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Primary Focus: Increase student collaboration and communication while interacting with primary and secondary sources (informational texts). Using primary and secondary sources in class to support the ELA curriculum to strengthen student reading and comprehension.
Secondary Focus: Continue using Class Dojo as a rewards system for students actively participating in class, including greater points for unmuting vs. chat and when responding to or extending each other's responses to continue our focus on communication and collaboration. Understanding extra credit and incentives are a good addition to the class and can increase engagement.

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Primary Focus

Engagement and Attendance are both important for students to succeed academically. Attendance incentives will encourage students to come to school. Students are more engaged when they are learning information that is relevant to their daily lives.

Collaborate with team member to produce lesson plans that will engage the learner. The implementation of recording attendance in all classes to include elective classes have been an effective tool in enhancing attendance in the virtual setting.

An invitation from 7th grade team to elective teachers to submit highest average, most improved and spotlight awards for students deserving the honor. This is a good incentive for engagement and attendance.

Secondary Focus: Implementation of a point system that encourages student engagement by completing TO DO NOW activities based on points system. Students earn points that can be used to skip assignments and asynchronous session if all assignments are up-to-date prior to using points. Points are also provided for camera usage daily.

Class dojo also encourage engagement by rewarding students when they reach a certain point level. Class dojo is also useful when communicating with parents concerning student absence.

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Team Members: S. Courmon, A. Pittman

Primary Focus: New Science Standards

Break down the new 8th Grade Science standards and compare with crosswalks to previous standards.

Vertical alignment between grades and finding like standards.

Explore and implement the use of models in our virtual classroom. This could be physical or online simulations.

Secondary Focus: Unpacking Content

Explore and utilize the county Unit Analysis documents for unit planning.

Finding new resources for SEPs.

Teaching the priority standards and using the supporting standards in each unit.

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Informational Texts and Instructional Strategies (Aldridge, McKoy, Williams, Richards)

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Informational Texts and Instructional Strategies (Aldridge, McKoy, Williams, Richards)

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Primary Focus/Informational Texts:  Leverage data from MasteryConnect to address student deficits by tailoring activities, such as choice boards and discussion questions, to meet their specific needs to improve understanding of informational texts.

Secondary Focus/Instructional Strategies: Foster student collaboration in whole group and small group settings through standards-based activities that encourage learner-driven discussions. Specific strategies that we will work to implement will be think-pair-share and distributive summary.

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Primary Focus- Informational text and reading strategies to support ELA. This is vital to helping students become more comfortable reading and analyzing texts. Also focus on close reading strategies to claim evidence and reasoning. Allow students to practice reading primary sources to become familiar with various styles of language.

Secondary Focus- Increasing student involvement. Developing and sharing ideas to increase student communication in class with staff and peers. Using various links for group work rather than breakout rooms so students may be observed all at once.

Also make connections for the students with content to make it relevant. Making connections with cross content materials.

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Growing Students and Instructional Strategies

More practice sessions; have students practice for a entire class session to mimic time spent on the EOG

Compare county data vs school data as a focus for missed concepts

Using data driven instruction (post, interim, benchmarks, informal small group discussions)

Have students teach to each others; possibly have a student created video and then a small group discussion

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Primary Focus: Increase student collaboration while interacting with primary and secondary sources/informational text to enhance reading comprehension and ability to identify and construct claims and evidence, which supports ELA curriculum as well.

Secondary: Use various stratefies (like Class Dojo, bonus point tracker, etc) to encourage student participation, collaboration, and communication with each other and their teacher.

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Math (S. McAuley, L. Matugas, A. Chavis)

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Math (S. McAuley, L. Matugas, A. Chavis)

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Growing Students and Instructional Strategies:

Use data to identify weaknesses.

Intentional small group sessions with specific standards that are heavily tested.

Use Edgenuity re-engagement/tutorial on Wednesdays for specific standards in small groups or whole class as review.

Instructional Strategy: have students explain problems to each other. Use stronger and clearer strategy to increase their confidence with word problems.

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Engagement and Attendance (Peterson, Mason, Webb)

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Engagement and Attendance (Peterson, Mason, Webb)

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A Professional Learning Community (PLC) plan aimed at increasing attendance and engagement in virtual elective classes could include the following key components:

Primary Focus

Increase overall attendance in virtual elective classes by a specified percentage.

Enhance student engagement through interactive and relevant content.

Foster a sense of community among students and teachers.

Data Analysis

Review current attendance records and engagement metrics (e.g., participation rates, assignment completion).

Identify trends and areas for improvement.

Collaborative Strategies

Curriculum Review: Collaborate to enhance the curriculum by incorporating student interests and real-world applications.

Interactive Activities: Develop engaging, hands-on activities that encourage participation (e.g., breakout rooms, polls, and collaborative projects).

Flexible Scheduling: Consider adjusting class schedules to accommodate students' needs and time zones.

Professional Development

Provide training for teachers on effective online teaching strategies, including the use of technology tools that promote engagement.

Share best practices among staff for creating an inclusive and interactive virtual environment.

Secondary Focus

Establish regular communication with students and parents about attendance expectations and the importance of engagement.

Create support systems for students who struggle with technology or attendance (e.g., tutoring, tech help sessions).

Monitoring and Evaluation

Set up a system for regularly monitoring attendance and engagement data.

Schedule PLC meetings to review progress, share successes, and adjust strategies as needed.

Feedback Mechanism

Implement student surveys to gather feedback on course content and engagement strategies.

Use feedback to continuously improve the virtual elective experience.

Celebrating Success

Recognize and celebrate improvements in attendance and engagement to motivate students and staff.

By focusing on these areas, the PLC plan aims to create a more engaging and supportive environment in virtual elective classes, ultimately leading to increased attendance and participation.

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Primary focus: Presenting literature in different fun and interactive ways. This includes allowing application assignments to be submitted in various formats. Such as poster presentations, sample social media posts to represent the key facts of a speech and narratives from the perspective of the characters.

Secondary focus: Fostering a class culture of interaction including active learning group work assignments as well as introducing modern takes on literary analysis assignments. This means we want to include pop culture and social media design within our assignments to engage students further. For example: Creating mock style tik tok videos from the perspective of the characters of Romeo and Juliet, as well as having a running "tweet" throughout the reading saved on a padlet.