School ESSA Letter RIT Leading Critical Targeted Targeted Skills to District Support Offered Follow-Up Score Critical Sub-Goal Standards Support the (School-Specific Suggestion) (Mean) Area of Standards Focus Cloverdale 204 Informational RI.8.1: Cause and Effect Time built into schedule for ELA PLCs and 8th Grade Text Cite the textual and Opinion school-wide Tier Two RTI based vertical/ horizontal evidence that Following on the district PLC/RTI Training planning most strongly Directions To provide continuous mini-NWEA collect data supports an Inferences, training sessions targeting specific originating from each analysis of what Conclusions and NWEA Reports school’s diagnostic, the text says Predictions when applicable, explicitly as well Locating formative/ interim, and as inferences Information summative drawn from the Main Idea assessments text. Sequencing regularly analyze Summarizing the formative RI.8.2: Examine Text Features, assessment data of a Visuals To provide regular each school to support to school-based determine next steps informational PLCs text. Provide an To provide scheduled follow-up objective collaborations with R.I.S.E. trained summary of the 6th content and ELA-centered text. Determine SPED teachers to ensure a central idea of effective implementation of a text and R.I.S.E. strategies analyze its To provide professional development development targeting the skills over the course and standards to address the of the text, critical of the Literacy Focus including its To provide secondary principals relationship to with R.I.S.E. training supporting To provide secondary principals ideas. with a literacy-centered protocol To conduct/participate in focus RI.8.3: walks rounds with site Analyze how a administrators and teachers text makes To schedule district literacy connections instructional facilitators to jointly among and provide in-class support at each distinctions campus between To provide Read 180 and System individuals, 44 coaching support ideas, or events To provide Pearson curriculum (e.g., through coaching support comparisons, analogies, or categories).
School ESSA 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 8th Grade 204 Informational Text RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2: Examine a informational text. Provide an objective summary of the text. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas. RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Cause and Effect and Opinion Following Directions Inferences, Conclusions and Predictions Locating Information Main Idea Sequencing Summarizing Text Features, Visuals 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 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
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