Priority Focus & School Goals

Priority Focus & Absolutes

Priority Focus

To continue to deepen teacher capacity in the building of school wide critical thinking through higher order questioning and the exploration of big ideas and rich content in order to secure students' abilities to make sense of new concepts. 

 

Absolutes

Active use of vocabulary in discussion and writing by students and teachers.

Higher order thinking questions (Teacher-to-Students AND Student-to-Student)

Rich discussions to build knowledge

Building schema

Rigorous learning objectives that relate to the big ideas

Our 2019-2020 School Goals

  • Reading: In ELA, daily lessons across content areas will include big ideas/essential questions, higher order thinking questioning, rich discussions, active use of tier 2 and 3 vocabulary words, and increased opportunities for students to write in response to concepts learned. In reading, 70% of all students will read at or above grade level by the end of the year as evidenced by running record data. 
  • Math: In Math, daily lessons will include the active use of topic specific vocabulary, higher order questions/debates, mathematical discussions, flexible thinking strategies, and rigorous learning objectives. In math, 67% of all students will be proficient (scoring 80% or above) on end of year cumulative assessment in math. 
  • Supportive Environment: We will increase our daily attendance so that 95.5% of all students attend school each day through the establishing of contests, creation of a pre-intervention checklist demonstrating tracking and family communication regarding daily attendance, monthly cabinet review of Attendance Working Lists, and heightening teachers awareness of attendance taking expectations. 
  • Data: We will collect and analyze school-wide data to identify trends, areas of celebration, specific areas of need and next steps. Additionally, the team will create data tracking sheets, look closely at student work, and investigate new formative data assessment collection systems to be used in the classroom to support differentiated or strategic instruction. 
  • Equity: We will build a culturally responsive environment throughout out learning community by engaging in the following work: Review of classroom libraries to ensure that literature supports diversity and equity, supporting all staff members in receiving implicit bias training, and engaging in conversations that value individuals and teams. 
  • ELL/Special Needs: We will support our ELLs and Special Needs students through the building of schema and utilizing culturally responsive teaching strategies, offering multiple opportunities for language development, and continuous inclusion of multiple entry points to increase mastery. In reading, 34% of Students with Disabilities, and 41% of English Language Learners will read at or above grade level by the end of the year. In math, 52% of Students with Disabilities and 52% of English Language Learners will be proficient (scoring 80% or higher) on the end of year cumulative assessment in math.