Tennessee School Improvement Plan

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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

				
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