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?
The content are area we will continue to focus on relates to reading instruction. We noticed marginal increases in ELA achievement levels (79% to 83%) However, we also noticed a 14 percent decrease in the lowest 25% making gains in reading. This may translate to improvements in proficiency levels however, our goal is to continue to make strides with our lowest 25%, a group which encompasses our ELL population and ESE populations. In order to continue with this positive trend, out team and stakeholders opted to focus on improving student achievement in reading by improving teacher practice and abilities to use data (i.e. BSA, BAS, formative assessment strategies) through professional learnign communities.
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?
The best practice Heron Heights will scale up will be our PLC's. We made changes in the way our PLC's were run and we woudl like to further enhance this by incorporating the four principles of a data driven instructional framework.
Describe in detail how the BEST Practice(s) will be scaled-up.
- Teachers will be given 2 hours each month to meet during the school day with their PLC team. During this time the coaches will be available to provide support and guidance if needed.
- The first set of PLC's will be guided by administration and support. The leadership team felt that it was important to set the expectations for authentic PLC engagement.
- Goal setting
- Roles and responsibilities of team members
- Group v.s Team
- Developing NORMS
- Creating Protocols for examining teacher practice and analyzing student work
- This year we will focus on creating a data driven instruction.
- Data chats were the precursor to our PLC's this year. This allowed teachers to identify TAPP students. Targeted Instruction. Analyze Effectively. Plan based on student needs. Progress Monitor Performance.
- The strategies and instructional practices required to
- Teams will work towards creating the conditions for a data driven climate: Assessment; Analysis; Action; Culture
- Teams will be guided to create create common formative assessments.
What specific school-level progress monitoring data is collected and how often?
Teachers will create rigorous common interim assessments based on standards. Work together in PLC teams to identify best instructional practice for the student they have targeted; They will analyze the common interim assessment data for these students; plan instruction that best meets the needs of these students; then monitor their progress and performance during remediation. (TAPP - Target. Analyze. Plan. Progress Monitor)
How does the school ensure the fidelity of students not progressing towards school and district goals?
Administrators and coaches conduct quarterly data chats to discuss TAPP students. We review data, review Tier 1 instructional practices, if it is determine that the deficit is not a Tier I instructional issue, then a reccommendation for RTI is made.
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)?
- The coaches meet with teachers based on observation cycles in order to increase effective instructional design and practices.
- Teachers express a desire to meet with coaches to discuss UDL.
- Teams meet to discuss effective strategies.
- Administration and coaches monitor the development of effective planning and the delivery of instruction.
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
We are currently addressing Tier 1 instruction through our PLC's. From there, coaches complete observation cycles in order to assist teachers with Balanced Literacy instruction. Currently, that focus is on the effective implementation of the interactive read aloud process.
- Teachers identify an appropriate text.
- Teacehrs plan before, during and after reading activities.
- Teachers use the prompting guide and the continuum to identify help develop targeted questions.
- Coaches observe process and provide feedback.
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?
Teachers are supplied with leveled reading libraries that contain both fiction and non-fiction texts and genre libraries that contain both types of texts. During team meetings teachers discuss ways to use both fiction and non-fiction texts to in whole group, small group, and during interactive read alouds.
- Core: We use leveled readers and Journeys.
- Supplemental Materials: Leveled Readers; Science and Social Studies Leveled Readers, NEWSELA, Short Reads, Scholastic
- Intervention: LLI; Fundations