Evidence of Limited Practices The following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation. Upon reviewing the CIP, it does not specifically address the needs of special education students. Ms. Washington and the team identified the number of SpEd students that need support, however based on interviews and review of documentation, it is not clear of the focused strategies that are being used with the group. Consideration(s) for Next Steps Provide specific strategies for addressing special education in the ACIP Curriculum: The Curriculum Pillar obtains evidence on the processes used to ensure that Alabama standards are a) taught by all teachers and b) provided at the appropriate level of rigor. Additionally, evidence is collected to determine how data processes are used to inform decision making. Evidence of Strong Practices The following practices are among those that have been identified by the team to be strong. There is evidence to support that these practices are consistently implemented and/or expected throughout the school. Based on teacher and administrative interviews, there is a strong process in place for the regular monitoring of lesson plans for alignment with ACOS. Additionally, Ms. Washington provides feedback to teachers on lesson plans to ensure expectations are met. Through interviews and review of documents, there is evidence to support the use of data to make curricular decisions. An example of this practice is its use in team meetings to plan for improving instruction on upcoming objectives. Teachers shared that they appreciate how Ms. Washington has made data the central focus for all instructional decision- making. Stating that it has added meaning to the work and clarity of purpose. Evidence of Emerging Practices The following practices are among those that have been identified by the team to be emerging. Based on evidence obtained from interviews, documents, or observations these practices are occurring inconsistently throughout the building. Administrator and teacher interviews indicate that the team does not use common assessments or rubrics other than benchmark assessments. An instructional expectation established across the curriculum is for teachers to post and use learning objectives and essential questions to set the stage for student learning. Evidence from classroom observations reveals that 65% of the time teachers set the purpose for learning and provided clarity throughout the lesson.
Evidence of Limited Practices The following practices are among those that have been identified by the team to be implemented on a limited basis. Based on evidence obtained from interviews, documents, or observations these practices are occurring in isolated pockets but have not been established as an overarching expectation. Upon reviewing the CIP, it does not specifically address the needs of special education students. Ms. Washington and the team identified the number of SpEd students that need support, however based on interviews and review of documentation, it is not clear of the focused strategies that are being used with the group. Consideration(s) for Next Steps Provide specific strategies for addressing special education in the ACIP Curriculum: The Curriculum Pillar obtains evidence on the processes used to ensure that Alabama standards are a) taught by all teachers and b) provided at the appropriate level of rigor. Additionally, evidence is collected to determine how data processes are used to inform decision making. Evidence of Strong Practices The following practices are among those that have been identified by the team to be strong. There is evidence to support that these practices are consistently implemented and/or expected throughout the school. Based on teacher and administrative interviews, there is a strong process in place for the regular monitoring of lesson plans for alignment with ACOS. Additionally, Ms. Washington provides feedback to teachers on lesson plans to ensure expectations are met. Through interviews and review of documents, there is evidence to support the use of data to make curricular decisions. An example of this practice is its use in team meetings to plan for improving instruction on upcoming objectives. Teachers shared that they appreciate how Ms. Washington has made data the central focus for all instructional decision- making. Stating that it has added meaning to the work and clarity of purpose. Evidence of Emerging Practices The following practices are among those that have been identified by the team to be emerging. Based on evidence obtained from interviews, documents, or observations these practices are occurring inconsistently throughout the building. Administrator and teacher interviews indicate that the team does not use common assessments or rubrics other than benchmark assessments. An instructional expectation established across the curriculum is for teachers to post and use learning objectives and essential questions to set the stage for student learning. Evidence from classroom observations reveals that 65% of the time teachers set the purpose for learning and provided clarity throughout the lesson.
IA%20Final%20SUMMARY%20Report_S.Hampton.docx