area 10 strategic plan 2011-2012

8/6/2019 Area 10 Strategic Plan 2011-2012

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Area 10

Strategic Plan

2011 2012Isabel Mesa-Collins, Chief Area Officer


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Table of Contents

Area 10 Vision .... 3

Area 10 Mission ........ 3

Area 10 Core Values ..... 4

Area 10 Theory of Change ... 5Area 10 Priorities ... 6Area 10 Tiers ... 7Area 10 Future Leadership Strategies ..... 8Priority I ... 9

Priority II ... 11Priority III ... 12Appendix A ... 14

Appendix B ... 22Appendix C ... 23Appendix D ... 25Appendix E 27Appendix F 28Appendix G ... 29Appendix H ... 30Appendix I . 32Appendix J 47


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Area 10 Vision:Area 10 strives to help administrators and teachers provide students with a rigorousacademic foundation in a nurturing environment allowing all learners to reach theirindividual potential as members of a global, 21st century society. All levels ofinstructional leadership are facilitated by in-depth knowledge of the curriculum and

pedagogy, evidence-based reflection, and a sense of optimism. The clustering of Area10 schools enhances and strengthens the established professional learningcommunities and builds capacity among school leaders and staff.

Area 10 Mission:Area 10 continues to build capacity at all schools by focusing on improved studentperformance through targeted, differentiated, culturally responsive support. Supportsinclude data-driven leadership and guidance to maximize support of infrastructures,operational assistance, data-driven/research-based professional development, coachingconnected to high standards for content mastery/pedagogy, and resource accountabilitymeasures. Area 10 core values are the guiding principles for our work.


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Area 10 Core Values: Education is a shared responsibility among the home, the school and the

community; Diversity of culture, ethnicity and thought is recognized and honored; Educators have high expectations and provide differentiated opportunities for all

learners; Highly motivated practitioners function as a professional learning community to

increase student achievement; Effective leaders are visionary thinkers who motivate and inspire others to think

critically and act creatively in order to meet the needs of all students; All stakeholders engage in collaborative data inquiry to reflect on practices and

student outcomes; Students are at the center of the educational process, are taught to be creative

thinkers, and are encouraged to take ownership of their learning; Students learn best in a safe, caring, nurturing, and structured environment; Students are challenged to work and learn to their full potential; and

Technology is an integral part of the educational process.


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Area 10 Theory of Change:

Ifthe Area 10 team operates with mutual respect for all learners and community,Then there will be clear evidence of effective communication and problem solvingamong all stakeholders.

IfCPS leadership and instructional supports in conjunction with the Area 10 coaches,university partners and school-based staff follow a standards and concept-basedframework,Then, schools will show evidence of rigorous academic strategies which yield positiveacademic outcomes.

Ifall principals, Instructional Leadership Teams (ILTs) and area coaches participate inarea and school-based performance management sessions guided by data,

Then, Area 10 schools will work on improved academic outcomes and focus onimproving instructional and curriculum strategies that promote positive academicachievement for all students.


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Area 10 Priorities:

Programs and activities as outlined in the Area 10 Strategic Plan fall under threepriorities listed below. The Area 10 team will focus on the three priorities throughprofessional development, instructional rounds, and area/school-based performance

management.

I. Increase in-school leadership capacity in three primary modes identified topromote student learning; instructional improvement, instructional leadership,and effective organization;

II. Improve student achievement by elevating rigor of instruction throughdifferentiated access to curriculum (RtI) across all content areas adhering to theCommon Core State Standards (CCSS) in English language arts (history/socialstudies and science), math, and writing; and

III. Ensure all students, including our large population of English LanguageLearners (ELL)s, students with an Individualized Education Plan (IEP), and otherdiverse learners, are prepared for high school success through improvements ingrades, attendance, behavior, and other measures of student achievement.


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Area 10 Tiers:

To facilitate success with our priorities, Area 10 schools are categorized into three tiers.Supports for Area 10 schools will be differentiated, determined by progress made ongoals established in SY10, current Illinois Standards Achievement Test (ISAT) scores,

value added measures, Chicago Public Schools (CPS) performance probation levels,and trends indicative of required support.

Tier 1: greater than 74% on ISAT 2010 (Reading)Schools: Calmeca, Cardenas, Gunsaulus, McCormick, Ortiz, Ruiz and Saucedo.Tier 1 schools are categorized by adequate progress in student achievement, compliance with Area 10accountability/reporting requirements and implementation of the Area 10 non-negotiables with fidelity (See

Appendix A). Schools meeting these requirements receive basic supports. The schools ILT or administrationmay request specific professional development or individualized support. Students at Tier 1 schools participatein the interim assessments and have full access to Achieve 3000 products. Tier 1 schools are given latitude inthe implementation of the supports.

Tier 2: 60-74% on ISAT 2010 (Reading)Schools: Castellanos, Everett, Evergreen, Finkl, Gary, Hedges, Kanoon, Little Village, Madero, Mason,Telpochcalli, and Whitney.Tier 2 schools are categorized by stagnated student achievement or declines in reading. In addition to the basicsupports outlined for Tier 1 schools, Tier 2 schools are closely monitored for implementation of the interimassessments and the Achieve 3000 products. These schools receive more direct support from an Area 10liaison. The liaison monitors specific strategies and practices, such as differentiated instruction,attendance/behavior issues, and implementation of the Area 10 non-negotiables. This occurs at school-basedperformance management sessions (PMs), grade level meetings, and Area 10 professional developmentsessions. Action plans are developed when data indicates a decline or unsatisfactory progress toward theSchool Improvement Plan for Advancing Academic Achievement (SIPAAA) goals.

Tier 3: less than 60% on ISAT 2010 (Reading)Schools: Corkery, Crown, Davis, Dvorak, Lara, Lathrop, Paderewski, Penn, and Pope.Tier 3 schools require the most ongoing monitoring and support. These schools had a significant decline in ISATfrom SY09 to SY10 or a widening achievement gap. In addition to the basic supports, the Chief Area Officer(CAO) and Area 10 team closely monitor attendance (teacher and student), behavior and grades. The Area 10team conducts instructional rounds, walk-throughs, school-based PMs, and professional development as part ofthe targeted support.

An additional group is composed of schools from all tiers that have a substantial number of ELL/LimitedEnglish Proficient (LEP) students. Student assessment data show that these students struggle as theytransition into the general program of education. These schools are: Calmeca, Cardenas, Castellanos,Corkery, Davis, Everett, Evergreen, Finkl, Gary, Gunsaulus, Hedges, Kanoon, Lara, Little Village, Madero,McCormick, Ortiz de Dominguez, Ruiz, Saucedo, Telpochcalli and Whitney. The aforementionedschoolsare supported by the Area 10 bilingual coach andschool liaisons. Crown, Paderewski, and Penn have asmaller ELL/LEP population and participate in targeted professional development (See Appendix B).


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Area 10 Future Leadership Strategies:

In furtherance of the Area 10 Strategic Plan, schools will be configured in clusters ofprofessional learning communities (PLCs) that contain schools from each of the threetiers. Designed for distributed leadership, the model capitalizes on strengths and

challenges unique to each school. Each cluster leader will help build capacity specificto leadership by sharing exemplary practices from their schools, how challenges areaddressed, and by encouraging other leaders to do the same.


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Priority I

Increase in-school leadership capacity in three primary modes identified to promotestudent learning: instructional improvement, instructional leadership, and effective

organization.

Performance ManagementPerformance Management (PM) within CPS entails establishing a performance cultureat every level of the district in order to improve student achievement. Area 10 holds PMsessions (large group, small group, and individual school) using multiple data sources to buildcapacity. The CAO and area coaches visit individual schools and classrooms to follow-up withaction items created at the PM sessions.

Instructional RoundsInstructional Rounds are designed to build a rich, common vision and understanding of qualityinstruction. In consultation with the CAO and area liaisons, schools identify a problem ofpractice determined by data. Teams of educators (CAO, principal, members of the schools ILT,teachers, and area team) visit classrooms to identify strengths and challenges as viewed throughthe lens of the problem of practice. During the debriefing session led by the CAO, schoolsdevelop action items based on collective findings of the participants. The Area 10 team workswith school leaders and teachers to support implementation of the action items.

AssessmentsArea 10 uses multiple data sources to inform instruction and monitor student achievement:Scantron, Riverside (interim assessments), Achieve 3000, algebra exam, DIBELS/IDEL/TRC,portfolios, and anecdotal records (See Appendix C).


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Assessments for ELL Student Population* 83% of our students in Area 10 are Hispanic ELLs are assessed using the Assessing Comprehension and Communication in English State-

to-State for ELLs (ACCESS) as mandated by the Illinois State Board of Education (ISBE) inaccordance with the NCLB requirements. As of January 2010, the exit criteria for ACCESS are a composite score of4.8 (Reading,

Speaking, Listening and Writing) and a score of4.2 Literacy (Reading and Writing). Area 10 expects that a minimum of 98% of all students enrolled in the bilingual program

demonstrate a .5 increase per year in any of the language domains (Listening; Speaking;Reading; Writing) tested on ACCESS. Area 10 expects at least 15% of the total number of ELLstudents taking the ACCESS each year to reach a composite score of 4.8 or above.

To assist schools in meeting these targeted goals, the Area 10 bilingual coach, in conjunctionwith the literacy coaches, continues to offer ongoing professional development on English as a

Second Language (ESL) strategies in the form of workshops, modeling, webinars, grade levelmeetings, and individual on-site coaching for teachers and administrators.

The Area 10 bilingual coach and the literacy coaches continue to assist principals and ILTs inidentifying and selecting instructional materials that are appropriate for second languageacquisition, literacy development, and assessment-driven instruction.

The Area 10 bilingual coach provides guidance to schools on developing instructional programfocusing on the needs of the ELL population. Data for transitional students clearly indicates thneed for substantial support once they exit the bilingual program.

The Area 10 bilingual coach continues to provide targeted training to ensure that mandated

assessments for ELLs are properly administered and the data is properly used to meetstudents individual needs. The Area 10 bilingual coach works closely with the Bilingual Lead Teachers (BLTs) in each

school to make sure they have the support necessary to serve their students, teachers andfamilies.

*See Appendix B.


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Priority II

Improve student achievement by elevating rigor of instruction through differentiatedaccess to curriculum (RtI) across all content areas adhering to the CCSS in Englishlanguage arts (history/social studies and science), math, and writing.

Common Core State StandardsResearch indicates that the integration and utilization of a standards-based curriculum isimperative to student success. As the state transitions to the CCSS, Area 10 will providecontinual, scaffolded support enabling schools to deconstruct the CCSS, digest the instructionalramifications and nuances, and integrate the standards into daily instruction so that all Area 10schools are prepared for full implementation by 2014 (See Appendix D).

The Danielson Framework for TeachingThe Danielson Framework for Teaching is used to build instructional capacity responsive to theneeds of all learners, including our significant ELL population. Area 10 uses the frameworkdomains for instructional rounds, data analysis, classroom observations, and problem of practicesolutions relative to the domains of the framework. All activities listed are in alignment withDomain 1: Planning and Preparation, Domain2: The Classroom Environment,Domain 3:Instruction and Domain 4: Professional Responsibilities. In response to observation data, Area 10staff continues to assist teachers and administrators in focusing on Domain 3:3b. Usingquestioning and discussion techniques (quality of questions, discussion techniques, and studentparticipation); and Domain 3:3d. Using assessment in instruction (assessment criteria,

monitoring of student learning, feedback to students, student self-assessment/monitoring ofprogress, and lesson adjustment). (See Appendix E.)

RtI Framework for Academics*The RtI Framework provides academic (literacy/math) supports for each student in eachclassroom. Through rigorous and differentiated core instruction, prevention and research-basedintervention, Area 10 students at all levels will accelerate their academic growth(See Appendix F).

*See Appendix G.


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Priority III

Ensure all students, including our large population of ELLs, students with IEPs, and

other diverse learners, are prepared for high school success through improvementin grades, attendance, behavior, and other measures of student achievement.

RtI Proactive Behavioral Support SystemsThe RtI Framework for Behavior supports all students in all classrooms and grades. ThroughProactive Behavioral Support Systems, students learn positive self-monitoring behaviors (SeeAppendix F).

On-Track for Graduation* Standards-based curriculum; Strategic placement of personnel endorsed middle grades teachers and National Board

Certified Teacher (NBCT) teachers; Curriculum Mapper; Achieve 3000; Classroom visitations by principals using The Danielson Framework for Teaching; Collaboration within PLCs, including ILTs and Teacher Teams (TT)s; Data analysis (including attendance and behavior) and reflection to inform instruction; Supported Core Reading Materials Adoption (SCRMA) implementation; Striving Readers implementation; Chicago Math & Science Initiative (CMSI) implementation; Middle grades grant; Investing in Innovation Fund (i3) grants; Articulation meetings between K-5 and middle schools, middle schools and local high

school; New Teacher Induction grant; and Professional development (March to March Calendar) and resources provided to schools

that support best practices in thinking classrooms. *See Appendices H & I.

TechnologyTechnology is an integral part of providing a first rate education to all learners. Use of technologyis an equalizer ensuring all students have access to the same information. Area 10 will continueto use technology to streamline training for principals, lead teachers, and teachers through the

use of webinars and other tools (See Appendix I).

School/Parent/Community/Partnership SupportsArea 10 schools work with parents, community members, and external partnerships to improveacademic achievement. Ideally, actions are embedded in the everyday operations of the school.Principals are encouraged to reach out to parents, community members, and other partners asvaluable resources to support student achievement.


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Appendices


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Appendix: AArea 10 Best Practices

Non-Negotiables for 2010-2012

Section I Rigorous Professional Practices

I. Rigorous Practicesa. Teachers post standards taught.b. Teachers post how they will assess students and the purpose of the

lesson using student-friendly language so students are aware ofexpectations.

c. Assessment must align to the standards and concepts taught in the unit.Avoid use of worksheets/blackline masters, etc.

d. All teachers are expected to work on Curriculum Mapper with gradelevel teams.

e. Lessons must demonstrate a high level of teacher-student engagementand interaction that address higher order thinking skills and concept-based curriculum.

f. Differentiated instruction is expected to be evident in all classrooms.

II. A Framework for Teaching - Professional Practicea. Teachers are expected to exhibit proficient and distinguished

performances across all programs.b. Principals are expected to monitor classrooms on a daily basis

conducting informal/formal observations to monitor instruction.

c. Principals are charged with the responsibility to monitor rigorouspractices and student growth.

d. Principals are charged with the responsibility to monitor assessmentand grading processes on a monthly basis.

e. Principals are charged with the responsibility to monitor instructionalpractices and address concerns with teachers and/or students in orderto avoid failing students and mediocre instructional practices.


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Section II - Best Practices in LiteracyArea 10 Reading and Writing Non-Negotiables

(Across the Content Areas)

The following section was developed by our area reading coaches. It contains

information about best practices in literacy which must be integrated across thecontent areas. Principals, assistant principals and ILT members are expected toensure implementation at the classroom level.

Classroom Environment Classroom libraries are labeled, color-coded and separated into genres with a

comfortable seating area for independent reading. Classroom libraries have a circulation system for checking in/out classroom library

books. Teachers have centers or learning areas that include rules, instructions for tasks,

rotation schedule, and membership list. Desks or tables are arranged into groups to facilitate student

discussion/interaction. Groups have caddies/baskets where communal supplies are shared, stored and

easily accessible. Classroom space is maximized for instructional purposes. Classrooms are clean, organized, and free of clutter. Classroom displays and posters are aligned to curriculum taught and reflect

current work done in class. Classrooms exhibit a balance of teacher-created and store purchased

instructional charts. Current authentic student work is posted.

Classroom Routines Arrival and dismissal routines are in place for lining up, entering and exiting the

classroom, going to lunch, and for bathroom breaks. Classroom schedule, rules, and positive behavior supports are displayed. Evident system exists for students to submit homework. Teachers collect reading and writing artifacts (extended response samples, writing

samples, unit assessments, and/or projects) and keep artifacts in an organized,central location.

Teachers and students manage portfolios which house work samples (ongoingand completed) and student goals over time.

Gradual Release ModelTeachers demonstrate, model, and share thinking processes through scaffoldedinstruction and gradual release of responsibility with reduced support provided for agiven task. 1. Teacher leads/students watch, 2. Teacher leads/students try, 3. Studentstry in pairs, groups or individually, 4. Students lead/teacher facilitates. 5. Students reachindependent practice of reading strategies and the writing process.


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Learning Standards and Performance DescriptorsTeachers use the Illinois Learning Standards (ILS) and the performance descriptors toplan curriculum which is supported by the WIDA Standards and the WIDAs CAN DOdescriptors for ELLs.

Instructional Leadership TeamThe instructional leadership team creates momentum by reviewing data together,collaborating on research as a base for improvement, making data-driven decisions, anddeveloping methods for implementation of best practices to impact classroom instruction.

Balanced LiteracyThe language arts period/block strategically includes the components of balancedliteracyword study/phonemic awareness, comprehension, fluency, and writing.Allocated time for reading/language arts must include the following components reflectedin 450 weekly minutes:-Read Aloud: Teacher reads selection aloud

Provides model of fluent reading and comprehension strategies Develops sense of story/text Develops vocabulary Encourages prediction Builds a community of readers Develops active listening

-Shared Reading: Teacher and students read text together Builds awareness of text Develops sense of story or content Promotes reading strategies Develops fluency and phrasing

Increases comprehension Encourages politeness and respect

-Guided Reading: Teacher introduces a selection at students instructional level ina small group

Introduces text-specific vocabulary and word patterns Promotes reading strategies/mini lesson Increases comprehension Uses a variety of differentiated centers/stations

-Independent Reading: Students read independently Encourages strategic reading Increases background knowledge and comprehension Increases vocabulary Supports writing development Extends experiences with a variety of written texts Promotes reading for enjoyment and information Develops fluency Fosters self-confidence by reading familiar and new text Provides opportunities to learn from mistakes


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-Modeled/Shared Writing: Teacher and students collaborate to write text; teacheracts as scribe

Develops concepts of print Develops writing strategies Supports reading development

Provides model for a variety of writing styles Models the connection between and among sounds, letters, and words Produces text students can read independently Encourages communication in a clear and concise manner

-Interactive Writing: Teacher and students compose together using a "sharedpen" technique in which students do some of the writing

Provides opportunities to plan and construct texts Increases spelling knowledge Produces written language resources in the classroom Creates opportunities to apply what has been learned

-Independent Writing: Students write independently

Strengthens text sequence Develops understanding of multiple uses of writing Supports reading development Develops writing strategies Develops active independence

Centers/Learning Stations Centers are leveled to meet the needs of students various abilities. Center content and activities must reflect the Chicago Reading Framework

components (comprehension, fluency, vocabulary, writing). Centers or learning stations have posted rules, instructions for tasks, rotation

schedule, and membership lists. Centers can be portable (contained in small boxes, bags, and folders thatstudents can unpack and complete at their own pace, anywhere in the room).

DIBELS/IDEL/K-2/TRC These assessments are used as universal screeners for early literacy. Teachers monitor progress of all students in all categories (green, yellow, red) as

prescribed by Dynamic Indicators of Basic Early Literacy Skills (DIBELS) orIndicadores Dinmicos del xito en la Lecura (IDEL).

Teachers use data to plan differentiated instruction and monitor student progress. Learning centers/stations and classroom instruction is linked to DIBELS

screening. DIBELS/IDEL reports are updated and reviewed at least three times per year. Teachers use Text Reading and Comprehension (TRC) to assess all Intensive

(red) students, and are recommended to assess Strategic (yellow), andBenchmark (green) students as prescribed by mCLASS: Reading 3D.


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Writers/Writing Workshop Writers/writing workshop is implemented three to five times a week. Norms and procedures are introduced and sustained throughout the workshop. Teachers collect and organize classroom writing samples that include all five

steps of the writing process once per month.

Principals collect and review writing samples from grades K 8 on a monthlybasis. Teachers assess writing in multiple ways and for multiple purposes . Teachers link instruction with assessment (baseline/on-demand writing). Writing folders contain samples of writing in all stages of the writing process. Students maintain writing notebooks/journals. Students keep portfolios for published pieces. Teachers use mentor texts to model writers craft. Teachers use their own writing as a model. Teachers provide feedback through conferences with students throughout the

writing process.

Students peer conference throughout the writing process. All learners create a safe environment for collaborative sharing and discussion. Students publish one to two finished products per month. Grade level teams review student samples together to analyze, plan, and

discuss/modify instruction.

Content Area Literacy: Reading strategies and writing strategies will be incorporatedacross the content area curriculum and may include such strategies as:

Students chart and take notes using graphic organizers; Students learn new vocabulary; Teachers model high yield instructional strategies, such as think aloud,

cooperative learning, read aloud, scaffolded instruction, use of analogies, visualtools, manipulatives, and concept mapping.

Reading Extended Response Teachers collect and analyze samples to assist in planning instruction. Grade level teams analyze student samples and make instructional plans. Principals collect samples on a monthly basis. Teachers assess students comprehension through the use of extended response

questions as part of the reading unit twice per month. Teachers model shared writing. Teachers formulate higher order thinking questions.

Teachers scaffold writing about reading by modeling the use of graphic organizersand then giving students choice for usage.


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Differentiated Instruction and Response to Intervention (RtI) Pre-assessment surveys, assessments (DIBELS/IDEL/TRC, SCANTRON, interim

assessments, ACCESS, fluency snapshots, etc.), and learner profile data areused to group students according to instructional needs, identify interventions andsupport modifications of content, process, and product.

Teachers respond to students readiness, instructional needs, interests, andlearning preferences. Teachers act as a facilitator and a collaborator. Assignments are designed and tiered to respond to students learning needs. Learning goals are adjusted based on students needs. Students are given opportunities to choose activities based on their interests and

readiness. Teachers differentiate the content, process (for teaching) and product (student). Teachers monitor students progress, provide interventions, and document results.

Questioning

Teachers link new information to students background knowledge through theuse of cues and questions. Tiered questioning within Blooms Taxonomy is used to increase difficulty and

provoke thought, discussion, and response. Teachers instruct students how to use questioning techniques. Teachers integrate a variety of questioning strategies and formats. Teachers give adequate time for students to respond (wait time).

Section III Best Practices in Math/Science

The following section was developed by our math and science coaches. It

contains information about best practices in math and science. Principals,assistant principals and ILT members are expected to ensure implementation atthe classroom level.

Classroom Environment: Desks or tables need be arranged in groups (no individual rows of desks). Manipulatives are accessible to all students as needed (not locked up in a

secluded area). All 4-8 grade classrooms must have their own set of calculators (refer to calculator

statement by the Office of Math & Science). Posters with information (not limited to vocabulary), referenced by students,

should be displayed/posted while the concept is being taught (avoid displayingposters before concepts are taught or right before ISAT)

Student work is posted and aligned to curriculum and reflects work done in class Posted concepts that are taught and assessment include:

Ex: Standard: Students will knowStudents will understand Students will be able to


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Instruction: Time allocation for math and science instruction should be met weekly as stated

below: K-8 Mathematics: 300 minutes per week K-5 Science: 150 minutes per week

6-8 Science: 300 minutes per week Teachers incorporate manipulatives, calculators, and other resources into daily

instruction as effective tools in teaching and learning mathematics and science. Students have opportunities to design investigations, engage in scientific

reasoning, manipulate equipment, record data, analyze results, and discuss theirfindings in math and science instruction.

Math journals and science notebooks are an integral part of math and scienceclassroom activities/lessons.

Mathematical and scientific discussions are a daily part of classroom activity thatinvites students to:

a. construct their own mathematical and scientific thinking and

b. apply math and science skills through problem-solving activities. Students are familiar with the use of rubrics in math and science as they create

authentic student work/thinking. Integration of Labs into the Science Program: (according to the National

Science Teachers Association (NSTA)) K-5: All students have multiple opportunities every week to explore

science lab investigations. Students at developmentally appropriate levelsinvestigate appropriate questions, analyze the results of lab investigations,debate what the evidence means, construct an understanding of scienceconcepts, and apply these concepts to the world around them.

6-8: All students have multiple opportunities every week to explore

science lab investigations. Lab investigations in the middle gradeclassrooms help all students develop a growing understanding ofcomplexity and ambiguity of empirical work, as well as the skills tocalibrate equipment used to make observations. Students understandmeasurement error; and have the skills to aggregate, interpret and presentthe resulting data. Students improve their ability to collaborate effectivelywith others in caring our complex tasks, share the work of the task,assume different roles at different times, and contribute and respond toideas.

Teachers link new information to students background knowledge by providing

cues and questions. Teachers use tiered questioning within Blooms Taxonomy to increase difficulty

and provoke thought, discussion, and response. Teachers integrate a variety of questioning strategies and formats.

Teachers give adequate time for students to respond (wait time).


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Differentiated Instruction Pre-assessment surveys, assessments (DIBELS/IDEL/TRC, SCANTRON, interim

assessments, ACCESS, fluency snapshots, etc.), and learner profile data areused to group students according to instructional needs, identify interventions andsupport modifications of content, process, and product.

Teachers respond to students readiness, instructional needs, interests, andlearning preferences. Teachers act as a facilitator and a collaborator. Assignments are designed and tiered to respond to students learning needs. Learning goals are adjusted based on students needs. Students are given opportunities to choose activities based on their interests and

readiness. Teachers differentiate the content, process (for teaching) and product (student). Teachers monitor students progress, provide interventions, and document results.

Assessment:

Ongoing: Teachers assess students on regular basis (informal/formal); using embedded

assessments.Every five weeks:

Teachers administer math/science assessments. Student data is analyzed at grade level meetings.

Twice a month: Teachers administer common grade level extended response problems:

o teachers provide students with constructive feedback and students havemultiple opportunities to revise their work;

o student work is analyzed at grade level meetings; ando

extended response prompts are used with several samples of student work(high, middle, low) are housed in a binder in the main office for review.


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Appendix: B

Area 10 ELL Action Plan

Needs Priorities Actions

Accelerate studentachievement in all literacydomains of ACCESS

Increase teachers use ofACCESS data todifferentiate instruction forELLs

Increase BLTs use of

WIDAs CAN DODescriptors to match ELLstudents with appropriateinstruction for theirdevelopmental level asindicated by ACCESS

Area 10 aggressively continuesto work with the schoolsadministration/teachers to usethe ACCESS data and WIDAsCAN DO Descriptors to increase

academic achievement of ourELL population

.

Support teachers (monolingualand bilingual) with interpretingand using the ACCESS scores

Support teachers (monolingualand bilingual) with interpretingand using the WIDAs CAN DODescriptors

Provide teachers (monolingual

and bilingual) with research-based strategies to improvequality of reading, writing,speaking, and listeninginstruction for ELLs

Use native languageassessment data to make

instructional decisions anddifferentiate instruction

Increase teachersawareness of theconnection between nativelanguage/culture of originand academic/socio-emotional development ofour ELL population

Area 10 will identify and useadditional literacy

assessments to measurenative language progress(Spanish)

Area 10 understands andvalues the connection thatnative language/ culture oforigin and academic/socio-emotional development haveon our ELL population

Area 10 is collaborating with theOffice of Language and Culture to

pilot an assessment that providesaccurate and relevant data that canbe used to meet the needs of ourELL population. The assessmentsto be piloted in Area 10 schoolsinclude: Evaluacin del desarrollode la lectura 2 (EDL2) and theIllinois Snapshots of EarlyLiteracy-Spanish (ISEL-S)


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Appendix: C2011-2012 Assessments

Grades RequiredAssessment

K 1 2 3 4 5 6 7 8 Area District State FederalOptional

Frequey

mClass: ReadingDIBELS/IDEL X 3 X

mClass: Math X 3 X

Scantron:Reading andMath

X 3 X

MODEL X 1 X

Screening/

Growth

W-APT X 1 XmClass: Reading

TRC (Intensivestudents only) X 3 X

mClass: ReadingTRC (Strategic &Benchmarkstudents)

X 3 X

mClass: Reading ProgressMonitoringIntensiveStudents

DIBELS/IDEL

X 16 X

mClass: Reading ProgressMonitoringStrategicStudentsDIBELS/IDEL

X 12 X

Diagnostic

mClass:ReadingProgressMonitoring

BenchmarkStudentsDIBELS or IDEL

X 8 X

mClass: Math(Intensivestudents only)

X 3 X


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AssessmentK 1 2 3 4 5 6 7 8 Area District State Federal Optional

Frequncy

Riverside:Reading

X 3 X

Benchmark

Riverside:

Math

X 3 X

ACCESS X 1 X

Algebra ExitExam approvedprogram

X 1 X

District WideWritingAssessment

X 1 X

EXPLORE X 1 X

ISAT/or IAA X 1 X

Summative

NAEP(Selectedschools only)

X 1 X

Limited SAT10 Testing X 1 X

Other

SelectiveEnrollment X 1 X


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Appendix: DCommon Core State Standards (CCSS)

Research indicates that the integration and utilization of a standards-based curriculum is imperative to studentsuccess. As the state transitions to the CCSS, Area 10 will provide continual, scaffolded support enabling schools todeconstruct the CCSS, digest the instructional ramifications and nuances, and integrate the standards into daily

instruction so that all Area 10 schools are prepared for full implementation by 2014.Common Core State Standards-English Language ArtsActivities

to ImplementEvidence

of ImplementationLead/

SupportCompletion

DateIntroduction of CCSS to leadliteracy teachers and schooldesignees

Lead teachers share information withteacher teams in grade level meetings

Area readingcoaches, school-based lead teachers

March, 2011

Overview of CCSS withprincipals

Principals return to schools withinformation

Area 10 staff May, 2011

Office of Reading andLanguage Arts (ORLA)CCSS symposium

All lead teachers and area staff attend Office of Readingand Language Arts(ORLA)

May, 2011

Area-wide professional

development with principalsand instructional leadershipteams (ILTs) onimplementation of CCSS andcurriculum mapping

All principals, ILT members, and area

staff share information with classroomteachers

Area 10

Chief Area Officer,ManagementSupport Director,Data Analyst, areareading coaches

June, 2011

Instructional rounds to informprofessional developmentaround CCSS

Identified problems of practice andaction plans incorporate CCSS

Area 10Chief Area Officer,ManagementSupport Director,Data Analyst, areareading coaches

August, 2011-ongoing

Compare/contrast exerciseusing current Illinois

standards to CCSS

Lead teachers duplicate activities ingrade level bands at the school level

Area 10 readingcoaches and lead

teachers


Grade level discussions andcalibration of differentiatedinstructional practices basedon CCSS at each grade level(spiraling curriculum)

Lead teachers and classroom teachersreview appendices of CCSS, matchdifferentiated instructional activities toCCSS, and submit minutes ofmeetings to principal for futurecollaboration with area readingcoaches

Grade level teams At least one gradelevel meeting permonth beginningAugust, 2011concluding June,2012

Preliminary curriculummapping of at least twoCCSS strands that serve as amodel for futureimplementation (Reading

Informational Text-RI, andWriting History-WHST)

Curriculum planning templatescompleted at the grade and schoollevel

Grade level teams,area readingcoaches

October, 2011-ongoing

Professional developmentmodules provided to schoolleaders and teachers

Professional development withattendees and via webinars

Area readingcoaches,technologyspecialist

September, 2011-ongoing


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Appendix: DCommon Core State Standards (CCSS)

Research indicates that the integration and utilization of a standards-based curriculum is imperative to studentsuccess. As the state transitions to the CCSS, Area 10 will provide continual, scaffolded support enabling schools todeconstruct the CCSS, digest the instructional ramifications and nuances, and integrate the standards into daily

instruction so that all Area 10 schools are prepared for full implementation by 2014.Common Core State Standards-MathActivities

to ImplementEvidence

of ImplementationLead/

SupportCompletion

DatePrincipal overview of mathCCSS

Principals share information Area 10 staff May, 2011

Part II: Essentialmath/science vocabulary ingrades K-8

Math/science lead teachers continuethe work started in March

Area 10math/sciencecoaches

May, 2011

Area-wide professionaldevelopment with principalsand ILTs on implementationof CCSS and curriculum

mapping

All principals, ILT members, and areastaff share information with classroomteachers

Area 10Chief Area Officer,ManagementSupport Director,

Data Analyst, areamath/sciencecoaches

June, 2011

Overview of math CCSS Math lead teachers share/presentinformation to math teachers at schoollevel

Area math/sciencecoaches

June, 2011

Instructional rounds to informprofessional developmentaround CCSS

Identified problems of practice andaction plans incorporate CCSS

Area 10Chief Area Officer,ManagementSupport Director,Data Analyst, areamath/sciencecoaches


Compare/contrast exerciseusing current Illinoisstandards to CCSS

Lead teachers duplicate activities ingrade level bands at the school level

Area 10math/sciencecoaches and leadteachers


Grade level discussions andcalibration of differentiatedinstructional practices basedon CCSS at each grade level(spiraling curriculum)

Lead teachers and classroom teachersreview appendices of CCSS, matchdifferentiated instructional activities toCCSS, and submit minutes of meetingsto principal for future collaboration witharea math/science coaches

Grade level teams At least one gradelevel meeting permonth beginningAugust, 2011concluding June,2012

Overview of math CCSS bygrade band (K-2, 3-5, 6-8)

One teacher per grade band per schoolshares with grade level teams


August/September,2011

Professional development

modules provided to schoolleaders and teachers

Professional development with

attendees and via webinars

Area math/science

coaches,technologyspecialist

September, 2011-

ongoing

Implementation of the mathCCSS mathematicalpractices in the variousstandards

Math lead teachers share/presentinformation to math teachers at schoollevel


October, 2011-Ongoing


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Appendix: E

The Danielson Framework for Teaching

The Danielson Framework for Teaching is used to build instructional capacity responsive to the

needs of all learners, including our significant ELL population. Area 10 uses the frameworkdomains for instructional rounds, data analysis, classroom observations, and problem of practicesolutions relative to the domains of the framework. All activities listed are in alignment with Domain 1:Planning and Preparation, Domain2: The Classroom Environment,Domain 3: Instruction and Domain 4:Professional Responsibilities. In response to observation data, Area 10 staff continues to assist teachersand administrators in focusing on Domain 3:3b. Using questioning and discussion techniques (quality ofquestions, discussion techniques, and student participation) and Domain 3:3d. Using assessment ininstruction (assessment criteria, monitoring of student learning, feedback to students, student self-assessment/monitoring of progress, and lesson adjustment).

Activitiesto Implement

Evidenceof Implementation

Lead/Support

CompletionDate

March to March calendar Designed and implemented each year Chief Area Officer,area staff

March, 2011

New Teacher Initiative Initiated in December, 2010Weekly meetings with new teachers tooffer coaching and support

Coaches asmentors

April, 2011

Classroom makeover Application deadline April, 2011 Area staff August, 2011

Professional learningcommunities (PLC)s

Schools required to establish acommittee of key staff members selectedby principal to lead the process

Principal, area staff September, 2011

Curriculum Mapper Training started May, 2009Lesson plans

Consultant,area staff

Ongoing

Achieve 3000 Training and implementation startedSeptember, 2010Usage reports

Area staff Ongoing

Riverside InterimAssessments

Training started June, 2010Ongoing implementation August, 2010

Area staff, schoolpersonnel

Ongoing

Instructional Rounds Implementation and introduction inSeptember, 2008

CAO, coaches,administrators,teachers

Ongoing

Illinois Horizon Schoolsto Watch

Area 10 Schools:Little Village Academy and Evergreenbecame mentor schools for Area 10,2010

Coaches inpartnership withAssociation ofIllinois MiddleSchools

Ongoing

Concept-based instruction Consultant (Lynn Erickson) introducedtopic to area staff and principals, 2010

Area coaches Ongoing

Performing arts pilot One of only two areas to receive thegrant city-wide

CAO, area staff Ongoing

Classroom observations All schools, all classrooms, all teachers CAO, coaches Ongoing

CLi(3) Middle Grades Grantand Elementary LiteracyGrant

Overview October, 2010Implemented November, 2011Coaching started December, 2011Weekly and monthly reports submitted

CAO, coaches 2014

Loyola Grant/ChicagoCommunity Trust (science)

Summer training, 2010 for principals and6

thgrade science teachers

Ongoing professional development

CAO, coaches 2014


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Appendix: F

RtI Framework for AcademicsThe RtI Framework provides academic (literacy/math) supports for each student in eachclassroom. Through rigorous and differentiated core instruction, prevention and research-basedintervention, Area 10 students at all levels will accelerate their academic growth.

RtI Proactive Behavioral Support SystemsThe RtI Framework for Behavior supports all students in all classrooms and grades. ThroughProactive Behavioral Support Systems, students learn positive self-monitoring behaviors.



Lead/Support

CompletionDate

Initial visits:Tier 3 schools in Area 10

Evidence of use of RtI class list Area liaison, principals,assistant principals

Ongoing

Webinar:Introduction to RtI

Evidence of use of RtI class list Principals, assistantprincipals

November, 2010

Professional development:RtI CoordinatorIntroduction

Agenda from PD at school level Principals, assistantprincipals, RtIcoordinators

November, 2010

Webinar:Implementing Achieve3000within Area 10 RtI

Use of Achieve 3000, analysis ofdata

Principals, assistantprincipals, RtIcoordinators, ILTs/TTs

January, 2011

Professional development:Clearing Up theMisconceptions

Evidence of use of schooldocuments, use of CPS website andTeaching + Learning (T+L)documents

Principals, assistantprincipals, RtIcoordinators, ILTs/TTs

April, 2011

Webinar:

2010-2012 RtI Action Plan

Completion ofArea 10 RtI School

Action Plan

Principals, assistant

principals, ILTs/TTs

June, 2011

Professional development:RtI Planning/Lookingahead to ClassroomConfigurations

Anecdotal notes/running records,area documents, use of portfolio foreach student with work samples,behavior plans

Principals, assistantprincipals, RtIcoordinators, casemanagers/counselors,teachers

July/August, 2011

PD (In-person)/Webinar:Response to Intervention(RtI) Introduction

Completion of area forms, smallgroup instruction, differentiatedlearning centers, students readingtext at their instructional/independent level

Principals, assistantprincipals, casemanagers, counselors,RtI coordinators, literacyleaders, teachers

August, 2011

PD (In-person):

Data Conversations:regarding standards taught,mastered and next stepsfor instruction andindividual students (RtI)

Area forms, data from various

assessments, differentiatedinstruction based on data,intervention groups (tieredinstruction)

Literacy leaders,

teachers

February, 2012


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Appendix: GCPS RtI Three-Tier Model of School Supports for Academics and Behavior


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Appendix: H


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Appendix: I

March to March

Calendar


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March to March Calendar Appendix: I

Area10ProfessionalDevelopment:March2011-March2012

33

EventDate

Professional DevelopmentSession*

TargetedAudience

DataTrends

Follow-up ExpectationsIn Classroom

Math/Science Lead Teacher PDPresenter(s): Area Math/Science Coaches Date: 3/29/11 (a.m./p.m.) (part 1 of 2) Type: In-person Location: Area 10 Office Topic: Essential vocabulary in math/science

Math/sciencelead teachers(K-8)

ISAT, classwork samples,word walls,classroomobservations

Anchor charts, evidence ofvocabulary usage(teachers/students), modeling useby teacher and in studentconversations/discussions

March

2011

Lead Literacy Teacher PD

Presenter(s): Area Literacy Coaches Date: 3/30/11 (full day) Type: In-person Location: Area 10 office Topic: Concept-based instruction: strategies, HOTS, introduction to CCSS

LLTs, literacyleaders(K-8)

Scantron,RiversideInterimAssessment,classroomobservations

Concept-based lesson planning,students engaged in higherordering thinking skills, grade levelmeeting discussions aroundconcept-based instruction andcommon core standards

TRC TrainingPresenter(s): Area Reading Coach Date: 4/7/11 (a.m./p.m.) Type: In-person Location: Area 10 office Topic: Administering TRC and using results for guided reading instruction

K-2 teachers(not previouslytrained)

DIBELS, TRC,IDEL, ISEL,classroomobservations

Completing TRC assessmentsaccording to schedule/timeline

Using the data for guided readinginstruction

RtI Coordinator PDPresenter: RtI/DI Specialist Date: 4/8/11 (full day) Type: In-person Location: Davis

Topic: RtI: Clearing up the misconceptions

Administrators,RtIcoordinators,casemanagers/

counselors,

Student work,anecdotalnotes/runningrecords,classroom

observations

Anecdotal notes/running records,area RtI forms, portfolio for eachstudent with work samples, use ofcurrent data to plan instruction

Lead Literacy Teacher PDPresenter(s): Area Literacy Coach Date: 4/15/11 (full day) Type: Webinar Topic: Every Student, Every Day!

LLTs,literacyleaders(K-8)

(Research onbalancedliteracy byDr. RichardAllington)

Implementation of balancedliteracy strategies and sharinginformation with teachers

April

20

11

Lead Literacy Teacher PDPresenter(s): Area Reading Coach Date: 4/28/11 (full day) Type: In-person Location: Calmeca Topics: Instructional strategies, small groups, guided reading, analyzing data

LLTs, literacyleaders(K-8)

DIBELS, TRC,IDEL, ISEL,classroomobservations

Guided reading group instruction,use of DIBELS/IDEL for flexiblegrouping


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EventDate


TargetedAudience

DataTrends


June

2011

RtI Teacher PDPresenter: RtI/DI Specialist Date: 6/30/11 (p.m.) (Option 2 of 2) Type: In-person Location: Area 10 office Topic: Tiering students for summer school

Summer schoolteachers(grades 3, 6, 8)

ISAT (SAT 10),report cardgrades, CPSIMPACT CIM

Tiered class list for groupingstudents to maximize studentlearning

July

2011

Area 10 Principal Meeting/PDPresenter(s): Area 10 Staff Date: 7/06/11 (full day) Type: In-person Location: Madero Topic: Data, CCSS, CPS rollout support of CCSS

Administrators,ILTs, area staff

ISAT, Scantron,RiversideInterimAssessment

CCSS timeline

Train the Trainer: Data CCSS and CPS rollout (Track E)Presenter(s): Area 10 Staff Date: 8/1/11 (half day) Type: In-person Location: Calmeca Topic: CCSS rollout for train-the-trainers in schools

Administratorsand ILTs, areastaff

ISAT (SAT 10),Scantron,RiversideInterimAssessment

CCSS timeline

Reading Teacher PD

Presenter(s): Area Reading Coach Date: Week of8/8/11-8/12/11 Type: Webinar Topic: Classroom libraries

Classroom

teachers

DIBELS, TRC,IDEL, ISELScantron,RiversideInterimAssessment

Organized classroom librariesreadily accessible to students

August

2011

Reading Teacher PDPresenter(s): Area Reading Coach Date: 8/8/11-8/12/11(Option A: Track E) Type: Webinar Topic: Classroom environment

Classroomteachers ofreading

Danielsonframework

Classroom environmentsorganized to maximize studentlearning


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EventDate


TargetedAudience

DataTrends


RtI Teacher PD (Track E)Presenter: RtI/DI Specialist Date: Week of8/22/11-9/2/11 Type: Webinar Topic: Introduction to RtI: What is RtI?

Administrators,RtIcoordinators,casemanagers/LLTs, teachers

ISAT (SAT 10),report cardgrades, CPSIMPACT CIM

Area forms, small groupinstruction, differentiated learningcenters, students reading text attheir instructional/independentlevel

Train the Trainer: Data CCSS and CPS rollout (Regular Track)Presenter(s): Area 10 Staff Date: 8/29/11 (half day) Type: In-person Location: Davis Topic: CCSS rollout for train-the-trainers in schools

Administrators,

ILTs, area staff

ISAT, Scantron,RiversideInterimAssessmentreport cardgrades

CCSS timeline created by teacherteams

Reading, Math, Science Teacher PD (Regular Track)Presenter(s): Area Reading/Literacy Coach, Math/Science Coach Date: Week of8/29/11-9/9/11 Type: Webinar Topic: Using Data to Group Students for Effective Instruction

Reading, math,scienceteachers(K-2, 3-5, 6-8)

ISAT (SAT 10),Scantron,RiversideInterimAssessment

Implementation of small groupinstruction using data sources

Interpreting ACCESS Scores/Using the CAN DO Descriptors PDPresenter(s): Bilingual Area Coach Date: Week of8/29/11-9/9/11 Type: Webinar Topic: Using data to group students for effective instruction

K-8th teachersof bilingualstudents

2010 and 2011ACCESS

Teachers will be able to correctlyinterpret ACCESS data toeffectively group and instruct ELLs

August

2011

Reading Teacher PDPresenter(s): Area Reading Coach

Date: Week of8/31/11 9/9/11(Option B: Regular Track) Type: Webinar Topic: Classroom environment

Classroomteachers of

reading

Danielsonframework

Classroom environmentsorganized to maximize student

learning

September

2011

MODEL Screener TrainingPresenter(s): Area Bilingual Coach Date: 9/2/11 (a.m.) Type: In-person Location: Area 10 office Topic: MODEL certification

KindergartenTeachers (notpreviouslytrained)

Results of theHomeLanguageSurveys

2011 Pre-IPT

Appropriate testing procedures arefollowed to ensure the accuracy ofthe student achievement data thatis to be collected per statemandate


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EventDate


TargetedAudience

DataTrends


Math/Science Teacher PD (Regular Track)Presenter(s): Area Math/Science Coach Date: 9/3/11 (a.m. or p.m.) Type: In-person Location: Area 10 office Topic: Intro to Math CCSS: Learning Progressions (across grade levels)

Math teachers(K-2, 3-5, 6-8)


Teachers will begin toaddress/teach the gaps in thecurrent math instruction based onthe CCSS

Pre-IPT Training

Presenter(s): Area Bilingual Coach Date: 9/9/11 (a.m.) Type: In-person Location: Area 10 office Topic: Pre-IPT certification

Teachers(Pre-K)(not previouslytrained)

Results of theHomeLanguageSurveys

Appropriate testing procedures arefollowed to ensure the accuracy ofthe student achievement data thatis to be collected per statemandate

Reading Teacher PDPresenter(s): Area Reading/Literacy Coaches Date: Week of9/5/11-9/19/11 Type: Webinar Topic: Components of balanced literacy

Literacyleaders,classroomteachers

Scantron,DIBELS,ISAT,Danielsonframework

Anchor charts, lesson plans withbalanced literacy components,allocation of instructional time

Interactive word walls,comprehension strategies

Middle Grade Teacher PDPresenter(s): Area Math/Science Coach Date: Week of9/12/11-9/16/11 Type: Webinar Topic: Understanding the Implications of EXPLORE Data/Assessment

Middle gradeteachers

EXPLORE Use of EXPLORE data implicatesand how they can use thisinformation to guide theirinstruction to better preparestudents for College

Monthly Principal Meeting/PD

Presenter(s): Area 10 coaches Date: 9/15/11 (full day)(Module 1) Type: In-person Location: Ruiz Topic: Building a collaborative work plan to implement the CCSS

Principals, areastaff

Scantron,DIBELS,ISAT,

Danielsonframework

ILTs to unpack, evaluate, align theCCSS with teachers during gradelevel meetings

CCSS: Curriculum and instruction:unpack, evaluate, align

September

2011

RtI Teacher PD (Regular Track)Presenter: RtI/DI Specialist Date: Week of9/19/11-9/30/11 Type: Webinar Topic: Intro to RtI: What is RtI?

Administrators,RtIcoordinators,casemanagers/counselors

Scantron,DIBELS,ISAT,

Danielsonframework

Area forms, small groupinstruction, differentiated learningcenters, students reading text atinstructional/independent level


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EventDate


TargetedAudience

DataTrends


LLT and Teacher PDPresenter(s): Area Reading Coach Date: Week of9/19/11-9/23/11 Type: Webinar Topic: Review the process for the District Wide Writing Assessment (DWWA)

LLTs, literacyleaders,classroomteachers(K-2, 3-5, 6-8)

DWWA Using peer conferencing in middleschool writing classrooms, trackingstudent growth in writing anargument

Math/Science Teacher PDPresenter(s): Area Math/Science Coach

Date: Week of9/19/11-9/30/11 (Part 1 of 3) Type: Webinar Topic: Math Extended Response Effective Strategies

Math leaders,classroom

teachers(K-2, 3-5, 6-8)

ISAT, Scantron,Riverside

InterimAssessment

Teachers will use effectivestrategies in the classroom when

working with students on extendedresponse

Math/Science Teacher PD (Track E)Presenter(s): Area Math/Science Coach Date: 9/23/11 (a.m./p.m.) Type: In-person Location: Area 10 office Topic: Intro to math CCSS: learning progressions (across grade levels)

Math teachers(K-2, 3-5, 6-8)


Teachers will begin toaddress/teach the gaps in thecurrent math instruction based onthe CCSS

RtI Administrator PDPresenter: RtI/DI Specialist Date: 9/27/11 (full day) Type: In-person Location: Ortiz de Dominguez Topic: RtI: Behavioral Support Systems

Administrators,RtICoordinators

ISAT, reportcard grades,CPS IMPACTCIM, teacherdisciplinaryreferrals

Use of RtI Behavioral SupportSystems in classrooms

Evidence of school-wide supportsSeptember

2011

TRC TrainingPresenter(s): Area Reading Coach

Date: 9/29/11 (a.m.) Type: In-person Location: Area 10 office Topic: Administering TRC and using results for guided reading instruction

Teachers(K-2)

(not previouslytrained)

DIBELS, TRC,IDEL, ISEL

Teaching completing TRC as perthe Area schedule/timeline, using

the data for guided readinginstruction

October

2011

Math/Science Lead Teacher PDPresenter(s): Area Math/Science Coach Date: Week of10/3/11-10/14/11 Type: Webinar Topic: Introduction to TI-30X IIS, implementing calculators in math

Math/scienceteachers(4-8)


Calculator integrated in instruction,use of inquiry-based lessonplanning


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EventDate


TargetedAudience

DataTrends


Differentiating in the Bilingual ClassroomPresenter(s): Area Bilingual Coach Date: 10/10/11 (a.m.) Type: Webinar Location: Area 10 office Topic: How to effectively differentiate instruction for ELLs

Teachers(K-8)

ISAT, Scantron,RiversideInterimAssessment,RtI tier class list

Use of RtI class list, lesson planswith differentiation included for allstudents

Math Teacher PD

Presenter(s): Area Math/Science Coach Date: Week of10/17/11-11/4/11 (part 2 of 3) Type: Webinar Topic: Math extended response scoring and constructive feedback

Math teachers(K-8)


Teachers will provide students withconstructive feedback so studentstake ownership of learning

Reading Extended Response PD Date: Week of10/18/11 (p.m.) Type: In-person Location: Area 10 office Topic: Components of extended response, reviewing samples, writing response

New teachers(3-8)

ISAT,Student worksamples

Teachers using extendedresponse prompts, discussing text.Students using text as a source

Writing about a textMonthly Principal Meeting/PDPresenter(s): Area 10 coaches Date: 10/20/11 (full day)(Module 2A) Type: In-person Location: Saucedo Topic: CCSS transition: Key levers of teacher practice

Principals,area staff

ISAT, Scantron,RiversideInterimAssessment,

Danielsonframework

Use of PARCC strategies andresources in the schools

TRC TrainingPresenter(s): Area Reading Coach

Date: 10/21/11 (a.m.) Type: In-person Location: Area 10 office Topic: Administering TRC and using results for guided reading instruction

Teachers(K-2)

(not previouslytrained)


Teaching completing TRC as perthe Area schedule/timeline, using

the data for guided readinginstruction

October

2011

RtI Administrator PDPresenter: RtI/DI Specialist Date: 10/25/11 (full day) Type: In-person Location: Hedges Topic: RtI behavioral support interventions

Administrators,RtIcoordinators,casemanagers/counselors

Teacherdisciplinaryreferrals, tieredclass list

Use of RtI Behavioral SupportSystems in classrooms andevidence of classroominterventions


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EventDate


TargetedAudience

DataTrends


LLT PDPresenter(s): Area Reading Coach Date: 10/26/11 (full day) Type: In-person Location: Area 10 office Topic: Reading strategies: Questioning and formatting concept-based questions

LLTs,literacy leaders

Scantron,RiversideInterimAssessment,Danielsonsframework

Teachers incorporatingquestioning strategies andconcept-based curriculum maps

Math/Science Teacher PD

Presenter(s): Area Math/Science Coaches Date: 10/28/11 (a.m.) Type: In-person Location: Area 10 office Topic: Differentiated instruction strategies in math

Math leaders,math teachers(K-2, 3-5, 6-8)

Scantron,RiversideInterimAssessment

Differentiated instructionalstrategies, small group instruction,varied assignments aimed at thestandard, teaching students totheir strengths

October

2011

Math/Science Teacher PDPresenter(s): Area Math/Science Coaches Date: 10/28/11 (p.m.) Type: In-person Location: Area 10 office Topic: Differentiated instruction strategies in science

Scienceleaders,scienceteachers(K-2, 3-5, 6-8)


Differentiated instructionalstrategies, small group instruction,varied assignments aimed at thestandard, teaching students totheir strengths

Monthly Principal Meeting/PDPresenter(s): Area 10 coaches Date: 11/08/11 (full day)Module 2B Type: In-person Location: Pope

Audience: Principals and area staff Topic: CCSS transition: Key levers of teacher practice


ISAT, Scantron,

RiversideInterimAssessment


Reading HOTS PD Date: 11/8/11 (p.m.) Type: In-person Location: Area 10 office Topic: Higher order thinking skills/forming questions using Blooms Taxonomy

Teachers(4-8)

ISAT,Scantron,RiversideInterimAssessment

Teachers incorporating all levels ofBlooms Taxonomy in each lesson;teachers writing their ownextended response questionsN

ovember

2011

Vocabulary Development for ELLsPresenter(s): Area Bilingual Coach Date: 11/14/11 (a.m.) Type: Webinar Location: Area 10 office Topic: Augmenting the academic vocabulary of ELLs

Bilingual andmonolingualteachers ofELLs

2011 ACCESSData

Teachers will apply a wide varietyof research-based instructionalstrategies specifically aimed toincrease their ELLs academicvocabulary


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EventDate


TargetedAudience

DataTrends


ACCESS TrainingPresenter(s): Area Bilingual Coach Date: 12/4/11 (a.m.) Type: In-person Location: Area 10 office Topic: ACCESS Certification

Teachers(1-8)(not previouslytrained)

HomeLanguageSurvey

ACCESS Data

Appropriate testing procedures arefollowed to ensure the accuracy ofthe student achievement data thatis to be collected per statemandated instrument.

Monthly Principal Meeting/PDPresenter(s): Area 10 coaches Date: 12/08/11(Module 2C) Type: In-person Location: Mason Topic: CCSS Transition:

Key levers of teacher practices using differentiated instruction

Principals,area staff ISAT, Scantron,



Math Teacher PDPresenter(s): Area Math/Science Coach Date: 12/15/11 (a.m. or p.m.) (part 3 of 3) Type: In-person Location: Area 10 office Topic: Math Extended Response Looking at Student Progressions (Student

Samples) and Moving Them Ahead

Math leaders,classroomteachers(K-2, 3-5, 6-8)


Teachers will look at studentsamples of extended responseand plan how to help addressstudents needs in math

TRC Training

Presenter(s): Area Reading Coach Date: 12/16/2011 Type: In-person Location: Area 10 office Topic: Administering TRC and using results for guided reading instruction

Teachers(K-2)(not previouslytrained)


Teaching completing TRC as perthe Area schedule/timeline, usingthe data for guided readinginstruction

December

2011

RtI Administrator/RtI Coordinator PDPresenter: RtI/DI Specialist Date: Week of12/05/11-12/09/11 Type: Webinar Topic: RtI: Behavioral Support Systems: Interventions and progress monitoring

Administrators,RtIcoordinators,case managerscounselors

ISAT, Scantron,


Use of RtI Behavioral SupportSystems and evidence ofclassroom interventions andprogress monitoring systems


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February

2012

Math/Science Teacher PDPresenter(s): Area Math/Science Coach Date: 2/3/12 (a.m./ p.m.) Type: In-person Location: Area 10 office Topic: Assessing Students Using Data for Year Progressions

Math/scienceleaders,classroomteachers(K-2, 3-5, 6-8)


Teachers will look at student dataand look at grade level gaps

EventDate


TargetedAudience

DataTrends


Math/Science Teacher PDPresenter(s): Area Math/Science Coach Date: Week of1/6/12-1/27/12 Type: Webinar Topic: Compelling data conversations:

Standards taught, mastered, next steps for instruction of individual student

Math/scienceleaders,classroomteachers(K-2, 3-5, 6-8)


Teachers will look at student dataand have discussions around bestpractices

LLT PD

Presenter(s): Area Reading Coach Date: 1/18/12 (full day) Type: In-person Location: Area 10 office Topic: Extended response: Analyzing work, ASW, questioning, next steps

LLTs,literacy leaders

Student work,ISAT,Scantron,RiversideInterimAssessment

Anchor charts and student workposted in classrooms; teachersworking in small teams to analyzestudent work together; studentsgrouped according to samples

Monthly Principal Meeting/PDPresenter(s): Area 10 coaches Date: 1/19/12(full day)(Module 2D) Type: In-person Location: Gary Topic: CCSS Transition:

Key levers of teacher practice using differentiated instruction


ISAT,



LLT and Teacher PDPresenter(s): Area Reading Coaches Date: Week of1/31/12 (full day) Type: In-person Location: Area 10 office

Topic: Reading strategies: Summarizing, inferring, monitoring, reading volume

LLTs, literacyleaders,classroomteachers

ISAT,Scantron,RiversideInterimAssessment

Teachers using reading strategiesin different groupings (whole,small, guided reading), studentsusing strategies across thecurriculum

January

2012

TRC TrainingPresenter(s): Area Reading Coach Date: 1/31/12 (a.m.) Type: In-person Location: Area 10 office Topic: Administering TRC and using results for guided reading instruction





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EventDate


TargetedAudience

DataTrends


Monthly Principal Meeting/PDPresenter(s): Cluster principals, Area 10 liaison coaches Date: 2/09/12(Module 3) Type: In-person Location: Lathrop Topic: Using the CCSS to: collaborate, gather, learn, prioritize



Reflect, revise, and implementaction plan

LLT PDPresenter(s): Area Reading Coach Date: 2/15/12 Type: In-person Location: Area 10 office Topic: Analysis of Data: Scantron, DIBELS, TRC/Data-based vocabulary

strategies, using mini lessons to teach reading strategies; writing an argument

LLTs,literacy leaders Scantron,RiversideInterimAssessmentDIBELS/IDELTRC, ISATStudent work

Teachers using data to driveinstruction and incorporating mini-lessons during literacy block

TRC TrainingPresenter(s): Area Reading Coach Date: 2/24/12 (a.m./p.m.) Type: In-person Location: Area 10 office Topic: Administering TRC and using results for guided reading instruction




LLT and Teacher PDPresenter(s): Area Reading Coaches Date: Week of2/15/12 (full day) Type: In-person Location: Area 10 office Topic: Preparing for instruction: Review process of analyzing student work,

grouping students, planning for instruction

LLTs,literacy leaders,classroomteachers


DIBELs/IDELTRCStudent work

Teachers working with smallgroups of students

RtI Administrator/RtI Coordinator PDPresenter: RtI/DI Specialist Date: Week of2/13/12-2/17/12 Type: Webinar Topic: Involving parents in the Behavioral Support Systems process

Administrators,RtIcoordinators,case managers/counselors


Use of RtI Behavioral SupportSystems and documentation ofcontacts with parents on StudentProfile form

February

2012

RtI Administrator/RtI Coordinator PDPresenter: RtI/DI Specialist Date: Week of2/13/12-2/17/12 Type: Webinar Topic: Involving parents in the Behavioral Support Systems process

Administrators,RtIcoordinators,case managers/counselors


Use of RtI Behavioral SupportSystems and documentation ofcontacts with parents on StudentProfile form


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Monthly Principal Meeting/PDPresenter(s): Area 10 coaches Date: 3/08/12 Type: In-person Location: Gunsaulus Topic: Next steps in instruction



Use of Danielson framework, useof data by all stakeholders

LLT PDPresenter(s): Area Reading Coach Date: 3/19/12-3/23/12 Type: Webinar Topic: Using fiction and non-fiction mentor texts to improve student writing

LLTs,literacy leaders,teachers

Scantron,RiversideInterimAssessmentDWWA,Student work

Teachers incorporating mentortexts to show a writing strategy

Teachers creating a mentor textlibrary within their classroom

Math/Science Teacher PDPresenter(s): Area Math/Science Coach Date: Week of3/19/12-3/30/12 Type: Webinar Topic: Gearing up for next year:

Data and assessment analysis

Math/scienceclassroomteachers(K-8)


Teachers will plan for next steps toprepare students for next gradelevel

March

2012

TRC TrainingPresenter(s): Area Reading Coach Date: 3/23/12 Type: In-person

Location: Area 10 office Topic: Administering TRC and using results for guided reading instructions

TeachersK-2(not previouslytrained)


Complete TRC assessment as perArea schedule/ timeline

Use the data for guided readinginstruction

Notes: *Topic(s)-Embeddedineachsessiondifferentiatedinstruction,higherorderthinkingskills,andconnectiontoempiricalandobservationaldata

**Eachsessionwillincludeuseofmultipledatasourcesandwillbeaccompaniedwitharelatedresearch-basedprofessionalarticle

***Webinarswillbeopenforviewingduringatwo-weekwindow

EventDate


TargetedAudience

DataTrends



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Appendix: J

TechnologyTechnology is an integral part of providing a first rate education to all learners. Use of technologyis an equalizer ensuring all students have access to the same information. Area 10 will continueto use technology to streamline training for principals, lead teachers, and teachers through theuse of webinars and other tools.



Lead/Support

CompletionDate

Achieve 3000 dataMonitoring online enrichment

Net Trekker search activity

Technologyspecialist

Ongoing

Schools equipped to participate in SafariMontage events

Dedicated webinar station for area staff tobroadcast and record webinars, conductprofessional development, and participate inoffsite training

Use of Safari Montage to facilitate meetings,training and professional development

Web conferencing/webinars

Webinars featured on Safari Montages newportal page for on-demand access

Technologyspecialist, areastaff

Ongoing

iPad integration for professional use andclassroom demonstration

Area 10 website serves as hub for teachers,students, parents and community

Area collaboration

Full Google applications integrated intoexisting functions at the area and schoollevel


Ongoing

Series of DVDs produced to share bestinstructional practices in differentiatedinstruction, classroom management anddata discussions

Exemplary Instruction VideoSeries

Digital copies available for instant lessonmodeling and professional development

Technologyspecialist (lead),coaches(support)

June, 2011

21st

Century ClassroomInitiative

Create template and support schools todevelop SMART Classrooms with documentprojector, computer, iPad accessibility, andSMART Boards


Ongoing

Tier schools based on level of technologicalacumen

Conduct monthly webinars with schooltechnology leaders

School technology capacity

Consult with administration/schooltechnology coordinators in strategictechnological decisions concerning

instruction


May-August,2011June, 2011-ongoing

All classrooms in all schools have a 4:1student to computer ratio

Computers in Area 10 schools meet CPSminimum standards

Technology assessment

All Area 10 schools have adequate andreliable wireless connectivity


Ongoing

area 10 strategic plan 2011-2012

Documents