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? EOC assessment EOC assessment Classroom TEM Tower scores, ACT scores, scores, ACT scores, walkthrough teacher observation Advanced Advanced observations, records What data source(s) do you have that support your Placement (AP) Placement (AP) classroom answer? (identify all applicable sources) 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, planning has scores declined scores from 56% to and improved since the from 82% to 76% 58%, increase in implementation of to 35% to 34% Biology EOC 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 Evidence of effectiveness or ineffectiveness (State in Overton students in English I EOC curriculum Learning terms of quantifiable improvement) 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 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,
assessment for the EOC in May. Is the current practice research-based? Yes Yes Yes Yes Is it a principle & practice of high-performing schools? Yes Yes Yes Yes Has the current practice been effective or ineffective? Ineffective Effective Effective Effective What data source(s) do you have that support your answer? (identify all applicable sources) EOC assessment scores, ACT scores, Advanced Placement (AP) scores, graduation rate calculations EOC assessment scores, ACT scores, Advanced Placement (AP) scores, graduation rate calculations Classroom walkthrough observations, classroom walkthrough curriculum audits, lesson plan audits TEM Tower teacher observation records Evidence of effectiveness or ineffectiveness (State in terms of quantifiable improvement) Ineffective – Algebra I EOC scores declined from 82% to 76% to 35% to 34% from 2008 to 2011, only 10% of Overton students met College Readiness Benchmarks for ACT Mathematics in 2011 – changes in staffing, teaching assignments, and Effective – increase in English EOC II scores from 56% to 58%, increase in Biology EOC scores from 24.15% to 42.53%, increase in English I EOC scores from 43.41% to 48.77%, and increase in US History EOC scores from 92.75% to 95.74% - we experienced a Effective – Overton first-year, and teachers have been successful in curriculum implementation, and many are still employed by MCS; Algebra I and English II data teams enjoyed a 2% gain in English Effective – lesson planning has improved since the implementation of the new evaluation model and MCS Teaching and Learning Framework – more teachers documenting lesson planning, and more teachers providing thorough lesson plans (objective,