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DateSubmitted:DatesofRevision:
SchoolPerformancePlan2020-2021
SchoolName:Laurel Hill School
LegendAICE AdvancedInternationalCertificateof
EducationMTSS Multi-tieredSystemofSupports
AP AdvancedPlacement NGCAR-PD
NextGenerationContentAreaReadingProfessionalDevelopment
DA DifferentiatedAccountability NGSSS NextGenerationSunshineStateStandardsED EconomicallyDisadvantaged PERT PostsecondaryEducationReadinessTestELA EnglishLanguageArts PMP ProgressMonitoringPlanELL EnglishLanguageLearners PMS ProgressMonitoringSystemEOC EndofCourseExam POC PlanofCareESE ExceptionalStudentEducation PPP PupilProgressionPlanESSA EveryStudentSucceedsAct PSAT PreliminaryScholasticAptitudeTestFAIR FloridaAssessmentforInstructionin
ReadingSAC SchoolAdvisoryCouncil
F/R Free&Reduced SAI SupplementalAcademicInstructionFS FloridaStandards SAT10 StanfordAchievementTestFSA FloridaStandardsAssessment SESAT StanfordEarlySchoolAchievementTestIB InternationalBaccalaureate SPP/SIP SchoolPerformancePlan/School
ImprovementPlanIEP IndividualizedEducationProgram SWD StudentswithDisabilitiesIPDP IndividualizedProfessionalDevelopment
PlanVE VaryingExceptionalities
SACInformation
Allschooladvisoryagendas,minutes,memberships,andguidelinesofoperationsareboundattheschoolsiteaswellastheDistrictOffice.ThesereflecttheprocessusedinthepreparationandevaluationoftheSchoolPerformancePlanandtheschool’sannualbudget.SACfundsintheamountof$willprimarilybeusedfor:ThenamesrepresentedbelowindicateapprovaloftheSPPbytheSACCommitteemembers.Principal’sSignatureSACChairperson’sSignature
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OkaloosaCountySchoolDistrict
VisionStatement:Weinspirealifelongpassionforlearning.
MissionStatement:Weprepareallstudentstoachieveexcellencebyprovidingthehighestqualityeducationwhileempoweringeachindividualtopositivelyimpacttheirfamilies,communities,andtheworld.
CoreValues:Accountability:We,workinginconjunctionwithstudents’families,acceptresponsibilitytoensurestudentlearning,topursueexcellence,andtoholdhighstandardsforall.Citizenship:Weprepareallstudentstoexercisetheduties,rights,andprivilegesofbeingacitizeninalocalcommunityandglobalsociety.
Excellence:Wepursuethehighestacademic,extracurricular,andpersonal/professionalstandardsthroughcontinuousreflectionandimprovement.
Integrity:Weembraceacultureinwhichindividualsadheretoexemplarystandardsandacthonorably.
PersonalGrowth:Wepromotetheacquisitionofknowledge,skills,andexperiencetodevelopindividualswiththeaspiration,perseverance,andresiliencetobelifelonglearners.
Respect:Weshowregardandconsiderationforallthroughacultureofdignity,diversity,andempathy.
Leadership:Weprovideguidanceanddirectiontoaccomplishtaskswhilebeingamoralcompasstoothers.
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SchoolPerformanceTeamIdentifythenamesandtitlesoftheSchoolPerformancePlandevelopers.
Name TitleL.Martello,A.LaVictoire Principal,AssistantPrincipalE.Harrington,S.Spears InstructionalCoachesJ.Becker,C.Gibbons,E.Bolton,A.Beck,M.Reeves ElementaryELAClassroomTeachersD.Clary,K.Redfern,C.Brooks,S.Mitchell,A.Majors ElementaryMathClassroomTeachersJ.Colmon,J.Crews,Y.Williams,D.Welsh SecondaryELAandReadingClassroomTeachersD.Adams,C.Mott,L.Steele,C.Valdes SecondaryMathClassroomTeachersA.Heppner,B.Mott SecondaryScienceClassroomTeachersJ.Franklin,C.McSween SecondarySocialStudiesTeachersK.Jackson,W.Cooper SecondaryCHOICEandCTETeachersD.McVay TitleITeacherK.Chandler,S.Snow ESETeachersC.Strickland GuidanceCounselor
StakeholderInvolvement:DescribetheprocesstakentocreatetheSchoolPerformancePlan.
• May2020-SPPFeedbackSurveywassenttoeachteacherviaemailtogetideasforimprovementoftheplanfrompreviousschoolyear.
• June-July2020-SchooladministrationdraftedtheSPPusingthefeedbackgivenfromteachers.• August2020(preplanning)-Finaldraftof2020-2021SYSPPgiventoteacherswithdiscussionsoninstructionalimplicationsfor
pandemicgaps.• September2020-drafttobelookedoverbyCurriculumandInstructionwithrevisionsrequested.• September2020-finaldraftpresentedtoclassroomteachersforimplementationintotheclassroom
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SchoolProfileLaurel Hill School is a small, public Kindergarten through grade 12 school located in the panhandle of Florida in Northwest Okaloosa County. The rural community of Laurel Hill is bound by the Blackwater State Forest, the Alabama state line, Walton County, and acres of farmland. Student enrollment generally fluctuates around 400-420 students. To date, we have 395 students enrolled. Approximately 68% of the student population is economically disadvantaged. Reading and the development of literacy practices has been the primary focus of academic improvement efforts. Laurel Hill School's students, faculty, staff, and community are dedicated to improving test scores and making learning gains, hoping to show progress as measured by the State of Florida accountability system. Literacy practices will be strengthened and supported as we continue to implement the Florida Standards. Teachers have attended district and state workshops in order to provide professional development for our faculty. Planning, as associated with the Florida Educator Accomplished Practices (FEAP) and Danielson Frameworks, lesson study, and a continuous improvement will assist in accelerating the performance of ALL students. Title I support in Reading and Math, as well as ESE support will be available to elementary and middle school students that qualify. ESE learning strategies classes for secondary students that qualify will be supported by our ESE staff. MTSS will drive school improvement efforts. PD teams will engage in instructional planning and problem solving to ensure that student success is achieved and maintained. LHS will work in concert with the Department of Education's Mission of "increasing the proficiency of all students within one seamless, efficient system by providing them with the opportunity to expand their knowledge and skills through learning opportunities and research valued by students, parents, and communities, and to maintain an accountability system that measures student progress…" In order to accomplish this commitment, MTSS will require 1) high quality instruction and intervention matched to student's needs, 2) use of data over time to make important educational decisions, 3) implementation of team processes and structure, 4) implementation of a problem-solving process, and 5) use of tiered supports and decision protocols. With efforts in place to ease the stresses associated with COVID-19, approximately 25% of our students are learning from home via distance learning platforms for at least the first quarter. Teachers in Okaloosa County are supporting these students, however, Laurel Hill is still their school, and these students are still considered our students. They are part of our Blackboard Connect information outreach and any other types of communication/events that take place at Laurel Hill School. The Student Success Committee is working to ensure that these students stay connected to Laurel Hill and remain successful, even when they are learning from home.
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Whatdoesthedatatellyouregardingthepositiveaspectsofyourschool?Oftheresponsesthatwereceived,89%eitheragreeorstronglyagreethatLaurelHillSchoolemphasizesacademicperformanceaboveallelseattheschool.Also,78%ofresponsesagreethattheyfeelwelcomeattheschool-thiscanbeattributedtotheopenlinesofcommunication,friendlyfrontofficestaff,andouropendoorpolicy.
Whatdoesthedatatellyouregardingtheopportunitiesforimprovementinyourschool?Thelackofampleparticipationmeansthatwearenotadvertisingthesurveytothebestofourability.Anincentivecouldbeaddedforstudentstoencouragetheirparentstofilloutthesurvey.Thisinformationwouldallowtheschoolleadershipteamtomakeimprovementssothatstrongerrelationshipscanbebuiltwithcommunitymembersandparents.
Provideadescriptionofthevariousformsofcommunicationtoyourcommunityandparents.Teachers at Laurel Hill School utilize a variety of avenues to communicate to their parents and community members. Each elementary teacher sends home weekly newsletters that give information about upcoming events, current classroom successes, and standards/objectives that will be or has been taught in the classroom that week. Many teachers also use the Remind 101 app that allows parents the opportunity to send electronic messages to their child's teacher(s) when homework questions and/or other issues arise outside of the school's hours. This also allows the teachers to send messages to their subscribing parents about reminders and other tidbits of information. Our schools’ website remains up-to-date with pertinent information for parents. This location is also where parents can go to find a direct link to the teacher’s emails, sports schedules, and school supply lists.
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SchoolActionPlanESSASubgroup:Strategies&ProgramstoSupporttheObjectives
ESSASubgroupFocusSubgroup:Studentswithdisabilities(SWD)-38%SchoolFocusWhatisthecause(s)forthissubgroupbeinganareaoffocus?Accordingtothepreviousschoolyear’sdata(andthisdataisbeingrecognizedagain,asstatetestingdidnotoccurduetoextensiveschoolclosures)16.8%ofthestudentsatLaurelHillSchoolfallundertheStudentswithDisabilitiescategory.WhileLaurelHillSchoolasawholereceived64%oftheFederalIndexPoints,StudentswithDisabilities(SWD)scoredonly38%oftheFederalIndexPoints.Thismeansthatthesestudentsarenotadequatelyperformingonorgrowingtowardproficiency.Manyofthesestudentslackthemotivationtoperseverethroughdifficultassignments,whileothersareconsistentlyabsentfromschoolorinSTPduetoinappropriatebehavior.Whatarewedoingtotargetthissubgroup?TotargetthissubgroupofstudentsatLaurelHill,wearefocusingonthewholechild.Thismeansthatweareimplementingacademicscaffoldsandstrategieswhilealsocateringtotheiremotional,social,andphysicalneeds.ThismeansthatteachersatLaurelHillwillimplementbothacademicandsocial/emotionalstrategiesthatwillbuildastudent’scharacterandmotivation,whichinturn,willhavepositiveeffectsontheiracademicperformance.TargetedSchool-basedProfessionalDevelopment:TeacherswillreceivesocialandemotionalhealthtrainingduringpreplanningPD(Aug24-25).StudentSuccessCommitteewillbeformedfromteachers,administration,andotherstaffmembersduringthefirstmonthofschoolandworktogethertowritetheirplanfortheyear.(Aug/Sept)ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Teacherswillimplementincentivesforstudentsintheclassroomstoimproveperseverance,attendance,andbehavior.ThiswillextendtoallstudentsincludingSWD.HousepointssystemwillbeimplementedstartinginJanuary(dependingontheliftingofCOVID-19safetymeasures).Thiswillallowteacherstogivestudentspointsfortheir“houses”throughouttheschoolyearforgoodbehaviorandpositivechoices.
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SchoolImplementationActionSteps(Administration,Teachers,andStudents):Schoolwillutilizeathemeof“HappyCampers”forthe2020-2021SYtoencouragecomraderyandworkingtogethertoperseverethroughtoughtasks.SSCwillimplementstrategiestoforwardthisthemethroughouttheschool.HousepointssystemwillbeimplementedstartinginJanuary(dependingontheliftingofCOVID-19safetymeasures).Thiswillallowteacherstogivestudentspointsfortheir“houses”throughouttheschoolyearforgoodbehaviorandpositivechoices.AStudentSuccessCommittee(SSC)willbeformedbyteachersandotherstaffmemberstomeetquarterlytoassessanddiscussthemeasuresthatareinplacetoincentivizeperseverance,attendance,andbehaviorofstudents.Thiscommitteewilloverseetheincentivesandfundraisingneededtoimplementtheseincentives.ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorClassroomincentivesforbehaviorandattendance
Walkthroughs Eachsemester Admin,classroomteachers,SSC
Weeklytrophiesforattendanceandcharactertraits
PLCs,walkthroughs,weeklyemails
Weekly Admin,title1teacher,SSC
Housepoints EmailssentfromSSC Weekly(startinginJan) Admin,SSC,classroomteachers
SSCmeetings Attendancetomeetings Monthly AdminSSCEvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanELA:Reading&Writing
DistrictGoal: Studentsshalldemonstratereadingproficiencyatorabovetheexpectedgradelevel.ElementaryObjectives:ThepercentageofallcurriculumstudentswhowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast75%.Thepercentageofstudentsinthelowest25%whowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast50%.ThepercentageofLevel4and5studentswhowillmakelearninggainsinreadingontheFloridaStandardsAssessmentTestwillbeatleast95%MiddleSchoolObjectives:ThepercentageofallcurriculumstudentswhowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast75%.Thepercentageofstudentsinthelowest25%whowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast50%.ThepercentageofLevel4and5studentswhowillmakelearninggainsinreadingontheFloridaStandardsAssessmentTestwillbeatleast45%HighSchoolObjectives:ThepercentageofallcurriculumstudentswhowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast75%.Thepercentageofstudentsinthelowest25%whowillmakelearninggainsinreadingasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast50%.ThepercentageofLevel4and5studentswhowillmakelearninggainsinreadingontheFloridaStandardsAssessmentTestwillbeatleast95%.
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
CentralFocus:ELAFocusKindergarten-Grade2KeepingtheBalancedLiteracyModelinmind,usetheELAFoundationStandardsanddata(e.g.,MaxScholar,iReady,formative)tocreatelessons• Collaborativelydeveloptargeted,engagingmulti-sensoryphonemicawarenessandphonicslessonsforusewithintheBalancedLiteracy
Model• HowtouseMaxScholarinablendedlearningenvironmentforidentifiedstudents• Usedata(e.g.,iReady,MaxScholar,andformative)tocollaborativelyplanwholegroupmini-lessons,smallgroupinstruction,andstations
SchoolFocusTargetedSchool-basedFocus:TeacherswillusetheFoundationStandardsforELAtodevelopphonemicawarenessandphonicslessonsandactivitiesthroughouttheBalancedLiteracyModel.TargetedSchool-basedProfessionalDevelopment:WeeklymeetingswiththeELAcoach(AcademicDutyTime)toreviewdata(iReady,MaxScholar,etc.)andplanlessonsforindividualgroupsofstudentsbasedonneed(remediation).InstructionalCoachingCycles(signedpartnershipagreements)withidentifiedteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedontheiReadyDiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):TeacherswillusetheFoundationStandardsforELA(PrintConcepts,PhonologicalAwareness,Phonics/WordRecognition,andFluency)anddata(MaxScholar,FLKRS,iReady,etc.)todevelopphonemicawarenessandphonicslessonsandactivitiesthroughouttheBalancedLiteracyModel.Instructionwillinclude:A- Variousmodesofinstructionaldelivery(BLM)
1. WholeGroupInstructionthatincludesexplicitteaching,teachermodeling,studenttalkstrategies,cooperativelearninggroups,evidenced-basedresponses(verbalresponsewithgradualreleasetowardwrittenin1stand2ndgrades).o Teacherswillprovideevidencedbasedresponsestems(TextTalkeranchorchart)postedintheclassroom(1&2).o KGteacherswillmodelandteachtherestatingofthequestionforevidencedbasedverbalresponses.
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o TeacherswillutilizepurposefulreadaloudsandsharedreadinglessonsthatincorporatepreplannedTDQsatvaryingDOKlevelsandphaseswithanemphasisonKeyIdeasandDetailsandtheFoundationStandardsdifferentiatedbyneed.
2. DifferentiatedInstructionthatincludescooperativelearninggroups,stations,andteacherledsmallgroupinstructionutilizingassessmentdata(DRA,iReady,MaxScholar,classroomformativeassessments,etc.)toplanfordifferentiatedgroupingsandactivities.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.o Teacherswillgiveaphonemicawareness/phonicsinventorywithinthefirstmonthofschooltodeterminesmallgroupsandstations
(iReady,Tyner,FLKRS,etc.)o Teacherswilluseinventorydatatogroupstudentsforthedifferentiationblock.o Teacherswillusevariousresourcestodifferentiatephonemicawarenessandphonicsinstructionsuchas:iReady,FCRRStudentCenter
Activities,Tyner,PhonicsDance,WordsTheirWay,decodablereaders,MaxScholar,etc.o Level1sand2s(iReady)willmeetinasmallgroupdailywiththeteacher;Level3swillmeetinasmallgroupaminimumof3timesper
weekwiththeteacher;Level4sand5swillmeetwiththeteacheraminimumof2timesperweekinasmallgroup.B- Includecomplextext
1. Varioussourceswillbeutilizedtoensureappropriatetextcomplexitywhenchoosingsources(Journeys,Newsela,Achieve3000,ReadWorks,StudiesWeekly,tradebooks,readalouds,etc.)
2. StudentswillbetaughthowtocriticallyanalyzeonesourceforKeyIdeasandDetailsusingpicturesandphotographswithscaffoldingtowardapictureandatext.
C- TextDependentQuestions(TDQs)1. Teacherswillwriteoreditstandardsbased,rigorousTDQstodrivemultiplecomponentsoftheBalancedLiteracyBlock.2. TeacherswillusecarefullycraftedYDQstoleadandscaffoldstudents(breadcrumbs)towardaculminatingtask.3. TDQswilldrivepurposefulstudenttalktoengagestudentswithatext.
D- TextMarking&Annotation1. Teacherswillmodelandscaffoldpurposefultextmarking&annotatingwithrespecttoaTDQ,culminatingtask,orphonicsskill.2. Afterexplicitteachermodelingandscaffolding,students(ingrade2)willbegintopurposefullyandcustomarilytextmark&annotatebased
onaTDQ,culminatingtask,and/orphonicsskill.E- PurposefulStudentTalk
1. StudentswillengagewithtextsandtheirassociatedTDQsthroughcommonstudenttalkstrategiesandprotocolssuchasFishbowl,Think-Pair-Share,Go-Go-Mo,TurnandTalk,PinwheelDiscussions,etc.
2. Teacherswillplanforpurposefulengagementbyincludingstudenttalkprotocolsintodailywholegroupandsmallgrouplessons.3. Teacherswillmodelandincorporatecitation,supportive,andelaborationphrasesinto1stand2ndgradediscussionsandeventuallywriting
(anchorchart).F- MultisensoryInstructionalStrategies
1. Teacherswillroutinelyplanfortheadditionofmultisensoryactivitiessuchasairwriting,texturewriting,Read-It-Build-It-Write-It,kinestheticmovements,songs,etc.tosupportfoundationskillacquisitionforallcomponentsoftheBLB.
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o TeacherswillusetheMultisensoryStrategiesResourcewhenplanningforengagementandlessons.
ProgressMonitoring
Initiative
HowWillItBeMonitored FrequencyofOfficialMonitoring
WhoisResponsibletoMonitor
Phonics/PhonemicAwarenessDifferentiation
Walkthroughs,ConversationswithAdmin,PLCs
Weekly Administration,ClassroomTeachers
ComplexTextsengagement(TDQs,studenttalk,TextMarking&Annotation)
Walkthroughs,ConversationswithAdmin,PLCs
Weekly Administration,ClassroomTeachers
Multisensoryinstructionalstrategiesforfoundationalskillsandstandards
Walkthroughs,ConversationswithAdmin,PLCs
Weekly Administration,ClassroomTeachers
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
CentralFocus:ELAFocusGrades3-5Keepingtheendinmind,usetheELAStandards,ItemSpecifications,AchievementLevelDescriptors(ALDs),anddata(e.g.FSA,formative)tocreatelessons• Collaborativelydevelopaculminatingtask(e.g.,test,writingtask,etc.)thatreflectsthestandard(s)offocus• UseItemSpecificationstocreatequalityquestionsbasedonthestandardsandALDswhichpreparestudentsforthedevelopedculminating
task• Investigatehowtousegrade-leveltextsfromJourneysandsupplementalmaterialsasaresourcetoplanlessonswhichpreparestudentsfor
thedevelopedculminatingtaskSchoolFocusTargetedSchool-basedFocus:Standardsbasedreadingandwritinginstructionthatempowersstudentstothinkcriticallyaboutcomplextextsthroughwholegroupminilessons,differentiatedsmallgroupinstruction,andaccountablestations/cooperativelearninggroups.TargetedSchool-basedProfessionalDevelopment:TeacherswillmeetwiththeELAInstructionalCoachonaweeklybasistoreviewiReadydataandplanstandardsbasedinstructionforstudents.InstructionalCoachingCycles(partnershipagreements)withidentifiesteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedontheiReadyDiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Beginningwiththestandards,ItemSpecifications,ALDs/LPs,androutinelycreatingpurposefulinteractionswithtexts,teacherswillincorporatestrategiesforpurposefulinteractionswithcomplextextsintovariousmodesofinstruction.Theinstructionwillinclude:
A- Variousmodesofinstructionaldelivery(BalancedLiteracy)1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussions,cooperativelearninggroups,
writtenresponses,etc.
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2. Differentiatedinstructionthatincludescooperativelearninggroups,stations,andteacherledsmallgroupinstructionutilizingassessmentdata(FSA,iReadydiagnosticandinstruction,classroomformativeassessments)toplanforstudentgroupingsandactivities.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.• Level1sand2swillmeetwiththeteacherinasmallgroupaminimumof5timesaweek;Level3swillmeetwiththeteacher
inasmallgroupaminimumof3timesperweek;Level4sand5swillmeetwithateacherinasmallgroupaminimumof2timesperweek.
• TeacherswillusetheiReady3. Intertextuallessonsthatincludethefollowingcomponents:multiplecomplexsources,textdependentquestions,textmarking&
annotation,purposefulstudenttalk,writingthroughreading,focusedculminatingtask.4. Bytheendofthe1stELAstudentsingrades3-5willbeabletoconnect2ormoresourcestoanswerTDQs,recognize
themes/ideas,orcompleteaculminatingtask.B- Multiplesources/ComplexTexts
1. Varioussourceswillbeutilizedtoensureappropriatetextcomplexitywhenchoosingsources(EngageNewYork,CommonLit,Newsela,Achieve3000,ReadWorks).
2. StudentswillbeexplicitlytaughthowtocriticallyanalyzeonesourceforKeyIdeasandDetailsbeforesynthesizingmultiplesources.
3. Instructionwillfocusonstudentsmakingconnectionsandsynthesizingmultiplesourcesandevaluatingtherelationshipamongtextselections.
4. BytheendofthefirstsemesterELAstudentsingrades3-5willbeabletoconnecttwoormoresourcestoanswerTDQs,recognizethemes/ideas,orcompleteaculminatingtask.
C- TextDependentQuestions(TDQs)1. Teacherswillwriteoreditstandardsbased,rigorousTDQstodrivecomponentsoftheBalancedLiteracyBlock.2. TeacherswillusecarefullycraftedTDQstoleadandscaffoldstudents(breadcrumbs)toaculminatingtask.3. TDQswilldrivepurposefulstudenttalktoengagestudentswiththetext.4. Teacherswillexplicitlymodel(usingathinkaloud)howtothinkthroughandanswerrigorousTDQsatvaryingphases,DOKs,
anditemtypeswithagradualreleasetowardstudentindependence.ThiswillbethroughaDailyReadingWarmUpofanFSAstylequestionatvaryingphasesandDOKs(ReadingWarmUp).
D- TextMarking&Annotation1. TeacherswillmodelforandscaffoldstudentstowardpurposefultextmarkingsandannotationswithrespecttoaTDQor
culminatingtask.
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2. Afterexplicitlyteachermodelingandscaffoldingstudentswillbegintopurposefullyandcustomarilytextmark&annotatebasedonaTDQorculminatingtask.
E- PurposefulStudentTalk1. StudentswillengagewithtextsandtheirassociatedTDQsthroughcommonstudenttalkstrategiesandprotocolssuchas
SocraticSeminar,Fishbowl,Think-Pair-Share,Go-Go-Mo,PhilosophicalChairs,TurnandTalk,etc.2. Teacherswillplanforpurposefulengagementbyincludingstudenttalkprotocolsintodailywholegroupandsmallgroup
lessons.F- WritingThroughReading
1. TeacherswillplanforpurposefulengagementwithtextsthroughWritingThroughReadingactivitiessuchas:ExitTickets,GraphicOrganizers,StopandJot,citingrelevantevidence(ranking),etc.
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorUseofstandards,itemspecifications,andALDstodrivecomponentsoftheBalancedLiteracyBlock
Walkthroughs,ConversationswithAdmin,PLCs
Weekly Administration,classroomteachers
EngagementwithComplexTexts(TDQs,studenttalk,textmarking&annotation)
Walkthroughs,ConversationswithAdmin,PLCs
Monthly Administration,classroomteachers
Dailysmallgroupinstructionforstudentremediationandenrichment.
Walkthroughs,ConversationswithAdmin,PLCs
Weekly Administration,classroomteachers
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
CentralFocus:Text-basedWriting
SchoolFocusTargetedSchool-basedFocus:Focusedwritingresponseswithanemphasisontheprewritingprocedures-analysisofsources,constructionofathesisstatement,andstudenttalkprotocolstoincreaseelaborationTargetedSchool-basedProfessionalDevelopment:WeeklymeetingswiththeELAcoach(AcademicDutyTime)toreviewdata(baselinewritingscoresandinclassassignments)andplanlessonsforindividualgroupsofstudentsbasedonneed(remediation).InstructionalCoachingCycles(signedpartnershipagreements)withidentifiedteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebaselinewritingdatathatisgatheredinSeptember.WritingPlan
LaurelHillSchoolKG-5thWritingInstructionalPlan
2020-2021AllELAteachersingradesK-5will:
• ReviewtheFSA-LikeorFSAwritingrubricwithallstudents.• ImplementWritingSmallGroupsorWritingConferencestoremediatestudentwritingdeficiencyasinformedbyclassroomdataandenrich
studentstothenextscorepointontherubric.• Giveabaselinewritingatthebeginningofeachquartertoinformteachersofwritingneeds• UsedatafrombaselinewritingandCountColdWritestodrivetheirwritinginstruction.
KindergartenUnpackingaPrompt
• Withteachersupportunderstandvocabularyoftheprompt.• Studenttalktorestatepromptintheirownwords• Teachermodelshowtounderlinekeywordsintheprompt• ModeledBUCLbyteacher
o BoxMode(opinion,informational)
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o UnderlinePurposeandAudience,whenapplicableNote:Ifnoaudienceisspecifiedintheprompt,itisunderstoodtheaudienceisa“knowledgeableperson”
o CircleTopico Listanyacademic/domainspecificwordsifpresent
TextMarking&Annotations• Teachermodelsandguidestextmarkingandannotationsusingpagescopiedfromafamiliartextforthewholeyear.• Teacherswillusepreviousreadingseries’leveledreadersfortextmarkingandannotations.
PlanningfortheEssay
• Modeledandsharedplanning• Graphicorganizers• StudentresponsesbasedonpromptedTDQsandteacherleadtextmarking• Oraldictationtoteacher
AnalysisandSynthesisofMultipleSources• Withpromptingandsupport,analyzetwosourcesINDEPENDENTLYofeachotherbeforetyingthemtogether• ModelsynthesisoftwosourcesbyQ4.
WritingIntroductions• WithpromptingandsupportstudentswillwriteatopicsentencebyQ4• Modelingandsharedwriting
WritingConclusions• Teacherswillmodelrestatingthetopicsentenceasthelastsentenceofyourwriting.• Modelingandsharedwriting
CitingRelevantEvidence• Withpromptingandsupportstudentwillrespondtoteacherleaddiscussionofasource.• Withpromptingandsupportstudentswillbeabletoverballyranktwopiecesofevidenceforrelevancetotheprompt.
ElaborationTechniquesandStrategies• Teachermodeledandguidedthroughannotationsofthetext• Teacherquestioningandstudentresponse• Teacherswillmodel“ConnectionstoSelf”fromthe6-ElaborativeTechniquesstrategy
UsingInternalandExternalTransitions• Modeledandsharedwriting• Storyframeswithgradualrelease• StorySequencing
IncludingContentSpecificVocabulary• Modeledcircling,underlining,anddefiningwordsduringtextmarking• Anchorchartsforwords• Usethewordsinsharedwriting• TDQswrittenanddiscusswithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)
FirstGradeUnpackingaPrompt
• Studenttalktostatethepurposeforthewriting.• Underlinekeywordsinthepromptwithgradualrelease
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• TeachermodeledBUCL-graduallyreleasetosharedBUCLbyQuarter3o BoxtheMode(opinion,informational)o Underlinepurposeandaudience,whenapplicable;Ifthereisnotdeterminedaudience,itisunderstoodtheaudienceisa“knowledgeableperson”.o Circlethetopicoftheessayo Listanyacademic/domainspecificwordsthatshouldbeusedintheresponsefromtheprompt.
TextMarking&Annotations• Teachermodelsandguidestextmarkingandsomeannotationwith/forthestudents
o Annotationwillbetaughtandmodelednotbeforethefirstsemesterwithgreatcareastonotoverwhelmtheprewritingprocess.• Studentswilltextmarkallpossiblepiecesofevidencefortheprompt• Studentsandteacherswillrankevidencetodeterminethemostrelevanttotheprompt.
o Thiswillbedonethroughtheuseofpointedstudenttalkactivitiesandengagementstrategies.PlanningfortheEssay
• Modeledandsharedplanning(gradualrelease)• Graphicorganizersprovidedtoaidinplanningforwritingtoaspecificmode(promptdriven).• StudentresponsesbasedonpromptedTDQsandtextmarking
AnalysisandSynthesisofMultipleSources• Withpromptingandsupport,studentswillanalyzetwosourcesindependentlyofeachotherbeforetyingthemtogether• Withpromptingandsupport,synthesize2sourcesbyquarter3.
WritingIntroductions• Modeledandscaffoldedrestatementofthepromptusingstudents’ownwords• Studentswillwriteatopicsentenceindependentlybyquarter3• Teacherswillprovide,instruct,andsupporttheuseofpromptstartersandsentenceframes.• Sharedintroductionwritingwithagradualreleasemodel
WritingConclusions• Modelingandscaffoldingofrestatingthetopicsentenceusingrephrasedwords-studentsindependentbyquarter4.• Teacherswillscaffoldstudentswithpromptstartersand/orsentenceframes.
CitingRelevantEvidence• Withpromptingandsupportstudentswillbeabletorankevidenceforrelevance.• Citewheretheyfoundtherelevantevidence.• Studentswillengageinstudenttalkactivitiestorankevidence
ElaborationTechniquesandStrategies• Teacherpromptedquestioningandstudent’sresponsesthroughstudenttalkandannotationofsources.• Teacherswillmodelandsupportstudentstouse“ConnectionstoSelfandAnotherText”fromthe6-ElaborativeTechniquesstrategy.
UsingInternalandExternalTransitions• Withpromptingandsupport,thestudentswillusestoryframes.• Graphicorganizers(sequencing)• Anchorchartswithtransitionsforstudentstoreferencewhenwriting• Studentswilltextmarkexamplesoftransitionsinexemplarwriting
IncludingContentSpecificVocabulary• Circling,underlining,anddefiningwordsduringtextmarking• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)
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SecondGradeUnpackingthePrompt
• Stateageneralpurposeforwritingbasedontheprompt• Underlinethepurposeforwritingintheprompt• StudentandteachersharedBUCLprompts
o Boxthemode(opinion,information)o Underlinethepurposeandaudience,whenapplicable;Ifnoaudienceisspecifiedintheprompt,itisunderstoodtheaudienceisa“knowledgeable
person”o Circlethetopico Listanyacademic/domainspecificwordsifpresent
TextMarking&Annotation• Teachermodelsandguidestextmarking&annotating• Studentswilltextmarkpossiblepiecesofevidencefortheprompt• Studentsandteacherswillrankevidencetodeterminethemostrelevanttothepromptwithagradualreleasemodel.
PlanningforEssay• Sharedplanningwithfeedback(gradualrelease)• Graphicorganizers• StudentresponsesbasedonpromptedTDQsandtextmarking
AnalysisandSynthesisofMultipleSources• Withpromptingandsupport,analyzetwosourcesindependentlyofeachotherbeforetyingthemtogether• Withpromptingandsupportsynthesizetwosources(gradualrelease)byquarter3.
WritingIntroductions• Sentenceframes/promptstarters• Sharedwritingwithgradualreleasemodel
WritingConclusions• Modeledandscaffoldingofrestatingthetopicsentenceusingrephrasedwords.Studentsindependentbyquarter3.• Teacherswillscaffoldstudentswithpromptstartersorsentenceframes
CitingRelevantEvidence• Anchorchartforsentencestemstociteevidence;Example:Theauthorstates_________;Insource2itstates_________.• Studentswillcollaboratively(throughstudenttalkandclassdiscussions)rankevidencebasedonrelevancetotheprompt• Citewherestudentfoundevidence(withteachersupport)
ElaborationTechniquesandStrategies• Teacherpromptedquestioningandstudents’responsesthroughstudenttalkandannotationofsourceswithgradualreleasetoindependence.• Teacherswillmodelandsupportstudentstouse“ConnectionstoSelfandAnotherText”fromthe6-ElaborativeTechniquesstrategy.
UsingInternalandExternalTransitions• Transitionwordbanks• Graphicorganizers• Anchorchartwithtransitionsforstudentstoreferencewhenwriting• Studentswilltextmarkexamplesoftransitionsinexemplarwriting
IncludingContentSpecificVocabulary
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• Circling,underlining,anddefiningwordsduringtextmarking• Modeledandsharedwriting• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)
ThirdGradeUnpackingthePrompt
• StudentandteachersharedBUCLpromptswithgradualreleasetoindependentbyquarter2o Boxthemode(opinion,informational)o Underlinepurposeandaudience,whenapplicable;Ifnoaudienceisspecificintheprompt,itisunderstoodtheaudienceisa“knowledgeable
person”o Circlethetopico Listanyacademic/domainspecificwordsifpresent
TextMarking&Annotation
• Studentswilluseunpackedpromptstoguideandsetthepurposefortextmarkingandannotationwithannotationsmodeledduringquarter1(gradualrelease)
• Studentswillrankevidenceforrelevance• Studentswillparticipateinstudenttalkactivitiestojustifytextmarkingandannotations.
PlanningfortheEssay
• Gradualrelease(model,shared,independent)“BoxesandBullets”{thesisstatementgoesinthebox,andthetwoorthreebulletsarewordsorphrasesthatrepresentthetwoorthreetopicsofthebodyparagraphs.
• Independentplanningbyquarter3AnalysisandSynthesisofMultipleSources
• Studentswillanalyzeandsynthesizethreesourcesbyquarter3• Teacherswillincorporatethefollowingstrategiestoencouragestudents’analysisandsynthesisofandacrossmultiplesources:
o TeacherwillcreateTDQswithanemphasisonphase2and3whichrequiresstudentstoanalyzemultiplesourceso Studenttalkstrategiesthatrequirestudentstosynthesizeacrossmultiplesourceso Visualstrategiessuchashighlightersandgraphicorganizerstomakeconnectionsacrossmultiplesources
WritingIntroductions
• TeacherwillusemodelingandexemplarwritingsfromFSAsamplersettoshowintroductoryparagraphs• Withpromptingandsupportstudentswillwritethesisstatementsasthemainideafortheiressay• Directlyteachintroductiontypes:funnel,dramatic,quotation,turnabout,interestingfacts,anecdote(story);andmodeltheirusethroughmodeledand
sharedwriting• Sharedwritingasneeded
WritingConclusions
• Teacherwillprovideexplicitinstructionandmodelingon3-Stepconclusionwriting:restatementofthesis,synthesisofnewand/orinterestingidea,andfinalgeneralizedthought
• Anchorchartwillbecreatedanddisplayedforstudentstorefertowhenwritingconclusions• Directlyteachconclusiontypes:2Cents,CalltoAction,andFutureSignificance;modeltheirusesthroughmodeledandsharedwritings
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CitingRelevantEvidence
• Teacherswillprovideinstructiononandcontinuousreviewof“evidence”portionoftheFSA-likerubric• Teacherswillmodelandscaffoldstudentstoanalyzetheirowntextmarkings• Anchorchartofsentencestemsforcitingevidence
ElaborationTechniquesandStrategies
• TeacherswillwriteTDQsthatrequirestudentstosynthesizeacrosssources• Teacherswillutilizestudenttalkstrategiessuchas:SocraticSeminar,PhilosophicalChairs,4-Corners,andFishbowltoincreaseelaborationbeforewriting• Teacherswillprovidedirectinstructiontomodelandgraduallyreleasetheuseofthe6-ElaborativeTechniques
UsingInternalandExternalTransitions
• TeacherswilluseFSAandOCSDsamplersetstomodelandshowtheexemplaryuseofinternalandexternaltransitions• Studentswilltextmarkexamplesoftransitionsinexemplarwriting• Studentswillindependentlyutilizeexternaltransitionsintheirwriting
IncludingContentSpecificVocabulary
• Circling,underlining,anddefiningwordsduringtextmarking• Modeledandsharedwriting• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)
FourthGrade
UnpackingthePrompt
• StudentwillindependentlyBUCLPromptso Boxthemode(opinion,informational)o Underlinepurposeandaudience,whenapplicable;Ifnoaudienceisspecificintheprompt,itisunderstoodtheaudienceisa“knowledgeable
person”o Circlethetopico Listanyacademic/domainspecificwordsifpresent
TextMarking&Annotations
• Studentswilluseunpackedpromptstoguideandsetthepurposefortextmarkingandannotations• Studentswillrankevidenceforrelevance• Studentswillparticipateinstudenttalkactivitiestojustifytextmarkingandannotations
PlanningfortheEssay
• TeacherswillteachplanningwithBoxesandBullets{Thesisstatementgoesinthebox,andthetwoorthreebulletsarewordsorphrasesthatrepresentthetwoorthreetopicsofthebodyparagraphs.
• TeacherswillmakeconnectionstoinformationaltextsinreadingwithBoxesandBullets(mainideaandsupportingdetails)toconnectreadingandwritingforstudents
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AnalysisandSynthesisofMultipleSources
• Studentswillanalyzeandsynthesizethreesourcesbyquarter3• Teacherswillincorporatethefollowingstrategiestoencouragestudents’analysisandsynthesisofandacrossmultiplesources
o TeachercreatedTDQswithanemphasisonphase2and3whichrequiresstudentstoanalyzemultiplesourceso Studenttalkstrategiesthatrequirestudentstosynthesizeacrossmultiplesourceso Visualstrategiessuchashighlightersandgraphicorganizerstomakeconnectionsacrossmultiplesources
WritingIntroductions
• TeacherwillusemodelingandexemplarwritingsfromFSAsamplersettoshowexemplaryintroductoryparagraphs• Studentswillindependentlywritethesisstatementsasthemainideafortheiressay• Studentswillwritethesisstatementsaspracticeinstationsand/orsmallgroups-sentenceframesavailablefordifferentiation• Directlyteachintroductiontypes:funnel,dramatic,quotation,turnabout,interestingfacts,anecdote(story);andmodeltheirusethroughmodeledand
sharedwritingWritingConclusions
• Teacherwillprovideexplicitinstructionandmodelingon3-StepConclusionWriting:Restatementofthesis,Synthesisofanewand/orinterestingidea,andfinalgeneralizedthought
• Studentswillbeginindependentlywritinga3-StepConclusionaftermodelinganddirectinstruction• Anchorchartwillbecreatedanddisplayedforstudentstorefertowhenwritingconclusions• Directlyteachconclusiontypes:2Cents,CalltoAction,andFutureSignificance;modeltheirusesthroughmodeledandsharedwritings
CitingRelevantEvidence
• Teacherswillprovideinstructiononandcontinuousreviewof“evidence”portionoftheFSA-likerubric• Teacherswillmodelandscaffoldstudentstoanalyzetheirowntextmarkings• Anchorchartofsentencestemsforcitingrelevantevidence
ElaborationTechniquesandStrategies
• TeacherswillwriteTDQsthatrequirestudentstosynthesizeacrosssources• Teacherswillutilizestudenttalkstrategiessuchas:SocraticSeminar,PhilosophicalChairs,4-Corner,andFishbowltoincreaseelaborationbeforewriting• Teacherswillprovidedirectinstructionandmodelingforthe6-ElaborativeTechniques
UsingInternalandExternalTransitions
• TeacherswilluseFSAandOCSDSamplerSetstomodelandshowtheexemplaryuseofinternalandexternaltransitions• Studentswilltextmarkexamplesoftransitionsinexemplarwriting• Studentswillindependently(byquarter3)useinternalandexternaltransitionsintheirwriting
IncludingContentSpecificVocabulary
• Circling,underlining,anddefiningwordsduringtextmarking• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6)
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FifthGrade
UnpackingthePrompt
• StudentwillindependentlyBUCLPromptso Boxthemode(opinionandinformational)o Underlinethepurposeandaudience,whenapplicable:Ifnoaudienceisspecifiedintheprompt,itisunderstoodtheaudienceisa“knowledgeable
person”o Circlethetopicintheprompto Listanyacademic/domainspecificwordsifpresent
TextMarkingandAnnotation
• Studentswilluseunpackedpromptstoguideandsetthepurposefortextmarkingandannotation• Studentswillindependentlyrankevidenceforrelevancetotheprompt• Studentswillparticipateinstudenttalkactivitiestojustifytextmarkingandannotations
PlanningfortheEssay
• TeacherswillteachplanningwithBoxesandBullets{Thesisstatementgoesinthebox,andthetwoorthreebulletsarewordsorphrasesthatrepresentthetwoorthreetopicsofthebodyparagraphs
• TeacherswillmakeconnectionstoinformationaltextsinreadingwithBoxesandBullets(mainideaandsupportingdetails)toshowstudentstheconnectionbetweenreadingandwriting
AnalysisandSynthesisofMultipleSources
• Studentswillanalyzeandsynthesizethreesourcesbyquarter3.• Teacherswillincorporatethefollowingstrategiestoencouragestudents’analysisandsynthesisofandacrossmultiplesources
o TeachercreatedTDQswithanemphasisonphase2and3whichrequiresstudentstoanalyzemultiplesourceso Studenttalkstrategiesthatrequirestudentstosynthesizeacrossmultiplesourceso Visualstrategiessuchashighlightersandgraphicorganizerstomakeconnectionsacrossmultiplesources
WritingIntroductions
• TeacherwillusemodelingandexemplarwritingsfromFSAsamplersettoshowexemplaryintroductoryparagraphs• Studentswillindependentlywritethesisstatementsasthemainideafortheiressay• Studentswillwritethesisstatementsaspracticeinstationsand/orsmallgroups• Directlyteachintroductiontypes:funnel,dramatic,quotation,turnabout,interestingfacts,anecdote(story);andmodeltheirusethroughmodeledand
sharedwritingWritingConclusions
• Teacherwillprovideexplicitinstructionandmodelingon3-StepConclusionWriting:restatementofthesis,synthesisofanewand/orinterestingidea,andfinalgeneralizedthought
• Studentswillbeginindependentlywritinga3-StepConclusionaftermodelinganddirectinstruction• Anchorchartwillbecreatedanddisplayedforstudentstorefertowhenwritingconclusions• Directlyteachconclusiontypes:2Cents,CalltoAction,andFutureSignificance;modeltheirusesthroughmodeledandsharedwritings
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CitingRelevantEvidence
• Teacherswillprovideinstructiononandcontinuousreviewof“evidence”portionoftheFSA-Likerubric• Teacherswillmodelandscaffoldstudentstoanalyzetheirowntextmarkings• Anchorchartofsentencestemsforcitingrelevantevidence• Teacherswillmodelandscaffoldstudentstoaccuratequotingandcitingofsourceswithintheiressay
ElaborationTechniquesandStrategies
• TeacherswillwriteTDQsthatrequirestudentstosynthesizeacrosssources.• Teacherswillutilizestudenttalkstrategiessuchas:SocraticSeminar,PhilosophicalChairs,4-Corners,andFishbowltoincreaseelaborationbeforewriting• Teacherswillprovidedirectinstructionandmodelingforthe6-ElaborativeTechniques• Studentswillindependentlyusethe6-ElaborativeTechniquesintheirwriting
UsingInternalandExternalTransitions
• TeacherswilluseFSAandOCSDSamplerSetstomodelandshowtheexemplaryuseofinternalandexternaltransitions• Studentswilltextmarkexamplesoftransitionsinexemplarwriting• Studentswillindependently(byquarter2)useinternalandexternaltransitionsintheirwriting
IncludingContentSpecificVocabulary
• Circling,underlining,anddefiningwordsduringtextmarking• Writingconferencestodiscusswordchoice• TDQswrittenanddiscussedwithafocusonPhase2(RI.2.4,RI.2.5,RI.2.6) GlossaryofTerms• GradualRelease-teacherbeginswithmodelingtheskillfollowedbyagradualreleaseofresponsibilityforthestudent.Thiswouldinclude“Ido,wedo,y’alldo,
youdo.”• Phase-referringtotheclusterofFloridastandards(1,2,or3)
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorExplicitprewritinginstruction-analysisofsources,thesisstatementwriting,andstudenttalktoincreaseelaboration
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,classroomteachers
Useofexemplarwritingsfordirectinstruction
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteachers
Writingconferencingand/orsmallgroupwriting
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteachers
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EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
ELALevels1and2FocusSchoolFocusTargetedSchool-basedFocus:TeacherswillroutinelyimplementpurposefulinteractionswithtextsthroughtheuseofiReady(Toolboxandtechnology)inpurposefulstationsandtargetedsmallgroups.TargetedSchool-basedProfessionalDevelopment:
• YearlyTitleIContactMeetings• iReadyTrainingsandProfessionalDevelopmentSessions• WeeklyAcademicDutytimestomeetwithadministratorand/orinstructionalcoachtodiscussstudentprogress,data,andneeds
fortheTitleprogram
ActionStepsforRemediationIntervention/TitleIImplementationActionSteps(TeachersandStudents):IdentifiedTitleIstudentsingradesK-3willparticipateinindividualizedand/orsmallgroupdifferentiatedmultisensoryinstructionusingMaxScholar/OrtonGillinghamanditsassociatedresources5daysaweekwithstudentsthatareidentifiedashavingasignificantreadingdeficiencyasperiReadyDiagnosticdata.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.IdentifiedTitleIstudentsingrades3-5willparticipateinindividualizedand/orsmallgroupdifferentiatedinstructionusingtheiReadyELAmodelandReadyToolboxresources2-3daysaweek.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.TheTitleIRemediationTeacherwillutilizeiReadyELAmodeltoinstructstudentsingrades3-5throughindividualizedand/orsmallgroupdifferentiatedinstructionbasedontheInstructionalGroupingProfile.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.TheTitleIRemediationTeacherwillorganizedataforandmeetwithallelementaryteachersregardingtheiriReadyminutesandaccuracytoboostimprovementandinvolvementwiththeiReadyprograminthegeneraleducationclassroomwithallstudents.
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TheTitleIRemediationTeacherwilluseiReadyandattendancedatatorecognizeclasseseachweekthatareexcellingwithatrophyfortheweek.TheTitleIRemediationTeacherwillcreate,model,andpostnorms/routinestofacilitateiReadyELAimplementationandtomaximizelearningopportunitiesforstudentsTheTitleIRemediationTeacherwillestablishELAgoalswithstudentsbasedontheiriReadydataandconductweeklyconferencestoreviewpercentageratesandprogresstowardtheirgoals.TitleIstudentswillchart/graphtheirprogressofiReadyELAlessonscompletedwithpercentageratestowardidentifiedgoals.Teacherswillestablishandstudentswillparticipateinaweekly45minuteiReadyELAroutinewithaddedsmallgroupand/orindividualizedinstructiontomeetspecificneedsofstudentsbasedondata.ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorWeeklystudentdatachatsregardingiReadysuccessesandprogresstowardidentifiedgoals
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,TitleIteacher
Individualized,differentiatedsmallgroupandstationactivitiesbasedontheInstructionalGroupingProfilereport.
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,TitleIteacher
MaxScholarimplementationforK-3studentsidentifiesashavingasignificantreadingdeficiencybyiReadydiagnosticdata
Walkthroughs,conversationswithadmin,PLCs
Weekly Administration,TitleIteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
PandemicELAInstructionalGapsFocus-ElementarySchoolFocusTargetedSchool-basedFocus:Teacherswillusestandards,AchievementLevelDescriptors,LearningProgressionsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresduring2019-20SYbyhavingadifferentiationblockspecificallyinplacefortheuseofremediationofpreviousyears’gaps.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthesummermonths,teacherswillreachouttotheirpreviousstudentstoofferaSummerBridgePacket.TheschoolwillprintthepacketsforallthatrequestDuringthe1stquarterofschool,allELAteacherswillincludestationandstationactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingthecompanionstandards’ALDorLP.ThesestandardsmaybeinfluencedbyiReadyDiagnosticdatagatheredinthefirstmonthsofschool.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.DailyReadingWarm-Upsingrades3-5thefirstquarterthatincorporatestandardsfromthepreciousyeartospiral/instructstudentsonstandardsnottaughtduetoCOVID-19schoolclosures.MusicTimeutilized(atleast3daysperweek)asanextra30minutesofsmallgroupremediationforidentifiedstudents-ThiswillbecomeaDifferentiatedInstructionalBlockfor3daysperweek,withtwodayssetasideforplanningwiththeinstructionalcoachormeetingwithadmintodiscussdataand/orSPPinitiatives.
a. iReadyonlineinstructionandtheReadyToolboxmaterialswillbeutilizedaftergivingtheiReadyDiagnosticAssessmentandanalyzingtheInstructionalGroupingProfileandStandardsReport.
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorReviewstationsofpreviousschoolyear’sstandards-quarter1,thenweanoffasneeded
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,TitleIteacher
Readingwarm-ups(grades3-5)withstandardsaddressedfrompreviousyear
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,TitleIteacher
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UtilizetheMusictimeatleast3daysperweekforremediationofskillgapsduetoCOVID-19schoolclosures(differentiatedinstructionalblock)
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,TitleIteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
SecondaryCentralFocus:ELAFocusKeepingtheendinmind,usetheELAStandards,ItemSpecifications,AchievementLevelDescriptors(ALDs),anddata(e.g.,FSA,formative)todesignengaginglessons:• UseELAresourcessuchasFloridaCollections,Achieve3000,andCommonLittoplaninstructionallessons/units• DevelopFSAstylequestionsandassessmentstoaccompanyinstructionallessons/units• Usedata(e.g.,FSA,formative)todrivewholegroupinstructionandcooperativegroups
SchoolFocusTargetedSchool-basedFocus:RoutineimplementationofstandardsbasedreadingandwritinginstructionthatempowersstudentstothinkcriticallyaboutcomplextextsTargetedSchool-basedProfessionalDevelopment:CommonplanningscheduledforcollaborationamongELAteacherswithregardstostandardsbasedplanningInstructionalcoachingcycleswithidentifiedteachersregardingspecificinstructionalstrategiesand/orstandardsMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedontheiReadyDiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Beginningwiththestandards,ItemSpecifications,ALDs,androutinelycreatingpurposefulinteractionswithtexts,teacherswillincorporatecomponentsofEverydayInstructionalReadingintovariousmodesofinstructiontoengagewithcomplextexts.Theinstructionwillinclude:A- Variousmodesofinstructionaldelivery
1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussions,cooperativelearninggroups,andwrittenresponses.
2. Differentiatedinstructionthatincludescooperativelearninggroups(CLGs),stations,andteacherledsmallgroupinstructionutilizingassessmentdata(FSA,iReady,classroomassessments)toplanforstudentgroupingsandactivities.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.
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3. Intertextuallessons(EIRs)thatincludethefollowingcomponents:multiplecomplexsources,textdependentquestions,textmarking&annotations,purposefulstudenttalk,writingthroughreading,focusedculminatingtask.
4. TeacherswillhaveaccesstotheOdellresourcesandframeworktoexplicitlymodelandscaffoldstudentstopurposefullyinteractwithtexts.
B- Multiplesource/Complextexts1. Varioussourceswillbeutilizedtoensureappropriatetextcomplexitywhenchoosingsources(EngageNewYork,CommonLit,
Newsela,Achieve3000,Odell,FloridaCollections,etc.)2. StudentswillbeexplicitlytaughthowtocriticallyanalyzeonesourceforKeyIdeasandDetailsbeforesynthesizingmultiple
sources.3. Instructionwillfocusonstudentsmakingconnectionsandsynthesizingmultiplesourcesandevaluatingtherelationshipamong
textselections.4. BytheendofthefirstsemesterELAstudentswillbeabletoconnectthreeormoresourcestoanswerTDQs,recognize
themes/ideas,and/orcompleteaculminatingtask.C- TextDependentQuestions(TDQs)
1. Teacherswillwriteoreditstandardsbased,rigorousTDQstodriveallcomponentsoftheELAclassroom(wholegroup,smallgroup,stations,cooperativelearninggroups,intertextuallessons).
2. TeacherswillusecarefullycraftedTDQstoleadandscaffoldstudents(breadcrumbs)toaculminatingtask.3. TDQswilldrivepurposefulstudenttalkopportunitiestoengagestudentswiththetext(s).4. TeacherswillspiralpreviouslytaughtskillsandstandardsthroughaWeekly(2-3daysperweek)ReadingWarm-Up.Teacherswill
usesourcespreviouslyanalyzed,createTDQsatvaryingphases,DOKs,anditemtypesalignedtothosesources,andexplicitlymodelthroughthinkaloudhowtorespondtotheTDQ.• ReadingWarm-Upswillalsoincludeexplicitvocabularyinstructionandpractice.
D- TextMarking&Annotation1. TeacherswillmodelandscaffoldpurposefultextmarkingandannotationswithrespecttoaTDQorculminatingtask.2. Afterexplicitlyteachermodelingandscaffoldingstudentswillbegintopurposefullyandcustomarilytextmark&annotatebased
onaTDQorculminatingtask.3. StudentswillusetextmarkingandannotationsasevidenceandelaborationwhenwritingresponsestoTDQsandwritingprompts
E- PurposefulStudentTalk1. StudentswillengagewithtextsandtheirassociatedTDQsthroughcommonstudenttalkstrategiesandprotocolssuchasSocratic
Seminar,Converstations,Think-Pair-Share,Go-Go-Mo,FourCorners,Snowball,etc.2. Teacherswillplanforpurposefulengagementbyincludingstudenttalkprotocolsintodailywholegroupandsmallgrouplessons.
F- WritingThroughReading
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1. TeacherswillplanforpurposefulengagementwithtextsusingWritingthroughReadingactivitiessuchas:ExitTickets,GraphicOrganizers,StopandJot,citingrelevantevidence(ranking),etc.
2. Thewritingprocesswillbefurthersupportedthroughtheincorporationofintertextuallessons(oritscomponents)intodailyinstruction.
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorPurposefulinteractionswithtexts:textmarking&annotations,studenttalk,multiplecomplexsources,culminatingtasks
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,classroomteacher
Differentiatedinstructionbasedondata(iReady,FSA,classroomformativeassessments)-cooperativelearninggroups,stations,teacherledsmallgroupinstruction
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,classroomteacher
Weeklyreadingwarm-ups Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
SecondaryCentralFocus:Text-basedWriting
SchoolFocusTargetedSchool-basedFocus:Organized,focused,andsupportedstudentwritingwithanemphasisondevelopedevidenceandelaborationwithintheresponse.TargetedSchool-basedProfessionalDevelopment:WeeklymeetingswiththeELAcoach(AcademicDutyTime)toreviewdata(baselinewritingscoresandinclassassignments)andplanlessonsforindividualgroupsofstudentsbasedonneed(remediation).InstructionalCoachingCycles(signedpartnershipagreements)withidentifiedteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebaselinewritingdata.WritingPlan
LaurelHillSchoolSecondaryWritingInstructionalPlan2020-2021
AllELAteachersingrades6-10will:• ProvideahardcopyofandinstructionontheFSArubrics(argumentationandinformational)andrefertothisoftenwheninstructiononwritingisoccurring• ProvidepracticeopportunitiesforstudentstobuildwritingstaminaandefficienttimingforFSAtimerestraints
6thGradeUnpackingaPrompt
• Teacherswillinstructstudentstoreadthepromptinsearchofawordorwordsthatindicatethemodeofwriting(argumentationorinformational).• Studentswillidentifythetextstructureoftheiressaybasedonthemodeandprompt• Studentswillunderlinethetaskandidentifytheaudienceandtoneoftheessay• Studentswillrestatethetaskintheirownwords.• Studentswillidentifywordsthatmustbeusedintheessaythatareintheprompt• Studentswilltentativelychooseanargumentordecideonamainideabasedontheirownthoughtsandopinionsandtheprompttohelpdeterminetext
markingprocedures..TextMarking&Annotations
• TeacherswillmodelusingtheFSAand/orOCSDWritingExemplarSetstomodelhowunpackingthepromptdeterminespurposefultextmarking.• Teacherswillgraduallyrelease(Ido,Wedo,Youdo)responsibilitiesregardingpurposefultextmarkingbasedonthepromptandtentativeargumentor
mainidea.• Teacherswillprovideopportunitiesforcooperativegroupsandstudenttalktojustifypurposefultextmarkingandhowitrelatestotheprompt.
PlanningfortheEssay
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• Teacherswillexposestudentstoandmodeltheuseofmultiplegraphicorganizerstohelpdevelopastructureofanessay.• TeacherswilluseFSAexemplarstomodeltextstructuredevelopment.• Studentswillcreateclaims(thesisstatements)ofpromptswithfeedbackfromteacher
AnalysisandSynthesisofMultipleSources
• TeacherswillwriteandimplementTDQswithafocusonPhase2and3whichrequirestudentstoanalyzeandsynthesizeacrossmultiplesources.• Studentswillbeabletoanswerthefollowingquestionwhenreadingasetoftexts:“Whywerethesetextspairedtogetherforthisprompt?Howarethey
related?”• Teacherswillmodelprogressionofanalysisrequiredtosynthesizeinformationandideasfrommultiplesources.• Teacherswillprovidedirectinstructiononhowideasinatextsetarepresentedandwhichideasneedtobeinferredfromnotonlythetext,butalsotheway
thepassagesetsareputtogether.• Studentswillroutinelyusemultiplesourceswhenpurposefullyinteractingwithtext.
WritingIntroductions• Teacherswillprovidemodelingandscaffoldingongrabbingthereader’sattentionthrougharelevantstatementinaneffectiveintroduction.• Teacherswillinstructstudentsandgiveroutinefeedbackonstrongclaimsthatdriveyouressay.• Studentswillorientthereadertothetopicoftheessaywithaneffectiveclaim.• Studentswillstatetheideasorconceptsthatwillbeexplainedandthenanalyzedusingsources.• TeacherswillutilizetheFSAexemplarpaperstoprovideamodelforaneffectiveintroduction.• StudentswillroutinelyusetheirFSArubrictodeterminetheeffectivenessoftheirintroductions.
WritingConclusions• Teacherwillmodel,instruct,andemphasizetheelementsofaneffectiveconclusion:explainswhythismatters,revisitstheclaim,synthesizesthemain
pointsoftheessay,extensionbeyondtheessay.• Teacherwillprovideexplicitinstructionandremediationinsmallergroups(whenneeded)onrestatementofclaims,synthesizingofmainpoints,andan
extensionorgeneralizationbeyondtheessay.• Teacherandstudentswillcreateananchorchartorreferencesheetcontainingthecomponentsofaneffectiveconclusion.• Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteeffectiveconclusionswithguidancefromtheteachertoward
independency.CitingRelevantEvidence
• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttocitingevidencefromsources.• Teacherswillmodelandprovideopportunitiesforstudenttalkandindependentpracticeregardingrelevantvs.irrelevantevidence.• Teacherswillprovidedirectinstructiononnotrelyingononesourceforevidence.• Teacherswillprovideinstructiononnotusinginsidequotes.• Teacherswillprovidedirectinstructiononandprovidepracticeopportunitiesforsummarizingandparaphrasing(anddeterminingthedifferencebetween
these).• TeacherswillprovidestudentswithexamplesofplagiarizedpapersthatreceivedCopyCodesfromFSAscorers.• Studentswillusehighlighterstodetermineiftheiressayisexcessivelyreliantonsummaryandifthereareoriginalthoughtsand/orsynthesisofsources.
ElaborationTechniquesandStrategies• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttoelaboration.• Teacherswilldefinethetermelaborationasaddingevidencefrommultiplesourcesandexplainingtheconnectionsbetweenthosetwopiecesofevidence.• Teacherwillprovideinstructiononandexamplesofthe6ElaborativeTechniques.• StudentswilluseOCSDandFSAexemplarsetstodetermineeffectiveandineffectiveelaboration.
UsingInternalandExternalTransitions
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• Teacherswillexplainthedifferencebetweenandmodeltheeffectiveuseofbothinternalandexternaltransitions.• Teacherwillcreateananchorchartorreferencesheetofeffectiveinternalandexternaltransitions.• TeacherwilluseFSAandOCSDWritingSamplerSetstomodeleffectiveuseoftransitionalwords,ideas,sentences,andphrases.• Teacherandstudentwillutilizesharedandindependentpracticetocreatewritingusingtransitionalwordsandphrasesduringindependentworkand
duringsmallgroup.• StudentswilluseFSARubrictoself-assessandrevisetheirtransitionusageintheirwriting.
IncludingContentSpecificVocabulary• Teacherswillprovideexplicitinstructiononreferringtothesourcestoidentifycontentspecificvocabulary.• Teacherwillmodeltheidentificationofandwritinginthemarginofcontentspecificvocabularytobeusedintheirwriting.• Teachersandstudentswillparticipateinsharedreading/writingtaskstoidentifycontentspecificvocabularywithinthetext.• Teacherwillprovideexplicitinstructionontheuseofcontextcluestodeterminethemeaningofunknowncontentspecificvocabulary.• Teacherwillprovideexplicitinstructiononhowandwhentosuethecontentspecificvocabularyfromsourcematerialtoenhancetheirwriting• TeacheruseFSAandOCSDexemplarsetstoshoweffectiveuseofcontentspecificvocabularyuse.• TeachercreatePhase2TDQsfocusingoncontentspecificvocabularyforstudentstorespondusingstudenttalkand/orcooperativegroupactivities.
7thand8thGradesUnpackingaPrompt
• Teacherswillinstructstudentstoreadthepromptinsearchofawordorwordsthatindicatethemodeofwriting(argumentationorinformational).• Studentswillidentifythetextstructureoftheiressaybasedonthemodeandprompt• Studentswillunderlinethetaskandidentifytheaudienceandtoneoftheessay• Studentswillrestatethetaskintheirownwords.• Studentswillidentifywordsthatmustbeusedintheessaythatareintheprompt• Studentswilltentativelychooseanargumentordecideonamainideabasedontheirownthoughtsandopinionsandtheprompttohelpdeterminetext
markingprocedures.TextMarking&Annotations
• TeacherswillmodelusingtheFSAand/orOCSDWritingExemplarSetstomodelhowunpackingthepromptdeterminespurposefultextmarking.• Teacherswillgraduallyrelease(Ido,Wedo,Youdo)responsibilitiesregardingpurposefultextmarkingbasedonthepromptandtentativeargumentor
mainidea.• Teacherswillprovideopportunitiesforcooperativegroupsandstudenttalktojustifypurposefultextmarkingandhowitrelatestotheprompt.• Teacherswillmodelandprovideopportunitiesforpracticeannotatingwithrespecttothe6ElaborativeTechniques.
PlanningfortheEssay• Teacherswillexposestudentstoandmodeltheuseofmultiplegraphicorganizerstohelpdevelopastructureofanessay.• TeacherswilluseFSAexemplarstomodeltextstructuredevelopment.
Studentswillcreateclaims(thesisstatements)ofpromptswithfeedbackfromteacher• Teacherswillmodelandscaffoldstudentstodevelopingcounterclaims.
AnalysisandSynthesisofMultipleSources• TeacherswillwriteandimplementTDQswithafocusonPhase2and3whichrequirestudentstoanalyzeandsynthesizeacrossmultiplesources.• Studentswillbeabletoanswerthefollowingquestionwhenreadingasetoftexts:“Whywerethesetextspairedtogetherforthisprompt?Howarethey
related?”• Teacherswillmodelprogressionofanalysisrequiredtosynthesizeinformationandideasfrommultiplesources.• Teacherswillprovidedirectinstructiononhowideasinatextsetarepresentedandwhichideasneedtobeinferredfromnotonlythetext,butalsotheway
thepassagesetsareputtogether.• Studentswillroutinelyusemultiplesourceswhenpurposefullyinteractingwithtext.
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WritingIntroductions• Teacherswillprovidemodelingandscaffoldingongrabbingthereader’sattentionthrougharelevantstatementinaneffectiveintroduction.• Teacherswillinstructstudentsandgiveroutinefeedbackonstrongclaimsthatdriveyouressay.• Studentswillorientthereadertothetopicoftheessaywithaneffectiveclaim.• Studentswillstatetheideasorconceptsthatwillbeexplainedandthenanalyzedusingsources.• TeacherswillutilizetheFSAexemplarpaperstoprovideamodelforaneffectiveintroduction.• StudentswillroutinelyusetheirFSArubrictodeterminetheeffectivenessoftheirintroductions.
WritingConclusions• Teacherwillmodel,instruct,andemphasizetheelementsofaneffectiveconclusion:explainswhythismatters,revisitstheclaim,synthesizesthemain
pointsoftheessay,extensionbeyondtheessay.• Teacherwillprovideexplicitinstructionandremediationinsmallergroups(whenneeded)onrestatementofclaims,synthesizingofmainpoints,andan
extensionorgeneralizationbeyondtheessay.• Teacherandstudentswillcreateananchorchartorreferencesheetcontainingthecomponentsofaneffectiveconclusion.
Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteeffectiveconclusionswithguidancefromtheteachertowardindependency
CitingRelevantEvidence• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttocitingevidencefromsources.• Teacherswillmodelandprovideopportunitiesforstudenttalkandindependentpracticeregardingrelevantvs.irrelevantevidence.• Teacherswillprovidedirectinstructiononnotrelyingononesourceforevidence.• Teacherswillprovideinstructiononnotusinginsidequotes.• Teacherswillprovidedirectinstructiononandprovidepracticeopportunitiesforsummarizingandparaphrasing(anddeterminingthedifferencebetween
these).• TeacherswillprovidestudentswithexamplesofplagiarizedpapersthatreceivedCopyCodesfromFSAscorers.
Studentswillusehighlighterstodetermineiftheiressayisexcessivelyreliantonsummaryandifthereareoriginalthoughtsand/orsynthesisofsources.
ElaborationTechniquesandStrategies• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttoelaboration.• Teacherswilldefinethetermelaborationasaddingevidencefrommultiplesourcesandexplainingtheconnectionsbetweenthosetwopiecesofevidence.• Teacherwillprovideinstructiononandexamplesofthe6ElaborativeTechniques.• StudentswilluseOCSDandFSAexemplarsetstodetermineeffectiveandineffectiveelaboration.
UsingInternalandExternalTransitions• Teacherswillexplainthedifferencebetweenandmodeltheeffectiveuseofbothinternalandexternaltransitions.• Teacherwillcreateananchorchartorreferencesheetofeffectiveinternalandexternaltransitions.• TeacherwilluseFSAandOCSDWritingSamplerSetstomodeleffectiveuseoftransitionalwords,ideas,sentences,andphrases.• Teacherandstudentwillutilizesharedandindependentpracticetocreatewritingusingtransitionalwordsandphrasesduringindependentworkand
duringsmallgroup.• StudentswilluseFSARubrictoself-assessandrevisetheirtransitionusageintheirwriting.
IncludingContentSpecificVocabulary• Teacherswillprovideexplicitinstructiononreferringtothesourcestoidentifycontentspecificvocabulary.• Teacherwillmodeltheidentificationofandwritinginthemarginofcontentspecificvocabularytobeusedintheirwriting.• Teachersandstudentswillparticipateinsharedreading/writingtaskstoidentifycontentspecificvocabularywithinthetext.
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• Teacherwillprovideexplicitinstructionontheuseofcontextcluestodeterminethemeaningofunknowncontentspecificvocabulary.• Teacherwillprovideexplicitinstructiononhowandwhentosuethecontentspecificvocabularyfromsourcematerialtoenhancetheirwriting• TeacheruseFSAandOCSDexemplarsetstoshoweffectiveuseofcontentspecificvocabularyuse.
TeachercreatePhase2TDQsfocusingoncontentspecificvocabularyforstudentstorespondusingstudenttalkand/orcooperativegroupactivities.
9thand10thGrades
UnpackingthePrompt• Teacherswillinstructstudentstoreadthepromptinsearchofawordorwordsthatindicatethemodeofwriting(argumentationorinformational).• Studentswillidentifythetextstructureoftheiressaybasedonthemodeandprompt• Studentswillunderlinethetaskandidentifytheaudienceandtoneoftheessay• Studentswillrestatethetaskintheirownwords.• Studentswillidentifywordsthatmustbeusedintheessaythatareintheprompt• Studentswilltentativelychooseanargumentordecideonamainideabasedontheirownthoughtsandopinionsandtheprompttohelpdeterminetext
markingprocedures..TextMarking&Annotation
• TeacherswillmodelusingtheFSAand/orOCSDWritingExemplarSetstomodelhowunpackingthepromptdeterminespurposefultextmarking.• Teacherswillgraduallyrelease(Ido,Wedo,Youdo)responsibilitiesregardingpurposefultextmarkingbasedonthepromptandtentativeargumentor
mainidea.• Teacherswillprovideopportunitiesforcooperativegroupsandstudenttalktojustifypurposefultextmarkingandhowitrelatestotheprompt.• Teacherswillmodelandprovideopportunitiesforpracticeannotatingwithrespecttothe6ElaborativeTechniques.
PlanningforEssay• Teacherswillexposestudentstoandmodeltheuseofmultiplegraphicorganizerstohelpdevelopastructureofanessay.• TeacherswilluseFSAexemplarstomodeltextstructuredevelopment.
Studentswillcreateclaims(thesisstatements)ofpromptswithfeedbackfromteacher• Studentswilldevelopingcounterclaims.
AnalysisandSynthesisofMultipleSources• TeacherswillwriteandimplementTDQswithafocusonPhase2and3whichrequirestudentstoanalyzeandsynthesizeacrossmultiplesources.• Studentswillbeabletoanswerthefollowingquestionwhenreadingasetoftexts:“Whywerethesetextspairedtogetherforthisprompt?Howarethey
related?”• Teacherswillmodelprogressionofanalysisrequiredtosynthesizeinformationandideasfrommultiplesources.• Teacherswillprovidedirectinstructiononhowideasinatextsetarepresentedandwhichideasneedtobeinferredfromnotonlythetext,butalsotheway
thepassagesetsareputtogether.• Studentswillroutinelyusemultiplesourceswhenpurposefullyinteractingwithtext.
WritingIntroductions• Teacherswillprovidemodelingandscaffoldingongrabbingthereader’sattentionthrougharelevantstatementinaneffectiveintroduction.• Teacherswillinstructstudentsandgiveroutinefeedbackonstrongclaimsthatdriveyouressay.• Studentswillorientthereadertothetopicoftheessaywithaneffectiveclaim.• Studentswillstatetheideasorconceptsthatwillbeexplainedandthenanalyzedusingsources.• TeacherswillutilizetheFSAexemplarpaperstoprovideamodelforaneffectiveintroduction.• StudentswillroutinelyusetheirFSArubrictodeterminetheeffectivenessofandself-assesstheirintroductions.• Teacherwillimplementsharedwritingofeffectiveintroductions.
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WritingConclusions• Teacherwillmodel,instruct,andemphasizetheelementsofaneffectiveconclusion:explainswhythismatters,revisitstheclaim,synthesizesthemain
pointsoftheessay,extensionbeyondtheessay.• Teacherwillprovideexplicitinstructionandremediationinsmallergroups(whenneeded)onrestatementofclaims,synthesizingofmainpoints,andan
extensionorgeneralizationbeyondtheessay.• Teacherandstudentswillcreateananchorchartorreferencesheetcontainingthecomponentsofaneffectiveconclusion.
Teacherandstudentswillutilizesharedandinteractivewritingtocollaborativelywriteeffectiveconclusionswithguidancefromtheteachertowardindependency
CitingRelevantEvidence• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttocitingevidencefromsources.• Teacherswillmodelandprovideopportunitiesforstudenttalkandindependentpracticeregardingrelevantvs.irrelevantevidence.• Teacherswillprovidedirectinstructiononnotrelyingononesourceforevidence.• Teacherswillprovideinstructiononnotusinginsidequotes.• Teacherswillprovidedirectinstructiononandprovidepracticeopportunitiesforsummarizingandparaphrasing(anddeterminingthedifferencebetween
these).• TeacherswillprovidestudentswithexamplesofplagiarizedpapersthatreceivedCopyCodesfromFSAscorers.• Studentswillusehighlighterstodetermineiftheiressayisexcessivelyreliantonsummaryandifthereareoriginalthoughtsand/orsynthesisofsources.
ElaborationTechniquesandStrategies• TeacherswillprovidedirectinstructionregardingtheFSAwritingrubricwithrespecttoelaboration.• Teacherswilldefinethetermelaborationasaddingevidencefrommultiplesourcesandexplainingtheconnectionsbetweenthosetwopiecesofevidence.• Teacherwillprovideinstructiononandexamplesofthe6ElaborativeTechniques.• StudentswilluseOCSDandFSAexemplarsetstodetermineeffectiveandineffectiveelaboration.
UsingInternalandExternalTransitions• Teacherswillexplainthedifferencebetweenandmodeltheeffectiveuseofbothinternalandexternaltransitions.• Teacherwillcreateananchorchartorreferencesheetofeffectiveinternalandexternaltransitions.• TeacherwilluseFSAandOCSDWritingSamplerSetstomodeleffectiveuseoftransitionalwords,ideas,sentences,andphrases.• Teacherandstudentwillutilizesharedandindependentpracticetocreatewritingusingtransitionalwordsandphrasesduringindependentworkand
duringsmallgroup.• StudentswilluseFSARubrictoself-assessandrevisetheirtransitionusageintheirwriting.
IncludingContentSpecificVocabulary
• Teacherswillprovideexplicitinstructiononreferringtothesourcestoidentifycontentspecificvocabulary.• Teacherwillmodeltheidentificationofandwritinginthemarginofcontentspecificvocabularytobeusedintheirwriting.• Teachersandstudentswillparticipateinsharedreading/writingtaskstoidentifycontentspecificvocabularywithinthetext.• Teacherwillprovideexplicitinstructionontheuseofcontextcluestodeterminethemeaningofunknowncontentspecificvocabulary.• Teacherwillprovideexplicitinstructiononhowandwhentosuethecontentspecificvocabularyfromsourcematerialtoenhancetheirwriting• TeacheruseFSAandOCSDexemplarsetstoshoweffectiveuseofcontentspecificvocabularyuse.
TeachercreatePhase2TDQsfocusingoncontentspecificvocabularyforstudentstorespondusingstudenttalkand/orcooperativegroupactivities.
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ProgressMonitoringInitiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitor
Explicitwritinginstructionandopportunitiesforpractice
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
UsingFSAsamplersetsandexemplarpapersforinstructionalpurposes
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Writingconferences Walkthroughs,observations,conversationswithadmin,andPLCs
Quarterly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
\
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
ELALevels1and2Focus-IntensiveReadingSchoolFocusTargetedSchool-basedFocus:TheIntensiveReadingteacherwillroutinelyimplementtheBalancedLiteracyModelincorporatingcomponentsofintertextualreadingandfoundationalreadingstrategieslessonstoempowerstudentstofluentlyreadingandthinkcriticallyaboutcomplextexts.TargetedSchool-basedProfessionalDevelopment:WeeklymeetingswithInstructionalLiteracyCoachtoprovidesupportneededwithIntensiveReadingremediationbasedondatacollectedfromiReady(middlegrades)andAcheive3000(highschool).InstructionalCoachingCycles(signedpartnershipagreements)withidentifiedteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebeginningoftheyeardiagnosticdata(iReadyDiagnosticandAchieve3000levelset).ActionStepsforRemediationIntervention/TitleIImplementationActionSteps(TeachersandStudents):TheIntensiveReadingteacherwillroutinely
A- ImplementaBalancedLiteracyModelintheIRclassroomtoincludevariousmodesofinstructionaldelivery1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussions,andcooperativelearning
groups.2. Differentiatedinstructionthatincludesteacherledsmallgroupinstruction,differentiatedstations,cooperativelearninggroups,
andwritingthroughreading.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.a. AnalyzeFSAALDstobetterunderstandwhatisexpectedforproficiencyandlearninggainsb. Incorporatestandardsbased,purposefulstationsasneededandindicatedbystudentdata(Achieve3000,teacherformative
assessments)c. Providesmallgroupinstructiontoeachstudenttomeetspecificneeds(enrichmentand/orremediation)basedonformative
assessments.
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d. Usetheongradelevel“StretchArticle”andothercomplextextstoensureexposureandstrategiesforunderstandinggradeappropriateLexilesourceswithscaffoldedsupport.
B- Incorporatecomponentsofintertextualreadinglessons1. ExplicitlyteachstudentshowtocriticallyanalyzeonesourceforKeyIdeasandDetailspriortosynthesizingmultiplesources2. Utilizemultiplesourcesthatmayincludeliterarytexts,informationaltexts,videos/audioclips,pictures,andgraphicstoteach
studentstomakeconnectionsamongandacrosssources.3. IncorporateTDQsofincreasinglevelsofDOKasrequiredbyALDsandItemSpecificationsusingtheOCSDsecondaryresource
forELAtocreatequestionsofappropriaterigor4. ModelforandteachstudentstotextmarkandannotatebasedonanidentifiedtaskinaTDQ
C- Conferencewithstudentsregardingtheirreadingprogress1. UsedatafromAchieve3000,and/orclassroomformativeassessmentstodrivethetopicsoftheseconferences
D- Striveforaminimumof2completeAcheive3000articlesandassociatedassignmentsperweekwithincentivestoincreasepercentageofaccuracyoneach
E- UseKahnAcademyforstudentsingrades9-12alongsideAchieve3000forSATpreptoreceivetheneededconcordancescore.F- Instructstudentsexplicitlyondecodingandfluencystrategiestoincreasetheircomprehension
1. PhonicsforReading(Level3)forstudentsingrades6-82. Fluencychecks(timedandgraphed)
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorBalancedLiteracyModelintheIRclassroom
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Acheive3000asremediationcurriculum
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
FluencyandPhonicsinstructionforthosestudentsthatshowaneed
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Intertextuallessoncomponents Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanELA:Strategies&ProgramstoSupporttheObjectives
SecondaryPandemicELAInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:TeacherswillusestandardsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresbyincorporatingstandardsandAchievementLevelDescriptorsfromthepreviousgrades’pacingguides(4thquarter)intotheirdailyinstruction.Allstandardswillbereviewed/taughtbytheendofNovemberwhilealsoembeddingalongsidethecurrentyear’sstandards.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthesummermonths,teacherswillreachouttotheirpreviousstudents(grades6-8)toofferaSummerBridgePacket.TheschoolwillprintthepacketsforallthatrequestDuringthe1stquarterofschool,allELAteacherswillincludestationandstationactivitiesorCooperativeLearningGroupactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingthecompanionstandards’ALD.DailyReadingWarm-Upsthefirstandsecondquarterthatincorporatestandardsfromthepreciousyeartospiral/instructstudentsonstandardsnottaughtduetoCOVID-19schoolclosures.TeacherswillutilizeleveledtextsforstudentsthatshowaneedusingresourcessuchasAchieve3000,CommonLit,andNewsela.ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorActivitiesthatteachandspiralstandardsfrompreviousschoolyear(4thquarter).
PLCs,chatswithAdmin Monthly Adminandclassroomteachers
DailyReadingWarmUpsduringQuarter1and2thatincorporatestandardsfromthepreviousyear.
PLCs,withAdmin Monthly Adminandclassroomteachers
Leveledtextsforinstructionofmoredifficulttasks(differentiation)
PLCs,withAdmin Monthly Adminandclassroomteachers
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EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanSocialStudies
DistrictGoal: Studentsshalldemonstratesocialstudiesproficiencyatorabovetheexpectedgrade
level.
Objectives:CivicsThepercentageofallcurriculumstudentswhowillbeproficientinCivicsasdefinedbytheStateofFloridaontheFloridaCivicsEnd-of-CourseExamswillbeatleast75%.
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SchoolActionPlanMath:Strategies&ProgramstoSupporttheObjectives
CentralFocus:SocialStudiesFocusKeepingtheendinmind,createlessonsbaseduponcontentstandards• Usethebenchmarkclarificationsandcontentlimitstoinformlessondesignwhereappropriate
o UseTestItemSpecificationstodevelopqualityassessmentitemsbaseduponbenchmarkclarificationsandcontentlimits(Civicsand11thUnitedStatesHistory)
• Useresourceseffectivelyinclassroominstructionandplanningo Usetextbooks,ancillarymaterials,FJCC,andSHEG,alongwithathoroughanalysisofpre-selectedFSAstandards,forcollaborative
lessonplanning(WorldHistoryand8thUnitedStates)• UseengagingstrategiesandinstructionalBestPracticesinlessondeliveryandplanning
o ExploreengagingclassroomactivitiesthatsupportEnglishLanguageLearnersaswellasstudentswithgeneralreadingdeficienciesforuseincollaborativelessonplanning(WorldHistoryand8thUnitedStates)
o IntroduceinstructionalBestPracticesandroutinesforlessonplanning(NewSocialStudiesTeachers)SchoolFocusTargetedSchool-basedFocus:SocialStudiesteacherswillroutinelyincorporatecomponentsofintertextuallessons(rigorousTDQs,textmarking,studenttalk,writingthroughreading,culminatingtasks,multiplecomplexsources)intodailyinstructiontopurposefullyengagestudentswithavarietyofvisualandtextualstimuli,suchas:charts,graphs,maps,articles,primarysources,etc.TargetedSchool-basedProfessionalDevelopment:WeeklysessionswithELAinstructionalcoach(meetingsandclassroomvisits)todeveloptheuseofintertextuallessoncomponentsandreadingstrategieswithinthesocialstudiescontent.SpecificCivicsandUSHistoryEOCclassprofessionaldevelopmentsessionsActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Beginningwiththestandardsandroutinelyensuringthatstudentsareactivelyengagedwithcomplexsources,teacherswillincorporatethecomponentsofintertextuallessonsintovariousmodesofstandardsbasedinstructiontoengagestudentswithcomplextexts(sources).
a. Componentsofintertextuallessonsb. Specificstandardstobeassessedbytheculminatingtaskc. Useofmultiplesourcestoincludeatleastoneothersupplementalresourcetotheanchortext(charts,graphs,photographs,videos,
maps,etc.)
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d. DevelopmentofappropriatelyrigorousTDQs(DOK2-3)utilizingthequestionstemsfromtheOCSDMiddleandSecondaryResourceforSocialStudies.
e. PurposefulannotationandtextmarkingthathelpsstudentscompletetheculminatingtaskoranalyzethedocumentsthroughTDQs.f. StudenttalkstrategiesandprotocolsdrivenbyTDQs.g. VariousModesofInstructionalDeliveryh. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussion,cooperativelearninggroups,and
writtenresponses.i. CooperativeLearningGroups/Stationsthatmayincludebutarenotlimitedto:j. Teacherledreview/remediationactivitiesk. Analysisofmaps,charts,andgraphicsl. Analysisofprimaryandsecondarysourcesm. Considerationofsourcecredibilityn. Promotepurposefulstudenttalko. Useofresources(textualandvisual)suchastheStanfordHistoryEducationGroup(SHEG),CommonLit,NationalArchives,FJCC,iCivics,
LiteracyDesignCollaborative(LDC),DBQsetc.p. QuarterlyDocumentBasedQuestions
****TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorPurposefulinteractionswithcomplexsources(intertextuallessoncomponents)
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
DocumentBasedQuestions(DBQs)
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Varioussourcesforcomplextextsandothervisualstimuli
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanMath
DistrictGoal: Studentsshalldemonstratemathproficiencyatorabovetheexpectedgradelevel.
Objectives:ThepercentageofallcurriculumstudentswhowillmakelearninggainsinmathasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast75%.Thepercentageofstudentsinthelowest25%whowillmakelearninggainsinmathasdefinedbytheStateofFloridaontheFloridaStandardsAssessmentTestwillbeatleast90%.ThepercentageofLevel4and5studentswhowillmakelearninggainsinmathontheFloridaStandardsAssessmentTestwillbeatleast90%
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SchoolActionPlanMath:Strategies&ProgramstoSupporttheObjectives
ElementaryCentralFocus:MathFocusUseOCSDM3Standards-basedplanningdocumenttocreatestudent-centeredstandards-basedlessons• Collaborativelyreviewstudentdatatoselectanddevelopwhole-groupandsmall-grouplessonsandroutines• Embedinstructionalstrategiestomaketargetedinstructionalchoicesforallstudents(ELLs,ESE,ESSAsub-groups)
SchoolFocusTargetedSchool-basedFocus:TeacherswillusetheOCSDBalancedMathModel(BMM)design,withatargetedfocusonstudentdiscourse,andtheM3documenttoplanandinstructstudentsinmathematicsdaily.TargetedSchool-basedProfessionalDevelopment:TeacherswillmeetwiththeMathInstructionalCoachonaweeklybasistoreviewiReadydataandplanstandardsbasedinstructionforstudents.InstructionalCoachingCycles(partnershipagreements)withidentifiesteachersMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedontheiReadyDiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):1. TeacherswillusetheFloridaMathStandards,ALDs,PLDs,gradelevelcommonassessments,andtheFSAItemSpecificationstoplaneveryday
instructionandserveasaframeworkforassessmentbycreatingavarietyofdifferentiated,spiraled,problemsolvingtasks.SeeOCSDM3documents
2. TeacherswillconsultandusetheappropriategradelevelOCSDCommonAssessmentdocument(grades1-5)forguidanceincumulativeassessmentofgrades1-5mathstandards.
3. Teacherswillplanqualityquestionsandtalkingpointstodrivestudentdiscourseduringwholegroupmini-lessons,smallgroupinstruction,andstationsegmentsoftheBMM.
4. Teacherswillplan,model,instruct,andfacilitatedailyroutinesthatencouragestudentmathdiscourseusingappropriatevocabulary.ExamplesoftheseroutinesareNumberoftheDay,NumberLines,ProblemoftheDay,MathJournalPrompts,EverydayCountsCalendarMath,MysteryNumber,AlikeandDifferent,spiraledstations,etc.
5. Studentswilluseappropriatevocabularytoconversewithoneanotherandaskquestionstoexpressandclarifymathematicalconceptsandideasinwholegroup,smallgroup,andstations.
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6. TeacherswilluseiReadydataandformativeassessmentstodrivethecreationandplanningofsmallgroupinstructionandstations.Teacherwillfrequentlyanalyzenewdatatoadaptgroupsasneeded.TheseactivitieswillhavetobethoughtfullyandpurposefullyplannedforwithcurrentCOVID-19precautionarymeasuresandsafetyrecommendations.
• Level1sand2swillmeet5timesaweek;Level3s,4s,and5swillmeet3daysaweek.• TeacherswilluseALDsandPLDstodifferentiateinstructionforsmallgroupsandstations• IReadyToolboxandinstructionmaterialswillbeusedfordifferentiationpurposes
7. Teacherswillusedataconferencestoassiststudentsinunderstandingandself-monitoringtheirprogressthroughouttheyear.8. TeacherswillcollaboratewithotherNorth-EndOCSDgradelevelcolleaguestoshareresourcesandcreatestandardsbasedaccountable
stations/smallgrouplessons.9. Teachersingrades3-5willutilizeOCSDM3,ALDs,FSAItemSpecifications,FSAPracticeTests,OCSDCommonAssessmentDocuments,andFSA
stylequestionsforsummativeandformativeassessments.TeachersingradesK-2willutilizePLDs,OCSDCommonAssessmentDocuments(1-2),andFSAstylequestionsduringdailyBMMimplementationandincorporateFSAstylequestionsintostudentassessments.
10. Ingrades1-5,teacherswillutilizetheappropriateOCSDCommonAssessmenttomonitorquarterlystudentachievement.11. TeacherswillutilizetheiReadyprogramtoindividualizestationrotationandsmallgroupinstruction.
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorBalancedMathModel Classroomwalkthroughs,
observations,PLCs,Weekly Teachers,administration
DomainSpecificMathStationsandSmallGroupInstruction(COVID-19precautionsinplace)
ClassroomWalkthroughs,observations,
Weekly Teachers,administration
BMMfluencyroutines ClassroomWalkthroughs,observations,
Weekly Teachers,administration
Mathtalkandstudentdiscourse(COVID-19precautionsinplace)
ClassroomWalkthroughs,observations,
Weekly Teachers,administration
FSAStyleassessments ClassroomWalkthroughs,observations,
Weekly Teachers,administration
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanMath:Strategies&ProgramstoSupporttheObjectives
ElementaryMathLevels1and2FocusSchoolFocusTargetedSchool-basedFocus:TheTitleIRemediationteacherwilluseFloridamathematicsstandardsfromthepreviousgradealongsidethecurrentstandardstoremediatestudentsinareasofneededasnotedbytheinstructionalgroupingprofileandstandardsreportfromiReady.TargetedSchool-basedProfessionalDevelopment:
• YearlyTitleIContactMeetings• iReadyTrainingsandProfessionalDevelopmentSessions• WeeklyAcademicDutytimestomeetwithadministratorand/ormathinstructionalcoachtodiscussstudentprogress,data,and
needsfortheTitleprogram
ActionStepsforRemediationIntervention/TitleIImplementationActionSteps(TeachersandStudents):1. TitleIremediationteacherwillcreate,model,andpostnormsandroutinestofacilitateiReadyMathematicsimplementation2. IdentifiedTitleIstudentswillusethepostednormsandroutinesduringiReadymathematicsremediationblocktomaximizelearning
opportunities3. TitleIremediationteacherwillutilizetheiReadymathematicsmodeltoinstruct3rd,4th,and5thgradestudentsthroughindividualized
and/orsmallgroupdifferentiatedinstructionalsettingsbasedontheInstructionalGroupingProfile,ReadyToolboxresources,andmanipulatives.
4. IdentifiedTitleIstudentswillparticipateinindividualizedand/orsmallgroupdifferentiatedinstructionusingtheiReadymathematicsmodel,ReadyToolboxresourcesandmanipulatives
5. TitleIremediationteacherwillestablishmathematicalgoalswithstudentsbasedoniReadymathematicsdataandconductweeklyconferencestoreviewpercentagerates.
6. StudentswillchartprogressofiReadymathematicslessonscompletedwithpercentageratestowardidentifiedgoals.7. Teacherwillestablishaweeklyroutineofforty-fiveminutesofiReadymathematicswithsmallgroupand/orone-on-oneremediation.
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8. StudentswillparticipateiniReadymathematicsfor45minutesweeklyandreceivesmallgroupand/oron-on-oneremediationbasedongrouporindividualstudentneed.
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorTeacherledsmallgroups Walkthroughs,observation
Weekly Teacherandadmin
Title1Remediation Walkthroughs,observation
Weekly Teacherandadmin
iReadymathimplementationforremediationofspecificstudents
Walkthroughs,observation Weekly Teacherandadmin
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanMath:Strategies&ProgramstoSupporttheObjectives
ElementaryPandemicMathInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:Teacherswillusestandards,AchievementLevelDescriptors,LearningProgressionsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresduring2019-20SYbyhavingadifferentiationblockspecificallyinplacefortheuseofremediationofpreviousyears’gaps.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthesummermonths,teacherswillreachouttotheirpreviousstudentstoofferaSummerBridgePacket.TheschoolwillprintthepacketsforallthatrequestDuringthe1stquarterofschool,allmathteacherswillincludestationandstationactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingthecompanionstandards’ALDorLP.ThesestandardsmaybeinfluencedbyiReadyDiagnosticdatagatheredinthefirstmonthsofschool.TheseactivitieswillrequirethoughtfulandpurposefulplanningandlogisticsduetoCOVID-19precautionarymeasures.Dailyspiralingwarm-upactivitiesfrompreviousyear’sstandardswillbeincorporatedusinghighyieldroutines.MusicTimeutilized(atleast1dayperweek)asanextra30minutesofsmallgroupremediationforidentifiedstudents-ThiswillbecomeaDifferentiatedInstructionalBlockfor3daysperweek,withtwodayssetasideforplanningwiththeinstructionalcoachormeetingwithadmintodiscussdataand/orSPPinitiatives(DifferentiatedInstructionalBlock).iReadyonlineinstructionandtheReadyToolboxmaterialswillbeutilizedaftergivingtheiReadyDiagnosticAssessmentandanalyzingtheInstructionalGroupingProfileandStandardsReport.ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorReviewstationsofpreviousschoolyear’sstandards-quarter1,thenweanoffasneeded
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,TitleIteacher
Dailyspiralingwarm-upactivitiesfrompreviousyear’sstandardswillbeincorporatedusinghighyieldroutines.
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,TitleIteacher
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UtilizetheMusictimeatleast1dayperweekforremediationofskillgapsduetoCOVID-19schoolclosures(differentiatedinstructionalblock)
Walkthroughs,observations,conversationswithadmin,andPLCs
Weekly Administration,TitleIteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanMath:Strategies&ProgramstoSupporttheObjectives
SecondaryCentralFocus:MathFocusUseAchievementLevelDescriptors(ALDs)andItemSpecificationstodesigninteractive,engaginglessonswithastrongfocusonstudent-to-studentinteraction• Usemathresourcessuchasthetextbook,MathNation,KhanAcademy,andtechnologytosupportthemathcontent• UsetheALDsandItemSpecificationstocreaterigorousquestionsmirroringtheFSAitemtypes• Useassessmentdata(e.g.,FSA,iReady,formativeassessments)todrivewholegroupinstruction,differentiatedactivities,and
spiralingtasksSchoolFocusTargetedSchool-basedFocus:UtilizetheAchievementLevelDescriptorsandItemSpecificationstopurposefullycreatetargetedlessons,formativeandsummativeassessments,andcooperativelearningopportunitieswhileplanningwiththeendinmind.TargetedSchool-basedProfessionalDevelopment:CommonplanningscheduledforcollaborationamongmathteacherswithregardstostandardsbasedplanningInstructionalcoachingcycleswithidentifiedteachersregardingspecificinstructionalstrategiesand/orstandardsMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebeginningoftheyeardiagnosticdatathatisgatheredinSeptember.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):BeginningwiththeFloridaStandards,ALDs,andItemSpecifications,teacherswillroutinelyincorporate:
a- Variousmodesofinstructionaldeliverybydesigningengagingwholegroupinstructionanddifferentiatedlessonstoincludestationssmallgroupinstruction,andcooperativelearningopportunitiesthatplaceastrongfocusonpurposefulstudent-to-studentinteractions.
b- Opportunitiesforstudentstoengageinmathtalktoincludevariousapproachesanderroranalysisusingaccuratelanguage.c- BestpracticeslearnedfromdistrictprovidedPD.d- Avarietyofinstructionalresources(districtprovidedmaterials,textbooks,MathNation,ReadyToolbox,IXL,and/oranythatthe
teacherhaspersonallyresearched)todriveinstructioninordertocreateopportunitiesforstudentstoworkwithsmallgroups.
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e- FormativeandsummativeassessmentsusingtheALDsandItemSpecificationswithsummativeassessmentswrittentomatchFSApercentagesofDOK/ALDlevels;minimumofDOK2/ALD3-60%,minimumofDOK3/ALD4&5-10%,andnomorethan20%DOK1/ALD2.
f- PracticeFSAlikequestions,whicharederiveddirectlyfromALDsandItemSpecifications;TechnologyenhanceditemswillbeincludedintheFSAlikeassessmentoptions
g- Theuseofdata(iReady,FSA,iReady,classroomformativeassessments,etc.)topurposefullyspiralstandards
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorStations,teacherledsmallgroups,and/orcooperativelearningopportunitiesbasedonALDswithafocusonpurposefulstudentengagement
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
FormativeandsummativeassessmentquestionsbasedonALDsandItemSpecifications
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
UseofresourcessuchasIXL,ImagineMath,iReady,andMathNation
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Assessmentdatatomakeinstructionaldecisions
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Studentdatamonitoring-conferencingwithstudents
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanMath:Strategies&ProgramstoSupporttheObjectives
SecondaryMathLevels1and2Focus-IntensiveMathSchoolFocusTargetedSchool-basedFocus:Additionalintensivemathcoursewilloffersupporttostudentswithcurrentgradelevelstandardsandspiralingdowntopreviousgradelevellearninggapsanddeficitstobridgegapsbetweencurrentmathperformanceandtheperformanceneededtobesuccessfuloncurrentgradelevelstandards.TargetedSchool-basedProfessionalDevelopment:CommonplanningscheduledforcollaborationamongmathteacherswithregardstostandardsbasedplanningInstructionalcoachingcycleswithidentifiedteachersregardingspecificinstructionalstrategiesand/orstandardsMiniPDsessionsmonthlyafterschool(Zoomwithonlineteachers)-thesetopicsareTDBbasedonthebeginningoftheyeardiagnosticdatathatisgatheredinSeptember.ActionStepsforRemediationIntervention/TitleIImplementationActionSteps(TeachersandStudents):TheIntensiveMathClasswillroutinelyincorporateandembedthefollowingstepsand/orcomponents:
1. StudentswilluseImagineMathfor60-90minutesperweekwithagoalof2-3lessonsperweek2. IXLdataandresourcestodifferentiatestudentinstructionforstationandsmallgrouppurposes3. Mathresourcessuchastextbooks,IXL,ReadyTeacherToolbox,andMathNationtosupportandreinforceprogressionoftheALDs
ininstruction.4. Communicatewithclassroommathteachers,ifdifferentthantheIntensiveMathteacher,aboutstudentneedsanddatatosupport
regularmathclassroomlessons.5. Usedata(FSA,iReady,classroomformativeassessments)toguideinstruction,aswellasdevelopingstations,smallgroups,and/or
cooperativelearningactivities.
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorStations,smallgroups,and/orcooperativelearningactivities
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
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basedonALDswithafocusonpurposefulstudentengagement.FormativeandsummativeassessmentpracticequestionsbasedonALDsandItemSpecifications
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
UseofiReadyforgrades6-8 Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Assessmentdatatoinformationinstructionaldecisions.
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Studentdatamonitoring Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanMath:Strategies&ProgramstoSupporttheObjectives
SecondaryPandemicMathInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:TeacherswillusestandardsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresbyincorporatingstandardsandAchievementLevelDescriptorsfromthepreviousgrades’pacingguides(4thquarter)intotheirdailyinstruction.Allstandardswillbereviewed/taughtbytheendofNovemberwhilealsoembeddingalongsidethecurrentyear’sstandards.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthesummermonths,teacherswillreachouttotheirpreviousstudents(grades6-8)toofferaSummerBridgePacket.TheschoolwillprintthepacketsforallthatrequestDuringthe1stquarterofschool,allmathteacherswillincludestationandstationactivitiesorCooperativeLearningGroupactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingthecompanionstandards’ALD.-precautionstakentoensureCOVID-19safetyrestrictionsarefollowed.Dailyspiralingactivitiesasabell-ringer/warm-upactivitytoreview/teachstandardsthatweremissedinquarter4oflastschoolyear.ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorSpiralingstationsorcooperativegroupactivities(safetyprecautionsduetoCOVID-19)
Walkthroughs,observations,PLCs, Weekly Administration,andclassroomteachers
Dailyspiralingactivitiesasabellringer/warm-upactivitytoreview/teachstandardsthatweremissedinquarter4oflastyear.
Walkthroughs,observations,PLCs, Weekly Administration,andclassroomteachers
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanScience
DistrictGoal: Studentsshalldemonstratescienceproficiencyatorabovetheexpectedgradelevel.Objectives:Thepercentageof8thgradestudentswhowillbeproficientinscienceasdefinedbytheStateofFloridaontheStatewideScienceAssessment(SSA)willbeatleast70%.
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SchoolActionPlanScience:Strategies&ProgramstoSupporttheObjectives
ElementaryCentralFocus:ScienceFocusKeepingtheendinmind,useStandardsandItemSpecificationstodesigninteractiveandengaging5ESciencelessons• Engagingwholegroup,cooperativegroup,andstationlearningopportunitieswithanemphasisonstudent-to-studentinteractions• Useassessmentdata(e.g.,SSA,StudyIsland,formativeassessments)todrivethewholegroupinstruction,differentiatedactivities,and
spiralingtasksthatplaceastrongfocusonstudent-to-studentinteractionsSchoolFocusTargetedSchool-basedFocus:Bytheendoftheyear,weexpectourstudentstobeabletodeepentheirunderstandingofsciencestandardsbyengagingstudentswithwholegroup,cooperativelearninggroup,andstationlearningopportunitiestoincreasestudenttostudentinteractionsandlearning;utilizeassessmentdatatocreaterigorous,purposefulactivitiesanddifferentiatedlessonstoincreasecooperativelearningopportunitiesforstudents.TargetedSchool-basedProfessionalDevelopment:CollaborationwiththeschoolELAcoachtocreateandsupporttheimplementationofdifferentiatedreadinglessonsthroughsciencecontentCollaborationwithteachersatLaurelHillandotherschoolstoobserveanddiscusswithveteranteachersaboutusingcooperativegroupsandstationlearningopportunitiesActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):UsingtheFloridaadoptedsciencestandards,ItemSpecifications,andformativeassessmentdata,teacherswillplanforpurposefulengagementwithsciencesourcesandtopicsbyroutinelyimplementing:
A- Variousmodesofinstructionaldelivery1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussion,cooperativelearninggroups,
andwrittenresponsesa. Stationsand/orcooperativegroupstooccuratleastonceaweek
2. Cooperativelearninggroupsand/orstationsthatareinformedbyandplannedfromformativeassessmentdatasuchasStudyIslandandclassroomassessments.Theseactivitiesmayinclude:a. Inquirybasedlearningopportunitiesb. Spiralreviewofstandards(5thgradetospiralgrades3-5sciencestandards)c. Analysisofdata,charts,graphs,videoclips
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d. Evaluationofwordrelationshipse. Teacherledreview/remediationf. Handsonsciencelab/experiments
B- StandardsBasedUnits1. Incorporateatleast3ofthe5E’sduringunits
a. Engageb. Explorec. Elaborated. Evaluate
2. Spiralingactivitiesthatfocusontheinterpretationandanalysisofmultiplesourcesofdata(texts,pictures,charts,graphs,infographics)
3. IncludeassessmentsthatmirrorSSAItemSpecificationswithappropriaterigor(10-20%DOK1;60-80%DOK2;10-20%DOK3)
C- ComponentsofIntertextualLessons1. Standardsbasedlessonswithpurposefulengagementwithcomplexsciencesources2. Includeculminatingtaskstoassessmasteryofsciencestandardsandconcepts3. Incorporatemultiplecomplexsources(sciencerelatedinformationaltexts,graphics,diagrams,charts,graphs,infographics,etc.)
D- Useassessmentformativeassessmentdata(StudyIsland,teachercreated/formativeassessments)1. StudentswillutilizeStudyIslandatleastonceaweek(5thgrade).
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorComponentsofintertextuallessons Walkthroughs,observations,
conversationswithadmin,andPLCsMonthly Administration,classroom
teacherUseofdataforplanningforandspiralinglessons
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
WeeklyStationsorCooperativeLearningActivities
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanScience:Strategies&ProgramstoSupporttheObjectives
ElementaryPandemicScienceInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:TeacherswillusestandardsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresbyincorporatingstandardsandAchievementLevelDescriptorsfromthepreviousgrades’pacingguides(4thquarter)intotheirdailyinstruction.Allstandardswillbereviewed/taughtbytheendofNovemberwhilealsoembeddingalongsidethecurrentyear’sstandards.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthe1stquarterofschool,scienceteacherswillincludestationandstationactivitiesorCooperativeLearningGroupactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingdatacollectedfromStudyIsland(3-5)andotherclassroomformativeassessments.-precautionstakentoensureCOVID-19safetyrestrictionsarefollowed.Spiralingactivitiesasabell-ringer/warm-upactivitytoreview/teachstandardsthatweremissedinquarter4oflastschoolyear.ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorSpiralingstationsand/orcooperativelearninggroupactivitiestoreview/teachstandardsmissedduringCOVID-19schoolclosures(precautionstakentoensureCOVID-19safetyrestrictionsarefollowed._
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Spiralingwarmupactivitiesorminilessonsembeddedincurrentgradelevellessons
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanScience:Strategies&ProgramstoSupporttheObjectives
SecondaryCentralFocus:ScienceFocusKeepingtheendinmind,useStandardsandItemSpecificationstodesigninteractiveandengaging5ESciencelessons• Engagingwholegroup,cooperativegroup,andstationlearningopportunitieswithanemphasisonstudent-to-studentinteractions• Useassessmentdata(e.g.SSA,StudyIsland,formativeassessments)todrivethewholeinstruction,differentiatedactivities,and
spiralingtasksthatplaceastrongfocusonstudent-to-studentinteractionsSchoolFocusTargetedSchool-basedFocus:Bytheendoftheyear,weexpectourstudentstobeabletodeepentheirunderstandingofFloridaadoptedsciencestandardsbyengagingstudentswithwholegroup,cooperativegroup,andstationlearningopportunitiestoincreasestudenttostudentinteractionsandlearning.Wewillutilizeassessmentdatatocreaterigorous,purposefulactivitiesanddifferentiatedlessonstoincreasecooperativelearningopportunitiesforstudents.TargetedSchool-basedProfessionalDevelopment:ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Usingthestandards,ItemSpecifications,andclassroomformativeassessments,teacherswillplanpurposefulengagementwithsciencesourcesandtopicsbyroutinely:
A- Usevariousmodesofinstructionaldelivery1. Wholegroupinstructionthatincludesexplicitteaching,teachermodeling,teacherleddiscussions,cooperativelearninggroups,
andwrittenresponsesa. Stationsand/orcooperativelearninggroupstooccuratleastonceamonth
2. Cooperativelearninggroups/stationsinformedbyformativeassessmentssuchasStudyIslandreports,andclassroomformativeassessmentsthatmayinclude.a. Inquirybasedlearningopportunitiesb. Spiralreviewofstandardsc. Analysisofdata,charts,graphs,videoclips,infographics,etc.d. Evaluationofwordrelationshipse. Teacherledreviewand/orremediationofstandardsandconceptsf. Handsonsciencelabsorexperiments
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B- Standardsbasedunitswhenappropriateandpossible1. Incorporateatleast3ofthe5E’s
a. Engageb. Explorec. Explaind. Elaboratee. Evaluate
2. Spiralingactivitiesthatfocusontheinterpretationandanalysisofmultiplesourcesofdata(texts,pictures,charts,graphs,infographics,etc.)
3. IncludeassessmentsthatmirrorSSAandEOCItemSpecificationswithappropriaterigor(10-20%DOK1;60-80%DOK2;10-20%DOK3)
C- Purposefulinteractionswithsciencesources1. Standardsbasedlessonswithpurposefulengagementwithcomplexsciencesources2. Includeculminatingtaskstoassessmastery3. Incorporatemultiplesources(texts,graphics,diagrams,charts,graphs,infographics,etc.)
D- Useassessmentdatatodriveinstructionandspiralingtasksandstandards(StudyIsland,teachercreatedformativeassessments)1. StudentswillutilizeStudyIslandatleastonceperweek.
ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorStrategiestodeveloppurposefulinteractionswithcomplexsciencesources.
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Useofdataforformativeassessmentandspiraling
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
CooperativeLeaningActivities Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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SchoolActionPlanScience:Strategies&ProgramstoSupporttheObjectives
SecondaryPandemicScienceInstructionalGapsFocusSchoolFocusTargetedSchool-basedFocus:TeacherswillusestandardsandverticalplanningsessionstoremediategapscausedbytheCOVID-19schoolclosuresbyincorporatingstandardsandAchievementLevelDescriptorsfromthepreviousgrades’pacingguides(4thquarter)intotheirdailyinstruction.Allstandardswillbereviewed/taughtbytheendofNovemberwhilealsoembeddingalongsidethecurrentyear’sstandards.ActionStepsforImplementationClassroomImplementationActionSteps(TeachersandStudents):Duringthe1stquarterofschool,scienceteacherswillincludestationandstationactivitiesorCooperativeLearningGroupactivitiesthatreview/coverstandardsfromthepreviousschoolyearwithdifferentiationusingdatacollectedfromStudyIslandandotherclassroomformativeassessments.-precautionstakentoensureCOVID-19safetyrestrictionsarefollowed.Spiralingactivitiesasabell-ringer/warm-upactivitytoreview/teachstandardsthatweremissedinquarter4oflastschoolyear.ProgressMonitoring
Initiative HowWillItBeMonitored FrequencyofOfficialMonitoring WhoisResponsibletoMonitorSpiralingstationsand/orcooperativelearninggroupactivitiestoreview/teachstandardsmissedduringCOVID-19schoolclosures(precautionstakentoensureCOVID-19safetyrestrictionsarefollowed._
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
Spiralingwarmupactivitiesorminilessonsembeddedincurrentgradelevellessons
Walkthroughs,observations,conversationswithadmin,andPLCs
Monthly Administration,classroomteacher
EvaluationFollowingMid-YearDataEvaluationofTargetedSchool-basedFocus&Implementation:RefinementofTargetedSchool-basedFocus:
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TitleISchools
HowwilltheschoolinvolveparentsandfamilymembersinjointlydevelopingtheTitleIFamilyEngagementPlansanddeterminehowTitleIFamilyEngagementfundswillbespent.Howwillthisplanbemonitoredandbywhom?LaurelHillSchoolwillinvolveparentsandfamilymembersinthedevelopmentoftheTitleIFamilyEngagementPlanbyaskingforparentinputonsurveymonkeyandsendinghomealetteraskingforsuggestions.Also,theTitleIcoordinatorwillaskforinputfortheTitleIFamilyEngagementplanandhowtospendthefundsattheSACmeeting.TheFamilyEngagementPlanwillbemonitoredmonthlybytheTitleIcoordinator,D.McVayandschooladministration
SpecificstrategiesforincreasingFamilyEngagement(includingthosewhohavelimitedEnglishproficiency,thosewithdisabilities,andthosewithmigratorychildren).Howwillimplementationofthesestrategiesbemonitoredandbywhom?*Note:PerESSAaschooldistrictmayreceiveTitleIfundsonlyif:itconductsoutreachtoallparentsandfamilymembers;plansandimplementsprograms,activities,andprocedurestoinvolveparentsandfamilymembersinTitleIPrograms.
• CampReadS’more-Familieswilllearnmoreaboutstrategiesforhowtoincreasereadingachievementwiththeirchildren,andtheycanmakeandtakegamestouseathome.
• MathNight-Familieswilllearnaboutsomespecificstrategiesthattheycanincorporatetoboostmathematicalachievementwiththeirchild,andtheywillhavetheopportunitytomakegamestotakehometosupportmathsuccess.
• I-ReadyNight-Familieswilllearnhowthei-Readyprogramworksandhowtosupportstudentsathomefori-Ready.• ChristmasaroundtheWorld-Everyelementarygradelevelorclassroomwillhaveadifferentcountry.Wewillhaveanighttoinvitefamiliesto
visiteachcountrylearningabouttheimportanceofsupportingeachotherculturaldifferences.Thisnightwillboostculturalresponsivenessandunityatourschoolandinthecommunity.
TheTitleIschoolcoordinator(D.McVay)andschooladministrationwillmonitoranddeterminetheeffectivenessoftheseinitiatives.
PlansforassistingPreschoolchildreninthetransitionfromEarlyChildhoodProgramstolocalElementaryPrograms(PreschoolTransitionStrategies)andElementarytoMiddleSchooltransitionstrategies,orMiddletoHighSchooltransitionstrategies.Howwillthisplanbeimplemented,monitored,andbywhom?AsLaurelHillisaK-12school,manyofthestudentsareexposeddailytotheinsandoutsofstudentsatmuchdifferentlevelsthanthemselves.Tosupportthestudentsthataremovingtothenextlevelofeducation,wewillsupportthembyhavinganopendoorpolicytotheadministrators,schoolcounselor,andtitleIcoordinator.Thesestaffmemberswillbeonalerttokeeptrackofthesuccessesandareasofconcern.Monthlygradeandattendancechecksfromtheassistantprincipalcanhelppinpointareasthatareinneedofassistance.
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Describesupplementalspecializedinstructionalsupportservices(TitleIRemediation),counseling,school-basedmentalhealthprograms,mentoringservices,andotherstrategiestoimprovestudents’skillsoutsidetheacademicsubjectareas.
• TitleIremediationteacherwillcreate,model,andpostnormsandroutinestofacilitateiReadyELAandMathimplementation.IdentifiedTitleIstudentswillusethepostednormsandroutinesduringtheiReadyELAandmathremediationblocktomaximizethelearningopportunities.TitleIremediationteacherwillestablishELAandmathgoalswithstudentsbasedoniReadyELAandmathdataandconductweeklyconferencestoreviewpercentagerates.StudentswillchartprogressofiReadyELAandmathlessonscompletedwithpercentageratestowardidentifiedgoal.Teacherwillestablishaweeklyroutineof45minutesofiReadyELAandmathwithsmallgroupand/orone-on-oneremediation.StudentswillparticipateiniReadyELAandmathfor45minutesweeklyandreceivesmallgroupand/oroneononeremediationbasedongrouporindividualstudentneeds.
• Wehaveafulltimeschoolguidancecounseloronsitetoassistwithanyschoolcounselingthatneedstooccur.Shemakesstudentserviceshertopprioritytoensurethehealthandsafetyofallstudents.
• Acertifiedmentalhealthcounselorisoncampus3daysperweektogiveidentifiedandapprovedstudentscounselingsessionstoaidinmentalhealthandsocialskills.Teachersthatfeelthatastudentisinneedofthisserviceistosubmitarecommendationtoadministrationand/orthementalhealthcounselorforreviewofreferral.
• Mentoringofstudentsisavailablethroughtheguidancedepartmentforstudentsthatareinneed.Outsidecommunitymembersvolunteertheirtimetocometotheschoolasdesignatedtimeaweektoworkwithparticularstudentsinrelationshipbuildingandpositivechoicemaking.
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AccreditationPage
StrategicPlanFocusArea:ImprovingandAdvancingStudentAchievement• Ensureaccessforallstudentstorigorousandchallengingcurriculum• Addressdiverseeducationalneedsthroughacoordinatedsupportsystem• Integratetechnologyinlearningbybotheducatorsandstudents• Useavarietyofmethodstocommunicatestudentprogresswithparentsand
stakeholders
CogniaPerformanceStandardsrelatedtothisFocusAreaLeadershipCapacityDomain1.1 Thesystemcommitstoapurposestatementthatdefinesbeliefsaboutteachingand
learning,includingexpectationsforlearners.1.2 Stakeholderscollectivelydemonstrateactionstoensuretheachievementofthe
system’spurposeanddesiredoutcomesforlearners.1.3 Thesystemengagesinacontinuousimprovementprocessthatproducesevidence,
includingmeasurableresultsofimprovingstudentlearningandprofessionalpractice.
LearningCapacityDomain2.1Learnershaveequitableopportunitiestodevelopskillsandachievethecontentandlearningprioritiesestablishedbythesystem.2.5Educatorsimplementacurriculumthatisbasedonhighexpectationsandprepareslearnersfortheirnextlevels.ResourceCapacityDomain3.2Thesystem’sprofessionallearningstructureandexpectationspromotecollaborationandcollegialitytoimprovelearnerperformanceandorganizationaleffectiveness.
Teachersareprovidedandencouragedtoattendhighqualityprofessionaldevelopmentsessionstoenhancetheircraftofteachingandinturn,providedhighquality,rigorousinstructiontoallstudentsequitablyStudentsingradesK-5willbeprovidedadevice(1:1ratio)touseforacademicenhancementusinginstructionalsoftwareprogramssuchasiReady,Acheive3000,ThinkCentral,MaxScholar,StudiesWeekly,etc.Theseprogramswillgiveteachersformativedatatomakeinstructionaldecisionsfortheirstudentsandtheirdifferentiationneeds.Teacherswillconductparentconferencesviaface-to-face,conferencecall,emails,ClassDojo,Remind101,andZoomvideoconferencingtoensurethatallstakeholdersareuptodatewiththeirstudents’academicprogress.
AccreditationStandards1. LeadershipCapacity2. LearningCapacity3. ResourceCapacity
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AccreditationPage
StrategicPlanFocusArea:LearningandWorkinginaSafeandProductiveEnvironment
• Provideadequateandappropriatefacilities• Provideacultureconducivetolearningandworking• Maintainasafelearningandworkingenvironment
CogniaPerformanceStandardsrelatedtothisFocusAreaLeadershipCapacityDomain1.4Thegoverningauthorityestablishesandensuresadherencetopoliciesthataredesigntosupportsystemeffectiveness.1.7Leadersimplementoperationalprocessesandprocedurestoensureorganizationaleffectivenessinsupportofteachingandlearning.LearningCapacityDomain2.2Thelearningculturepromotescreativity,innovation,andcollaborativeproblem-solving.2.3Thelearningculturedevelopslearners’attitudes,beliefs,andskillsneededforsuccess.2.9Thesystemimplementsprocessestoidentifyandaddressthespecializedneedsoflearners.2.12Thesystemimplementsaprocesstocontinuouslyassessitsprogramsandorganizationalconditionstoimprovestudentlearning.ResourceCapacityDomain3.7Thesystemdemonstratesstrategicresourcemanagementthatincludeslong-rangeplanninganduseofresourcesinsupportofthesystem’spurposeanddirection.3.8Thesystemallocateshuman,material,andfiscalresourcesinalignmentwiththesystem’sidentifiedneedsandprioritiestoimprovestudentperformanceandorganizationaleffectiveness.
Singlepointofentryhasbeenconstructedtoensurethatthesafetyofstudentsandfacultyarebeingmaintainedhtroughouttheschoolday.Thisincludesthemanningofallopengatesduringdrop-offanddismissaleacgday.SafetyprecautionstomitigatethespeadofCOVID-19duringthistimeofaglobalpandemicarebeingputintoplaceinallareasoftheschool
• No-touchthermometertemperaturechecksandwellnessscreeningswilloccureachmorningasstudentsandfacultyarriveoncampus
• Wheneverfeasible,socialdistancingwillbepracticed(6ftapart)• Facemasks,whilenotrequired(otherthanonschoolbuses)willbeHIGHLYencouragedinareasthatsocialdistancingcannot
occur• Handwashingandhandsanitizingwillbeapriorotywhenteachersareplanningforminutesthroughouttheirday• Deskbarriersforstudentsandteacherswillbeprovided
AccreditationStandards1. LeadershipCapacity2. LearningCapacity3. ResourceCapacity