District Improvement

Tier 1 Instruction

Key Action Steps

Craft authentic learning experiences around real world questions and problems for deeper learning

• Continue to utilize key partnerships to provide collaborative learning and design experiences for teachers. 
• Integrate authentic learning into current curriculum and unit development work in ELA, Science, and Social Studies.
• Develop and utilize community partnerships as experts and audience members to increase the authenticity of  the learning experience. 
• Create career awareness and exploration connections in the core content areas.

Utilize positioning strategies to support acquisition and meaning making.

• Design daily lessons that embed student-centered participation structures and cognitive prompts.
• Make use of  individual, partnership, small group and full group structures in lesson design.

Use a mindset of noticing and belonging as a means of connecting each and every learner to the learning community.

• Name and communicate Belonging and Noticing as a district wide focus. 
• Engage staff in differentiated professional learning on topics aligned to this focus. 
• Connect building equity plans to the concept of noticing and belonging.
• Recognize and share stories of belonging and noticing.. 

Tier 2 & 3 Instruction

Key Action Steps

Continuously refine and consistently utilize a Multi-Tiered System of Supports

• Develop alignment between instructional and intervention models and approaches through resource selection and professional learning.
• Create time and staffing structures that provide space for students to access the supports they need.
• Place students in instructional settings that are least restrictive while meeting their individual needs to include but not limited to co-teaching and push in support models.

Literacy

Key Action Steps

Provide explicit and systematic foundational skill instruction and intervention (K-5).

• Implement EL Skills Block in K-2 classrooms.
• Utilize EL Skills Block assessments in order to identify a students microphase and plan for independent and small group learning. 
• Utilize Lexia (computer adaptive learning tool) to target student individual needs. 
• Provide ongoing professional development and instructional coaching to build teacher self-efficacy and collective practice. 

Provide knowledge building core literacy instruction that integrates reading, writing, speaking, listening and language development (K-5).

• Implement Wit and Wisdom in K-5 classrooms.
• Utilize embedded assessments within Wit and Wisdom to plan for small group instruction and accountable independent reading. 
• Purchase Volume of Reading text sets to increase student access to diverse texts aligned to Wit and Wisdom units.
• Utilize Lexia (computer adaptive learning tool) to target student individual needs. 
• Provide ongoing professional development and instructional coaching to build teacher self-efficacy and collective practice. 

Integrate student centered instructional approaches and unit design that integrates reading, writing, speaking, listening and language development into secondary English.

• Provide diverse texts and text sets in support of books clubs and independent reading opportunities for students. 
• Utilize a variety of participation structures for students to make sense of text independently and in partnership with their peers. 
• Provide and integrate a supplementary language and writing resource (Patterns of Power) into grades 6-9. 
• Restructure and redesign high school course offerings to contextualize literacy instruction within key themes or topics.
• Provide ongoing professional development to build teacher self-efficacy and collective practice. 

Design and provide access to literacy support. 

• Incorporate literacy goals in Individual Reading Instructional Plans for students with identified needs in grade K-3.
• Utilize EL Skills Block (Grade K-3) and UFLI (Grades 3-5) to support foundational skill small group intervention and acceleration.
• Utilize K-1 paras to provide literacy support at each elementary. 
• Provide extended learning experiences for targeted elementary students and buildings afterschool using UFLI.
• Offer targeted summer learning experiences for students with Individualized Reading Instructional Plans (K-3) through Camp Read and Wonder. 
• Provide for literacy support within MS teaming model and High school FLEX time.
• Provide Literacy and Math Support positions at each high school. 
• Provide all students access to Varsity Tutors for 24/7 on-demand tutoring in grades 6-12. 
• Offer secondary credit recovery summer programming.

Mathematics

Key Action Steps

Utilize problem based approaches for a student centered mathematic classrooms

• Embed open response as part of daily lesson plan design.
• Integrate opportunities for students make sense of problems for which multiple solution strategies.
• Integrate the use of games and other routines to support number sense development in grades K-8.
• Utilize Dreambox (computer adaptive learning tool) to target student individual needs in grades K-8. 
• Preview new math resources for middle school and high school. 
• Provide ongoing professional development and instructional coaching to build teacher self-efficacy and collective practice. 

Design and provide access to math support 

• Continue Math Recovery professional learning for K-8 math teachers. 
• Share and build capacity around the use of Ready Set Math to support small group instruction in K-8 classrooms.
• Provide for math support within MS teaming model and High school FLEX time.
• Provide all students access to Varsity Tutors for 24/7 on-demand tutoring in grades 6-12. 
• Offer secondary credit recovery summer programming.