strategy 1 - career portfolio -...

Gwinnett County Public Schools Rev. 08/10

Results-Based Evaluation System Individual Goals PlanFY 2010-2011

The following are strategies of Gwinnett County Public Schools Quality Plus Teaching Strategies (As you complete your RBES Goals indicate in your plan when a strategy is addressed.)

Strategy 1: Frequently assess students’ learning of the AKS and give specific feedback to students and parents.Evidence of effective use of strategy: The teacher regularly assesses student progress toward the AKS in order to determine next steps for instruction. The teacher frequently communicates students’ progress to students and parents and provides specific strategies for improvement. A variety of valid and effective assessments are used. Students monitor their own progress in learning the AKS.

Strategy 2: Use a variety of non-verbal/visual representations of content and skillsEvidence of effective use of strategy: Non-verbal representations are available and/or visible in the classroom. The teacher uses a variety of representations in lessons, depending upon the content and level. Students demonstrate their own thought processes and understanding with graphic organizers and other non-verbal representations. Students use non-verbal representations to illustrate content

Strategy 3: Model strategies and skills. Give multiple opportunities for distributed guided practice followed by independent practice.

Evidence of effective use of strategy: The teacher’s lessons include modeling and guided practice, with checks of students’ understanding through independent practice. The teacher gives timely and specific feedback to students (individually when possible) on their practice to help them measure their own progress. Students complete meaningful classroom practice and/or homework for learning.

Strategy 4: Explicitly teach essential content-related vocabulary. Evidence of effective use of strategy: Vocabulary is posted in the classroom and school in meaningful ways specific to grade level and content. The teacher previews and presents vocabulary in context through a variety of strategies. Students apply their knowledge of vocabulary in their work and writings, and transfer their knowledge to subsequent learning.

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Gwinnett County Public Schools Quality Plus Teaching Strategies Continued

Strategy 5: Explicitly teach students to summarize their learning. Evidence of effective use of strategy: The teacher explicitly teaches and models summarizing throughout the learning process. The teacher demonstrates a variety of strategies to foster student understanding and provides students with opportunities to practice. Students summarize learning in a variety of ways throughout the learning process.

Strategy 6: Provide collaborative learning opportunities.Evidence of effective use of strategy: The teacher provides multiple and frequent opportunities for a variety of collaborative student experiences. The teacher provides students with individual and group feedback on specific techniques for effective collaboration. The teacher acts as a coach and collaborator to model and give feedback on appropriate strategies. The teacher grades student individually on their learning of the AKS. Students move smoothly among whole-group, small group, and individual learning tasks. All learners are engaged in the task at hand.

Strategy 7: Teach and require students to set personal goals for improving their academic achievement. Evidence of effective use of strategy: There is documentation of student goal-setting and monitoring. The teacher offers multiple avenues and opportunities for students to establish learning goals and monitor, assess, and discuss their progress on meeting their learning goals. The teacher models ways to set goals and monitor progress. Students set goals for learning the AKS and monitor their own progress.

Strategy 8: Explicitly teach skills for improving reading and writing proficiency/literacy across content areas.Evidence of effective use of strategy: The teacher teaches literacy skills with students through various texts and student writings. The teacher encourages students to read and write for a variety of purposes. Students demonstrate appropriate level of proficiency in use of a variety of on-grade texts to acquire content knowledge. Students write frequently to respond to, apply and communicate content.

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Gwinnett County Public Schools Quality Plus Teaching Strategies Continued

Strategy 9: Use inquiry-based problem-solving learning strategies with students in all content areas. Evidence of effective use of strategy: The teacher provides multiple opportunities for inquiry-based problem-solving. Teachers provide and students are proficient with open-ended tasks. The teacher guides and provides modeling of application of problem-solving strategies. Students use a variety of problem-solving strategies to effectively address inquiry-based tasks.

Strategy 10: Use and teach questioning and cuing/prompting techniques. Evidence of effective use of strategy: The teacher asks probing questions (to both volunteers and non-volunteers) to develop deeper understanding of content. The teacher’s cues/prompts and questions require students to restructure information or apply knowledge. The teacher gives appropriate wait-time after asking questions. The teacher models and teaches identifying cues/prompts for understanding content, i.e., key words, organizational structure. The teacher and students use questions and cues/prompts to link to prior and current learning. Students effectively pose their own questions and develop cues/prompts to support their learning.

Strategy 11: Access and/or build students’ background knowledge and experience. Evidence of effective use of strategy: The teacher helps students connect their background knowledge to the current content. The teacher previews appropriate vocabulary and links content to real-world experiences/events. The teacher varies instructional strategies so as to connect with students’ experience and background knowledge. Connections are made among content areas. Students demonstrate understanding of contents links to their own background knowledge and the real world.

Strategy 12: Teach students to compare and contrast knowledge, concepts or content.Evidence of effective use of strategy: The teacher guides the comparison of characteristics. Characteristics compared are key elements or components of the lesson. Students demonstrate understanding of comparisons and contrasts through verbal, written, and/or visual tasks.

Strategy 13: Use technology effectively to plan, teach, and assess.Evidence of effective use of strategy: The teacher uses disaggregated data and resources produced by technology tools (StART, benchmarking, AKS-CQI tools, AKS databases) for planning instruction. Teachers and students use technology tools for effective content-based teaching and learning. Students rely on technology tools to access content and produce their work.

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Gwinnett County Public SchoolsRBES Individual Goals Plan

FY 2010-2011School: Berkmar Middle School Location Code: 127 Principal: Mr. Kenney WellsTeacher: ____Jana Czerwonky__________ Employee Number: ___e199300037____School LSPI Goal: Berkmar Middle School will increase academic performance in Math for all students, with a emphasis on SWD and ESOL. To assist our students, teachers and support staff in meeting and/or exceeding annual targets, a variety of local and county initiatives will be implemented. These include ELT programs, academic connection classes, high levels of curriculum collaboration, quality plus teaching strategies, engaging staff development, literacy across content areas, and rigorous common assessments.

Employee Goal (must be directly related to student academic achievement): As an instructional coach supporting math and science teachers, I will model QPIS strategies for teachers to stretch the academic achievement of our BMS students.

Rationale: In order to support the LSPI, I am implementing this strategy because I believe our students have great potential for more success in math and science if teachers are given the tools to teach using a variety of differentiated instructional strategies to meet the needs of our academically struggling students as well as gifted students.

Baseline Data Indicators of Success Measurement Methods/Tools

Part I & II: School-wide Goal and Personal Goal

Mathematics

Historical Data (GPS only-not QCC)

School Year 6th

grade7th

grade8th

grade2006-2007 70.8 77.8 -2007-2008 74 88 552008-2009 80.9 90.9 76.72009-2010 75.6 88.5 82

Current Student Data- CRCT Results: April 2010: (# of students)

All Students

6th

grade7th

grade8th

gradeTotal % of

totalLevel 1 73 74 31 178 20Level 2 161 184 152 497 56Level 3 85 46 77 208 24

No scores 40 36 30 106

Part I: School-wide Goal and Personal Goal

CRCT Indicators

1. _100_% of all students and subgroups will increase from Level 1 to Level 2 in math and science.

2. _20_% of all students will increase from Level 2 to Level 3 in math and science.

3. _10_% of ESOL students will increase from Level 2 to 3 in math and science.

4. _10_% of SWD students will increase from level 2 to 3 in math and science.

5. _100%_ of gifted will increase from a level 2 to 3 in math and science.

GCPS Indicators

1. 70% of students will score 70% or higher on the 18 week GCPS math Post-test.

Part I: School-wide Goal and Personal Goal

CRCT: April 2011

GCPS Interim & Benchmarks: Week 18 and 27 exams





ESOL Students

6th

grade7th

grade8th

gradeTotal % of


No scores 7 7 5 19

SWDStudents

6th

grade7th

grade8th

gradeTotal % of


No scores 8 6 6 20

GiftedStudents

6th

grade7th

grade8th

gradeTotal % of


No scores 0 1 0 1





Science

Historical Data (GPS only-not QCC)

School Year 6th

grade7th

grade8th

grade2006-2007 52.3 75.7 -2007-2008 67 84 532008-2009 69.1 86.7 73.12009-2010 73.1 88.2 72

Current Student Data- CRCT Results: April 2010: (# of students)

All Students 6th

grade7th

grade8th

gradeTotal % of


ESOL Students

6th

grade7th

grade8th

gradeTotal % of






SWDStudents

6th

grade7th

grade8th

gradeTotal % of


GiftedStudents

6th

grade7th

grade8th

gradeTotal % of






Implementation Plan

Strategy #Person

Responsible ifother than self

Date

Part I: School-wide Goal

Strategy 1: Frequently assess students’ learning of the AKS and give specific feedback to students and parents.

1. I will support teachers in assessing students’ learning of the AKS with at least 5 common assessments each grading period that include open-ended responses.

2. I will support teachers in assessing students’ learning of the AKS with a common post-test assessment at the end of each 9-weeks.

3. I will support teachers in giving specific feedback to students and parents by returning, reviewing, and reporting assessments weekly, as well as communicating with progress reports every 3-weeks and report cards every 9-weeks.

Strategy 2: Use a variety of non-verbal/visual representations of content and skills1. I will model and support teachers in using non-verbal and visual representations

in their classroom activities, saved on our one-note lessons plans, to demonstrate and build the understanding of a concept or skill.

2. I will model and support teachers in using a variety of graphic organizers [including foldables], as well as pictoral representations of vocabulary, in word walls and journals.

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Ongoing





Strategy 3: Model strategies and skills. Give multiple opportunities for distributed guided practice followed by independent practice.

1. I will model and support teachers in using the strategies and skills we expect students to master at the beginning and middle of a lesson before giving them multiple opportunities for guided practice and then independent practice, with homework most nights.

2. I will support teachers as they offer students extra help before school at least once a week – Wednesdays from 8:15 – 9 AM.

3. I will provide CRCT coach books and/or other resources for teachers to give students additional guided practice followed by independent practice, when necessary.

Strategy 4: Explicitly teach essential content-related vocabulary. 1. I will support teachers in having all critical vocabulary words posted in their

classrooms not only on a word wall, but also listed on the content maps available to students.

2. I will support teachers in having students use a notebook to list the word/definition of each unit vocabulary word, and also have access to the textbook as a resource, as well.

Strategy 5: Explicitly teach students to summarize their learning. 1. I will model and support teachers in using a variety of summarizing strategies

throughout the lesson, as well as at the end.2. I will model and support teachers in helping students complete written responses

to summarize content throughout the unit of study.

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Strategy 6: Provide collaborative learning opportunities. 1. I will model and support teachers in using open-ended responses in each unit of

study so that all students can work collaboratively to solve problems.2. I will model and support teachers in having students often work with a partner or

small group during activities, as well as during guided practice, while the teacher is monitoring the progress of the groups.

3. I will model and support teachers in actively participating in weekly collaborative meetings with my grade level team to plan for student learning each week.

Strategy 7: Teach and require students to set personal goals for improving their academic achievement.

1. I will support teachers in having students set goals each 9-weeks during advisement to improve their academic performance in all content areas.

2. I will model and support teachers in meeting with each student individually to conduct a test talk in the fall and in the spring to improve their overall achievement on the state CRCT test.

3. I will model and support teachers in meet with students individually and in small groups to set goals for improving their achievement during that unit of study.

Strategy 8: Explicitly teach skills for improving reading and writing proficiency/literacy across content areas.

1. I will model and support teachers in having students read and write daily through their textbooks, printed resources, notebooks, journal responses, and assessments.

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2. I will model and support teachers in having students improve their literacy skills through reading and writing in open-ended assessments.

3. I will model and support teachers in having students read a variety of fiction and non-fiction books, including books in ea chcontent area, throughout the school year to support our school-wide reading program.

Strategy 9: Use inquiry-based problem-solving learning strategies with students in all content areas.

1. I will model and support teachers in inquiry-based problem-solving, as described in the GCPS lesson plans, during each unit of study.

2. I will model and support teachers in using open-ended responses in each unit to give students the opportunity to demonstrate their understanding of a concept or skill through problem-solving.

Strategy 10: Use and teach questioning and cuing/prompting techniques. 1. I will model and support teachers in asking probing questions with appropriate wait

time to both volunteers and non-volunteers to develop deeper understanding of content. I will also support them in giving cues/prompts that allow students to restructure information or apply knowledge.

2. I will support teachers in asking students to effectively pose their own questions verbally, as well as in writing, in their classes.

Strategy 11: Access and/or build students’ background knowledge and experience. 1. I will model and support teachers in connecting background knowledge to the

current content, usually at the beginning of a lesson through an activating strategy.

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2. I will model and support teachers in previewing critical vocabulary on the word wall and link these words to real-world experiences/events, as well as make connections among content areas.

3. I will support teachers in having students make connections in their content area, especially with open-ended writing tasks.

Strategy 12: Teach students to compare and contrast knowledge, concepts or content.1. I will model and support teachers in guiding the comparison of key vocabulary

and/or math concepts in lessons using Frayer models, Venn diagrams, and other graphic organizers.

2. I will model and support teachers in having students demonstrate an understanding of comparisons and contrasts through verbal, written, and/or visual tasks in their notes, journals and assessments.

Strategy 13: Use technology effectively to plan, teach, and assess.1. I will utilize My Students, Elements, and IGPro to disaggregate student data and

plan for instruction with teachers.2. I am using a variety of technology tools for effective content-based teaching and

learning with Interwrite Pads, SMART boards, projectors, websites, and software program. I am modeling and supporting teachers, as needed with integrating technology in their lessons.

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Part II: Personal GoalIn order to reach our school-wide (and my personal) goal, I will be implementing the following strategies as an instructional coach this year.

1. Co-leading a school-wide “Literacy Across the Content Areas” staff development with a Vision 2016 lead team in order to model and apply strategies for increasing literacy in all content areas at BMS.

2. Model and teach differentiated teaching strategies through the Gifted Endorsement Courses to 15 staff members participating from all 3 grade levels and 4 content areas during this school year.

3. Model and integrate differentiated teaching strategies, especially for our advanced and gifted learners, in all math and science classrooms and including these strategies in our One-Note Lesson Plans as we build our enrichment activities database.

4. Providing coaching support for all math and science teachers by modeling and providing feedback on effective QPIS strategies in areas specific to the needs of their students.

5. Directing and/or monitoring Title I Extended Learning Time (ELT) programs specific to math and science, and encouraging new enrichment programs that stretch student achievement.

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