Embedded Files
PLC Schedule- Tuesdays
in the Coaches' Corner (rm 132)
1st period- Fit to Live & Learn (room TBD)
2nd period- 8th grade Literacy
3rd period- 6th grade Literacy
4th period- 7th grade Literacy
7th period- Math (room 120)
Attendance Goal: By June 2026, the overall percentage of students with good or acceptable attendance rates will increase by 5%, from 48% to 53%. In order to reduce the disproportionate gap, the percentage of students with good or acceptable attendance for all focal groups (Black & Native students, multilingual learners, students receiving special education services, and students experiencing poverty) will increase by 8%. Focal student subgroup metrics: Black: 53% to 61%, MLLs: 50% 58%, SpEd: 58% to 64%.
Academic Goal: By June 2026, 80% of George students- with a particular focus on our district's most impacted focal students based upon our data (Black students, multilingual learners, students receiving special education services, and students experiencing poverty)- will successfully engage in grade- level and standards aligned tasks using district approved and high quality instructional materials.
Tier 1: CORE PROGRAM- A coherent and viable core curriculum designed for prevention intervention.
Tier 2: SUPPLEMENTAL PROGRAM- Immediate and targeted interventions and extensions systematically applied and monitored for all students.
Tier 3: INTENSIVE SUPPORTS- Intensive interventions focused on closing gaps.
Access to tech for text to speech and speech to text (e.g., text to speech, audio books, partner read, teacher read, dictation…)*
Access to visuals: visual schedule, graphic organizers, models of completed final project, editing checklist, to do list, number charts, facts charts, etc.
Split larger assignments into smaller parts and chunked due dates for larger projects.
Student completes selected problems of classwork/homework to demonstrate grade level standards.
Access to alternative seating (e.g., wiggle seat, allowed to stand, etc.)
Extended time on in class testing in all subjects. Opportunity to test in Learning Center if requested.
Frequent check for understanding/reminders/prompts/positive reinforcements/extra processing time; first/then statements; chunk directions
Provide a model (or criteria success) whenever possible
Access to sensory supports (e.g., brain and movement breaks, noise buffers, fidgets, etc.)
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