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Two-year School Plan for Deeping and Sustainingthe Implementation of the Common Core Standards
STRAND 1: TARGETED APPROACHES TO CLOSING THE ACHIEVEMENT GAPS
SCHOOL: DSCYF Principal –Mr. Sterling Seemans
“Every single student in our system will graduate college and career ready, with the freedom to choose his or her life’s success. Our education system needs to change because the world is changing, and because it’s the right
thing to do. We must prepare our students to meet new standards, or we limit their life choices.”
Aspiration excerpt from Delaware Education Plan Overview (2010), DE Department of Education (DDOE)
The mission of the school plan is to deepen and sustain a Common Core culture in ALL Delaware classrooms. Schools are encouraged to work with other schools within and/or across districts.
The school plan must be submitted to Shelley Rouser at [email protected] no later than July 15, 2015.
The role of the guiding team is to craft a school level plan to Maintain and/or revise school structures to build and support a school-wide Common Core culture; Ensure teachers receive the correct messages and training; Provide expert knowledge of the Standards–what they really imply for teaching and learning; Identify the characteristics of effective teaching and learning within the CCSS; Train teachers in the use of tools to identify materials supporting the teaching of CCSS; Translate standards into concrete instructional best practices; Foster the development of local assessments to determine if students are on track and initiate intervention practices when
they are not.
1 | S t r a n d 1 I m p l e m e n t a ti o n P l a n T e m p l a t e
v Mission: Deepen and Sustain a Common Core Culture in ALL classroomsv Our team is looking at the majority of these outcomes as “red” since our unit has limited human resources and materials.
Goal 1: Identify and develop school structures to build and support an inclusive, school-wide Common Core culture to close the achievement gap.
Guiding questions: How will we improve and sustain communication with stakeholders (students, teachers, parents, community and leadership)? How will we ensure consistency and a two-way structure for communication? What existing school structures (PLCs, faculty meetings, in-service days) can be leveraged to sustain a school-wide Common Core culture of
differentiated and inclusive practices? How will we use these structures effectively to establish high expectations with supports for all students? How will ALL teachers be supported and empowered to sustain implementation? What kind of processes will be in place to monitor the implementation of CCSS with fidelity? How can we ensure that all instructional resources and units are aligned to Common Core Standards? What additional guiding questions, about school structure and culture, do we need to consider, specific to the needs of our school and closing
the achievement gap?
OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
Communication:
100% of education members, parents and DSCYF staff will be informed of the Common Ground implementation and progress.
*Progress will be shared with unit and DSCYF members through newsletters, wiki and information provided in the weekly DMSS report to the Cabinet Secretary.
*Instructional Leaders will
Leadership team members, Common Ground Guiding Team Members, Curriculum Office team
Leadership Team Members
Microsoft Publisher, DSCYF Education Wiki
Schoology
Educational Planning Team (EPT) PLC team members will take turns sending reports to curriculum office each month.
Monthly
Uploaded Monthly
Monthly
Reports need to be turned into curriculum office by the end of the third week in the
Wiki Updates
Newsletters
PowerPoint presentation for online trainings
DMSS Report
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OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
conduct PD with their schools to explain plan.
*Educators may direct Common Ground questions to Curriculum Office and answers will be posted to wiki.
*Parents will be notified of progress quarterly via student report cards and email
Curriculum Office team
Educational Diagnosticians
DSCYF Education Wiki
Quarterly Data
month.
Information forwarded to Education Supervisor by end of each month.
Four times a Year
Monthly List of Frequently Asked Questions with feedback posted on wiki
Notice of progress will be documented in parent contact logs.
Communication:
100% of Educational Planning Team Meeting (EPT) PLCs will report progress monthly to leadership team.
*Each Educational Planning PLC will report progress monthly to leadership team member and in turn to Curriculum Coordinator.
*EPT visit results will be reported out quarterly via newsletter discussing progress on the focus CCSS
Leadership team members, Common Ground Guiding Team Members, Curriculum Office team
Curriculum Office team
EPT Rubric, PLC self-reflections sheets, leadership team minutes template
Newsletter, EPT briefs
Monthly
Reports need to be turned into curriculum office by the end of the third week in the month.
Information forwarded to Education Supervisor by end of each month.
EPT PLC Monthly Report
Sign-in sheet
3 |Strand 1 Implementation Plan Template
OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
interventions
*Principal attends 90% of Educational Planning Team PLCs and teams complete self-assessments of EPT outcomes
*District visits three times a year
EPT members
Curriculum Office team
EPT Rubric
EPT Rubric, District reports
Ongoing
Ongoing
Educators will use rubrics to reflect on their group’s progress toward making successful data based decisions
District EPT Visit Feedback to principals
Communication:
100% of all DPAS II post-observation meetings will focus on interventions, classroom activities, strategies, assessments and assignments and how they relate to CCSS
*All pre and post-observations will address CCSS literacy practices and math shifts discussed in goal 2 below.
*All formative walk-throughs conducted by principals will promote constructive feedback to promote change in
Leadership team members, Common Ground Guiding Team Members, Curriculum Office team
Principals (instructional leaders)
DPAS II formative and summative feedback forms
Formative walkthrough tools that are uniformed across sites.
Yearly
Weekly
Pre/Post-Observation formative and summative Feedback
Data from walkthroughs will be shared with leadership team members via Schoology monthly
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OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
teacher practice and student outcomes.
Structures:
Put structures in place to support implementation plan and report progress frequently.
*Site based coaching via Southern Delaware Professional Development Center/Instructional Leaders on data-based decision making/CCSS interventions
*Site EPT PLCs conducted monthly for each student
*Increase behavior intervention supports (reflection time-out room for 30’s)
Southern Delaware Professional Development Center/Instructional Leaders
Instructional Leaders, Educational Diagnosticians, specialists and teachers
Youth Rehabilitative Counselors and treatment specialists, etc.
Snapshot feedback forms
EPT forms, intervention documents, Curriculum Frameworks -Intervention Plan
Reflection Form, CBT point sheet
Monthly-Coaching for educators who are struggling during the Educational Planning Team process to begin after initial review in October 2015.
PLCs will meet weekly to review students’ progress & evaluate multi-tiered systems of academic supports chosen.
As needed
Coaching Reports –Monthly
EPT PLC Monthly Report
Time-out report for 5’s and 30’s.
Metrics:
Leaders will
*Survey teachers and leadership team two times per
Guiding team will create and analyze
Teacher and Leadership Member
Twice a Year -Surveys will be completed in
Survey information will be shared with Common Core Guiding Team and uploaded
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OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
consistently use a variety of metrics to determine if unit is meeting goal to build and support a school-wide Common Core culture to close achievement gaps
year regarding implementation and efficacy
*Administer the MAP assessment four times a year to monitor student achievement & collect intervention data weekly, monthly, etc.
*Evaluate educator via DPAS II guidelines
surveys
Educational Diagnosticians, teachers, specialists
Instructional
Surveys
MAP Assessment, laptops, Internet, intervention plan, Intervention resources on the DSCYF Education Wiki, Mini Lessons, My Path, Skills Tutor, Study Island, Moby Max, etc.
DPAS II Forms
September and April
Monthly report will be generated and assessment will be administered during the fall, winter, spring, and summer sessions.
Interventions administered weekly when necessary.
Yearly
to the DSCYF Education Wiki
-90% of educators will report increased knowledge of CCSS as measured by pre/post surveys
Report Progress monitoring & Intervention Data Results
MAP assessment data will be reported monthly to leadership team and placed on the Education Wiki Intervention results
-70% of students will demonstrate at least three months growth in reading and mathematics as assessed by the Measures of Academic Progress (MAP)
-95% of students needing interventions will receive them in a timely manner –EPT Monthly Reports
DPAS II evaluation overall scores will be averaged to create a department report
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OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
Leaders -Currently, baseline is an average of 3.0 across all components. By 6/16, DPASA II component average will increase to a score of 3.2.
Leadership:
School leaders will participate in deep learning surrounding the CCSS and closing the achievement gaps
*All leadership team members will attend three Common Ground CCSS trainings per year
*Renee Parsley & Theresa Bennett will conduct additional trainings based on leadership survey needs
*Leadership Team members will support EPT PLCs by attending 80% of meetings and videotaping when necessary
*Leadership team members will participate in at
Leadership team members, Common Ground Guiding Team, education staff, DOE liaison
DOE Members
Leadership team members
Leadership team members
Common Ground Resources
Survey data, DOE members
Video camera, EPT rubric
“20 Literacy Strategies to Meet the Common Core”
See attached calendar
As needed
Weekly
Monthly and reflections
Sign-in Sheets
Survey Data, PowerPoint Presentations
Video of EPT and reflections completed
Sign-in Sheets
Book Blog Reflections
7 |Strand 1 Implementation Plan Template
OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
least one book study per year surrounding CCSS and closing the achievement gap
*EPT & Walkthrough Visits are guided by strand specific rubrics
Common Ground Guiding Team will develop rubric/walkthrough tools
Rubrics, walkthrough tools, etc.
Rubrics, walkthrough tools, etc.
completed weekly
August 30th 2015
EPT visits conducted three times a year: completed by Curriculum Office personnel
Tools, Agendas, EPT feedback
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v Mission: Deepen and Sustain a Common Core Culture in ALL classrooms
Goal 2: Ensure that all educators implement instructional practices aligned to Common Core Standards to improve student learning and close the achievement gap.
Guiding questions: What instructional practices must be implemented in all content area classrooms to prepare all students to be college and career ready?
o What needs to be done to improve and sustain focus, coherence, and rigor in math classrooms?o What needs to be done to improve and sustain reading, writing, speaking & listening grounded in evidence?
What additional guiding questions, about comparably rigorous instruction, do we need to consider to close the achievement gap?
OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when? (Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
Instructional Practices: (Math & Literacy Shifts)
All educators will utilize instructional practices that support the integration of the math and literacy shifts within all content areas.
*Identify 3 CCSS shifts and/or practices (vocab, citing evidence, persevering through challenging tasks) to help improve students in all context levels for CCSS and have them as the focal point during lessons* Train teachers on expectations* Continuous focus on 3 items during EPT PLCs*Implement
Administrators
Lead Teachers
Mentors
Educators
Upload and show videos of exemplar strategies from outside schools
Upload and show videos of exemplar strategies from DSCYF schools
Time
Exemplar lesson plans
Intervention Plan (See Attached Plan and Rubric)
Mini-lessons –small group interventions
Train teachers on expectations in September
Administrators will target a specific focus each month and collect data on the implementation weekly
Instructional leaders provide feedback to educators weekly (1:1 or during EPT PLC)
When students do not learn via supports and scaffolds in lesson plans, incorporate
ELA/Mathematics Shift integration
Reflections on videos viewed
Sign-in sheets
Instructional leaders feedback
District walkthroughs three times a year: LFS/CCSS Shifts
-By 4/16, all sites will be performing at 80% quality implementation of LFS strategies within the focus areas (essential question, student engagement and
9 |Strand 1 Implementation Plan Template
OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when? (Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
targeted interventions when necessary
ELA teachers are trained in the Strategic Instruction Model provided by the U of D ACCESS program (six ELA teachers have taken part in this process and we will be adding five additional educators this year). In class coaching is provided by Ms. DeMayo from the U of D. Will add five more educators to this cohort in the 2015 school year
Math teachers are trained in the New Normal process (Currently, five math teachers are taking part in this professional
Ms. DeMayo – U of D
Coalition Trainers
Computer Based Interventions (See Curriculum Frameworks for specific plan)
SIM materials
Coaching
New Normal Materials
targeted interventions and monitor progress weekly
The SIM professional development trainings will be ongoing throughout the next two years.
The New Normal professional development trainings will be ongoing throughout the next two years.
vocabulary instruction) and 60% implementation of the following CCSS shifts academic vocabulary, Persevering through Challenging Tasks, Text-Based Questions and Argumentative Writing.
Intervention Data
-By 4/16, 80% of students with a targeted math or reading intervention using Skills Tutor, My Path, Study Island or Moby Max will complete both pre/posttests and demonstrate growth.
Monitor teacher trainings and provide feedback in the use of strategies via walkthrough data and DPAS II formative & summative feedback.
10 |Strand 1 Implementation Plan Template
OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when? (Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
development – one is beginning cohort three this year). The math coalition has been unable to set up individualized coaching for our teachers but have offered to allow our teachers to visit other New Normal classes across the state.
All educators will be trained on all of Literacy and Mathematics CCSS shifts but specific focus for year one will concentrate on the above shifts & practices (see attached training schedule). Book study for teachers and instructional leaders instituted.
Southern Delaware Professional Development Center
“20 Literacy Strategies to Meet the Common Core”
Ongoing throughout the year (see attached Calendar)
Sign-in Sheets, teacher surveys, EPT & CCSS/LFAA data
11 |Strand 1 Implementation Plan Template
OutcomeMust be measurable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when? (Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
Currently, the core mathematics program is Pearson Common Core for the high school students and Envision for the elementary students.Teams will be trained in the Eureka Mathematics program and use portions of the curriculum to supplement our current core curriculum.
Math primary and secondary educators, Math PLC members
Pearson Online Materials, Eureka Online lesson samples
Evaluation and recommendation completed by June 2016
Math core program will be evaluated based on student outcomes with lesson assignments and exit tickets.
Teachers andstudents will beable toproductivelystruggle (grapple) in order to makesense of newcontent
CCSS Mathematical, literacy and science practices will be implemented within all classrooms.
Administrators
Lead Teachers
Mentors
Educators
CCSS Mathematical, literacy and science practices posters, pinch cards reflection logs, and video cameras
Ongoing throughout the year
Videos and reflection logs depicting CCSS practices in action.
**Targets will be adjusted based on data collected
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v Mission: Deepen and Sustain a Common Core Culture in ALL classrooms
Goal 3: Utilize a balanced assessment system aligned to Common Core Standards to inform instruction and ensure student growth to close the achievement gap.
Guiding questions: How are formative and interim assessments used in math and ELA to assess student progress toward mastery of the CCSS and closing the
achievement gap? How are formative and interim assessments used in the math and ELA to inform instruction and assess student mastery toward the CCSS? How are summative assessments used in math and ELA to assess student mastery toward the CCSS? How are summative assessments used in math, ELA, and the content areas to determine the effectiveness of and inform instructional and
curricular decisions? What additional guiding questions about assessments do we need to consider, specific to the needs of our school, to close the achievement
gap?
OutcomeMust be measureable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
Assessments:
Used balanced assessments to close achievement gap
Utilize technology based programs(TBP):
MAPS
Study Island
Moby Max
Edgenuity/My Path
SIM Strategies
EDs
Teachers
Teacher Aides
Intervention programs, time, support (ED, Instructional Leader, Teacher Aide, Sub)
Formative and summative assessments will be utilized daily, weekly, monthly and quarterly to support mastery of CCSS and closing of achievement gap
Assessment Data
Technology based programs:
-By 4/16, 80% of students with a targeted intervention for mathematics and/or reading using Skills Tutor, My Path, Study Island or Moby Max will complete both pre/posttests and demonstrate growth.
MAP assessment data will be reported monthly to
13 |Strand 1 Implementation Plan Template
OutcomeMust be measureable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
leadership team and placed on the Education Wiki Intervention results
-70% of students will demonstrate at least three months growth in reading and mathematics as assessed by the Measures of Academic Progress (MAP)
EPT Data Baseline:
Data Presentation - 3.1/4
Shared Goal - 3.5/4
Progress Monitoring - 2.4/4
Interventions - 2.0/4
-By 10/15, sites will increase to an overall average score of 3.2 on Data Presentation; 3.6 on Shared Goal; 2.5 on Progress Monitoring; and 2.1 on Interventions.
-By 1/16, sites will increase to an overall average score of 3.3 on Data Presentation; 3.7 on Shared Goal; 2.6 on Progress Monitoring; and 2.2 on Interventions.
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OutcomeMust be measureable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
-By 4/16, sites will increase to an overall average score of 3.4 on Data Presentation; 3.8 on Shared Goal; 2.7 on Progress Monitoring; and 2.3 on Interventions.
Assessments:
Use technology based programs to balance assessment modes.
Review data from TBP to gauge effectiveness towards IEP/EPT goals
EDs
Teachers
Teacher Aides
Instructional Leaders
Data reports Data will be reviewed daily, weekly, monthly and quarterly to support mastery of CCSS and closing of achievement gap
Assessment Data
Technology Based Programs:
-By 4/16, 80% of students with a targeted intervention for mathematics and/or reading using Skills Tutor, My Path, Study Island or Moby Max will complete both pre/posttests and demonstrate growth.
MAP assessment data will be reported monthly to leadership team and placed on the Education Wiki Intervention results
-70% of students will demonstrate at least three months growth in
15 |Strand 1 Implementation Plan Template
OutcomeMust be measureable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
reading and mathematics as assessed by the Measures of Academic Progress (MAP)
EPT Data Baseline:
Data Presentation - 3.1/4
Shared Goal - 3.5/4
Progress Monitoring - 2.4/4
Interventions - 2.0/4
-By 4/16, sites will increase to an overall average score of 3.4 on Data Presentation; 3.8 on Shared Goal; 2.7 on Progress Monitoring; and 2.3 on Interventions.
Develop and use performance tasks to assess student progress with CCSS every three – six months
Administer performance tasks in ELA and math to assess student progress for SWD with CCSS
EDs
Teachers
Teacher Aides
Instructional Leaders
ELA and mathematics performance tasks developed by DSCYF Educators and/or DOE/SBAC IBA PT exemplars
Completed by 4/16
Evaluated and revised by 4/17
All sites
By 4/16, all units will have performance tasks aligned with CCSS unit to assess student progress with CCSS.
By 4/16, SWD will complete performance
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OutcomeMust be measureable
with evidence
Actions StepsWhat will be done?
ResponsibilitiesWho will do it?
ResourcesTime; Structures, Budget,
Material
TimelineBy when?
(Month/Year)
Status with EvidenceWhat evidence do you have that demonstrates that your outcome
had been achieved?(Red; Yellow; Green)
Compare 100% students with MAP RIT cut scores with SBAC performance levels in Reading and Mathematics.
All students will be given MAP assessment four times a year to determine CCSS progress toward mastering the standards via SBAC
EDs
Teachers
Teacher Aides
Instructional Leaders
MAP Assessment, NWEA Smarter Balanced Preliminary Performance Levels, tiered interventions
utilizing MAP to progress monitor by 9/15
All sites utilizing MAP to progress monitor and provided tiered interventions by 4/16
tasks with 80% accuracy.
By 4/16, all DSCYF education sites will utilize MAP assessment scores to determine CCSS proficiency and put tiered interventions in place
17 |Strand 1 Implementation Plan Template
DSCYF Education Response to Instruction and Intervention Plan
Reading Screening, Instruction, Monitoring, and Intervention ProcessConcepts & Skills Reading Screening Assessments Resources
Phonological AwarenessDecodingOral Reading FluencyVocabularyReading Comprehension
Benchmark assessments:MAPDIBELS
https://www.nwea.org/https://dibels.uoregon.edu/ https://dibels.org/dibelsnext.htmlFlorida Center for Reading Research – mazeFlorida Center for Reading Research – oral reading fluencyScreening for Reading Problems in Grades 4-12
Concepts & Skills Reading Screening Assessments ResourcesDecodingo Vowel soundso Digraphs, blendso Prefixes, suffixes, base wordsFluencyo Word useo Oral readingo Passage readingVocabularyo Context clueso Word partso Content area vocabularyComprehensiono Sequencingo Retellingo Predictingo Making inferenceso Drawing conclusionso Summarizing
For students who need an in depth reading evaluation:* Flynt/Cooter Comprehensive Reading Inventory –2*Woodcock Johnson
http://www4.parinc.com/products/Product.aspx?ProductID=FARhttp://www.riverpub.com/products/wjIIIComplete/Additional Assessments/Resources:Decoding:Words Their Way Spelling InventoryFluency:Basic Reading InventoryQualitative Reading Inventory (QRI)Vocabulary:Gates-MacGinitieComprehension:Gates-MacGinitie
Concepts & Skills Instruction/Core Content Resources
18 |Strand 1 Implementation Plan Template
Common Core State Standards:Key Ideas and details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
DSCYF Education WikiEdgenuity
20 Literacy Strategies to Meet the Common CoreStandard 1:Mini Lesson Plan – Read-Decide-ExplainGraphic Organizer – Read-Decide-ExplainStandard 2:Mini Lesson Plan – Show You KnowGraphic Organizer – Show You KnowStandard 3:Mini Lesson Plan – Prove ItGraphic Organizer – Prove ItStandard 4:Mini Lesson Plan – Read Like a DetectiveGraphic Organizer – Read Like a DetectiveStandard 5:Mini Lesson Plan – Question Like an Investigative ReporterGraphic Organizer – Question Like an Investigative ReporterStandard 6:Mini Lesson Plan – Think Like a Private InvestigatorGraphic Organizer – Think Like a Private InvestigatorStandard 7:Mini Lesson Plan – Snapshot SummaryGraphic Organizer – Snapshot SummaryStandard 8:Mini Lesson Plan – Identify-Analyze-SummarizeGraphic Organizer – Identify-Analyze-SummarizeStandard 9:Mini Lesson Plan – What-How-WhyGraphic Organizer – What-How-Why
19 |Strand 1 Implementation Plan Template
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Concepts & Skills Progress Monitoring Methods ResourcesDecodingo Vowel soundso Digraphs, blendso Prefixes, suffixes, base wordsFluencyo Word useo Oral readingo Passage readingVocabularyo Context clues
MAP AssessmentCommon assessments aligned to CCSSOral Reading Fluency (ORF)Running recordsStudent work samples
DSCYF Education WikiFlorida Center for Reading Research – mazeFlorida Center for Reading Research – oral reading fluencyVideo: Progress MonitoringRTI Classroom Progress-Monitoring Worksheet
20 |Strand 1 Implementation Plan Template
o Word partso Content area vocabularyComprehensiono Sequencingo Retellingo Predictingo Making inferenceso Drawing conclusionso Summarizing
Concepts & Skills Interventions ResourcesDecodingo Vowel soundso Digraphs, blendso Prefixes, suffixes, base wordsFluencyo Word useo Oral readingo Passage readingVocabularyo Context clueso Word partso Content area vocabularyComprehensiono Sequencingo Retellingo Predictingo Making inferenceso Drawing conclusionso Summarizing
The Helping Early Literacy with Practice Strategies (HELPS) Programs integrates easy-to-use instructional strategies that are specifically designed to improve students' reading fluency. Teachers are encouraged to implement one 10-12 minute HELPS session 2-3 days per week. Currently, the HELPS One-on-One Program is available. This program has been shown in numerous research studies to improve students' reading skills, including fluency and comprehension.Acceleration provided specific, proactive support using previewing, scaffolding, vocabulary, & differentiated practices that build knowledge, skills, success, and esteem before, during & after classroom lessons.Word Generation creates the opportunity for students to become familiar with current issues and persistent dilemmas, while acquiring skills prioritized in the Common Core State Standards. The program is unique in its cross-disciplinary design, giving teachers of ELA, science, social studies, and math the chance to collaborate on the shared goal of helping students use academic language to articulate their thinking.
Fluency & Comprehension:http://www.helpsprogram.org/about.phphttp://dscyfeducation.wikispaces.com/Special+Education+Resources(Teacher & Student Manuals)Vocabulary:http://dscyfeducation.wikispaces.com/Learning+Focused+ResourcesWord GenerationComprehension:http://www.bookadventure.com/Home.aspxhttp://www.renlearn.com/ar/Jamestown ReadersMy PathMy Sills TutorStudy IslandDecoding, Vocabulary & Comprehension:Moby MaxMy Skills TutorStrategic Instruction ModelStudy Island
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Independent Reading -Leading literacy experts agree that it’s not enough to teach kids to read; they must choose to read independently if they are to become engaged, lifelong readers. Students also demand the integration of technology into today’s learning process. Using Book Adventure, readers in grades K-12 not only receive the satisfaction of reading a book from cover to cover, they also earn rewards for taking online quizzes to demonstrate their comprehension of the books they've read.SIM - SIM includes curricular materials revised to accommodate different learning styles, routines for teachers to help them meet the needs of diverse learners, and strategies for students. Within SIM, there are learning strategies related to six areas: reading, storing and remembering information, expressing information, demonstrating competence, social interaction, and mathematics.
*Assessments to use with students who need intensive diagnostic reading measures
Mathematics Screening, Instruction, Monitoring, and Intervention ProcessConcepts & Skills Mathematics Screening
AssessmentsResources
Computation Concepts & applications
Benchmark assessments:MAP
https://www.nwea.org/
Concepts & Skills Additional Mathematics Screening Assessments
Resources
Computation Key Math Key Math
22 |Strand 1 Implementation Plan Template
Conceptso Algebrao Exponentso Fractions, decimals & percentageso Geometryo Measuremento Mental computation & estimationo Moneyo Number senseo Operationso Patterns & relationshipso Probability & statisticso Rational numberso Vocabularyo Whole numbersApplicationso Foundations of problem solvingo Applied problem solving
Concepts & Skills Instruction/Core Content ResourcesCommon Core State Standards:Domain & Cluster Organizer - ElementaryDomain & Cluster Organizer - Middle SchoolDomain & Cluster Organizer - High School
DSCYF Education WikiEdgenuity
Math Forum: Problems of the Weekhttp://www.mathtrain.tv/ Math tutorial videos for kids by kids. Middle School
23 |Strand 1 Implementation Plan Template
Concepts & Skills Progress Monitoring Methods ResourcesComputationConceptso Algebrao Exponentso Fractions, decimals & percentageso Geometryo Measuremento Mental computation & estimationo Moneyo Number senseo Operationso Patterns & relationshipso Probability & statisticso Rational numberso Vocabularyo Whole numbersApplicationso Foundations of problem solvingo Applied problem solving
MAP AssessmentCommon assessments aligned to CCSSStudent work samples
DSCYF Education WikiKhan AcademyVideo: Progress MonitoringRTI Classroom Progress-Monitoring Worksheet
Concepts & Skills Interventions ResourcesComputationConceptso Algebrao Exponentso Fractions, decimals &
Edgenuity MyPath is an online intervention program that offers data-driven differentiated instruction for mathematics and reading. Edgenuity MyPath is designed to meet middle school and high school students at their learning level and give them exactly what they need to catch up, keep up,
Computation/Fluency:Moby MaxMy Skills TutorConcepts:My Path
24 |Strand 1 Implementation Plan Template
percentageso Geometryo Measuremento Mental computation & estimationo Moneyo Number senseo Operationso Patterns & relationshipso Probability & statisticso Rational numberso Vocabularyo Whole numbersApplicationso Foundations of problem solvingo Applied problem solving
or get ahead.Moby Math finds and fixes missing math skills that are essential for math comprehension. Students working at least 40 hours in Moby Math show a 1.4 grade level increase on average. Moby Math is a comprehensive math curriculum for kindergarten to 8th grade.Study Island supports the learning process and builds off of your students’ enthusiasm for technology with engaging, interactive lessons and activities. Students can work through the web-based program at their own pace, or teachers can guide students through the program.Word Generation creates the opportunity for students to become familiar with current issues and persistent dilemmas, while acquiring skills prioritized in the Common Core State Standards. The program is unique in its cross-disciplinary design, giving teachers of ELA, science, social studies, and math the chance to collaborate on the shared goal of helping students use academic language to articulate their thinking.
My Skills TutorStudy IslandVocabulary:http://dscyfeducation.wikispaces.com/Learning+Focused+ResourcesWord GenerationMy PathMy Skills TutorStudy IslandApplications:EdgenuityMy PathStudy Island
25 |Strand 1 Implementation Plan Template
Educational Planning Team RubricSc
ore
Leve
ls
Data PresentationShared Goal/Objective
Development
Progress Monitoring
Goal & Objective Revision Interventions
4
Always provides evidence of detailed data from sending school including prior EPT goals/obj.
Team always includes evidence of all primary and secondary testing data
Always provides evidence of tertiary data from classroom (formative/summative assessments)
Always provides evidence that information from student interview/questionnaire was shared
Data is always collected and compiled before meeting/evidence presented
All EPT members participated in the development of goals and objectives
Goals and objectives are always created based on data presentation.
Goals and objectives are always created using the S.M.A.R.T process/Goal Book http://topachievement.com/smart.html
When possible, EPT goals are always linked to IEP goals
All members have been trained in goal development
Student progress is always monitored monthly by EPT members
Multiple pieces of evidence to support progress of goals/objectives are always collected by all members and presented
Scaffolds/Strategies to support access to grade level curriculum discussed are always added to plan, implemented and measured when necessary
When goals/objectives are mastered or showing little to no progress, instruction is always adjusted or new goals developed
When little to no progress has been noted, interventions are always put in place to accelerate learning.
Interventions are always tracked weekly and adjustments made by educators
If student continues to display little to no progress, intense interventions are always developed by the team and conducted in a consistent manner (ex: 1:1 direct instruction, fluency instruction, word study (Words Their Way))
3
Frequently provides evidence of detailed data from sending school including prior EPT goals/obj.
Team frequently includes evidence of most primary and secondary testing data
Frequently provides evidence of tertiary data from classroom (formative/summative assessments)
Frequently provides evidence that information from student interview/questionnaire was shared
Data is frequently collected and compiled before meeting/evidence presented
Most EPT members participated in the development of goals and objectives
Goals and objectives are frequently created based on data presentation.
Goals and objectives are frequently created using the S.M.A.R.T process/Goal Book http://topachievement.com/smart.html
When possible, EPT goals are frequently linked to IEP goals
Most members have been trained in goal development
Student progress is frequently monitored monthly by EPT members
Multiple pieces of evidence to support progress of goals/objectives are frequently collected by all members and presented
Scaffolds/Strategies to support access to grade level curriculum discussed are frequently added to plan, implemented and measured when necessary
When goals/objectives are mastered or showing little to no progress, instruction is frequently adjusted or new goals developed
When little to no progress has been noted, interventions are frequently put in place to accelerate learning.
Interventions are frequently tracked weekly and adjustments made by educators
If student continues to display little to no progress, intense interventions are frequently developed by the team and conducted in a consistent manner (ex: 1:1 direct instruction, fluency instruction, word study (Words Their Way))
26 |Strand 1 Implementation Plan Template
Scor
e Le
vels
Data PresentationShared Goal/Objective
Development
Progress Monitoring
Goal & Objective Revision Interventions
2
Occasionally provides evidence of detailed data from sending school including prior EPT goals/obj.
Team occasionally includes evidence of most primary and secondary testing data
Occasionally provides evidence of tertiary data from classroom (formative/summative assessments)
Occasionally provides evidence that information from student interview/questionnaire was shared
Data is occasionally collected and compiled before meeting/evidence presented
Some EPT members participated in the development of goals and objectives
Goals and objectives are occasionally created based on data presentation.
Goals and objectives are occasionally created using the S.M.A.R.T process/Goal Book http://topachievement.com/smart.html
When possible, EPT goals are occasionally linked to IEP goals
Some members have been trained in goal development
Student progress is occasionally monitored monthly by EPT members
Multiple pieces of evidence to support progress of goals/objectives are occasionally collected by all members and presented
Scaffolds/Strategies to support access to grade level curriculum discussed are occasionally added to plan, implemented and measured when necessary
When goals/objectives are mastered or showing little to no progress, instruction is occasionally adjusted or new goals developed
When little to no progress has been noted, interventions are occasionally put in place to accelerate learning.
Interventions are occasionally tracked weekly and adjustments made by educators
If student continues to display little to no progress, intense interventions are occasionally developed by the team and conducted in a consistent manner (ex: 1:1 direct instruction, fluency instruction, word study (Words Their Way))
1
Provides little to no evidence of detailed data from sending school including prior EPT goals/obj.
Team provides little to no evidence of most primary and secondary testing data
Provides little to no evidence of tertiary data from classroom (formative/summative assessments)
Provides little to no evidence that information from student interview/questionnaire was shared
Data is seldom collected and compiled before meeting/evidence presented
One EPT member participated in the development of goals and objectives
Goals and objectives are seldom created based on data presentation.
Goals and objectives are seldom created using the S.M.A.R.T process/Goal Book http://topachievement.com/smart.html
When possible, EPT goals are seldom linked to IEP goals
One member has been trained in goal development
Student progress is seldom monitored monthly by EPT members
Multiple pieces of evidence to support progress of goals/objectives are seldom collected and results presented by all members
Scaffolds/Strategies to support access to grade level curriculum are seldom discussed, added to plan, implemented and measured when necessary
When goals/objectives are mastered or showing little to no progress, instruction is seldom adjusted or new goals developed
When little to no progress has been noted, interventions are seldom put in place to accelerate learning.
Interventions are seldom tracked weekly and adjustments made by educators
If student continues to display little to no progress, intense interventions are seldom developed by the team and conducted in a consistent manner (ex: 1:1 direct instruction, fluency instruction, word study (Words Their Way))
27 |Strand 1 Implementation Plan Template
28 |Strand 1 Implementation Plan Template