Goal+5+-+Strategy+1

Goal 5 - Strategy 1

Strategy #1: The district will develop curriculum and instruction plans to meet the needs of the growing population of ESL and special needs students.

2. Examine and adopt additional research based programs/materials as needed to meet varying student and program needs (ELL, Gifted Support, Special Education, reading and math support, students at risk).
 * **Activity Steps** || **Accomplishments** || **Next Steps** || **Comments** ||
 * 1. Analyze and restructure as necessary the district’s model for delivery of services for students with special needs (ELL, Gifted, Special Education, reading and math support) in order to provide consistency of service within and across buildings and populations.

3. Examine the current co-teaching model, provide training as needed to attain consistency within buildings and across the district, and promote more inclusive settings designed to increase student achievement. 4. Examine and revise as needed current district assessment plan to provide a balance of assessments (standardized, performance, curriculum based) to demonstrate and monitor student progress to drive classroom instruction and to report to parents/community. 5. Research and purchase a data warehousing program to facilitate the disaggregating and analysis of student and program data. 6. Examine and adopt as needed research based progress monitoring tools/system to ensure that all students achieve proficiency. (For example, Response to Intervention model, DIBELS, GRADE…). 7. Train administrators and staff to analyze and use a variety of assessment data, to determine trends and patterns of performance in identifying student and curricular strengths and needs. 8. Train administrators and staff to provide intervention strategies that promote effective, differentiated instruction to meet specific student and program needs. 9. Promote a culture of teacher inquiry, reflection, collaboration and continuous improvement so that all teachers are engaged in quality, meaningful professional learning. Ensure that professional development is on-going, job embedded and encompasses a variety of formats (common planning, action research, study groups, co-teaching, peer coaching, formal courses, and workshops) linked to district and school goals. || In process and related to the adoption of district Assessment Plan and Special Education Plan. ELL services expanded throughout the district. Intervention/Enrichment period in first year at Pine Road. HS Student Needs project has lead to a number of faculty driven changes. Special education staff push into a variety of classrooms providing inclusive support in the planning and delivery of instruction. Assessment committee completing work this year. A number of monitoring assessments have been added at all three levels. See detailed list with number 6 below. Performance Tracker purchased and in use for two years. A variety of research based tools have been implemented to ensure student achievement and proficiency including: 4Sight Testing, Dibels, AimsWeb Progress Monitoring, GRADE, PSAT, IST support, Wilson Reading, Fundations, PSSA data analysis in reading, math, science and writing. Training has been most effective with teachers who had consistent access to important data (For example, AimsWeb Training for Pine Road and Murray Avenue special education teachers.) As the Assessment Plan begins to be implemented, the portion of teachers this statement applies to will expand. Data analysis is used to provide students with targeted support. Training in Intervention and Enrichment strategies has begun at Pine Road. Steps have been taken to promote teacher collaboration and engagement in quality professional learning including: institution of a schedule at Pine Road and Murray Avenue that allows for teacher common planning time and collaborative approach in listening to teacher perspective on student needs and developing professional learning communities around those needs. These processes produced a number of job embedded professional learning venues including, but not limited to, Intervention/ Enrichment training at Pine Road, Peer Coaching at Murray Avenue, and Tech Bites at the High School. || Decisions and changes probable during 2011-2012. Work in this area needs to continue to develop a bank of interventions especially among grade levels or subject areas. Teachers need a variety of strategies to answer the question, “What do I do when some students get it and some do not?” A companion concern needing to be addressed is ways to approach, reach and teach the expanding variety of learners in each classroom. Continue to expand the “job embedded” professional learning opportunities. ||  ||