1. SEHS needs to use checking for understanding strategies and techniques as a formative assessment tool to ensure student mastery of the lesson content. BIL – Assessment Data HSE - Instruction JLS – School Culture TMM - Curriculum VAPA - Organization Aux/NCC Checking for understanding Teachers: pair-share, we ask questions, Plan for misconceptions, use different strategies to check for understanding Students: work in groups, have checkpoints, breaking down the concept Parents: report cards, talk to students PRIDE: Effective communicators, Problem solvers, Disciplined learners Daily, ensure students have mastered the content before moving on Exit tickets, Kahoot (review game), teach in multiple ways, thumbs up & down, warm-ups on previous days, small groups peer-to-peer Quizzes, exams, and assessments (common) Students master content, and feel involved in the class PRIDE: Problem solvers, Effective Communicators HOM: Persisting, Thinking Flexibly, Apply past knowledge to new situations Written essays and reflections Verbal class / group discussions All quizzes and tests requiring written response component Pride: Effective Communicators HOM: Thinking and communicating with clarity and precision Stakeholders need a way to check for understanding Common formative assessments: exit slips, quizzes, reflections, cumulative assessments, end of lesson activity/project Without checking for understanding it is hard to accomplish PRIDE, HOM, and Instructional Plan HOM: Striving for accuracy, Metacognition , Thinking and communicating with clarity and precision, How do teachers monitor for understanding Kagan engagement structures (randomizer) Close proximity roaming Ask students to explain to student B Connect to the interests of the students PRIDE: all elements HOM: Remaining open to continuous learning Teachers should use a variety of strategies to assess standards understanding Thumbs up/down, think / pair / share, high five partner, student(s( repeat instructions, gallery walk, KWL charts Helps students become disciplined learner by collaborating as well as gain mastery of content Strive for self accountability PRIDE: Disciplined Learners HOM: Empathy, Thinking Flexibly, Accuracy, Apply past knowledge to new situations, Thinking Interdependently
2. SEHS needs to ensure that the Severe SWD (Students With Disabilities) population is actively engaged in the daily lessons while in attendance in their general education courses. BIL – Assessment Data HSE - Instruction JLS – School Culture TMM - Curriculum VAPA - Organization Aux/NCC Students with severe disabilities will be full participants in general education classes Students supported by paraprofessionals and teachers Students integrated in general advisory Differentiated instruction Direct communication with teachers All students get the opportunity to practice social communication skills irrespective of any disability PRIDE: Responsible citizens HOM: Thinking interdependently Accommodate, in school, students with (SWD) instructional needs Co-teach, Coplan between General education and Special education teachers, passports scaffolding, teacher’s assistances Discuss, understand , hear PRIDE: Respect diversity and self, Contribute to the community HOM: Finding Humor, Managing Impulsivity Integration Specialists meet w/GE elective teacher to involve SWD in class SPED teacher collaborate /GE to address student needs SWD also need/want to be independent, resilient individuals HOM: Thinking Interdependently Provide effective modification, differentiation, and transition strategies to ensure equal access to curriculum Pride: Responsible citizens, Effective communicators HOM: Thinking Interdependently Students with Disabilities need to be engaged in the general education classes Differentiation and Scaffolding so they can access the grade level material The students should have the 1) Same expectations, 2) Socially helpful, 3) Preparation for the real world, increase their exposure / have similar expectations as our other students PRIDE: Independent and Resilient Individuals HOM: Taking responsible risks Thinking interdependently, Listening with understanding and empathy Accommodations in general education courses “Grouping” students in order to strategically address their diverse learning needs PRIDE: Disciplined Learners showing initiative in assignment, collaborating with each other, being and mastery of the lesson objective. HOM: Thinking interdependently within their groups Circle of Friends
4. SEHS needs to develop a school-wide instructional differentiation plan that promotes universal access to a rigorous and relevant curriculum. BIL – Assessment Data HSE - Instruction JLS – School Culture TMM - Curriculum VAPA - Organization Aux/NCC Plan differentiation within PLC’s Use Projects to provide an opportunity to show academic growth. PRIDE: Disciplined learners HOM: Thinking flexibly, Gather data through all the senses, Thinking Interdependently Create a rigorous and relevant school-wide curriculum plan that fosters purposeful engagement SEHS committed to following instructional strategies: Purposeful and collaborative groupings, Student peer review of student work, Reading and writing across the curriculum PRIDE: Disciplined learners, Effective communicators HOM: Thinking and communicating with clarity and precision, Thinking interdependently Differentiated text based upon reading level Heterogeneous groups w/accountable talk Assessment based upon improvement not achievement Pride: Disciplined Learner/Effective Communicators HOM: Thinking and communicating clearly We have yet to develop a universal plan of action that encourages real world connections, with high standards for all learners Increased emphasis upon common lesson plans, project based learning, observations as a feedback tool, and student “purposeful” groups PLC cycle to drive instructional plan and rigorous lessons Pride: Problem solvers; Effective communicators HOM: Thinking interdependently Include in our Lesson Plans & Strategies the ability to reach/Teach students at all levels. During PD’s use the collaboration that goes on w/our PLC to come up w/strategies, based upon each teacher’s data, to reach all students : Differentiation / ELD & SPED, Gifted We need to be implementing Habits Of Mind & PRIDE in our strategies. PRIDE: Effective Communicators HOM: Thinking and communicating with clarity and precision, Thinking interdependently SEHS needs to develop a school-wide instructional differentiation plan to provide access to rigorous curriculum. Group work, project based learning, Technology (when available) component, accelerated reader program, implemented to help students access the curriculum We need to address the rigor of the curriculum if we are to prepare students for college and work. PRIDE: Problem solvers HOM: Thinking and communicating with clarity and precision, Thinking interdependently
5. SEHS needs to analyze student achievement data to make informed decisions that pertain to curriculum, instruction and assessments to improve student mastery of the course content. BIL – Assessment Data HSE - Instruction JLS – School Culture TMM - Curriculum VAPA - Organization Aux/NCC Use assessments to best place / serve student academic needs Use CELDT, SST (IEP), grades and teacher evaluations to place students appropriately Students have more opportunity to succeed when placed in correct environment PRIDE: Effective communicators, effective readers / writers, and effective speakers HOM: Persist – with more accessible curriculum Applying past knowledge to new situations – setting foundation for new situations Breakdown and Interpret student data to make decisions / take actions toward improvement Actions to be within and between content areas Common formative assessments: SBAC, LAUSD, IAB, Math ELA Formal / informal student feedback: exit tickets, reflections, PRIDE: Analyze & Interpret data, Contribute to the community HOM: Gather data through all senses, Persisting PLC, focus group, peer observations will be used to analyze student achievement data Pride: Problem solvers – how will we analyze data? Thinking flexibly: Interdependently working as a group HOM: Questioning & posing problems / using strategies PLC’s meet to plan instruction that will maximize student achievement. SEHS implement credit recovery program Data used to plan instruction & recovery is CELDT, IAB, and PSAT Pride: Problem solvers HOM: Applying past knowledge to new situations Looking at data is very important and all stakeholders should be informed participants Look at student achievement data such as PSAT, SAT, CFA, CSA to improve classroom instruction and accountability Looking at data correctly helps (us) make informed decisions PRIDE: Problem Solvers, Disciplined Learners, Independent Learners HOM: Thinking Flexibly, Thinking interdependently SEHS need sto analyze student achievement data to make informed decisions that pertain to curriculum, instruction and assessment, to improve student mastery of the course content PLC’s analyze school data. Individual teaches analyze class data. We need training on how to access data on “MyData” and “MISIS” PRIDE: Analyze and interpret information HOM: Apply past knowledge to new situations. IAB data will be analyzed to inform instruction