Policies
Assessments:
Time Allotments:
Reading Workshop (30 Daily)
-
10 Explicit
Instruction
-
10 Minute
read aloud for enjoyment
-
5-20
Minutes Shared
Reading and Mini-Lesson
-
20Minutes
Independent
Reading, or 20 Guided
Reading, or Individual Conferences
-
5-10
Minutes Share Time
Writing Workshop (Daily)
-
5-15 Minute
Mini-Lesson
-
30-40
Minute Independent Writing, Guided Writing, Individual Conferences
-
5-10 Minute
Share time
Word Study – 30 minutes (Daily)
Mentorship Component for New Teachers:
Mentor Form
need web link
Classroom Engagement:
v
Visual
Cues of Posted Objectives//Word Wall
v
Four
classroom components
1.
Curriculum
Based Reading
o
Previewing Material
o
Previewing Vocabulary
o
Set purposes
o
Link
2.
Discussion
3.
Questioning
4.
Writing
Goals:
1.
All
students will be successful in exiting TIERS
2.
All
students will be successful on each benchmark test
3.
All
students will be successful on TAKS test
4.
All
students will strive for Commended on TAKS test
5.
Reasonable
growth will be evident in all areas of TAKS
6.
All
students will show reasonable growth on AYP
7.
Consistent
improvement on writing samples in conventions, voice, focus, organization, and
development.
8.
Consistent
improvement in reading abilities.
Major Concepts:
Objective 1 – Demonstrate a basic understanding
of culturally diverse written texts.
Objective 2 – Demonstrate an understanding
of the effects of literary elements and techniques in culturally diverse
written texts.
Objective 3 – Demonstrate the ability to
analyze and critically evaluate culturally diverse written texts and visual
representations.
Objective 4 - Demonstrate the ability to
revise and proofread to improve the clarity and effectiveness of a piece of
writing.
Concept Weaknesses:
Summarization
Draw Inferences
Story Structure
Example Activities:
Resources:
TWO WEAKEST CONCEPT FOCUS ON THIS YEAR
o
Cultural Diversity – Library Books, Immersed in
cultural themes, Writing Prompts,
o
Main Idea –summary, inference –USE GLOVES
Accountability:
-
TPRI
-
YEA
(pre-assessment at the beginning of the school year)
-
Benchmark
tests (at the end of each six weeks)
-
STAR
tests (at the beginning of the school year, at the end of each semester)
-
TAKS
test (administered during the spring semester)
-
Classroom
Walk-Through once-a-week
-
Observations
Tier 1:
This will include students that have failed
to meet minimum requirements on the Yearly Expectations Assessment, based on
objectives the student needed to master from the previous grade level given the
third week of school, or failing on of the six weeks benchmarks, based on
objectives taught during the six weeks. These assessments are given in
Reading and Writing. Parents of the students qualifying for Tier I
will be notified by letter.
Tier 2: students
that have failed to master benchmarks twice during the 1st- 4th
six weeks of school or failed TAKS from the previous school year. This will be measured on a benchmark test
given at the end of each 6week period.
The parents of the students qualifying for Tier III will be notified by
letter.
Tier 3: students
that have failed to master objectives taught for the 1st semester of
school or any combination of Tier I and/or II will be place on Tier 3. This will be measured on a benchmark test
given at the end of the 1st semester. The parents of the students qualifying for
Tier III will be notified by letter.
Tutorial Options:
v
After
school tutorials
v
Content
Mastery
v
Peer
tutoring
Materials:
v
Blast
Off to TAKS
v
TAKS
v
Computer
Tutorials
*United Streaming VIDEO
*L&M
TAKS MATH SOFTWARE
*TEA
www.accesstmds.com
v
Accelerated
Reader Program
v
L&M
Software
Allotted Time/Days:
v
Discuss
with principal
Assessments:
v
ClassServer/teacher
constructed tests
v
www.brainchild.com
v
Formative
Assessments
Definition
--- Assessments from which you make continuous decisions in your program-
data-driven daily instructional decisions.
·
YEA
·
Benchmarks
·
Tier
Report
v
Summative
Assessment
