be able to explain how their current activities within the classroom relate to the standards taught. Grade level teachers, along with administration, MTSS personnel, staffing specialists, guidance counselors, and Exceptional Student Education teachers will conduct data chats monthly to discuss student progress in both the general education setting along with their progress during the intervention time. By conducting these data chats, the grade level teachers are collaborating with school and district resource personnel to provide relevant and necessary intervention pieces to assist students academically. These data chats will also help assist the teachers in navigating the RtI process, ensuring that IPST forms are completed accurately and fully. Articles sited or pulled information from: M. Closing the Achievement Gap. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2007 Marzanoresearch.com http://www.scps.k12.fl.us/insteval/Home/aspx School-Based Goal: What can be done to improve instructional effectiveness? All teachers at Riviera will work in collaborative teams to focus on long term planning for Standards Based Instruction which encompasses the use of formative assessments utilizing a school wide planning template (planbook.edu). We will encourage teachers to develop learning scales for priority standards to check for student understanding and knowledge base. Strategies: Small number of action oriented staff performance objectives. Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. Lack of student use of graphic organizers to summarize understanding of standard taught Offer Thinking Maps training updates and distribute support materials monthly to teachers. Administration (via CWT) Title 1 Contact Thinking Maps trainers for Response to Text Summer 2015 Thinking Maps conference In house Thinking Maps trainings monthly 1 funds from Staff Development and Materials Student response journals available for review 2. Insufficient team data analysis and collaborative planning Participate in grade level collaborative planning for standards-based lessons weekly with coaches and Administration Grade level teachers Bi-monthly meetings and ongoing Data tracking system flow map that is submitted following meetings
administrative support 4. Lack of active student engagement due to frequent whole group teaching Coach in cooperative learning structures aligned to standards and maintain structures on demand. Book study to pair higher quality questions with standards. Administration (via CWT) Instructional Coaches (via CWT monthly) Monthly cooperative learning structures 1 from Staff Development and Subscription Fees for Kagan on Demand and Kagan Structures Classroom walkthrough observational to ensure students are on task Baseline data, followed by monthly tally data. 5. Lack of utilization of technology resources provided to all grade levels to increase student engagement Provide training for software Teachers observe teacher leaders within classrooms Training in P.A.I.N.T 1 Contact Classroom teachers P.A.I.N.T coordinators South Area Tech Integrator P.A.I.N.T training held on 9/16, 10/21, 11/10, 2/3, 3/2, 4/6 Classroom walkthrough observational to ensure students are actively engaged 6. Students lack conceptual understanding of real life math problem solving. Sandy Davis (District Title 1 Math Resource Teacher) will assist us in building cognitive complexity in instructional strategies aligned with standards. Increase number of classroom implementing math investigations. Classroom teachers Administration (via CWT) Math contact teacher Math Coach 2014-2015 school year Title 1 Parent Involvement funds for math wheels to be sent home Title 1 to renew subscription for IXL math Classroom walkthrough observational tools Student achievement on state assessments IXL classroom reports 7. Students lack the ability to respond to the text at the level of cognitive complexity Training in UbD for classroom teachers Teachers employ a range of reading complexity questions Book conducted by Reading Coach Reading Administration (via CWT) UbD training to be held in Aug. 2015 and on-going Michelle Ferro, district Literacy Coach will conduct monthly training and support for UbD project. Classroom walkthroughs observational tools Student achievement on assessments IXL classroom reports 8. Lack of data to determine learning of standards or effectiveness of formative assessments Collect data beginning with baseline observational data of formative assessments in fall and follow up data in spring Administrators, Academic Coaches, Title 1 Contact, ESE Resource personnel Baseline data by end of October/2nd observational data collected in Spring Walkthroughs to establish the frequency and effectiveness of formative assessments.