As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this area chosen?

We have selected Math as one of our content areas to focus on, since we did not meet our SIP goals in this subject area last year.  We also noticed an overall decline in scores for our 6^th and 7^th grade groups. The Mathematics department chair will lead the work towards teacher understanding of the mathematical shifts. 
The department chair will serve as a resource or guide for the teachers through department and PLC meetings.
The administrator in charge of Math will measure and track the progress of the Mathematical shifts through classroom visits and iObservation.

ELA
An increase in the integration of reading, writing, speaking, and listening skills/standards with social studies and science text. Continued work on text-based evidence when answering quesitons across the curriculum.



 

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?

MATH
We will be utilizing the new IPG (Instructional Practice Guide for Math) to better address the standards as it relates to rigor, focus and coherence within our activities and lessons.

SOCIAL STUDIES
Offering summaries of the chapter in Spanish, Enrichment and remediation, increase reading (complexity) across the curriculum to increase ELA achievements.  Offering timely feedback after CFA’s and showing students their progress.  Periodic check ins with students about progress or areas of concern.

ELA
Literacy Coach work within PLCs to ensure LAFS Reading Standards for Literacy in History and Social Studies are strengthened for support within our SS department. Bring district trainers to our SS PLC groups to train teachers of literacy strategies to use with their students.
Literacy Coach and Teachers work within ELA PLCs sharing Best Practices to strengthen the above named Writing and ELA standards/categories. Teachers will share strategies.

Best practices are discussed at weekly PLC meetings which include members of the ESE and ELL team.


 

Describe in detail how the BEST Practice(s) will be scaled-up.

MATH Teachers will be working in their PLCs to discuss the “Unwrapped” standards addressed in each unit of study. They will also reference the standard in their “Test Item Specification” and “Lessons Learned” report provided by the district.  Math teachers will work together to create lessons and activities that address the level of rigor required by each specific standard and will make sure to follow the FOCUS of the grade level.

SOCIAL STUDIES
Working closely with the ELA department to improve/increase usage of strategies of complex/required texts, by using key terms and guided readings for basic understanding of common core standards.  Within the department common planning, data chats, CFA’s, modeling/sharing best practices. Sharing best practices, closely monitoring struggling students for their strengths and weaknesses to ensure remediation in the areas of weakness.
ELA
To begin with, the administration team and leadership team will be introduced to our Core Action plan during preplanning/beginning of school year. Then, information should be shared with teachers through whole group and then small group PLC. District liaisons should be utilized to assist with our implementation process. Monitoring through department chairs, administration and literacy coach should continue with fidelity throughout the school year.
In regard to drop in Lowest 25%, Lit Coach is sharing the DWH report of lowest 30% to ALL PLCs. Teachers are instructed to use seating chart annotations, etc. to help focus on this population.

 
 

What specific school-level progress monitoring data is collected and how often?

MATH
Math teachers will be administering a short formative assessment at the beginning of each unit of study.  Either by using USA test prep, CANVAS exploration activities, Performance Tasks, and or other Warm up activities, and teacher observations to gauge student present level of performance.  Students will be re-assessed after the unit has been taught.  Data will then be collected and compared to determine if learning gains were made and if remediation and/or enrichment is necessary.

SOCIAL STUDIES
7^th grade: Civics EOC scores increased from a 82%proficient to 83% proficiency.
ELA
The literacy coach will meet with content department chairs at the end of each quarter. Using feedback and artifacts from the department chairs, progress will be monitored and discussed.
 
 
 
 

How does the school ensure the fidelity of students not progressing towards school and district goals?

Fidelity is ensured by the classroom teacher.  Those students not progressing towards the school goal are given remediation activities through HRW (our online textbook resources) as well as USA test prep, and Khan academy.

Through classroom walkthroughs, informal observations, and formal observations, administrators will track teacher progress multiple times across the school year. Administrators meet individually with teachers or the instrument itself will provide immediate feedback on progress.
 
 
 
 
 

How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Designs for Learning (UDL) for effective instructional design (planning) and delivery (teaching)?

 In addition to using Literacy strategies embedded in our daily classwork, the ELA teachers are differentiating in their planning to prepare lessons to meet the learning needs and styles of all students.  Best practices are discussed at weekly PLC meetings which include members of the ESE and ELL team. Departments also are using complex texts from a variety of sources including the Social Studies Sharepoint bank of information, as well as Scholastic magazines, Upfront New York Times Newsela, Brain Pop, Computers in the classroom, cnn.com/current events and Icivics.org.

How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?

Each teacher will track their own progress, weekly, through their PLC meeting.
Administration will track teacher progress through classroom visits and iObservation.

Describe texts used for core, supplemental, and intervention programs at each grade level. How does the school ensure students have access to a balance of literary and informational text in a variety of mediums?

Texts for core programs include the district-approved textbooks which students have online access. Supplemental texts include novel sets used in the ELA, Science, and SS classrooms as interdisciplanary studies across the Cambridge curriculum. Additionally, ELA teachers use supplemental novels as they participate in Socratic Seminars. The PTA provides funds for our school subscriptions which include NY Times Upfront, Scholastic Scope, ScienceWorld, Jr. Scholastic, Scholastic Art, Scolastic Math. The use of online text sources and programs is prevelant in all classes. For intervention, our school uses Achieve 3000.

Please complete this section based on 2018-2019 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.

Literacy strategies embedded were embedded into daily classwork, the ELA teachers are differentiating in their planning to prepare lessons to meet the learning needs and styles of all students.  Best practices are discussed at weekly PLC meetings which include members of the ESE and ELL team. Departments also are using complex texts from a variety of sources including the Social Studies Sharepoint bank of information, as well as Scholastic magazines, Upfront New York Times Newsela, Brain Pop, Computers in the classroom, cnn.com/current events and Icivics.org.
Math teachers administered short formative assessment at the beginning of each unit of study.  Either by using USA test prep, CANVAS exploration activities, Performance Tasks, and or other Warm up activities, and teacher observations to gauge student present level of performance.  Students were re-assessed after the unit was been taught.
Our students made learning gains for the 2018-2019 school year, on the FSA in Math overall, ELA overall, our lowest 25% in both areas.  Overall, our students made gains last year of 3%.   This includes gains in our lowest 25th percentile showed a gain of 6% in Math and 2% in ELA.     Our ELL students showed 14% learning gains on the ELA FSA.  ELL lowest 25% made 2% gains.  Our SWD showed gains of 4% leaning gains on the Math FSA.