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Does the Instructional Team set realistic, high expectations, and standards of RCELD?

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Does the Instructional Team set realistic, high expectations, and standards of RCELD?

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The instructional team, as well as other instructors, follow these campus wide expectations. Considering the expectations are meant to create a positive learning environment, these high expectations apply to all students. Finally, these expectations are realistic for students to follow and translate into classroom expectations when students are in the class.

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The instructional teams create lessons that are culturally responsive. In the classroom, there is a bilingual aide, which allows ELL students to use their native language in the class when demonstrating their understanding. In addition, lessons have been created to emphasis the importance of the students culture in history. For example, during the Civil Rights Movement Unit the teacher spent multiple days discussing the contributions of Mexican Americans and the Chicano Movement. This standards-based curriculum was supported with culturally responsive teaching practices that highlighted the cultures of other students to increase engagement and understanding.

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Does the Instructional Team accommodate the needs of students of RCELD through differentiated instruction that reflects the interests and experiences of students RCELD?

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Does the Instructional Team accommodate the needs of students of RCELD through differentiated instruction that reflects the interests and experiences of students RCELD?

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The instructional team creates lessons that provide differentiated instruction to students of different learning styles. In one example, the teacher uses a stop light student self assessment technique, in which students display their comprehension level after each slide. This provides the opportunity for the teacher to give productive feedback to the students and clarify the information. To kinesthetic learners that need to express their understanding physically, this one example demonstrates the instructional teams efforts to accommodate the needs of students.

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Does the Instructional Team actively seek to identify the reason for a RCELD student's behavior, learning, or other difficulties?

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Does the Instructional Team actively seek to identify the reason for a RCELD student's behavior, learning, or other difficulties?

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Does the Instructional Team incorporate culturally responsive materials and content in the curricula and use culturally responsive teaching practices?

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Does the Instructional Team incorporate culturally responsive materials and content in the curricula and use culturally responsive teaching practices?

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The student work collected by a number of educators are not analyzed for progress monitoring. The responsibility of assessing the student is provided by administrators and the teachers are then responsible for monitoring the progress of students. The results of student work is recorded and then retaught or moved on. There is little evidence of providing feedback back to students, analyzing the problems, and transmitting that information back to parents.

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Parent Project GVHS January 24 2019 - English

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The school site has a process for communicating with parents, however the instructional teams have autonomy in this area. For example, the school provides information for students, but the instructors have a responsibility to communicate issues/concerns to parents. This is done for major cases, however for not minor acts that add up to major issues.

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The instructional team is limited to the textbook information. The topics being discussed attempt to include the contributions of different groups in history, but fall short in full representation. For example, for Asian or Indian students, there is little information for these students to learn and feel like their culture is validated at the school. The instructors attempt to challenge students to acknowledge and respect each others cultures, however more could be done campus wide.

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The instructional teams could provide more effective teaching strategies that engage students of different cultures, and educate students about the culture. For example, students learning about WW II could be taught about the Internment of Japanese Americans. Realia can be brought to class so students can visually see artifacts of history. The perspectives of students from different cultures isn't evident in the daily lessons. The use of realia, however could engage students to share their cultural experiences.

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The instructional team uses differentiated instruction practices often. For example, a formal assessment was differentiated to include assistive technology to ELL students. In addition, students were able to select the figure in the Civil Rights Movement to research, which promoted student interest. The learning environment was grouped so students could work with others that they haven't worked with before. Students demonstrated their understanding and built on their existing knowledge by presenting the information to the class.