Scribd Logo
Unggah

Selamat datang di Scribd!

  • Aquebogue Elementary School LAP 2015

    Diunggah oleh

    Timesreview
    234 tayangan25 halaman
    Aquebogue Elementary School LAP 2015

    Hak Cipta

    © © All Rights Reserved

    Format Tersedia

    PDF atau baca online dari Scribd

    Apakah menurut Anda dokumen ini bermanfaat?

    Apakah konten ini tidak pantas?

    Laporkan Dokumen Ini
    Aquebogue Elementary School LAP 2015

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    234 tayangan25 halaman

    Aquebogue Elementary School LAP 2015

    Diunggah oleh

    Timesreview
    Aquebogue Elementary School LAP 2015

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 25
    New Yor Sane Edenton eprint nel Aesitnave Po (2) Nar pa Philip Kent arama so ‘Aqusbogue Elementary Schoo! ers 4499 Main Road PO Box 1200 Aquebogue, NY 11931 Sea Teegone abr 631-369-6779 Prncoa Oe Pane Mander 631.369.6780 Penoparseaats philkent@riverhead. net tr eephone uber: 631-369.6714 ‘Siperetendene ovat onatumber | 631-369-6717 ‘Sipretendes a any. camey@rivethend.net ‘enon or? Garrat: ELA for Economically Disudvantaged Students wntsteunktermasiteaepat: | ww sivethead net soairacpivsomm Llp ond on 14S ‘ext na oman ptt ln wn ch ae na ot fy oi, ct a ‘rayne aurron apts snn ptgSs aae o e ed ‘stm nes n eta png ah an ead eed anager ‘unter haere Dap Sl ai caret 8 et i ie ae to sand evi the sagt ‘soropaton tha cnc at be abe scart ese ete son's caer peoman easton othe one ti) tana olia it ‘Te pus fa es Ye te tn Spr se io eR Yo te ake cae esis ‘Sst wn ops esos tmerem i pee cn pes Or bung ere eestor oh ‘oust conman polos scm sna ant secant en eae nm oes ‘suena tstantoinc a Guidance ‘The Diagnostic Self Review Document provides an opportunity forthe school, withthe assistance ofthe district, to assess 1's current level of performance in regard to the school leadership, teacher practices and decisions, curriculum: evelopment and support, student social and emational developmental health, and family and community engagement. Schools should use the self-eview as an opportuity to identity actions tobe taken to improve student academic results for the identified subgroup(s), describe the district resources tobe used to implement the actions identified, and describe the professional development activites planned to support the implementaion of the actions to improve student academic results, ‘The Diagnostic Self Review Document and Report Template must be approved bythe dlstri’s Board of Education (for "New York City (NYC) school, it must be approved by the Chancellor) and posted to the distri’ webste by Friday, [Novernber 20,2035, as wellas kept on file at both the school and the district offes. Completing This Form Before completing this form, please examine the rubric, and discuss the tenets and the statements of practice With the district representative who wil be asisting you in completing, reviewing and approving your LAP Sat Assessment. As the rubric use forthe Diagnostic Sel Review isthe same ane as used for Diagnostic Review for School and District Effectiveness (OTSDE) conducted in Forus Districts, the OTSDE website 12. mvsed.gov/accountablity/diagnostictooLinstiute/home html) contains helpful information about the rub im colabocation with your school leadership team and your district representatives, complete the Sell-Review by ‘entiying the strategies and practices you elther ae planing to implement or have implemented that meet the needs of your school, sidentiid by the assessment. Pay particular attention to the performance ofthe subgroups that caused the school to be identified as requiring a Local Assistance Pan (LAP) >Use evaluative language and connect how the strategies and prectices have or will impact teaching and learning > Make sure the activities proposed reflect @ new and robust drecton ora continuation of practices that are showing evidence-based postive results in closing the achievement gap) Be concise and clear when describing the evidence that supports your atngs + Provide information inthe plan that adresses the “who, what, when, ard why” ofthe strateges chosen to meet the needs ofthe school Please Note: The designation of a school as 2 LAP means that school has areas that need improvement, particularly as they relate tothe subgroup(s) of students who are fling to make academic gains. These areas ‘ould be reflected in the ratings, evidence and action plans outlined inthis assessment + Before the completed SelFReview Document and Report Template are submitted to the Board of Education (or NYG, the Chancellor for approval, te school superintendent must meet with the school leadership to discuss and ‘revise the rubric ratings as appropriate. ‘A successfully completed Self-Review provides an accurate picture of your school and its needs and describes the actions ‘you and the district wil take to address these needs. The evidence an plan for mprovement described inthe document wil closely align to the expectations put forth nthe rubric, therefore aligning the plan tothe optimal conditions for school effectiveness. It you have any questions regarding completion ofthe Local Assistance Plan Self Assessment, please send an emall to etountinfos@rall ed gov O ‘rece Conteuraton aa : eetunch | ass es ngsh ranons! sgt sDualaneaee al Coates Engin as Second ec cies casssant aa "i ore Teac aaa verses swretannaan®: | ay | ‘an | sagen | PM | sox Homtoter tax | wine | azarw | MM | aon seca rae on Years Princ TB | etasisant Fofoene JO Ref Cousebs/ School 7 | re Socal Wersrs ‘ot eachers with Noval ‘i eacing outa ‘reahingwFewer 25 | Average Tescer Teasing etste anion Irons piety : one sa stareteoanct | seean | rerarmmnest | atsex | eomacest mse tate Towle ersee | som) ‘rei Ault igh Schoo ot students tye suaens aan side whe yer whowameaiory | 0 | “Sined ration Rate ieee = et ‘bier eh ato) rt et en Yt Pre eter | — sence | rd ie ‘sara ian ra oe Hispano tn ‘omicahy Oastaraged sexo Aca eserzan ino ine want aii nner okt ies nh re fae each race with an 0, int epceprovie Sloe asin» atng af ete or gh eect a Sxtaest of Fract, the ‘hel hous py part steton o Now te sutement of prac retedto the partrmarc fh gus sds who caved the ‘tol o x ered as requeng 9 U2. When powing 3 rerpnte toa Staten of Pesice tt ec, Developing tere, the ‘hol sol pecty wheter atons wl be eget tothe syrups a sucets whe cated the scoot entiation abe po of awh ‘hol wanforaton or uneround ae. Tet ha nader Pace ad Deon: Vilray ales Cane a dhoa canny 3A RGR DTS A ater store or ders str of cominous sd stl hel npn alert of Praca 22 The schoo ede ears ht the coo commonty sare te Seale Meus Aon, ASS ating | events, nd Tney SMART) ons mson lan em von scans cr voles tha ees he res cated nthe {hol comprehen Caton Pan SP) 2) The SMART goal on ang ar valor rete nd sport By Haan, ed Ha 3nd ar unlormy stn, bear anion srs th ene enol omemay aed asta pnp 1) Thesco! acer champlon the iplmertaton of tien ison fr atident scheme ed swallbong andl om cho comers stakes srunate fo worting eee the on {eral nde chal ries a atin nth SCE an ther cool inprovenen omer {Th scot ada commun sleet repuy mano en vente prope ovare {ane of SAT gal od priest SCE tate gn elon. an mang asters when goss ae rt aeved improvements fret ded, ni pres bene sgl 12) The HART gos/mison andrea son are ened ad scared epee youpoP Sta amie, and stents an ome nts pro. 15) seoaea shivers eaten miso rude! achievement and welling wth hes a fife | conoranty a stleolsersand as pla for how to work together to rete the lng sano ‘hoo pres at otpedin te CEP another stl mgroveant Sosa {hesnel nce ad conmay sakes montr scans pores ic twice aye ‘ard SwAa gol ad pret Staged he ng tas, 2 The HART goason ae on term vo fe ete wih eed np HOTS, ‘he process of being sured wi sa fans and ude aos the shoo omy, 1} The schoo leaders t-ven misono suet oteveer ar wei cine the o Deming | SCP, nds inthe proceso evepng how the choo conmony wi wortoese henge {The sch! aderisin the proces of eating SMART goals tha been othe longterm ln or ‘hove SAgT got xt ut apt nontred d etd 3] The stat oaks ad ren vir afeunown, pt aironanceoos Saar SA Ter bare maT aoe fetcen ured wth af fame, ng ters aco he choo conn a tiecive |b Tha sco! acer hes not deveope acter msn ats comer dt the long tar von. } Th stonl nas nt Sioned SMART gsi orth cuentas arena elgned ee ng won, (L casvoon obavatons= vated’ —— PET onan faved aca cent tn avcnrce utst | [teu with Snot ger, rine, and ses fam PTO ‘eterinateraig Interviews ith Spee tal ‘ool newt ad schol webte, ‘Geter Irene ith Feat Sine mason emer Cods of Cone renews wth Prens/Guusans~ «= 32___ | [SOE persion Bote SSS Tithe S0® ating jg Effective, Developing or ineffective please provide» respons nthe areas below ‘Aetorsinthsarstobe taints |» Addon pent iformatioral d/h. Book aks andtoc evar Ingrov te leniidsubgrouns) | + AepTOmewtegsedvcate an summa nh bout or LAP and eens eetions sent petormane eves Sroc/onmnty stout asda seston. Desrbeiecit sourestobe | > — bold rnp! set tolnsenent he sons 1 UerayCoehi12 owecto/Teachers/Reatng Spel Area Teacher theses tlnproveteldenttes | > grist nanan subqroupt scene perfrmarce | Sal orersycaogst lees {FTO board amber Sourdcf Education ea + hoa Canmore wits ecto gos ardeede eae ret ome nests | *_ AUFEuly Menbus wa ecve orga praetor deveupretsglnoraten in aes ‘trergier: acura formal and ermal asesomant/at cleo, Rand + Organ valnnginsTAR, Reading 2, AZ, adeparin ebro develop and pga inaruon ocur Economy Dsaoanaged Suen ‘port the pleeration othe tne nis es = Wik andl eoppart of TO, cena rote oppor maa a conomeatyDaatvnaged udensta have at ome dala agi ecloseoaae progri, ma a alee a 13) The choo ede colstorter with ato eae ad a paren ea and toes ato Stuer ad tence the yay beet Hom inet rogram whch ines 2 ‘cent expanded arg program that se ged to sar chev 1) The schoo ode Stepney Mrs, nua enone Teed ae aor ot parte oranaons to create3 pol afield tral ean capal ht estes te cholo ‘Seatayequtay nd edequbtey eet the eager ad socal need of cere Where the ‘kesh ng econ the sso aerate ctl the need fo propriate Sah Th schoo se anes ar eri aa captal avast thes emanate ‘Scoayar lingo gg sratge and ria dcuonsta Wn teed ears ligne schoo ‘i ancora themed of a det nd ta eters Uhre the Ges mae te ec Seca the cooler ret: scent tne fr propane nny a he schoo ede colakraes wth af to cee sd usin protec POPSET ‘tudes an teacher whieh earparates an expanded arngine progam tat re slgned dort 15) he coo ener ass sme panes trans, Me, asus personel ht eae the schoo {ome the eae a socal nu hm en Where thei res the ng cans, hoa ede sulsterthe ead for spopeat sa The sel acer aay nd nti al eaptl ala tothe hol commu thoughout ‘hol ya malig erm steep decors un urate foarte os, eniderng thereafter sa ttt meron Where dt kes hen es, the The shoo sare tn mcg ar espanded ining OR, TI TOF Stunts anc teachers tha ore alge to cet ehevemant er some grup of sd 'b) The schoo sce na ake Some sts to sete pear! allen he cholo meee casera sce neds of et Ware he tiaras hig dso, the sel ease Fasrotckar rue th sees nec. ) The school ede makes deco sordcaly onthe wef wale as aptal to fandtonts “gpedto seo wieyosls Where the diet mats the ea Scion the choo lene ot cay [Ritig tamer ot rsa 2 | teats 8 “recive a Deslcnng o affeve 3) he schoo eae does at ves aOR TESTE RTT TD HET, incng an exgenced isrng me poyram, area sla etude clement om expaned Irie tine rr does ra eu tere ae mo pane cate oe 5) Th schol acer srt acres the teeta hire pearl meth academic nso nas of ‘he student Ware the det makes the Rr esos tes acer ha nt ade a eo 3 Commute wth hea aout ing nee Th sche! ade dosnt enret the seo sal apa tshal gel Wher the ec maka he cal desos the seal leader hr not made a ato commana wih he Set sou and Fae nest te evidence eto Serine etre Gectal bers rene wth Steer Peper renews wth Supper ta Serine CofeeneOay en 2nd Tif canon Ovanatore¥ vie Tteanea tere Flicreeratreceer 20 |e tmerdne wth eerayourde~ | [paar ao Dotter: | BOE end Cpen House presentations: ie SOP ating ive, Developing or nieve, pave prove a sponse n te areas elow. Inpro he ene ibgros ‘een promace lees ‘uae alsa, an expecay tare wines hn 337 pe oF {he gapsmengst al student an ow oy sboutoeeg needs ‘+ adevlomant ofr intractonl remedl LA oni program. + contueto uae ndbuil-on a rotessonl develgiment nthe bllng ad det wie, suet ata rome ormol nda asain ode ave the von ard ak ‘+ Lessonplanrevew andadhsimntsin oder to aes spac eat of ur sien {+ fermalansintoral observations il re specter ese the a esoures Tbe + Bulg Pipa and 12 Bret Satgrups ssentpermsnce = Jesolo Deport od ature svlabe ora saieTISTE Dinos Aamistaten/8 Members etn nus Sesrbe te peo! evelopment scintesplaned to Spporthermperenaonottty | + CantmuedsiAltranngand vapementaton ane Sp plement. ‘i gig tena derapnn Toned on he Gt eng eo wie De BERS Iplemestston af mecles aprons a suplemer cure rare “Sateen of race 2 Te cholera aly uneional sytem np ane Sra Maral PTI ropes cleaner pacar breson tet ta 1] Tesolin daira arava clsborsbvely Seopa cho pin town aa adage oh dete PPR pln ore burg ond povng acta enact the schoo! ae ter coal aominsators re npementng the chs obseraton an a proving ne, ‘gang enenc eed aconabe edna stata sc lgned to etbieed eter, ante ce fabric andsther agree upon evan nsument and whch enecirags and separ sso aeons or the, tet sages! er deveomer (Tha secaleaer ander shel mnt monte plan fr oben ech ane treatin dota an ‘the eure of teacher efctvnes to wg coueel ad prove ch gingargeed prtssoal evelopment sprue: nlf oma conn manag, pe ipo oa 3 The schcl acer as developed pn alee he a's APPR ln, requecbsewng nd ROAIME {clube echak an eachg paces vouhau the eho year bed one a 1) The stele ad otha schoo sms are elemaring he schoa sateatin ln st prov tay aoe. endence ued copa eadbck oa at recy signed teat er edn the tse ‘iad ster agred upon easton seu {The soot leader nd ther ch! drat motor ha pln or beng tach an eration dt nd ‘tar manures ofa aactveraetoaegresnipn cove and pond er ging ptonlceelomest 2) Th salient and abs initia aan oma hele for beng 3a ravage on teaching paces througout the schoo ya one ae deeopingsformatze sn gn th er APPR lo. bi thesht ar adc! srnitrr ae proving eecac to sathat signed eased ete, Incr teaching bri end ter ged upon evan struments. {heath lene nd thr sel acme atr do nt onetentyor obeevatin tt provid flog Professors deo ent partes esta 1B | tec 2] These pd ne seh! dra heve ro oma pn sched or eave oberg RCN Pract anor proving eeoack. by thst iar and ater stl dinar ae not roving edo a ales estan ter, Inca ts eetng riba ter pend un akon etre, Ths leader and ates ernttrs donee barn aa tar mesures teacher ‘tecivnato frm tfing nd polars delopnent eon ray = | Geran coos = = Bon on ee —_| rerio wh upp Sa! “F—5_ Sons senemy/ Ona Kea WAT (Sev weh tae fa oo face wnraaveuiae—_ Clot, | ese era Hie SOP rating Is fective, Developing or ineffective, please provide a responds Ta the areas below: Tetons a Bes Imre the ‘cemstes subgroup) sere partormance T ——— Desh sae resort abe ed plant the tone nts {reat improve te | re ar a Soyer mc peur Tete fowen Sacer ope Tenens ‘ore Fa a ‘Soslucpcn ede bn acineon can ntsc ose tren S| Seeman eno td ce cl nor Seger ba feo wie os cee rsa th ceo TTT OTE 1 | Geom | ttt onancomecedontsozen ato astclor pce ee | rhe as etnrson ah he ory mr ret eee sed tn at dre pct ota ranean sinner noha STs ade Resse ee dP ae a NS TST ‘ate ndaad nto pacts (| etectwa | 5)'te school lader monitors and eves evidence-based systems that adress practices ud by taf members comected Simona te Sg Mopars pac G | Peveloring | f\'meschootiader working to eevelop an evince based sytem to monitor apd revise practices sed by tal! eS Os i aa TS aN OT | snettectivn. 17 shool der tant aan apse deve an evidence-based system to monitor and revise practices used by the naawo ‘By classroom Observations —i Vented” #0 Ploocuments Revie precast) | Pres arr oat we. | Bhmmeetnn ope a ern fnarcerwen teers = Na Saas oa err | Tl nterviews with Paents/Guardians— & Other: ifthe SOP rating is fective, Developing or Ineffecive, please provide a response the afeas OW, eons ares © ] Te focus of a ulsng Meetings 2nd Grade ee heeigs wb Betatentofnerore | | + toxdiessandinprove the peromonce fal tues parity te ered koe ‘eisrites {waa egecttons on sport for ceo eaehing as on sates subgrups}stden || orevew ar uertfeaton nd btw sates Serfomcsieres, | | inadtionbulanewcesieres wa oinonorovenens nd wars or sudes growth 26 OS ‘ese heat — ula Paar Implement he cons | + Lerey Coch & ath spc Rhireteiwroe |* izoncor Saul dene peers ee bate he lig aya a wl a nig Teta one te oe We Draesonal Pstmpeenttn of ba mah moses Srolpram scbises | nplermnation ofa Bnredtesopoocthe | + implement ofthe STAR Reng anceSpak pagans es pat o te ter Rea Inplementaton af scone inthe ‘hoon careening Sanrio fr al acerand ae std area coped moa tena suns pacts muctoneg ar Sateen of racic 2: The shal ade ensues nd sports ba quay inpiaeaton ata pn of Tero and coherent [i stu acta lee core re ayaa Cas aur se soins sa a 2] Theat ace srg debuts ederip mode eres tata yt Ben at as ped go te acdiss th ees ofa sade and subrups, ested for professor development suport ad vereaorso ‘labore meting ene) enor te qslyrnplonatston of igerveClS carla. 1th schon ade ver pam plant rove acer aces to eet peopl uppr etre, ‘Gosgade convertion, enmpr carer mca, cto epee wh and CS conee raters sgtang aged CEs cra and srt sf orn and soars te (Tacha ender emus tht cea, comprehen, and adie al, ary eloped Us ‘Staned to cS aes standar bsed aes a orenf suc, mecudg meres, a/R, ered couse, ae ‘cvs by mntonng he igleentaon he cir a egy xan foros Sn simate eame rater ore ‘ncaungrous forthe alt ‘The schoo ener sues the tna an to prone each ces to pagal ippr. ater and ales Signedta ces cars adnan iter nda an sre fete The soa ade ensues that sa wea comprehen oe adap cure, nese fst evaped nts Stged vo cLs ana vs sanday,cros aloes of sy, eu ever, ASIA, dul eet cous an eco, bymontorng the glean of ue a} The schoo ageism he reef developing wt on iat oes arte pons oer neds ‘uence for professor developer suport. andere atuota claterate meting efor Implementing ceteris, ate ces opeagnpcl upp, matey andi oteahes ndidul and groups of scents. {The siol ncerecourages ature comprehensive crn, sv ary developed i edo CCS and stands across a wess of uy, loig taverns ASI, dle cores, ng lacs 2 Taso ade hs we eo CES aS cara lghent cau eas oy 3d BFOE GOODE 1) schoo ede does nt provide cess pdagoges spor. mater an aang to teachers gest CES toamplement he sons in ene to oro he Icened sabgroun) steert peormanc lie | tosfective | cua and intructonal sift forinvidil ae ibprovgs of student. ociodanarnareteareme nate anette maces co tt Spies ca Seeznacaee | ctwrsaianaene= et seroma | Ftversan reer a (check ee 20%) Tatas with Parents /Guar dans — Dlother ike SOP ag Tens, Delong a eee Be AT oT TR TCE a oe egos oe oa ANNO TT ae ‘cota ood es saa «Sno yen hi edging sg Teal ore + Sieioegietiaetiemmuseage aaron taey prone Speco | + Comesstinten an ens ache tet eee eho ere Ce Fetaactina | : SSusaranetruntertonesta ganteaerirprpe nog oer eb ar se oceanic a Decesueaaas [| ints eae eto aceite: tech poandRaTSTe enon cre wthon empha of eating ors the Spl + Develop tf needed rescues fr he nlementtlo ELA and work with Oc Oe Admiration Cantina tap nthe sa devlopmen proc forth Tanthts Coleg Reba Wiles wrthop. continue to evi esl Curiuum Agen = Oportuis to pln or rade vel ad ars dh va wllbe prove rT 1 Teaca lb ensurage to mest reply aro llr th upon of ning Now thy we ral ierentateiatucon or et > Opponuiiso pn Ter wale wel and aon grade lees ibe proved or {Tesch be encurage to meet pay as ade re or te prpse ct planing how they it use ine escurs oerentae matron fora ace’ “aaa dela nae at jain to th Ca NYS content anda and aes sentatives ests, _| Teachers ie rgd ages ase on ser anda Gato dere color untand {ton plas to mee th cerands of CCS un ate el DI eto eg, Scum ngs ‘sis otras aa summative eaten, sent wor fr ma gage dae )reacher ue fal conplnet of cares ok ch a pageants cn map, et ane leon plans aces al goes cortent seas, ard cases at capers progression equenst ase is fora groups of ser cdg spec eceston and Engl ngage are) ‘ase are f complex mater spropteabgedo te CS. {fencer conta mentor ao cut cares to por he CLs ito sean WS are sacars sa enur higher-order tring sls we ott aes by ong ecsery ‘Sports snetersons ors poset stucet Sra conan set ond gees. eso ps uied bide at-rven tract 60 sVeochers Sev caltoratel unit sn lson par tat mat the dan CEL SAU wade | Dolpratocls ea. ocumertatonot ongoing aay frat a surmate seamen, ‘pseu ot nc) nda muencenet ernest | Teaches ue ut ang essn plans ers af godes content reas, nis hat weap 8 arson of sequenced anc sealed ilo ll oup of ers cdg Spec easton 2nd gh anung eames) yf camp mater appropriate ged tothe CS. {Tears monitor and adh ure to suppor te CLS wstrctonl saan WY Sundanese he arse nn sls acorn resent yponing ree) ‘pyocs nd eran gouge of set ses coe cate se sg ade. | cece o ntfecive Pate nat the evisence edo | serine te ate Serato | ifthe SO etn fective, Devaoping ar nefectve, plese provides esponde nthe aan bbw. Tesch aha or con claps dl i so leon plant aon TORENT ‘nao meee demands of CS tnd pede lee! OD protec eg ocean of ons {rast formate ard sratv assent, student wor wet abs} nal pasa bec Teaches se eson plans that eter ncnstenty pnd to CCS or ae ligne tthe CS but crate » are cleanglex moter at narportes pores scuaned a aed se Teachers thera inthe proces of ewoping rota to mano an aut cul spor the ca.sinsroctona sis ands content Sanders, 0 eachrs coaster manor an ods frei cts the sano teehers mentr and srt no more tan vie arf soup Stee acs content seas and gods, a] Teners do not efor rare bts benches se son ln that re not ged CLS. js ce oe oho bana nse linens with stent cas =) Blimervews withsuppor sit“ —6___—_| [Leo a Bxintrdews nth eenes= 30 — eet ers Ireriews wth PrenslGuasSne Re over a9 wor ISSO Slop UA ‘prove he eed subgroup) suc peermancs eves. ‘= Curriclum pacing ques in Reading, Wrig. and Word Atak sratepes wl be tributed to teachers to ensure developmental progression of CL. ‘+ uterac Coaches wil provide teachers with assistance to promote higher order hiking sls nnstrcton nal proficiency evel + ContnveProfesoral Developmen opportunites a he aos of Reading WINE, and Word Atackevatapes ere he ait eure tobe ‘ad toner th acnsin Sawa sss ser iets. Fund lb act bythe Se provi vied Beak tallow don wach to rode terest faving nti + Conse wn PtesonsDevecpmentopparunies wth Dict wea Teaches Coleg tt evenge. 1+ _ Provide fundssw tenis to stand cofreca ae Tener Clee and Oy ncn he peestons (evel this nnd 0 ‘Spor inpleetation fhe ‘+ Uteraey Coaches wt prove the esi wth opportunities fr Profesional Development in Teaches College Reading and Weng Unt of Study. ‘+ On-going staff evelopment wil continue with the Teacher's Callege Reading and Wiring project. ‘Saar a race The sl ender wach ave devapa a Compras SNC pa WAT ‘rss reso bet to teers ere tegen th ts, earl, moter nen pani. 1) The schol ade ad acer content us comaebane rasp pans toform ares ana ereate erica ea agtng thea elo athe eecment Soporte etn endacrsal race eels and sec. 1 Teachers const cofaberate win and acs grates and sujet delve ericpany ‘evidence tat teachers regia develop Innovative srategles for connecting these curricula with ‘tectpecie cre 6) Teaches conser colbarateln grades ee teams formay reflect onthe impacfthe lnedecpinay crc, takes sono mete evans wen needed on err ta tare Iba common unertandng stout whet staph an wy stg 2) The sebeol edad acer ue plans form preps ard crane ner danay crus tegen tne ars, nao, and eter enrichment pattie thn a snare lls Sed sate 1 Teacher perodely couboate within grades td sect alent crs ht Incorporate tea, ocelot even opportune, nd Ure serena ace ey Set oa epee es Teachers pee cones grata evel eam femal fect onthe npc ofthe tnrceipnay cru, tke sefonscorang toa sescheuee. tepning ade, de the erate esos wen nee, on ene tat ress omar onder sb wit {aught an wy sta a evosng 2 he schoo ee ar eh dies arpa eile ad devaopparanas ne Shere ofa plano ein the proce of dele slant cet tare a) paris rpetng the as tcl, nd the ene oppo wehnan aro al (pater ond cose Breaches ate behing cotabrate andes masta ever ternary caret at \ncorgorte the ar ees, an ote recht pois, ited numba ol wachets ever rtercobary cre witin aes end ae Teaches neal fect one pat of arasegar cur, the schoo ede ond {eather ore inthe proces pong oma efeton te das te lac nerd nary ‘orev ané mate revlon. 2) Th son! ade an eat do ot have Toa panes oar rainy cra 1 Teehers ono colabonte dacs aysto deer erin cr wan poder on subjects £1 Teachers have not developed intardcptnary cru other are mo plans or cesses or fefecng os evs cee curl Pasa indicate he eence td ‘erin ate (ect ea [BJ cnsscor Gosevatons-Vated 20] [became Revewed Epimervews wi studees— as imeriews wit soopor soar —8_—_| Hason ne Interven wih Teachers a5 Leal A TEI mers wh Parents Daten {fie 30P rating lective, Developing or Ineffective please provide a Yesponce athe areas below: ‘esonn wisest tke to trevor the ented whore) ont perfomance loves ‘> Sched iva Tor teachers to meet aba fad level forthe purpose of planning Tor ‘he ue of and sharing of resources to ifrentit instruction fora student. ‘+ uteraey Coaches wil provide teachers with opportunities fr Profesional Deveopmentin Teaches Colge Reading ané Wing Units of Study ‘+ Educate staff on the gap in performance between economically sacvantaged and not economically disadvantaged students {ed alnplemen the store ‘iserea prove ered ‘ater en peters ‘Review and anaiye one ELA module pe grade evel forimplerentation during ® Séience Soci tue block. ‘+ Workwithlssoom teachers o develop alist of needed materi to implement Reine Writing, and independent e Spark programs. Soper ngoeraton oe = + Provide stucents wth opportunities to aces Reading materia for home us. ‘+ Conte with Profesional Development opportunities with Teaches Calege Salt Developece {7 Aadlional opportunites willbe provided tothe ssvoom and spec re teacher eile ee to colabocate and share ideas on how to incorporate the EL eure into Sereopet sis panned to Alassroom sons ‘+ eLLteachers wil confer with School Leaders to procure aédlonal materials and technology, rss grade levels, to enhance the ering thei student in the aes of Reading, Wing and Socal Studies ‘aero acca 15 Tesch npleanta conpreanave wen frag frave wn aa RTT sensor and ne eurclom semingtirInaes ert refecton vag aed owner ean 3) Teachers hve ads stage conoreersve assesment stem fr agruliple measures “ls:sracure sa protec for ar, pln to rack rg over tee on epi oid rae, repost an asessmers and have roe or spig cream at lenrsates nprovng ial and troup acvemer ‘Teachers crate ane ea arty of peop, cron sessment ata cating repost {erative snd summate acess a pases nd et rear nurse btwn he ‘rem ad sesener tok. {Testes ave tert provi regu and ali eect ede tht based on at ‘atacates student ownership of nrg This ste nes tudes fates a compete airmen, sterile, staat trachigof hel poges, 2dsser refecon ‘son an aston ering steps to adress exceed Teaches have ads a cmereherve ste org ata ected tage, re ard pon eset anc hve proc for sap cus that emanates Improve el Sed | Ssbyous eevee )eseher ue pe, por, formate pdms ase aa soe a rade an ject res ensuring agian betwen te crleum and seman 0 ‘teasers rode oping feedacon ett ude, sipporing tert ownerspotearing, | Devtonog )Teacersarebephnngtedereop= stato ara and use dts ma cua deco Teaches arent roast enon mules per fener to esis sent between comeulumand assessment orte wef the ee a ashen eariten Ovoughot {Tears ae eninge provide feedback sed on o tnatcve Psst te evidence edo Setermine he rth Seta eo (| 2] escheat at econ d ot nlorm coe deco tesa ot sea varity af assesment or the assem fed ore mgd eshers nt poe eedace ated on |isseor Otsenations~# sted: <0 | PE Dacaans Revewe Clintons wn stsert Glitersiens wth support stat 8 Bximeneus with feaches— 5 {intense wth arent/Guardne ” Te SOP rating ig Efoetve, Daveloping or ineffective, pleate provide a response inthe areas below, ‘ctonsnthis arene betakento | * Review STAR cet to determine where students are related to expectation and trpove the ered trout) ‘tabs goal. sent perfomance eve ‘eat and use STAR reports to deny new instructional stratepes and e-Spark implementation, ‘© Eduatastaff on the gap in performance between ou economia daadvataged and noneconomieay disavantaged students + ntize Profesional Development me fer ELA aren: Specie srateles to adress the aces of ow income student ‘share sTAR grace level reports with ante sta wo provide opportunites to bealastorm strategies + Continue tallow Kindergartan Teachers the opportunity to explore the Kindergarten Screening resus tom te OAL ‘esi resures tobe | Continue to wse te following asessments To dive atwcon teas tolmpenert beacons 8 ‘serene Imrove tee SsogrouDs)sodent peformance + Teachers Col + Runing records 2 STAR aetesaments Reading & Writing assessments Gone > Sehool Leaders wil evew dita na wake determination Tor arg ‘eveopmert echt nnesio | + Gaps between grade ves willbe ented, ‘upportheimplenenatonstihe | 4 pavsanand alignment ofthe K- atetsments wth the modules, Tans Yada vd Oech ape natn WaGTY a RTO aig Tt 3ST Te pT TT ‘ier tno and nedoler, otha of sn oe peter subg oups expec crue ghee of engage eng ea Tati Soto of Prac School and chr ads tare Hatha aol POP nd Rage He OEIAEET WONG BSA, OAR [ig | ae atyleson sans that dares sure glares. Shoo a tacher pdr enor tat acherrun Gly a spnen peed an W WET Oe {sat err atendoc, Ps, NVSRSAT, ee nari lel rd choc gral al groupe of dans ) Teacher ars ap conces ensure hat teachers us nsuuctna paces ane states tat ate ate an alge | tity | txpanter pout et sucess arty of reds anda src tents ih Satie, non ‘tect | ngage eres deter so eur] ad prone ay ara operate rtacton taverns deters or Teacher nes and couches esr ht ech ue itso etalsh sot and long oa wth iarsng {ject oad on eras and en nace, | eteaie 1 | Devcon 1 | tnetiectve 3] Shot teacher eaes ert rchrs oe a a is ley a Gea, ET TESA, {Uru NIST ee ond pe vel goa frat poupso dents 1) Teac eaers redone hat each erst races an sates at eed age ‘pls for group students th avait of ech dang a (nce wth ces, eh lsgige eres nd ter poop rd roe staal erento tse {Teacher escers on coches cre hat esc Qh ha an gto on or ups of ders aed on deere ern. shoal an te cheers ae Degg eS ha Wa CONTNION DOU gg pS 1) Teaee ees nd cones spr tach cretticonl pacar sed rao re geo aN 2 ‘oestrone trenton to ent, echer ace ane conce ae begening 9 supp He sigur {chr arco ore elope pone {yesh ender on coches beget work wi teachers tesa tr r longterm gas for oust Susens. } By Tescer ees and coches ot ogo tenders inthe ube a soaps nd ate: edo tn, often se not prong etic enero fo eens {Irescers hee rot cested on fo poops students, nd tere pa foreach ees nd cosh oppor set. ame 2 Dy Garvan Govators =F Ve AO lbcamans aioe Stewelndentathe | Ewer wih Sderts f , area apse Uns TSR irre | a inerens npr at irs apes tes wth face ten cre | Bierce treo Seth of owe DORR ifthe SOP rating ig fective, Developing or IneMoctive) please prove eiporse hte seas below “ezoain th seat betate ‘oimporhe Mente oa perorance ia Tease erreurs ‘element the ‘oinpove be scbarou) ster etrmance Daarbe tie eeoprar Seis lered amore role ot Tata of aaa 43 Teather Cran nl apap ape Gon Cae ang Saree ft | fernando rape pts facts orsl mace Teche wav uci praciar ae tena ad NOL Deon HUTT GT blr apn ages CL for comet aed arr and recive oh CASSIS 0 Insecta poupsf scents Tl} sanatecie, | Sechrest ep af tg ad etna es tow he of eatin (as (orconerbsed sadn intron mates tat coran Neh evel text doen concey od ule sates prove swe vet wastage aig Tear in tonal pote apoopatey aged CS cote bse er] ‘Shon plo are reecv ote Cls uFato vb ah oop oF sens a stave {Drench state ing by ig cuss troup te fate Sor ‘nae ore andes) meton materas ht consinhihieettartan coer ‘onset. Teaches a Begin crc lesn pls Hata Sop IGT CES TER {aed Roa and recive of he SATS ther naruto acess teacher ue atonal pots goed Cts son ae adeeb Es STS In a Detect cote ses 1) Tescars co theschol oot costanty ahr order hn quests, the Ieucton utr ator Nghe of et and one cog . 3} Tesch ton agra CS or content Sed andar an ot Ton TN o tec | 2 Tec sis ad a Gusta a eure ay Ba own TT SE wT ‘yen whch stad rea to seg hoing by ong ing pee of as al OO ese nda te eves veto Elcenn cto =s_ || Fictionist eotene ne enwroas ae Soar omimaaa Cinarisswth eetuardine=F__ Se Bose’ ii SOP ating eet, Geveoping or neler, leave rove w response tara bow “Ekueae sf onthe gop pecormanc etwan Eran an eders eororiy

    Anda mungkin juga menyukai