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 in the MCS Guide to Each course is outlined student achievement 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 ACT). The use of Overton employs a test for each subtest Literacy Plan focuses Evidence of Practice in 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 –
Template 3.1.a: Curricular Practices (Rubric Indicators 3.1 and 3.2) Current Curricular Practices School uses the TDOE state-approved standards and provides training to staff in the use of the standards. Curriculum is prioritized and mapped. School has established school-wide student achievement benchmarks. School has implemented a grade appropriate cohesive standards-based model for literacy. Evidence of Practice in definitive/tangible terms) Overton uses the MCS curriculum as described in the MCS Guide to Secondary Education and in the MCS instructional maps. MCS curriculum is aligned with state and national standards and addresses benchmark assessments (EOC, ACT). The use of instructional maps allows for consistency in instruction across the school district – a need of our transient student body – and within the school. Faculty/staff are trained on how to read and employ MCS Instructional Maps. Additionally, MCS provides an on-line MCS curriculum is prioritized and mapped. Each course is outlined in nine-week specific instructional maps which detail state and national standards to be taught as well as content pacing. In addition to MCS instructional maps, Overton employs a test prep blitz prior to TCAP Writing 11 in February and EOC AYP assessments (Algebra I and English II) in May. Overton has set the following school-wide student achievement benchmarks: Algebra I EOC – 63% Proficient/ Advanced; English II EOC + Writing – 74% Proficient/ Advanced; ACT Composite – 19.0 or higher; ACT College Readiness Benchmarks for each subtest (English, Mathematics, Reading, Science); TCAP Writing 11 – 90% Proficient/ Advanced; Biology EOC – 50% Proficient/ Advanced; English I EOC – 55% Proficient/ Advanced; US History EOC – 100% Proficient/ Advanced; Graduation Rate – MCS curriculum is aligned with and cohesive state and national standards and infuses the MCS Comprehensive Literacy Plan into content areas where appropriate. The MCS Comprehensive Literacy Plan focuses on improving literacy in all content areas to close the reading achievement gap for all grade levels. The MCS Comprehensive Literacy Plan focuses on the following areas: vocabulary development and acquisition, text organization, prior
TSIPOvertonHigh20112012.docx