High School Curriculum
Beliefs Regarding Differentiated Instruction (D.I.)
- Principals are the Instructional Leaders
- Teachers are the key
- Classrooms should be diverse learning centers
- Curriculum: Aligned with Rigor & Relevance
- Must meet the needs of ALL students
- Will increase student achievement
- Data drives decisions
Differentiated Instruction In Madison County High Schools Looks like…
- Students will be engaged
- Actively involved with assigned task
- Appropriate teacher questioning techniques and student response
- Various DOK Levels
- Posted in EZ Lesson Planner
- Evident in assessments
- Evident in classroom discussions
- Flexible and Varied Grouping
- Based on various data(not limited to standardized tests)
- Groups based on readiness/interest/abilities
- Tiered Assignments
- Varying levels of complexity
- Alternative ways of reaching same goals taking into account individual student needs
- Peer tutoring
- Based on performance on previously assigned tasks
- Higher level students tutor other students in need
- Independent Study Projects
- Performance-based assignment utilizing rubrics
High Schools have studied ways to differentiate instruction by interests and learning styles. Variation of instructional delivery is required and students are challenged to become analytical thinkers. Many accelerated courses are offered, along with dual enrollment.
- A 90-100
- B 80-89
- C 70-79
- D 65-69
- F 64 and below (Very Poor / Failure)
- I Incomplete
3-Tier Intervention Process
The Madison County School District has implemented an instructional model designed to meet the needs of every student. The model consists of three tiers of instruction.
- Tier 1 Quality classroom instruction based on MS Curriculum Frameworks
- Tier 2 Focused supplemental instruction
- Tier 3 Intensive interventions (both academic and/or behavioral) specifically designed to meet the individual needs of students
Universal screeners and progress monitoring will be utilized to (a) determine if students are making adequate progress, (b) identify students as soon as they begin to fall behind, and (c) modify instruction early enough to ensure each and every student gains essential skills. Monitoring of student progress is an ongoing process that may be measured through informal classroom assessment, benchmark assessment instruments and largescale assessments.
If strategies at Tiers 1 & 2 are unsuccessful, students must be referred to the their school’s Teacher Support Team (TST). The TST is a problem-solving unit responsible for interventions developed at Tier 3. Interventions will be:
- Designed to address the deficit areas:
- Research based;
- Implemented as designed by the TST; supported by data regarding the effectiveness of interventions.
After a referral is made, the TST will develop and begin implementation of an intervention(s) within two weeks. No later than four weeks after implementation of the intervention(s) the TST will conduct a documented review of the intervention(s) to determine success of the intervention(s). A second review will be conducted no later than 8 weeks after the implementation of the intervention(s) to determine whether the intervention is successful. No later than 12 weeks after the implementation of the intervention(s) a third review will be conducted. If the intervention(s) is determined to be unsuccessful, then the student will be referred to the school’s Local Survey Committee to determine the need for a comprehensive assessment for special education services.
In addition to failure to make adequate progress following Tiers 1 & 2, students will be referred to the TST for interventions if any of the following events occur:
- Grades 1-3: A student has failed one (1) grade;
- Grades 4-12: A student has failed two (2) grades;
- A students failed either of the preceding two grades and has been suspended or expelled for more than twenty (20) days in the current school year: or
- A student scores at the Minimal level on any part of the Grade 3 or Grade 7 Mississippi Curriculum Test
Referrals to the TST must be made within the first twenty (20) school days of a school year if the student meets any of the criteria A-D above.
See MCS Handbook for full requirements and other graduation options..
English (4 Carnegie Units)
- English I
- English II
- English III
- English IV
Science (4 Carnegie Units — 2 Lab Based)
- Biology I
- A physical based science (Physical Science, Chemistry)
- Any two full credit science courses
Health (.5 Carnegie Unit)
- Comprehensive or Individual Health
Fine Arts (1 Carnegie Unit)
- Introduction to Fine Arts
- Choral Music
- General Music
Plus any state mandated exams.
Total Credits Required for Graduation: 24
Math (4 Carnegie Units) **
- Algebra I
- Algebra II
History (4 Carnegie Units)
- MS Studies
- World Geography
- World History
- US History
- US Government
Computer (1 Carnegie Unit)
- .5 — Computer Applications
- .5 — Keyboarding
- STEM (1 Carnegie unit)
Electives (5 Carnegie Units)
- Any course of your choice
Madison County Schools offers all 11th grade students the ACT Assessment at no charge.
Dual enrollment is a program that allows high school students to simultaneously earn college or vocational credit toward a postsecondary diploma at a Mississippi public college that may or may not also count as credit toward a high school diploma through School Day Enrollment and Independent Study Enrollment.
Admission Requirements for School Day Enrollment Option
- Have earned a minimum ACT Composite Score of 20, SAT Combined Score of 990, and an overall average of 85.0 or higher.
- Have earned a minimum of 20 credits and be classified as a senior.
- Passed a minimum of 5 credits (can include summer School) from courses taken in the preceding school year.
- Complete appropriate forms indicating if student will take course for dual enrollment only or dual enrollment/dual high school credit.
- Not have any disciplinary infractions resulting in expulsion or placement at the Madison County Alternative School during the preceding school year.