• Covington High leaders recommend that each
teacher spend at least 20 minutes of instructional
time each day preparing their students for the ACT.
The school recommends that all teachers within their
PLCs review TVAAS data, scores from report cards,
formative and summative assessments, mastery
charts, ThinkLink scores, as well as scores from the
four and a half-week assessments, nine-week tests,
mid-term tests, and final exams.
Performance data are shared among all academic
teachers, not just the teachers in the subject areas
tested. As one teacher said, “We bring everything
back to data.” Teachers in subjects other than English
and algebra try to incorporate skills from those content areas into their own subjects to reinforce learning
and help students perform better in these two critical
performance areas.
Formative assessment. The teachers at Covington
constantly evaluate students and adjust instruction
based on what they see happening in class. This
practice is based partly on assessments in English
and math designed by Covington teachers and
administrators. Teachers in each of the academic
departments collaboratively designed these assessments, which are aligned to state standards. Assessment questions were crafted by looking at a variety
of other tests and examining the needs of Covington
students.
These assessments begin before the school year begins. Teachers conduct diagnostic tests of each child
for their progress reports. The benchmark tests are
administered every four and a half weeks. The principal adds, “Our students are accustomed to taking
the test. Since the tests are based on the standards,
we make sure we bring the standards to the students.
We want to help our students understand what proficiency looks like. If they don’t know what it looks like,
how can we expect them to accomplish it?”
Teachers also engage in daily assessment activities.
Many use exit cards, mid-week quizzes, or informal
indicators of learning for classroom assessments.
Teachers share assessment information with families
on a routine basis. Report cards are issued every nine
weeks, but parents can also access progress reports
at any time through Parent Connect.
Video: “Using Data in the
Classroom” (0:51)
http:/
/tnscore.org/scoreprize/
lessons-schools_high2012.php
Conclusion
Covington High School is a remarkable example
of transformation. Everything about the school has
improved in the past four years – its look, school
climate, expectations, involvement of the community, and the rigor of coursework. Under the guidance
of Principal Peggy Murdock, the school developed
new expectations for supporting every student and
teachers were given the support they needed to
help students become college and career ready.
The changes at Covington have been substantial and
rapid, but the results are clear. Covington is a living
example that no excuses stand in the way of student
success.
Pathways to the Prize
Lessons from the 2012 SCORE Prize School Winners
44