Overview of Projects/Tasks

Area of Concern Lack of differentiate d instruction in some grade levels. Needs Assessment Reading Assessments showed that 76% of students in Kindergarten were struggling while learning how to decode and read. Teachers needed to assess periodically and use data effectively to guide their instruction. 24% of students already reading did not receive enrichment to improve fluency or comprehension. No consistency when gathering reading data. Action Plan I conducted a series of Differentiated Instruction trainings offered during their Professional Learning Communities (PLC) time. Teachers: Learned how to evaluate students Learned how to group students by readiness level Used a progress chart to track improvement Shared data with grade level in four PLC meetings and talked about struggles or concerns Artifacts: Email invitation Perception Survey Power Point Participants Guide Progress chart form 1 Evaluation Teachers had to complete a perception survey before the training that yielded the following results: 100% of teachers believe differentiated instruction is essential 25% of teachers differentiate instruction in their class. 75% of teachers would like to differentiate, but do not know how. 75% of teachers would like to differentiate, but do not have time. Only 25% of teachers received support with DI. After the training, evaluation of students, and consistent use of the tracking chart the results are as follow: 53% of students started reading or decoding 23% are still receiving Tier 3 and Competenc y addressed C 001 C 003 C 004 C 006

4 interventions during their guided reading block 100% are using the tracking chart to record progress During the PLC conversations most teachers believed that by evaluating students they have a better understanding of what is needed in their classrooms and can develop better instructional plans or interventions. Teachers felt overwhelmed when they started using the tracking chart but now they believe it is a useful tool. By grouping students by readiness levels, teachers were able to provide targeted instruction and tiered assignments to all groups. I facilitated two PLC sessions with different grade levels. With 2nd, 3rd and 4th I shared an article and presented a training on bullying. Teachers had to complete a form after the meeting and submit to Mr. Sherman. With kindergarten I facilitated another session where teachers shared their journals and strategies to ensure quality work. Pictures from journals show some of the progress students made

Grade level consistency with writing tasks, behavior, and journal performance .

Each classroom teacher had different expectations for the work or behavior. Behavior in common areas such as the library and cafeteria were not optimal.

Discuss and reflect on the work during one Professional Learning Communities time every Wednesday. Artifacts: Email Survey sample Journal samples Bullying training

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Mastery of content for all students.

ESL students were struggling while learning the vocabulary and concepts presented during the Science block. Bilingual teachers were not teaching the vocabulary needed in English. Students were struggling identifying important content.

I developed three different benchmarks for kindergarten and first grade. Teachers administered the test and gathered data on forms provided. They had to email forms to Mr. Sherman. I facilitated a PLC session where teachers had to look at data and brainstorm ways to improve instruction. They had to create lesson plans for the following week that included interventions to improve Science vocabulary. Artifacts: Email Benchmark forms (pdf) Data collection form

after teachers started talking about and sharing journals. Mr. Banda reported a noticeable improvement in behavior on hallways and cafeteria. I worked with Kindergarten and First grade developing a series of teacher-made benchmarks to evaluate student progress. Documents were shared during PLC meetings and will serve as template for further use. Mr. Sherman established a specific time for ESL instruction to take place and we conducted a series of observations to evaluate implementation of the strategies shared during our PLC meeting. During our meeting we had the opportunity to share data and brainstorm ways to improve instruction.

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