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Da Principals
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Da Principals

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December 10.2009

December 10.2009

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  • Elaborate on the fact that information previously shared, as well as details on new school grading practices, can be found by following the posted link.
  • There are 36 subgroup based components and 3 school wide components (Grad rate, Writing Prof (3+) and School Grade Students can be in more than one subgroup All students included in Total
  • Elaborate on the fact that information previously shared, as well as details on new school grading practices, can be found by following the posted link.
  • Level 3 kids for the first time still need intensive tutorial because they could easily regress to Level II or I if they do not get retaught. Language Arts teachers 70% of the test is informational so social studies teachers need to know who these kids are also. Maintain mastery on multiple choice test in 8 th and 10 th because now they are going to have to maintain mastery on short and extended responses. The lessons learned (anchor responses for short and extended responses) from the DOE, teachers have them in their hands. Ask how it was given to the teachers. Make sure teachers who Particularly in 8 th and 10 th grade reading. Writing- voice, prior knowledge, supporting details, statistics Short and extended responses- if it does not say something in the reading they cannot use it for the short and extended responses. They have to use the text and not use knowledge that is not in the text. Writing- cannot use pronouns- use names because the reader does not know who they are referencing. Compare the 8 th grade score to their 4 th grade to compare how they did on the performance task question to see if the child needs help with performance task questions.
  • Level 5 have to maintain their Level 5 is the only way to have a learning gain. Visit language arts, reading, soc. studies teachers and look for evidence of performance task questioning orally and written assessments in 8 th and 10 th . If they are not doing it, kids could regress because they are not used to the questions.
  • Verify that the benchmarks are being taught. Not just listed on the board, verify teachers Teachers have to have item specifications- set up PLCs with the teachers on the item specs. Even for gifted and state mastery kids, teachers have to emphasize
  • These students are the bubble kids- intensify support.
  • Level 3 kids for the first time still need intensive tutorial because they could easily regress to Level II or I if they do not get retaught. Language Arts teachers 70% of the test is informational so social studies teachers need to know who these kids are also. Maintain mastery on multiple choice test in 8 th and 10 th because now they are going to have to maintain mastery on short and extended responses. The lessons learned (anchor responses for short and extended responses) from the DOE, teachers have them in their hands. Ask how it was given to the teachers. Make sure teachers who Particularly in 8 th and 10 th grade reading. Writing- voice, prior knowledge, supporting details, statistics Short and extended responses- if it does not say something in the reading they cannot use it for the short and extended responses. They have to use the text and not use knowledge that is not in the text. Writing- cannot use pronouns- use names because the reader does not know who they are referencing. Compare the 8 th grade score to their 4 th grade to compare how they did on the performance task question to see if the child needs help with performance task questions.
  • Level 5 have to maintain their Level 5 is the only way to have a learning gain. Visit teachers and look for evidence of performance task questioning orally and written assessments in 8 th and 10 th . If they are not doing it, kids could regress because they are not used to the questions.
  • Verify that the benchmarks are being taught. Not just listed on the board, verify teachers Teachers have to have item specifications- set up PLCs with the teachers on the item specs. Even for gifted and state mastery kids, teachers have to emphasize
  • These students are the bubble kids- intensify support.
  • Transcript

    • 1. Broward’s Effective Schools Program: Committed to Success For All Students December 10, 2009
    • 2. FCIM
    • 3. <ul><li>The intent of this presentation is to provide you with a detailed action plan broken down by content areas. </li></ul><ul><li>Consider using this Power Point in the following ways: </li></ul><ul><li>With your Leadership Team </li></ul><ul><li>Included in a PLC Session </li></ul><ul><li>Divided by content area for subject area implementation </li></ul><ul><li>Presented to faculty and staff </li></ul>
    • 4. Focus For Quarter III <ul><li>School Grades & No Child Left Behind/Adequate Yearly Progress (AYP) </li></ul><ul><li>New This Year </li></ul><ul><li>Instructional Application in Reading </li></ul><ul><li>Instructional Application in Mathematics </li></ul><ul><li>Instructional Application in Science </li></ul><ul><li>Instructional Application in Writing </li></ul><ul><li>Information for 2010 FCAT </li></ul><ul><li>Monitoring Processes and Plans </li></ul><ul><li>Technology </li></ul><ul><li>Title I </li></ul>
    • 5. School Grades & No Child Left Behind Adequate Yearly Progress (AYP) Student Assessment
    • 6. <ul><li>Your lowest 25 percent in each grade who were at your school during both FTE funding periods (October and February) </li></ul><ul><li>Includes SWD and ELL students </li></ul><ul><li>Students may be different for Reading and Mathematics </li></ul><ul><li>Required Developmental Scale Score improvements are the same as for learning gains. </li></ul>
    • 7. <ul><li>Includes all students who took the FCAT and were enrolled during the October and February FTE surveys </li></ul><ul><li>Participation is computed based on students enrolled during the February FTE survey who are still enrolled during testing </li></ul><ul><li>Performance by Subgroup </li></ul><ul><li>Must test at least 95% of each subgroup with 30 or more students. </li></ul><ul><li>Must score at least 90% or make at least 1% gain on Florida Writes! to be eligible to make AYP. </li></ul><ul><li>Subgroups count for proficiency if: </li></ul><ul><ul><ul><li>30 students and more than 15% of the school’s tested population (valid scores) OR </li></ul></ul></ul><ul><ul><ul><li>100 students (valid scores) </li></ul></ul></ul><ul><ul><ul><li>ELL subgroup includes LY and LF students </li></ul></ul></ul>
    • 8. <ul><li>Click the following link for information on the process used to identify students in each AYP subgroup. </li></ul><ul><li>AYP Subgroups Power Point </li></ul><ul><li>The information includes: </li></ul><ul><li>Downloading the Report </li></ul><ul><li>Disaggregating the Data </li></ul><ul><li>Recommendations for Using the Data </li></ul>Process Used to Identify Students In Each AYP Subgroup
    • 9. <ul><li>School Grades and AYP are based on separate computational methods. </li></ul><ul><li>D or F schools cannot make AYP </li></ul><ul><li>Schools enter Differentiated Accountability by missing AYP two consecutive years or by earning a school grade of “D” or “F” </li></ul><ul><li>Schools exit DA by making AYP for 2 consecutive years with a school grade of A, B, or C </li></ul>
    • 10. New This Year
    • 11. <ul><li>FAA is designed specifically for students with disabilities who meet FCAT exemption criteria through the IEP process. </li></ul><ul><li>FAA assesses the same grade level competencies as the FCAT. </li></ul><ul><li>Learning gains for students who take the FAA will be included in School Grade beginning in 2009-10. (A learning gain is defined as an improvement in performance level or the maintenance of a proficiency level) </li></ul><ul><li>The FAA has nine separate performance levels, ranging from 1 to 9, with 4 or higher equaling proficient. </li></ul><ul><li>FAA scores will count toward AYP and school grades this year! </li></ul>NEW THIS YEAR FOR SWD SUBGROUP
    • 12. <ul><li>Performance Tasks will be removed from the FCAT Science test to be replaced by additional multiple choice and gridded response items. </li></ul><ul><li>Florida Writes! essays will be scored by one reader. Therefore, the averaging of two grades will not occur. (An individual score of 3.5 in writing will no longer be possible.) </li></ul><ul><li>The average of the percent of students scoring a 3 and above plus the average of students scoring 4 and above will be used to determine points earned </li></ul>NEW THIS YEAR
    • 13. <ul><li>Beginning in 2009-10 schools serving a 9-12 population will be graded on the following criteria: </li></ul><ul><ul><li>50% on the 8 FCAT components and </li></ul></ul><ul><ul><li>*50% on the school’s: </li></ul></ul><ul><ul><ul><ul><li>graduation rate </li></ul></ul></ul></ul><ul><ul><ul><ul><li>performance and participation in accelerated courses </li></ul></ul></ul></ul><ul><ul><ul><ul><li>graduation rate of at-risk students </li></ul></ul></ul></ul><ul><ul><ul><ul><li>post-secondary readiness </li></ul></ul></ul></ul><ul><ul><ul><ul><li>growth and decline in the data components from year to year </li></ul></ul></ul></ul><ul><ul><ul><ul><li>performance on state end-of-course assessments when they become available (beginning with Algebra I) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>*see specific criteria at: Student Assessment </li></ul></ul></ul></ul>NEW THIS YEAR
    • 14. Current 800-point scale New 1600-point scale A 525-800 1050-1600 B 495-524 990-1049 C 435-494 870-989 D 395-434 790-869 F Less Than 395 Less Than 790
    • 15. <ul><li>FDOE has recently received approval for ELL students enrolled for less than one year to be exempted from the proficiency calculation for AYP. </li></ul><ul><li>These students will still be included in participation for AYP. </li></ul><ul><ul><li>To count towards participation in Mathematics a student must take the FCAT </li></ul></ul><ul><ul><li>To count towards participation in Reading a student must take the FCAT and/or CELLA </li></ul></ul><ul><li>The first year ELL students will be included in Writing and Graduation rate. </li></ul>NEW THIS YEAR
    • 16. Instructional Application in Reading
    • 17. Targeting Student Groups First-Time Level 3 Students <ul><li>Identify the students meeting proficiency for the first time during the 2008-2009 school year to ensure the level of proficiency is maintained or improved. </li></ul><ul><li>Identify the students in 8 th grade (or 10 th grade) meeting proficiency during the previous grade but NOT meeting proficiency during 4 th grade (or 8 th grade) to determine how well the student responds to performance task items. </li></ul>
    • 18. Targeting Student Groups First-Time Level 3 Students <ul><li>These students need intensive tutorials because they could easily regress to Level I or II. </li></ul><ul><li>70% of the test is informational; therefore, the identified students should be shared with the Social Studies teachers. </li></ul><ul><li>Teachers should use the FLDOE anchor papers to plan instructional activities for 4 th , 8 th and 10 th grade students to provided multiple exposure to performance task items. </li></ul>Recommendations
    • 19. <ul><li>Identify students who scored at Achievement Level 5; they must maintain their Level 5 in order to obtain a learning gain. </li></ul>Targeting Student Groups Level 5 Students Visit Language Arts, Reading and Social Studies classrooms to look for evidence of performance tasks through oral questioning, small group activities or written assessments. If this is not evident, students could regress because they are not familiar with the questions. Recommendation
    • 20. <ul><li>Identify students who scored at Achievement Level 3 or higher during the 2008-2009 but dropped a level(s). </li></ul>Targeting Student Groups Proficient Students Who Decreased a Level(s) Recommendations <ul><li>Develop PLCs for teachers with a focus on the Test Item Specifications to develop grade level appropriate questions. </li></ul><ul><li>Visit classrooms to ensure the Language Arts curriculum includes instruction in Reading benchmarks that reflect the data of students in Levels 3-5 </li></ul>
    • 21. <ul><li>Identify the students scoring in the lowest 35% </li></ul><ul><li>Highlight the students that are within 30 scale score points of the next achievement level. </li></ul><ul><li>Highlight the students who were in this category during the 2008-2009 school year and made a learning gain. </li></ul><ul><li>Highlight the students who were in this category- lowest 35 th - during the 2008-2009 school year and did NOT make a learning gain. </li></ul><ul><li>If your school scored less than 50% learning gains, identify the students who would help meet this criteria. </li></ul>Students Making Learning Gains in Reading
    • 22. <ul><li>Ensure implementation of an enrichment program intended to assist students at levels 3-5 to maintain and/or increase achievement levels. </li></ul><ul><li>Include a maintenance piece in the secondary benchmark section of the Instructional Focus Calendar. </li></ul><ul><li>Utilize the Social Studies curriculum to support informational text. </li></ul><ul><li>Incorporate Short/Extended Response instruction for students across Reading, Language Arts and Social Studies. </li></ul><ul><li>Develop PLCs for teachers with a focus on the Test Item Specifications to develop grade level appropriate questions. </li></ul><ul><li>These students need intensive tutorials because they could easily regress to Level I or II. </li></ul><ul><li>Teachers should use FLDOE anchor papers to plan instructional activities for 4 th , 8 th and 10 th grade students to provide multiple exposure to performance task items. </li></ul>Summary of Recommendations For Maintenance & Enrichment
    • 23. <ul><li>Identify the additional subgroups in which ELLs are represented (e.g. Economically Disadvantaged) . Even if a school does not have enough students for an ELL subgroup, the students are included in other subgroups. </li></ul><ul><li>Pull a LEP Roster Report to identify current LY and LF students. </li></ul><ul><li>Analyze BAT scores for areas of need. Identify “bubble” students who will participate in additional tutoring. </li></ul><ul><li>Ensure that staff working with ELLs for tutoring are provided appropriate materials and are cognizant of effective ESOL strategies. </li></ul><ul><li>Conduct comprehensible data chats with students. </li></ul>Recommendations
    • 24. Instructional Application in Mathematics
    • 25. Targeting Student Groups First-Time Level 3 Students <ul><li>Identify the students meeting proficiency for the first time during the 2008-2009 school year to ensure the level of proficiency is maintained or improved. </li></ul><ul><li>Identify the students in 8 th grade (or 10 th grade) meeting proficiency during the previous grade but NOT meeting proficiency during 5 th grade (or 8 th grade) to determine how well the student responds to performance task items. </li></ul>
    • 26. Targeting Student Groups First-Time Level 3 Students <ul><li>These students need intensive tutorials because they could easily regress to Level I or II </li></ul><ul><li>Teachers should use FLDOE released tests to plan instructional activities for 5 th , 8 th and 10 th grade students to provide multiple exposure to performance task items. </li></ul>Recommendations
    • 27. <ul><li>Identify students who scored at Achievement Level 5; they must maintain their Level 5 in order to obtain a learning gain. </li></ul>Targeting Student Groups First-Time Level 5 Students Visit Mathematics classrooms to look for evidence of performance tasks through oral questioning, small group activities or written assessments. If this is not evident, students could regress because they are not familiar with the questions. Recommendation
    • 28. <ul><li>Identify students who scored at Achievement Level 3 or higher during the 2008-2009 but dropped a level(s). </li></ul>Targeting Student Groups Proficient Students Who Decreased a Level(s) Recommendations <ul><li>Develop PLCs for teachers with a focus on the Test Item Specifications to develop grade level appropriate questions. </li></ul><ul><li>Visit classrooms to ensure Mathematics curriculum includes instruction in Mathematics benchmarks that reflect the data of students in Levels 3-5. </li></ul>
    • 29. <ul><li>Identify the students scoring in the lowest 35% </li></ul><ul><li>Highlight the students that are within 30 scale score points of the next achievement level. </li></ul><ul><li>Highlight the students who were in this category during the 2008-2009 school year and made a learning gain. </li></ul><ul><li>Highlight the students who were in this category- lowest 35 th - during the 2008-2009 school year and did NOT make a learning gain. </li></ul><ul><li>If your school scored less than 50% learning gains, identify the students who would help meet this criteria. </li></ul>Students Making Learning Gains in Mathematics
    • 30. <ul><li>Ensure implementation of an enrichment program intended to assist students at levels 3-5 to maintain and/or increase achievement levels. </li></ul><ul><li>Provided multiple opportunities to incorporate Short/Extended Response instruction, the use of 4-function calculators and the use of reference sheets . </li></ul><ul><li>Develop PLCs for teachers with a focus on the Test Item Specifications to develop grade level appropriate questions. </li></ul><ul><li>These students need intensive tutorials because they could easily regress to Level I or II. </li></ul><ul><li>Teachers should use FLDOE released tests to plan instructional activities for 5 th , 8 th and 10 th grade students to provide multiple exposure to performance task items. </li></ul>Summary of Recommendations For Maintenance & Enrichment
    • 31. Instructional Application in Science
    • 32. Targeting Student Groups <ul><li>Identify students predicted proficient from: </li></ul><ul><ul><li>BAT I and/or BAT II </li></ul></ul><ul><ul><li>Mini Assessment Data </li></ul></ul><ul><ul><li>In-House Assessments </li></ul></ul><ul><ul><li>Mathematics and Reading FCAT scores (students who are not predicted proficient in Science but were proficient in Reading and Mathematics the previous year) </li></ul></ul>Recommendations <ul><li>Identify benchmarks for remediation, maintenance, enrichment, including the annually assessed benchmarks. ( Test Item Specifications ) </li></ul><ul><li>Develop a plan for the students predicted proficient and a plan for daily review utilizing FLDOE released tests . </li></ul><ul><li>Identify strategies for each identified benchmark, such as: </li></ul><ul><ul><li>FCAT Explorer </li></ul></ul><ul><ul><li>Demonstrations </li></ul></ul><ul><ul><li>Quick labs </li></ul></ul><ul><ul><li>Schedule a timeline for delivery (Pull-outs, Science Dailies, Science Camps) </li></ul></ul>
    • 33. Instructional Application in Writing
    • 34. Targeting Student Groups <ul><li>Identify students who scored less than a 4.0 for School Grade and 3.0 for AYP. </li></ul>Recommendations <ul><ul><li>Divide those students into the critical subgroups (SWD and ELL) to determine if specific strategies need to be addressed. </li></ul></ul><ul><ul><li>Saturday Camp </li></ul></ul><ul><ul><li>Pull-out, Push-in </li></ul></ul><ul><ul><li>Student Conferencing </li></ul></ul><ul><ul><li>Review Anchor Papers </li></ul></ul><ul><ul><li>Share Rubrics with Students </li></ul></ul>
    • 35. Information for 2010 FCAT
    • 36. <ul><li>The 2010 FCAT Mathematics Test will contain field tested questions aligned to the Next Generation Sunshine State Standards . </li></ul><ul><li>Grade 5 students will utilize a reference sheet on field tested questions. Formula boxes will NOT be provided. </li></ul><ul><li>Gridded response items will appear in grade 4 on field tested questions. This testing session will be 70 minutes. New and old grids will be utilized at grade 5. The new grids will be used on field tested questions. </li></ul><ul><li>Grades 3 and 4 students will use rulers on the 2nd session of the 2010 FCAT on field tested questions. The ruler is a 6 inch ruler with both standard and metric units. </li></ul><ul><li>Performance Tasks WILL APPEAR in the 2010 FCAT Mathematics (Grade 5, 8 and 10), as in past years. </li></ul>Important FCAT Information For Mathematics NEW THIS YEAR
    • 37. <ul><li>Performance Tasks WILL NOT APPEAR in the 2010 FCAT Science </li></ul><ul><li>Shorter testing sessions in Grades 5, 8 and 11 </li></ul><ul><li>Grade 5 will be multiple choice only; however, 8 th and 11 th will have multiple choice and 4-7 gridded response items </li></ul><ul><li>A reference sheet will be provided to students during testing in Grades 8 and 11. </li></ul><ul><li>Students in Grade 8 and 11 will be allowed to use calculators to solve formulas. </li></ul>Important FCAT Information For Reading Important FCAT Information For Science <ul><li>Performance Tasks WILL APPEAR in the 2010 FCAT Reading (Grade 4, 8, 10), as in past years. </li></ul>
    • 38. <ul><li>Look at the plan for administering the FCAT. Consider the following: </li></ul><ul><ul><li>Appropriate proctors and test administrators </li></ul></ul><ul><ul><li>Familiarize faculty and staff with student accommodations </li></ul></ul><ul><ul><li>Scheduling of personnel (push-in, pull-out) </li></ul></ul><ul><ul><li>Available space </li></ul></ul><ul><ul><li>Ensuring you meet the 95% participation rate </li></ul></ul><ul><li>Realign the available materials and human resources to focus on the targeted students for additional instructional support. </li></ul><ul><li>Revisit and realign the Secondary Instructional Focus Calendar based on BAT II data. </li></ul><ul><li>Create Winter Break packets for all assessed content areas. </li></ul>
    • 39. <ul><li>Identify LY students who will receive accommodations during testing. </li></ul><ul><li>Send home Flexible Setting Letter to parents if this accommodation will be offered. </li></ul><ul><li>Complete Accommodations Checklist and place in ELLSEP folder. </li></ul><ul><li>Ensure there are English-to-Heritage language dictionaries in the identified languages for use during FCAT. </li></ul>
    • 40. <ul><li>School Testing Coordinator will inventory the 4-function calculators and submit a request to Student Assessment for the number of replacement calculators required. </li></ul><ul><li>Download, print and begin implementation of the reference sheet . </li></ul><ul><li>Download, print and begin implementation of the ruler . </li></ul>
    • 41. <ul><li>FAA will be administered Jan. 20 – Feb. 19, 2010. </li></ul><ul><li>The ESE specialist is the FAA point person at the school. </li></ul><ul><li>Teachers administering the test must receive training prior to testing. </li></ul><ul><li>Ensure all eligible students are tested. </li></ul><ul><li>Adhere to District testing timeline and procedures. </li></ul>
    • 42. Monitoring Plans and Processes BAT II data will determine plans and processes.
    • 43. <ul><li>Continue with P2, C2 and Intervene schools </li></ul><ul><li>C1 and P1 as requested by Area Offices </li></ul><ul><li>State visits to targeted schools or schools in need, as determined by BAT data </li></ul><ul><li>Focus will be on targeting instruction for Quarter III (January-March) </li></ul><ul><li>Visits will occur monthly for targeted schools and bi-monthly for non-targeted schools </li></ul>
    • 44. <ul><li>Continue with P2, C2 and Intervene schools </li></ul><ul><li>Focus will be on supporting targeted instruction for Quarter III (January-March) </li></ul><ul><ul><li>Revising Instructional Focus Calendars </li></ul></ul><ul><ul><li>Developing Quarter III instructional plan </li></ul></ul><ul><ul><li>Assisting with targeting students </li></ul></ul><ul><ul><li>Assisting with developing student groups (camps, tutorials, push-in and pull-out) </li></ul></ul><ul><li>Visits will occur on a similar rotation as previously implemented </li></ul>
    • 45. Technology
    • 46. <ul><li>Digital Classrooms installed in January </li></ul><ul><li>Instructional Technology Facilitators </li></ul><ul><ul><li>Training – Onsite and within Zones </li></ul></ul><ul><ul><li>Hands-On and Online </li></ul></ul><ul><ul><li>Will contact Principals to arrange </li></ul></ul><ul><li>Micro-Technicians </li></ul><ul><ul><li>TLC Conference – “Request for Service” form </li></ul></ul><ul><li>DETA Schedule </li></ul><ul><ul><li>Host at school if requested </li></ul></ul><ul><li>GLIDES-Supports enrichment activities </li></ul>
    • 47. Title I
    • 48. <ul><li>All Title I DA schools received ELO funds for the following: </li></ul><ul><li>Before School Tutorials </li></ul><ul><li>After School Tutorials </li></ul><ul><li>Push – Ins </li></ul><ul><li>Pull – Outs </li></ul><ul><li>Saturday School Camps </li></ul>
    • 49. <ul><li>Extended Learning </li></ul><ul><li>Four day a week before or after school program: two hours of academic support by certified teachers. </li></ul><ul><li>Does not include any support for additional outdoor time or snack time coverage or associated expenses of such. </li></ul><ul><li>Organized at the school based on specific subgroup needs as evidenced by data. </li></ul><ul><li>SINI Schools - Begin on September 14 and continue through March 11. </li></ul><ul><li>Non – SINI – Begin on January 4 – March 5 </li></ul><ul><li>Saturday Camp </li></ul><ul><li>Eight weeks on Saturdays: four hours of academic support by certified teachers. </li></ul><ul><li>Beginning Saturday, January 16 and ending Saturday, March 6. </li></ul><ul><li>Organized at the school level based on specific subgroup needs as well as individual student needs as identified by data trends. </li></ul><ul><li>From 8:00 AM – 12:00 PM at eligible schools. </li></ul>

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