# data[].attributes.body
1. Know Lexile scores and disabilities

2. Know the issues at hand and discuss with the student. Provide information that they can understand.

3. Sped and Foreign Language Teachers. SLDS & Lexile

4. Keep scores of formative / summative exams and minor activities to monitor progress

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1. where they are? ex. grade level

2. vocab and definiton or short answer, verbal conversation

3. coloring, videos, electronic sources (youtube)

4. vocabulary - matching

# data[].attributes.headline
Science Group 3 -- Academic Support Services 

# data[].attributes.subject
Science Group 3 -- Academic Support Services 

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1. Overall Academic Performance

2. Strategies: Offer Incentives for participating , Involve Parental Support as needed, Pre/Post Assessment

3. School City, Google Classroom, Progress Learning

4. Standardize Testing Results

# data[].attributes.body
1. Percentage of the students who have completed/not completed formative assessments

2. Incentivising completion of formative assessments/Have future assignments build off of formative assessments-required to complete.

3. Student self data tracking

4. Weekly review of student data.

# data[].attributes.body
Comprehension

-reading

-listening

-speaking

-writing

Strategies

-vocabulary

-translating content

-videos

Resources

-Google translate

-AI

-Book in native language

-STEMScopes

-ESOL teacher

Evidence

Formative Checks

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1. You must know where the students currently are in relation to the content.

2. Strategies that can be used to implement and measure is the creation of pretests.

3. Resources that can be used are REMIND, Emails via Google Classroom.

4. The evidence of student achievement to determine successful implementation is the actual score on the quiz.

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1. To increase our goals with ELL and SWD we need to identify our students and learn areas of strengths and weaknesses (assessable through SLDS)

2. For ELL student create content through Diffit.com to create work on grade level and language.

3. For students with disabilities enrichment via, tudor.com and Saturday school.

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1. Current Participation levels

2. Incentives for participation: Shout out; snack cart credits; replace a grade/bonus points

3. Money from snack cart sales

4. Improve test scores; improved participation/attendance in regular class/ improved number of assignments turned in on time in regular class.

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Planning for Improvement (Social Studies Group 1- 3rd Period)

# data[].attributes.subject
Planning for Improvement (Social Studies Group 1- 3rd Period)

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1. Address student absenteeism/ habitual tardiness (provide incentives for participation and being present and actively engaged)

2. Increasing student engagement (Incentives, use of technology, review games)

3. Resources: Technology, Parent Facilitator, Admin over Attendance

4. Evidence: Data Spreadsheet, Achievement Bands

# data[].attributes.body
1. Who is missing the Formative Assessments. Also, we need to know why they keep missing them.

2. Create a fixed and consistent way for the students to make up missing Formative Assessments. Contact parents to inquire about students that may be missing multiple Formative Assessments.

3. Update Formative Assessments data spreadsheet often. Consistently implement the make up Formative Assessments.

4. By constantly updating the Formative Assessments data spreadsheet you can make sure that all students are participating in your Formative Assessments.

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1. You must know the percentage of students currently participating in formative assessments.

2. You must know why they are not participating (attendance, behavior, etc.)

3. Track attendance of non-participating students.

4. Contact parents regarding attendance and students completing formative assessments.

5. Confer with students and parents about.

6. Support them by having students come to Saturday School and afterschool tutorial.

7. Use Remind to contact parents and students.

8. There will be more participation.

# data[].attributes.body
1. Performance of students

2. Offer incentives, contact parents

3. Online platforms: Khan Academy, Deltamath,YouTube, IXL, Edpuzzles

4. Reassessments

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1. Disability for each student. Current achievement level.

2. Scaffolding, extra time, more modeling, small group/pull out; measured by weekly CFA's, TOTD's, Class Assignments.

3. Tutor.com, Human resource (co-teacher), Khan Academy, Progress learning, Delta math

4. CFA data

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What to know:

Who needs tutoring

student after-school availability/ schedules

parent contact information

Strategies:

Tutoring incentives (candy/bonus points)

Tutoring Reminders

measure effectiveness by monitoring the students' frequency in tutoring / Saturday School

Resources

Remind

Google Classroom

Infinite Campus

parent contact / conferences

After-school tutoring, Saturday School, Tutor.com

Evidence

monitor students who use tutoring, Saturday School, etc.

CFA data - student progress

# data[].attributes.headline
1. incoming data,prior content knowledge

# data[].attributes.subject
1. incoming data,prior content knowledge

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2.formative assessments like exit tickets,321 strategies,quiz,common assesments,probing questions to build thinking in the classroom. skills or performance assessment.compare data collected from the formatives.

3.technology: ixl, data spreadsheet,slds data

4. pedagogical understanding /understand the language of the problem,work critical thinking problems, content /skill mastery,domain specific vocabulary.

5. time to think and respond

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Do not segregate students. They need to work with others on the same work, however, the work may be modified as necessary for translation purposes and practiced outside of the classroom.

# data[].attributes.body
1.We can implement "Test talk" to discuss the glows, and lows of the test. This will allow discussion prior to the test. We could also have the students to create charts to see their progress.

2. We would need to review the previous score to help the students be accountable for increasing scores.

3. We could display the school, county and state scores so the students can see how they contribute to the school growth as individuals/ a class.

4. While we have the charts we can have them color coded to see if they are on track. We can also show them how to effectively use tools such as AI to their benefit.

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1. Past information such as test scores, previous IEP's.

2. Collaborative - Think, Pair, Share; Constant monitoring; Frequent test checks to measure retention.

3. Diffit technology resource, various games.

4. Formative/ bi-weekly and progress checks/ weekly. Fluency in vocabulary and reading. Independent reading and writing.

# data[].attributes.body
1. Create a baseline for ESOL and Student with disabilites.

2. Follow all state policies

3. State the goals and outcomes for each lesson

4. Test over goals

5. All assessment in Schoolcity