This document outlines a school improvement plan focused on increasing reading proficiency among minority students at a school. The plan identifies low reading scores among minority students as the key problem. Probable root causes are identified as low teacher expectations, poor data management, lack of assessment use, and infrequent feedback. To address these issues, the plan selects implementing reading workshop and increasing reading across curriculums. Key elements of the plan include staff training, collaborative meetings to plan reading lessons, monitoring implementation and student progress through data collection. The goal is to increase student engagement, test scores and diminish achievement gaps in reading.
This document provides an overview of teacher-level value-added reporting in Ohio. It discusses key aspects of the reporting including linkage, rollout schedules, accessing reports online, subjects available, and what reports will contain. It also covers implications and cautions of the reports, keys to teacher improvement, and addressing cultural impacts. Scenarios are provided to illustrate different perspectives and prompt discussion from viewpoints of superintendents, principals, teachers, and union leaders.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
The document provides information about school self-evaluation and assessment in Ireland, including:
1. Schools are required to engage in self-evaluation, implement 3-year improvement plans focused on literacy and numeracy, and use assessment data to identify targets.
2. Standardized test scores and report cards from primary school will be transferred to post-primary schools to monitor student progress in reading, math, and other subjects.
3. Test results are reported using STEN, standard, and percentile scores to indicate performance levels and are one part of evaluating student learning alongside teacher observations.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
Handout 3 SSE case study school (self-evaluation report: literacy)Martin Brown
This school self-evaluation report summarizes the findings of a review of literacy teaching and learning across subjects in 1st year students from September 2013 to May 2016. Key findings include: 1) Students' standardized reading test scores are slightly above national averages; 2) Written work needs improvement in areas like spelling, punctuation and vocabulary; 3) Most teachers use comprehension strategies but few use editing checklists; 4) Students enjoy pair/group work but teachers and students report different experiences of it. Priorities for improvement center on increasing literacy expectations across subjects and developing comprehension and group work strategies school-wide.
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Math Lit and Pathways 5 Years Later AMATYC 2016kathleenalmy
This document discusses lessons learned from teaching math literacy pathways courses over 5 years. Key points include:
1) Pathways courses like math literacy are an effective alternative to traditional developmental algebra that better prepare students for college-level math while accelerating them through remediation.
2) Data shows students in pathways courses pass at rates comparable to traditional courses and are more likely to complete a college-level math class within one year.
3) Teaching the courses uncovered lessons like the need to balance algebra content with statistics, use novel problem contexts, vary assessments, and plan for implementation challenges.
4) Instructors found success using group work selectively, incorporating more technology, and having flexibility within the curriculum
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
This document provides an overview of teacher-level value-added reporting in Ohio. It discusses key aspects of the reporting including linkage, rollout schedules, accessing reports online, subjects available, and what reports will contain. It also covers implications and cautions of the reports, keys to teacher improvement, and addressing cultural impacts. Scenarios are provided to illustrate different perspectives and prompt discussion from viewpoints of superintendents, principals, teachers, and union leaders.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
The document provides information about school self-evaluation and assessment in Ireland, including:
1. Schools are required to engage in self-evaluation, implement 3-year improvement plans focused on literacy and numeracy, and use assessment data to identify targets.
2. Standardized test scores and report cards from primary school will be transferred to post-primary schools to monitor student progress in reading, math, and other subjects.
3. Test results are reported using STEN, standard, and percentile scores to indicate performance levels and are one part of evaluating student learning alongside teacher observations.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
Handout 3 SSE case study school (self-evaluation report: literacy)Martin Brown
This school self-evaluation report summarizes the findings of a review of literacy teaching and learning across subjects in 1st year students from September 2013 to May 2016. Key findings include: 1) Students' standardized reading test scores are slightly above national averages; 2) Written work needs improvement in areas like spelling, punctuation and vocabulary; 3) Most teachers use comprehension strategies but few use editing checklists; 4) Students enjoy pair/group work but teachers and students report different experiences of it. Priorities for improvement center on increasing literacy expectations across subjects and developing comprehension and group work strategies school-wide.
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Math Lit and Pathways 5 Years Later AMATYC 2016kathleenalmy
This document discusses lessons learned from teaching math literacy pathways courses over 5 years. Key points include:
1) Pathways courses like math literacy are an effective alternative to traditional developmental algebra that better prepare students for college-level math while accelerating them through remediation.
2) Data shows students in pathways courses pass at rates comparable to traditional courses and are more likely to complete a college-level math class within one year.
3) Teaching the courses uncovered lessons like the need to balance algebra content with statistics, use novel problem contexts, vary assessments, and plan for implementation challenges.
4) Instructors found success using group work selectively, incorporating more technology, and having flexibility within the curriculum
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
Learning Force is a flexible supplemental education program for math and reading that has proven successful in improving student skills. It uses research-based lesson plans, assessments, and progress monitoring to target learning gaps. Students using the Math Force module gained 16 percentile points on average in one year compared to a 9 point decline for non-participants. Parents were highly satisfied, with 94% reporting their children's skills improved in reading and math. The program provides comprehensive teacher support and resources to ensure student success.
The document outlines an agenda for a seminar on school self-evaluation for post-primary school principals. The first session will introduce the guidelines and six step process for school self-evaluation. It will also have the principals reflect on where their own schools currently are in the process. The second session will demonstrate applying the process to literacy and focus on target setting. Overall, the seminar aims to help principals better understand and implement the school self-evaluation process.
This document discusses research-based instructional practices for teaching reading comprehension. It covers explicit instruction techniques like modeling, guided practice, and gradual release of responsibility. It also discusses the role of teachers in teaching comprehension strategies in depth over time using various texts. Some strategies discussed include comprehension monitoring, questioning, visualizing, making connections, inferring, predicting, determining importance, and summarizing. Sample lesson ideas are provided for teaching comprehension monitoring strategies.
Tlc november session nov 16 with curriculumwinnisk
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
Numeracy worked example 15th dec 2012 0Martin Brown
This document summarizes the findings of a school's self-evaluation of numeracy teaching and learning across subjects for first year students. Key findings include test results that show students' numeracy skills are below national norms. Students engage in learning but some areas need improvement like checking answers and explaining math concepts. Teachers are aware of numeracy's importance but collaboration with the math department and whole-school approaches could be better. Priorities for improvement include developing common math operations/language, creating a numeracy-rich environment, and increasing skills in areas like fractions.
The document summarizes research conducted on questioning techniques in Further Education (FE). It analyzed the types of questions teachers asked, the level of questions, and wait time between questions. Observations found that most questions were low-level, with little wait time. To address this, the researcher created a Questioning Tool to help teachers plan higher-order questions, choose response methods, and reflect on their questioning. Teachers testing the tool found it useful for lesson planning and evaluating their questioning techniques. The researcher recommends using the tool, coaching, and further observations to improve teacher questioning in FE.
Mlcs handout with math lit lesson 3.12kathleenalmy
Here are the steps to graph the line from the given equation using the slope and y-intercept:
1. Write the equation in slope-intercept form: y = -5x - 6
2. The slope is the coefficient of x, which is -5.
3. The y-intercept is the number after the "+", which is -6. This means the y-intercept point is (0, -6).
4. Use the slope and a point to find other points and sketch the line. For example, going right 1 from (0, -6), the slope of -5 means y decreases by 5. So the next point is (1, -11).
5. Continue finding points and
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
1) Common formative assessments (CFAs) administered quarterly can provide useful student performance data to guide instruction if developed collaboratively by teachers.
2) Teachers first create CFAs measuring what students will learn in the next 5 weeks and map questions to standards, revealing misalignments between curriculum and standards.
3) CFA data is entered into a template to identify weaknesses by standard or question type for discussion on improving teaching and student learning.
The document provides information about Programmes for Students (PfS) and Accelerating Literacy Learning (ALL), which is part of PfS. ALL focuses on using school expertise to evaluate literacy practices and closely monitor the impact of 10-15 week interventions for small groups of students in their first year. The document discusses factors that accelerate literacy achievement, including knowing learners, student agency, effective instructional strategies, and using assessment data to inform teaching. It also addresses implementing a system of tiered intervention supports and using teacher inquiry to improve student outcomes.
The document is a lesson observation form for a teacher, Helen Ward, who was observed teaching a BTEC Level 3 IT course on event drive systems. The summary is:
1) The observer provided an overall grade of 1 (outstanding) for the lesson and identified several strengths, including excellent planning, pacing, questioning techniques, and student engagement.
2) The document includes sections to record information about the lesson context, evidence from the observation, and the impact on students.
3) In the evidence section, the observer praised the teacher's preparation, teaching methods, management of learning, assessment and feedback provided to students.
1. Prairie Rose School Division is using summative assessment data to set goals for enhancing student learning and engagement through classroom assessment, and to gather information about achievement levels in literacy, numeracy, and engagement for parents, schools, and education departments.
2. Teachers are analyzing MYA data to improve achievement in key areas for all learners, provide a focus for school plans and professional development, and address issues of equity and closing achievement gaps.
3. When looking at MYA and other assessment data, teachers identify strengths and needs, prioritize ideas for improvement as goals, and consider factors like student demographics that provide context for the results.
Handout 6: SSE case study school (sample targets)Martin Brown
The document outlines literacy, numeracy, and key skills targets for students over three years. For literacy, targets include increasing oral presentation confidence, decreasing those who find reading boring, and improving writing standards. Numeracy targets are to increase liking of math, higher level math attempts, and competency in fractions/decimals. Key skills targets include increasing digital technology use to express opinions, demonstrating ability to make connections, and increasing higher order questioning use.
This document describes the evolution of a school's use of data-driven instruction from 2007-2014. It started with informal grade-level data reviews and shifted to more formal meetings using screening assessments. Teams began setting student learning goals and using common assessments. Over time, the focus shifted from what was taught to what students learned. Teams met weekly for collaboration and data-driven discussions. By 2014, the school saw significant improvements in math computational fluency based on their aligned goals and frequent data analysis at the grade, class, and student levels.
This document discusses acceleration and developing effective intervention practices to support student progress. It defines acceleration as faster-than-expected progress that allows a student to catch up to or exceed benchmarks. It addresses implementing systems of student support, monitoring progress, and developing curriculum and achievement plans. A curriculum and achievement plan brings together assessment, outcomes, and supplementary supports to plan for accountability and focus on effective strategies. The document provides examples of curriculum and achievement plan elements and evaluating their impact. It asks how schools can appropriately choose cost-effective interventions to improve literacy achievement for students below expectations.
LLI is a short-term literacy intervention developed by Fountas and Pinnell to prevent literacy difficulties. It works to bring students to grade-level performance through 30-minute small group lessons 5 times a week that include rereading, phonics, introducing new books, and word work. Students' progress is monitored weekly through running records to determine when they are ready to advance to the next level. LLI is designed to be completed within 12-18 weeks.
Professional learning mid year check pointlijunguan
This document outlines a teacher's mid-year progress in their professional learning inquiry. The teacher analyzed assessment, observation, and knowledge data to identify gaps in learning for struggling students and language speakers. Their original goal was to use modern technology, but they adjusted the goal to generally help those student groups. So far, the teacher has tried apps and activities for strugglers and reading materials for language speakers. While apps helped some areas, more well-developed options are needed. The teacher hopes to establish an effective, systematic program by year's end to stimulate and engage struggling students.
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include using data to provide feedback, prevent over-reliance on standardized tests, and allow schools to be more responsive. Potential disadvantages include misuse of data, teaching to tests, and lack of flexibility.
3. The future of data-driven instruction is depicted as embracing interim assessments and using data in real-time to diagnose student and teacher performance and target interventions accordingly. Administrative use of data for monitoring and accountability
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include tailoring instruction to student needs, holding schools accountable, and targeting resources. Disadvantages include over-reliance on testing and "teaching to the test."
3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
Classroom instruction that works intro for hedgcoxemeganandrew1
The document discusses Robert Marzano's book "Classroom Instruction That Works" and the research behind different instructional strategies. It summarizes that researchers in the 1970s concluded teaching quality accounts for 10% of variance in student achievement. Later analysis determined the most important factor is teacher effectiveness. The document then discusses Marzano and McREL's research analyzing studies to determine the average effect size of different instructional strategies. It lists some strategies with their effect sizes and planned next steps to understand and implement PowerWalkThroughs to provide feedback to teachers based on observed instructional strategies.
R. Michael Haynes has extensive experience in institutional research and effectiveness at Tarleton State University. He currently serves as the Executive Director of Institutional Research and Effectiveness, overseeing various assessment, accreditation, and reporting activities. Haynes has a Ph.D. in Higher Education from the University of North Texas and has published and presented research on topics including financial aid, retention strategies, and underrepresented student populations. He serves on numerous university committees and holds memberships in several professional associations related to institutional research and assessment.
World of learning conference 2016 sessionWillowDNA
Aligning learning delivery, learner preferences and business strategy
The role of learning scaffolds creating the optimal environment
The balance of formal and informal in action
Learning Force is a flexible supplemental education program for math and reading that has proven successful in improving student skills. It uses research-based lesson plans, assessments, and progress monitoring to target learning gaps. Students using the Math Force module gained 16 percentile points on average in one year compared to a 9 point decline for non-participants. Parents were highly satisfied, with 94% reporting their children's skills improved in reading and math. The program provides comprehensive teacher support and resources to ensure student success.
The document outlines an agenda for a seminar on school self-evaluation for post-primary school principals. The first session will introduce the guidelines and six step process for school self-evaluation. It will also have the principals reflect on where their own schools currently are in the process. The second session will demonstrate applying the process to literacy and focus on target setting. Overall, the seminar aims to help principals better understand and implement the school self-evaluation process.
This document discusses research-based instructional practices for teaching reading comprehension. It covers explicit instruction techniques like modeling, guided practice, and gradual release of responsibility. It also discusses the role of teachers in teaching comprehension strategies in depth over time using various texts. Some strategies discussed include comprehension monitoring, questioning, visualizing, making connections, inferring, predicting, determining importance, and summarizing. Sample lesson ideas are provided for teaching comprehension monitoring strategies.
Tlc november session nov 16 with curriculumwinnisk
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
Numeracy worked example 15th dec 2012 0Martin Brown
This document summarizes the findings of a school's self-evaluation of numeracy teaching and learning across subjects for first year students. Key findings include test results that show students' numeracy skills are below national norms. Students engage in learning but some areas need improvement like checking answers and explaining math concepts. Teachers are aware of numeracy's importance but collaboration with the math department and whole-school approaches could be better. Priorities for improvement include developing common math operations/language, creating a numeracy-rich environment, and increasing skills in areas like fractions.
The document summarizes research conducted on questioning techniques in Further Education (FE). It analyzed the types of questions teachers asked, the level of questions, and wait time between questions. Observations found that most questions were low-level, with little wait time. To address this, the researcher created a Questioning Tool to help teachers plan higher-order questions, choose response methods, and reflect on their questioning. Teachers testing the tool found it useful for lesson planning and evaluating their questioning techniques. The researcher recommends using the tool, coaching, and further observations to improve teacher questioning in FE.
Mlcs handout with math lit lesson 3.12kathleenalmy
Here are the steps to graph the line from the given equation using the slope and y-intercept:
1. Write the equation in slope-intercept form: y = -5x - 6
2. The slope is the coefficient of x, which is -5.
3. The y-intercept is the number after the "+", which is -6. This means the y-intercept point is (0, -6).
4. Use the slope and a point to find other points and sketch the line. For example, going right 1 from (0, -6), the slope of -5 means y decreases by 5. So the next point is (1, -11).
5. Continue finding points and
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
1) Common formative assessments (CFAs) administered quarterly can provide useful student performance data to guide instruction if developed collaboratively by teachers.
2) Teachers first create CFAs measuring what students will learn in the next 5 weeks and map questions to standards, revealing misalignments between curriculum and standards.
3) CFA data is entered into a template to identify weaknesses by standard or question type for discussion on improving teaching and student learning.
The document provides information about Programmes for Students (PfS) and Accelerating Literacy Learning (ALL), which is part of PfS. ALL focuses on using school expertise to evaluate literacy practices and closely monitor the impact of 10-15 week interventions for small groups of students in their first year. The document discusses factors that accelerate literacy achievement, including knowing learners, student agency, effective instructional strategies, and using assessment data to inform teaching. It also addresses implementing a system of tiered intervention supports and using teacher inquiry to improve student outcomes.
The document is a lesson observation form for a teacher, Helen Ward, who was observed teaching a BTEC Level 3 IT course on event drive systems. The summary is:
1) The observer provided an overall grade of 1 (outstanding) for the lesson and identified several strengths, including excellent planning, pacing, questioning techniques, and student engagement.
2) The document includes sections to record information about the lesson context, evidence from the observation, and the impact on students.
3) In the evidence section, the observer praised the teacher's preparation, teaching methods, management of learning, assessment and feedback provided to students.
1. Prairie Rose School Division is using summative assessment data to set goals for enhancing student learning and engagement through classroom assessment, and to gather information about achievement levels in literacy, numeracy, and engagement for parents, schools, and education departments.
2. Teachers are analyzing MYA data to improve achievement in key areas for all learners, provide a focus for school plans and professional development, and address issues of equity and closing achievement gaps.
3. When looking at MYA and other assessment data, teachers identify strengths and needs, prioritize ideas for improvement as goals, and consider factors like student demographics that provide context for the results.
Handout 6: SSE case study school (sample targets)Martin Brown
The document outlines literacy, numeracy, and key skills targets for students over three years. For literacy, targets include increasing oral presentation confidence, decreasing those who find reading boring, and improving writing standards. Numeracy targets are to increase liking of math, higher level math attempts, and competency in fractions/decimals. Key skills targets include increasing digital technology use to express opinions, demonstrating ability to make connections, and increasing higher order questioning use.
This document describes the evolution of a school's use of data-driven instruction from 2007-2014. It started with informal grade-level data reviews and shifted to more formal meetings using screening assessments. Teams began setting student learning goals and using common assessments. Over time, the focus shifted from what was taught to what students learned. Teams met weekly for collaboration and data-driven discussions. By 2014, the school saw significant improvements in math computational fluency based on their aligned goals and frequent data analysis at the grade, class, and student levels.
This document discusses acceleration and developing effective intervention practices to support student progress. It defines acceleration as faster-than-expected progress that allows a student to catch up to or exceed benchmarks. It addresses implementing systems of student support, monitoring progress, and developing curriculum and achievement plans. A curriculum and achievement plan brings together assessment, outcomes, and supplementary supports to plan for accountability and focus on effective strategies. The document provides examples of curriculum and achievement plan elements and evaluating their impact. It asks how schools can appropriately choose cost-effective interventions to improve literacy achievement for students below expectations.
LLI is a short-term literacy intervention developed by Fountas and Pinnell to prevent literacy difficulties. It works to bring students to grade-level performance through 30-minute small group lessons 5 times a week that include rereading, phonics, introducing new books, and word work. Students' progress is monitored weekly through running records to determine when they are ready to advance to the next level. LLI is designed to be completed within 12-18 weeks.
Professional learning mid year check pointlijunguan
This document outlines a teacher's mid-year progress in their professional learning inquiry. The teacher analyzed assessment, observation, and knowledge data to identify gaps in learning for struggling students and language speakers. Their original goal was to use modern technology, but they adjusted the goal to generally help those student groups. So far, the teacher has tried apps and activities for strugglers and reading materials for language speakers. While apps helped some areas, more well-developed options are needed. The teacher hopes to establish an effective, systematic program by year's end to stimulate and engage struggling students.
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include using data to provide feedback, prevent over-reliance on standardized tests, and allow schools to be more responsive. Potential disadvantages include misuse of data, teaching to tests, and lack of flexibility.
3. The future of data-driven instruction is depicted as embracing interim assessments and using data in real-time to diagnose student and teacher performance and target interventions accordingly. Administrative use of data for monitoring and accountability
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include tailoring instruction to student needs, holding schools accountable, and targeting resources. Disadvantages include over-reliance on testing and "teaching to the test."
3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
Classroom instruction that works intro for hedgcoxemeganandrew1
The document discusses Robert Marzano's book "Classroom Instruction That Works" and the research behind different instructional strategies. It summarizes that researchers in the 1970s concluded teaching quality accounts for 10% of variance in student achievement. Later analysis determined the most important factor is teacher effectiveness. The document then discusses Marzano and McREL's research analyzing studies to determine the average effect size of different instructional strategies. It lists some strategies with their effect sizes and planned next steps to understand and implement PowerWalkThroughs to provide feedback to teachers based on observed instructional strategies.
R. Michael Haynes has extensive experience in institutional research and effectiveness at Tarleton State University. He currently serves as the Executive Director of Institutional Research and Effectiveness, overseeing various assessment, accreditation, and reporting activities. Haynes has a Ph.D. in Higher Education from the University of North Texas and has published and presented research on topics including financial aid, retention strategies, and underrepresented student populations. He serves on numerous university committees and holds memberships in several professional associations related to institutional research and assessment.
World of learning conference 2016 sessionWillowDNA
Aligning learning delivery, learner preferences and business strategy
The role of learning scaffolds creating the optimal environment
The balance of formal and informal in action
1) Fertilizer use in India has increased overall consumption from around 11.5 million tons in 1990-91 to over 41 million tons in 1999-2000, with nitrogenous fertilizers making up around 65% of total consumption.
2) Five states - Andhra Pradesh, Maharashtra, Karnataka, Tamil Nadu, and West Bengal - account for over 83% of NP/NPK fertilizer consumption in India, led by Andhra Pradesh.
3) The government's retention pricing scheme, introduced in the 1970s-80s, played a key role in facilitating growth of India's fertilizer industry and increasing consumption, through subsidies to maintain domestic production and consumption.
This document discusses using signal processing and machine learning to analyze signals from Frequency Disturbance Recorder (FDR) units. The Fast Fourier Transform (FFT) and machine learning algorithms (MLAs) like Support Vector Machine (SVM), Naive Bayes (NB), and Neural Network (NN) are used to filter, extract features, and differentiate electrical signals from different FDR outlets. The MLP neural network performed best, achieving a 5% higher accuracy than other MLAs tested. Preprocessing techniques like normalization, smoothing, and overlapping frames improved MLA performance.
The YoCrunch Company achieved its goal of gaining 100,000 Facebook fans for its YoCrunch page by the end of the year, reaching the goal on September 29th. The VP of Marketing at YoCrunch congratulated the team involved for developing smart strategies, creative tactics, and inventive ideas that drove traffic to and engagement on the YoCrunch Facebook page.
This document provides guidance and advice for leadership. It discusses that effective leadership starts with understanding needs and acting in response. Leaders cast vision for a preferable future, create environments for growth, develop systems, and equip other leaders. Trust and integrity are most important for leadership. Leaders develop vision, alignment with that vision through strategic planning, and build teams to reach goals both near and far. Key aspects of leadership include focus, alignment, and reach. Questions are also provided to help reflect on leadership effectiveness.
Indian Fertilizer Consumption pattern - 2001rajib1402
1) Fertilizer use in India has increased over time and plays an important role in food security and agricultural growth.
2) Government policies in the 1970s and 1980s promoted growth of the fertilizer industry in India and increased fertilizer consumption.
3) Nitrogen-based fertilizers account for the largest share of fertilizer consumption in India, though the share is gradually declining as phosphorus and potassium consumption rises.
This document describes the design of a solar power system for an overpopulated region in Chandpur, Bangladesh. It begins with an introduction to the energy status in Bangladesh, including current rates of electrification. It then discusses the village of Rarikandi, including population growth projections. Next, it analyzes the solar potential and load profile for the region. Finally, it proposes the design of an off-grid standalone solar power system to meet the village's electricity needs, currently estimated at around 200kW and projected to increase over time. The aim is to use solar energy to improve quality of life in the village by providing a reliable source of power.
This document outlines the key steps and components of the research process for a study titled "A Study on Pragmatic Approaches and Quality Initiatives for Enhancing Teachers’ Caliber in Post Graduate Institutes offering MBA Programme under Bangalore University". The research methodology section defines different types of research and the scientific research process. It also provides details on key aspects of research design including objectives, hypotheses, sampling, data collection and analysis. The document concludes by mentioning the final steps of report writing and research reporting.
CA Varun Sethi - IFRS trainings - IFRIC 12 - Accounting for service concessi...Varun Sethi
Presentation by CA Varun Sethi
The Presentation discusses the accounting framework for accounting by Grantors and Operators. Covered in detail is the IFRIC 12 - Accounting by Operators/ Concessionaires for Service concession arrangements (SCA).
The presentation also helps the reader understand the technical differences between leases- IAS 17/IFRIC 4/ SCA etc and suggests the appropriate accounting in case of BOT, BOO, ROT, Lease, 100% Divestment cases.
Industries Impacted
1. Non Utility generators - Solar and Wind companies/ Gencos
2. Infrastructure Companies - Toll Road, Seaport, Airport operators.
3. EPC (Engineering, procurement and Construction) companies.
4. Turnkey projects installation cos
This document outlines a course on curriculum leadership that examines theories of curriculum design and tools for curriculum evaluation. It discusses applying knowledge to develop or improve a curriculum and assessing curriculum quality. The research base for improving curriculum, instruction, and assessment is also reviewed, emphasizing the importance of a guaranteed and viable curriculum, data-driven decision making, and continuous professional development focused on instruction.
The document provides an agenda for a meeting to discuss initiatives to improve student learning and achievement at Yelm Community Schools. Key topics include the mission and vision of YCS, the role of the Office of Teaching and Learning, professional learning communities (PLCs), and using a strategic planning process including gap analysis to set and monitor student performance targets.
Successful Remediation of the Unsatisfactory TeacherRichard Voltz
This document provides guidance and best practices for administrators in evaluating teachers and addressing unsatisfactory performance. It discusses the importance of frequent, unannounced classroom observations and follow-up feedback sessions. Recommendations include observing teachers at least 10 times per year, focusing on ineffective teachers, and basing end-of-year evaluations on ratings and student learning gains. The document also discusses strategies for dismissing poor teachers, ensuring evaluations are fair and consistent, and prioritizing instructional leadership over administrative tasks.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
Karrie McNutt - My Action Research Outline - EDLD5315Karrie McNutt
This document outlines an action research plan to evaluate the induction program for new teachers at an elementary school. The purpose is to investigate whether the support system helps new teachers succeed in their first year. Data will be collected through surveys of mentors and new teachers, as well as student assessment scores. The research design involves monthly meetings and surveys to collect feedback from new teachers on their needs and progress throughout the year. The literature review will focus on best practices for new teacher training, resources, and support systems. The goal is to determine if the induction program provides an effective support system for new teachers.
The document provides an overview of the secondary literacy program at TuHS and the role of the instructional coordinator. It discusses using universal screening to identify approximately 20% of students in need of targeted reading interventions. Students scoring below the 35th percentile on standardized tests are further screened to determine the appropriate tier II or III intervention. It describes the Language! and Academic Literacy reading intervention curricula and their objectives to improve students' reading comprehension, confidence, and application of strategies across subjects. The instructional coordinator is available to support teachers' implementation of additional content literacy strategies.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
This document outlines interventions used at Belleville Township High School East to close achievement gaps. It discusses who the school serves, assessments used, and strategies in three areas: what to teach, how to know if students learned, and what to do if they did not learn. Strategies include curriculum and test prep programs, targeted assistance courses, mentoring, co-teaching, and instructional teams. Assessment results show increases in the percentage of students meeting or exceeding standards from 2003 to 2006.
Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
This document outlines the reading action plan for West Glocester Elementary School for 2011-2012. The plan's targets are to increase the percentage of students scoring proficient or higher on standardized tests and at or above grade level on local assessments. Key elements of the plan include having students regularly read independently, choose books at their level, develop vocabulary, and apply reading skills across subjects. Teachers will establish reading routines, provide instruction and modeling, and administer regular assessments to monitor progress. The school will support the plan through professional development for teachers, an instructional coach, and involving parents through reporting events. Progress will be evaluated regularly and reported to administrators, teachers, students, families and the community.
The document discusses monitoring a school literacy program through ongoing research and assessment. It proposes the following steps:
1) Gathering data on student achievement and teacher practices systematically to identify strengths and weaknesses in the literacy program.
2) Analyzing the collected data to evaluate various components of the literacy program and how well they support student learning.
3) Developing and implementing action plans based on the findings to improve parts of the program that need enhancement, thus continuing the cycle of monitoring.
The goal is to use research-based monitoring strategies to ensure continuous literacy growth for students.
This study aims to investigate whether concept mapping can improve reading comprehension and language proficiency for low English proficiency learners. The study will give 37 low proficiency students concept mapping strategies during reading lessons over 4-8 weeks and assess their reading comprehension, language proficiency, and attitudes towards concept mapping before and after the lessons through tests, reading averages analysis, and a questionnaire. The study hypothesizes that concept mapping will significantly improve reading comprehension and language skills for these students.
The document summarizes research on effective classroom instructional strategies. It describes nine categories of instructional strategies analyzed in meta-analyses, including setting objectives, providing feedback, and homework. For each strategy, the analysis identified an average effect size and percentile gain from implementing the strategy. The document also provides guidance and examples for teachers to incorporate the strategies into instructional planning and practice.
Continuous assessment (CA) focuses on performance tasks like journals, reflections, portfolios, and observations rather than tests. CA is important for transforming education to focus on outcomes, and it affirms higher-order thinking. When assessment is built into instruction, student frustration is reduced. CA offers ways to cater to diverse learners and can be introduced gradually, starting with self-assessment. Progress tests are also a central part of learning as they tell teachers and students what skills have been acquired. Tests should measure important course objectives and include features of communicative language teaching like authentic contexts. Tests must be carefully planned, developed, and analyzed to provide feedback on teaching.
Continuous assessment (CA) is an important part of the learning process that focuses on performance tasks like journals, reflections, portfolios, and observations. It helps reduce test anxiety and provides a fuller picture of student achievement. CA reflects evolving theories of teaching and learning outcomes. It offers a way to cater to diverse learners and can be introduced gradually, starting with self-assessment. Progress tests are also a central part of learning that help teachers understand what students can do, inform students of their progress, and identify strengths and weaknesses to evaluate programs. Tests should measure important rather than easiest objectives and include features of communicative language teaching.
The document discusses teacher action research and professional development. It provides examples of focus areas and questions for teacher action research projects, including how to use technology to enhance learning in various subject areas. Guidelines are provided for developing an action research plan and report, including collecting and analyzing data. Suggestions are made for schools to support teacher action research through modeling, providing time and resources, and encouraging reflection and sharing of results.
MARGIE ACTION RESEARCH WHAT IS IT??.pptxNeilsLomotos
This document provides guidance on developing an action research plan. It discusses selecting an area of focus, turning problems into research questions, defining variables, developing an intervention, identifying members of the study, negotiating permissions, creating a timeline, and identifying necessary resources. The goal of an action research plan is to systematically address an educational problem by gathering and analyzing data to drive improvement.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
1. Elizabeth Marshall
School Improvement Plan
1. Briefstatement of your studentlearningproblem
Minoritystudents,whoare a majorityof the studentpopulationof the school,are performingbelow proficiency
standardsat the muchhigherfrequencythantheir white counterpartsenrolledinthe school inthe subjectof
reading.
2. Most probable root causesyou identified
Probable rootcausesare:
Low teacherexpectationsforminoritystudents
Poordata and informational management
Financial alignmentof budgetwithschoolspurpose andgoals
Lack of assessmentutilizationonthe behalf of teachingstaff
Infrequent,inconsistent,and/orunhelpful feedbacktostudentsregardingacademicperformance (aside
froma numericorlettergrade)
3. Brieflydescribe the process you usedto identifyand selectthe instructional intervention strategy
I reviewedthe probable rootcausesandconsideredwhatwasthe commonthreadlinkingmanyorall of these
causes?What I determinedisthatinstructional practicesare notdatadriven—andconsequentlyclassroomslack
sufficientreadingdifferentiation.Afternarrowingdownacommonalitybetweenmostof these rootcauses,I
conducteda quickinternetsearchaboutdatadriven anddifferentiatedreading instructional practices. Iselected
the readingworkshopstrategytobe implemented.Additionally,Iattendedaconference onthisstrategythis
summerandhave beenreadingprofessional textsregardingitsimplementationandeffectivenessinschoolswith
highminoritypopulationsandlowreadingscores.
4. Rationale for selectingthisinterventionstrategy
Studentsare not reading.A National Endowmentforthe Artsreport in2007 documentedadownwardtrendin
readinghabitsamountsecondarystudentssince 1992; lessthanone thirdof thirteenyearoldsare dailyreaders,
and fifteentotwenty-fouryearoldsspendonlyseventotenminutesperdayvoluntarilyreading(PennyKittle,
BookLove,2013). This isnot onlya huge problemfromreadingsuccessandmasteryinhighschool,butthis
statistichasseriousimplicationsforcollegiatesuccessaswell because the averagecollege freshmanisrequiredto
read200 to 600 pagesa weekfortheircourse work(Kittle).Increasingthe amountof requiredreadingisnot
effectivebecause asmostEnglishteacherswill tellyou,manystudentsfake read.TheygotoSparknotesandother
websitestogetthe informationrequiredtopassthe testor complete the essay;theydonotactuallyread. If we
2. wantstudentstoincrease theircomprehension,fluency,stamina,andcritical thinkingwe needkidstoactually
read.So to do that kidsneedtoreadwhat theywantto read.The necessaryskillstoreadcriticallyandinsightfully
can be taughtusingmentortextsandthenstudentscanfindtheirownexamplesinthe textsthattheyare reading
independently.
There are several well-knownprofessionalswhochampionthisstrategyandactivelypromote itsimplementation
inschoolsthroughprofessionaldevelopmentseminarsandprofessionaltexts.Someof these professionalsare
Nancie Atwell,PennyKittle,andLauraRobb.
5. Insert (or append) a logic model that depictsthe overall instructional and capacity building(adultlearning)
strategy for your action plan
6. State your theory of change that is representedbythe logicmodel
Implementingreaders’ workshopandincreasingreadingacrossthe curriculumwill increase studentengagement
and testscoresand will diminishachievementgapsinreadingscores.
3. 7. Describe how your instructional strategy addressesthe three criteria for instructional program coherence
The instructional programhasa fairlyhighlevel of coherence,if implementedtothe extentof the logicmodel and
actionsteps(listedbelow).There are some potential problemareashowever.Forone,the districtwouldhave to
be willingtoabandonthe requiredreadingforeachgrade level forthe currentEnglishcurriculuminorderforthe
workshopmodel tobe implementedeffectively. Idonot foresee thisbeingaproblembecause mydistricthas
alreadyadopted the MAISA curriculumunitsforEnglish/languagearts,whichare a readinga writingworkshop
focusedcurriculum. AdditionallyourPrincipal,assistantprincipals,curriculumdirector,andschool boardwould
have to be on board andwouldneedtosupportthe staff in thisreadinginitiative. Idonot foresee thesefirsttwo
criteriaforcoherence beingaproblem;itisthe thirdthat concernsme most.Our districtisinfinancial crisisand
our testscoresare declining(becomingapriorityschool isdefinitelyapossibilityinthe nextyearorso,if nothing
changes).Because of these pressingproblemsfacingthe school,Iamnot 100% confidentthatthe resources
requiredwouldbe allocatedtoadvance the framework.Itwouldreallydependonhow confidentthe districtwas
that thisprogram wouldreallyincreasetestscores.Forthisreason,buy-inatthe administrativelevel iscrucial for
the successof thisprogram.
8. Complete the table belowto create a step-by-stepactionplan for implementingthe interventionstrategy
depictedinyour logicmodel
Action Steps Staff Responsible Timeline for Activity Resources needed
Begin End
1. Staff will read “Book Love” by
Penny Kittle and “Deeper Reading”
by Kelly Gallagher
All staff Summer
2016
Oct. 2016 Funding for books,as
indicated in Action Steps.
2. Collaborative meetings (all staff,
department, and grade level) to focus
on reading mini lessons,booktalks,
and reading engagement strategies.
All staff
SI team
Administrators
Sept. 2016 June 2017 No Cost
Building meetings on early
release days
3. Training for all English staff on
MAISA units
English department June 2016 Funding $325 per teacher +
hotel stay
4. Reading across the curriculum in-
service training
All staff, except the
English department
Sept. 2016 Funds for training
5. English teachers will meet at least 6
times a year to discuss MAISA
curriculum implementation:
effectiveness,book talks,
engagement strategies,classroom
management in workshop, student
achievement data.
Other content area teachers will be at
least 6 times a year to discuss reading
in their classrooms: frequency,
strategies,lessons,reading
engagement strategies.
All staff
Department heads
Principal
Curriculum Director
SI team
Sept. 2016 June 2017 No Cost
Building meetings on early
release days
6. Using data, teachers will monitor and
adjust reading instruction to timely
intervene as needed and identified
All staff Oct. 2016 June 2017 No Cost
4. Monitoring
Questions
Information
Needed
Data source Data collection
method
Timeline Responsible
person(s)
Adult (Fidelity)
How many staff
members read the
professional texts
assigned?
survey Anonymous
online survey
October/November S.I. team
How well and how
confident are non-
English teachers in
their ability to
address reading in
their classrooms?
Staff
discussion
response and
observation
Department
meeting notes
and
observational
notes
Monthly
throughout school
year
S.I team
Department
Heads
Principal
Curriculum
Director
How well to
English teachers
implement the new
curriculum and
workshop format?
Staff
discussion
response and
observation
Department
meeting notes
and
observational
notes
Monthly
throughout school
year
S.I team
Department
Heads
Principal
Curriculum
Director
Do teachers feel
supported (through
meetings,
resources,and
time) in this
increased reading
focus?
Survey Anonymous
online survey
At end of each
trimester
S.I. team
Curriculum
Director
Student (Impact)
How often do you
read in your
classes?
Survey In class short
survey at the
conclusion of 3rd
hour
In the middle of
each trimester
S.I. team
Principal
Curriculum
Director
How often do you
read outside of
school?
Survey In class short
survey at the
conclusion of 3rd
hour
In the middle of
each trimester
S.I. team
Principal
Curriculum
Director
What evidence is
there that increased
reading time and
lessons is
impacting reading
achievement?
Student
achievement
data
NWEA scores
SAT/MME
scores
Comparison of fall
scores to winter
(mid-year) and
spring scores.
Comparison of
scores to previous
year.
S.I team
Department
Heads
Principal
Curriculum
Director
Evaluation
Questions
Information
Needed
Data source Data collection
method
Timeline Responsible
person(s)
Adult (Fidelity)
Was the reading
workshop
implemented
correctly and
consistently as
intended in English
classes?
Survey and
observational
Self-reflective
survey on
implementation
Multiple
classroom
observations and
pop-ins
Survey- Midyear
and end of year
Observations-
throughout school
year
Principal
S.I. team
Curriculum
Director
Were reading
lessons
Survey and
observational
Self-reflective
survey on
Survey- Midyear
and end of year
Principal
S.I. team
5. implemented in
non-English
classrooms?
implementation
Multiple
classroom
observations and
pop-ins
Observations-
throughout school
year
Curriculum
Director
Student (Impact)
Did student reading
proficiency rise as
indicated in the
short term goals of
the logic model?
Student
Survey
Achievement
Data
End of Year
reading survey in
English classes
NWEA and
SAT/MME
scores
June English staff
Principal
S.I. Team
CommunicationPlan
Stakeholders Details to be Communicated Method of Communication
Students New focus on reading, student progress in middle of year,
and results at end of year
Flyers around school, announcement
during grade level meetings, teachers in
classes
Parents Vision and mission statement, and core values; New strategy
being implemented; progress with strategy; results
Parent Letters, handout at conferences,
and on schoolwebsite
Community
Members
Vision and mission statement, and core values; New strategy
being implemented and how it matches our vision; progress
with strategy; results
School website, stakeholders meeting
at beginning of schoolyear, letter to
important community members,
ad/letter in community newspaper.
School Board Vision and mission statement, and core values; Overview of
strategy and rationale; student achievement data progress
and results,staff fidelity results,reviews of strategy from
other stakeholders.
Board meetings, SI meetings when
board member present
School Staff Vision and mission statement, and core values; Rationale for
strategy; student achievement data progress and results,staff
fidelity results,reviews of strategy from other stakeholders.
Reports of student achievement data to
be given at staff meetings, department
meetings, and/oremail. Discussion of
staff fidelity results and strategy
reviews from other stakeholders.
6. Letter to Stakeholders:
Dear RomulusCommunity,Friends,andFamily,
I am writingto expressourrenewedcommitmenttomakingRomulusHighSchool aschool of excellence.Here at
RHS, my teachersandstaff worktirelesslytoprovide rigorouscurriculumforall of our studentsthatwill promote
highlevelsof studentachievementandgrowth. We believe thatthroughempowermentandengagementwitha
stimulatingandchallengingcurriculum all of ourstudentscanimprove upontheirownindividualtalents,their
critical thinkingabilities,andmanyotherskillsthatwill helpthemtobecome productive membersof ourRomulus
communityandthe world.
While we have a wonderfulteachingandsupportstaff thatwill inspire andnurture learningandgrowthinour
students,we know thatwe are justpiecesof a muchlarger puzzle.We needourfriendsand neighborshere in
Romulustohelpencourage ourstudentstopushfor success. Our RHS studentsneedandwantyoursupportas
theytackle our challengingcurriculumandstrive forhigherlevelsof achievement.
Thisyear we are increasingourfocusonreading.Studentsare goingtobe askedto read more independently
outside of the classroom.OurRHS staff wouldlike toinvite ourlargerRomuluscommunitytotake part inthis
challenge withus!We are askingour studentstoreadfor at least2 hours outside of school eachweek,andwe
challenge youtodothe same!Whenyousee a RHS student,askthemwhattheyare readingandtalkto them
aboutwhat youare reading.Helpusencourage themtoread more and expandtheirreadingexperiences! Our
studentswanttohear and learnfromyoutoo.
We are committedtomakingRHS a highperformingschool andwe are workinghardto achieve thatgoal.We ask
for yourcontinuedsupportaswe strive fornew levelsof studentachievement.Ihope youwill helpusinour
effortstoprepare our studentsforsuccessinschool andbeyond.
Sincerely,
ElizabethMarshall
Principal