schools. In real terms, the size of the impact would be equivalent to a school moving from being in the 58th percentile for all schools in Indiana to the 60th percentile. The research suggests that the specific positive impacts are: 1) Increase in interest in professional development and innovation; 2) Teachers know about brain compatible research and implement this knowledge; 3) Learning is connected to the real world; 4) Teachers and Principals support each other. Further, an analysis of more objective measures of success like school attendance rates and school ISTEP test scores reveals that C.L.A.S.S. schools generally perform better than other schools, and that participation in C.L.A.S.S. does not harm attendance rates or ISTEP test scores.” (Morgan, 1998). C. Use effective instructional methods that increase the quality and amount of learning time. . Our teachers will continue to utilize the following strategies: Folio Writing Assessments are used as a predictor of student performance in the • classroom and on standardized test; teachers vary instruction based on the results of this writing assessment. Teachers use Consistency List” to establish a sound learning environment. • “Clarkdale’s Science trips for grades 3 and 5 will support Earth Science • Teachers meet during designated days to develop year-long themes (curriculum writing • days) Teachers use information from DRA’s and running records to differentiate reading • instruction. Teachers administer local benchmarks to determine if students are mastering skills and • concepts taught during each nine week period, and adjust instruction accordingly. Teachers are being coached by the academic coach and the county literacy coach on the • implementation of Reading/Writing Workshop Grade level teams utilize non-fiction reading material to support application of extended • text. Direct instruction of comprehension strategies occurs through focused mini-lessons and • guided reading. Teachers incorporate writing across content areas • Vocabulary development is increased through direct instruction, content area integration • and word walls Teachers utilized Balanced Literacy in classrooms. • Number Talks are held in all classrooms. Direct instruction of Problem Solving strategies is utilized, and assessed using the • district math rubric. Instructional resources and will include Zoo-Phonics for primary grade levels. Support teachers will use Scholastic Read 180 for student groups (EIP, SWD, and ELL). Reading will be encouraged through Renaissance Learning (AR, Accelerated Reading). Learning A-Z will be utilized by teachers in planning effective lessons.
schools. In real terms, the size of the impact would be equivalent to a school moving from being in the 58th percentile for all schools in Indiana to the 60th percentile. The research suggests that the specific positive impacts are: 1) Increase in interest in professional development and innovation; 2) Teachers know about brain compatible research and implement this knowledge; 3) Learning is connected to the real world; 4) Teachers and Principals support each other. Further, an analysis of more objective measures of success like school attendance rates and school ISTEP test scores reveals that C.L.A.S.S. schools generally perform better than other schools, and that participation in C.L.A.S.S. does not harm attendance rates or ISTEP test scores.” (Morgan, 1998). C. Use effective instructional methods that increase the quality and amount of learning time. . Our teachers will continue to utilize the following strategies: • Folio Writing Assessments are used as a predictor of student performance in the classroom and on standardized test; teachers vary instruction based on the results of this writing assessment. • Teachers use “Clarkdale’s Consistency List” to establish a sound learning environment. • Science trips for grades 3 and 5 will support Earth Science • Teachers meet during designated days to develop year-long themes (curriculum writing days) • Teachers use information from DRA’s and running records to differentiate reading instruction. • Teachers administer local benchmarks to determine if students are mastering skills and concepts taught during each nine week period, and adjust instruction accordingly. • Teachers are being coached by the academic coach and the county literacy coach on the implementation of Reading/Writing Workshop • Grade level teams utilize non-fiction reading material to support application of extended text. • Direct instruction of comprehension strategies occurs through focused mini-lessons and guided reading. • Teachers incorporate writing across content areas • Vocabulary development is increased through direct instruction, content area integration and word walls • Teachers utilized Balanced Literacy in classrooms. Number Talks are held in all classrooms. • Direct instruction of Problem Solving strategies is utilized, and assessed using the district math rubric. Instructional resources and will include Zoo-Phonics for primary grade levels. Support teachers will use Scholastic Read 180 for student groups (EIP, SWD, and ELL). Reading will be encouraged through Renaissance Learning (AR, Accelerated Reading). Learning A-Z will be utilized by teachers in planning effective lessons.
Title_I_Schoolwide_Plan_2013.docx