Two-year School Plan for Deeping and Sustainingthe Implementation of the Common Core Standards

STRAND 1: TARGETED APPROACHES TO CLOSING THE ACHIEVEMENT GAPS

SCHOOL: DSCYF Principal –Mr. Sterling Seemans

“Every single student in our system will graduate college and career ready, with the freedom to choose his or her life’s success. Our education system needs to change because the world is changing, and because it’s the right

thing to do. We must prepare our students to meet new standards, or we limit their life choices.”

Aspiration excerpt from Delaware Education Plan Overview (2010), DE Department of Education (DDOE)

The mission of the school plan is to deepen and sustain a Common Core culture in ALL Delaware classrooms. Schools are encouraged to work with other schools within and/or across districts.

The school plan must be submitted to Shelley Rouser at commongroundde@doe.k12.de.us no later than July 15, 2015.

The role of the guiding team is to craft a school level plan to Maintain and/or revise school structures to build and support a school-wide Common Core culture; Ensure teachers receive the correct messages and training; Provide expert knowledge of the Standards–what they really imply for teaching and learning; Identify the characteristics of effective teaching and learning within the CCSS; Train teachers in the use of tools to identify materials supporting the teaching of CCSS; Translate standards into concrete instructional best practices; Foster the development of local assessments to determine if students are on track and initiate intervention practices when

they are not.

1 | S t r a n d 1 I m p l e m e n t a ti o n P l a n T e m p l a t e

v Mission: Deepen and Sustain a Common Core Culture in ALL classroomsv Our team is looking at the majority of these outcomes as “red” since our unit has limited human resources and materials.

Goal 1: Identify and develop school structures to build and support an inclusive, school-wide Common Core culture to close the achievement gap.

Guiding questions: How will we improve and sustain communication with stakeholders (students, teachers, parents, community and leadership)? How will we ensure consistency and a two-way structure for communication? What existing school structures (PLCs, faculty meetings, in-service days) can be leveraged to sustain a school-wide Common Core culture of

differentiated and inclusive practices? How will we use these structures effectively to establish high expectations with supports for all students? How will ALL teachers be supported and empowered to sustain implementation? What kind of processes will be in place to monitor the implementation of CCSS with fidelity? How can we ensure that all instructional resources and units are aligned to Common Core Standards? What additional guiding questions, about school structure and culture, do we need to consider, specific to the needs of our school and closing

the achievement gap?

OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

Communication:

100% of education members, parents and DSCYF staff will be informed of the Common Ground implementation and progress.

*Progress will be shared with unit and DSCYF members through newsletters, wiki and information provided in the weekly DMSS report to the Cabinet Secretary.

*Instructional Leaders will

Leadership team members, Common Ground Guiding Team Members, Curriculum Office team

Leadership Team Members

Microsoft Publisher, DSCYF Education Wiki

Schoology

Educational Planning Team (EPT) PLC team members will take turns sending reports to curriculum office each month.

Monthly

Uploaded Monthly

Monthly

Reports need to be turned into curriculum office by the end of the third week in the

Wiki Updates

Newsletters

PowerPoint presentation for online trainings

DMSS Report

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

conduct PD with their schools to explain plan.

*Educators may direct Common Ground questions to Curriculum Office and answers will be posted to wiki.

*Parents will be notified of progress quarterly via student report cards and email

Curriculum Office team

Educational Diagnosticians

DSCYF Education Wiki

Quarterly Data

month.

Information forwarded to Education Supervisor by end of each month.

Four times a Year

Monthly List of Frequently Asked Questions with feedback posted on wiki

Notice of progress will be documented in parent contact logs.

Communication:

100% of Educational Planning Team Meeting (EPT) PLCs will report progress monthly to leadership team.

*Each Educational Planning PLC will report progress monthly to leadership team member and in turn to Curriculum Coordinator.

*EPT visit results will be reported out quarterly via newsletter discussing progress on the focus CCSS

Leadership team members, Common Ground Guiding Team Members, Curriculum Office team

Curriculum Office team

EPT Rubric, PLC self-reflections sheets, leadership team minutes template

Newsletter, EPT briefs

Monthly

Reports need to be turned into curriculum office by the end of the third week in the month.

Information forwarded to Education Supervisor by end of each month.

EPT PLC Monthly Report

Sign-in sheet

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

interventions

*Principal attends 90% of Educational Planning Team PLCs and teams complete self-assessments of EPT outcomes

*District visits three times a year

EPT members

Curriculum Office team

EPT Rubric

EPT Rubric, District reports

Ongoing

Ongoing

Educators will use rubrics to reflect on their group’s progress toward making successful data based decisions

District EPT Visit Feedback to principals

Communication:

100% of all DPAS II post-observation meetings will focus on interventions, classroom activities, strategies, assessments and assignments and how they relate to CCSS

*All pre and post-observations will address CCSS literacy practices and math shifts discussed in goal 2 below.

*All formative walk-throughs conducted by principals will promote constructive feedback to promote change in

Leadership team members, Common Ground Guiding Team Members, Curriculum Office team

Principals (instructional leaders)

DPAS II formative and summative feedback forms

Formative walkthrough tools that are uniformed across sites.

Yearly

Weekly

Pre/Post-Observation formative and summative Feedback

Data from walkthroughs will be shared with leadership team members via Schoology monthly

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

teacher practice and student outcomes.

Structures:

Put structures in place to support implementation plan and report progress frequently.

*Site based coaching via Southern Delaware Professional Development Center/Instructional Leaders on data-based decision making/CCSS interventions

*Site EPT PLCs conducted monthly for each student

*Increase behavior intervention supports (reflection time-out room for 30’s)

Southern Delaware Professional Development Center/Instructional Leaders

Instructional Leaders, Educational Diagnosticians, specialists and teachers

Youth Rehabilitative Counselors and treatment specialists, etc.

Snapshot feedback forms

EPT forms, intervention documents, Curriculum Frameworks -Intervention Plan

Reflection Form, CBT point sheet

Monthly-Coaching for educators who are struggling during the Educational Planning Team process to begin after initial review in October 2015.

PLCs will meet weekly to review students’ progress & evaluate multi-tiered systems of academic supports chosen.

As needed

Coaching Reports –Monthly

EPT PLC Monthly Report

Time-out report for 5’s and 30’s.

Metrics:

Leaders will

*Survey teachers and leadership team two times per

Guiding team will create and analyze

Teacher and Leadership Member

Twice a Year -Surveys will be completed in

Survey information will be shared with Common Core Guiding Team and uploaded

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

consistently use a variety of metrics to determine if unit is meeting goal to build and support a school-wide Common Core culture to close achievement gaps

year regarding implementation and efficacy

*Administer the MAP assessment four times a year to monitor student achievement & collect intervention data weekly, monthly, etc.

*Evaluate educator via DPAS II guidelines

surveys

Educational Diagnosticians, teachers, specialists

Instructional

Surveys

MAP Assessment, laptops, Internet, intervention plan, Intervention resources on the DSCYF Education Wiki, Mini Lessons, My Path, Skills Tutor, Study Island, Moby Max, etc.

DPAS II Forms

September and April

Monthly report will be generated and assessment will be administered during the fall, winter, spring, and summer sessions.

Interventions administered weekly when necessary.

Yearly

to the DSCYF Education Wiki

-90% of educators will report increased knowledge of CCSS as measured by pre/post surveys

Report Progress monitoring & Intervention Data Results

MAP assessment data will be reported monthly to leadership team and placed on the Education Wiki Intervention results

-70% of students will demonstrate at least three months growth in reading and mathematics as assessed by the Measures of Academic Progress (MAP)

-95% of students needing interventions will receive them in a timely manner –EPT Monthly Reports

DPAS II evaluation overall scores will be averaged to create a department report

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

Leaders -Currently, baseline is an average of 3.0 across all components. By 6/16, DPASA II component average will increase to a score of 3.2.

Leadership:

School leaders will participate in deep learning surrounding the CCSS and closing the achievement gaps

*All leadership team members will attend three Common Ground CCSS trainings per year

*Renee Parsley & Theresa Bennett will conduct additional trainings based on leadership survey needs

*Leadership Team members will support EPT PLCs by attending 80% of meetings and videotaping when necessary

*Leadership team members will participate in at

Leadership team members, Common Ground Guiding Team, education staff, DOE liaison

DOE Members

Leadership team members

Leadership team members

Common Ground Resources

Survey data, DOE members

Video camera, EPT rubric

“20 Literacy Strategies to Meet the Common Core”

See attached calendar

As needed

Weekly

Monthly and reflections

Sign-in Sheets

Survey Data, PowerPoint Presentations

Video of EPT and reflections completed

Sign-in Sheets

Book Blog Reflections

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

least one book study per year surrounding CCSS and closing the achievement gap

*EPT & Walkthrough Visits are guided by strand specific rubrics

Common Ground Guiding Team will develop rubric/walkthrough tools

Rubrics, walkthrough tools, etc.

Rubrics, walkthrough tools, etc.

completed weekly

August 30th 2015

EPT visits conducted three times a year: completed by Curriculum Office personnel

Tools, Agendas, EPT feedback

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v Mission: Deepen and Sustain a Common Core Culture in ALL classrooms

Goal 2: Ensure that all educators implement instructional practices aligned to Common Core Standards to improve student learning and close the achievement gap.

Guiding questions: What instructional practices must be implemented in all content area classrooms to prepare all students to be college and career ready?

o What needs to be done to improve and sustain focus, coherence, and rigor in math classrooms?o What needs to be done to improve and sustain reading, writing, speaking & listening grounded in evidence?

What additional guiding questions, about comparably rigorous instruction, do we need to consider to close the achievement gap?

OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when? (Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

Instructional Practices: (Math & Literacy Shifts)

All educators will utilize instructional practices that support the integration of the math and literacy shifts within all content areas.

*Identify 3 CCSS shifts and/or practices (vocab, citing evidence, persevering through challenging tasks) to help improve students in all context levels for CCSS and have them as the focal point during lessons* Train teachers on expectations* Continuous focus on 3 items during EPT PLCs*Implement

Administrators

Lead Teachers

Mentors

Educators

Upload and show videos of exemplar strategies from outside schools

Upload and show videos of exemplar strategies from DSCYF schools

Time

Exemplar lesson plans

Intervention Plan (See Attached Plan and Rubric)

Mini-lessons –small group interventions

Train teachers on expectations in September

Administrators will target a specific focus each month and collect data on the implementation weekly

Instructional leaders provide feedback to educators weekly (1:1 or during EPT PLC)

When students do not learn via supports and scaffolds in lesson plans, incorporate

ELA/Mathematics Shift integration

Reflections on videos viewed

Sign-in sheets

Instructional leaders feedback

District walkthroughs three times a year: LFS/CCSS Shifts

-By 4/16, all sites will be performing at 80% quality implementation of LFS strategies within the focus areas (essential question, student engagement and

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when? (Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

targeted interventions when necessary

ELA teachers are trained in the Strategic Instruction Model provided by the U of D ACCESS program (six ELA teachers have taken part in this process and we will be adding five additional educators this year). In class coaching is provided by Ms. DeMayo from the U of D. Will add five more educators to this cohort in the 2015 school year

Math teachers are trained in the New Normal process (Currently, five math teachers are taking part in this professional

Ms. DeMayo – U of D

Coalition Trainers

Computer Based Interventions (See Curriculum Frameworks for specific plan)

SIM materials

Coaching

New Normal Materials

targeted interventions and monitor progress weekly

The SIM professional development trainings will be ongoing throughout the next two years.

The New Normal professional development trainings will be ongoing throughout the next two years.

vocabulary instruction) and 60% implementation of the following CCSS shifts academic vocabulary, Persevering through Challenging Tasks, Text-Based Questions and Argumentative Writing.

Intervention Data

-By 4/16, 80% of students with a targeted math or reading intervention using Skills Tutor, My Path, Study Island or Moby Max will complete both pre/posttests and demonstrate growth.

Monitor teacher trainings and provide feedback in the use of strategies via walkthrough data and DPAS II formative & summative feedback.

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when? (Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

development – one is beginning cohort three this year). The math coalition has been unable to set up individualized coaching for our teachers but have offered to allow our teachers to visit other New Normal classes across the state.

All educators will be trained on all of Literacy and Mathematics CCSS shifts but specific focus for year one will concentrate on the above shifts & practices (see attached training schedule). Book study for teachers and instructional leaders instituted.

Southern Delaware Professional Development Center

“20 Literacy Strategies to Meet the Common Core”

Ongoing throughout the year (see attached Calendar)

Sign-in Sheets, teacher surveys, EPT & CCSS/LFAA data

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OutcomeMust be measurable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when? (Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

Currently, the core mathematics program is Pearson Common Core for the high school students and Envision for the elementary students.Teams will be trained in the Eureka Mathematics program and use portions of the curriculum to supplement our current core curriculum.

Math primary and secondary educators, Math PLC members

Pearson Online Materials, Eureka Online lesson samples

Evaluation and recommendation completed by June 2016

Math core program will be evaluated based on student outcomes with lesson assignments and exit tickets.

Teachers andstudents will beable toproductivelystruggle (grapple) in order to makesense of newcontent

CCSS Mathematical, literacy and science practices will be implemented within all classrooms.

Administrators

Lead Teachers

Mentors

Educators

CCSS Mathematical, literacy and science practices posters, pinch cards reflection logs, and video cameras

Ongoing throughout the year

Videos and reflection logs depicting CCSS practices in action.

**Targets will be adjusted based on data collected

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v Mission: Deepen and Sustain a Common Core Culture in ALL classrooms

Goal 3: Utilize a balanced assessment system aligned to Common Core Standards to inform instruction and ensure student growth to close the achievement gap.

Guiding questions: How are formative and interim assessments used in math and ELA to assess student progress toward mastery of the CCSS and closing the

achievement gap? How are formative and interim assessments used in the math and ELA to inform instruction and assess student mastery toward the CCSS? How are summative assessments used in math and ELA to assess student mastery toward the CCSS? How are summative assessments used in math, ELA, and the content areas to determine the effectiveness of and inform instructional and

curricular decisions? What additional guiding questions about assessments do we need to consider, specific to the needs of our school, to close the achievement

gap?

OutcomeMust be measureable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

Assessments:

Used balanced assessments to close achievement gap

Utilize technology based programs(TBP):

MAPS

Study Island

Moby Max

Edgenuity/My Path

SIM Strategies

EDs

Teachers

Teacher Aides

Intervention programs, time, support (ED, Instructional Leader, Teacher Aide, Sub)

Formative and summative assessments will be utilized daily, weekly, monthly and quarterly to support mastery of CCSS and closing of achievement gap

Assessment Data

Technology based programs:

-By 4/16, 80% of students with a targeted intervention for mathematics and/or reading using Skills Tutor, My Path, Study Island or Moby Max will complete both pre/posttests and demonstrate growth.

MAP assessment data will be reported monthly to

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OutcomeMust be measureable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

leadership team and placed on the Education Wiki Intervention results

-70% of students will demonstrate at least three months growth in reading and mathematics as assessed by the Measures of Academic Progress (MAP)

EPT Data Baseline:

Data Presentation - 3.1/4

Shared Goal - 3.5/4

Progress Monitoring - 2.4/4

Interventions - 2.0/4

-By 10/15, sites will increase to an overall average score of 3.2 on Data Presentation; 3.6 on Shared Goal; 2.5 on Progress Monitoring; and 2.1 on Interventions.

-By 1/16, sites will increase to an overall average score of 3.3 on Data Presentation; 3.7 on Shared Goal; 2.6 on Progress Monitoring; and 2.2 on Interventions.

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OutcomeMust be measureable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

-By 4/16, sites will increase to an overall average score of 3.4 on Data Presentation; 3.8 on Shared Goal; 2.7 on Progress Monitoring; and 2.3 on Interventions.

Assessments:

Use technology based programs to balance assessment modes.

Review data from TBP to gauge effectiveness towards IEP/EPT goals

EDs

Teachers

Teacher Aides

Instructional Leaders

Data reports Data will be reviewed daily, weekly, monthly and quarterly to support mastery of CCSS and closing of achievement gap

Assessment Data

Technology Based Programs:

-By 4/16, 80% of students with a targeted intervention for mathematics and/or reading using Skills Tutor, My Path, Study Island or Moby Max will complete both pre/posttests and demonstrate growth.

MAP assessment data will be reported monthly to leadership team and placed on the Education Wiki Intervention results

-70% of students will demonstrate at least three months growth in

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OutcomeMust be measureable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

reading and mathematics as assessed by the Measures of Academic Progress (MAP)

EPT Data Baseline:

Data Presentation - 3.1/4

Shared Goal - 3.5/4

Progress Monitoring - 2.4/4

Interventions - 2.0/4

-By 4/16, sites will increase to an overall average score of 3.4 on Data Presentation; 3.8 on Shared Goal; 2.7 on Progress Monitoring; and 2.3 on Interventions.

Develop and use performance tasks to assess student progress with CCSS every three – six months

Administer performance tasks in ELA and math to assess student progress for SWD with CCSS

EDs

Teachers

Teacher Aides

Instructional Leaders

ELA and mathematics performance tasks developed by DSCYF Educators and/or DOE/SBAC IBA PT exemplars

Completed by 4/16

Evaluated and revised by 4/17

All sites

By 4/16, all units will have performance tasks aligned with CCSS unit to assess student progress with CCSS.

By 4/16, SWD will complete performance

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OutcomeMust be measureable

with evidence

Actions StepsWhat will be done?

ResponsibilitiesWho will do it?

ResourcesTime; Structures, Budget,

Material

TimelineBy when?

(Month/Year)

Status with EvidenceWhat evidence do you have that demonstrates that your outcome

had been achieved?(Red; Yellow; Green)

Compare 100% students with MAP RIT cut scores with SBAC performance levels in Reading and Mathematics.

All students will be given MAP assessment four times a year to determine CCSS progress toward mastering the standards via SBAC

EDs

Teachers

Teacher Aides

Instructional Leaders

MAP Assessment, NWEA Smarter Balanced Preliminary Performance Levels, tiered interventions

utilizing MAP to progress monitor by 9/15

All sites utilizing MAP to progress monitor and provided tiered interventions by 4/16

tasks with 80% accuracy.

By 4/16, all DSCYF education sites will utilize MAP assessment scores to determine CCSS proficiency and put tiered interventions in place

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DSCYF Education Response to Instruction and Intervention Plan

Reading Screening, Instruction, Monitoring, and Intervention ProcessConcepts & Skills Reading Screening Assessments Resources

Phonological AwarenessDecodingOral Reading FluencyVocabularyReading Comprehension

Benchmark assessments:MAPDIBELS

https://www.nwea.org/https://dibels.uoregon.edu/ https://dibels.org/dibelsnext.htmlFlorida Center for Reading Research – mazeFlorida Center for Reading Research – oral reading fluencyScreening for Reading Problems in Grades 4-12

Concepts & Skills Reading Screening Assessments ResourcesDecodingo Vowel soundso Digraphs, blendso Prefixes, suffixes, base wordsFluencyo Word useo Oral readingo Passage readingVocabularyo Context clueso Word partso Content area vocabularyComprehensiono Sequencingo Retellingo Predictingo Making inferenceso Drawing conclusionso Summarizing

For students who need an in depth reading evaluation:* Flynt/Cooter Comprehensive Reading Inventory –2*Woodcock Johnson

http://www4.parinc.com/products/Product.aspx?ProductID=FARhttp://www.riverpub.com/products/wjIIIComplete/Additional Assessments/Resources:Decoding:Words Their Way Spelling InventoryFluency:Basic Reading InventoryQualitative Reading Inventory (QRI)Vocabulary:Gates-MacGinitieComprehension:Gates-MacGinitie

Concepts & Skills Instruction/Core Content Resources

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Common Core State Standards:Key Ideas and details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

DSCYF Education WikiEdgenuity

20 Literacy Strategies to Meet the Common CoreStandard 1:Mini Lesson Plan – Read-Decide-ExplainGraphic Organizer – Read-Decide-ExplainStandard 2:Mini Lesson Plan – Show You KnowGraphic Organizer – Show You KnowStandard 3:Mini Lesson Plan – Prove ItGraphic Organizer – Prove ItStandard 4:Mini Lesson Plan – Read Like a DetectiveGraphic Organizer – Read Like a DetectiveStandard 5:Mini Lesson Plan – Question Like an Investigative ReporterGraphic Organizer – Question Like an Investigative ReporterStandard 6:Mini Lesson Plan – Think Like a Private InvestigatorGraphic Organizer – Think Like a Private InvestigatorStandard 7:Mini Lesson Plan – Snapshot SummaryGraphic Organizer – Snapshot SummaryStandard 8:Mini Lesson Plan – Identify-Analyze-SummarizeGraphic Organizer – Identify-Analyze-SummarizeStandard 9:Mini Lesson Plan – What-How-WhyGraphic Organizer – What-How-Why

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6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Concepts & Skills Progress Monitoring Methods ResourcesDecodingo Vowel soundso Digraphs, blendso Prefixes, suffixes, base wordsFluencyo Word useo Oral readingo Passage readingVocabularyo Context clues

MAP AssessmentCommon assessments aligned to CCSSOral Reading Fluency (ORF)Running recordsStudent work samples

DSCYF Education WikiFlorida Center for Reading Research – mazeFlorida Center for Reading Research – oral reading fluencyVideo: Progress MonitoringRTI Classroom Progress-Monitoring Worksheet

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o Word partso Content area vocabularyComprehensiono Sequencingo Retellingo Predictingo Making inferenceso Drawing conclusionso Summarizing

Concepts & Skills Interventions ResourcesDecodingo Vowel soundso Digraphs, blendso Prefixes, suffixes, base wordsFluencyo Word useo Oral readingo Passage readingVocabularyo Context clueso Word partso Content area vocabularyComprehensiono Sequencingo Retellingo Predictingo Making inferenceso Drawing conclusionso Summarizing

The Helping Early Literacy with Practice Strategies (HELPS) Programs integrates easy-to-use instructional strategies that are specifically designed to improve students' reading fluency. Teachers are encouraged to implement one 10-12 minute HELPS session 2-3 days per week. Currently, the HELPS One-on-One Program is available. This program has been shown in numerous research studies to improve students' reading skills, including fluency and comprehension.Acceleration provided specific, proactive support using previewing, scaffolding, vocabulary, & differentiated practices that build knowledge, skills, success, and esteem before, during & after classroom lessons.Word Generation creates the opportunity for students to become familiar with current issues and persistent dilemmas, while acquiring skills prioritized in the Common Core State Standards. The program is unique in its cross-disciplinary design, giving teachers of ELA, science, social studies, and math the chance to collaborate on the shared goal of helping students use academic language to articulate their thinking.

Fluency & Comprehension:http://www.helpsprogram.org/about.phphttp://dscyfeducation.wikispaces.com/Special+Education+Resources(Teacher & Student Manuals)Vocabulary:http://dscyfeducation.wikispaces.com/Learning+Focused+ResourcesWord GenerationComprehension:http://www.bookadventure.com/Home.aspxhttp://www.renlearn.com/ar/Jamestown ReadersMy PathMy Sills TutorStudy IslandDecoding, Vocabulary & Comprehension:Moby MaxMy Skills TutorStrategic Instruction ModelStudy Island

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Independent Reading -Leading literacy experts agree that it’s not enough to teach kids to read; they must choose to read independently if they are to become engaged, lifelong readers. Students also demand the integration of technology into today’s learning process. Using Book Adventure, readers in grades K-12 not only receive the satisfaction of reading a book from cover to cover, they also earn rewards for taking online quizzes to demonstrate their comprehension of the books they've read.SIM - SIM includes curricular materials revised to accommodate different learning styles, routines for teachers to help them meet the needs of diverse learners, and strategies for students. Within SIM, there are learning strategies related to six areas: reading, storing and remembering information, expressing information, demonstrating competence, social interaction, and mathematics.

*Assessments to use with students who need intensive diagnostic reading measures

Mathematics Screening, Instruction, Monitoring, and Intervention ProcessConcepts & Skills Mathematics Screening

AssessmentsResources

Computation Concepts & applications

Benchmark assessments:MAP

https://www.nwea.org/

Concepts & Skills Additional Mathematics Screening Assessments

Resources

Computation Key Math Key Math

22 |Strand 1 Implementation Plan Template

Conceptso Algebrao Exponentso Fractions, decimals & percentageso Geometryo Measuremento Mental computation & estimationo Moneyo Number senseo Operationso Patterns & relationshipso Probability & statisticso Rational numberso Vocabularyo Whole numbersApplicationso Foundations of problem solvingo Applied problem solving

Concepts & Skills Instruction/Core Content ResourcesCommon Core State Standards:Domain & Cluster Organizer - ElementaryDomain & Cluster Organizer - Middle SchoolDomain & Cluster Organizer - High School

DSCYF Education WikiEdgenuity

Math Forum: Problems of the Weekhttp://www.mathtrain.tv/ Math tutorial videos for kids by kids. Middle School

23 |Strand 1 Implementation Plan Template

Concepts & Skills Progress Monitoring Methods ResourcesComputationConceptso Algebrao Exponentso Fractions, decimals & percentageso Geometryo Measuremento Mental computation & estimationo Moneyo Number senseo Operationso Patterns & relationshipso Probability & statisticso Rational numberso Vocabularyo Whole numbersApplicationso Foundations of problem solvingo Applied problem solving

MAP AssessmentCommon assessments aligned to CCSSStudent work samples

DSCYF Education WikiKhan AcademyVideo: Progress MonitoringRTI Classroom Progress-Monitoring Worksheet

Concepts & Skills Interventions ResourcesComputationConceptso Algebrao Exponentso Fractions, decimals &

Edgenuity MyPath is an online intervention program that offers data-driven differentiated instruction for mathematics and reading. Edgenuity MyPath is designed to meet middle school and high school students at their learning level and give them exactly what they need to catch up, keep up,

Computation/Fluency:Moby MaxMy Skills TutorConcepts:My Path

24 |Strand 1 Implementation Plan Template

percentageso Geometryo Measuremento Mental computation & estimationo Moneyo Number senseo Operationso Patterns & relationshipso Probability & statisticso Rational numberso Vocabularyo Whole numbersApplicationso Foundations of problem solvingo Applied problem solving

or get ahead.Moby Math finds and fixes missing math skills that are essential for math comprehension. Students working at least 40 hours in Moby Math show a 1.4 grade level increase on average. Moby Math is a comprehensive math curriculum for kindergarten to 8th grade.Study Island supports the learning process and builds off of your students’ enthusiasm for technology with engaging, interactive lessons and activities. Students can work through the web-based program at their own pace, or teachers can guide students through the program.Word Generation creates the opportunity for students to become familiar with current issues and persistent dilemmas, while acquiring skills prioritized in the Common Core State Standards. The program is unique in its cross-disciplinary design, giving teachers of ELA, science, social studies, and math the chance to collaborate on the shared goal of helping students use academic language to articulate their thinking.

My Skills TutorStudy IslandVocabulary:http://dscyfeducation.wikispaces.com/Learning+Focused+ResourcesWord GenerationMy PathMy Skills TutorStudy IslandApplications:EdgenuityMy PathStudy Island

25 |Strand 1 Implementation Plan Template

Educational Planning Team RubricSc

ore

Leve

ls

Data PresentationShared Goal/Objective

Development

Progress Monitoring

Goal & Objective Revision Interventions

4

Always provides evidence of detailed data from sending school including prior EPT goals/obj.

Team always includes evidence of all primary and secondary testing data

Always provides evidence of tertiary data from classroom (formative/summative assessments)

Always provides evidence that information from student interview/questionnaire was shared

Data is always collected and compiled before meeting/evidence presented

All EPT members participated in the development of goals and objectives

Goals and objectives are always created based on data presentation.

Goals and objectives are always created using the S.M.A.R.T process/Goal Book http://topachievement.com/smart.html

When possible, EPT goals are always linked to IEP goals

All members have been trained in goal development

Student progress is always monitored monthly by EPT members

Multiple pieces of evidence to support progress of goals/objectives are always collected by all members and presented

Scaffolds/Strategies to support access to grade level curriculum discussed are always added to plan, implemented and measured when necessary

When goals/objectives are mastered or showing little to no progress, instruction is always adjusted or new goals developed

When little to no progress has been noted, interventions are always put in place to accelerate learning.

Interventions are always tracked weekly and adjustments made by educators

If student continues to display little to no progress, intense interventions are always developed by the team and conducted in a consistent manner (ex: 1:1 direct instruction, fluency instruction, word study (Words Their Way))

3

Frequently provides evidence of detailed data from sending school including prior EPT goals/obj.

Team frequently includes evidence of most primary and secondary testing data

Frequently provides evidence of tertiary data from classroom (formative/summative assessments)

Frequently provides evidence that information from student interview/questionnaire was shared

Data is frequently collected and compiled before meeting/evidence presented

Most EPT members participated in the development of goals and objectives

Goals and objectives are frequently created based on data presentation.

Goals and objectives are frequently created using the S.M.A.R.T process/Goal Book http://topachievement.com/smart.html

When possible, EPT goals are frequently linked to IEP goals

Most members have been trained in goal development

Student progress is frequently monitored monthly by EPT members

Multiple pieces of evidence to support progress of goals/objectives are frequently collected by all members and presented

Scaffolds/Strategies to support access to grade level curriculum discussed are frequently added to plan, implemented and measured when necessary

When goals/objectives are mastered or showing little to no progress, instruction is frequently adjusted or new goals developed

When little to no progress has been noted, interventions are frequently put in place to accelerate learning.

Interventions are frequently tracked weekly and adjustments made by educators

If student continues to display little to no progress, intense interventions are frequently developed by the team and conducted in a consistent manner (ex: 1:1 direct instruction, fluency instruction, word study (Words Their Way))

26 |Strand 1 Implementation Plan Template

Scor

e Le

vels

Data PresentationShared Goal/Objective

Development

Progress Monitoring

Goal & Objective Revision Interventions

2

Occasionally provides evidence of detailed data from sending school including prior EPT goals/obj.

Team occasionally includes evidence of most primary and secondary testing data

Occasionally provides evidence of tertiary data from classroom (formative/summative assessments)

Occasionally provides evidence that information from student interview/questionnaire was shared

Data is occasionally collected and compiled before meeting/evidence presented

Some EPT members participated in the development of goals and objectives

Goals and objectives are occasionally created based on data presentation.

Goals and objectives are occasionally created using the S.M.A.R.T process/Goal Book http://topachievement.com/smart.html

When possible, EPT goals are occasionally linked to IEP goals

Some members have been trained in goal development

Student progress is occasionally monitored monthly by EPT members

Multiple pieces of evidence to support progress of goals/objectives are occasionally collected by all members and presented

Scaffolds/Strategies to support access to grade level curriculum discussed are occasionally added to plan, implemented and measured when necessary

When goals/objectives are mastered or showing little to no progress, instruction is occasionally adjusted or new goals developed

When little to no progress has been noted, interventions are occasionally put in place to accelerate learning.

Interventions are occasionally tracked weekly and adjustments made by educators

If student continues to display little to no progress, intense interventions are occasionally developed by the team and conducted in a consistent manner (ex: 1:1 direct instruction, fluency instruction, word study (Words Their Way))

1

Provides little to no evidence of detailed data from sending school including prior EPT goals/obj.

Team provides little to no evidence of most primary and secondary testing data

Provides little to no evidence of tertiary data from classroom (formative/summative assessments)

Provides little to no evidence that information from student interview/questionnaire was shared

Data is seldom collected and compiled before meeting/evidence presented

One EPT member participated in the development of goals and objectives

Goals and objectives are seldom created based on data presentation.

Goals and objectives are seldom created using the S.M.A.R.T process/Goal Book http://topachievement.com/smart.html

When possible, EPT goals are seldom linked to IEP goals

One member has been trained in goal development

Student progress is seldom monitored monthly by EPT members

Multiple pieces of evidence to support progress of goals/objectives are seldom collected and results presented by all members

Scaffolds/Strategies to support access to grade level curriculum are seldom discussed, added to plan, implemented and measured when necessary

When goals/objectives are mastered or showing little to no progress, instruction is seldom adjusted or new goals developed

When little to no progress has been noted, interventions are seldom put in place to accelerate learning.

Interventions are seldom tracked weekly and adjustments made by educators

If student continues to display little to no progress, intense interventions are seldom developed by the team and conducted in a consistent manner (ex: 1:1 direct instruction, fluency instruction, word study (Words Their Way))

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28 |Strand 1 Implementation Plan Template