Colfax-Mingo’s vision is to ensure curriculum, instruction, and assessment are student centered and focused on continuous improvement. Meaningful learning is achieved through collaboration, technology integration, and high expectations for all.
We believe that this vision holds true for our community of learners regardless of whether learning happens within the school walls or remotely through our continuous learning or hybrid learning plans.
Each student has been impacted differently by the COVID-19 closures during the 2019-20 school year. We are committed to provide instruction to accelerate student's learning to meet or exceed grade level expectations. We will identify unfinished learning and embed those educational needs into the current grade level standards and curriculum.
ASSESS INITIAL STUDENT LEARNING NEEDS:
In order to close student learning-gaps and accelerate learning, what process will be used to determine current learning needs for each and all students?
In order to build and implement a gap-closing schedule, each teacher will administer a pretest each unit being prepared to teach, based on the grade level priority standards for each course/subject.
In order to build and implement a gap-closing schedule, screening testing will occur as planned (K-6 FAST, iReady; 7-8 FAST; 9-12 MAP) as used as part of instructional decision making
In order to build and implement a gap-closing schedule, we will use multiple sources of data to prioritize instruction (students and standards).
MATCH CURRICULUM TO STUDENT LEARNING NEEDS, INCLUDING GAP-CLOSING AND ACCELERATION:
What process will be used to close student learning-gaps and indicate essential learning missed when schools were closed due to COVID-19?
Vertical content planning will use our Priority Standards (PS) documents.
We will develop scope & sequence/pacing guides to be used PK - 12 that identifies our Priority standards and our GVC. The focus will be closing student learning-gaps on the established priority standards expectations for each grade level/content area.
In order to close student learning-gaps, what delivery methods will be used to deliver whole group instruction? What delivery methods will be used to deliver small group instruction?
Each teacher will use Google Classroom as the district-supported platform for setting up courses and classes.
Each teacher will facilitate two-way communication with students and parents.
Each teacher will post the learning target(s) to be met each week. Time to meet or extend that learning target will be scheduled, dependent upon individual student needs.
Each teacher will record lessons as needed to ensure the opportunity for all students to participate.
In order to best meet all student needs to both accelerate learning and close learning-gaps, how will student work be given feedback / grades to help them understand the improvements they have made?
Students and parents will receive or have access to timely feedback connected to the learning target(s) and/or priority standard(s).
Student progress will be reported at the end of each grading period (trimester, quarter, semester).
PK - 6: Assessment reports will be shared with parents.
7 - 12: Formative grades will be reported via JMC on a weekly basis.
To help us better identify any learning-gaps for students, describe the process to be used in this delivery model to administer various assessments (FAST, MAP, ISASP, school based assessment, etc).
Teachers will administer assessments as planned.
How will attendance be taken? How will attendance data be tracked to assess potential physical and social-emotional health concerns?
Attendance will include:
Students will check in daily (within 24 hour period) via email, completed assignment(s), video(s) viewed, etc.
Students will produce various evidence types of learning.
In the case of Teachers/Staff absence, every attempt will be made to meet those learning expectations in house (partner teacher , PLC group members, etc). In the event that is not possible, instructional coaches and principals will work together to meet student needs.
PROFESSIONAL DEVELOPMENT CONSIDERATIONS FOR CLOSING THE LEARNING GAP :
Teachers will utilize the 90 minute late starts in the traditional calendar for professional development. Various topics addressed will help teachers meet the needs of all students during this required continuous learning time.
HOW WE WILL EVALUATE IF THE CONTINUOUS LEARNING PLAN IS MEETING STAFF NEEDS TO CLOSE LEARNING GAPS AND BE MOST EFFECTIVE IN THIS DELIVERY MODEL:
A district team will use student engagement and academic progress data to review and adjust the program in a timely manner.
HOW WE WILL ADDRESS STUDENT EQUITY CONSIDERATIONS:
A team will examine, and may adjust, instructional accommodations and needs for students previously identified as needing special education services, ELL services, TAG services, or having a 504 plan.
The district will continually monitor and act upon any other risk factors addressed by the State to determine student access to educational opportunities.
Therefore, utilizing the above listed actions, we will meet the needs of ALL students.
How will we assess or survey student and staff basic needs in order to ensure needs are supported? (food insecurity, homelessness, transportation, mental health)
Utilize the student and staff surveys to continuously gauge individuals throughout the year.
The district will also provide families with a resource and needs survey through technology as well as paper.
What resources, both in the school and partners outside the school, will need to be connected with families to address results of the needs assessment?
Panorama
PBIS
Food Pantry
Homelessness Liaison
School Counselors
AEA supports
Instructional Coaches
Behavior Coaches
Special Education teachers
Classroom Teachers
Community Mental Health agencies
Community Social Service agencies
What communication expectations and routines will be established for checking in with students?
Classroom teachers and advisors will document wellness check of each student at the beginning and end of the week.
Advisor or classroom teacher will have individual meetings with students once per week with the focus being on social-emotional well-being.
Teachers and staff will define, teach, and reinforce our school wide social, emotional, behavioral (SEBH) expectations as they relate to on-site learning.
What professional development will need to be considered?
Social-emotional competency training for adults to start the year. This will include building systemic approaches with an MTSS structure to address SEBH strengths and needs which would include behavioral expectations and referrals, PBIS/trauma informed care, relationship building.
How will we assess if the professional development provided is meeting staff needs to be most effective in this delivery model?
Professional development needs of staff will be determined using assessments, surveys, and/or exit tickets after each professional development session.
Staff will reflect on implementing new learning through reflection sheets/collaboration with peers/instructional coaches to identify additional supports they may need to increase implementation of new learning.
Assessments and reflections will continue to drive our decision making for continuous PD.
What data or information will be used to assess if this aspect of the district’s plan is working?
Using our Early Warning System Data (SWIS, conversations with students/staff, JMC, systemic behavior approach in each building) to follow through, provide next steps and drive our decision making
With what regularity will this data be reviewed and the fidelity of this aspect of the plan be checked?
We will be looking at and analyzing the data consistently three times per week. Individual plans will be altered as needed
School/Parent/Student Partnership Compact: