Valley High School, wasc follow Up 2013 wasc 2013


The data table below represents grade distribution among subject areas



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The data table below represents grade distribution among subject areas.

To maintain and monitor academic success, students participate in monthly homeroom grade checks, agenda checks, GPA calculation, and access to the Aries grade student portal. The parent liaison assists parents to access this portal in order to track their student’s academic grades. All students have access to their grades through the student portal. Also, grades are posted in the classroom for students to check their academic progress. Bridge courses and Plato are available to help students improve academic grades, recover credits, decrease failure rates, decrease transfer to alternative education, and increase graduation rates. Students are able to complete A-G requirements and remediate course work.


Task 7:
Target Instructional Gaps

In order to target instructional gaps, all freshmen take an online reading diagnostic test (Reading Plus) to measure reading comprehension and fluency. Test results are used for instructional planning.

In 2012, Valley High School established an additional reading lab for English Learners, strategic and intensive students. This lab features Reading Plus, Accelerated Reader, Study Island, and PLATO credit recovery.

The Instructional Leadership Team supports a systematic network for at-risk students. The ILT identifies needs and approves academic intervention programs for students not mastering content standards and/or not passing core classes. Pilot programs include: a summer readiness program for incoming ninth graders in math, credit recovery options, after school and Saturday tutorials. In addition, intervention substitutes to provide targeted tutorials in ELA and Math through “push-in” intervention groups during the school day.



Academic Intervention Programs

In order to ensure mastery of content standards and passing academic courses, the following intervention programs have been established at Valley:



  1. 9th grade level English Language Art intervention program

  2. 9th grade level Mathematics intervention program

  3. Algebra 1 support classes

  4. Bridge courses

  5. AVID program

  6. CAHSEE prep

  7. Freshman Mentor Program (FMP)

  8. Accelerated Reader

  9. Mastering content standards

10. Outreach program

11. Online classes (Titan and Plato)


These programs support students to pass academic courses and develop skills for mastering standardized assessments assessment requirements, such as CAHSEE. Many of the intervention programs are at multiple levels and will continue to expand to upper grade levels. The end result of these interventions is to increase higher academic success and increase the graduation rate.
Learning and Teaching Leaders (LTLs) are collaborating as a PLC to develop a systematic support network for at-risk students. Support staff and the administration team collaborate to provide timely and appropriate interventions to identify students (English Learners and under-performing students). Intervention substitutes assist classroom teachers through “push-in tutorials during the school day in ELA and Math. The support network consists of diagnostic testing in reading and math, targeted tutoring, a Freshman Summer Readiness Program, and an English Learner Reading & Credit Recovery Lab.

Tasks 8 - 9:

Professional Development
Valley High School professional development focuses on schoolwide literacy strategies in the following areas:


  1. Thinking maps training

  2. Writing across the curriculum

  3. Writing program with ELA and Social Science teachers

  4. UCI History project

  5. AVID training

There is a “Writing Across the Curriculum” sample handbook containing argumentative and persuasive essays in all core subject areas. This handbook is a collection of student essays collected during the 2011 – 2012 school year.


In addition to literacy strategy professional development, staff is trained in Effective Classroom Observation (ECO), a framework for conducting classroom visits to provide a meaningful feedback on class lessons that focuses only on student learning, Accelerated Reader, and the Positive Behavioral Interventions and Supports (PBIS) Program.
There has been a shift in professional development to include Common Core training workshops in preparation for the 2014–2015 school year.
Valley High School’s key instructional focus is to build a highly-effective Professional Learning Community (PLC), with a focus on improving teaching and learning. Teacher teams collaborate on effective classroom observations, lesson design, curriculum mapping, and using data. Valley’s ILT receive continued support from Cambridge Education Group in the following areas: School Quality Review (SQR), School Improvement & Development Plan, and Effective Classroom Observations (ECO). See Appendix. Funds have been allocated to provide extra-duty time for professional development related to curriculum alignment, data-driven instruction, thinking maps training and writing across the curriculum.
Positive Behavioral Interventions and Supports (PBIS)
Interventions and Supports (PBIS) program, which has proven to be very effective. As a result of

PBIS, staff members have developed a classroom behavior matrix and utilized PBIS strategies. These strategies range from giving students Talon awards or tokens for good behavior to handling minor discipline problems within the classroom. If students are given the Talon awards, then they can enter these awards in the weekly raffle drawing to obtain a prize. The PBIS system has really created a positive culture and environment at Valley High School. To fully incorporate the PBIS process, an in-house suspension program and Nest program have been put into place. The Nest program is an area where students are kept while being provided behavioral intervention and support. In conclusion, these programs involve tiered intervention and counseling to addressing student behavior problems.


Tardy Sweep Program
In the current school year, a tardy sweep program has been put into place. If students are tardy to

any period throughout the day, they are taken by administrators and security to a designated tardy

room. The tardy students are to complete assigned course work throughout the entire period. As

a result of this program, there has been a dramatic reduction in the number of tardy students. In

fact, the graph below shows this dramatic change by comparing the number of tardies this school

year as opposed to last school year.






The graph below represents the reduction of tardies taken from two consecutive school years for the first 66 days of the school year:

Tasks 11- 12
Department Planning and Collaboration
Departments have developed 6-week curriculum lesson plans aligned to state standards and district pacing charts.
Common assessments have been developed using Intel Assess, which has encouraged data chats among course alike content areas.
Core Departments have developed a dropbox of documents that contains common assessments.
The common planning periods in some curricular areas, and in some SLCs allows easier progression of students across course-alike content areas.
Task 13:
Instructional Leadership Team (ILT)
The decision making process for each site shall be based upon building consensus to promote continued site transformation and staff focus upon student achievement. VHS’ Site Certificated Compact and Single Plan for Student Achievement (SPSA) has been developed by the Transformation Instructional Leadership Team (Valley High School ILT) and approved by a simple majority of unit members at Valley High School. Each point of the Site Certificated Compact shall be developed using the SMART (Specific, Measurable, Attainable, Realistic, Timely) goal format and provide specific activities for both teachers and task oriented unit members. The ILT shall monitor, edit, and adjust the SPSA based on data and needs analysis.

The decision making process for the VHS ILT shall be based upon building consensus to promote continued site transformation and staffs focus upon student achievement. The ILT members are to query site members on all proposals in an effort to accurately represent the consensus of the staff. Prior to voting, each proposal shall allow for sufficient feedback from all members wishing to provide said feedback, and any non members in attendance shall be allowed to express their opinion. Each ILT vote will require a 50% + 1 majority of members in attendance for a passing vote. There shall be 22 voting members, 50% of whom are elected by unit members. No more than three of the voting members shall be administrators.


Task 14:
Expand Parent Involvement
The parent center is led by the parent-community liaison located in Building 2; which provides the following:

  1. Workshops on EL strategies, study skills

  2. Information on school events and volunteer opportunities

  3. PBIS training

  4. Follow-up activities

  5. Other information as needed

A community liaison, two outreach consultants, attendance outreach consultant, and many others provide support for students and their families. Many of the services referenced above are described in great detail in other parts of this document. The data collected by these individuals is disaggregated and used to provide direction to the allocation of assets available to the Valley High School family.


The Falcon parent group has been established for parents to more closely connect with the campus and present the parent voice on critical issues
In order to effectively communicate with parents, staff members use the Teleparent® communication service to inform parents about their child’s behavior, academic standing and information regarding classroom requirements. Also, a welcome parent video and orientation meetings have been established.
Task 15:
School Site Council (SSC) and English Learner Advisory Council (ELAC)
SSC and ELAC meet monthly to discuss budget and schoolwide action plan issues.
The ELD coordinator facilitates the SSC meetings, which involve staff members, students, parents and occasionally district personnel. SSC Elections are held in September, which are fully compliant with all relevant laws and regulations.
ELAC elections were held in November, 2012, which are also fully compliant with all relevant

laws and regulations.


Task 16 – 17:
External Groups and Organizations
The following external groups and organizations have been established at Valley High School:


  1. High School Inc.

  2. ValleyTHINK Academic Foundation

  3. Nicholas Academic Center (NAC)

Each of these external groups and organizations meet regularly with site personel to ensure



success and mutual support.
These organizations help to solidify program planning, program management, and student participation. As a result, students will receive guidance and services to achieve academic success.
The meeting dates are published and on the school web site for staff and community access.

Chapter E:
SCHOOLWIDE ACTION PLAN/ CRITICAL AREAS FOR FOLLOW UP

  1. Schoolwide Critical Areas for Follow-up

  1. Continue to provide necessary professional development in the areas of data analysis and instructional best practices.

  2. There is a need to evaluate academic and intervention programs on an ongoing basis utilizing data.

  3. Better define the role of the ILT in relation to its decision-making processes.

  4. Ensure that stakeholders within the SSC are afforded opportunities for input.

  5. Develop a systemic data driven approach to assess school programs as to their individual impact on student achievement, thus driving the allocation of funds.

  6. Increase the number or students who meet their A-G requirements.

  7. Continue to use collaboration time to modify teaching strategies to meet students’ needs.

  8. Needs and gather evidence that modifications are occurring (such as lesson plans, differentiation, common assessments, etc.)

  9. Have a consistent schoolwide homeroom program.


Rationale: Through the self-study process, Valley High School staff found that there is a need to improve the use of data to drive instruction and monitor student achievement.
Growth Targets: The percentage of students scoring Proficient and Advanced will increase by 5% on the CST ELA, Math, social Studies and Science and the percentage of students scoring FBB, BB, and Basic will decrease by 5%. The percentage of students passing CAHSEE will increase by 5% in the first attempt. Participation rates on March CAHSEE will exceed 95%.
ESLRs Addressed: Effective Communicators and Critical Thinkers



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SPECIFIC TASKS

PERSON RESPONSIBLE

PROFESSIONAL

DEVELOPMENT/

RESOURCES

EVALUATION

TIMELINE

  1. Train all staff members on data-driven decision making protocol utilizing the assessment and management system.

Critical Area: #1

Lead: Principal

Assist: Teacher trainers, learning director, assistant principals,

department chairs, course-alike leaders, literacy and math coaches, ELD coordinator




  1. School-wide training in:

  1. Aeries

  2. Illuminate

  3. SEIS

  4. Oracle

  5. Grade Cam

Funded by SIG and site resources

  1. Log-in report for assessment and management system five times per yr. (See timeline)

  2. PD Sign In Sheets




  1. After each benchmark and following CELDT release

  1. Design, submit to ILT for approval, and use a data protocol system for analyzing the following assessments by grade, department, course, teacher, and student:

  1. Common Assessments in English-Language Arts, Mathematics, Social Studies, Science, and Foreign Language

  2. Benchmark Assessments in English-Language Arts, Mathematics, Social Studies, and Science (4 times per year)

  3. CAHSEE Results (July, November, February, March, May)

  4. California Standards Test (August)

  5. CELDT (February)

Based on the protocol, a data review sheet will be completed for the course and teacher following each assessment.
Critical Areas: #1, #5, #8



Lead: Learning director

Assist: Department chairs, course-alike leaders, literacy and math coaches, ELD coordinator


  1. Training for department chairs in analyzing common assessments.

  2. Data chats regarding common assessments facilitated by learning director, department chairs, course-alike leaders, literacy and math coaches, and ELD coordinator, after every common assessment and benchmark

  3. Data chats regarding benchmark assessments facilitated by administrator responsible for each department within two weeks of benchmark administration.

  4. CAHSEE, CST and CELDT data review facilitated by principal with whole staff

  1. Improved common assessment scores each administration (score reports and data review sheets)

  2. Improved performance on each benchmark by increasing the number of students moving up one performance level. (score reports and data review sheets)

  3. Increased percentage of 10th, 11th, & 12th graders scoring proficient on CAHSEE, and increased pass rates from the mock CAHSEE in grade 9 to the grade 10 CAHSEE (CAHSEE results)

  4. Increased percentage of 9th, 10th, & 11th graders scoring proficient or advanced on CST

  5. Increased reclassification rates from EL to fluent status

  1. One to three Common Assessments every 6-week grading period

  2. After each benchmark (4 per year, per District calendar)

  3. CAHSEE results: March & May for 9th & 10th grades: July, Nov, Feb for 11th & 12th grades

  4. CST results: August

  5. CELDT results: February




  1. Continue to monitor the process that ensures Valley students are enrolled in a-g courses, and passing those courses with grades of A, B, or C.

Critical Area: #6

Lead: Assistant principal of guidance

Assist: Learning director, lead counselors, counselors, higher education coordinator

Planning meetings funded through SIG; professional development provided through the Santa Ana Partnership, GEAR UP and Achieving College network


E7. Increased enrollment in a-g courses. Increased a-g completion rates as measured by a-g completion reports from Illuminate. Decrease in D/F grades as measured by Aeries grade book report

  1. Enrollment reports each September and February; pass rates every 6 weeks

  1. Develop and implement a consistent grading policy across all course alike groups, including a policy regarding homework and class work requirements, and a plan to reduce failure rates

Critical Areas: #6, #7, #8

Lead: Learning director

Assist: Assistant principals according to departmental supervision assignments, department chairs, literacy and math coaches, ELD coordinator

Departmental and course-alike planning meetings to develop reasonable, equitable grading policies, funded through SIG



  1. Course-alike grading policies

  2. 6 week grade analysis reports by course and teacher reflecting a decrease in the percentage of D and F grades




  1. Each 6-week grade reporting cycle

  1. The most current student data from the following list will be used to develop the master schedule and for placement of students in core classes:

  1. CAHSEE status

  2. CELDT proficiency levels

  3. CST performance levels

  4. District benchmarks

  5. IEPs

  6. Grades

  7. Teacher recommendation

  8. Student self-selection of courses

  9. ELA and math placement tests

10. Reading level performance indicators
Critical Areas: #2, #5, #6


Lead: Learning director

Assist: Assistant principal of guidance, counselors, department chairs including special education chair (for students with IEPs), literacy and math coaches, ELD coordinator


  1. Student achievement data, Academic Guidance Reports, AVID four year college plan, CELDT/CST data

  1. Master Schedule offerings in relation to student data reports

  2. IEP summaries

  3. Grade reports

  4. Teacher recommendation documents

  5. Student course requests

  6. Reduced number of schedule changes after start of each semester

  1. June-Oct for 1st semester

  2. Dec-Feb for 2nd semester

  1. Develop, implement and monitor a system for informing students of individual progress on multiple measures and setting individual goals

Counselors meet with students

Homeroom (Grade Checks)

Aries Student Portal

Aries Parent Portal



Grades posted in classrooms

Critical Area: #9

Lead: Learning director

Assist: Assistant principal of guidance, AVID coordinator, counselors, literacy and math coaches, ELD coordinator

  1. Development, implementation, and monitoring of a student data tracker in a process led by learning director and assistant principal of guidance, funded through SIG

  2. Training for teachers and counselors on data chats and goal setting with individual students funded through SIG




  1. Regular data chats held with individual students by classroom teachers

  2. Regular updating of student data trackers by all students

  1. Develop data tracker by January, 2012

  2. Train staff on data chats and use of data tracker by June, 2012

  3. Implement data chats and use of data tracker in September, 2012, following each common assessment and benchmark

  1. Develop, implement and monitor academic intervention programs for students not mastering content standards and/or not passing classes

  1. English Language Arts

  2. Mathematics

  3. Accelerated Reader

  4. Mastering Content Standards

  5. Algebra I support classes

  6. Bridge classes

  7. CAHSEE prep

  8. Online Classes (Titan & Plato)


Critical Areas: #2, #5, #6


Lead: Learning director

Assist: Assistant principals according to departmental supervision assignments, department chairs, literacy and math coaches, ELD coordinator, counselors, AVID teachers

  1. Professional development on effective corrective teaching practices

  2. Utilize student achievement data to determine targeted students.

  3. Develop entry and exit criteria for intervention programs

  4. Procedure for ensuring participation in intervention

  5. ValleyTHINK

  6. Nicholas Academic Center




  1. Written Academic Intervention Plan with entry and exit criteria

  2. Pre and post assessments for each program

  3. Pre and post score reports

  4. Student attendance reports

  1. Develop during summer of 2011

  2. Implement in September of 2011

  3. Monitor every 6 weeks


Rationale: Based upon classroom observations conducted by the WASC Visiting Committee, the recommendation was for Valley staff to improve student engagement in classrooms.
Growth Targets: The percentage of students scoring Proficient and Advanced will increase by 5% on the CST ELA, Math, Social Studies and Science and the percentage of students scoring FBB, BB, and Basic will decrease by 5%. The percentage of students passing CAHSEE will increase by 5% in the first attempt. Increase daily attendance by 2%.

ESLRs Addressed: Effective Communicators and Critical Thinkers


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SPECIFIC TASKS

PERSON RESPONSIBLE

PROFESSIONAL

DEVELOPMENT/

RESOURCES

EVALUATION

TIMELINE

  1. Provide professional development in:

  1. Student engagement strategies

  2. Standards-based instruction with and beyond the textbook

  3. Strategies requiring higher order thinking skills

  4. Math skills

  5. ECO

  6. Thinking Maps training

  7. UCI project


Critical Area: #1


Lead: Principal

Assist: Learning director, assistant principals, Instructional Leadership team

  1. External consultants funded through SIG

  2. County and District provided professional development

  3. Teacher-led workshops

  4. Conference attendance funded through SIG

  1. Monthly walk-throughs by administration and teachers, including teacher leaders, with data compiled and analyzed and shared at monthly staff meetings

  2. Staff meeting agendas




  1. Monthly walk-throughs starting September of 2011

  2. Monthly staff meeting discussion staring September of 2011

  1. Develop and implement a program of schoolwide student literacy strategies and writing across the curriculum to reinforce academic language.

Critical Area: #2


Lead: Literacy Coaches

Assist: Learning director, Valley Literacy Task Force, ELD coordinator


  1. Improving Academic Literacy (IAL) Grant

  2. AVID training, OCDE and SAUSD PD

  3. Thinking Maps Training




  1. Quarterly department meetings dedicated to looking at student writing using a common rubric

  2. Peer observations/ lesson study with IAL staff

  1. Implement 2011-2012

  2. In Progress, 2013

  1. Implement Accelerated Reader in grades 10-12.

Critical Area: #2


Lead: Principal

Assist: Learning director, literacy coaches, ELD coordinator, librarian, department chairs,

ELA teachers, computer technician



  1. Professional Development in Accelerated Reader for grades 10-12 ELA teachers

  2. Computer technician to ensure access to AR internet resources

  1. Analysis of rubric scores by department

  2. Accelerated Reader reports of goals set and reached

  1. Professional Development through 2013

  2. Monitoring: June 2013 report

  3. Goals set in September, 2013 and February, 2014

  4. Goal completion rates checked in January & June




  1. Develop 6- week sections of engaging instruction aligned with state standards and district pacing charts.

Critical Areas: #7, #8

Lead: Learning Director

Assist: Assistant principals according to departmental supervision assignments, department chairs, literacy and math coaches, ELD coordinator, teachers

  1. Collaboration time in department meetings to work on aligning the curriculum, as well as program planning time funded through SIG

  1. Six week aligned unit plans document for each course

  2. Review Dropbox documents for each of core content areas

  1. Develop: July-August 2013 for the first semester 2013 alignment.




  1. Develop one or more common assessments for each six week unit, and refine common assessments based upon analysis of data (grades, test scores, benchmark scores, CST scores, CAHSEE scores)

Critical Area: #8

Lead: Learning director

Assist: Director and staff of research and Evaluation of Santa Ana Unified, assistant principals according to departmental supervision assignments, department chairs, literacy and math coaches, ELD coordinator

  1. Training on use of District’s test question item bank, and data analysis protocols

  2. Program planning time and release days funded through SIG

  1. Common assessments



  1. Common assessment score reports

  1. One to three common assessments every six weeks

  2. Analyze data after every common assessment

  3. Analyze common assessments in comparison to other available data, on an ongoing basis


Goal Rationale: Based on classroom observations, WASC recommends that Valley staff improve student engagement practices.

Growth Targets: Survey data from students, parents, teachers and other staff will evidence increased engagement in school decision-making processes and awareness of school programs, student achievement, and roles and responsibilities. Increase attendance at parent meetings.
ESLRs Addressed: Critical Thinkers, Self-directed Learners and Effective Communicators


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SPECIFIC TASKS

PERSON RESPONSIBLE

PROFESSIONAL

DEVELOPMENT/

RESOURCES

EVALUATION

TIMELINE

  1. Define the roles and responsibilities of the Instructional Leadership Team

Critical Area: #3

Lead: Principal

Assist: ILT


  1. Provide a document to all staff in which the roles and responsibilities are defined

  2. Establishment of consensus model for use by ILT

  1. Survey data from teachers

  2. Agenda and minutes of ILT meetings, distributed to all staff members in a timely manner

  1. Ongoing through 2013

  1. Parent meeting schedule established and adhered to (Spanish speakers the first Wednesday of each month, English speakers the second Wed at 10 A.M. and 6 P.M.)




Lead: Principal

Assist: Community Liaison

  1. Refreshments

  2. Handouts

  3. Guest Speakers

  4. Surveys of needs and areas of interest

  5. Flyers to advertise

  6. Automated phone calls

  1. Roll sheets from meetings

  2. Survey results

  1. Ongoing through 2013

  1. Elections for School Site Council (SSC) and English Learner Advisory Council (ELAC) will be held

  2. Parent and student participation are in compliance with State regulations.

Critical Area: #4

Lead: ELD Coordinator

Assist: Outreach


  1. English/Spanish documents

  1. Attendance/sign-in sheets at School Site Council and English learner Advisory Council

  2. Election results posted on VHS school website

  3. FPM Audit

  1. Elections: Sept 2012

  2. Monthly, on the first Wednesday of each month
















  1. External groups and organizations, such as participants in High School Inc., ValleyTHINK, and the Nicholas Academic Center (NAC) will meet on a monthly basis to ensure collaboration and mutual program support.

  2. Meeting dates to be published to school community and posted on school web site.

Lead: Principal

Assist:

  • Administrative Team

  • FOCUS Coordinator

  • Director of NAC

  • ValleyTHINK Coordinator

  • High School Inc. Advisory

Committee




  1. Meeting minutes and agendas

  2. ValleyTHINK Evaluation Data

  3. NAC evaluation data

  4. High School Inc.

  1. Monthly

Appendix


Effective Classroom Observations Staff Rollout

Fall 2012

Valley High School

Cambridge Education

Purpose

Effective Classroom Observation (ECO) is a framework for conducting classroom visits to provide meaningful feedback on class lessons. The difference between ECO and other class visits is that ECO focuses only on student learning—it is focused on what students are learning as opposed to what the teacher is doing. ECO is used to provide teachers with a tool to have professional conversations centered on improving student learning. For leaders, ECO serves as a framework for informing strategic school development plans and professional development planning.



Payoff

Using ECO as a teacher helps to build professional learning communities by giving a consistent and agreed upon approach to visiting classrooms and giving meaningful feedback about student learning. As the observer, you have the opportunity to see how learning happens in colleagues’ classrooms and take valuable strategies back to your own students. As the observed, the debrief session allows an opportunity to hear meaningful and specific feedback about when learning was best for students and when learning could be better. The debrief provides an opportunity to develop ideas and strategies to improve learning for our students.



Process

The scope of work for implementing Model Classrooms:



  1. Train trainers in ECO training

  2. Continue mentored support for Learning and Teaching Leaders

  3. Create consistent ECO systems and procedures for each department

  4. Train the first cohort of classroom teachers with ECO

  5. Implement systems to allow for peer visitation

  6. Evaluate effectiveness of ECO

  7. Train the second cohort of classroom teachers with ECO

  8. Continue to train additional cohorts until 100% of Valley certificated staff members have

been trained
Timeline for ECO Implementation:


Month

Action

Personnel Involved

September

  • Train the trainers

    • Deliver training

    • Prep trainers

  • Determine consistent ECO procedures for departments

  • Monitor LTLs observing lessons in teams of 3

CE consultants

Coaches


Learning Director

LTLs


Model Cla

October


  • Conduct mentor support for Learning Director/Coaches

  • 2 hour ECO training prep meeting

  • Conduct training for first cohort of teachers

  • Agree department procedures for conducting ECO, including procedures for peer visitations

CE consultants

Coaches


Learning Director

Cohort 1 of teachers

LTLs


November

  • Support teachers and LTLs with ECO visits

  • Monitor processes in each department

  • Create evaluation system with Learning Director

  • Determine cohort 2 teachers

CE consultants

LTLs


Coaches

Cohort 1 teachers

Learning Director


December

  • Conduct ECO training for cohort 2 teachers

CE consultants

Learning Director

Coaches

Cohort 2 teachers



January-June

  • Continued support with ECO and evaluate current practices

CE consultants

Learning Director

LTLs



Key Performance Indicators
1) Finalized plan for use of ECO by Learning Director, Coaches and LTLs

2) Finalized plan for training of remaining faculty by LTLs


Record for Observer and Teacher
Thank you for enabling us to observe student learning in your classroom. Through our understanding of how well students are learning, we measure our success towards the school’s priority goals.
This is a reminder of the things we discussed after the observation. We hope you found our discussion useful. If you have any comments or concerns, or would welcome support to improve student learning, please ask.


Observation of Teaching and Learning

Class




Grade




Observer’s name




Observation time and date




Students present




Grade




Student Grouping




Number on roll




Subject




Planned Links




# Support assistants




# Other adults




Context and objective:

Summary Feedback:

Student learning was best when:



Student learning could be better if:



When we next observe learning in your classroom, our focus will be on:

Professional development in this aspect will/will not be provided by the school





Signed and dated (Teacher)…………….….… Signed and dated (Observer) …………..………

(Observer’s Notes)




Observation of Teaching and Learning

Class




Grade




Observer




Observation time and date




Students present




Grade




Student Grouping




Number on roll




Subject




Planned Links




# Support assistants




# Other adults




Context:

Evidence and evaluations about how well students are learning and how teaching supports this;

Student learning was best when:



Student learning could be better if:








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