Responsible Measure 1. Need for training on high-impact strategies, specifically Extended Thinking Questioning. 1. Train Faculty on High Impact, Rapid Response Strategies, specifically Extended Thinking Strategies using the 12 Power Words to enhance student learning and performance. Lori Spinner; Jasmine DeLaughter; Kathy Tremblay. August – $100 Exit slips, Classroom Walk-Throughs Student Learning Maps 2.Buy-in from Faculty 2a. Working collaboratively, teachers will analyze student achievement data in an effort to identify the specific strands and benchmarks that reflect greatest of need. Lori Spinner; Jasmine DeLaughter August (during $5 (copies) By the Numbers completed by teachers 2c. As a support for implementation, during Monthly and Weekly meetings, teachers will have opportunities to share best practices in Extended Thinking Strategies and Reading Comprehension leading to attainment of outcome measures. Faculty Administration Weekly meetings (Faculty, Team, and $0.00 Meeting Agendas And/or Minutes 3. Use of complex, informational texts with Extended Thinking Activities should be consistent and pervasive for maximum effectiveness. 3a. Teaching the 12 Power Words will be a school-wide focus for mastery and inclusion in all content areas, resulting in increased student achievement. Lori Spinner; Jasmine DeLaughter; Kathy Tremblay August – April $0 Power Words used in common assessments; posted in the classroom; and evident in lesson plans. CWT data shared in monthly faculty meetings. 3b. Extended Thinking Questioning (using the 12 Power Words) will be used in formative questioning and instructional activities using complex, informational texts. Lori Spinner; Jasmine DeLaughter; Kathy Tremblay; Dana Franklin; Dot Davis; Melissa Braun August – April $480 for substitute teachers Power Words used in Extended Thinking question stems; CWT data; Student Learning Maps 3c. Teachers will continue to expand their knowledge of close reading strategies and how those assist Tremblay August – April $0 CWTs; anecdotal data through coaching conversations
students’ ability to engage in Extended Thinking Questioning. 3d. Teachers will add complex, informational readings, with extended thinking questioning to existing common, summative assessments. Lori Spinner; Jasmine DeLaughter; Kathy Tremblay; Dana Franklin; Dot Davis; Melissa Braun August – April $0 Item analysis from common assessment data. 3e. Teachers will use the item analysis from common assessment data to reflect and adjust instructional practices, resulting in improved student achievement. Teachers with administrative assistance for data analysis, as needed August-April $0 Department meeting minutes; changes in lesson plans over time. 3f. PGPs will reflect implementation of Extended Thinking Strategies using the 12 Power Words, and increased use of complex, informational text, in an effort to improve student achievement in FCAT, and EOC examinations. Teachers with administrative and/or peer coaching assistance, as needed October – April $0 Professional Growth Plans 3g. Peer Coaching Team will implement support plan of classroom observations, feedback and reflection opportunities in support of teacher implementation of SIP and PGP strategies. Peer Coaching Team Faculty Administration September – May Sub Funds Feedback Forms COIs Peer Coaching Action Plan EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: Quantitative: 100% of Jefferson Faculty will utilize Extended Thinking Strategies with complex, informational text, incorporating the 12 Power Words in question stems for instructional activities and common assessments. 100% of Jefferson Faculty will develop at least two Student Learning Maps which reflect use of complex, informational text with Extended Thinking Strategies. 75% of CWT feedback will document application and/or use of School Improvement Strategies. 75% of Jefferson Faculty will implement Reading Strategies and Content Vocabulary Strategies when