ESOL teachers to train staff on ESOL strategies. Provide additional instructional time, as needed, from 7:15 – 8:00 am to address gaps resulting from mobility. Race/Ethnicity/Minority Students with Disabilities Ensure formative assessments and interventions are analyzed and monitored by subgroup. Provide timely feedback to students on progress. Schedule protective time for SWD teachers/Gen Ed teachers to collaborate/review IEP accommodations. Support teachers in implementing specialized strategies. PROFESSIONAL CAPACITY GOAL The percent of students performing at proficient or higher on the Math Inventory will increase by 5% at each level from fall to winter and winter to spring assessments. Structure(s) PC 2, 4 Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Action Steps Possible Funding Source(s) a. Timeline for Implementation Position/Role Responsible b. Method for Monitoring 1. Instructional Specialist will provide professional development sessions on the instructional workshop model (mini-lesson), guided math, and Number Talks. Title I a. Beginning August 2018: monthly Instructional Specialist b. agendas; sign-in sheets 2. Teachers will attend local professional development sessions to increase understanding of the instructional workshop model (mini-lesson), guided math, and Number Talks. I a. Beginning August 2018: monthly Administration Instructional Specialist b. agendas; sign-in sheets 4. Teachers will attend local professional development sessions to increase understanding of instructional strategies to support diverse learners: EL/SWD. Title I/District a. September/October 2018 Administration b. Agendas, sign-in sheets 5. Instructional Specialist will support teachers in unpacking math standards to increase levels of instructional rigor through questioning and development of common written performance tasks. Title I a. Proposed Off-Contract August 11, August 18, December 8, March 2 Instructional Specialist b. Agendas, sign-in sheets
COHERENT INSTRUCTIONAL SYSTEM GOAL The number of office referrals for class disruption and boisterous behavior will reduce by 20% from the Spring of 2018 to Spring of 2019. Structure(s) CIS 1, 2, 3, 4 Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Action Steps Possible Funding Source(s) a. Timeline for Implementation Position/Role Responsible b. Method for Monitoring 1.Teach social and emotional skills based on coaching from CCSD Department of Positive School Culture Support. Title I a. August 2018: Teachers b. Lesson Plans 2. Develop and implement a school-wide Positive Behavior Intervention and Supports Plan during staff professional learning and School Improvement Team meetings. a. September 2018-May 2019 Teachers Administration School Improvement Team b. Agendas, sign-in sheets 3. Consistently implement morning meetings in each class every day to build community and proactively teach social/emotional skills. a. August 2018 – May 2019 Teachers Administration b. Lesson walk-throughs, Monthly check of discipline Data, monthly feedback on collected data 4.Counselors lead instruction in homeroom classes to increase social emotional awareness for students. a. August, 2018, daily Counselors b. Lesson Plans, Formative Assessments 5. a. b. 6. a.
Provide additional support through small group instruction. Provide additional support through small group instruction. English Learners Migrant Provide additional support through small group instruction. Professional learning for educators on effective strategies to improve behavior choices for EL students Provide additional support through group instruction. Race/Ethnicity/Minority Students with Disabilities Provide additional support through group instruction. Professional learning for educators on effective strategies to improve behavior choices for culturally diverse students Provide additional support through small group instruction. Professional learning for educators on effective strategies to improve behavior choices for students with disabilities. FAMILY and COMMUNITY ENGAGEMENT GOAL The number of office referrals for class disruption and boisterous behavior will reduce by 20% from the Spring of 2018 to Spring of 2019. Structure(s) FC3, FC4 Evidence-based Action Steps: Describe the evidence-based action steps to be taken to achieve the goal. Action Steps Possible Funding Source(s) a. Timeline for Implementation Position/Role Responsible b. Method for Monitoring 1. Provide families with school policy and compact (in English and Spanish) to support behavior at home. Title I a. October 2018: annually Parent Facilitator b. sign in sheet, parent evaluations 2. Conduct parent workshops to share social emotional strategies and resources with families. Title I a. October 2018, March 2019 Parent Facilitator b. Agendas, sign-in sheets, parent evaluations 3. a.