Indicator ID10: The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.
· Organize and maintain student data in an accessible document.
· Design and implement professional learning about formative assessments.
· Data is shared across decision making groups, with scheduled meetings to identify needs.
· Create schedules to provide time for decision making groups to plan, monitor, and articulate
· Determine problem of practice based on student data and observation in order to conduce Learning Walks.
· Building Leadership Team (BLT) uses Universal data to identify trends and communicate information to staff.
Solving Team (PST) uses teacher provided data through the Problem Solving
Referral Form to identify
student needs and possible intervention strategies.
Service Team (CST) uses qualitative and quantitative data to plan for and
respond to the needs of specific
students with IEPs.
Learning Communities (PLC) and Grade Level Teams use summative and formative
data to plan for
· Co-teaching partnerships use formative and summative data to plan for differentiated instruction.
the capacity of teacher teams through Professional Learning Communities to lead
focused on student learning data and student work.
Indicator IIC01: Units of instruction include specific learning activities aligned to objectives.
· Read and discuss the book, Learning Targets.
online resource to understand examples, skills, common misconceptions, and
strategies around standards.
· Participate in Learning Walks to build upon best practice, especially around learning targets and differentiation.
· Utilize the Collaborative Inquiry Framework to plan grade level instruction that is culturally responsive.
· Use exemplars in the classroom to provide and receive feedback regarding implementing learning targets.
· Develop strategies to support students as they monitor their own progress through the learning targets.
sources to understand prerequisite skills, common misconceptions, instructional
strategies and what it
looks like when students meet standards.
· Use CCSS, district provided maps, and the Four Question Guide to plan for instruction.
Indicator IIIA07: All teachers will differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.
· Effectively utilize instructional assistants to differentiate and maximize student learning for all.
progressions (CCSS, WIDA Can Do Descriptors, Writing Pathways) and rubrics to
and student work in order to differentiate process, product, and content.
the district curriculum maps and the Planning Tool (Four Questions) in concert
with new resources to plan
and differentiate for all students.
various structures and new resources related to word study and vocabulary
acquisitions in order to
differentiate for student learning.
professional learning around Culturally Responsive Instruction (What is CRP?
Why should we
examine CRP? and What does CRP instruction look like?).
staff, develop a common understanding of the 4 non-negotiable principles of
(respectful tasks, flexible grouping, on-going assessment, and high-quality curriculum).
staff regarding needs for professional development/knowledge of workshop model.
survey results, design and provide professional development.