REVERE PUBLIC SCHOOLS

Size: px
Start display at page:

Download "REVERE PUBLIC SCHOOLS"

Transcription

1 Theme 1 Student Learning/Curriculum and Instruction High expectations are at the heart of the vision for all students in the Revere Public Schools. By embracing the Massachusetts Curriculum Frameworks, curricula are provided that prepares and challenges all students providing the foundational building blocks for future learning. 1

2 STRATEGY 1.1: Identify students needs in reading, writing and mathematics. Schools develop a plan to help all students and provide methods and intervention programs for at risk students. 1. To increase time on reading during a 120 minute reading block for all students by developing high quality work stations where children always interact with text and high quality literature. 2. Assess students to identify needs of individual students and of the class, making sure students at risk are provided with appropriate instruction and interventions. 3. To incorporate a literacy assessment system using the new DIBELS/DAZE, MAZE and GRADE, and use data to place students in small groups, to match instruction to the needs of the students, and to progress monitor students at risk. 4. Increase opportunities for writing using Reading Street Differentiated Writing Lessons in combination with the Six Traits of Writing and John Collins Writing. 5. Providing supplemental math support in grades 6-8, offering services using both an in-class and out of class model depending on student s needs and staffing available in middle school. Teachers, Literacy Coach, Directors Literacy Director, ELA Coaches, Math Coaches, Teachers. Reading and Math Specialists Literacy Specialist, Reading Coach, Classroom teachers Literacy Specialist, ELA Coach, Classroom Teachers Math Specialists, Math Coaches 2 More time and practice reading will increase a student s proficiency in fluency and reading comprehension. Identification of at risk students and prescribe appropriate interventions. Students will improve their reading skills at a faster rate by using data to inform instruction and developing. homogeneous groupings to target the student s needs. Students will become proficient writers. All students beginning in grade one will become proficient in the six traits of writing and teachers will use a common language in teaching writing throughout the elementary grades Students will be proficient in mathematics standards meeting standards at their grade level. Through intervention their growth will be measured over time.

3 STRATEGY 1.2: To identify ELL students in grades 1-5 who would benefit from reading and writing support and provide them with instructional services. 1. Provide small group in-class instruction in reading and writing with the classroom teacher and the ELL instructor utilizing Reading Street leveled readers and Language Central Read aloud quality literature to enhance literacy awareness Increase visuals for English Language Learners through the use of ELL posters, Language Central materials aligned with the core reading program, Reading Street, and the use of SMARTBoard Technology, Discovery Learning, Lexia and Successmaker. Reading Interventionists, ELA Coaches, Classroom Teachers, ELL Specialists Literacy Specialists, and Classroom Teachers Literacy Specialists, and Classroom Teachers, ELL teachers, Reading Interventionists, ELL Director ELL students will receive instruction in language development in combination with reading instruction. Increase language development through reading and writing English Language Learners will have the opportunity to hear the language of good literature and develop a desire to improve their English and reading skills English Language Learners children will expand their background knowledge and increase their vocabulary. 3

4 STRATEGY 1.3: Provide Instruction that addresses the needs of struggling readers by selecting the most effective intervention using a 3 Tier Approach to Reading and Writing Instruction. 1. Conduct data meetings three times a year to create learning groups and appropriate interventions for struggling readers. 2. Implement My Sidewalks, Early Reading Intervention, Lively Letters, Project Read, Lexia, Waterford, etc. to improve reading skills and differentiate instruction for all levels of learners. 3. Progress monitor students to determine if programs are effective and should be continued, modified or replaced. Grades K-5 teachers, and Reading Interventionists, Literacy Coach, Special Needs Teachers, ELL Teachers, Principal, BSRI Principal and Literacy Coaches Grades K-5 teachers, and Reading Interventionists, Literacy Coach, Special Needs Teachers, ELL Teachers, BSRI Literacy Coach K-5 teachers, Reading Interventionists, Literacy Coach Students will improve decoding, fluency, and comprehension skills according to their specific needs and recommendations of the teachers. Staff will collaborate during meetings and prescribe the needed intervention for each child. This will result in flexible grouping throughout the year. Students will improve their decoding, reading and writing skills at a faster rate to read and write on grade level. Students in need will receive reading instruction 2-3 times a day in order to help close the gap as they meet the ultimate goal of reading on or above grade level. Students in Tier 2 and Tier 3 will be monitored once every two weeks to determine if the intervention being used is improving their reading skills, if the intervention being used should be continued or changed, and if students have reached their goals. 4

5 STRATEGY 1.4: All Elementary and one Middle school participate in the BSRI program 1. Use a comprehensive pre-post assessment program as recommended by BSRI (DIBELS, DAZE, MAZE, GRADE) at all Elementary Schools and one Middle School 2. To provide teachers and specialists and coaches with Baystate Reading Institute Training throughout the school year. 3. Literacy/ELA coaches will provide in-class consultation and model reading lessons to classroom teachers to promote best practices. ELA Coaches, Literacy Specialists, Classroom teachers, BSRI Coaches Reading Coaches, Director of /Literacy, Principals, classroom teachers, ELL and SPED teachers ELA Coach, Literacy Specialists Teachers will understand the group and individual reading needs of their students and plan whole class and small group instruction to meet the specific needs of each student. Teachers will utilize data to inform instruction. Teachers and administrators will learn the most recent research in effective teaching of literacy to all students. They will build a repertoire of whole and small group lessons and strategies to meet the needs of all readers at a variety of levels. Teachers will incorporate more effective teaching strategies in teaching reading to children. 5

6 STRATEGY 1.5: To use assessment tools to identify students progress and needs in reading and writing (DIBELS, GRADE, ERI, Scott Foresman Benchmark and Skills Test, SuccessMaker and Lexia Reports). Plan instruction using this data. 1. Teachers will analyze testing results and use this information to place children in appropriate Scott Foresman Reading levels and intervention programs. Classroom Teachers Children will be taught at their appropriate instructional level and will read at their appropriate reading level. 2. Classroom and intervention teachers will use testing information to plan their daily reading instruction to address both individual and class needs 3. Develop a city-wide literacy assessment plan for teachers to use to assess student progress throughout the school year. This plan will include the assessment components and timeline for testing. Classroom teachers, Specialists and ELA Coaches Directors of Literacy, ELA Coaches, Reading Specialists, Classroom Teachers 4. Set specific goals for each classroom. Classroom Teachers, Reading Interventionists, Literacy Coaches, Special Needs, Speech, and ELL teachers Children will receive the instructional support needed to become proficient readers. Teachers will administer a predetermined battery of literacy assessments. will assist in administration by providing a SWAT team to move from school to school to administer the DIBELS testing three times a year. As a result students progress will be monitored three times a year in fluency and comprehension. Eighty-five percent of students will benchmark in DIBELS by the end of the school year. 6

7 STRATEGY 1.6: To analyze MCAS, DIBELS, GRADE test results and use these results to develop school and district action plans. 1. A team of teachers will be identified to analyze MCAS, pre-post assessment tests, DIBELS, GRADE, test results. 2. The principal and assessment team will share their findings 3. The principal and assessment team will use feedback from the building staff to identify steps to be taken for improvements and put this information into action plans for the building. Teachers who are identified by each principal to be part of the assessment team( to include Director Title I/Literacy, Specialists/Coaches and Reading Specialist Principal and Assessment Team Principal and Assessment Team The building principal, directors, literacy specialists/coach and teachers will be more aware of the strengths and weaknesses at each grade level and the general strengths and weaknesses of the across grade levels. Teachers will work collaboratively to discuss the findings and the steps that need to be taken to address the needs identified. Teachers will understand their role in the process of facilitating student and school improvement. 7

8 STRATEGY 1.7: To improve literacy skills in all students through teacher support, specialist support as well as student enrichment activities for on level and above level students. 1. Develop center activities that promote reading skills and are differentiated to meet the literacy needs of all students. 2. Motivate students to increase their recreational reading through a Shared Reading Program for grades K-5 and Literature Circles for grades 3-5 Classroom Teachers, Reading Coach Reading Specialist, ELA Coach and Classroom Teachers All children will be challenged to increase their literacy skills through differentiated center activities. Children will read outside of school time and be motivated to select books of interest and increase the number of books they read throughout the year. 8

9 Theme 2 Teacher Learning/Professional Development Developing techniques to teach to higher standards while embracing the latest research is at the heart of teacher training in the Revere Public Schools. By embracing the Massachusetts Curriculum Frameworks and effective strategies for teaching and learning, teachers build a repertoire of approaches to effectively challenge all students. With the foundation set by Research for Better Teaching, and a formal departmental and building professional development program, all teachers have the opportunity to hone their skills on a regular basis. Continual professional and personal growth is expected of all teachers. 9

10 Strategy 2.1: Provide and support professional development opportunities to develop a repertoire of teaching skills based on current research of teaching reading. 1. Support the district s Teachers-Teaching- Teachers opportunities. Provide TTT courses to meet the needs of newly appointed teachers in Lively Letters, Assessment, John Collins Writing, and Lexia. 2. Encourage completion of Research for Better Teaching Courses, Understanding Teaching I and Understanding Teaching II. 3. Literacy Coaches, BSRI Coaches, Chris Parker and Pearson consultants provide training for teachers in our literacy program - Reading Street for Grades K-5 and Language Central for our ELL students. 4. Training in implementing and analyzing the following Reading assessments: DIBELS/DAZE, MAZE, GRADE, Grade 3-5 MCAS. 5. Continue training in implementing an effective Three Tier Model in literacy. Teachers, Classroom Teachers Principals, Director of Title I/Literacy BSRI Coaches, Pearson Consultants, Classroom Teachers, Literacy Coaches, Teachers, ELL Teachers Literacy/ELA Coaches, BayState Readers Coaches Classroom Teachers, Literacy Coaches, BSRI Teachers, Director /Literacy Teachers will share their expertise in specific areas. Participants will benefit from the backgrounds and experiences of their district colleagues. New teachers will have the opportunity to take courses in Bradley Phonics, and Assessments. Effective teaching practices from the courses will be implemented in the classroom to improve student learning. Teacher Evaluation, based on Research for Better Teaching Strategies, will provide continuous feedback to teachers, as they become skillful teachers. Teachers will effectively implement the core program, Reading Street, using both large and small group instruction and meeting the needs of students at all levels of learning. Teachers will develop skills to use the electronic assessment tool and to use it as a diagnostic tool to prescribe activities and lessons of student s individual needs. Teachers will continually assess students to determine best practices and intervention to move students along the Three Tier Model as they become proficient readers. 10

11 Strategy 2.2: To align the ELA Curriculum with the Common Core Standards 1. Teachers will study the Common Core Standards by grade level groupings during Director s Meetings 2. Common Core Standards will begin to be aligned with the ELA and Math Curriculum. Specialists, Reading Interventionists, Math and Literacy Coaches, Curriculum Directors, Classroom Teachers, Director of /Literacy Teachers attending these sessions will know and understand the Common Core Standards for their Grade Level in ELA or mathematics and share this information at grade level meetings. Teachers will identify gaps in the current curriculum and revise the curriculum/benchmarks over the next three years. 11

12 Theme 3 School and Community Involvement Educating children is a community effort. Involving parents, as well as community resources, provides a continual reinforcement of academic and social ideals embraced by the schools and community. Fostering involvement and increasing communication develops healthy school climates with consistent expectations for school performance and social behavior. 12

13 STRATEGY 3.1: To help make literacy a family affair. 1. Parent Workshops to help parents promote literacy in the home 2. Expand Read Across America Activities in March, Create a Literacy Web Site with links for parents and students. /Literacy Director, staff Guest Speakers Raising a Reader Consultant, Parent Liaison Revere Public Library Librarian Community, Teachers, Parents, Director Title I/Literacy Director of Title I/Literacy, Parent Liaison, Literacy Staff Parents feel empowered to encourage their child read. Families participate in an evening of fun as they engage in literacy games and activities. Increase parent communications and provide a resource for families. 4. Continue ESOL Classes Ron Testa, Roxanne Aiello, Parents EC parents increase their English Language skills and read a book to their child. 13

14 4. Expand the Summer Reading All Star Program. Providing a summer literacy and math packet for parents of Early Childhood students. Provide all families with Bookflix.net for summer reading. 4. Provide a Reading Curriculum evening where parents will be invited to grade level workshops where components of the reading program will be shared. 5. Provide training for parents on Reading Starts with Us. 6. Parents and communities members will be invited to attend monthly meetings held by Revere s Councils for Families and Children. 7. Publicize literacy events and parent institutes in the local newspaper, on cable TV and through flyers sent home with students. REVERE PUBLIC SCHOOLS Parent Liaison, School Librarians, Interact High School Students Director of Literacy, Literacy Specialists/Coaches, Classroom Teachers Parents, Raising a Reader Consultant Director of Literacy/Title I, CPC Chairperson, Parent Facilitator and Principals Director of Literacy/Title I, Directors of Curriculum, Parent Facilitator, Principals Children and families will be encouraged to make reading a part of the summer family fun. Books will be available at each school library and the public library. School Libraries will be open once a week. Parents will understand the Scott Foresman Reading Street Program, My Sidewalks Intervention programs, Bradley Phonics, Lexia programs, Successmaker for math and ELA, Waterford, etc. Parents will develop skills that they can use when reading to or with their child/ren. Parents will have the ability to influence decisions made regarding the effectiveness of programs offered to families, as well as, recommend ways to make events better for families. More families will be aware of literacy events and Revere Public Schools Curriculum and attendance will increase. 14

15 Theme 4 Planning and Support Systems A healthy and safe environment in all schools provides an optimal learning environment. To that end, student support services and a strong infrastructure for plant expansion and maintenance must be in place. Facilities must be able to accommodate the needs of teaching and learning as defined by innovative teaching and learning practices. 15

16 STRATEGY 4.1: To provide an environment rich in print, stimulating for learning with a classroom design that allows for most effective teacher instruction and student learning. 1. Encourage teachers to hang samples of reading, math and children s writing for children to view throughout the year 2. Provide computer programs for children to use both in class, as a center, and in labs. 3. Provide students quiet reading, math manipulative area and working areas. Principals and classroom teachers, Reading Coach Director of Literacy/Title I, Director of Technology and classroom teachers Classroom teachers Children will be motivated to read and write more when exposed to a literacy rich environment. Children will become more computer literate. Children will create their own books using word processing skills. Children will work independently with programs such as Lexia. Children will improve their reading, math and thinking skills. 16

REVERE PUBLIC SCHOOLS 2011-2012 District Improvement Plan: Technology K-12

REVERE PUBLIC SCHOOLS 2011-2012 District Improvement Plan: Technology K-12 THEME 1: Student Learning / Curriculum and Instruction High expectations are at the heart of the vision for all students in the Revere Public Schools. By embracing the Massachusetts Curriculum Frameworks,

More information

Program Models. proficiency and content skills. After school tutoring and summer school available

Program Models. proficiency and content skills. After school tutoring and summer school available Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or

More information

Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.

Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together. Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:

More information

BUILDING CURRICULUM ACCOMMODATION PLAN

BUILDING CURRICULUM ACCOMMODATION PLAN BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION

More information

There are 4,400 students enrolled in Salem Public Schools. Bentley Elementary, is currently a Level 4 school undergoing a turnaround redesign.

There are 4,400 students enrolled in Salem Public Schools. Bentley Elementary, is currently a Level 4 school undergoing a turnaround redesign. About the Partnership Blueprint Schools Network (Blueprint) is a nonprofit organization based in Massachusetts. Our work with schools around the country has shown that positive change is possible when

More information

Wappingers Central School District

Wappingers Central School District Wappingers Central School District Response to Intervention Plan (RTI) February 2012 Tier III Tier II Tier I 1 Introduction to WCSD s 3 Tier RTI Model The 3 Tier Response to Intervention (RTI) Model provides

More information

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012

District 2854 Ada-Borup Public Schools. Reading Well By Third Grade Plan. For. Ada-Borup Public Schools. Drafted April 2012 District 2854 Ada-Borup Public Schools Reading Well By Third Grade Plan For Ada-Borup Public Schools Drafted April 2012 Literacy Team: Alayna Wagner- RTI Leader, Second Grade Teacher Jordan Johnson- RTI

More information

South Carolina Literacy Competencies. for Reading Coaches

South Carolina Literacy Competencies. for Reading Coaches 2014 15 South Carolina Literacy Competencies for Reading Coaches Standard 1: Foundational Knowledge Coaches understand the theoretical and evidence-based foundations of reading and writing processes and

More information

LAKE SILVER ELEMENTARY

LAKE SILVER ELEMENTARY Page 1 of 17 Accountability, Research, and Assessment School Improvement Plan 2010-2011 School Improvement Plan LAKE SILVER ELEMENTARY Approved by: Principal: 9/27/2010 Area Superintendent: 10/19/2010

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM TITLE: NUMBER: MEM- 5738.3 ISSUER: Elementary Guidelines for Reading Assessment and Screening Procedures for Intensive (Tier 3) Instruction and Interventions at Grades 4, 5, and 6 (as applicable) Gerardo

More information

Second Grade Core Knowledge Addendum

Second Grade Core Knowledge Addendum Sight Words Second Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous

More information

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

Sample Student Learning Objectives (SLO aligned with Teacher Practice Goals)

Sample Student Learning Objectives (SLO aligned with Teacher Practice Goals) Sample Student Learning Objectives (SLO aligned with Teacher Practice Goals) Intermediate and Advanced ELL students will demonstrate mastery of science content standards based on unit assessments throughout

More information

MIAMI-DADE COUNTY PUBLIC SCHOOLS PROCESS TO MONITOR CURRICULUM IMPLEMENTATION

MIAMI-DADE COUNTY PUBLIC SCHOOLS PROCESS TO MONITOR CURRICULUM IMPLEMENTATION MIAMI-DADE COUNTY PUBLIC SCHOOLS PROCESS TO MONITOR CURRICULUM IMPLEMENTATION The Office of Curriculum and Instruction coordinates the Instructional Review teams to monitor the implementation of curricula,

More information

Executive Summary. Bel Air Elementary

Executive Summary. Bel Air Elementary Minot Public School District #l Mr. Mike Fogarty, Principal 501 25th St NW Minot, ND 58703-1869 Document Generated On February 13, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's

More information

Jericho Elementary School Action Plan 2013 to 2015

Jericho Elementary School Action Plan 2013 to 2015 Jericho Elementary School Action Plan 2013 to 2015 Summary of Previous Action Plan: The 2010 2012 action plan was completed in December 2012. This plan focused on reading, mathematics, school climate and

More information

Key Principles for ELL Instruction (v6)

Key Principles for ELL Instruction (v6) Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require

More information

First Grade Core Knowledge Addendum

First Grade Core Knowledge Addendum Sight Words First Grade Core Knowledge Addendum Dolch Sight Words are naturally embedded in the Core Knowledge Program. They are taught throughout the program in a sequence of instruction, unlike previous

More information

1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program

1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program 1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade

More information

Lee A. McShan Jr. Elementary School Action Plan

Lee A. McShan Jr. Elementary School Action Plan Lee A. McShan Jr. Elementary School 2015-2016 Action Plan Mission-We are committed to improving academic achievement through effective instruction. Believing there is no excuse for poor quality instruction,

More information

WiggleWorks Aligns to Title I, Part A

WiggleWorks Aligns to Title I, Part A WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement

More information

Teaching All Students to Read: With Strong Intervention Outcomes

Teaching All Students to Read: With Strong Intervention Outcomes Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs

More information

Hanover County Public Schools Professional Development Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3

Hanover County Public Schools Professional Development Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3 Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3 Planning Instruction and Experiences for All s Technology Integration What is the Literacy Diet? (Reader s Workshop

More information

Indiana s Department of Education STEM Education Implementation Rubric

Indiana s Department of Education STEM Education Implementation Rubric Indiana s Department of Education STEM Education Rubric The rubric that follows provides an outline for the implementation of STEM attributes in schools. The rubric is designed to show varying levels of

More information

ACTION 100 and Students Receiving Special Education Services

ACTION 100 and Students Receiving Special Education Services ACTION 100 and Students Receiving Special Education Services Approximately 12% of students in grades K-12 currently receive special education services. These students include: those with diagnosed learning

More information

The researched-based reading intervention model that was selected for the students at

The researched-based reading intervention model that was selected for the students at READ TO ACHIEVE GRANT APPLICATION COVER PAGE TABLE OF CONTENTS NARRATIVE: PROPOSED GRANT INTERVENTION -This section can be NO MORE THAN 30 pages total. NO PAGE NUMBER NO PAGE NUMBER MAXIMUM OF 30 PAGES

More information

I. School- Wide DL Components

I. School- Wide DL Components AISD Guidelines for Implementation of the Gómez and Gómez Dual Language Enrichment Model These PK 5 guidelines are designed to promote fidelity in the implementation of the Gómez and Gómez Dual Language

More information

Scholastic Reading Counts!

Scholastic Reading Counts! Scholastic Reading Counts! Aligns to (With Professional Development from Scholastic Red) The following chart details how Scholastic Reading Counts!, with professional development support from Scholastic

More information

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports

More information

Program Overview. This guide explains the program components and philosophy of the research-based program, Math Navigator, Common Core Edition.

Program Overview. This guide explains the program components and philosophy of the research-based program, Math Navigator, Common Core Edition. Program Overview Introduction Program Structure This guide explains the program components and philosophy of the research-based program, Math Navigator, Common Core Edition. Math Navigator blends conceptual

More information

Curriculum Development, Revision, and Evaluation Processes

Curriculum Development, Revision, and Evaluation Processes Curriculum Development, Revision, and Evaluation Processes Connections Education has substantial resources for curriculum development and instructional support. The company s team of talented, experienced

More information

IDEA Preschool $2,000. Grant Notes 2011 IDEA. IDEA School age $27,362. IDEA Preschool ARRA $2,921 IDEA Total: $32,283

IDEA Preschool $2,000. Grant Notes 2011 IDEA. IDEA School age $27,362. IDEA Preschool ARRA $2,921 IDEA Total: $32,283 Plan Overview UTAH VIRTUAL ACADEMY (5F05F) Salt Lake County 2012 Plan Overview Plan Item 1) K 3rd Grade Literacy Students in K 3rd grades will improve proficiency in phonemic awareness, alphabetic principle,

More information

Niskayuna Elementary Program

Niskayuna Elementary Program Niskayuna Elementary Program B I R C H W O O D C R A I G G L E N C L I F F H I L L S I D E R O S E N D A L E New York State Requirements Total number of students enrolled in our five elementary schools:

More information

TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013

TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013 TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013 Use effective methods and instructional strategies that are based on scientifically based research that strengthens

More information

Crockett Elementary Response to Intervention Guide

Crockett Elementary Response to Intervention Guide Crockett Elementary Response to Intervention Guide 1 Response to Intervention Tier 1 80-90% of students will experience success in Tier 1 Classroom instruction Use a variety of supports as soon as student

More information

The Massachusetts Tiered System of Support

The Massachusetts Tiered System of Support The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive

More information

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation

More information

City Schools Curriculum & Instructional Supports: SY 2013-2014

City Schools Curriculum & Instructional Supports: SY 2013-2014 City Schools & Instructional Supports: SY 2013-2014 A guide to City Schools curriculum, assessments, materials, and professional development expectations in Literacy and Mathematics for the 2013-2014 school

More information

High Plain Elementary School School Improvement Plan High Academic Achievement for All: Curriculum and Instruction

High Plain Elementary School School Improvement Plan High Academic Achievement for All: Curriculum and Instruction 333333333 APS Strategic Plan - Goal 1 MERA Goal 3 High Academic Achievement for All: Curriculum and Instruction APS Students will develop the habits of mind that underlie critical and creative thinking,

More information

District 203 K-4 Elementary Summer School 2015

District 203 K-4 Elementary Summer School 2015 District 203 K-4 Elementary Summer School 2015 The following Elementary Summer School courses will be conducted from Monday, June 8, 2014, through Friday, June 26, 2015. THE SAME COURSES WILL BE OFFERED

More information

Literacy Education. Master of Science in Education: Program Overview. Program Highlights

Literacy Education. Master of Science in Education: Program Overview. Program Highlights Master of Science in Education: Literacy Education Program Overview The Ralph C. Wilson, Jr., School of Education offers a Master of Science in Literacy Education. The Literacy Education programs lead

More information

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University

Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Year Completing Last Program at MU Frequencies Year Completing

More information

Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools

Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Rationale A plan is in place for the 2013-14 school year to continue

More information

Title I Target Assisted Plan for. Powder Springs Elementary School

Title I Target Assisted Plan for. Powder Springs Elementary School Title I Target Assisted Plan for Powder Springs Elementary School Written/ School Year: 2010-2011 1 Title I Target Assisted Plan Table of Contents PAGES DESCRIPTION OF INSTRUCTIONAL STRATEGIES AND PROGRAM

More information

Reading Action Plan Tukwila Elementary

Reading Action Plan Tukwila Elementary Reading Action Plan Tukwila Elementary School Improvement Goal: Tukwila Elementary will improve the blended WASL Reading score by 10% each year. Rationale: 1) Students understand that reading is an important

More information

AND LEARNING 21st Century Teaching and Learning

AND LEARNING 21st Century Teaching and Learning 21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century

More information

TEACHING/LEARNING INQUIRY CYCLE (TLIC) ASSESSMENT SCORING KEY UCTE PROGRAM WINDOWS OF DEVELOPMENT

TEACHING/LEARNING INQUIRY CYCLE (TLIC) ASSESSMENT SCORING KEY UCTE PROGRAM WINDOWS OF DEVELOPMENT Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency

More information

21st Century Community Learning Center

21st Century Community Learning Center 21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed

More information

1. Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction as follows:

1. Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction as follows: Effective June 15, 2016 505-3-.96 READING ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals to teach reading

More information

Instruction: Design, Delivery, Assessment Worksheet

Instruction: Design, Delivery, Assessment Worksheet Reading Specialist Instruction: Design, Delivery, Assessment Worksheet Sponsoring Organization University of Massachusetts Amherst Program/Group of Programs Reading Specialist Required Documents Program

More information

SMART GOALS School: Robert S. Payne Elementary Grade: 1 Team Leader: Courtney Mayberry

SMART GOALS School: Robert S. Payne Elementary Grade: 1 Team Leader: Courtney Mayberry School: Robert S. Payne Elementary Grade: 1 Team Leader: Courtney Mayberry Team Members: Nikki Barber, Natalie Eure, Anna Karnes District (s): Lynchburg City Schools will increase student achievement and

More information

School of Education MASTER OF ARTS IN EDUCATION. MAED: Reading & Reading Programs

School of Education MASTER OF ARTS IN EDUCATION. MAED: Reading & Reading Programs School of Education MASTER OF ARTS IN EDUCATION : Reading & Reading Programs 2012-2014 READING PROGRAMS These programs focus on developmental and remedial instruction of literacy as well as leadership

More information

2015-2016 Instructional Management Plan

2015-2016 Instructional Management Plan Greenwood Public School District Dr. Montrell Greene, Superintendent Dr. June Leigh, Director of Curriculum 2015-2016 Instructional Management Plan Greenwood Public School District Academic Education Department

More information

Intensive Instruction for Middle School/High School

Intensive Instruction for Middle School/High School Intensive Instruction for Middle School/High School Coaches Academy - August 7-11, 2005 Lila Rissman, M.S., Curriculum Specialist Jennifer Page, M.S., Intervention Teacher The Florida Center for Reading

More information

Hiawatha Academies School District #4170

Hiawatha Academies School District #4170 Hiawatha Academies School District #4170 World s Best Workforce Plan All Hiawatha Academies scholars will be empowered with the knowledge, character and leadership skills to graduate from college and serve

More information

Integrated Social Sciences, Humanities, and Arts

Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts Course Description: The student will learn to plan, implement, and assess developmentally

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information

Strategic Plan - An Overview

Strategic Plan - An Overview Years of Action 2013-2017 Toronto District School Board Strategic Plan - An Overview Improving Student Success in Mathematics: K-12 Math Strategy Introduction - Director s Letter In many aspects of daily

More information

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory

More information

Literacy is found in all content areas. Therefore, we think it is important to address literacy through the lens of an English Language Learner.

Literacy is found in all content areas. Therefore, we think it is important to address literacy through the lens of an English Language Learner. Literacy is found in all content areas. Therefore, we think it is important to address literacy through the lens of an English Language Learner. 1 Today we are going to be talking about how literacy is

More information

Professionals Responsible for Campus Turnaround Plan Development: Name:

Professionals Responsible for Campus Turnaround Plan Development: Name: Date of Board Grades Served: 6 8 Approval: 5/23/2016 Consecutive School Years Rated Academically Unacceptable/Improvement Required: Dr. Terrence Eaton Ron Gonzales Jonathan Smith Dr. Velma Wilson Diane

More information

Q & A: New Writing Program

Q & A: New Writing Program Q & A: New Writing Program Why are we purchasing a writing program? Currently (2006-7) there are over twenty different writing programs being used in NC12 elementary schools. The amount of time devoted

More information

SCHOOLWIDE TITLE I PLAN JONESVILLE MIDDLE SCHOOL

SCHOOLWIDE TITLE I PLAN JONESVILLE MIDDLE SCHOOL SCHOOLWIDE TITLE I PLAN JONESVILLE MIDDLE SCHOOL 2014-2015 1 Jonesville Middle School SchoolWide Title I Plan 2014-2015 Committee Members Dr. Lynn Metcalfe, Principal Brian Huff, Principal Designee LaVerne

More information

DETROIT PUBLIC SCHOOLS

DETROIT PUBLIC SCHOOLS DETROIT PUBLIC SCHOOLS August 19, 2013 Carver Elementary-Middle School 18701 Paul Street Detroit, Michigan 48228-3868 Annual Education Report (AER) Cover Letter (2012-2013) Dear Parents and Community Members:

More information

Pennsylvania Department of Education

Pennsylvania Department of Education Pennsylvania Department of Education Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA 17126-0333 Professional Education Report Thursday, June 04, 2009 (Last Last ApprovedTuesday,

More information

Dr. Scott T. Ebbrecht Director, Assessment and Alternative Education

Dr. Scott T. Ebbrecht Director, Assessment and Alternative Education Dr. Scott T. Ebbrecht Director, Assessment and Alternative Education OVERVIEW Westerville City School District s Summer Learning Opportunities High School OGT/OST Intervention, Current Grades 11-12 High

More information

Pennsylvania Department of Education

Pennsylvania Department of Education Pennsylvania Department of Education COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 MARKET STREET HARRISBURG, PA 17126-0333 Professional Education Plan Thursday, August 16, 2007 Entity: Fleetwood

More information

Sample Student Learning Objectives-Educator/Student Support Specialists

Sample Student Learning Objectives-Educator/Student Support Specialists Subject Area: Intellectual Disabilities Grade(s): 6 # of students covered by SLO: 5 % of students covered by SLO: 100% of Grade 6 Student Learning Objective: My 6th grade students will improve their social

More information

Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014

Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014 Holland Elementary School Local Stakeholder Group Recommendations to the Commissioner Submitted January 6, 2014 Holland Elementary School was designated by Commissioner Chester as chronically underperforming

More information

Implementing RTI and Staffing Reading Recovery in Difficult Economic Times

Implementing RTI and Staffing Reading Recovery in Difficult Economic Times Implementing RTI and Staffing Reading Recovery in Difficult Economic Times Mary K. Lose, Oakland University Dottie Best, Teacher Leader, Oakland Regional Training Site, Rochester, MI Reading Recovery training

More information

The Elementary Reading Block

The Elementary Reading Block The Elementary Reading Block GOAL... All Florida students read on grade level or higher by 2012 Solution: 5+3+ii+iii=NCLB Reading Priorities 5 + 3 + ii + iii 5 Major Components 3 Types of Classroom Assessments

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12

More information

NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM

NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative

More information

By 2012 improve performance to 45% proficient. By 2013 improve performance to 60% proficient. By 2014 improve performance to 75% proficient.

By 2012 improve performance to 45% proficient. By 2013 improve performance to 60% proficient. By 2014 improve performance to 75% proficient. Plan Overview V L T Academy (000909) Hamilton County 2012 V L T Academy (000909) Plan Overview Plan Item 1) By 2014, improve performance in Reading at the K 12 level from 30% proficient to 75% proficient

More information

Standards Based Philosophy and Practices

Standards Based Philosophy and Practices Standards Based Philosophy and Practices Vision: Develop and implement with fidelity and accountability a guaranteed and viable curriculum that is standards-based. Increase student achievement by focusing

More information

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.

More information

Portsmouth School Department s English Language Learner Plan

Portsmouth School Department s English Language Learner Plan Portsmouth School Department s English Language Learner Plan 1) Selecting the educational approach and setting a. The goal of Portsmouth Public Schools English for Speakers of Other Languages (ESOL) program

More information

Dartmouth Public Schools Dartmouth Middle School- Professional Development Plan 2015-2016

Dartmouth Public Schools Dartmouth Middle School- Professional Development Plan 2015-2016 September Staff: ALL Pre-Session Day 8/31/2015 9/8/2015 Workshop 1 PBIS / RTI- SWIS data review and analysis / review and discussion of intervention plans / PBIS and RARE updates Staff: 9/16/2015 Connection

More information

LITERACY COLLABORATIVE

LITERACY COLLABORATIVE LITERACY COLLABORATIVE Department of Teaching and Learning A research-based instructional model for literacy teaching & learning. Primary Literacy Framework The Literacy Collaborative framework for literacy

More information

Literacy Specialist Endorsement

Literacy Specialist Endorsement Literacy Specialist Endorsement 2004 Modified Ohio/IRA Program Standards (Grades K-12) Literacy specialist (limited to a teaching license that is endorsed for the teaching of reading grades kindergarten

More information

Christ Church C of E (VA) Primary School and Nursery. Reading Policy

Christ Church C of E (VA) Primary School and Nursery. Reading Policy Christ Church C of E (VA) Primary School and Nursery Reading Policy Aims We aim to enable our pupils to read for enjoyment, confidently, fluently, accurately and with understanding. We aim to employ a

More information

Special Education Program Descriptions 2014-2015

Special Education Program Descriptions 2014-2015 Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education

More information

Balanced Literacy in Seattle Public Schools

Balanced Literacy in Seattle Public Schools Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient

More information

SD 308 Elementary Summer School Course Offerings

SD 308 Elementary Summer School Course Offerings SD 308 Elementary Summer School Course Offerings Dates: June 8 th June 26 th Hours: 8:30a.m. 11:30a.m. Location: Churchill Elementary School 520 Secretariat Lane Oswego, IL 60543 Contact: Please contact

More information

Area Findings Recommendations

Area Findings Recommendations I. Executive Summary At the request of Superintendent Cheryl Atkinson, Education Planners, LLC (Ed Planners) conducted an evaluation of the curricula-based programs and professional development currently

More information

8710.4725 TEACHERS OF READING.

8710.4725 TEACHERS OF READING. 1 REVISOR 8710.4725 8710.4725 TEACHERS OF READING. Subpart 1. Scope of practice. A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that

More information

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and

More information

State of Early Literacy Assessment

State of Early Literacy Assessment ESGI (K only)* DIBELS* Only Malaga Elementary Running Records (K) Fluency reads (1st/2nd) Only Marshall Elementary A Z *Categorized as Foundational Skills s as well as s EGSI Sample ESGI EGSI Begin with

More information

E- Learning Software and Online Learning Products

E- Learning Software and Online Learning Products E- Learning Software and Online Learning Products The E- Learning Software and Online Learning Products glossary provides an overview of e- learning software and online learning products some used by TDRPN

More information

(Advanced Preparation)

(Advanced Preparation) 1 NCTM CAEP Standards (2012) Elementary Mathematics Specialist (Advanced Preparation) Standard 1: Content Knowledge Effective elementary mathematics specialists demonstrate and apply knowledge of major

More information

Highly Qualified Requirements in a Three-Tiered RTI Model

Highly Qualified Requirements in a Three-Tiered RTI Model This guidance document was developed collaboratively by the following ADE Units/Division: Exceptional Student Services (ESS), Office of English Acquisition Services (OELAS), Title I, Title II- A, and School

More information

Master the Common Core State Standards for Math!

Master the Common Core State Standards for Math! Program Overview RTI Grades K 5 Master the Common Core State Standards for Math! Aligned to the ommon Core STATE STANDARDS Built on Common Core Topic Progressions Designed to help K 5 students master the

More information

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014.

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014. Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014. Planned Improvement in Student Performance in Reading

More information

Peck Full Service Community School Improvement Plan 2014 2015 Principal: Justin Cotton Jr.

Peck Full Service Community School Improvement Plan 2014 2015 Principal: Justin Cotton Jr. Peck Full Service Community School Improvement Plan 2014 2015 Principal: Justin Cotton Jr. Theory of Action for Peck school In the spirit of the Theory of Action for the Holyoke Public Schools district,

More information

FTCE Skills & Competencies B.A. Pre-K / Primary Education Florida A&M University

FTCE Skills & Competencies B.A. Pre-K / Primary Education Florida A&M University EEC 3402 EEC 3700 EDE 3940 EEC 3005 EEC 3213 TSL 3370 EEC 3604 EEC 3731 EEC 4303 RED 3013 EE 3013 EEC 3015 EEC 3212 EEC 3210 EEC 4708 EEC 3404 EEC 3921 EDE4943 TSL 4081 RED 4519 EEC 3613 EEC 3524 EDE 4930

More information

O'Shea Keleher Elementary School 2013-2014 Formative Evaluation

O'Shea Keleher Elementary School 2013-2014 Formative Evaluation Loc Objective Strategy Implement and montior CSCOPE in grades K-5 to ensure vertical and horizontal alignment Provide a rationale explaining why this strategy is currently working or not working. What

More information

Standard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction.

Standard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction. Standard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction. 1.1 Demonstrate knowledge of psychological, sociological and linguistic

More information

Franklin Public Schools District Improvement Plan 2014-2015

Franklin Public Schools District Improvement Plan 2014-2015 Standard I: Instructional Leadership. The district promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning

More information

Setting a vision for strong student teaching

Setting a vision for strong student teaching Setting a vision for strong student teaching Goals to be achieved by the student teacher Source: Furman University s Comprehensive Orientation to ADEPT contains a detailed set of goals for the student

More information