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Burris (Centinela), Coffey (Payne) , Mendoza (Bennett Kew), O'Grady (Oak), Morris (Hudnall)

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Burris (Centinela), Coffey (Payne) , Mendoza (Bennett Kew), O'Grady (Oak), Morris (Hudnall)

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Intervention can hind students ability for growth. Students need high expectations and grade level content

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Students need the scaffolds to access grade level content.

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We need to look at student work. Identify the specific area where students are struggling and then intentionally re-teach.

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and monitoring student performance

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Exit slips in class will help teachers collect data regarding student understanding

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to facilitate differentiation

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Analysis of current instructional practices and curriculum across all content areas and taking inventory of initiatives and their effectiveness. .

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Small group (reteach lessons in class) @ Oak

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Small group (reteach lessons in class) @ Oak

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Teacher collaboration to analyze quantitative data to inform instruction

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Teacher collaboration to analyze quantitative data to inform instruction

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Providing specific PD to disaggregate data

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Providing specific PD to disaggregate data

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Best practice lesson plans template (looking at other schools that have strong performance).  More structure rubric for pop-in visits.  Clearity around what each of the indicators on the rubric look like. Structured time for Data Driven Instruction Meeting. 

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Best practice lesson plans template (looking at other schools that have strong performance).  More structure rubric for pop-in visits.  Clearity around what each of the indicators on the rubric look like. Structured time for Data Driven Instruction Meeting. 