1. Indicate what will happen from September to June, 2015-16, in your plan. Include contact with Leadership, Advisory Team Meetings (you should create a group to oversee process), professional development, assessments, and any activities (ex: parent sessions, student meetings, etc.)
September-
-School starts 9/1.
2nd week start first examination period.
3rd week Meeting with parents to inform “at-risk” status.
Recommend parents to get a tutor for struggling students.
October-
Intervention groups start.
PLC collaboration time focused on best reading practices.
November-
Second examination period.
Parent meeting to inform about student’s progress.
Students exit “at-risk” status if they have reached or close to reaching end of the year goals.
1st SST is called.
Administrative staff is involved in student’s case.
Intervention groups continue.
Possible regrouping and adjusting intervention groups.
Recommend parents to get a tutor for struggling students.
Possible before and after school tutoring starts.
December-
Winter break during the last two weeks.
Students take home differentiated homework packet to work during break.
Intervention groups continue.
January-
Intervention groups continue.
Possible regrouping and adjusting intervention groups.
Intervention groups continue.
February-
Intervention groups continue.
PLC collaboration time focused on best reading practices.
March-
Third examination period.
Parent meeting to inform about student’s progress.
2nd SST is called if student has not made significant progress.
Referral for SPED testing is called if student has accumulated 3 SST’s within a
year’s period with unsuccessful results.
Possible regrouping and adjusting intervention groups.
Intervention groups continue.
Students exit “at-risk” status if they have reached or close to reaching end of the year goals.
Recommend parents to get a tutor for struggling students.
April-
2 weeks of spring break.
Intervention groups continue.
PLC collaboration time focused on best reading practices.
Students take home differentiated homework packet to work on during break.
May-
Fourth examination period.
Parent meeting to inform about student’s progress.
3rd SST is called if student has not made significant progress.
Intervention groups continue.
Students exit “at-risk” status if they have reached or close to reaching end of the year goals.
Referral for SPED testing is called if student has accumulated 3 SST’s within a
year’s period with unsuccessful results.
Intervention groups end.
June-
End of the year.
Report cards are sent home.
Recommendations, resources, and possible homework packet are sent home for student to work on during summer break.
Intervention groups continue.
Recommend parents to get a tutor for struggling students.
2. List data to be gathered throughout the year to determine progress and guide adjustments. It can be weekly, monthly, biannually, yearly, etc.
Weekly- I will use Accelerated Reader (AR) reading practice quizzes to measure
quantity, quality and level of difficulty the students are reading. Also, I will gather
data based on my observations during reading centers.
Quarterly-I include data obtained from Renaissance Learning START test to obtain information about word knowledge, literary analysis, and reading comprehension.
Also, I will use Developmental Reading Assessment (DRA) results to compare
students’ instructional level between testing intervals.
Biannually-Students obtain a computer generated certificate if they had
accomplished their initial goal for Accelerated Reader (AR). A new end of the year
goal is set at this time.
Yearly-At the end of the year I give the students their final examination using a
series of tests such as STAR, AR quizzes, and DRA to report their reading level and areas of concern for next year’s teacher. It is expected for the next year’s teacher to follow up with the recommendations and to continue the SST’s for SPED diagnosis test to be given as early as possible the following year.
3. Describe how you will communicate progress with stakeholders (leadership, teachers, families, and students.
Parents-Within the first month of classes I will give my students a diagnostic test to compare notes with the previous year’s teacher. I will call a meeting with targeted students’ parents to explain their child’s situation, explain what I need them to do to help their situation and what plan I have for their child. If the student is making consistent progress I will report with parents two more times: at the end of the first and second trimester to celebrate the students’ progress and continue with what is working. If the student has no considerable growth, I will call for an SST meeting to start documenting what is working and the changes in strategies and special accommodations that are taking place as well as the ones that will be tried.
Students- After I meet with parents, I will have a short meeting with students
explaining their current situation and what is the plan to follow. After that, I will
meet with students quarterly to debrief testing results and their progress.
Leadership- I like to turn-in a list of “at-risk” students to the Principal at the
beginning of the year. If the students make considerable progress during the first
quarter, they are eligible to exit the “at-risk” status. Otherwise, I call for an SST
meeting and request the presence of an administrator to participate in the meeting.
September-
-School starts 9/1.
2nd week start first examination period.
3rd week Meeting with parents to inform “at-risk” status.
Recommend parents to get a tutor for struggling students.
October-
Intervention groups start.
PLC collaboration time focused on best reading practices.
November-
Second examination period.
Parent meeting to inform about student’s progress.
Students exit “at-risk” status if they have reached or close to reaching end of the year goals.
1st SST is called.
Administrative staff is involved in student’s case.
Intervention groups continue.
Possible regrouping and adjusting intervention groups.
Recommend parents to get a tutor for struggling students.
Possible before and after school tutoring starts.
December-
Winter break during the last two weeks.
Students take home differentiated homework packet to work during break.
Intervention groups continue.
January-
Intervention groups continue.
Possible regrouping and adjusting intervention groups.
Intervention groups continue.
February-
Intervention groups continue.
PLC collaboration time focused on best reading practices.
March-
Third examination period.
Parent meeting to inform about student’s progress.
2nd SST is called if student has not made significant progress.
Referral for SPED testing is called if student has accumulated 3 SST’s within a
year’s period with unsuccessful results.
Possible regrouping and adjusting intervention groups.
Intervention groups continue.
Students exit “at-risk” status if they have reached or close to reaching end of the year goals.
Recommend parents to get a tutor for struggling students.
April-
2 weeks of spring break.
Intervention groups continue.
PLC collaboration time focused on best reading practices.
Students take home differentiated homework packet to work on during break.
May-
Fourth examination period.
Parent meeting to inform about student’s progress.
3rd SST is called if student has not made significant progress.
Intervention groups continue.
Students exit “at-risk” status if they have reached or close to reaching end of the year goals.
Referral for SPED testing is called if student has accumulated 3 SST’s within a
year’s period with unsuccessful results.
Intervention groups end.
June-
End of the year.
Report cards are sent home.
Recommendations, resources, and possible homework packet are sent home for student to work on during summer break.
Intervention groups continue.
Recommend parents to get a tutor for struggling students.
2. List data to be gathered throughout the year to determine progress and guide adjustments. It can be weekly, monthly, biannually, yearly, etc.
Weekly- I will use Accelerated Reader (AR) reading practice quizzes to measure
quantity, quality and level of difficulty the students are reading. Also, I will gather
data based on my observations during reading centers.
Quarterly-I include data obtained from Renaissance Learning START test to obtain information about word knowledge, literary analysis, and reading comprehension.
Also, I will use Developmental Reading Assessment (DRA) results to compare
students’ instructional level between testing intervals.
Biannually-Students obtain a computer generated certificate if they had
accomplished their initial goal for Accelerated Reader (AR). A new end of the year
goal is set at this time.
Yearly-At the end of the year I give the students their final examination using a
series of tests such as STAR, AR quizzes, and DRA to report their reading level and areas of concern for next year’s teacher. It is expected for the next year’s teacher to follow up with the recommendations and to continue the SST’s for SPED diagnosis test to be given as early as possible the following year.
3. Describe how you will communicate progress with stakeholders (leadership, teachers, families, and students.
Parents-Within the first month of classes I will give my students a diagnostic test to compare notes with the previous year’s teacher. I will call a meeting with targeted students’ parents to explain their child’s situation, explain what I need them to do to help their situation and what plan I have for their child. If the student is making consistent progress I will report with parents two more times: at the end of the first and second trimester to celebrate the students’ progress and continue with what is working. If the student has no considerable growth, I will call for an SST meeting to start documenting what is working and the changes in strategies and special accommodations that are taking place as well as the ones that will be tried.
Students- After I meet with parents, I will have a short meeting with students
explaining their current situation and what is the plan to follow. After that, I will
meet with students quarterly to debrief testing results and their progress.
Leadership- I like to turn-in a list of “at-risk” students to the Principal at the
beginning of the year. If the students make considerable progress during the first
quarter, they are eligible to exit the “at-risk” status. Otherwise, I call for an SST
meeting and request the presence of an administrator to participate in the meeting.