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 52.96 F 192.6 Vocabulary Context L.6.4.A: Academic and Time built into schedule for ELA PLCs and 6th Acquisition Clues and Use context content vocabulary school-wide Tier Two RTI based vertical/ horizontal Reference (e.g., the overall Base Affixes on the district PLC/RTI Training planning meaning of a Text Features, To provide continuous mini-NWEA collect data sentence or Visuals training sessions targeting specific originating from each paragraph; a Unknown and NWEA Reports school’s diagnostic, word's position multiple meaning when applicable, or function in a words formative/ interim, and sentence) as a summative clue to the assessments meaning of a regularly analyze word or phrase. the formative assessment data of RI.6.4: To provide regular each school to Determine the support to school-based determine next steps meaning of PLCs words and To provide scheduled follow-up phrases as they collaborations with R.I.S.E. trained are used in a 6th grade content and text, including SPED teachers to figurative, ensure effective implementation of connotative, and R.I.S.E. strategies technical To provide professional meanings. 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 in-class support at each campus To provide Read 180 and System 44 coaching support To provide Pearson curriculum coaching support
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 6th 52.96 F 192.6 Vocabulary Acquisition Context Clues and Reference L.6.4.A: Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Academic and content vocabulary Base Affixes Text Features, Visuals Unknown and multiple meaning words 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 grade content and 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 in-class support at each campus To provide Read 180 and System 44 coaching support To provide Pearson curriculum coaching support 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
Secondary%20Literacy%20District%20Support%20-%2010.24.18.docx