School ESSA Letter RIT Leading Critical Targeted Targeted Skills to District Support Offered Follow-Up Grade Score Critical Sub-Goal Standards Support the (Mean) Area of Standards Focus McClellan 48.18 F 9th: Most- & RL.9-10.4: To provide continuous To collect data Identify 204.5 Literature Structure Determine the NWEA training sessions targeting originating from each foreshadowing in 10th: Mid- meaning of specific Reports school’s diagnostic, literary text 211.9 words and *To provide regular when applicable, Interpret metaphor Text phrases as they support to PLCs formative/interim, that makes a simple Least- are used in the To provide scheduled follow-up and summative comparison to Vocabulary text, including collaborations with R.I.S.E. assessments describe a concrete Acquisition figurative and trained 6th content and To regularly analyze idea in literary text connotative SPED teachers to the formative Analyze the effect of meanings; ensure effective implementation assessment data of word choice in analyze the of R.I.S.E. strategies each school to literary text cumulative To provide professional determine next steps Determine mood in impact of development targeting the skills literary text specific word and standards to address the Analyze the effect of choices on critical areas of the Literacy figurative language meaning and Focus in literary text tone (e.g., how To provide secondary principals the language with R.I.S.E. training evokes a sense To provide secondary principals of time and with a literacy-centered protocol place; how it To conduct/participate in focus sets a formal or walks rounds with site informal tone). 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 Letter Grade RIT Score (Mean) Leading Critical Area of Focus Critical Sub-Goal Targeted Standards Targeted Skills to Support the Standards District Support Offered Follow-Up McClellan 48.18 F 9th: 204.5 10th: 211.9 Most- Literature Text 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 To provide continuous training sessions targeting specific NWEA Reports *To provide regular support to 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 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 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 steps Mid-
Secondary%20Literacy%20District%20Support%20-%2010.24.18.docx