EDLE 6327 - Outline Q. Kearse
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School
University of West Georgia *
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Course
6329
Subject
Health Science
Date
Dec 6, 2023
Type
docx
Pages
4
Uploaded by quinyoniakearse
Outline
- A Focus on Learning
Luella High School
Quinyonia Kearse
I.
Leading Indicator - The school curriculum and accompanying assessments adhere to
state and district standards.
a.
Developing based on the information provided by teacher survey’s and lagging
indicators from Marzano’s text.
i.
Curriculum documents are used that coincide with state and district
standards.
ii.
Curriculum maps reference specific standards that should be addressed
during specific time frames in the school year.
iii.
Most courses in the core departments (Math, Science, Social Studies, and
Language Arts) use county-made formative and summative assessments.
iv.
The county provides professional learning opportunities for teachers to
ensure their understanding of the pace and flow of the standards.
b.
Steps for Improvement
i.
Common formative and summative assessments for all courses in the
core departments created by the county or teachers.
ii.
Ensure Classroom teachers are following the curriculum maps for each
course.
iii.
Work vertically with courses that build upon one another.
Allow space to
work across the department or grade levels to ensure mastery of the
standards.
iv.
Ensure PLCs develop a shared understanding of what students are
expected to know and be able to do.
v.
Have teachers work to create more high-quality assessments that are
created in the building.
II.
The school curriculum is focused enough that all teachers can adequately address it
when available.
a.
Beginning based on information provided by teacher surveys and lagging
indicators from Marzano’s text.
i.
Teachers are familiar with the standards the state curriculum gives and
discuss them with members of their PLC and other teachers at different
schools.
ii.
There are county pacing guides that teachers are aware of.
However, the
pacing of the standards in the guide has been a cause for concern.
iii.
Teachers are not apt to teach only the “easy” standards but often will
choose rigorous content.
iv.
Teachers have addressed state standards in hopes that they would be
adjusted to fit the given time frame.
b.
Steps for Improvement
i.
Teachers should list high priority standards and discuss them weekly
during department/PLC meetings to determine priority standards.
ii.
Teachers and other leaders should conduct a curriculum audit to ensure
that the material being asked to be covered is appropriate for the grade
level and can be done in time.
iii.
Curriculum and Team meetings should be held to address the timing and
delivery of standards.
III.
All students have the opportunity to learn the critical content of the curriculum.
a.
Applying based on the information provided by teacher surveys and lagging
indicators from Marzano’s text.
i.
Teachers use common assessments frequently for priority standards or
topics
ii.
Teachers work together in PLC Lite teams to develop weekly lesson plans
submitted and reviewed by the administrative team.
iii.
All students are encouraged to take classes at different levels.
Students
are not turned away from Advanced Placement classes because of their
academic level.
iv.
College and Career readiness is addressed in all parts of the curriculum
and at all levels throughout the school.
b.
Steps for Improvement
i.
Develop a more comprehensive vocabulary program to address Tier 2 and
Tier 3 students for vocabulary instruction.
ii.
Develop a space on the schools’ website and weekly newsletter to
enlighten parents about the essential elements of the curriculum.
Give
ways they can assist students at home with the curriculum.
iii.
Weekly lesson plans should be audited to ensure teachers use the same
priority standards, vocabulary, and skills for each lesson.
IV.
The school establishes clear and measurable goals focused on the critical needs for
improving overall student achievement at the school level.
a.
Applying based on information provided by teacher surveys and lagging
indicators from Marzano’s text.
i.
Goals are set by leaders in the school and explained to all faculty and staff
along with what the end goal is as set by our continuous school
improvement plan.
ii.
The SMART goals are written and reviewed by the leadership team
annually.
iii.
School Improvement goals are set for all areas, including academics,
behavior, climate and culture
iv.
School improvement goals are set for the percentage of students that
score proficienct and higher on the math and English End of Course
Exams.
b.
Steps for Improvement
i.
Have data measured for proficiency goals that is reported weekly to
department chairs or PLC leaders.
ii.
Post school goals in the building so that they can be viewed by teachers,
students and other community leaders as they enter the building.
iii.
Discuss data during faculty meetings to make all faculty members aware
of the progress on the school improvement goals.
iv.
Develop ways to ensure that our English Language Learners are
represented in all data points.
V.
The school analyzes, interprets, and uses data to monitor progress toward school
achievement goals regularly.
a.
Developing based on information provided by teacher surveys and lagging
indicators from Marzano’s text.
i.
There is a system to monitor and analyze data for assessments made by
the county for the formative and summative assessments.
ii.
Teachers meet weekly to discuss Common Formative Assessment data.
iii.
Post-tests are available for most classes on a digital platform.
iv.
Each summative and formative assessment is measured for proficiency.
b.
Steps for Improvement
i.
Create a data room that includes reports, graphs and charts of students
progress.
Display these for Glows and grows.
ii.
Create other forms of electronic assessments.
Students are cheating and
sharing answers.
Much of the data is skewed due to this.
iii.
Data walls in classrooms should explained to staff and implemented with
fidelity.
iv.
School leadership team to include department chairs should analyze
growth throughout the year.
VI.
The school establishes appropriate school and classroom-level programs and
practices to help students meet individual achievement goals when data indicate
interventions are needed.
a.
Applying based on information provided by teacher surveys and lagging
indicators from Marzano’s text.
i.
Morning and Afternoon tutorial programs are used by departments to
allow students the opportunity to get the help they need.
Virtual
programs have also been offered on a needed basis.
ii.
Progress Monitoring and other MTSS interventions are monitored weekly.
iii.
Instructional Focus is a part of the daily schedule that allows for tutoring,
enrichment, remediation, and advancement opportunities.
iv.
Flexible grouping and differentiation are used during classes.
These
initiatives are discussed weekly by the department or PLC group.
b.
Steps for Improvement
i.
Create a 0 period or Evening period class for students to get more classes
to get ahead or for credit recovery.
ii.
Develop a more structured early morning tutorial program for students.
iii.
Establish communication with all stakeholders to determine how students
can have transportation for tutorial sessions before and after school.
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iv.
Sign students up for Saturday School and communicate the expectation
with parents/community regarding the students remediation and
enrichment in the class.