annual action plan- sy 2018-2019 weslaco early college hs
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Annual Action Plan- SY 2018-2019 Weslaco Early College HS
Page 1 of 3
Blueprint Benchmark EC 4 – Professional Learning Community
Activity Lead Person(s)
Responsible Target Date Outcome/Evaluation
/ Measurement Target Date Evaluation
Research Region 1 PBL Training Dates & Notify Teachers
Ms. Krink/ Ms. Cid January 2019
Provide campus-wide PBL trainings for teachers
Ms. Krink February 2019
Compile PBL resources and facilitate discussions (Dept) about PBL resources/strategies including what is on WISD Professional Learning Website
Administrators & Ms. Dyer
February- May 2019
ECHS Staff/Leadership Team will attend ECHS Summit
Dr. Gamboa, Ms. Cid, & Ms. Martinez
February 12 & 13, 2019
Teachers will attend STEM Conference (@ South Padre Island)
R. Mendoza, A. Ybarra, & P. Zepeda
February 21 & February 22, 2019
RESULTS GOAL: Provide opportunities for teachers to learn about PBL or ECHS by attending Professional Development training and
sharing PBL resources. PROCESS:
Certificates of PBL or ECHS training attendance will be submitted to ECHS administrators. Sign In sheets of in-house PBL training will be available. PBL resources will be shared on google classroom.
MEASURE:
90% of Early College HS teachers will attend a training on PBL this school year. At least 5 WEHS Staff Members will attend T-STEM Conference & Summit throughout the year. At least 20 PBL resources will be compiled on google drive & shared through google classroom.
Annual Action Plan- SY 2018-2019 Weslaco Early College HS
Page 2 of 3
Blueprint Benchmark EC 4
Activity Lead Person(s)
Responsible Target Date Outcome/Evaluation
/ Measurement Target Date Evaluation
Update ECHS website linked to Weslaco ISD Homepage
Ms. Cid & Mr. Alvarez (CTC)
February 2019
Review Student Handbook for next school year; include ECHS
Ms. Krink/ Ms.Cid May-June 2019
Brand the school with ECHS logos & foam letters
Ms. Dyer/Ms.Cid May 2019
Provide College/Financial Aid Awareness to ECHS Juniors
Ms. Martinez January 2019
Integrate ECHS lessons during Advisory class
Ms. Krink/Ms. Cid March 2019
Include a section of ECHS on Weekly Newsletter
Dr. Gamboa/Ms. Krink//Ms. Cid
February-May 2019
Include ECHS information during morning announcement
Dr. Gamboa/Ms. Cid January-May 2019
RESULTS GOAL: Create a positive ECHS culture with teachers, students, parents, and community. PROCESS:
ECHS branding school-wide ECHS Awareness in Advisory classes College & Financial Aid Awareness Staff Newsletter/Remind 101/Campus Morning announcement
MEASURE:
Early College HS will be fully integrated for a blended learning model. College verbiage will added in the student handbook when planning for next year. 100% of ECHS students & parents will attend Junior Conferences with Counselors. Most WEHS students & parents will be aware of WEHS Early College HS.
Annual Action Plan- SY 2018-2019 Weslaco Early College HS
Page 3 of 3
Blueprint Benchmark EC 1 and 4
Activity Lead Person(s)
Responsible Target Date Outcome/Evaluation
/ Measurement Target Date Evaluation
STC Fastrack Orientation Ms. Martinez November 2018
Revise & print brochure Ms. Krink/ Ms. Cid February 2019
Parent Meeting for Cohort 2023 Ms. Krink/Ms. Cid/ Ms. Martinez
January 2019
Classroom Visits to recruit students from feeder schools
Ms. Krink/Ms. Cid/ Ms. Martinez
January 28, 2019
School of Choice Night Ms. Brewer/-EC Campus Admin
February 16, 2019
Update recruitment video Ms. Brewer/ EC Campus Admin
February 2019
Check credits, grades, & TSI of Cohort 2022
Ms. Cid & Ms. Martinez
February 2019
Apply Texas & TSI Sign Up for 8th Graders
Ms. Martinez March 2019
RESULTS GOAL: Create and implement a student outreach, recruitment, and retention plan for ECHS. PROCESS:
ECHS Brochure in English & Spanish Parent Meeting for ECHS Parents & Students School of Choice Night Middle School Classroom Visits
MEASURE: ECHS must meet at-risk students criterion for incoming 9th graders and at least three additional target population indicators.
COLLABORATIVE GROUP WORK
In Collaborative Group Work, students engage in learning by
constructing group solutions, texts, experiments, or works of art.
Effective group work is well planned and strategic. Students are
grouped intentionally, with each student held accountable for
contributing to the group work. Activities are designed so that
students with diverse skill levels are supported as well as challenged
by their peers. They are planned around meaningful tasks in the
subject area that are conceptually rich, engaging, and have multiple
entry points for all students.
WRITING TO LEARN
Through Writing to Learn, students can develop their ideas, their
critical thinking abilities, and their writing skills. Writing to Learn
enables students to experiment every day with written language
and to increase their fluency and mastery of written conventions.
By taking time to write in low-stakes exercises, students actively
engage in thinking about a concept. Writing to Learn increases
equity within the classroom since students have time to try out their
ideas in non-evaluative activities before they have to present them
to a group or as individuals. Writing to Learn can also be used as
formative assessment and as a way to scaffold mid- and high-stakes
writing assignments and tests.
SCAFFOLDING
Scaffolding helps students to connect prior knowledge and
experience with new information and ideas. Teachers use
information from assessments of prior knowledge to plan a careful
sequence of activities that continually links that knowledge and
understanding to new knowledge and skill attainment. Teachers
challenge students step by step with increasingly more difficult
tasks and concepts to ensure they are continuously learning.
QUESTIONING
Questioning challenges students and teachers to use good questions
as a way to open conversations and further intellectual inquiry.
Effective Questioning (by the teacher and by students) deepens
classroom conversations and the level of discourse students apply
to their work. Teachers use this strategy to create opportunities
for students to investigate and analyze their thinking, as well as
the thinking of their peers and the authors they read in each of
their classes. The mark of a highly engaged classroom is when all
students are asking thoughtful questions on their own initiative.
CLASSROOM TALK
Classroom Talk creates the space for students to articulate their
thinking and strengthen their voices. Classroom Talk takes place
in pairs, in Collaborative Group Work, and as a whole class. As
students become accustomed to talking in class, the teacher serves
as a facilitator to engage students in higher levels of discourse.
Teachers introduce and reinforce the use of academic language and
encourage students to use that language in their classrooms.
LITERACY GROUPS
Literacy Groups provide students with a collaborative structure for
understanding a variety of texts, problem sets, and documents by
engaging them in a high level of discourse. Group roles or rounds
traditionally drive Literacy Groups by giving each student a role to
play and a defined purpose within the group. The specific roles or
discussion guidelines may vary for different content areas, lengths
of text, or students’ levels of sophistication, but the purpose of
Literacy Groups is to raise engagement with texts by creating a
structure within which students actively probe the meaning of the
text or problem set.
JFF’S COMMON INSTRUCTIONAL FRAMEWORK SIX STRATEGIES TO BUILD COLLEGE READINESS
PHOTOGRAPH courtesy Metro Early College High School
For more information, contact:
Sara Freedman, Instructional Coaching Specialist
[email protected], 617.728.4446, ext. 232
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