1)
We sustain the focus
of professional learning on teaching practices and student learning to increase
literacy through the SMARTER Instructional Cycle. Using SMARTER helps teachers
plan with a purpose, teach, and assess the effectiveness of their instructional
delivery by analyzing student achievement data. The 3 steps of Coaching will
assist in identifying areas of concern, setting goals, determining strategies
to improve the area, and assessing the new data. These tools will be used to
reflect and assess instruction keeps the process student and learning centered.
2) We transform data to become meaningful to improve instruction by constantly assessing the data by evaluating mastery and revisiting outcomes in the SMARTER process. During this process coaches provide input, we self-reflect, have students reflect, and use the feedback from all involved to make adjustments to improve instruction. This develops a community of learners that aid in student learning. This empowers students to take ownership of their learning.
3) Responsive instruction and intervention in our school includes looking at student performance data and using SIM strategies that are best suited to students' learning styles and their needs. An example of this is to use the commas strategy for students who have difficulty using commas while other students who are weak in the area of capitalization are working through the capitalization strategy lessons.
Question to be answered:
How can the SIM routines and strategies best be implemented to improve student achievement in an unaccredited school with significant literacy deficiencies?
2) We transform data to become meaningful to improve instruction by constantly assessing the data by evaluating mastery and revisiting outcomes in the SMARTER process. During this process coaches provide input, we self-reflect, have students reflect, and use the feedback from all involved to make adjustments to improve instruction. This develops a community of learners that aid in student learning. This empowers students to take ownership of their learning.
3) Responsive instruction and intervention in our school includes looking at student performance data and using SIM strategies that are best suited to students' learning styles and their needs. An example of this is to use the commas strategy for students who have difficulty using commas while other students who are weak in the area of capitalization are working through the capitalization strategy lessons.
Question to be answered:
How can the SIM routines and strategies best be implemented to improve student achievement in an unaccredited school with significant literacy deficiencies?