Professional development for the whole faculty includes assessment of strengths and areas in need of improvement from classroom observations of indicators of effective teaching. (72) This indicator will ensure a clear focus on effective teaching practices and on planning professional development based on review of classroom data and teacher observations. The focus of this indicator is on providing targeted professional development, not on formal evaluation of teachers, to improve practice in the areas of greatest need. Units of instruction include standards-based objectives and criteria for mastery. (89) This indicator will ensure that teachers plan of instruction that include standards-based objectives and criteria for mastery. Schools can include work that is being done to address the Common Core State Standards into their plans for this indicator. Units of instruction include to assess student mastery of standards-based objectives. (91) This indicator will ensure that all teachers have a pre- and system in place for all students, in order to track mastery and to make adjustments to instruction as needed. The school tests each student at least 3 times each year to determine progress toward standards-based objectives. (100) These three indicators will ensure that regular assessment of student progress toward standards-based objectives is taking place and that the School Leadership Team and Instructional Teams are reviewing the results and using those results to drive instructional planning, including providing specific interventions for a specific student or a group of students based on data. The Leadership Team monitors student learning data. (105) Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to identify students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives). (2623) All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment. (116) This indicator ensures that all teachers in a school differentiate instruction on pre-test data or other student performance data. The School Leadership Team will document how this is happening or what plans are being made to ensure that it begins to happen. test
Reading Interventions 1. Look at data to determine where reading Gaps are and identify our needs 2. Examine potential research-based interventions to determine what might work at our school or how we might better use current interventions 3. Adopt meaningful interventions that allow for individualized interventions and track student progress Aimsweb Dibels RtI Success for All DEAR Accelerated Reader Guided reading strategies Small group instruction Tutoring After School Programs FAME Reading Read alouds At home reading incentive program MAPS Peer writing groups Reading SRA reading Not started Beginning In progress Full Implementation ELA classroom teacher Math classroom teacher Other classroom teachers SPED staff ELL staff Title staff Math/Reading coaches Principal(s) Curriculum Director LEAD(s): Expertise/ Knowledge We have the capacity to complete We need assistance Funding We need to allocate Time Time is already built in the calendar Time needs to be built into calendar How much time is needed? Action Possible Tools & Resources Implementation Progress Who needs to be present? Who is leading the work? Resources Math Interventions 1. Look at data to determine math Gaps are and identify our needs 2. Examine potential interventions to determine what might work at our school or how we might better use current interventions 3. Adopt meaningful interventions that allow for individualized interventions and track student progress Small group instruction ixl STAR Math Accelerated Math Tutoring School Programs Aimsweb Math Math facts time Success-maker Morning Math Math Today SD Counts APEX online Not started Beginning In progress Full Implementation ELA classroom teacher Math classroom teacher Other classroom teachers SPED staff ELL Title staff Math/Reading coaches Principal(s) Curriculum Director LEAD(s): Expertise/ Knowledge We have the capacity to complete We need assistance Funding We need to allocate Time Time is already in the calendar Time needs to be built into calendar How much time is needed? Action Items Possible Tools & Resources Implementation Progress Who to be present? Who is leading the work? Resources
Instructional Strategies 1. Look at data related to teacher performance and aggregate data on discipline referrals, classroom observation, etc. 2. Determine what instructional strategies are needed in the classroom 3. Determine how instructional progress will be monitored Teacher mentoring PBIS Data-driven instruction Use of testing language in classrooms Focus on Common Core teaching with rigor Differentiated instruction Use of formative assessments Instructional coaching Increased focus on teaching vocabulary Strategic lesson planning Small group instruction/ team teaching Not started Beginning In progress Full Implementation ELA classroom teacher Math classroom teacher Other classroom teachers SPED staff ELL staff staff Math/Reading coaches Principal(s) Curriculum Director LEAD(s): Expertise/ Knowledge We have the capacity to complete We need assistance Funding We need to allocate funds Time Time is already built in the calendar Time needs to be built into calendar How much time is needed? Action Items Possible & Resources Implementation Progress Who needs to be present? Who is leading the work? Resources Attendance Policies 1. Look at data to determine if attendance issues are a potential reason for low Gap Group performance 2. Determine what interventions are needed to address attendance issues JAG Virtual School use Incentive programs Daily accountability Attendance contracts Parent communication Structured advising time for students daily New policies Career counseling Not started Beginning In progress Full Implementation ELA classroom teacher Math classroom teacher classroom teachers SPED ELL staff Title staff Math/Reading coaches Principal(s) Curriculum Director LEAD(s): Expertise/ Knowledge We have the capacity to complete We need assistance Funding We need to allocate Time Time is already built in the calendar Time needs to be built into calendar How much time is needed? Action Items Possible Tools & Resources Implementation Progress Who to be present? Who is leading the work? Resources Professional Development 1. Look at data and interventions to determine our needs 2. Identify and schedule appropriate professional development (PD); teacher participation and implementation of new strategies/successes based on PD DOE offered PD: * Common Core * Classroom management * SD Assessment Portal * Data training * Other trainings as identified Not started Beginning In progress Full Implementation ELA classroom teacher Math classroom teacher Other classroom teachers SPED ELL staff Title staff Math/Reading coaches Principal(s) Curriculum Director LEAD(s): Expertise/ Knowledge We have the capacity to complete We need assistance Funding We need to allocate funds Time Time is already built in the calendar Time needs to be built into calendar How much time is needed? Action Items Possible Tools & Resources Implementation Progress Who needs to be present? Who is leading the work? Resources
Assessment Planning 1. Develop school assessment plan that looks at both summative and formative assessments *Fall, winter, spring benchmark *Common formative assessments *Daily, weekly formative assessments *Unit assessments *Semester assessments *End-of-course * Identify staff training needs to implement effective assessment practices * Include assessment ELL and 1% student populations DIBELS, Aimsweb, MAP, etc. SD Assessment Portal Dakota STEP Other assessments Not started Beginning In progress Full Implementation ELA classroom teacher Math classroom teacher Other classroom teachers SPED ELL staff Title staff Math/Reading coaches Principal(s) Curriculum Director LEAD(s): Expertise/ Knowledge We have the capacity to complete We need assistance Funding We need to allocate funds Time Time is already built in the calendar Time needs to be built into calendar How much time is needed? Action Items Possible Tools & Resources Implementation Progress Who needs to be present? Who is leading the work? Resources Curriculum Evaluation 1. Review current resources & supplemental materials for alignment to Common Core Consider key shifts for ELA and math 2. Discuss textbook adoptions, supplemental materials, technology resources, etc. 3. Identify resources district will use to ensure alignment of curriculum to Common Core standards Develop a district definition of curriculum Textbook is not curriculum Discuss standards based instruction Publisher criteria Common Core curriculum blueprints Online curriculum planning tool Pacing guides My OER Not started Beginning In progress Full Implementation ELA classroom teacher Math classroom teacher Other classroom teachers SPED staff ELL staff Title staff Math/Reading coaches Principal(s) Curriculum Director LEAD(s): Expertise/ Knowledge We have the capacity to complete We need assistance Funding We need to allocate Time Time is already in the calendar Time needs to be built into calendar How much time is needed? Action Items Possible Tools & Resources Implementation Progress Who to be present? Who is leading the work? Resources Other Interventions Fill out this chart for other interventions identified via the data analysis process Not started Beginning In progress Full Implementation ELA classroom teacher Math classroom teacher classroom teachers SPED staff ELL staff Title staff Math/Reading coaches Principal(s) Curriculum Director LEAD(s): Expertise/ Knowledge We have the capacity to complete We need assistance Funding We need to allocate funds Time Time is already built in the calendar Time needs to be built into calendar How much time is needed?