2. Training 1a. Teachers will receive training for Lesson Design Collaborative (LDC) and utilize when planning lessons. 1b. They will also have the opportunity to participate in a book study to reinforce that type of model. 2. Teachers will receive training in Webb’s Depth of Knowledge and use that training to analyze their lessons for the level of rigor. 3. Teachers will receive training in aligning writing to standards and vertical articulation for writing will be utilized regularly 4. Teachers will continue to seek gifted endorsement to address the lack of learning gains for the gifted 1. Administration; Teachers; Teacher Leaders: Uttlinger, Simmons, Reis 2. Professional Development Team; Administration; and All Teachers 3. Writing Contact; Administration; Writing Team 4. Teachers not currently Gifted Endorsed 1a. By February 2015 1b. By the end of 1st semester 2. By October 2014 and throughout the entire 2014-2015 school year 3. $300 for Professional Development 4. By May 2015 1a. $500.00 1b. $0.00 2. $0.00 3. Monies for substitutes and travel 4. $200 for course endorsement costs 1a. Faculty Meeting Agenda; PD days attendance sheets 1b. Book study sign-in sheet 2. Faculty Meeting Agendas; PLC Agendas; ProGoe inservice records; schedule 3. ProGoe records 4. ProGoe records 3. Training; Lack of resources 1. Teachers will utilize technology for instruction, student practice, assessment and student projects 1. All teachers; Administration; Tech Specialist; Media Specialist 1. Throughout school year as needed 1. $0.00 1. Classroom observations; lesson plans 2. Fundraiser
teachers, principals, and paraprofessionals __MTSS requirement. Include strategies to attract high quality, highly qualified teachers __Highly Qualified Teachers Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers. Include strategies to increase parent involvement __Parental Involvement Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP. Include strategies that assist preschool children in the transition from preschool to kindergarten __Transition from Preschool Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school. Include teachers in using student achievement data to plan the overall instructional program __ Analysis of Current Practice __Strategies __MTSS Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Provide additional assistance for low-achieving students that shall include measures to ensure that students’ difficulties are identified in a timely manner __MTSS Every school is required to incorporate strategies on how they will address the needs of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)). Specify coordination with other federal, state, and local programs __ Analysis of Current Practice __Best Practice __MTSS Schools should include any alignment to other state, federal and local programs that support the educational programs of the school such as violence prevention, nutrition programs, Early Childhood, and Head Start.
_________________ _________________________ __________ School Name Principal’s Signature Date