STRATEGIES USED TO ACHIEVE GOAL CONTENT MASTERY

Transcription

1 CONTENT MASTERY Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones English Language Arts EOG (required participation rate 95%) Form Flexible Strategy Groups (D5/CAFÉ) Direct Vocabulary Instruction/Build Background Knowledge Graphic Organizers Teach skills across curriculum Personal Vocabulary/Word Walls Classroom Vocabulary/Word Walls Implementing basic vocabulary games/instruction Scope and Sequence of curriculum RBIS /Assistant Paraprofessionals ELL Teacher STAR Screenings/Reading Records Common Pre and Post Assessments Traits Writing Benchmark Notation of skills taught across curricular on lesson Interactive Notebooks or Journals Accelerated Reading Formative and Summative Performance tasks

2 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones mathematics EOG (required participation rate 95%) Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones science EOG (required participation Implement CRA Method with a focus on Standards of Mathematical Practice Teach through frameworks and problem solving Direct Vocabulary Instruction with academic vocabulary envision (Supplemental) Analyze data from benchmarks and common Implement interventions using Moby Max & ST Math Programs Equip teachers with professional development of number sense and application of measurement standards Interactive text Direct Inquiry experiments Direct vocabulary instruction Classroom word walls Educational videos (ex. Brainpop, Discovery Ed) /Assistant Paraprofessionals ELL Teacher /Assistant ST Math and Moby Max Data STAR Screenings Common Pre and Post Assessments Notation of skills taught across curricular on lesson Interactive Notebooks or Journals Formative and Summative Common Pre and Post Assessments Constructed Responses Notation of skills taught across curricular on lesson

3 rate 95%) Paraprofessionals Interactive Notebooks/Interacti ve Texts Formative and Summative Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones social studies EOG (required participation rate 95%) Percent of English Learners with positive Social studies weekly Interactive notebooks DVI RBIS Classroom word walls Educational videos (ex. Brainpop, Discovery Ed) POST ELEMENTARY SCHOOL READINESS Use of the WIDA ELP Standards in Language Arts and Mathematics /Assistant Paraprofessionals ELL Teacher Common Pre and Post Assessments Constructed Responses Notation of skills taught across curricular on lesson Interactive Notebooks Studies Weekly Formative and Summative ACCESS Common Pre and Post Assessments

4 movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs Percent of Students With Disabilities served in general education environments at least 80% of the school day Follow Marzano s 6 Steps for vocabulary instruction -Present information in in a variety of formats. -Build and activate background knowledge -Use of Leveled Reading Books -Use Problem Solving Procedures for Problem Solving Collaborate using data during IEP s to determine the least restrictive environment. -Utilize common planning time to review data to determine if students are ready to move to a less restrictive environment. -Progress Monitoring of IEP goals -Review of IEP goal objective mastery -Utilize data during IEP meetings to determine /Assistant Paraprofessionals /Assistant Paraprofessionals Student Writing Journals Illuminate/Common Formative Assessments Class Environment Calculator Infinite Campus Logs

5 Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650 on the Georgia Milestones ELA EOG Percent of students in grade 5 achieving a student least restrictive environment with IEP team Utilize Accelerated Reader to set goals using the students Zone of Proximal - Development and monitor student s progress toward their Lexile goal. -Set goals during independent conferences with students. -Use of Daily 5 Read to Self to build reading stamina. -Continued use of STAR to screen and monitor students while increasing literacy skills for all students with wide reading. -Utilize technology (ipads, laptops, netbooks, etc.) to enhance reading skills and comprehension (apps, brainpop, and Mobymax) Students, Parents, Classroom teachers, instructional coaches, and Administration Georgia Milestones Reading Lesson STAR Reports/ Accelerated Reading

6 Lexile measure equal to or greater than 850 on the Georgia Milestones ELA EOG Percent of students in grades 1-5 completing the identified number of grade specific career Utilize Accelerated Reader to set goals using the students Zone of Proximal - Development and monitor student s progress toward their Lexile goal. -Set goals during independent conferences with students. -Use of Daily 5 Read to Self to build reading stamina. -Continued use of STAR to screen and monitor students while increasing literacy skills for all students with wide reading. -Utilize technology (ipads, laptops, netbooks, etc.) to enhance reading skills and comprehension (apps, brainpop, and Mobymax) Guidance counselor to plan and implement grade specific career awareness lessons aligned to Georgia s 17 Career Clusters. Students, Parents, Classroom teachers, instructional coaches, and Administration School Counselor Administration Students, Parents, Classroom teachers, instructional coaches, and Administration Infinite Campus Logs Counselor s Lesson

7 awareness lessons aligned to Georgia s 17 Career Clusters Percent of 5thgrade students with a complete career portfolio by the end of grade Implement Career-Day(s) for K-5 students. Guidance counselor to plan and implement grade specific career awareness lessons aligned to Georgia s 17 Career Clusters. School Counselor Administration Infinite Campus Logs Counselor s Lesson Percent of students missing fewer than 6 days of school Monitor attendance biweekly and call families who have excessive tardies/absences Students, Parents, Classroom teachers, instructional coaches, and Administration Infinite Campus, Student Portfolios Percent of students scoring at Proficient or Distinguished Learner Distribute incentives for excellent attendance. PREDICTOR FOR HIGH SCHOOL GRADUATION Depth of Knowledge questions Form Flexible Strategy Groups (D5/CAFÉ) STAR, GA Milestones

8 on all Georgia Milestones EOGs Percent of students in grades 3 5 earning a Phonics Kit Next Steps Guided Reading Program Common Assessment Direct Vocabulary Instruction/Build Background Knowledge Graphic Organizers Teach skills across curriculum Personal Vocabulary/Word Walls Classroom Vocabulary/Word Walls Implementing basic vocabulary games/instruction Scope and Sequence of curriculum CRA Method Frameworks EXCEEDING THE BAR Form Flexible Strategy Groups (D5/CAFÉ) Phonics Kit /Assistant Paraprofessionals Students, Parents, Classroom teachers, instructional coaches, Common Pre and Post Assessments Constructed

9 passing score in above grade level core courses (ELA, reading, mathematics, science, social studies) and scoring at Proficient Learner or above on all Georgia Milestones EOGs Next Steps Guided Reading Program Common Assessment Direct Vocabulary Instruction/Build Background Knowledge Graphic Organizers Teach skills across curriculum Personal Vocabulary/Word Walls Classroom Vocabulary/Word Walls Implementing basic vocabulary games/instruction Scope and Sequence of curriculum CRA Method Frameworks Exemplars and Administration Responses Notation of skills taught across curricular on lesson Interactive Notebooks Studies Weekly Formative and Summative Percent of students earning a passing score in world

10 language courses or earning a passing score in fine arts courses School has earned a Georgia Science, Technology, Engineering and Math (STEM) or Science, Technology, Engineering, Arts and Math (STEAM) Program Certification Percent of teachers utilizing the Statewide Longitudinal Data System (SLDS) NA Y School or LEA-defined innovative practice NA

11 accompanied by data supporting improved student achievement: examples include but are not limited to Charter System, Georgia College and Career Academy, Striving Reader initiative, dual language immersion program, Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC), Response to Intervention (RTI), Positive Behavioral Interventions & Supports (PBIS), local instructional initiatives, etc. Practice must be reported via the CCRPI Data Collection application. Y

12 School or LEA Research/Evidencebased Program/Practice designed to facilitate a personalized climate in the school: examples include but are not limited to as Advisors program; mentoring program; Positive Behavioral Interventions & Supports (PBIS); servicelearning program; peer mediation; conflict mediation.