2015-2016 School Year Calendar
Monitoring Plan
Administration and teachers can interact during PLCs, in which is lead by grade level representatives. Lead teachers are selected to present information during bi-monthly PD's to ensure veritcal alignment of CCSS reading comprehension standards and share effective strategies.
During PLCs, teachers can analyze data from reading scores from SRI, AR, Lexile Core5 to develop intervention plans for small group individuals. Through the close look at data, staff can have an open forum of communication and agree that certain students need further scaffolding besides in class intervention. Ultimately, the individuals who can make the changes within school wide intervention groups will the RSP teacher and administration based on students SRI scores and teacher recommendations. The reading intervention cycle will include students in the Lexile range of 420-820 (far and/or below grade level). Through flexible heterogenous grouping, students can demonstrate growth and "graduate" from the intervention program. Furthermore, students can come in and out of the intervention program throughout the school year.
Furthermore, during PLCs, teachers will learn methods to provide effective guided reading to target essential skills missed by 2/3 of students of students. Teachers will look at patterns within their small group guided reading. Teachers will be able to develop one grade level lesson plan with similar text and rigor of questions with prompts and cues to scaffold comprehension. In addition, the lesson plan will include quality indicators of instruction. By utilizing the template, teachers can share common language used and quality texts. After the guided reading lessons, teachers can discuss strengths, needs (misconceptions), and next steps based on anecdotal notes (soft data).
During PLCs, teachers can analyze data from reading scores from SRI, AR, Lexile Core5 to develop intervention plans for small group individuals. Through the close look at data, staff can have an open forum of communication and agree that certain students need further scaffolding besides in class intervention. Ultimately, the individuals who can make the changes within school wide intervention groups will the RSP teacher and administration based on students SRI scores and teacher recommendations. The reading intervention cycle will include students in the Lexile range of 420-820 (far and/or below grade level). Through flexible heterogenous grouping, students can demonstrate growth and "graduate" from the intervention program. Furthermore, students can come in and out of the intervention program throughout the school year.
Furthermore, during PLCs, teachers will learn methods to provide effective guided reading to target essential skills missed by 2/3 of students of students. Teachers will look at patterns within their small group guided reading. Teachers will be able to develop one grade level lesson plan with similar text and rigor of questions with prompts and cues to scaffold comprehension. In addition, the lesson plan will include quality indicators of instruction. By utilizing the template, teachers can share common language used and quality texts. After the guided reading lessons, teachers can discuss strengths, needs (misconceptions), and next steps based on anecdotal notes (soft data).
Communication Plan
- How will you communicate with parents? In order to inform parents about progress, I will communicate to parents by sending a digital letter of interventions via email. In addition, the letter will inform them on the focus on guided reading and the importance of independent reading at home to foster a love for reading. Furthermore, constant weekly communication can be made through Class Dojo and/or Remind App to inform of child's growth or needs based on guided reading practice and SRC/ AR Tests. The emails would be directed to individual students needs and growth. The communication will vary due to child's needs to provide a community of transparent communication. In addition, I will create an open forum of weekly blogs on Schoology with at home strategies and newsletters to keep parents involved. How often?
- How will you communicate with administration? In order to inform administration about progress, I will communicate be able to present weekly updates based on weekly guided reading packet. The guided reading packet focuses on one standard for reading comprehension to ensure students demonstrate and met proficient. This weekly packet will in turn, inform teachers of progress of students' skill. An excel sheet will be utilized to gather the weekly reports, then email adminstration the progress in a monthly newsletter. In addition, administration will have monthly reports via email that will include monthly STAR reading, Read 180 comprehension reports in the format of a newsletter.