included both re-teaching and challenge items. Formative assessment data was discussed at weekly team meetings. BCR writing was embedded into the curriculum. Students wrote, received feedback on and rewrote BCRs School-wide Planning Formats for Reading and Math Teachers at each grade level (includes special education and ESOL teachers who work at the grade level) meet twice a week and complete a template that ensures strong correlation between objectives, instruction and assessment. In addition, half-day, quarterly planning days will be implemented for K-3 teachers to ensure consistency and fidelity of the curriculum. Grade level teams are expected to meet approximately one week prior to the start of each quarter to develop long-range plans. Templates have been upgraded to include the ‘how’ and ‘why’ of each lesson and focus on differentiation. Templates are posted by each team on the school intranet and are monitored closely by administration. Explicit Instruction on Behavioral Expectations/PBIS Students know and understand exact behaviors that are required of them. PBIS implementation was school-wide with high teacher buy-in. The school’s goal is to eliminate all suspensions and to foster good attendance. These goals have met with high success rate and could be even better. Collaborative Teaching All special educators and ESOL students were fully included in classrooms. Schedules were developed that allowed teachers to team together in the classrooms. Parallel teaching was not encouraged. LEP and special education students had complete access to mainstream curriculum. Separate special education classrooms were eliminated. Research indicates that teaching LEP students in the mainstream is the most effective model. Collaborative teaching with Data Analysis has shown to be extremely successful with both Special Education and LEP populations During the summer leadership team meeting, team members met and conducted a data analysis of our TN2 and MSA scores. Staff members shared the following observations and interpretations: TN 2 MSA Grade 3 MSA Grade 4 MSA Grade 5 The test was taken a No SPED Basic Reading Low number of students More advanced scores week after spring break and 6% for Math scoring Basic in than other grades in Scores went down in No Basic scores for reading/math Reading most areas Asian, African Equal distribution of Increased enrollment in 22 students were basic American, White, SPED achievement Asian population – close in both Reading and in Reading Some individual student to not making AMO Math In Math, no Asian or surprises Encouraged by SPED Some students who White students scoring Which data scored below 50th NCE Basic and only 1 interventions/efforts Encouraged by 4th
included both re-teaching and challenge items. Formative assessment data was discussed at weekly team meetings. BCR writing was embedded into the curriculum. Students wrote, received feedback on and rewrote BCRs School-wide Planning Formats for Reading and Math Teachers at each grade level (includes special education and ESOL teachers who work at the grade level) meet twice a week and complete a template that ensures strong correlation between objectives, instruction and assessment. In addition, half-day, quarterly planning days will be implemented for K-3 teachers to ensure consistency and fidelity of the curriculum. Grade level teams are expected to meet approximately one week prior to the start of each quarter to develop long-range plans. Templates have been upgraded to include the ‘how’ and ‘why’ of each lesson and focus on differentiation. Templates are posted by each team on the school intranet and are monitored closely by administration. Explicit Instruction on Behavioral Expectations/PBIS Students know and understand exact behaviors that are required of them. PBIS implementation was school-wide with high teacher buy-in. The school’s goal is to eliminate all suspensions and to foster good attendance. These goals have met with high success rate and could be even better. Collaborative Teaching All special educators and ESOL students were fully included in classrooms. Schedules were developed that allowed teachers to team together in the classrooms. Parallel teaching was not encouraged. LEP and special education students had complete access to mainstream curriculum. Separate special education classrooms were eliminated. Research indicates that teaching LEP students in the mainstream is the most effective model. Collaborative teaching with Data Analysis has shown to be extremely successful with both Special Education and LEP populations During the summer leadership team meeting, team members met and conducted a data analysis of our TN2 and MSA scores. Staff members shared the following observations and interpretations: TN 2 MSA Grade 3 MSA Grade 4 MSA Grade 5 The test was taken a week after spring break Scores went down in most areas 22 students were basic in both Reading and Math Some students who scored below 50th NCE No SPED Basic Reading and 6% for Math No Basic scores for Asian, African American, White, SPED in Reading In Math, no Asian or White students scoring Basic and only 1 Low number of students scoring Basic in reading/math Equal distribution of achievement Some individual student surprises Which interventions/efforts More advanced scores than other grades in Reading Increased enrollment in Asian population – close to not making AMO Encouraged by SPED data Encouraged by 4th
HighlandFinalSIP-2012-2013.docx