School ESSA Score Letter RIT Score (Mean) Leading Critical Area of Focus Critical Sub-Goal Targeted Standards Targeted Skills to Support the Standards District Support Offered (School-Specific Suggestion) Follow-Up Cloverdale 6th 52.96 F 192.6 Vocabulary Acquisition Context Clues and Reference L.6.4.A: Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Academic and content vocabulary Base Affixes Text Features, Visuals Unknown and multiple meaning words Time built into schedule for school-wide Tier Two RTI based on the district PLC/RTI Training To provide continuous mini-NWEA training sessions targeting specific NWEA Reports To provide regular support to school-based PLCs To provide scheduled follow-up collaborations with R.I.S.E. trained 6th grade 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 ELA PLCs and vertical/ horizontal planning collect data originating from each school’s diagnostic, when applicable, formative/ interim, and summative assessments regularly analyze the formative assessment data of each school to determine next steps
School ESSA Score Letter RIT Score (Mean) Leading Critical Area of Focus Critical Sub-Goal Targeted Standards Targeted Skills to Support the Standards District Support Offered (School-Specific Suggestion) Follow-Up Cloverdale 7th Grade 197.9 Literature Literature Key Ideas and Details RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2: Examine a literary text. Provide an objective summary. Determine a theme of a text and analyze its development over the course of the text. RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot, how imagery affects the mood of the text, how characters' decisions affect the plot). Cause and Effect Characterization Inferences, Conclusions, Predictions Main Plot Sequencing Setting Summarizing Supporting Details Moral, Lesson Cite Text Evidence Time built into schedule for school-wide Tier Two RTI based on the district PLC/RTI Training To provide continuous mini-NWEA training sessions targeting specific NWEA Reports To provide regular support to school-based PLCs To provide scheduled follow-up collaborations with R.I.S.E. trained 6th content and ELA-centered 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 support at each campus To provide Read 180 and System 44 coaching support To provide Pearson curriculum coaching support house ELA PLCs and vertical/ horizontal planning collect data originating from each school’s diagnostic, when applicable, formative/ interim, and summative assessments regularly analyze the formative assessment data of each school to determine next steps
School ESSA Letter RIT Score (Mean) Leading Critical Area of Focus Critical Sub-Goal Targeted Standards Targeted Skills to Support the Standards District Support Offered (School-Specific Suggestion) Follow-Up Cloverdale 8th Grade 204 Informational Text RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2: Examine a informational text. Provide an objective summary of the text. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas. RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). Cause and Effect and Opinion Following Directions Inferences, Conclusions and Predictions Locating Information Main Idea Sequencing Summarizing Text Features, Visuals Time built into schedule for school-wide Tier Two RTI based on the district PLC/RTI Training To provide continuous mini-NWEA training sessions targeting specific NWEA Reports To provide regular support to school-based PLCs To provide scheduled follow-up collaborations with R.I.S.E. trained 6th content and ELA-centered 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 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 ELA PLCs and vertical/ horizontal planning collect data originating from each school’s diagnostic, when applicable, formative/ interim, and summative assessments regularly analyze the formative assessment data of each school to determine next steps
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-
School ESSA Score Letter Grade RIT Score (Mean) Leading Critical Area of Critical Sub-Goal Targeted Standards Targeted Skills to Support the Standards District Support Offered (School-Specific Suggestion) Follow-Up McClellan (continued) RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots, nonlinear plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.6: Analyze a particular point of view, perspective, or cultural experience reflected in a work of literature, including works from outside the United States. L.9-10.5.A: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze role in the text.. Analyze how setting affects mood Interpret metaphor that a simple comparison to describe a concrete idea in literary text Interpret use of rhyme in poetry Identify simile Interpret simile in literary text Analyze the effect of narrator’s point of view Analyze how mood is conveyed in literary text Identify simile Identify metaphor
School ESSA Score Letter RIT Score (Mean) Leading Critical Area of Focus Critical Sub-Goal Targeted Standards Targeted Skills to Support the Standards District Support Offered (School-Specific Suggestion) Follow-Up J. A. Fair 47.27 F 9th:208.2 Most- Literature Information Literature 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 Time built into schedule for school-wide Tier Two RTI based on the district PLC/RTI training To provide continuous training sessions targeting specific NWEA Reports *To provide regular support to school-based 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 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
School ESSA Score Letter RIT Score (Mean) Leading Critical Area of Focus Critical Sub-Goal Targeted Standards Targeted Skills to Support the Standards District Support Offered (School-Specific Suggestion) Follow-Up J. A. Fair (continued) RL>9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots, nonlinear plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. L.9-10.6: Analyze a particular point of view, perspective, or cultural experience reflected in a work of literature, including works from outside the United States. L.9-10.5.A: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.. Analyze how setting affects mood Interpret metaphor that makes a simple comparison to describe a concrete idea in literary text Interpret use of rhyme in poetry Identify simile Interpret simile in literary text Analyze the effect of narrator’s of view Analyze how mood is conveyed in literary text Identify simile Identify metaphor