Embedded Files
FROST/STUART LEARNING ACCELERATION PLAN
Goal: While we strive for 100% of our scholars to demonstrate mastery (be proficient), at a minimum 40% of our scholars will demonstrate mastery in all courses.
Provide school leaders and teachers with the initial and ongoing professional learning needed to provide Tier 1 instruction to all students, including understanding how to diagnose and address student learning needs.
Adopt and use high-quality instructional materials to bring coherence and consistency to instructional vision and academic planning.
Teachers and leaders will have an understanding of the demands of grade-level materials and content.
PLCs/Singleton Teachers will identify standards for the upcoming grading period that will be taught. (Kentucky Framework for Teaching Domain 1a, e)
-Prioritize the most critical prerequisite skills and knowledge for each subject area and grade level now.
-Plan your approach to diagnosing students’ unfinished learning in that prerequisite content knowledge and those prerequisite skills.
PLCS/Singleton Teachers will create UBD Unit Plans for every grading period using school provided template. (Kentucky Framework for Teaching Domain 1a, e)
-PLC/Singleton teacher-created CFAs will be reviewed and approved by PLC Administrative Lead. (Kentucky Framework for Teaching Domain 1f)
-PLCS/Singleton Teachers will create scope and sequence/pacing to reflect where scholar might need to acceleration support.
-PLC/Singleton teachers will receive feedback on their identified daily learning targets UBD unit plans by an instructional coach.
Teachers will create and implements coherent daily lesson plans guided by their UBD unit plans.
-These lessons will be centered on the knowledge of scholars and identified instructional outcomes.
-These lessons will also demonstrate a teacher's understanding of how to use the resources available. (Kentucky Framework for Teaching Domain 1b, c, d, e)
-Teachers within their daily lesson plans will assign assignments that will assist in engaging scholars with the standards, monitoring the progression of standards mastery, and assessing whether scholars have mastered the standards. These assignments will be entered into Infinite Campus. (Kentucky Framework for Teaching Domain 4b, e)
As an AIS school, teachers will be expected to update their Infinite Campus grade book by the last day of every instructional week. to assist with communicating to families and to assist with maintaining accurate records. (Kentucky Framework for Teaching Domain 4b, c),
PLCs implements a common formative assessment at least every three weeks (Kentucky Framework for Teaching Domain 1f)
Implement a balanced assessment system and leverage data that supports teachers in diagnosing unfinished learning and providing the necessary scaffolds to ensure all scholars have access to grade level instruction.
-Common formative assessment data is entered into MasteryConnect to monitor standards mastery by scholars and to the data collected for future teaching. (Kentucky Framework for Teaching Domain 4a, 4e)
-Common formative assessment data is analyzed and corrective action plans are created based on data as part of the Multiple Tiered Support (MTSS) system.
-Teachers implemented enrichment and/or tiered interventions based on data analysis and that data is entered into the MTSS monitoring tool.
Per SPP&G scholars failing a course will be notified at least two weeks in advance of a failure action plan that is co-created with the family and this failure action plan will be documented as an intervention in the MTSS monitoring tool.
-PLCs/Teachers will review common formative assessments the week following implementation to identify when enrichment, intervention, and/or whole-group reteaching is needed as part of the schools MTSS plan.
Monitor your scholars’ progress on grade-appropriate assignments and adjust supports for scholars based on their results.
The campus will leverage our coaches and school leaders to support teachers’ work in accelerating scholar learning.
Reexamine and create support structures to accelerate student learning within the context of high-quality instructional materials (e.g., summer learning acceleration, extended school day/year, high-dosage tutoring, refining or revising existing policies, procedures, and programs, etc.).
*This system is cyclical for every grading period.
Professional Development Strands to Support Acceleration
Marzano 9 High-Yield Strategies
As part of our continuous improvement efforts, as a KDE identified Comprehensive School Improvement School, we have adopted the Marzano High-Yield Instructional Strategies as our professional development focus to improve academic achievement on our campus. Researchers at Mid-continent Research for Education and Learning (McREL) have identified these nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.
Even though all 9 nine strategies will be expected to be used by educators on the campus when applicable, we will take the next 3 years to provide an in-depth look and study around these strategies with a goal of significantly improving teacher pedagogy and instructional repertoire.
Marzano Year 1 Focus 2020-2021:
Setting objectives and providing feedback
Reinforcing effort and providing recognition
Cues, questions, and advance organizers
Marzano Year 2 Focus 2021-2022
Cooperative learning
Nonlinguistic representations
Identifying Similarities & Differences
Marzano Year 3 Focus: 2022-2023
Summarizing and note taking
Homework and practice
Generating and testing hypotheses
To assist in the implementation of the Marzano High Yield Instructional Strategies, we are implementing the Verizon Innovative Learning Grant. This grant will allow us to engage scholars at a deeper level due to each teacher and scholar being provided an iPad with a data plan on campus. We are striving to meet the following instructional outcomes through the integration of technology while engaging scholars with high-yield instructional strategies.
Verizon Innovative Learning Grant Outcomes
A third of lower income households with children don’t have access to high-speed internet at home. This inequality only furthers the homework gap and can put low-income students at a learning disadvantage. By giving scholars devices and access, we help underserved scholars develop the tools and confidence they need to become tomorrow’s innovators. More specifically, we hope we can ignite these scholars’ interest in STEM careers and give them the opportunity to become lifelong learners, creators, and problem solvers. Teachers will learn how to integrate technology to support the acceleration plan.
Increase Student STEM Interest
Increase Student Problem Solving Skills
Increase Student Collaboration Skills
Increase Student Achievement
Increase Student Engagement
Increase Student and Teacher Tech & STEM Proficiency
Increase Student Communication Skills
Increase Student Confidence
With an understanding that literacy is embedded in everything that we do, we are also integrating the Adolescent Literacy Model (ALM), a school-wide comprehensive approach to integrating literacy strategies across all content areas. It has been developed over a period of fifteen years and tested through external research projects where it has been shown to have a positive impact on teacher practice, teacher and student self-efficacy, and student performance in reading in grades 6 and 9, as well as an increase in student motivation and grades in other content areas.
Adolescent Literacy Model Outcomes
Tier 1 Instruction aligned with Kentucky Academic Standards and based in content literacy, where literacy strategies are applied in all subject areas to increase student engagement and deepen learning
Access to content learning for all learners through the regular use of content literacy
Strategies which take advantage of the various facets of literacy: Vocabulary Development, Reading Comprehension, Writing to Learn, Academic Dialogue, and Writing to Demonstrate
Teacher as instructional-designer, selectively integrating curriculum resources and technology, to enhance student opportunities to process and express content learning individually and collaboratively
Leadership development, including training and support for principals and the creation of a literacy leadership team to encourage, support, and monitor progress
A school instructional culture of high achievement through literacy development based in an environment of continuous improvement and growth-mindset
Affirming Racial Equity
To assist with engaging scholars with the standards we are committed to affirming racial equity. To affirm racial equity, teachers will use the Affirming Racial Equity (ARE) tool to increase the rigor, relevance and relationships within unit plans and daily lesson plans.
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