school does give
quantifiable improvement) 58%, increase in development offerings are development offerings you information about
Biology EOC data-driven;” 85% of are data-driven;” 85% what your child is
TSIPP – August 2007 Page 58 of 101
scores from 24.15% teachers responded that of teachers responded learning in school;” 93%
to 42.53%, increase “professional that “professional of parents responded
in English I EOC development enhances development enhances that they “receive
scores from 43.41% teachers’ ability to teachers’ ability to notifications in a timely
to 48.77%, and implement instructional implement instructional manner in a language
increase in US strategies that meet strategies that meet they can understand;”
History EOC scores diverse student learning diverse student learning 88% of parents
from 92.75% to needs;” 82% of teachers needs;” 82% of responded that “the
95.74%. responded that teachers responded that school does help them
“professional “professional understand what their
development enhances development enhances child needs to learn and
teachers’ abilities to teachers’ abilities to be able to do at his/her
improve student learning;” improve student grade level.”
82% of teachers learning.;” 82% of
responded that they “use teachers responded that
assessment data to inform they “use assessment
their instruction.” data to inform their
instruction.”
School-wide test Faculty meeting, data Faculty meeting, data Annual Title I parent
administration; team, and departmental team, and departmental meeting(s); quarterly
school calendar; PLC meeting minutes; PLC meeting minutes; progress reports;
Title I purchase Title I expenditures Title I expenditures quarterly report cards;
Evidence of equitable school orders (including report; Overton PD Plan report; Overton PD bi-annual parent-teacher
support for this practice item justification) Plan conferences; school-
wide data dashboard
(updated throughout the
year) and displayed in
the main hallway
Overton will Overton will continue to Overton will continue Overton will continue to
continue to offer quality professional to offer quality keep all stakeholders
Next Step (changes or
continuations)
implement the development at the school professional abreast of current
proficiency-based and abroad in order to development at the assessment data as it is
grading protocol improve teachers’ ability school and abroad in made available.
TSIPP – August 2007 Page 59 of 101
with hopes to to provide quality order to improve
expand it to all instruction and meet the teachers’ ability to
courses by 2012- learning needs of all provide quality
2013. students. instruction and meet
the learning needs of
all students.
TSIPP – August 2007 Page 60 of 101
Template 3.3.b: Assessment Gap Analysis
Assessment Gap Analysis – Narrative Response Required
“What Is” at Overton High School…
Time
Overton’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.
Money
Overton’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.
Personnel
Overton’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 Resources
To 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…
Time
Common 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.
Money
Additional funding to hire personnel to alleviate class size, especially in core subjects, is
needed. Overton is considering allocating future Title I monies to personnel.
Personnel
Personnel 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 Resources
Overton 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.
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.
TSIPP – August 2007 Page 62 of 101
Template 3.3.c: Assessment Summary Questions
(Rubric Indicator 3.6)
Assessment Summary Questions- Narrative Response Required
What 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 Required
What 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 Required
How 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.
TSIPP – August 2007 Page 63 of 101
Template 3.4.a: Organizational Practices
(Rubric Indicators 3.7and 3.8)
School’s beliefs, Organizational Organizational
mission, and shared processes increase practices and School provides
vision define the the opportunity for processes promote continuous
Current Organizational Practices
purpose and success in teaching the effective time- professional
direction of the and learning at all on-task for all development for
school. schools. students. school leaders.
Overton offers a Overton makes Overton makes Overton reserves
wide variety of every effort to every effort to 10% of its Title I
course offerings – preserve the preserve the allocation for
graduation sanctity of the sanctity of the professional
requirements, instructional day. instructional day. development to
academic electives, When interruptions When interruptions improve student
vocational courses, are unavoidable, are unavoidable, achievement.
and an array of activity schedules activity schedules Books and
creative and are created to are created to materials, as well as
performing arts evenly distribute evenly distribute local, state, and
programs – in an instructional time instructional time national
Evidence of Practice (State in definitive/tangible
terms)
effort to educate the amongst effected amongst effected conferences, have
total person and periods. School- periods. School- been purchased and
create life-long wide 15/15 rule wide 15/15 rule will continue to be
learners. disallows students disallows students purchased to
to leave class to leave class support this goal.
during the first and during the first and
last 15 minutes of a last 15 minutes of a
period. period.
Additionally, Additionally,
teachers are teachers are
instructed to teach instructed to teach
from “bell to bell” from “bell to bell”
to maximize to maximize
instructional instructional
impact. impact.
Yes Yes Yes Yes
Is the current practice research-based?
Yes Yes Yes Yes
Is it a principle & practice of high-performing
schools?
Effective Effective Effective Effective
Has the current practice been effective or
ineffective?
Master schedule School master School master Faculty meeting,
calendar; Overton calendar; Overton data team, and
HS School Climate HS School Climate department PLC
What data source(s) do you have that support your Student Survey Student Survey meeting minutes;
answer? (identify all applicable sources) Title I expenditures
report; MCS
Teacher Survey
responses
Effective – Overton Effective – 81% of Effective – 81% of Effective – 90% of
offers 44 students responded students responded teachers responded
graduation that “my classes that “my classes that “professional
requirement stay busy and do stay busy and do development
courses, 19 elective not waste time.” not waste time.” offerings are data-
courses, 10 honors driven;” 85% of
Evidence of effectiveness or ineffectiveness (State in courses beyond teachers responded
terms of quantifiable improvement) graduation that “professional
requirements, 12 development
Advanced enhances teachers’
Placement courses, ability to
and 44 creative and implement
performing arts instructional
courses. strategies that meet
TSIPP – August 2007 Page 65 of 101
diverse student
learning needs;”
82% of teachers
responded that
“professional
development
enhances teachers’
abilities to improve
student learning.”
Master schedule Weekly admin team Weekly admin team Faculty meeting,
meetings to meetings to data team, and
schedule events and schedule events and departmental PLC
Evidence of equitable school support for this
practice
discuss any discuss any meeting minutes;
potential potential Title I expenditures
disruptions to disruptions to report; Overton PD
instructional time instructional time Plan
Overton will Overton will Overton will Overton will
continue to offer as continue to protect continue to protect continue to offer
many course instructional time instructional time quality professional
offerings as the with an iron fist – with an iron fist – development at the
MCS district eliminating eliminating school and abroad
staffing formula unnecessary unnecessary in order to improve
will allow. disruptions to the disruptions to the teachers’ ability to
instructional day. instructional day. provide quality
Next Step (changes or continuations) Overton instituted Overton instituted instruction and
an event-free month an event-free month meet the learning
prior to EOC and prior to EOC and needs of all
AP exam AP exam students.
administration last administration last
year in order to year in order to
maximize student maximize student
learning prior to learning prior to
assessment and is assessment and is
TSIPP – August 2007 Page 66 of 101
considering considering
renewing the policy renewing the policy
again this year. again this year.
TSIPP – August 2007 Page 67 of 101
School is organized to
School is organized to School is organized to engage the parents and
Current Organizational Practices (Continued) be proactive in support a diverse community in providing
addressing issues that learning community extended learning
might impede teaching through its programs opportunities for
and learning. and practices. children.
Overton makes every Overton offers a wide Overton’s school
effort to preserve the variety of course adopter, High Point
sanctity of the offerings – graduation Church, offers on-site
instructional day. When requirements, academic tutoring, ACT prep, and
interruptions are electives, vocational college admission
unavoidable, activity courses, and an array of counseling every other
schedules are created to creative and performing Saturday.
evenly distribute arts programs – in an
instructional time effort to educate the
amongst effected total person and create
periods. School-wide life-long learners. The
15/15 rule disallows course offerings include
Evidence of Practice (State in definitive/tangible terms)
students to leave class CDC classes, inclusion
during the first and last classes, ESL classes,
15 minutes of a period. and Gifted and Talented
Additionally, teachers classes. Additionally,
are instructed to teach Overton hosts an annual
from “bell to bell” to African American
maximize instructional history program as well
impact. as an annual Career
Day; both of which
empower students with
role models from all
walks of life.
TSIPP – August 2007 Page 68 of 101
Yes Yes Yes
Is the current practice research-based?
Yes Yes Yes
Is it a principle & practice of high-performing schools?
Effective Effective Effective
Has the current practice been effective or ineffective?
School master calendar; Master schedule; school MCS Teacher Survey;
What data source(s) do you have that support your answer? Overton HS School master calendar; Overton HS School
(identify all applicable sources) Climate Student Survey Overton HS School Climate Parent Survey
Climate Parent Survey
Effective – 81% of Effective – 87% of Effective – 84% of
students responded that parents responded that teachers responded that
“my classes stay busy “the school provides “this school does a good
and do not waste time.” training for job of encouraging
teachers/staff on ways parent and guardian
of working with special involvement;” 90% of
Evidence of effectiveness or ineffectiveness (State in terms of needs students;” 87% of parents responded that
quantifiable improvement) parents responded that “the school does help
“the school provides your child improve
training for his/her achievement by
teachers/staff on ways providing assistance or
of working with non- tutoring with homework
English speaking assignments.”
students.”
Weekly admin team Master schedule; school Tutoring logs
meetings to schedule master calendar
Evidence of equitable school support for this practice events and discuss any
potential disruptions to
instructional time
TSIPP – August 2007 Page 69 of 101
Overton will continue to Overton will continue to Overton continues to
protect instructional offer as many course support the Saturday
time with an iron fist – offerings as the MCS tutoring program and
eliminating unnecessary district staffing formula district initiatives such
disruptions to the will allow. as Kaplan ACT Prep for
instructional day. all 11th graders.
Overton instituted an Additionally, Overton
event-free month prior continuously
Next Step (changes or continuations)
to EOC and AP exam encourages parent and
administration last year community involvement
in order to maximize through on-going efforts
student learning prior to to raise awareness of
assessment and is and participation in
considering renewing school events and
the policy again this groups.
year.
TSIPP – August 2007 Page 70 of 101
Template 3.4.b: Organizational Gap Analysis
Organizational Gap Analysis – Narrative Response Required
“What Is” at Overton High School…
Time
Overton’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.
Money
Overton’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.
Personnel
Overton’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 Resources
To 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,
TSIPP – August 2007 Page 71 of 101
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…
Time
Common 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.
Money
Additional funding to hire personnel to alleviate class size, especially in core subjects, is
needed. Overton is considering allocating future Title I monies to personnel.
Personnel
Personnel 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 Resources
Overton 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.
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.
TSIPP – August 2007 Page 72 of 101
Template 3.4.c: Organization Summary Questions
(Rubric Indicator 3.8)
Organization Summary Questions- Narrative Response Required
What 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 Required
What 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 Required
How 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.
TSIPP – August 2007 Page 73 of 101
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 Plan
For 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)
TSIPP – August 2007 Page 74 of 101
GOAL 1 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: September 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
63% of students will score Proficient/Advanced on the Algebra I End-of-Course exam – improve 29% for all students,
Goal 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.
Memphis City Schools desire to provide an environment that challenges students and provides a measurable data
How is this Goal linked to the system’s Five-Year Plan? 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 Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based step.)
where possible and include professional development, technology, Projected Cost(s)
communication, and parent and community involvement initiatives Person(s) Required Performance Results
Timeline & Funding Evaluation Strategy
within the action steps of each goal. Responsible Resources / Outcomes
Sources
Discovery
Discovery Formative
Formative Assessment fees Continued analysis of
63% of students will
Assessment are paid for by Discovery Formative
Algebra I score
Collect, disaggregate, and evaluate data to May 2011 tests and results; the MCS District; Assessment results
Action teachers and Proficient/Advanced
identify students in need of intensive to April Intervention Title I funds as they are obtained
Step all on the Algebra I End-
intervention in Algebra I. 2012 resources – purchased throughout the SY;
stakeholders of-Course exam in
example, sufficient Algebra I EOC scores
May 2012
Triumph EOC Triumph EOC for May 2012
Coach book(s) Coach book(s) in
previous years
Improved student
Analysis of student
performance on
Develop subskill probes for top ten (10) most October Instructional Discovery Discovery mastery/progress via
future Discovery
Action missed subskills on Discovery Formative 2011 Facilitator Assessment Assessment fees assessment results
Formative
Step Assessment Predictive test and re-teach and through and Algebra website tools to are paid for by recorded in Algebra I
Assessments and
assess student progress on those skills. April 2012 I teachers create probe the MCS District teachers’ Power
achieved target AYP
Teacher gradebooks
score in Algebra I
$39,053 – Improved student
August Instructional Professional Overton has set Meeting minutes for academic
Provide supplementary training to math
Action 2011 Facilitator development aside 10% of its departmental achievement – course
teachers in effective, innovative, and relevant
Step through and Math conferences and total Title I meetings and select grades, improved
teaching practices.
May 2012 teachers materials allocation for faculty meetings student performance
professional on all Math
TSIPP – August 2007 Page 75 of 101
development Assessments
(Discovery Formative
Assessment, EOC,
ACT)
Discovery
Assessment fees
Instructional Continued analysis of Improved student
Discovery are paid for by
Facilitator, Discovery Formative performance on
October Formative the MCS District;
Create and implement incentive program for Algebra I Assessment results future Discovery
Action 2011 Assessment test incentives would
proficiency on Discovery Formative teachers, as they are obtained Formative
Step through results; Algebra I be donated items
Assessment and Algebra I EOC. Principal, throughout the SY; Assessments and
May 2012 EOC scores for from school
School Algebra I EOC scores achieved target AYP
May 2012 adopters and/or
Adopters for May 2012 score in Algebra I
free activities at
the school
Improved student
achievement –
grading will shift from
Analysis of student
Principal, “schooling” grades
August State Standards Power Teacher mastery/progress via
Administrative (homework, class
Action Create and implement proficiency-based 2011
Team,
for Algebra I; gradebook fees assessment results
work, extra credit) to
Step grading system/protocol for Algebra I. through Power Teacher are paid for by recorded in Algebra I
Algebra I actual assessments
May 2012 gradebook the MCS District teachers’ Power
teachers of student proficiency
Teacher gradebooks
(student
demonstration of
mastery)
TSIPP – August 2007 Page 76 of 101
GOAL 2 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: September 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
74% of students will score Proficient/Advanced on the English II End-of-Course exam plus TCAP Writing 11 –
Goal improve 16% for all students, improve 17% for Black/African American students, and improve 21% for economically
disadvantaged students.
Which need(s) does this Goal address? Student mastery of State and District curriculum standards and objectives.
Memphis City Schools desire to provide an environment that challenges students and provides a measurable data
How is this Goal linked to the system’s Five-Year Plan? source for academic growth via the English II End-of-Course exam and TCAP Writing 11 assessment.
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 Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based step.)
where possible and include professional development, technology, Projected Cost(s)
communication, and parent and community involvement initiatives Person(s) Required Performance Results
Timeline & Funding Evaluation Strategy
within the action steps of each goal. Responsible Resources / Outcomes
Sources
Discovery Discovery Continued analysis of
Formative Formative Discovery Formative
Assessment Assessment fees Assessment results
tests and results; and Folio Writing and Folio Writing 74% of students will
English II Folio Writing fees are paid for Formative score
Collect, disaggregate, and evaluate data to May 2011 and English Formative by the MCS Assessment results Proficient/Advanced
Action
identify students in need of intensive to April III teachers Assessment District; as they are obtained on the English II EOC
Step intervention in English II and English III. 2012 and all tests and results; Title I funds throughout the SY; exam plus TCAP
stakeholders Intervention purchased TCAP Writing 11 Writing 11 by May
resources – sufficient scores for February 2012
example, Triumph EOC 2012 and English II
Triumph EOC Coach book(s) in EOC scores for May
Coach book(s) previous years 2012
Improved student
Analysis of student
performance on
Develop subskill probes for top ten (10) most October Instructional Discovery Discovery mastery/progress via
future Discovery
Action missed subskills on Discovery Formative 2011 Facilitator Assessment Assessment fees assessment results
Formative
Step Assessment Predictive test and re-teach and through and English website tools to are paid for by recorded in English II
Assessments and
assess student progress on those skills. April 2012 II teachers create probe the MCS District teachers’ Power
achieved target AYP
Teacher gradebooks
score in English II
Develop subskill mini-lessons for top three (3) October Instructional Folio Writing Folio Writing fees Analysis of student Improved student
Action
most missed subskills on Folio Writing 2011 Facilitator Assessment are paid for by mastery/progress via performance on
Step Formative Assessment and re-teach and through and English website tools to the MCS District assessment results future Folio Writing
TSIPP – August 2007 Page 77 of 101
assess student progress on those skills February III teachers create subskill recorded in English III Assessments and
2012 reports teachers’ Power achieved target AYP
Teacher gradebooks score in English III
Improved student
academic
achievement – course
$39,053 – grades, improved
Overton has set student performance
August Instructional Professional Meeting minutes for
Provide supplementary training to English aside 10% of its on all English
Action 2011 Facilitator development departmental
teachers in effective, innovative, and relevant total Title I Assessments
Step through and English conferences and meetings and select
teaching practices. allocation for (Discovery Formative
May 2012 teachers materials faculty meetings
professional Assessment, Folio
development Writing Formative
Assessment, TCAP
Writing 11, EOC,
ACT)
Discovery
Discovery Continued analysis of
Formative Improved student
Assessment and Discovery Formative
Assessment test performance on
Instructional Folio Writing Assessment results
results; Folio future Discovery
Facilitator, Assessment fees and Folio Writing
Create and implement incentive program for Writing Formative
October English II are paid for by Formative
proficiency on Discovery Formative Formative Assessments and
Action 2011 and English the MCS District; Assessment results
Assessment, Folio Writing Formative Assessment future Folio Writing
Step through III teachers, incentives would as they are obtained
Assessment, TCAP Writing 11, and English II results; TCAP Formative
May 2012 Principal, be donated items throughout the SY;
EOC. Writing 11 results Assessments;
School from school TCAP Writing 11
for February achieved target AYP
Adopters adopters and/or scores for February
2012; English II scores in English II
free activities at 2012; English II EOC
EOC scores for and English III
the school scores for May 2012
May 2012
Improved student
achievement –
grading will shift from
Analysis of student
Principal, “schooling” grades
August State Standards Power Teacher mastery/progress via
Administrative (homework, class
Action Create and implement proficiency-based 2011
Team,
for English II; gradebook fees assessment results
work, extra credit) to
Step grading system/protocol for English II. through Power Teacher are paid for by recorded in English II
English II actual assessments
May 2012 gradebook the MCS District teachers’ Power
teachers of student proficiency
Teacher gradebooks
(student
demonstration of
mastery)
TSIPP – August 2007 Page 78 of 101
GOAL 3 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: September 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal 86.5% Graduation Rate for all students and all subgroups.
Which need(s) does this Goal address? Student mastery of State and District curriculum standards and objectives.
Memphis City Schools desire to provide an environment that challenges students and provides a measurable data
How is this Goal linked to the system’s Five-Year Plan? source for academic growth via yearly graduation rate.
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 Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based step.)
where possible and include professional development, technology, Projected Cost(s)
communication, and parent and community involvement initiatives Person(s) Required Performance Results
Timeline & Funding Evaluation Strategy
within the action steps of each goal. Responsible Resources / Outcomes
Sources
Principal and
Continued analysis of
August Administrative
Collect, disaggregate, and evaluate data to Enrollment data; enrollment and 86.5% graduation
Action 2011 Team,
identify students in need of intensive transcripts for $0 academic data as rate for 2011-2012
Step through especially
intervention for graduation rate. graduation cohort they are obtained SY
May 2012 Guidance
throughout the SY
Counselors
Continued analysis of
enrollment and
October
Develop and generate bi-weekly list of at-risk Principal and Enrollment data; academic data as 86.5% graduation
Action 2011
on-time graduates and assign these students to Guidance transcripts for $0 they are obtained rate for 2011-2012
Step through
academic counseling. Counselors graduation cohort throughout the SY; SY
May 2012
counseling logs
and/or session notes
Principal,
Records Alerts of senior
August
Develop and implement senior drop-out alert Secretary, withdrawals; Withdrawal papers; 86.5% graduation
Action 2011
system and conduct pre-withdrawal counseling Attendance enrollment data; $0 counseling logs rate for 2011-2012
Step through
for all members of graduation cohort. Secretary, transcripts for and/or session notes SY
May 2012
Guidance graduation cohort
Counselors
Action Develop and implement graduation cohort August Guidance Enrollment data; Counseling logs 86.5% graduation
$0
Step calling plan. 2011 Counselors transcripts for and/or session notes; rate for 2011-2012
TSIPP – August 2007 Page 79 of 101
through and teacher graduation cohort call logs; intervention SY
May 2012 volunteers plans for at-risk
graduates
Implement teacher volunteer program to assist
January
records secretary with filing and graduation Enrollment data; Time logs; counseling 86.5% graduation
Action 2012
cohort tracking and to provide one-on-one Teacher transcripts for $0 logs and/or session rate for 2011-2012
Step through
student counseling and/or parent counseling for volunteers graduation cohort notes SY
May 2012
at-risk graduates.
TSIPP – August 2007 Page 80 of 101
GOAL 4 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: September 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal 93% student attendance rate for all students and all subgroups.
Which need(s) does this Goal address? Student mastery of State and District curriculum standards and objectives.
Memphis City Schools desire to provide an environment that challenges students and provides a measurable data
How is this Goal linked to the system’s Five-Year Plan? source for academic growth via yearly attendance rate.
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 Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based step.)
where possible and include professional development, technology, Projected Cost(s)
communication, and parent and community involvement initiatives Person(s) Required Performance Results
Timeline & Funding Evaluation Strategy
within the action steps of each goal. Responsible Resources / Outcomes
Sources
Improved daily and
October
Personnel paid period attendance
Action 2011 Assistant Personnel to staff Discipline incident
Plan and implement hall sweep system. for by MCS and encouragement
Step through Principals hall sweep teams data
District of positive behavior
May 2012
throughout the SY
Improved daily and
August PLASCO Check-
Attendance data; period attendance
Action Issue parent conferences and letters for first 2011 Assistant In System paid
PLASCO Check- Attendance data and encouragement
Step time tardies. through Principals for by MCS
In System of positive behavior
May 2012 District
throughout the SY
PLASCO Check- Improved daily and
August
Assistant Attendance data; In System and period attendance
Action Reinstitute detention and in-school suspension 2011
Principals; PLASCO Check- ISS Monitor paid Attendance data and encouragement
Step (ISS) for continued tardies. through
ISS Monitor In System for by MCS of positive behavior
May 2012
District throughout the SY
Assistant
August Principals; PLASCO Check-
Attendance data;
Action Issue Student Attendance Review Team 2011 Guidance In System paid 93% attendance rate
PLASCO Check- Attendance data
Step (SART) meetings for habitual truancy. through Counselors; for by MCS for 2011-2012 SY
In System
May 2012 Attendance District
Secretary
TSIPP – August 2007 Page 81 of 101
GOAL 5 – Action Plan Development
Template 4.1 – (Rubric Indicator 4.1) Revised DATE: September 2011
Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)
Goal School ACT Average Composite score of 19 or higher for all students tested.
Which need(s) does this Goal address? Student mastery of State and District curriculum standards and objectives.
Memphis City Schools desire to provide an environment that challenges students and provides a measurable data
How is this Goal linked to the system’s Five-Year Plan? source for academic growth via ACT.
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 Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding
you will be able to progress toward your goal. Action steps are sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action
strategies and interventions which should be scientifically based step.)
where possible and include professional development, technology, Projected Cost(s)
communication, and parent and community involvement initiatives Person(s) Required Performance Results
Timeline & Funding Evaluation Strategy
within the action steps of each goal. Responsible Resources / Outcomes
Sources
$39,053 –
Overton has set
August Instructional Professional Meeting minutes for School ACT average
Provide supplementary training to all teachers aside 10% of its
Action 2011 Facilitator development departmental Composite Score of
on effective incorporation of ACT preparation total Title I
Step through and all conferences and meetings and select 19 or higher for 2011-
into daily lessons. allocation for
May 2012 teachers materials faculty meetings 2012 SY
professional
development
Title I funds
October purchased
Instructional School ACT average
2011 sufficient ACT
Action Administer mock ACT assessment twice a Facilitator Mock ACT Mock ACT Composite Score of
through Prep book(s) with
Step year. and all assessments assessment results 19 or higher for 2011-
March mock ACT
teachers 2012 SY
2012 assessments in
previous years
Incentives would
Guidance be donated items School ACT average
Action Create and implement incentive program for 19 Counselors from school Composite Score of
May 2012 ACT results ACT results
Step or higher ACT Composite Score. and school adopters and/or 19 or higher for 2011-
adopters free activities at 2012 SY
the school
th
Action Implement ACT Prep program for all 11 October Instructional Kaplan ACT Prep Kaplan services School ACT average
ACT results
Step graders. 2011 Facilitator; Program and paid for by MCS Composite Score of
TSIPP – August 2007 Page 82 of 101
through Guidance personnel District 19 or higher for 2011-
March Counselor 2012 SY
2012
Title I funds
purchased
Improved rigor and
sufficient ACT
relevance in the
Prep book(s) with
October Instructional ACT Prep Mock ACT classroom – all
mock ACT
Action Utilize instructional “down time” for ACT Prep 2011 Facilitator materials; Mock assessment results; courses, all grades;
assessments in
Step for all grades, 9-12. through and all ACT ACT results; school- school ACT average
previous years;
May 2012 teachers assessments wide lesson plans Composite Score of
free resources
19 or higher for 2011-
for ACT Prep
2012 SY
available on-line
at www.act.org
TSIPP – August 2007 Page 83 of 101
Component 5 – The School Improvement Plan and Process Evaluation
TEMPLATE 5.1: Process Evaluation
(Rubric Indicator 5.1)
Evidence of Collaborative Process – Narrative response required
What 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 required
What 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 11 th 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.
Evidence of Communication with All Stakeholders – Narrative response required
What 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 required
What 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 required
What 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 required
What 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.
TSIPP – August 2007 Page 85 of 101
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 required
What 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 required
What 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.
TSIPP – August 2007 Page 86 of 101
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 required
What 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 required
How 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).
TSIPP – August 2007 Page 87 of 101
Addendum
TSIPP – August 2007 Page 88 of 101
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 Only
Overton High School is on the “high priority” list. Therefore, I understand that I must spend not
less than 10% of Title I funds for professional development.
____________________________________ ____________________
Principal Signature Date
TSIPP – August 2007 Page 89 of 101
Overton High School
Family 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)
TSIPP – August 2007 Page 90 of 101
Overton High School Transition Plan
Freshman Year (9th 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 (12th 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
TSIPP – August 2007 Page 91 of 101
2011 – 2012
Professional Development Plan
School: Principal: PD Budget:
Overton High School Brett Lawson 10% of total Title I allocation for 2011-
2012
Date: Academic Supt: PDSCC:
April 2011 Dr. Terrence Brown Jenifer Kelley
Professional Development Plan Overview
Based 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 Achievement
2. Mentoring New Teachers
3. 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 Plans
The 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? Process: What effective processes will be used? Context: What aspects of our learning
Content Focus Presentations/workshops by outside environment will support this goal?
PLCs – whole faculty, subject area, and
Instructional Strategies guests, district staff, and/or school staff
On-line courses provided by district team
Assessment Strategies Coaching/mentoring Classroom observations
Classroom Management Strategies Subject-area PLCs/teams Mentoring
Individual and collective data analysis of Study groups
student work Instructional Facilitator/PDSCC
What data sources will you
Professional Learning Implementation Expected use to evaluate Total
Presenters/Leaders
Activities/Events Timeline Outcomes effectiveness? (i.e., teacher PD Budget
data, student data) Balance
Hold presentation(s)/workshop(s) on Jenifer Kelley August 2011-May Teachers will learn/ Observations $0
brain compatible teaching and learning 2012 review brain Lesson plans
compatible teaching TVAAS data
strategies. Review of student work
Teachers will learn/
review brain
compatible learning
environments.
Teachers will
implement brain
compatible teaching
and learning in their
classrooms.
Send teachers of core content areas to Jenifer Kelley August 2011-July Teachers will Observations TBA
local, state, and national professional 2012 learn/review subject Lesson plans
development conferences. area content and PLC minutes
disseminate learning Conference Agendas
amongst peers.
Teachers will make
TSIPP – August 2007 Page 93 of 101
vital professional
contacts.
Teachers will present
at local, state, and
national conferences.
TSIPP – August 2007 Page 94 of 101
Goal 2: To increase new teacher retention and performance at Overton High School.
Content: What will be learned? Process: What effective processes will be used? Context: What aspects of our learning
Instructional Strategies Presentations/workshops by outside environment will support this goal?
PLCs – whole faculty, subject area, and
Assessment Strategies guests, district staff, and/or school staff
On-line courses provided by district team
Classroom Management Strategies Coaching/mentoring Classroom observations
Subject-area PLCs/teams Mentoring
Study groups
Instructional Facilitator
What data sources will
Professional Learning Implementation Expected you use to evaluate __________
Presenters/Leaders Total
Activities/Events Timeline Outcomes effectiveness? (i.e., teacher
PD Budget
data, student data) Balance
Hold presentation(s)/workshop(s) on Jenifer Kelley August 2011-May Teachers will Observations $0
best instructional strategies, classroom 2012 learn/review best Lesson plans
management strategies, and best practices. Review of student work
common practices and procedures. TVAAS data
Teachers will PLC minutes
implement best Disciplinary referral audits
practices.
Teachers will feel
welcomed and
supported during
their first three years
of teaching.
Assign veteran teacher mentors to new Jenifer Kelley August 2011-May Teachers will Observations $700/mentor
teachers 2012 learn/review best Lesson plans
practices. Review of student work
Mentors TVAAS data
Teachers will PLC minutes
implement best Disciplinary referral audits
practices. Mentoring logs
Teachers will feel
welcomed and
TSIPP – August 2007 Page 95 of 101
supported during
their first three years
of teaching.
TSIPP – August 2007 Page 96 of 101
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? Process: What effective processes will be used? Context: What aspects of our learning
Content Focus Presentations/workshops by outside environment will support this goal?
PLCs – whole faculty, subject area, and
Instructional Strategies guests, district staff, and/or school staff
On-line courses provided by district team
Intervention Strategies Coaching/mentoring Classroom observations
Subject-area PLCs/teams Mentoring
Individual and collective data analysis of Study groups
student performance Instructional Facilitator
What data sources will you
Professional Learning Implementation Expected use to evaluate __________
Presenters/Leaders Total
Activities/Events Timeline Outcomes effectiveness? (i.e., teacher
PD Budget
data, student data) Balance
Hold presentation(s)/workshop(s) on Jenifer Kelley August 2011-May Teachers will Observations TBA
assessment-specific content and test 2012 learn/review Lesson plans
preparation (End of Course, TCAP assessment contents Review of student work
Writing, ACT). and their alignment TVAAS data
with state and district PLC minutes
curriculum standards. Intervention logs
Student sign-ins
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
TSIPP – August 2007 Page 97 of 101
performance.
TSIPP – August 2007 Page 98 of 101
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 Form
School: Overton High School Region: SE (Southeast)
Level of Experience *Stipend Source
(Check all that apply)
Responsibility
Protégé Name
Technology,
Operations,
Innovation
Academic
1st 2nd
School
Alternative
and
Year Year License Grade/
Mentor Name Content Area
x x Cassandra Smith 9-12/Exceptional
Amy McDonald
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
x x x Egypt Armstrong 9-12/Vocational –
Family &
Michael Hoots
Consumer
Science
x x Egypt Armstrong 9-12/World
Kelsey Anito
Geography
Megan Mitchell x x Egypt Armstrong 9-12/Biology
x x x Jenifer Kelley 9-12/
Marijo Cook Mathematics/Stu
dy Hall
Patricia Gray x x Tina McBee 9-12/Spanish
x x Tina McBee 9-12/French &
Koffi Kissi
Spanish
Principal: 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)
TSIPP – August 2007 Page 101 of 101
