Plan for ACIP. Gulf Shores Elementary School

Transcription

1 Baldwin County Board of Education Mrs. Julia G Pierce, Principal 1600 E. 3rd Street Gulf Shores, AL Document Generated On September 28, 2015

2 TABLE OF CONTENTS Overview 1 Goals Summary 2 Goal 1: Expand parental involvement within the GSES community 3 Goal 2: All students at will work towards becoming proficient in mathematics 4 Goal 3: All students at will work towards becoming proficient readers 6 Activity Summary by Source 9

3 Overview Plan Name Plan for ACIP Plan Description Page 1

4 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Total 1 Expand parental involvement within the GSES community Objectives: 1 Strategies: 2 Activities: 6 Organizational $0 2 All students at will work towards becoming proficient in mathematics 3 All students at will work towards becoming proficient readers Objectives: 1 Strategies: 2 Activities: 4 Objectives: 1 Strategies: 3 Activities: 8 $0 $0 Page 2

5 Goal 1: Expand parental involvement within the GSES community Measurable Objective 1: collaborate to expand parental involvement within the GSES community by 05/20/2016 as measured by the Title 1 Survey and GSPP Survey. Strategy 1: Rebranding - The PTO chose to rebrand themselves as the GSPP in an effort to include all stakeholders within the community and to increase opportunities for involvement. Research Cited: When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. That s the conclusion of A New Wave of Evidence, a report from Southwest Educational Development Laboratory (2002). Activity - GSPP Meetings Activity Type Begin Date End Date Resource s are welcome to attend monthly and quarterly meetings where upcoming events, school news, and GSES community relations are discussed., Community Engagement 09/07/ /20/2016 $0 No Required Activity - Interest Inventory Activity Type Begin Date End Date Resource s will receive an interest inventory where they will have the opportunity to choose from multiple areas of interests in which they can get involved with the school community. 09/14/ /20/2016 $0 No Required Lighthouse team and Lighthouse Team, Strategy 2: Communication - s will receive information via multiple outlets, as we know open communication is vital to encourage parental involvement. Research Cited: s and teachers are two of the most important contributors to a student s educational success. When parents and teachers communicate well with one another, they are able to support student learning together. As such, communication between home and school is vital. However, parents and teachers do not usually have obvious opportunities for interaction. Rather, one party must intentionally reach out to the other for communication to take place. Thankfully, the use of technologies such as , texting, websites, electronic portfolios and online grade books have made communication between parents and teachers more timely,efficient, productive and satisfying (cf., Merkley, Schmidt, Dirksen & Fuhler, 2006) Activity - Classroom Communication Activity Type Begin Date End Date Resource Classroom teachers will utilize Remind 101, Class Dojo, and/or weekly newsletters to communicate curriculum that will be covered for the week, classroom progress, and reminders of important upcoming dates. 08/17/ /20/2016 $0 No Required Classroom teachers Page 3

6 Activity - School Communication Activity Type Begin Date End Date Resource Facebook and the Gulf Shores Elementary website are available at all times for parents to access information that may be needed. 08/17/ /20/2016 $0 No Required Activity - Videos by Teachers Activity Type Begin Date End Date Resource Teachers will produce videos to share lessons and strategies used within the classroom 08/17/ /20/2016 $0 No Required Activity - /Teacher Meetings Activity Type Begin Date End Date Resource s will be given the opportunity to personally meet with their child's teachers and learn about expectations, day-to-day happenings, curriculum, and several other facets of the classroom during Orientation and Meet the Teacher 08/17/ /20/2016 $0 No Required Administration, teachers, Digital Renaissance Supervisor Digital Renaissance Supervisor Classroom teachers, Goal 2: All students at will work towards becoming proficient in mathematics Measurable Objective 1: A 8% increase of All Students will demonstrate a proficiency in grade level progress and models in Mathematics by 07/31/2016 as measured by ASPIRE, Compass, and Investigations formative assessments. Strategy 1: Inquiry Based Learning - Teachers will implement Connected Math II and Investigations that have the 3E's of math instruction; explore, explain, and extend, and will have access to a STEM coach, and lab, in order to embed more math across the science curriculum. Research Cited: A growing body of research demonstrates that students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems. Like the old adage states, "Tell me and I forget, show me and I remember, involve me and I understand." Research shows that such inquiry-based teaching is not so much about seeking the right answer but about developing inquiring minds, and it can yield significant benefits. For example, in the 1995 School Restructuring Study, conducted at the Center on Organization and Restructuring of Schools by Fred Newmann and colleagues at the University of Wisconsin, 2,128 students in twenty-three schools were found to have significantly higher achievement on challenging tasks when they were taught with inquiry-based teaching, showing that involvement leads to understanding. These practices were found to have a more significant impact on student performance than any other variable, including student background and prior achievement. Page 4

7 Barron, B., & Darling-Hammond, L. (2008, October 8). Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods. Retrieved September 11, 2015, from Activity - Coaching Cycle Activity Type Begin Date End Date Resource One member from each grade level will attend an AMSTI coaching cycle where they will be given more in depth training and understanding of math investigations to bring back to the school, both horizontally and vertically. Professional Learning, Program Activity - Combined Curriculum Activity Type Begin Date End Date Resource Teachers will implement a combined curriculum with Investigations and supplementary materials in various grades Teachers Strategy 2: Formative Assessment - Teachers will implement, and purposefully use, formative assessments, to guide classroom instruction and student learning. Research Cited: The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes. Dunn, Karee, and Sean Mulvenon. "A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education." Practical Assessment, Research, and Evaluation 1 Mar. 2009: Print. Activity - Fact Fluency Activity Type Begin Date End Date Resource in math fact fluency will take place daily and student progress will be monitored on a weekly basis. Students will be rewarded for accomplishing math fact fluency goals at various times throughout the year. Teachers may use Math Facts in a Flash, SumDog, and Xtra Math. Activity - I Can Statements Activity Type Begin Date End Date Resource I can statements will be used to help students understand what they are learning and why. Teachers Teachers Page 5

8 Goal 3: All students at will work towards becoming proficient readers Measurable Objective 1: 8% of All Students will demonstrate a proficiency of reading fluency and comprehension in Reading by 07/31/2016 as measured by ASPIRE and compass/global Scholar data. Strategy 1: Small Group - All teachers will implement small group instruction for each tiered group of students daily in an effort to remediate, maintain, and enhance skills across content areas Research Cited: A solid base of research shows that students learn reading best when they have access to a full range of instruction geared to various grouping sizes. In addition, research shows that the exclusive use of one grouping pattern tends to widen the gap between below-level readers and advanced readers. Educators have learned that each grouping size, including independent reading, contributes its own benefits, and in a well-rounded reading program students should move from one size group to another on a regular basis. Activity - Independent Reading Activity Type Begin Date End Date Resource Independent reading, utilizing a variety of genres, will be practiced daily by all students in an effort to increase fluency, automaticity, accuracy, and stamina. The reading may be solely independent or with support as decided upon by the teacher. Program 10/15/ /20/2016 $0 Title I Activity - Depth of Knowledge Activity Type Begin Date End Date Resource Depth of knowledge will be utilized to increase question complexity to build higher order questions and support students' critical thinking skills. Program 10/15/ /20/2016 $0 Title I Bennett Bennett Strategy 2: Formative Assessment - Implement, and purposefully use, formative assessment to guide classroom instruction and student learning. Research Cited: The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become selfregulated learners. This reformulation is used to identify seven principles of good feedback practice that support selfregulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research Page 6

9 underpinning each feedback principle is presented, and some examples of easytoimplement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning. Formative assessment and selfregulated learning: a model and seven principles of good feedback practice David J. Nicol, Debra MacfarlaneDick Studies in Higher Education Vol. 31, Iss. 2, 2006 Activity - Curriculum Mapping Activity Type Begin Date End Date Resource Teachers will develop, make adjustments to, and implement curriculum maps to connect standards to assessments and student learning. Activity - Student Intervention Activity Type Begin Date End Date Resource Teacher will intervene when students do not master a standard in all content areas. Tutoring, Teacher, Robison, Strategy 3: Best Practices - Best practices will be a part of the day-to-day instruction in the classroom to ensure student learning is supported by research, and that resources are being used efficiently. Research Cited: Literacy--the ability to read, write, speak, listen, and think effectively--enables adolescents to learn and to communicate clearly in and out of school. Adolescents need to have strong literacy skills so that they can understand academic content, communicate in a credible way, participate in cultural communities, and negotiate the world. The standards movement asserts that all students should understand content at deeper, more complex levels than have been advocated previously for any but the most advanced students. A variety of teaching and learning strategies have been shown to be effective in assisting adolescent learners to develop their capacity as readers and writers. Meltzer, J. (2001, November 1). ing Adolescent Literacy across the Content Areas. Perspectives on Policy and Practice. Opinion Papers, Page 7

10 Activity - Literacy Across the Curriculum Activity Type Begin Date End Date Resource Teachers will utilize Literacy Across the Curriculum and progress will be measured though classroom observations and lesson plans. Activity - Comprehension Activity Type Begin Date End Date Resource Teacher will address all concepts of comprehension such as activating prior knowledge, making inferences, and self-monitoring of comprehension skills. Strategies for asking and answering comprehension questions are taught to help students increase their metacognition. Activity - I Can Statements Activity Type Begin Date End Date Resource I can statements will be used to help students understand what they are learning and why Activity - Coaching Activity Type Begin Date End Date Resource ARI will provide coaching and professional development opportunities throughout the year for all grade levels, as needed. Aaron Warner, Page 8

11 Activity Summary by Source Below is a breakdown of your activities by funding source No Required Activity Name Activity Description Activity Type Begin Date End Date Resource Videos by Teachers Teachers will produce videos to share lessons and strategies used within the classroom Interest Inventory GSPP Meetings School Communication Classroom Communication /Teacher Meetings Title I s will receive an interest inventory where they will have the opportunity to choose from multiple areas of interests in which they can get involved with the school community. s are welcome to attend monthly and quarterly meetings where upcoming events, school news, and GSES community relations are discussed. Facebook and the Gulf Shores Elementary website are available at all times for parents to access information that may be needed. Classroom teachers will utilize Remind 101, Class Dojo, and/or weekly newsletters to communicate curriculum that will be covered for the week, classroom progress, and reminders of important upcoming dates. s will be given the opportunity to personally meet with their child's teachers and learn about expectations, day-today happenings, curriculum, and several other facets of the classroom during Orientation and Meet the Teacher, Community Engagement 08/17/ /20/2016 $0 Digital Renaissance Supervisor 09/14/ /20/2016 $0 Lighthouse Team, 09/07/ /20/2016 $0 Lighthouse team and 08/17/ /20/2016 $0 Administration, teachers, Digital Renaissance Supervisor 08/17/ /20/2016 $0 Classroom teachers 08/17/ /20/2016 $0 Classroom teachers, Total $0 Activity Name Activity Description Activity Type Begin Date End Date Resource Page 9

12 Coaching Cycle Fact Fluency Independent Reading Literacy Across the Curriculum I Can Statements Depth of Knowledge One member from each grade level will attend an AMSTI coaching cycle where they will be given more in depth training and understanding of math investigations to bring back to the school, both horizontally and vertically. in math fact fluency will take place daily and student progress will be monitored on a weekly basis. Students will be rewarded for accomplishing math fact fluency goals at various times throughout the year. Teachers may use Math Facts in a Flash, SumDog, and Xtra Math. Independent reading, utilizing a variety of genres, will be practiced daily by all students in an effort to increase fluency, automaticity, accuracy, and stamina. The reading may be solely independent or with support as decided upon by the teacher. Teachers will utilize Literacy Across the Curriculum and progress will be measured though classroom observations and lesson plans. I can statements will be used to help students understand what they are learning and why Depth of knowledge will be utilized to increase question complexity to build higher order questions and support students' critical thinking skills. Professional Learning, Program Program Program 08/17/ /20/2016 $0 08/17/ /20/2016 $0 Teachers 10/15/ /20/2016 $0 Bennett 08/17/ /20/2016 $0 08/17/ /20/2016 $0 10/15/ /20/2016 $0 Bennett Page 10

13 Comprehension Combined Curriculum I Can Statements Student Intervention Curriculum Mapping Coaching Teacher will address all concepts of comprehension such as activating prior knowledge, making inferences, and selfmonitoring of comprehension skills. Strategies for asking and answering comprehension questions are taught to help students increase their metacognition. Teachers will implement a combined curriculum with Investigations and supplementary materials in various grades I can statements will be used to help students understand what they are learning and why. Teacher will intervene when students do not master a standard in all content areas. Teachers will develop, make adjustments to, and implement curriculum maps to connect standards to assessments and student learning. ARI will provide coaching and professional development opportunities throughout the year for all grade levels, as needed. Tutoring, 08/17/ /20/2016 $0 08/17/ /20/2016 $0 Teachers 08/17/ /20/2016 $0 Teachers 08/17/ /20/2016 $0 Teacher, Robison, 08/17/ /20/2016 $0 08/17/ /20/2016 $0 Aaron Warner, Total $0 Page 11