What specific BEST Practice(s) will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band?
Utilizing formative assessments.
Promoting student engagement with incentives.
Using scales and rubrics school-wide.
Clearly articiulated expectation, goals, learning outcomes, and course requirements, and course requirements increase student motivation and improve learning.
Meaningful and timely feedback to students to improve learning gains in core subject areas.
Differentiating instruction to meet individual student needs by scaffolding and accommodating IEPs, RtI, ESOL, etc.
Specific to Instructional Practices include: Workshops, Professional Development option
Specific to Learning Practices include: Centers, Pull Outs & Push Ins, Incentive programs, enrichment tools.
Describe in detail how the BEST Practice(s) will be scaled-up
The best practices identified will be utilized on a daily basis in all of the content area courses. Our school has a unified board configuration, rubric and scales system stemming from the school-wide Reading and Language Arts curriculum that will be covered in ALL classes. This will provide a more seemless transition from class to classs and increase success for teachers and students that need to identify and assess specific components of content based on STANDARDS and BENCHMARKS as opposed to just content. Teachers will use formative assessments daily, weekly or monthly in order to direct and guide instruction as well as gather evidence of learning and application. Teachers will promote student engament and motivation by creating activities that are challenging and hands on, while poviding students the opportunity to participate in fun learning that will enhance the learning experience. Apollo has also instituted an incentive program that is rewards based but challenges students to use prior knolwdge to learn new concepts and create by builiding upon those experiences. This is done with peer and cross teamed (graded) grouped students to work on activities, problems, and assignments to will also increase student engagement.
Please complete this section based on 2016-2017 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.
Math Teachers, in all grade levels, will utilize Common Formative Assessments (CFAs) through the online component of HRW course intervention application that provide immediate feedback and remediation and/or enrichment activities based on the students needs.
Math Teachers, in all grade levels, will utilize Highlighted Questions to demonstrate the application of math concepts and skills through academia and real-world scenarios to bridge the gap between knowing the concepts and skills to understanding the concept and skills.
Math teachers, in all grade levels, will identify the lowest performing math benchmarks and provide extra support through after school tutoring, Saturday Academy, small group pull-out/collaboration, and crunch-time instructional focus.
Math teachers, in all grade levels, will model the use of technology throughout the math lesson and encourage the use of technology at home to ensure that students are getting a variety of learning experiences and more practice with the format of questions being asked on FSA and EOC (i.e.: multi-selection of answers).
Math students, in all grade levels, will use a variety of technology programs (Mathletics, Mastery Connect, Ten Marks, Moby Max, USA Test Prep, First in Math, Gizmo) to help provide more rigor, authentic, and engaging practice in developing a deeper understanding and application of math concepts and skills.
Math Teachers, in all grade levels, will continue to collaborate together to ensure that we are meeting the needs of the school through grade level planning and professional development.
Math Teachers, in all grade levels, will implement standard-based Performance Learning Scales to help drive authentic and engaging lessons, as well as set high expectations for students to raise student achievement.
All Math students will utilize Performance Learning Scales to ensure authenic and engaging learning is taking place to help reach the high expectations set for student achievement.
All Math Teachers and Students will utilize Performance Task activities with Rubrics & Scales to ensure the understanding and application of math concepts and skills necessary to raise student achievement.
ELA/ Reading - Combined curriculuar and instructional practices including professional development, planning, content use, use of formative and common assessments and team teaching. This year, both departments will prepare studens for the FSA ELA beginning the Fall of 2016 with:
1. Achieve 3000 that yield Lexile level reports and informational texts with opportunity for comprehensive quizzes, short and extended responses and finally essay writitng instruction, essay writing planning tools and, analysis/ synthesis assisgnments.
2. Daily Grammar Practice using online enrichment tools and traditional texts for the purpose of practice for Language and Editing standards.
3. ELA teachers began crunch-time instruction in the fall of 2016 in order to poise students for workshops that occured for a 9 week period leading up to the FSA Wrting Exam.
4. Each teacher uses a Curriculum map, particpates in common assessments (4), a simulated FSA Writing test, Push-In/ Pull-Out Enrichment period and Saturday Academy. These strategies allow for small group direct instruction on the three scoreable skills on the exam and are structured around the CARE Cylce of Instruction. Cycle 1 on essay organization and content. Cycle 2 weeks focused on Citation and Evidence as well as tools for elaboration and literary devices and the entire test-prep instruction centered around Reading strategies such a notetaking, navigating the website and enrichment activities in online programs that familiarized students with how to manipulate the tools in the exam. Cycle 1-3 on Language and Editing.
Science teachers taught students to self-regulate their learning, set their own academic goals, develop strategies to meet their goals, reflect on their academic performance.
Science students utilize computers, Gizmos, and interactive models to support investigations of real-world phenomena. Students interact with computers, gather and analyze data, and formulate ideas for further exploration. Web-based programs such as USA-Test-prep, which allows science teachers to review student performance and students to monitor their own data for assessment and class discussion.
All Teachers, in all grade levels, will differentiate instruction through the use of Marzano's High Yield Strategies as well as Marcia Tate's "20 Instructional Strategies" to help enrich the curriculum.