Clark-Shaw Magnet School

Instructional Guide

2016-2017

Mighty Eagles

The task of the modern educator is not to cut down jungles, but to irrigate deserts.

C.S. Lewis

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Albert Einstein

Mary DiVincenzo, Principal

Edith Gill, Assistant Principal Melissa Whigham, Assistant Principal

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“Motivate Students to be Successful!”

Purpose This instructional guide contains information designed to assist teachers when designing and

implementing classroom teaching and learning expectations.

What is “good” teaching?

Teaching is an active participation between an instructor and students. Teaching involves complex

judgments that unfold during the course of instruction. Good teachers must deal creatively with the

unexpected and realize that there are no fail-safe routines and prescriptions. Below are ten

characteristics associated with the practice of “good” teaching.

SOME CHARACTERISTICS OF GOOD TEACHING

One. Good teaching is as much about passion as it is about reason. It's about not only motivating

students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful,

and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to

everyone, most importantly to your students.

Two. Good teaching is about substance and treating students as consumers of knowledge. It's about

doing your best to keep on top of your field, reading sources, inside and outside of your areas of

expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly

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journals. Good teaching is also about bridging the gap between theory and practice. It's about immersing

oneself in the field, talking to, consulting with, and assisting with their communities.

Three. Good teaching is about listening, questioning, being responsive, and remembering that each

student and class is different. It's about eliciting responses and developing the oral communication

skills of the quiet students. It's about pushing students to excel; at the same time, it's about being

human, respecting others, and being professional at all times.

Four. Good teaching is about not always having a fixed agenda and being rigid, but being flexible,

fluid, experimenting, and having the confidence to react and adjust to changing circumstances. Good

teaching is about the creative balance.

Five. Good teaching is also about style. Teaching can be entertaining and have substance. Effective

teaching is not about being locked with both hands glued to a podium or having your eyes fixated on

a slide projector while you drone on. Good teachers work the room and every student in it. They

realize that they are the conductors and the class is the orchestra. All students play different

instruments and at varying proficiencies.

Six. Modeling is an essential component in the classroom. When teachers become actively involved

in instruction by demonstrating how to approach a task or how to engage in critical thinking,

students make greater connections. In addition to academic modeling, teachers should model

appropriate social skills as well. Be positive. Reflect a good work ethic. Students pay attention to

what is being said but more importantly to what is done.

Seven. Good teaching is about caring, nurturing, and developing minds and talents. It's about

devoting time, often invisible, to every student. It's also about the thankless hours of grading,

designing or redesigning courses, and preparing materials to still further enhance instruction.

Eight. Good teaching is supported by strong and visionary leadership, and very tangible

institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by

an overarching vision.

Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, and being

recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor

teaching needs to be remediated through training and development programs.

Ten. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic

rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons

connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as

learning all of a sudden happens. Good teachers practice their craft not for the money or because

they have to, but because they truly enjoy it and because they want to. Good teachers couldn't

imagine doing anything else.

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GOOD TEACHERS are reflective and strive to improve the Art of Teaching through

continuous self-reflection and improvement.

By Richard Leblanc, York University, Ontario http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/topten.htm

This article appeared in The Teaching Professor.

General Classroom Expectations

A. Teachers follow the Cycle of Instruction and engage all learners

1. Importance of

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2. Components (graphic)

3. Student Engagement-involve them all

B. Lesson Plan

1. Consistent Format (graphic)

2. Include section for CFU to increase awareness?

3. Assessments (formal/informal)- refer to gradebook expectations

4. Departmental strategy highlighted

(a). Marzano’s nine research-based strategies/Literacy Strategies and

Apply strategies from ART and SCIENCE OF TEACHING

(1). New strategy approx. every 3 weeks

(2). Departmental decision about which strategies first

(b). Indicate strategy’s implementation on lesson plan (data collection)

5. Keep word walls current

6. Clear objectives (see New Bloom’s)

(a) verbs

(b) instructional intent

(1) course of study

(2) common core

(3) pacing guides

(4) specificity (not just page numbers/ question numbers)

7. Lesson plans,weekly submission DUE on FRIDAY afternoons before you leave for the day.

MONDAY by 8:00 a.m. is acceptable with notification to your administrator. Make-up work

packet, Parent contacts, Failure lists any other item(s) requested

* Lesson plan (one copy in your binder, one to administrator)Should you need additional time for

planning, notify your administrator.

C. Assessment Guide

1. What are major components of good assessments? CFA’s

2. Informal assessment value

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3. Formal assessment value

(a) mirror ACT format

4. Rigor

(a) verb usage

(b) objectives

5. Consistent grading/ MCPSS reteach retest policy

(a) 60% / 40% (homework 10%)

(b) Departmental rubrics (writing, project)

(c) Respect for the “A”

(d.) Bonus points

(1) value – academic only

(2) limitations

C. Discipline/ Routines and Procedures

1. Design, have approved and establish classroom behavioral management plan

2. Instruct and monitor students in the use of learning materials and equipment

3. Establishes/practices classroom procedures/expectations

4. Document tardies, habitual classroom disruptions and parent contacts

If kids come to us from strong, healthy functioning families, it

makes our job easier. If they do not come to us from strong,

healthy, functioning families, it makes our job more important.

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-Barbara Colorose

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EQT Objective

Essential Question(s) Sample Lesson Planner

CCRS List State Course of Study Objectives being covered, also need to be posted on board each afternoon for the

next day

SASSESSMENT (How will you know students have learned the content?)

List in plan what will be the MAJOR AND MINOR GRADE FOR THE WEEK

Materials/Resources Needed:

MUST BE LISTED DAILY

ORGANIZER/BELL RINGER (Prime time activity)This is the entrance task 5-7 minutes

MUST BE LISTED DAILY

Essential Vocabulary: (add to word wall)

DAILY/ KEEP WORD WALL CURRENT

ENGAGEMENT FOR CONTENT (How will you gain and maintain students’ attention? Consider need, novelty, meaning, or emotion…What is your HOOK?)

THIS WILL BE HOW YOU WILL ENGAGE ALL OF YOUR LEARNERS

Teacher & Student Activities

Explore & Explain

CONTENT CHUNKS

Direct Instruction / Guided Practice / Independent Practice (THESE 3 COMBINED ABOUT 40 MIN)

#1- I Do / #2- We Do ~ Y’all Do / #3- You Do Activity #1: Direct Instruction check for understanding Collaborative teachers help keep students on task and Introduction/ Overview and Model ~10 minutes 2-3 minutes take note of students who may need help

Activity #2: Guided Practice check for understanding (ongoing throughout guided practice) Collaborative teachers work with groups Practice with the students ~ 10 min

Activity #3: Independent Practice check for understanding (ongoing throughout guided practice) Collaborative teachers work with groups Students work independently/ collaboratively while teacher actively monitors, assists and supports student work. Ealuate Understanding (Daily(exit slip…), also Weekly, Post-Assessment-): THIS IS HOW YOU WILL KNOW all STUDENTS HAVE MET THE OBJECTIVE FOR THE DAY

Closing Activities: Teacher answers Essential Question(s): (~5 min)

Enrichment/Extension/Re-teaching/Accommodation(s): MUST LIST SMALL GROUP members here / intervention PST students here along with the intervention(s) all INTERVENTION must BE DOCUMENTED EVEN AFTER SCHOOL INTERVENTION. How have you integrated LITERACY into your lesson(s)? What STRATEGIES are you incorporating? Do you have an activity for early finishers? Did you provide opportunities to TWIRL? (Talking, Writing, Integrating, Reading, Listening) into today’s lesson? REFLECTIONS: How did the lesson go? Was/were my objective(s) met? How do I know my objective was met? How do I know students (all) understood the

lesson? Would I make any changes? Did I engage all of my learners? …

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#2 Introduction

Essential

Question(s)

Essential Vocabulary

#7 Teacher

answers Essential

Questions

#1

Bell Ringer

This

#4Guided Practice –

“We Do”Teacher

guides students to

complete

MMGW/HSTW

strategies to actively

engage all students.

CFU – Reteach if

less than 80%

understand.

#5Independent

Practice – “You Do”

Student completes

assignment/s

independently.

Teacher reteaches to

students identified

during Direct

Instruction/Guided

#6

Closure

Review/Reteach

Lesson

#3 Instruction – “I Do”

Assume students have

no background. Teacher

shares all info, models,

demonstrates, gives

examples to answers

Cycle of Instruction

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Instructional Notebook/ PLAN Book

All teachers will prepare an instructional notebook in a three-ring binder. This binder will be accessible

to school and central office level classroom observers.

The instructinal binder will contain the following sections:

• Teacher Handbook/ Instructional Guide

• Lesson plans-available for any observers/ on desk RED BINDER or plastic wall bin

• Pacing Guides and COS

• Printed gradebook (quarterly)

• PST/Data-RTI; reteach/retest documentation/ INTERVENTION DOCUMENTATION

• Instructional Strategies

• Other sections/documentation may be added as deemed necessary

Assessment Binder

Teachers will maintain a separate assessment binder containing copies of all quizzes/tests/assessments.

This binder will be accessible to school and central office level classroom observers. This is only

MAJOR grades and can be electronic.

Curriculum Guides

School curriculum is defined as a specific set of skills or body of knowledge that a student learns in a

course. In our system, a curriculum guide exists for every course. Each teacher should have a personal

copy of the curriculum guide for each course that he/she teaches. Many curriculum guides are on CD.

Additional curriculum guides may be obtained from the appropriate curriculum supervisor and/or on the

web.

The major components of the curriculum guide are as follows:

1. End of Quarter Test Objective list – a list of the specific skills that will be tested on the EQT.

2. Curriculum Supplement – a lengthy document that lists all objectives for a course and provides

correlation between the course of study, the Alabama High School Graduation Exam, and the

approved textbook.

3. Pacing Guide – a weekly planner to be followed by teachers to ascertain that all course

objectives are taught during the term.

4. Pacing-At-A-Glance - a list of weekly course objectives with columns to document the date the

objective was taught and date it was tested.

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Effective Lesson Planning

Lesson plans are written by teachers to help structure the learning for themselves and students.

Research indicates that all students benefit from and appreciate well-structured lessons. Use template

provided.

Components of a Good Lesson Plan 1. Objectives – what the student should be able to do or know after the lesson. Course objectives

are provided in the curriculum supplement.

2. Warm-up (also called Bell ringers) – an activity to focus students’ attention at the beginning of

class. Bell ringers should take no longer than 5-7 minutes of class time.

3. Activities – an ordered list of learning experiences that will occur during the approx. 50 minute

class period. Every class should consist of at least three different experiences – demonstration,

lab, lecture, guided practice, small group work, independent practice, etc.

4. Questions that promote Higher Order Thinking Skills – teachers planning should include a list of

questions to ask that move students beyond minimal thinking skills toward “What if…”

questions.

5. List of Materials – a teacher should create a list of items that will be needed before class begins,

so that those materials will be ready and on-hand for use during class.

6. Assessment – can be formal (quiz, test) or informal (observation); should let the teacher know

whether the students’ have accomplished the daily lesson’s goal. The results of the assessment

should be used in planning subsequent lessons. Assessments should be written at the same level

of rigor as the objective to be measured.

7. Assignment – homework should be meaningful and should reinforce what students learned in

school.

8. Special Education Requirements - Accommodations and modifications for special needs

students.

Accommodations – Strategies used to address the needs of students with disabilities. The

curriculum content and standards are not changed.

Modifications – Changes in the content and in the standards set for a specified curriculum level.

9. Engagement – These are the strategies you will use to allow every student multiple response

opportunities and not just calling on volunteers in the classroom. (response boards, clickers, group work etc

Lesson Plan Books Teachers will type lesson plans. Lesson plans should be printed ahead of the lesson and should be placed

in the lesson plan notebook (Instructional Binder) to be referred to in class.

Documentation forms must be printed and placed at the front of the lesson plan notebook. Teachers

must document dates that material was taught and dates tested, also retaught and retested.

Lesson plans and documentation forms must be kept up-to-date and available for inspection at all times

by administration and central office staff.

Lesson plans should be submitted to your administrator by Thursday of each week in preparation for the

coming week.

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Course Syllabus Guidelines

A syllabus establishes an early point of contact between teacher and student. It helps set the tone for the

course and acquaints the students with the logistics of the course. It is a source of information for

students and parents and should contain the following:

1. Teacher’s name

2. Define student responsibilities for successful course work

3. Course description

4. Course and Unit Objectives

5. Student Quarterly EQT Guide

6. Resources – materials needed and title of textbook(s)

7. Supplementary Books (if required)

8. Projects

9. Course calendar (timelines/deadlines)

10. Course requirements/procedures

11. Grading system

12. Absence/Make-up work/ICU

13. Evaluation

14. Homework policy and expectations

15. Planning and conference times

16. Fee requirements (if applicable)

17. science safety contract

18. Internet policy review

A course syllabus must be distributed to all students in each class. Students should sign for the syllabus,

and a copy shall be sent home to the parents. Submit to your assigned administrator.

Parent Letter

Teachers are to create a parent/guardian letter containing a course overview, general class expectations,

the teacher’s contact information and planing time. This letter should be distributed with the course

syllabus.

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Grading and Reporting

Realizing that grades are important indicators of placement and progress to both students and parents,

each teacher in the Mobile County Public School System is to utilize grading procedures approved by

and in keeping with Board policy. At least 60% of the grade must come from mastery of test for core

curriculum.

The grade scale adopted by Mobile County is as follows:

A = 90 -100 B = 80 - 89 C = 70 - 79 D = 60 - 69 E = 59 and below

• An “A” means the student has completed proficient work on all course objectives and advanced

work on some objectives.

• A “B” means the student has completed proficient work on all course objectives.

• A “C” means the student has completed proficient work on the most important objectives,

although not on all objectives. The student can continue to the next course in the sequence

successfully.

• A “D” means the student has completed proficient work on at least one-half of the course

objectives but is missing some important objectives and is at significant risk of failing the next

course in the sequence. The student needs extra help before continuing to the next course in the

sequence. An “E” means the student has completed proficient work on less than one-half of the course objectives and cannot

successfully complete the next course in the sequence.

Grading Guidelines According to Board policy, each teacher must have at least one major grade and one minor grade entered

during each week of school. At the end of nine weeks, a student should have earned at least nine major

grades.

60% -- Major Grades The following is a list of sample assessments that could account for the 60% major grade. The major

grades should be of equal value (100 point test, 100 point project, etc.)

Teachers must use an acceptable grading rubric. “All or nothing” grading is NOT acceptable.

Examples

Chapter tests

Unit tests

Exams

Tests

Performance tests

Major projects

40% -- Daily Activities (Minor Grades) The following is a list of sample assessments that could count for the other 40% of a student’s final

grade (Minimum of 1-3 per week).

Be certain assigned work aligns to the Course of Study and target Alabama High School Graduation

Exam objectives.

Examples

Quizzes

Oberservations

Interviews

Journal writing/logs

Research

Performance tasks

Projects

Portfolios

Homework /Bellwork– no more than 10% of

the grade

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Reteach/Retest

Reteaching and retesting is a required

component of assessment. The retest score

cannot exceed a 70% unless more than 70 % of

the class failed the initial assessment. If more

than 70% of the class failed all will reteach and

retest except those with a 90% or above. Those

students may complete an enrichment activity

while the rest of the class is retested. The higher

of the two scores is then put into the gradebook.

Scores should be listed in the comment section

of the gradebook in INOW. Reteach/Retest

(refer to memo) should occur within 10 days of

the original test.

Teachers should enter a score of (1) in the

gradebook for any missed or missing

assignments that need to be made up. An

asterisk * place in front of the grade means that

the grade is exempt and will not count for or

against the student.

Each Grade category should have multiple

graded activities. Category averages must equal

100% with a 60/40 split. * see Appendix

Missed Assignments

Students absent from school under excused

circumstances will be allowed to make up work

missed. It is the teacher’s responsibility to give

students missed assignments. Time allocated

for make-up work will be determined by the

local school administration.

Schools will be required to provide make-up work

for suspended students since suspensions are

considered unexcused absences. The student will

be allowed to make up class work/tests with no

penalties imposed.

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Writing Rubric for all Disciplines-

SAMPLE

Name________________________

Assignment___________________

Criteria Criteria

Met Score Comment

notes

Organizati

on Heading, title,

five

paragraphs (if

applicable)

Yes/ No

10 pts

Presentatio

n Written legibly

Yes/ No

10 pts

Focus Topic

sentences for

every

paragraph

Yes/ No

10 pts

Content Use of

accurate,

specific details

to answer

prompt

Yes/ No

10 pts

Grammar Proper use of

grammar,

Yes/ No

10 pts

spelling, and

punctuation

Conclusion Last paragraph

that

summarizes an

argument or

idea

Yes/ No

10 pts

Final

Score

/100

Exemplary 90-100

Accomplished 80-89

Developing 70-79

Beginning 60-69

Unacceptable Below 60

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Marzano’s Research-Based Strategies 1. Identifying Similarities and Differences

Offering students specific guidance in identifying similarities and differences enhances students' understanding of and ability to use knowledge.

• Comparing- use a graphic organizer like a Venn Diagram

• Classifying

• Creating metaphors

• Creating analogies 2. Summarizing and Note Taking

To summarize information one must:

• Delete, substitute, and keep information in order for students to analyze information at a profound level.

• Summarize lengthy word problems for important details.

• Delete trivial information.

• Analyze the root of the problem for a solution.

3. Reinforcing Effort and Providing Recognition

People often attribute success at any given task to one of four causes: ability, effort, others, luck

• For students to be successful with mathematics, they must believe that it is doable with enough practice and effort on their part.

4. Homework and Practice The purpose of the homework should be

identified and articulated.

• Homework should be kept to a minimum of 15-30 minutes per night.

• If homework is assigned it should be commented on.

5. Cooperative Learning Organizing groups based on ability should be done sparingly. Students of low ability actually perform worse when they are placed in groups with higher achieving students.

6. Setting Objectives and Providing Feedback

• Set specific yet flexible goals for your students.

• Allow students to personalize goals that are set.

• Provide feedback in a timely manner. It should reference a specific level of skill or knowledge

7. Generating and Testing Hypotheses

• Students engaged in problem- solving should generate and test hypotheses related to various solutions they predict might work and explain their conclusion.

8. Nonlinguistic Representations

• Manipulatives

• Hands-on activities that engage the learner

9. Cues, Questions, and Advance Organizers

• Cues and questions should focus on what is important.

• Higher order thinking questions produce more learning.

• Wait time of several seconds after asking questions gives students time to think before being called on to answer.

• Questions are effective learning tools even when asked before a learning experience.

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Questions to Promote Thinking

Questions to help students organize their

information and thinking:

• What strategy could/did you use?

• How could/did you organize your information? Your thinking?

• Could you organize your information another way?

• What information is needed? What information is not needed?

• What else do you know from the information given?

Questions to help students classify responses:

• Why is this a reasonable answer?

• How did you reach that conclusion?

• Make a drawing to show that.

• Explain how you did this part.

• Does anyone have the same answer but a different way to explain it?

Questions to keep students focused:

• What is the problem asking?

• Tell me more about what you did?

• What else could you try?

• How can you check your answer?

Questions to promote reflection:

• What other ways might work?

• How does this relate to. . . . .?

• What are some possibilities?

• How is this different from/same as __________’s?

• Does that always work?

• What do you think about what _________ said?

Questions to expose students’ understanding:

• What would happen if. . . .?

• What is the pattern or rule?

• What predictions can you make?

• How could you prove that?

• What strategy was most helpful? Why? (Adapted from Driscoll 1996/Cady 2006)

Don’t forget to plan as to how you will engage

ALL learners throughout the lesson. This

includes the questioning/ Check for

Understanding part of the lesson.

ENGAGEMENT IS KEY!

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Creating Rigor thorough Verb-Usage

• Use these verbs during instruction

• Create assignments by connecting the highest level of rigor appropriate to the

assignment

Proficient Verb Use

Solve Show Use

Illustrate Calculate Examine

Classify Analyze Distinguish

Compare Evaluate Describe

Contrast Investigate Categorize

Identify Explain Separate

Advertise Construct Compose

Apply Support

Advanced Verb Usage

Create Invent Judge

Select Predict Choose

Invent Construct Write

Design Imagine Improve

Devise Formulate Infer

Plan Write Compose

Sell Generate Hypothesize

Market Summarize

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M

Mar

zan

o S

trat

egie

s

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Mar

zan

o T

ech

no

logy

Str

ateg

ies

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Lesson Segments Lesson Segments Lesson Segments

Involving Routine Events Addressing Content Enacted on the Spot

Design Question1 Design Question 2 Design Question 5

What will I do to establish What will I do to help students What will I do to engage students?

And communicate learning effectively interact with new

Goals, track student progress, knowledge?

and celebrate success?

Design Question 6 Design Question 3 Design Question 7

What will I do to establish What will I do to help students What will I do to recognize and

Or maintain classroom rules practice and deepen their understanding acknowledge adherence and lack of

And procedures? Of new knowledge? Adherence to classroom rules and

Procedures?

Design Question 4 Design Question 8

What will I do to help students What will I do to establish and maintain

Generate and test hypotheses about effective relationships with students?

New knowledge? Design Question 9

What will I do to communicate high

Expectations for all students?

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Bloom’s – Taxonomy

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Response to Intervention

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RESPONSE TO INSTRUCTION

Response to Instruction (RtI) is ……………………..

the practice of providing high quality instruction and interventions matched to student needs (academic

and behavioral) to include monitoring progress frequently to make decisions about changes in

instruction. Required monitoring is STAR MATH and READING (monthly) for all PST

1. High Quality Instruction/Intervention is defined as instruction or intervention matched to student needs that have been demonstrated through specific research and practice to produce high learning rates for most students. Individual responses to even the best instruction/intervention are variable. Selection and implementation of specifically based instruction/intervention markedly increases the probability of, but does not guarantee positive individual response. Therefore, individual response is assessed in RtI and modifications to instruction and intervention or goals are made depending on results with individual students

2. Learning Rate and Level of Performance are the primary sources of information used in ongoing decision making. Learning rate refers to a student’s individual growth in achievement or behavior competencies over time. Level of performance refers to a student’s relative standing on some dimension of achievement/performance compared to expected performance (either criterion- or norm-referenced). Learning rates and levels of performance vary significantly across students. Most students with achievement or behavioral challenges respond positively to explicit and intense instruction/interventions. Decisions about the use of more or less intense interventions are made using information on learning rate and level. More intense interventions may occur in general education classrooms or pull-out programs supported by general, compensatory or special education funding.

3. Important Educational Decisions about intensity and the likely duration of interventions are based on individual student response to instruction across multiple tiers of intervention. Decisions about the necessity of more intense interventions, including eligibility for special education and/or exit from special education or other services, are informed by data on learning rate and level. ___________________________

Batsche, G. Elliot, J., Graden, J., Grimes, J., Kova;eski, J., Prasse, D., Reschly, D., Schrag, J., & Tilly, D.

(2005). Response to Intervention: Policy Considerations and Implementation. Alexandria, VA: National

Association of State Directors of Special Education

RtI is not an add-on! RtI is a general education initiative that supports all students. Student outcome data is

frequently monitored and used to make accurate decisions about the effectiveness of the first delivery of

instruction, and the implementation of interventions for academics and behavior. Student outcome data is also

used for early identification/intervention to address academics and behavior.

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What is RtI?

RtI integrates core instruction, assessment and intervention within a multi-tiered system. ALSDE

expects that K-12 teachers will teach in a way that meets the needs of students. RtI addresses both

academics and behavior. Instructional support is identified in three tiers as follows:

Tier I – Provided by general education teachers. Tier I instruction is the first delivery of

instruction. Tier I, first delivery of instruction must follow the complete cycle of

instruction to ensure student engagement and reteaching. Instruction presented to

students following the cycle of instruction should ensure the success of 80% of

students.

Research Based (RB) Strategies must be used; teachers must check for understanding

and reteach as needed throughout lessons.

Tier II – Provided by general education teachers. Tier II instruction is a second delivery of

instruction and is provided in small groups that provide additional time.

Tier III - Provided by a special education teacher or an intervention/remediation teacher to

individual students requiring intensive support.

Classroom Teachers Responsibilities Regarding RTI

• Provide explicit, effective first delivery of instruction to include to all students.

• Utilize engaging lessons, check for understanding, differentiate instruction (adhere to the cycle

of instruction) and reteach as needed.

• Administer universal screening assessment (STAR Early Literacy for K-1 and STAR Enterprise

for 2-12 both Math and Reading)

• Review screening reports

• Identify students in need of intervention based on identified cut scores

• Share performance of screening assessment with the PST and participate in PST discussion to

identify specific academic or behavior concern

• Align level of intervention (Tier II and/or Tier III) and specific skills needed for each identified

student using research-based strategies

• Utilize Goal Setting Wizard to set progress monitoring goal

• Progress monitor every 3-4 weeks or as needed

• Report student progress minimum monthly to the PST

• Develop next steps based on student results

Document interventions

*refer to PST manual if needed

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Problem Solving Team Meeting Protocol

Before the Meeting

▪ Establish yearly PST Meeting Schedule, and distribute to participants. Send reminders to participants at least 24 hours prior to scheduled meetings.

▪ Copy PST Minutes/Referral Forms and recording tools for all meetings.

▪ Designate team member tasks prior to PST meetings, timekeeper, recorder and facilitator.

▪ Determine/identify which school administrator will be in attendance in each meeting (non-negotiable).

During the Meeting

▪ (10 minutes) Individual teachers report progress made utilizing identified strategies from last meeting.

▪ (15 minutes) Chief Challenges – Review of common assignments (failed students). What is the most urgent concern, problem, or obstacle that is preventing student achievement?

▪ (35 minutes) Proposed Solutions –

1. Identification of RB interventions to increase student achievement.

2. Collaboration between PST members to share successful effective strategies. .

3. Individual intervention plans are developed for academically struggling students and/or students experiencing behavior.

4. Complete and copy PST Minutes/Referral Forms.

5. Store copies in the principal’s office

6. Identify individual responsible for implementation of interventions.

7. Identify time frame and actions to be taken prior to the next meeting.

After the Meeting

▪ Teachers will implement PST identified strategies based on the recommendations of the PST.

▪ Strategies and time lines from the PST meetings will be followed and student progress will be monitored.

▪ Recorded on PST Minutes/Referral Form.

What is needed before, during and after a successful PST Meeting?

“If you build them they will learn.”

▪ PST meetings must take place on a consistent basis with the input, contributions, and collaboration of all PST members.

▪ Common assessments, EQTs and ACT results will be the data that drives meetings. ▪ PST focus will be on student learning, not what is best for the adult. ▪ PSTs are asked to allow adequate time to determine the effectiveness of identified RB strategies (Give

strategies a chance!). ▪ PST Minutes/Referral Forms must be used to record PST recommendations and progress made (This is

the only required RtI form).

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Problem Solving Team (PST)

Problem Solving Teams (PST) will replace BBSST and Data Meeting Teams. The Problem Solving Team will discuss all academic (Data Meeting and BBSST) and behavioral needs of students; therefore reducing the number of meetings needed to support students. Problem Solving Teams must include:

1. Referring teacher 2. Teacher/s knowledgeable of students’ academics and/or behavior 3. Counselor 4. Special Education Teacher 5. Principal or Designee 6. Intervention Teacher/Coach (if employed)

Multiple Problem Solving Teams will address the needs of all students. PSTs may be formed by grade level or

content areas and grade levels.

Problem Solving Teams (PST) will review and analyze student data, identify research based strategies and review

progress monitoring.

Problem Solving Teams (PST) will meet a minimum of once per month to review student data. PSTs will discuss

effective lessons, Research Based (RB) strategies, interventions, etc. to be implemented in order to address and

provide informal PST support to meet student needs to prevent course failures. After implementing informal

PST-RB identified strategies for nine weeks, students receiving failing quarter grades (E’s) and/or displaying

disruptive behavior (that has resulted in suspension for seven days or more) must be referred to the PST for

formal support. Student names must be entered on PST Minutes/Referral Form and progress monitored to

address academic/behavior needs. Students suspended seven days or more and/or failing after nine weeks of

formalized interventions should be considered for psychological evaluation.

To reduce the need for PST academic referrals, teachers will provide effective, explicit, first delivery of

instruction, reteaching and second delivery of instruction as needed to reduce the number of students failing

courses.

To reduce the number of PST behavior referrals, an explicit School-Wide Discipline Plan must be developed and

consistently implemented. Faculty and students’ understanding of expectations, rewards and consequences will

ensure consistent implementation and reduced days of suspension.

Schools/faculties must also develop explicit, detailed expectations to support school-wide discipline plans in

order to reduce the number of suspensions. Behavior interventions/contracts should be used within the school

to prevent suspensions and to reduce and/or eliminate the need for formal PST referrals. Students will be

referred to PST for informal Tier I support and for formal support in Tier II and III.

➢ Remember effective, explicit Tier I first delivery of instruction will reduce the number of students failing courses.

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➢ The 2016-2017 MCPSS focus is on effective, explicit first delivery of instruction that includes checking for understanding, high levels of student engagement and reteaching.

PST – Informal or formal support will be provided continuously until students reach grade level proficiency or

are eligible for special education services.

➢ The interventions identified are to match the needs of the students. ➢ Appropriate progress monitoring tools are used to identify improvement. ➢ The progress monitoring data will be used to make timely instructional decisions. ➢ Teachers measure progress weekly (tests). ➢ PST meets monthly (minimum) to discuss academic/behavior progress. ➢ Monthly progress reports are sent home to parents. ➢ Parent consent does not need to be obtained. ➢ PST meetings should be limited to one planning period. ➢ Formal PST support may be continued from year to year and school to school. It is not necessary to start

the process over each year. ➢ Transferring students’ PST Minutes/Referral Form will be included in the cumulative record.

Problem Solving Team Meeting

Best Practices Used in Current PST Meetings

• Identify roles of participants

• Identify at-risk students

• Examine obstacle(s) facing student

achievement

• Review minutes of previous meeting

• Discuss effective strategies

• Stay on task

• Focus on the data

• Realize everyone has input

• Prepare an Agenda

• Schedule (timeline for interventions)

• Collaborate

• Assign Mentors

• Document

• Be specific about problems of students

• Adhere to strategies

• Stay on schedule

• Participate in continuous training

• Always be prepared

• Bring documentation

• Resources on hand – RB strategies

• Time Keeper!

• Encourage teacher involvement on

behavior and academics

• Participation from everyone on the team

• Know and accept responsibility of roles

• Stay on task!!

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Examples of Formal Support

• Chunking

• RB instructional strategies

• Tier III support

• Extending Day Tutoring

• Tier II Intervention

• Second delivery pull-out

• Individual & small group counseling

• Behavior 360

• BEP

• Interventions/Strategic teaching

• General Education Tier II intervention

• Saturday School

• After School / Extended Day Tutoring

• One-on-one Intervention based on needs

• Referrals

• Counseling Strategies

• Partnership Conferences

• Progress reports

• BASC-SOS

• Read 180

• Parental Involvement

• Parent Shadowing

Examples of Informal Support

• Small groups

• Reteaching – push-in / pull-out

• CFU

• Retest

• Tutoring

• Behavior 360

• Resource teachers / Intervention teachers

• Peer teaching

• Behavior / Work-study slips

• Second delivery

• Check In / Check Out System

• Weekly Progress Reports

• Progress Monitoring

• Small group intervention

• Reteach / Pre-teach

• Peer tutor

• Preferential Seating

• Extended Day

• Counselor referrals

• Behavioral Contracts

• Building Relationships

• Parental involvement

• Collaborative learning

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Classroom Word walls: *provide an approach to meaningful teaching of vocabulary *build vocabulary, thereby improving reading comprehension and writing style * reinforce understanding of subject-specific terminology with a focus on students internalizing key concepts *helps students improve spelling and word awareness *provides visual cues/ Word Walls must be kept up to date

Geography

*terms and concepts associated

with geographical regions

*vocabulary for forms and

characteristics of systems, e.g.

social services, transportation,

resources, management, political

structures, energy networks…

Reading

*skill and strategy concepts

*Comprehension strategies

*Literary components

*Tier two vocabulary

Mathematics

*vocabulary for math concepts

and terms, course topics, e.g.

integers, polynomials, equations,

analytic geometry, measurement,

coefficient, slope…

Science

*terms to describe major

concepts

*biological reproduction

processes, e.g. mitosis, prophase,

metaphase,anaphase and

telophase

* types of asexual reproduction

in plants

Arts/Music/ Electives

*elements common to all arts,

e.g. space, time, form, contrast,

movement, balance, unity

*historical periods

*terms/vocabulary used in that

field of study

English

*theme and transition words

*Graphic text features

Grammar (synonyms, metaphor,

homonyms…)

*vivid verbs

*parts of speech

* prefix, suffix, root

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Instructional Observation Checklist

Lesson Plans

Yes No N/A

Lesson plans are based on objectives derived from the ALCOS and the MCPSS Pacing Guides. Plans assure students improved proficiency on ASPIRE.

Lesson plans reflect a clear objective.

Lesson plan activities support stated objective.

Objectives are grade level appropriate.

Lesson plans show a connection to prior lessons and concepts.

Lesson plans include a variety of resources for instruction.

Lesson plans are detailed enough to provide a clear picture of what occurs before, during and after lesson.

Related and clear methods of assessment for each lesson are evident.

Most lessons follow the 5E’s model of instruction {Engage, Explore, Extend, Evaluate, and Explain}.

Assessment

Yes No N/A

Assessments are aligned with identified and instructed lesson objectives from the ACOS.

Formative assessment is used to identify needs and remediation instruction.

Assessments reflect questions that utilize higher order thinking.

(Goes past comprehension on Bloom’s)

A variety of question types are used to create each assessment. CFA’s (Not just multiple choice)

Classroom

Yes No N/A

The essential question for the day is posted in the classroom.

The teacher uses effective classroom management practices.

Writing posters are displayed - writing modes and Six Traits. (Language Arts)

Word wall is displayed with the essential vocabulary of the week/quarter.

Student work is displayed that reflects knowledge of the standards.

There is evidence of written student communication and representation of work.

Student writing folders are located in a specific area of the room.(Language Arts)

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Writing folders contain student work in various stages of development including the finished product

with completed rubric attached. (Language Arts)

Instructional

Yes No N/A

Students can explain what they are doing and why

Students work collaboratively

Students are actively involved in independent reading and writing activities

The teacher uses a variety of instructional strategies in the classroom.

Students are asked higher order thinking questions.

Wait time is given following questions.

Attention is paid to student understanding of the problem/concept.

The teacher calls students by name when asking questions about the lesson.

The teacher models. For example, the teacher models reading and writing - reads with the students

and does think -alouds; writes with the students - shares the finished product.

Progress is made toward the objective.

Prompts are used before directly answering questions.

Student understanding is informally assessed. (Checking for Understanding during the lesson.)

Communication with and between students is encouraged.

The teacher re-teaches concepts when necessary.

The teacher re-tests concepts as needed.

The teacher uses whole group, small group, and individual instruction during the lesson.

The teacher uses an exit slip or a form of closure daily.

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Clark-Shaw Middle School

Classroom Management Tools

Consequences:

Level 1:

Behaviors that impact only the

student

Level 2:

Behaviors that interfere with

the learning of others

Level 3:

Behaviors that affect an

orderly environment

Level 4:

Harmful/Illegal Behaviors

-Not prepared

-Out of seat

-Breaking pencils

-Not following directions

-Whining

-Playing in desk

-Not doing classwork

-Not in line

-Sleeping

-Copying behaviors

-Not listening

-Leaning in chair

-Refusing to work

-Crawling on floor

-Not taking responsibility for

action

-No homework

-Not having a pencil

-Talking out

-Visiting/talking

-Inappropriate noises

-Tattling

-Touching

-Poking

-Standing on furniture

-Constant talking

-Out of seat and interfering

with others learning

-Crawling on floor and

interfering with others learning

-Inappropriate chair manners

-Consistently not following

directions

-Talking back to adult

-Throwing things

-Teasing

-Lying

-Cheating

-Forgery

-Inappropriate language

-Tantrums

-Climbing in bathroom

-Looking under bathroom stalls

-Pushing

-Disrespect to others

-Leaving room without

permission

-Hallway behaviors

-Banging on window

-Profane hand gestures

-Pinching

-Vandalizing school property

-Spitting on others

-Actions that cause harm

-Stealing

-Fighting

-Drugs

-Weapons

-Punching

-Biting

-Throwing furniture

-Stealing

-Threatening to do injury to

person or property

-Sexual harassment

-Sexual behaviors

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-Bullying

Ideas for controlling behavior

-Eye contact

-Proximity

-High levels of supervision

-Discussion about expectations

-Verbal warning

-Pre-teaching of expectations

-Re-teaching of school rules/

expected behaviors

-Link rewards to appropriate

behaviors

Ideas for controlling behavior

-Eye contact

-Proximity

-High levels of supervision

-Discussion about expectations

-Verbal warning

-Pre-teaching of expectations

-Re-teaching of school

rules/expected behaviors

-Link rewards to appropriate

behaviors

-Consultation with grade level

teams/school counselor/school

psychologist/ for

classroom/individual behavior

management ideas

Ideas for controlling behavior

-Eye contact

-Proximity

-High levels of supervision

-Discussion about expectations

-Verbal Warning

-Pre-teaching of expectations

-Re-teaching of school

rules/expected behaviors

-Link rewards to appropriate

behaviors

-Consultation with grade level

teams/ school

counselor/school psychologist

for classroom/individual

behavior management ideas

Ideas for controlling behavior

-Eye contact

-Proximity

-High levels of supervision

-Discussion about expectations

-Pre-teaching of expectations

-Re-teaching of school

rules/expected behaviors

-Link rewards to appropriate

behaviors

-Consultation with grade level

teams/ school

counselor/school psychologist

for classroom/individual

behavior management ideas

Consequences may include

-Timeout in room

-Parent contact

-Detention

-Loss of privileges

-Moving seat

*Students should only receive

referrals at this level AFTER at

least 3 reteaching

opportunities have occurred

unsuccessfully and 3

consequences have been

applied with no results

Consequences may include

-Timeout in room

-Timeout in team leader’s

room

-Parent contact

-Loss of privileges

-Behavior contract

-

Admin/parent/student/teacher

conference

-Referral to team leader

*Students should receive

Consequences may include

-Timeout in room

-Timeout in team leader’s

room

-Parent contact

-Loss of privileges

-Behavior contract

-Office referral

-

Admin/parent/student/teacher

conference

-referral to team leader

Consequences may include

-As per Board of Education

discipline policies

* IMMEDIATE office referrals

should occur with this level of

infraction

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referrals to the team

leader/PST if ideas for

controlling behaviors have not

been successful

-Suspension

*Students should be referred

to the team leader and/or

office at the referring

teacher’s discretion

Teachers at no time should a student be out of your classroom without a pass. One Student per pass. At Clark

we do not make students stand outside of your classroom door. If you need assistance you must call for an

administrator. If you do not understand this directive please see any member of the administrative team.

Literacy Across the Curriculum

http://www.asdk12.org/MiddleLink/about/

http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0132-dec05/VM0132Middle.pdf

1. Read Around the Text

2. KIM Vocabulary

3. Two-Column Notes

4. Reciprocal Teaching

5. V.I.P.’s and Sum It Up

ACTIVE ENGAGEMENT

TWIRL (Harvey & Goudvis, 2005) Talk

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Write Investigate Read Listen

5 Components of a Strategic Lesson 1. One or more daily outcome(s) based on state standards /common core

2. Two everyday instructional practices: chunking (breaking text, lectures, video, etc. into small,

manageable pieces) and student discussion of concepts

3. Three parts to a purposeful lesson structure: using connected BEFORE, DURING, and AFTER

literacy strategies focusing on student engagement.

4. Four steps to explicit instruction:

“I Do”, “We Do”, “Y’all Do”, and “You Do”

5. Five components of active literacy: TWIRL

EMERGENCY SUBSTITUTE FOLDERS

Each teacher will be responsible to set up and EMERGENCY SUB folder. This will be used in the

event of an unplanned absence. They will include 3 days of classwork, in addition to the following:

Daily Schedule, Duty Station(s) and times, Class Rosters, Seating Charts, Buddy Teacher, Discipline

Referrals and procedures, Absences/ Excuses procedures, tardies, Hall passes, Discipline Referral

forms, Attendance, Grade level specifics, lunch/ time/ duties.

Any other information/materials that would be helpful for a substitute.

It is the teachers REPONSIBILITY to refurbish the Emergency Sub Folder immediately upon your

return to wor.k Ms. Gill will check all sub folders. The binders are purple.

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Instructional Resources

Multiple instructional resources are available on the MCPSS website and through your team leader and department

chairperson

Technology Plan and Digital Instructional Resources

Our media specialist can assist you with this. Again we have many resources e.g. Big Universe, Discovery Education,

Accelerated Reader, SMART Exchange…

Writing Rubrics (school wide)

The MCPSS has developed a system wide program for writing. Make sure students do some type of writing daily.

Short constructed responses are part of the state assessment. Writing portfolios are a requirement on MCPSS.

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