School ESSA Letter RIT Leading Critical Targeted Targeted Skills to District Support Offered Follow-Up Score Score Critical Sub-Goal Standards Support the (School-Specific Suggestion) (Mean) Area of Standards Focus Cloverdale 197.9 Literature Literature RL.7.1: Cause and Effect Time built into schedule for house ELA PLCs 7th Grade Key Ideas Cite several Characterization school-wide Tier Two RTI based and vertical/ and Details pieces of textual Inferences, on the district PLC/RTI Training horizontal planning evidence to Conclusions, To provide continuous mini-NWEA collect data support analysis Predictions training sessions targeting specific originating from each of what the text Main NWEA Reports school’s diagnostic, says explicitly as Plot when applicable, well as Sequencing formative/ interim, and inferences Setting summative drawn from the Summarizing assessments text. Supporting Details regularly analyze Moral, the formative RL.7.2: Examine Lesson assessment data of a Cite Text To provide regular each school to Evidence support to school-based determine next steps literary text. PLCs Provide an To provide scheduled follow-up objective collaborations with R.I.S.E. trained summary. 6th content and ELA-centered Determine a SPED teachers to ensure theme of a text effective implementation of and analyze its R.I.S.E. strategies development To provide professional over the course development targeting the skills of the text. and standards to address the critical areas of the Literacy Focus RL.7.3: To provide secondary principals Analyze how with R.I.S.E. training particular To provide secondary principals elements of a with a literacy-centered protocol story or drama To conduct/participate in focus interact (e.g., walks rounds with site how setting administrators and teachers shapes the To schedule district literacy characters or instructional facilitators to jointly plot, how provide support at each imagery affects campus the mood of the To provide Read 180 and System text, how 44 coaching support characters' To provide Pearson curriculum decisions affect coaching support the plot).
School ESSA Score Letter RIT Score (Mean) Leading Critical Area of Focus Critical Sub-Goal Targeted Standards Targeted Skills to Support the Standards District Support Offered (School-Specific Suggestion) Follow-Up Cloverdale 7th Grade 197.9 Literature Literature Key Ideas and Details RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2: Examine a literary text. Provide an objective summary. Determine a theme of a text and analyze its development over the course of the text. RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot, how imagery affects the mood of the text, how characters' decisions affect the plot). Cause and Effect Characterization Inferences, Conclusions, Predictions Main Plot Sequencing Setting Summarizing Supporting Details Moral, Lesson Cite Text Evidence Time built into schedule for school-wide Tier Two RTI based on the district PLC/RTI Training To provide continuous mini-NWEA training sessions targeting specific NWEA Reports To provide regular support to school-based PLCs To provide scheduled follow-up collaborations with R.I.S.E. trained 6th content and ELA-centered SPED teachers to ensure effective implementation of R.I.S.E. strategies To provide professional development targeting the skills and standards to address the critical areas of the Literacy Focus To provide secondary principals with R.I.S.E. training To provide secondary principals with a literacy-centered protocol To conduct/participate in focus walks rounds with site administrators and teachers To schedule district literacy instructional facilitators to jointly provide support at each campus To provide Read 180 and System 44 coaching support To provide Pearson curriculum coaching support house ELA PLCs and vertical/ horizontal planning collect data originating from each school’s diagnostic, when applicable, formative/ interim, and summative assessments regularly analyze the formative assessment data of each school to determine next steps
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