SEI – (Sheltered English Immersion) This is a strategy to provide specific services to help ELL students. SIP – School Improvement Plan SY – School Year TAG – Teacher Advisory Group TCT – Teacher Collaboration Team: Groups of teachers that focus on using data to improve instructional practice. TLS – (Teaching and Learning Specialist) This is a school-level position that provides coaching to teachers to improve their instructional practice.
Training has been offered and delivered on the guidelines for how teachers should use grade level Reading Street Curriculum Units of Study/Writing Reference Guides for teachers of Grades K-5. Training has been offered and delivered on the guidelines for how teachers should use each component of the Middle School ELA Curriculum Units of Study for ELA/Special Education teachers in Grades 6-8. District staff have delivered data reports to schools that tier students based on spring 2015 and fall 2015 Galileo and DIBELS scores. The district has provided a comprehensive assessment calendar to elementary and middle schools. outcome: On the MOY Galileo ELA benchmark, most schools will maintain or exceed expected growth. PD modules for elementary and middle schools that identified ELA as a PD focus have been delivered at schools. Specific look-fors to measure the impact of the PD modules have been identified and communicated to principals and teachers at schools with ELA as a PD focus. The “Making Meaning out of Data” guide has been completed and distributed to schools and principals have been trained on how to implement it in their schools. Team 1.2 and Office of Instruction liaisons have collected evidence of principals at schools monitoring the specific metrics/look-fors that measure the impact of PD, and the implementation of the new ELA Curriculum Units of Study for Grades K-8, and the Writing Reference Guides for Grades Roadmap Activity Aug Sep Oct Nov Dec Jan Feb Mar Apr May Elementary District staff develop and distribute a comprehensive math and ELA assessment calendar to elementary and middle schools. Teams 1.1 and 1.2 draft and finalize a calendar that outlines and sequences all assessments for elementary and middle schools in math and ELA. District staff delivers assessment calendars to all elementary and middle schools. Develop quarterly newsletters and PD to support teachers as they use the new ELA curriculum units, writing reference guides, and Reading Street materials. Develop PD content for voluntary PD sessions to show teachers and principals how to use the curriculum maps and writing reference guide while implementing Reading Street.
What this means for principals: Principals will establish a culture in their buildings that maximizes the time that each student receives instruction in the core classroom, according to student needs. To accomplish this, principals will monitor the BBST and special education referral processes, while building in more opportunities for students to receive general education interventions. Principals should also work closely with teachers to ensure that effective and appropriate supports are being provided to teachers as they begin servicing students with more diverse needs in their classrooms. Key Milestones: Nov. 1: District guidelines for establishing effective have been drafted. District guidelines for effective and a roll out/implementation monitoring plan have been finalized. District guidelines for special education referrals and evaluations have been finalized. A district plan to roll out and monitor the implementation of district guidelines for special education referrals and evaluations has been drafted. outcome: District will measure key indicators compared to previous year to assess level of implementation: Assessments used to assess academic/cognitive ability % of referrals that align with new guidelines from each school Look-fors that district-level facilitators can track during their work with schools Feb. 1: Guidelines for implementing content-based general education interventions have been drafted. May 1: The implementation of district guidelines for special education referrals and evaluations is being monitored. Measured through: referral data; number of IEPs rejected due to noncompliance with district guidelines The implementation of district guidelines for effective is being monitored. Measured through: BBST meeting agendas and participant lists Guidelines for implementing content-based general education interventions have been finalized. A toolkit for schools to implement content-based general education interventions has been developed and disseminated to schools (e.g., tool to track student data to monitor the implementation of entrance and exit criteria) Roadmap Activity Aug Sep Oct Nov Dec Jan Feb Mar Apr Establish district guidelines for special education referrals and evaluations. Special education director and select staff develop a flow chart that will help staff distinguish between when a student has special education, ELL, and content needs based on student profiles. (Note: This team will need to coordinate with Team 2.1 to identify when a student might need additional social-emotional supports and Team 2.3 to identify when a student might need ELL supports.)