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Are the cold assessments or will teachers review/internalize them ahead of time?

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Will HS teachers get literacy training? Will it just be the ELA teachers? Writing revolution?

Writing across the curriculum?

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Use across the curriculum to increase writers?

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For the mathematics, it talks about TFA teachers specifically with mathematics. Since elementary teachers teach math and ELA- is there a reason for this?

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What does that look like?

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Rigor aligned to the IA - the what is correct for the rigor of the questioning.

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Clear expectations for all teachers across the curriculum for writing.

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Clear expectations for all teachers across the curriculum for writing.

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[A 1.1.1] Ensure fidelity to our tier-one curriculum.

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[A 1.1.1] Ensure fidelity to our tier-one curriculum.

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Middle school Dean of Academics (Ms. Emelue) changed to (Davis)?

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elementary language about ELA v. math when they live together this year.

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elementary language about ELA v. math when they live together this year.

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Both programs focus on both ELA and math, so why is there a focus on teachers mastering only subject to teach?

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Roughly 9 high schoolers in Wilson group at high school

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[A 1.1.1] Ensure fidelity to our tier-one curriculum.

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[A 1.1.1] Ensure fidelity to our tier-one curriculum.

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How do we ensure fidelity to ELA curriculum? What have we put in place ensure our ELA curriculum is high-quality?

Do these components need to be explained in the TSIP?

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Top quartile of schools is 48% in the state

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[A 2.2.1] Conduct High-Quality Four Weeks of Professional Development during Summer

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[A 2.2.1] Conduct High-Quality Four Weeks of Professional Development during Summer

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The alignment here to what is actually happening in summer PD is not there- do we need to edit this to reflect what we'll actually be doing?

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[A 1.1.1] Ensure fidelity to our tier-one curriculum.

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[A 1.1.1] Ensure fidelity to our tier-one curriculum.

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Clearly explains what students should spend the vast-majority of their time doing in class.

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What are the specific strategies for Action Step 1.1 to "ensure fidelity"? Confusion over the vagueness.

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Taylor is DOA for Math only. Tartera is for ELA.

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Monitoring for 80% observations with fidelity, with an expected mark of 2.5 or better.

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What action steps can be implemented by help teachers and leaders determine students progress before the in-depth quarter assessments. This will help ensure those quarters end strong. What strategies will be used to address the data?

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What action steps can be implemented by help teachers and leaders determine students progress before the in-depth quarter assessments. This will help ensure those quarters end strong. What strategies will be used to address the data?

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States 6-8 grade and not K-5.

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The action step for A.1.2.1 is clearly laid out with specifics of ELA components, ensuring that professional development is actually implemented.

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How are we addressing students needing Tier2 and Tier3 intervention? We don't see any information.

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[A 1.2.3] Conduct Ongoing Weekly Professional Development

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[A 1.2.3] Conduct Ongoing Weekly Professional Development

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The ELA leadership team conducting ongoing weekly professional development for the 6-8 English and Social Studies department bridges the similarities in content

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90% goal is realistic since this is based on growth, not performance. Shout-out to our FPA educators for pushing the growth-mindset for our students.

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Does this system support ELL students too? Can text/content made available in multiple languages? Does more need to be done to support our ELL students to improve in ELA.

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What will the fidelity checks look for teachers post-PD sessions?

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[S 1.4] Recruit, retain and hire highly effective educators

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[S 1.4] Recruit, retain and hire highly effective educators

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Provide effective teachers in RLA classes for student in all schools

Benchmark Indicator

100 percent of ELA teachers are fully-licensed. Annual (Goal Obtained?).

At least 80 percent of ELA teachers are retained between 2021-22 and 2022-23. (Did we meet this goal?)

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Novice teacher watching experienced teacher teach the lesson and then replicate?

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When it comes to actual teacher attendance for daily teaching, have we decided what percentage this looks like? Would it be 85% per day or 85% for the year? or higher?

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[A 2.1.2] Implement rigorous and aligned interim assessments developed by FPA staff

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[A 2.1.2] Implement rigorous and aligned interim assessments developed by FPA staff

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All 6-8 Mathematics classrooms do  have quarterly interim assessments that are rigorous, require students to demonstrate mastery of all previously learned standards in new, complex, and rigorous ways.

-Help students to realize math concepts build on each other

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states in math section that the pd will be on Wednesdays- this is not true for this year, it will be on Fridays.

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[A 2.2.1] Conduct High-Quality Four Weeks of Professional Development during Summer

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[A 2.2.1] Conduct High-Quality Four Weeks of Professional Development during Summer

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Teacher will benefit from learning how to design the concrete-pictorial-abstract release of gradual responsibility to students, especially at the middle school level to bridge the gap

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[S 2.3] Targeted Interventions and Personalized Learning,

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[S 2.3] Targeted Interventions and Personalized Learning,

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Benchmark Indicator
...TNReady where at least 30 percent of students will score about a 70 percent from internally developed sources.

Importance of New Initiative: 85 is the new 70

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How will history classes/lessons look with there being a huge focus on math and reading in elementary (A 3.1.1)

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Are advanced placement offerings in high school an indicator of elementary success?

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Could counselors meet with middle grades students periodically through out the year?

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How can we make ACT prep more of a priority for 9th and 10th grade alongside our juniors and seniors?

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How will that look for K-5, specifically 4th and 5th grade? Summer internships? Summer camps?

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If we are making, and pushing, these courses to students of low socioeconomic status, are we also ensuring that fee waivers are possible so that they can receive full credit for college courses?

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Giving students the opportunity to take a dual enrollment or AP class is great preparation for college and aligns with the mission of FPA. What subjects are offered and how do they obtain the college credit by the end of the term? Is there a test or paper to complete?

Benchmark Indicators: How are we promoting the courses? What makes students so invested in taking these AP classes versus a normal honors class?

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Postsecondary Opportunities should include CTE or trade opportunities for students. Are there any thoughts about expanding options? What are the critieria for dual enrollment? Is it open to 9-12 students that may be academically ready?

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Postsecondary Opportunities should include CTE or trade opportunities for students. Are there any thoughts about expanding options? What are the critieria for dual enrollment? Is it open to 9-12 students that may be academically ready?

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When in the day will it happen for elementary?

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How will that look like specifically for ES1? Heavy-lifting on Wright and Vaughn?

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How can elementary and middle school education be tailored/used most effectively to ensure students are capable of these high-rigor classes? In the action step, it reads, we will "ensure students know the accurate development of reading and writing skills" but what does this look like? Will this be based on a series of assessments? This would help us have a stronger vision going forward.

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Parent nights? Increase community engagement (Mt. Vernon Baptist)? Have a welcoming vibe in the neighborhood, not just in the building

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Who will be leading this and when will this take place?

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Career Exploration should include Career Days for real-life interaction maybe spread out not just one big one tailored to certain areas medical, etc for specialized interactions. Future planning could include community partner shadowing programs

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Career Exploration should include Career Days for real-life interaction maybe spread out not just one big one tailored to certain areas medical, etc for specialized interactions. Future planning could include community partner shadowing programs

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Who will train the educators on career transitions and how will this be documented?

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Are these plans formulated based on the student's specific elementary and middle school stats, or is every student given the same plan when they enter high school? Who will help them create these plans/goals? What happens if there is a disruption/change to the plan? Also, do we have enough well-trained staff to ensure every students' needs are met?

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[A 3.1.1] Continue our College Preparation Counseling Team

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[A 3.1.1] Continue our College Preparation Counseling Team

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When and how does the high school team start this? Is this only an exposure that eighth grade will receive?

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Getting our students where they need to be before they enter 2nd grade

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[S 3.2] Career Exploration and Work-Based Learning Opportunities

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[S 3.2] Career Exploration and Work-Based Learning Opportunities

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This is a good idea and is something many schools do. WIll thus be revisited each year from grades K-8? How will these planning opportunities look and how will we push students to stay invested in this activity?

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What are the procedures and steps of intervention methods to be used to track behavior data with fidelity?

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Principal  led "reset" with the community as new leader and after pandemic

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[S 3.3] Effective Transitions (Middle to High School to Post-Secondary)

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[S 3.3] Effective Transitions (Middle to High School to Post-Secondary)

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Who is responsible for this task? Is it solely on the teachers? This seems like it will be effective. After knowing the students' aspirations, will the school start offering certain courses or electives to keep the students on track and invested?

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How many counselors are readily available on both MS & HS campuses?

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How many counselors are readily available on both MS & HS campuses?

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There is a college success team on the HS campus; can there be one also on the MS campus for more effective implementation? (if there isn't already one)

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Would students who are struggling to find their career aspirations be placed at a lower advantage than their peers who already have their mindset/goals created? How can we ensure that there is no falling in between the cracks?

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How many behavior interventionists are going to be hired to ensure that these assessments are properly conducted in a timely manner?

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In the past, we have made referrals to the social worker to touch base with family/work with the student. Moving forward, will these intervention plans involve high teacher participation? If not, what will be the roles of teachers?

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Will there be home visits? If so, who will be conducting these visits?

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What is FPA's definition/plan for restorative justice? Are teachers collectively being trained in this philosophy/practice?