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 J. A. Fair 47.27 F 9th:208.2 Most- & RL.9-10.4: Time built into schedule for To collect data Identify Literature Structure Determine the school-wide Tier Two RTI originating from each foreshadowing in meaning of based on the district PLC/RTI school’s diagnostic, literary text Information words and training when applicable, Interpret metaphor Literature phrases as they To provide continuous formative/interim, that makes a simple Least- are used in the NWEA training sessions targeting and summative comparison to Vocabulary text, including specific Reports assessments describe a concrete Acquisition figurative and *To provide regular To regularly analyze idea in literary text connotative support to school-based the formative Analyze the effect of meanings; PLCs assessment data of word choice in analyze the To provide scheduled follow-up each school to literary text cumulative collaborations with R.I.S.E. determine next Determine mood in impact of trained 6th content and literary text specific word SPED teachers to Analyze the effect of choices on ensure effective implementation figurative language meaning and of R.I.S.E. strategies in literary text tone (e.g., how To provide professional the language development targeting the skills evokes a sense and standards to address the of time and critical of the Literacy Focus place; how it To provide secondary principals sets a formal or with R.I.S.E. training informal tone). 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 J. A. Fair 47.27 F 9th:208.2 Most- Literature Information Literature Least- Vocabulary Acquisition & Structure RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Identify foreshadowing in literary text Interpret metaphor that makes a simple comparison to describe a concrete idea in literary text Analyze the effect of word choice in literary text Determine mood in literary text Analyze the effect of figurative language in literary text Time built into schedule for school-wide Tier Two RTI based on the district PLC/RTI training To provide continuous 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 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 To collect data originating from each school’s diagnostic, when applicable, formative/interim, and summative assessments To regularly analyze the formative assessment data of each school to determine next
Secondary%20Literacy%20District%20Support%20-%2010.24.18.docx