Students will be able to comprehend and apply current vocabulary and grammar concepts in their reading and writing assessments.

- Assessments were reviewed for alignment with vocabulary and the expected outcome. Assessments were adjusted using data from reading and writing assessments

- Structure, audience and conventions of texts were analyzed to purposely instruct students on how to identify them based on register, formality and format of writing.

 - At the beginning of the 2024-2025 school year we will start with an introduction of the different text types of reading and writing, audience and how to use registers to identify text conventions. 

Moving forward next year we want to continue this work. We also want improve the department implementation of this goal. We would like to have more student data to track student growth in this area. This starts with discussions around how we assess and score student reflection.

For next year we will focus on CER. We have created prompts for each of our career pathways.

1. Despite the confusion/chaos at the start, we were able to accomplish a lot in a short amount of time regarding common writing assessments for 9th, 10th, and 11th.

2. We know where we are headed for next year and have ideas of how to fix what went wrong this year.

Two thoughts to implement for next year:

1. CommonLit reading BOY/MOY/EOY assessements for 9th, 10th, and 11th, which are much better than iReady (hooray!) and align with our goals as a department and as a school.

2. PLCs will be more organic to allow us to meet (with smaller groups, easier to facilitate) and collaborate with the people we really need to and establish vertical and horizontal alignment.

We are one of three district high schools who met Essentials Level 1 in our Hatching program.

We increased our number of connections and improved relationships with 9th-12th grade students.

Next Year-

We are looking at redesigning our responsibilities to be aligned with our strengths.

We want to focus on increasing our points of contact through Advisement and connection with students through ICAP, SEL, and Naviance lessons.

• We provided writing opportunities through reflection prompts and guiding questions for scene/production/concert material students were working on.

• We asked higher level questions so students could explore why a theatre or musical work was written and what about the text provided evidence for their conclusions.

Things to work on for next year:

• More scaffolding for vocabulary, concepts, and language.

• Hopefully there will be more student led discussions by the end of the year addressing the reasons for exploring claims like why a piece of music or a play was written the way it was to send the message or tell the story.