San_Jose_Edison

//Note: Please limit your school’s priorities to four. Please use learning from each day’s sessions to refine and clarify these priorities rather than adding additional priorities.// =**Team Members Attending:**= =**Priority #1: Looking at the RTI Process, specifically Progress Monitoring**= =**Priority #2: Data analysis: using specific interventions more strategically**= =**Priority #3: Differentiation: specifically looking at high achieving students**= =**Priority #4: Power up teaching, using the POT observations, focusing on questioning, instruction and follow up to support higher levels of implementation**=
 * Implementation Action Plan 2010-11** **Responding to the Needs of All Learners**
 * **School Name:** || San Jose - Edison Academy ||
 * **VPES:** || Dr. Sandra Jewett ||
 * 1) Dr. Denise Patton
 * 2) Christa Cabrera
 * 3) Kerri Cooper
 * 4) Tara Malana
 * 5) Andrea Pate
 * 6) Raquel Pena
 * 7) Michelle Ruiz
 * 8) Erin Shiroma
 * 9) Luisa Vela
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Conduct Professional Development focusing on the theory and practice of RTI ||  ||   ||
 * Direct teachers to resources that can hone in on specific processes of Progress Monitoring for both behavior and academics. ||  ||   ||
 * ~ Universal Screening ||~  ||~   ||
 * Conduct universal screening for Math using AIMSweb schoolwide. ||  ||   ||
 * Conduct universal screening for Reading for targeted groups of students. ||  ||   ||
 * Create a schedule and format to implement a PM schedule ||  ||   ||
 * Collect, synthesize and communicate data out for each monitored student. ||  ||   ||
 * Monitor screening updates in CSM documents in Infinite Campus. ||  ||   ||
 * Use Standards Plus Reading in Grades 1-8 to monitor state standards proficiency. ||  ||   ||
 * Use Standards Plus Math in Grades 6-8 to monitor state standards proficiency. ||  ||   ||
 * Use Standards Plus Math in Grades 6-8 to monitor state standards proficiency. ||  ||   ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * ~ Scholastic Achievement Manager ||~  ||~   ||
 * Scholastic Reading Inventory reports will be generated to evaluate student progress. ||  ||   ||
 * Read180 reports will be analyzed to identify areas of success and on going opportunities for growth. ||  ||   ||
 * System44 reports will be analyzed to identify areas of success and on going opportunities for growth ||  ||   ||
 * Teachers will understand the ways to use SAM to generate class and student reports. ||  ||   ||
 * ~ Lexia ||~  ||~   ||
 * Lexia "combined reports" will be routinely run to generate class and student data. Further, lessons and activities will be strategically individualized for students at the Tier III level. ||  ||   ||
 * Teachers will be training in administering the Quick Reading Test in Lexia. ||  ||   ||
 * QRT reports will be generated and analyzed to direct students in appropriate Lexia activities. ||  ||   ||
 * Lexia usage will be monitored on a regular basis, emphasizing 80 minutes of program use per week. ||  ||   ||
 * ~ Achieve3000 ||~  ||~   ||
 * Achieve3000 reports, specifically the "How are students performing on standards?" will be routinely run to monitor the progress of all students. || Name(s) || Date(s) ||
 * Usage and Performance reports will be used to evaluate student progress in expository reading. ||  ||   ||
 * ~ Everyday Math Online ||~  ||~   ||
 * Student reports will be used to identify student success with skills such as basic facts, fractions, etc. ||  ||   ||
 * Junior Academy students will have access to the 4th-6th grade programs in EM to become more fluent in Math concepts critical to JA Math. ||  ||   ||
 * Targeted use of EM Online will be created for students who are struggling with Basic Facts and compared to end of term Basic Facts analyses. ||  ||   ||
 * ~ Analyzing Effective Interventions ||~  ||~   ||
 * Identify specific research based interventions to use with our students as they move into Tier II and III. ||  ||   ||
 * Continue the Progress Monitoring in Math throughout the school year to identify the interventions that are working for students in the Tier II and III levels. ||  ||   ||
 * ~ Curriculum Data Analysis ||~  ||~   ||
 * 5th Grade teachers will analyze Math unit tests to strategically identify the lessons to reinforce during CL. ||  ||   ||
 * JA Math team will include 5 questions from previous chapters to continue to keep students sharp in concepts that are on-going and will be built on. ||  ||   ||
 * ~ EdisonLearning Monthly Benchmarks Analysis ||~  ||~   ||
 * Refined analysis will be implemented to examine individual and grade level benchmark performance ||  ||   ||
 * The schoolwide CSM team will review benchmark performance for students who were not proficient on the 2009-2010 CST. ||  ||   ||
 * Use slates to continuously reteach the concepts student struggle with on Math benchmarks. ||  ||   ||
 * ~ Curriculum Data Analysis ||~  ||~   ||
 * 5th Grade teachers will analyze Math unit tests to strategically identify the lessons to reinforce during CL. ||  ||   ||
 * JA Math team will include 5 questions from previous chapters to continue to keep students sharp in concepts that are on-going and will be built on. ||  ||   ||
 * ~ EdisonLearning Monthly Benchmarks Analysis ||~  ||~   ||
 * Refined analysis will be implemented to examine individual and grade level benchmark performance ||  ||   ||
 * The schoolwide CSM team will review benchmark performance for students who were not proficient on the 2009-2010 CST. ||  ||   ||
 * Use slates to continuously reteach the concepts student struggle with on Math benchmarks. ||  ||   ||
 * ~ EdisonLearning Monthly Benchmarks Analysis ||~  ||~   ||
 * Refined analysis will be implemented to examine individual and grade level benchmark performance ||  ||   ||
 * The schoolwide CSM team will review benchmark performance for students who were not proficient on the 2009-2010 CST. ||  ||   ||
 * Use slates to continuously reteach the concepts student struggle with on Math benchmarks. ||  ||   ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Replicate and adjust the differentiation PD in smaller groups (K-1, 2-3, 4-5, Math & Reading, Science, History & Writing) ||  ||   ||
 * Using www.quantiles.com in Math to focus on differentiating activities for students. ||  ||   ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * ~ __Using POT effectively at SJEA__ ||~  ||~   ||
 * The book, __Research Based Strategies and the Power of Teaching__ will be reviewed by our Leadership Team. ||  ||   ||
 * All formal observations will include a POT observation ||  ||   ||
 * Teachers will be observed monthly and data will be input within three days of the observation. ||  ||   ||
 * POT data will be reviewed with individual teachers as well as personnel who may identify data trends. ||  ||   ||
 * ~ __Focusing On the Level and Depth of Questioning__ ||~  ||~   ||
 * Consistency across classrooms in using the "Go, Stop" method. ||  ||   ||
 * Have students dialogue about the directions to execute prior to assignments. ||  ||   ||
 * Revisit the CROWD question PD to increase student questioning. ||  ||   ||
 * Students will generate questions to close a lesson, similar to Jeopardy ||  ||   ||
 * Develop a protocol about the ways teachers can observe the questioning process with students. ||  ||   ||
 * Develop a protocol about the ways teachers can observe the questioning process with students. ||  ||   ||

=Other Notes or comments:=