OFFICE OF ACADEMICS AND TRANSFORMATION DIVISION …briefings.dadeschools.net/files/84230_2014-2015_EOY_BEST_PRACTICES.pdfEND OF SCHOOL YEAR BEST PRACTICES 2014‐2015 GRADES K‐5

OFFICE OF ACADEMICS AND TRANSFORMATION DIVISION OF ACADEMICS

END OF SCHOOL YEAR BEST PRACTICES 2014‐2015 GRADES K‐5

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INSTRUCTIONAL COMPONENT MASTER SCHEDULE

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Schedule 90 minutes of uninterrupted reading instruction. • Schedule 30 minutes of writing instruction (an extension of the 90 Minute Reading Block, if possible). • Assign, when possible, the same teacher to teach both reading and writing. • Schedule Reading Intervention (Tier 2) ‐ 30 minutes of additional reading instruction for students meeting criteria.

Use designated course codes (Weekly Briefing #15825). • Schedule Reading Intervention (Tier 3) ‐ 60 minutes of additional reading instruction for students not responding to

Tier 2 intervention. • Schedule 90 minutes of uninterrupted reading instruction (push‐in/pull‐out) to English Language Learner (ELL)

students with less than two years in ESOL with the ESOL resource teacher. ESOL resource teacher provides grades; or schedule push‐in support during ELA reading instruction to ELL students with the ESOL resource teacher. Classroom teacher is responsible for grades.

• Schedule, when possible, common planning time by subject area and/or grade level. • When deciding on classroom configurations, take into account that the resource room can only include two grade

levels and one content area for an instructional period (in accordance with the SPP). • Stagger the reading/ language arts block schedule across grade levels so that ESE teachers can service Students with

Disabilities (SWD) in separate class settings (e.g., resource room) as per their Individual Educational Plans (IEPs). • Students with disabilities (SWD) on standard curriculum should be scheduled in general education particularly if the

reading/language arts data supports placement in general education. • The resource room can only include two grade levels and one content area for an instructional period in accordance

with the Student Progression Plan (SPP). MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Ensure the implementation of a 60‐minute uninterrupted mathematics instructional block for grades K‐5. • Support grade‐level common planning for math as appropriate. • Provide push‐in/pull‐out mathematics support in the home language (Spanish/Haitian‐Creole) to English Language

Learner (ELL) Students (ESOL Levels I & II with less than two years in the ESOL program) with the same instructional objectives as implemented in the regular curriculum during the 60‐minutes uninterrupted mathematics instructional block for grades K‐5.

• Consider the mathematics general education class first when developing IEPs for students with disabilities (SWD) on standard curriculum.

• Stagger mathematics schedule across grade levels so that ESE teacher can service all students with disabilities as per their IEPs and meet the SPP requirement of no more than two consecutive grade levels and one content at a time in a resource room.

• Review assessment data and recommend that IEP team consider the general education placement for students with disabilities (SWD) scoring a Level 2 and above.



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SCIENCE (INCLUSIVE OF ELL AND ESE) • Ensure Grades K‐1 receives 60 minutes of weekly science instruction, with a minimum of 20 minutes, including

weekly inquiry activities and Grades 2‐5 receives 150 minutes of weekly science instruction, with a minimum of 30 minutes, including weekly inquiry activities.

• Provide grade‐level common planning time by subject area and Implement departmentalization, when possible. • Provide push‐in/pull‐out science support in the home language (Spanish/Haitian‐Creole) to English Language Learner

(ELL) students (ESOL Levels I & II with less than two years in the ESOL program) with the same instructional objectives as implemented in the regular curriculum during the science instructional block for grades K‐5.

• Schedule students with disabilities (SWD) on standard curriculum in general education. • Provide consultation/ Collaboration (support facilitation) for students in Science; may need to be included in the IEPs

of SWD who are provided with Science in general education. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure required instructional minutes are allocated as follows: • Grades K‐2: 60 minutes per week (Recommended 2 X’s a week for 30 consecutive minutes) • Grades 3‐5: 120 a week. (Recommended 4 X’s a week for 30 consecutive minutes) • Provide push‐in/pull‐out Social Studies support in the home language (Spanish/Haitian‐Creole) to English Language

Learner (ELL) Students ESOL Levels I & II with less than two years in the ESOL program with the same instructional objectives as implemented in the regular curriculum during the required instructional block.

ADVANCED ACADEMICS • Utilize designated ESAP numbers for Gifted, Cambridge, and International Baccalaureate Programs.

ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Common planning/department meeting • Wherever possible, teachers should be teaching either standard curriculum OR modified curriculum in the same

class. If the teacher is teaching both, please seek assistance from the district ESE office



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INSTRUCTIONAL COMPONENTS INSTRUCTIONAL FOCUS

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Assign new teachers (to school or grade level) to review Reading Wonders/WonderWorks webinars as appropriate. • Access and thoroughly review the 2015‐2016 ELA Pacing Guides. Use the ESOL link on the 2015‐2016 ELA Pacing

Guides to enhance instruction for ELL students. ESE teachers must follow the pacing guide similarly to general education teachers.

• Create/update Reading Instructional Focus Calendars based on FSA, Reading Wonders Assessments, i‐Ready, Imagine Learning, and MYA data as applicable.

• Create a remediation resource binder by standard/domain using district‐provided and other available resources. • Provide a standards’ (LAFS) refresher Professional Development. • Plan with grade levels to ensure effective delivery of Wonders “Start Smart” to establish instructional routines. • Implement targeted grade level planning sessions utilizing the FSA Item Specifications on a weekly basis. • Utilize effective planning resources (e.g., 2015‐2016 ELA Pacing Guides, Teacher’s Edition, Item Specifications, and

ESOL strategies matrix) during lesson planning sessions conducted on a weekly basis. • Ensure that general education and special education teachers are familiar with the contents of the IEPs of their SWD

including accommodations and assistive technology. • Differentiated Instruction (DI) should be evident in all classrooms in order to meet all learners’ needs; SWD’s IEP

reading/language arts goals must be addressed during DI using a myriad of multisensory tasks.

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Schedule new teachers (to school or grade‐level) to review Go Math Resources as appropriate. Utilize effective

planning resources (e.g., 2015‐2016 Pacing Guides, Teacher’s Edition, and Item Specifications) during lesson planning sessions conducted on a weekly basis.

• Create/Update Instructional Focus Calendars in Mathematics based on FSA, Topic Assessment, and MYA data as applicable.

• Create a remediation resource binder by standards using the district provided “Getting Ready for FSA in Grades 3‐5” and other available resources.

• Ensure that mathematics teachers have copies of IEP at a Glance and can implement accommodations and assistive technology as appropriate.

• Use visual representations and/or graphic organizers to illustrate solutions for math problems to solidify skills. • All teachers, including ESE teachers must have well‐planned lessons with purposefully selected examples that cover

a range of solutions presented in a particular sequence and provides opportunities for SWDs to be taught math skills first with concrete examples, then with pictorial representations and finally in abstract (or symbolic) manner.

• Address SWDs IEP mathematic goals during Differentiated Instruction (DI). • Incorporate ESOL strategies in instructional lesson plans.



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SCIENCE (INCLUSIVE OF ELL AND ESE) • Access and implement the District Science Pacing Guides (DSPG) and other instructional resources (i.e. Essential Lab,

FCAT 2.0 Science Item Specifications, Learning Goals, benchmarks instructional resources by grade levels etc.) • Utilize the correlation of reading Wonders to support Elementary Science NGSSS. • Incorporate LAFS and MAFS into instruction, specifically by increasing writing expectations (CER, CIS). • Incorporate hands‐on and inquiry activities (i.e., Essential Labs, Benchmark Resources, and Problem‐Based Authentic

Project Development) that will address specific DSPG topics on a regular basis. • Establish differentiated activities based on student needs, learning profiles, and other available data. • Incorporate ESOL strategies in instructional lesson plans. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Grades K‐2: NGSSS‐SS benchmarks and pacing guides with emphasis on Florida Literacy Standards identified in

pacing guides. • Grade 3‐5: NGSSS‐SS benchmarks and pacing guides with emphasis on Civic knowledge and skills with emphasis on

Florida Literacy Standards identified in pacing guides. • Incorporate ESOL strategies in instructional lesson plans. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • There should be evidence of shared reading experiences, including visual supports or Speech generated device (SGD)

options to build on student participation. • Utilize lessons and suggested monthly planning guides in Unique Learning System (ULS) to support access points. • Establish DI based on student’s needs, IEP goals, and scaffold activities for different comprehension levels. • Teachers should use materials that are age respectful during lessons/activities

INSTRUCTIONAL COMPONENTS PROGRESS MONITORING

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Utilize Data Debriefing Protocols for i‐Ready. • Utilize Data Debriefing Protocols for Mid‐Year Assessments (MYA). • Utilize Data Debriefing Protocols for Wonders Weekly and Unit Assessments. • Utilize Tier 2 data monthly PM tracking sheet. • Create an i‐Ready PM monthly calendar for teachers of students receiving intervention. • Develop a calendar/system for regular classroom walkthroughs to monitor the fidelity and effectiveness of

reading/language arts instruction. • Monitor and manage students’ online i‐Ready instruction to support their progress. • Include ESE classrooms when conducting walkthroughs to monitor effective reading/language arts instruction. • Ensure that ESE teachers have access to all available data of the students that they work with (consultation, support

facilitation, etc.). • Ensure that ESE teachers can analyze data and identify effective instruction based on the data.



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Utilize “Checks for Understanding” lesson component to group students and support Differentiated Instruction of

primary standards. • Utilize Data Debriefing Protocols for Topic Assessments and Mid‐Year Assessments (MYA). • Monitor and manage students’ online i‐Ready instruction to support their progress. • Include ESE classrooms when conducting walkthroughs to monitor effective mathematics instruction. • Ensure that ESE teachers have access to all available data of the students that they work with (consultation, support

facilitation, etc.). • Ensure that ESE teachers can analyze data and identify effective instruction based on the data. SCIENCE (INCLUSIVE OF ELL AND ESE) • Utilize QSBA as formative assessment and administer Midyear Assessment to inform instruction • Conduct data chats (post formative assessment) with students in order to facilitate student progress monitoring • Conduct weekly administrative classroom walkthrough to monitor effective science instruction • Utilize Item Specs and Pacing Guides for grade level/subject planning • Utilize science formative assessments (e.g., including Rubrics) for SWD to facilitate progress monitoring in this

content area

SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure teachers know how to utilize assessment items from McGraw‐Hill online assessment banks and monitor

student mastery of complex Social Science content. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Update student profiles in ULS annually or as needed. • Complete monthly checkpoints (pre and posttests) • Use I Ready data to drive decision making and instruction. • Conduct periodic administrative observations to ensure effective lessons and activities are being conducted

INSTRUCTIONAL COMPONENTS DATA/COMPLIANCE

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Disaggregate FSA and i‐Ready data by teacher and student for student placement into intervention. • Analyze i‐Ready profile characteristics, as well as other data points, to make instructional decisions for Differentiated

Instruction (DI). • Disaggregate FSA data by teacher and student to address domain deficiencies. • Ensure that all teachers can analyze data and identify best practices based on data. • Analyze i‐Ready data to progress monitor student usage and provide opportunities for grade level customization. • Analyze i‐Ready data to focus instruction for SWD. • Data chats must be conducted with special education (SPED) teachers including teachers who teach students on a

modified curriculum. • Analyze the Imagine Learning report for beginning ELL students with less than one year in ESOL. • Review and comply with ESOL closing of school procedures.



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Disaggregate FSA data by teacher and student to address Domain deficiencies • Analyze MYA Data to make instructional decisions for Differentiated Instruction (DI) of secondary standards. • Analyze i‐Ready data to monitor student usage and provide opportunities for Red button and Blue button grade

level customizations. • Utilize iReady data to focus instruction for SWD

Data chats must be conducted with special education (SPED) teachers including teachers who teach students on a modified curriculum.

SCIENCE (INCLUSIVE OF ELL AND ESE) • Disaggregate QSBA and Mid‐Year Assessment (MYA) to drive instruction. • Conduct data chats (administration‐teacher, teacher‐student) in order to modify instructional focus, as needed, and

include ESE teachers in school‐wide science data chats related to content areas whether consult, support facilitator, or separate class.

• Identify secondary instructional benchmarks. • Utilize FCAT 2.0 and DDEOC to reflect on instruction. • Utilize formative assessment data to determine the progress of SWD in the content area of Science. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure teachers are knowledgeable on how to create assessments from item banks available through McGraw‐Hill

online resources aligned to NGSSS‐SS to tract student mastery of complex Social Science content. • Utilize ELL data to modify instructional focus as needed. ADVANCED ACADEMICS • Update Gifted Educational Plans (EP) that will expire in June, July, August and/or September • Conduct FTE Pre‐Audit for every gifted folder to prepare for audit year 2015‐2016 ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Utilize ULS benchmarking to drive appropriate instruction to meet each student’s needs • Use FAA score reports to identify the access points that the student’s failed to achieve

INSTRUCTIONAL COMPONENTS PROFESSIONAL DEVELOPMENT

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Conduct a school‐based “Professional Development Needs” survey. • If necessary, train teachers on data analysis and identification of best practices based on data. • Create a calendar of Professional Development Activities. • Train teachers in i‐Ready and begin i‐Ready Diagnostic in August. • Provide (or encourage participation in) PD for general education and ESE teachers on accommodations

implementation and Universal Design for Learning (UDL) practices, as well as in characteristics of SWD. • Provide a standards’ (LAFS) refresher Professional Development. • Provide “My Learning Plan” refresher training to teachers for registration and follow‐up activities. • Promote collaboration between ELA teachers/teachers of ELL students during PD opportunities.



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Complete Professional Development survey. • Create a calendar of Professional Development Activities. • Train teachers and begin i‐Ready Diagnostic in August. • Provide the opportunity for Mathematics Coaches/ Elementary Math Liaisons to attend monthly Math iCADs and for

classroom teachers to attend Mathematics PD sessions throughout the school year. • Support the sharing of information learned at PD sessions as well as teachers’ efforts to ‘transfer’ training to the

classroom. • ESE teachers should be granted access to attend mathematics PDs alongside general education teachers. • General education teachers should attend accommodations implementation and Universal Design for Learning (UDL)

PD. SCIENCE (INCLUSIVE OF ELL AND ESE) • Create professional development calendar and assign specific teachers to attend and share information with

colleagues. • Attend ICAD and other district professional development on content and pacing and instructional strategies. • Provide ELL Content Area Best Practices PD • Include ESE teachers in all PD provided to general education teachers. • Ensure that general education teachers attend IEP accommodations implementation and Universal Design for

Learning (UDL) PD. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure teachers are knowledgeable on how to utilize online McGraw Hill textbook and Stimuli Based Instructional

Strategies with an emphasis on primary source documents analysis. • Include teachers of ELLs and ESE in all PD provided to general education teachers. ADVANCED ACADEMICS • Follow‐up with IB Teachers to confirm registration of IB District Professional Development on August 17‐18, 2015. • Follow‐up with new Cambridge Primary teachers, to confirm registration of Stage 1 and Stage 3 Cambridge

Professional Development on June 10‐11, 2015. • Ensure all IB Professional Development Invoices with appropriate IBO Certificate of Completions have been sent to

the Department of Advanced Academic Programs. ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Teacher will attend access point and ULS PD’s • Teachers will update their knowledge and skills on the ULS curriculum by viewing videos and webinars as well as

archived webinars. http://snapboard.com/n2ytraining



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INSTRUCTIONAL COMPONENTS INTERVENTION

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Identify students in need of intervention for the 2015‐2016 school year based on assessment performance: students

scoring an FSA Level 1 and 2 (Grades 3‐5) and students scoring below the 40th percentile in SESAT (Grade K) or SAT‐10 (Grades 1‐2). Develop schedules for all students who will receive intervention during the 2015‐2016 school year.

• Develop a chart/system for tracking student information (i.e., whether student will be placed into FS or ACT intervention, Diagnostic data, PM data, name of interventionist/teacher).

• Utilize i‐Ready Diagnostic Window 3 data to determine placement into elementary WonderWorks intervention (refer to WonderWorks Intervention Placement Charts and Intervention Framework for ELL). Students with disabilities (SWD) also follow the Intervention Placement Chart unless otherwise indicated on their IEP.

• Use course codes for students placed in intervention – Program 19 or Program 29. See Weekly Briefing #15825. • Create Instructional Groups on i‐Ready by interventionist/teacher. • Create folders/system for keeping attendance logs and formative assessments. • Use an attendance log for intervention fidelity. • Principals will identify one individual with administrative rights who will be responsible for scheduling and assigning

Diagnostic and PM assessments throughout the year. • See Data Chat Protocol for decision‐making based on student performance in the intervention setting. • Promote communication and collaboration between teachers of ELL students and Home Language Arts teachers in

order to provide seamless instruction and monitoring of progress. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Utilize HMH GO Math! Lesson’s “Quick Check” (two‐checked marked problems) to check for understanding, and

provide DI utilizing the lesson’s recommended re‐teaching tools and resources during DI time within the instructional block.

• Utilize HMH GO Math! Spanish version with newly arrived ELL during Curriculum Content in the Home Language. • Chart instructional materials and progress monitoring tools used in after school tutorial programs. • Develop a Mathematics intervention schedules extending beyond the 60 minute mathematics instructional block,

addressing FSA Level 1 and 2 students’ needs: • Students who are on or above grade level in class or i‐Ready lessons should complete no more than 45 minutes a

week. Students who are one grade level or two or more grade levels below should complete no more than 90 minutes a week.

• Ensure that students with disabilities are participating in school wide interventions for math, if available.

SCIENCE (INCLUSIVE OF ELL AND ESE) • Remediate content that has been previously addressed/ taught. • Develop and implement a schedule of intervention based on data analysis, progress monitoring, and instructional

focus that includes home learning, technology resources, and tutoring. • Incorporate the following resources as best align to the instructional focus (BYOD; Gizmos; Bell ringers; Florida

Achieves (FCAT Explorer and FOCUS); CPALMS; Power My Learning; Discovery Education. • Incorporate Discovery Education, NBC Learn, and supplemental resources to provide home language support to ELLs

as needed



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SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE)

ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Utilize iReady data to reteach skills not mastered

INSTRUCTIONAL COMPONENTS ENRICHMENT

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Utilize Level‐up strategies and Beyond Level yellow pages in McGraw‐Hill Reading Wonders. • Create literature circles using trade books/novels or Thinkmark questions in the Beyond Level Readers (see “Reading

Extended Complex Text” Reading Wonders TE). • Utilize “Integrate Ideas” in McGraw‐Hill Reading Wonders. • Create folders/system for monitoring instructional materials and progress monitoring tools used in enrichment. • Participate in District‐wide literacy competitions. • Utilize summer resource Florida Kids Learn! Title III‐funded supplemental resources, as per Weekly Briefing #17036,

to bridge the “away‐from‐school summer gap” and encourage parental participation in the parent’s home language (Spanish/Haitian‐Creole).

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Utilize Go Math! FL MAFS Enrich Book and HMH Grab & Go! Activities. • Utilize summer resource Florida Kids Learn! Title III‐funded supplemental resources, as per Weekly Briefing #17036,

to bridge the “away‐from‐school summer gap” and encourage parental participation in the parent’s home language (Spanish/Haitian‐Creole).

• Ensure that SWD participate in enrichment activities (e.g., mathematics fair). SCIENCE (INCLUSIVE OF ELL AND ESE) • Participate in STEM related activities and competitions (Science Fair, SECME etc.) that require students to

incorporate their knowledge, skills, and critical thinking (previous and current) through model development, data analysis, writing, and oral presentations (great resource ‐ Discovery Board Builder.)

• Establish before, after, and during school opportunities that incorporate the following researched based resources as best align to the instructional focus, BYOD; Gizmos; Bell ringers; Florida Achieves (FCAT Explorer and FOCUS); CPALMS; Power My Learning; Discovery Education; NBC Learn.

• Encourage and promote ELL participation in STEM related activities and competitions as appropriate • Ensure that SWD participate in enrichment activities (e.g., Science fair). • Encourage ESE teachers to take advantage of BrainPop and other visual media available for reinforcement/re‐

teaching on content for students who need repetition. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Participate in District‐sponsored programs and competitions e.g., Geography and History Bees and Special

cultural/historical month essay contests. Celebrations commemorating special months, e.g., Hispanic Heritage Month, Black History Month, Women’s History Month should be of academic and research‐based best practices.

• Encourage and promote ELL participation in District‐sponsored programs and competitions as appropriate.



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ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • View resources for access points found at www.accesstofls.weebly.com and www.cplams.org.

INSTRUCTIONAL COMPONENTS TECHNOLOGY/DIGITAL CONVERGENCE

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Create instructional groups on i‐Ready for both entire classrooms and WonderWorks intervention groups. • Set‐up myOn Reader. • Train teachers in the technology component section of the pacing guides. • Train teachers on McGraw‐Hill digital resources. • Utilize Imagine Learning with ELL students ESOL level 1 with less than one year in the ESOL Program. • Review IEPs of SWD to determine technology needs for accessing education. • Ensure that ESE classrooms have the same access to technology as the general education classrooms (i.e.,

computers, smartboard, etc.) • Train teachers to use Learning Ally so that SWD can listen to ELA textbook(s) in audio format.

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Create i‐Ready instructional groups. Create i‐Ready implementation schedule as applicable based on Diagnostic 1

results and modify as per progress and further i‐Ready Diagnostic Assessment results. Create Reflex schedule as applicable.

• Utilize web‐based Technology Resources listed in the latter part of the pacing guide aligned to the lessons (e.g., CPALMS, Discovery Education, NBC Learn, Gizmos) to enhance the teaching and learning of concepts.

• Utilize Go Math! Destination Math, Animated Models, and Mega Math to support differentiated instruction (DI) of primary standards.

• Utilize Go Math! eTeacher Edition, Professional Development Video Podcasts, and Chapter ePlanner to facilitate in planning lessons and assign online activities and lessons to students.

• Utilize iTools to support teaching with interactive digital manipulatives and eStudent Edition which provides audio reinforcement and point‐of‐use links like the Multimedia eGlossary and the above mentioned DI technology resources aligned to the lessons.

• Ensure that ESE classrooms have the same access to technology as the general education classrooms (i.e, computers, smartboard, etc.) Encourage the use of mathematical apps that will reinforce content taught and accommodate

• Train teachers to use Learning Ally so that SWD can listen to mathematics textbook in Audio format.



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SCIENCE (INCLUSIVE OF ELL AND ESE) • Incorporate the use of technology during instruction and require students to use various media to analyze, present

results and conclusions using interactive boards. (i.e., Discovery Board Builder) and encourage classes to participate in real time webinars and online presentations (Discovery, etc.).

• Become more familiar with online resources to assign and collect assignments. (e.g., My Big Campus, One Drive) and incorporate the use of tablets, laptops or other personal devices on a regular basis in the science classroom for curriculum and research.

• Utilize digital resources provided by the District to supplement, enrich, reinforce, and remediate classroom content and lab investigations (i.e., BYOD, GIZMOs, Discovery Education, NBC Learn) for all students, inclusive of ELLs.

• Use a multisensory approach to teaching Science to SWD using many hands‐on, group and visuals tasks through the assistance of technology.

• Train teachers to use Learning Ally so that SWD can listen to Science textbook in Audio format.

SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Utilize technology resources embedded in K‐5 pacing guides as well as ones included in the McGraw Hill online

learning resources. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Review IEP’s for Assistive Technology (AT) information for each student. Review AT PowerPoint at

[email protected] for procedures that include links to support teachers in learning about AT for students

INSTRUCTIONAL COMPONENTS EXTENDED LEARNING SERVICES

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Create a plan for extended learning services (before/after school, Saturday Academy, etc.). • Align programs and resources for extended learning services. • Create an Instructional Focus Calendar for extended learning services. • Initiate/develop an articulation process/feedback loop amongst teachers for decision‐making based on student

performance in the extended learning setting. • Apply for 2015‐2016 Title III funds to implement the Supplemental Tutoring Academy for English Language Learner

(ELL) Students. The briefing is sent early September 2015.

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Create a plan for extended learning services (e.g., before/after school, Saturday academy). • Assignment of programs and resources for extended learning services. • Apply for 2015‐2016 Title III funds to implement the Supplemental Tutoring Academy for English Language Learner

(ELL) Students. The briefing is sent early September 2015. • Ensure SWD participate in extended learning services activities (e.g., clubs, Science Fair) as non‐disabled peers,

particularly as these relate to their IEP.



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SCIENCE (INCLUSIVE OF ELL AND ESE) • Encourage schools to participate in outreach programs, after school science clubs and participate in SECME and

Science Fair • Assign quarterly Project Based Learning activities • Establish before, after, and during school opportunities that incorporate the following researched based resources

as best align to the instructional focus, BYOD; Gizmos; Bell ringers; Florida Achieves (FCAT Explorer and FOCUS); CPALMS; Power My Learning; Discovery Education; NBC Learn.

• Apply for 2015‐2016 Title III funds to implement the Supplemental Tutoring Academy for English Language Learner (ELL) Students. The briefing is sent early September 2015.

• Ensure that SWD participate in extended learning services activities (e.g., clubs, Science Fair) as non‐disabled peers, particularly as these relate to their IEP.

SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • As needed per school/grade level. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Monitor student’s ability to retain learned skills during the previous school year to make Extended School Year (ESY)

decisions. INSTRUCTIONAL COMPONENTS

INSTRUCTIONAL COACHES PLANNING ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Conduct a department support‐needs assessment and schedule coaching cycles as applicable. • Organize/distribute core reading materials. • Attend Monthly ICADs. • Create a planning protocol that includes review of the FSA Item Specifications to unpack the standards and analyze

response mechanisms and task demands. • Set up a school‐wide independent reading program. • Include ESOL resource teachers in the instructional planning process for ELL students.

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Conduct a department support needs assessment and schedule coaching cycles as applicable. • Attend Monthly ICADs. • Create a planning protocol that includes review of the FSA Item Specifications to unpack the standards for each

topic. • Ensure that mathematics instructional coaches share best practices with ESE teachers on a scheduled basis. • Incorporate ELL best practices in the Mathematics classrooms. SCIENCE (INCLUSIVE OF ELL AND ESE) • Attend workshops designed for science liaison to address content, instructional strategies and share best practices

(ICADS) • Collaborate with ELA/ELL school instructional coaches to incorporate ELL best practices in the Science classroom. • Train and inform science instructional coaches, on the types of supports to SWD in general and separate class

settings.



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SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Assign an Elementary Social Science contact person in order to share and spearhead initiatives from the District

related to elementary Social Sciences. • Incorporate ELL best practices in the Social Science classrooms.

ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Include all ESE teachers in sharing of information and materials.

End of “2014‐2015 GRADES K‐5 END OF SCHOOL YEAR BEST PRACTICES”


END OF SCHOOL YEAR BEST PRACTICES 2014‐2015 GRADES 6‐8

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INSTRUCTIONAL COMPONENTS MASTER SCHEDULE

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Schedule the same reading teachers for the same courses in 15‐16 as those who taught them in 2014‐ 2015 if

possible and schedule IR and IR‐EN as pure one‐grade level periods. • Schedule IR+ to ensure that ELA class is scheduled back‐to‐back with IR+ and is taught by the same teacher. Grade 6

must be pure sixth grade students. The grade 7/8 class may be combined if necessary. • Schedule ELLs by grade level in the Language Arts through ESOL (grades 6‐8) courses. • Schools with large ELL populations should make every attempt to schedule ELL students in the ELA course by English

proficiency level without scheduling more than two consecutive ESOL levels in the same class. Schedule newly arrived, beginning language proficiency ESOL level 1 students together whenever feasible in the Language Arts through ESOL (grades 6‐8), and in the Developmental Language Arts courses (6‐8).

• Students with disabilities (SWD) on standard curriculum should be scheduled in general education courses (IR and/or IR +) particularly if the reading/language arts data supports placement in general education.

• Review 3+ years (6+ semesters) data to appropriately future ESOL students in either Developmental LA through ESOL or IR classes.

• ESE Department Chairperson can assist with determining SWD who would benefit from participation in general education courses (IR and/or IR +; English) if assessment data supports placement in the general education classes.

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Schedule departmental common planning by subject area to ensure teachers design rigorous lessons to meet the

expectations of the MAFS. • Offer opportunities for accelerated work such as Grade 6 Advanced, Grade 7 Advanced, and Algebra I Honors. • Offer opportunities for remediation by scheduling Intensive Mathematics courses as per recommendations in

Weekly Briefing 17356. • Utilize the Home Language Assistance Program (HLAP) to provide translational content tutoring to English Language

Learners levels I‐IV as per recommendations in Weekly Briefing 14452. HLAP positions are allocated in schools with 15 or more students of the same language.

• Group lower ESOL level students together in content classes whenever feasible. • Review assessment data and recommend that IEP team consider the general education placement first for students

first scoring a Level 2 and above. • Assign dually certified teachers to teach inclusion Mathematics content classes; provide support facilitation through

the IEP for SWD in these courses. SCIENCE (INCLUSIVE OF ELL AND ESE) • Provide teachers of the same subject with common planning time and minimize the number of course preparations

per teacher. • Group science teachers geographically by grade level to encourage the sharing of lab materials, supplies, and best

practices and maintain the continuity of teachers at the same grade level in order for teachers to gain expertise in science content that varies from grade to grade.

• Utilize the Home Language Assistance Program (HLAP) to provide translational content tutoring to English Language Learners levels I‐IV as per recommendations in Weekly Briefing 14452. HLAP positions are allocated in schools with



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15 or more students of the same language. • Group lower ESOL level students together in content classes whenever feasible. • Schedule students with disabilities (SWD) on standard curriculum in general education. • Provide consultation/ Collaboration (support facilitation) for students in science; may need to be included in the IEPs

of SWD who are provided with Science in general education. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that school’s highest quality teachers are instructing 7th grade Civics and that the Social Science Department

Chairperson is instructing at least one section of 7th grade Civics in order to lead the department effectively; • Ensure that students are scheduled in the proper courses: 6th grade World History, 7th grade Civics, & 8th grade

U.S. History. • Ensure that any 8th grade student transferring to the school from a private school, out of state school, or arriving

from another country prior to the beginning of the second semester (3rd nine weeks) who does not have an equivalent Civics course on their transcript is scheduled in both 7th grade Civics and 8th grade U.S. History.

• Utilize the Home Language Assistance Program (HLAP) to provide translational content tutoring to English Language Learners levels I‐IV as per recommendations in Weekly Briefing 14452. HLAP positions are allocated in schools with 15 or more students of the same language.

• Group lower ESOL level students together in content classes whenever feasible. ADVANCED ACADEMICS • Refer to CB1 for the most updated Florida Course Codes for Middle School Advanced, Honors, MYP IB, Cambridge,

and Gifted Courses. ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Include teachers of modified curriculum in departmental meetings for each subject area • Individual program meetings • Wherever possible, teachers should be teaching either standard curriculum OR modified curriculum in the same

class. If the teacher is teaching both, please seek assistance from the district ESE office INSTRUCTIONAL COMPONENTS

INSTRUCTIONAL FOCUS ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Meet with reading coach/contact and all ELA and Reading teachers including ESE and ELL to review pacing guides,

item specs, and refresher LAFS training. • Register over the summer for reading PD as necessary. • Incorporate ELL strategies in instructional lesson plans:

http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies_Matrix.pdf • Provide ELL student’s access to English to heritage language dictionary (word‐to word). • Students with disabilities (SWD) on standard curriculum should be scheduled in general education courses (IR and/or

IR +) particularly if the reading/language arts data supports placement in general education. Focus on DI to target the reading skills of all students and include SWD, particularly those reading/language arts skills identified on their IEP goals.

• Ensure that ESE teachers (consultative, support facilitators, etc.) have access to all available student data, and a copy of the IEP at a Glance indicating the SWDs accommodations; and that they are able to implement them.



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Schedule new teachers (to school or grade‐level) to review McGraw‐Hill resources as appropriate. Have all teachers

access and review the 2015‐2016 Pacing Guides for Mathematics. Provide a MAFS refresher Professional Development, facilitated by the Mathematics Chairperson/Coach, using the district developed annual Math Essentials PowerPoint.

• Create grade level, course specific Instructional Focus Calendars with primary standards from the 1st nine weeks pacing guides inclusive of dates to administer the Topic Assessments and Mid‐Year Assessment (once schedule is released) and establish dates to update the primary standards for each of the nine weeks.

• Create a timeline to update Instructional Focus Calendars in Mathematics with data‐driven secondary standards based on FSA, Topic Assessment, and MYA data, beginning after the administration of the first Topic Assessment for each course.

• Create a remediation resource binder (e.g. by standards) using the district provided “Getting Ready for FSA in Grades 6‐8” and other available resources.

• Implement targeted departmental planning strategies on a weekly basis, utilizing the FSA Item Specifications, incorporating meaning development, and infusing the McGraw‐Hill Inquiry Labs, Power Ups, and HOTs.

• Create a departmental timeline to incorporate FSA Essentials resources during classroom instruction, such as Training Test Scavenger Hunts, Equation Editor Tutorials, FSA Online Calculator Practice, Reference Sheet Scavenger Hunts, etc., routinely as applicable, prior to the administration of the FSA.

• Develop well‐planned lessons with purposefully selected examples that cover a range of solutions presented in a particular sequence which embed opportunities to teach SWDs math skills with concrete examples first, then with pictorial representations and finally in an abstract (or symbolic) manner.

• Incorporate ELL strategies in instructional lesson plans: http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies_Matrix.pdf

• Provide ELL student’s access to English to heritage language dictionary (word‐to word). SCIENCE (INCLUSIVE OF ELL AND ESE) • Access and implement instruction using District Pacing Guides (DPG), course descriptions, and related resources (i.e.,

Essential Science Labs, FCAT Science 2.0 Item Specifications, Middle Grade Learning Goals, BYOD Resources.) • Incorporate hands‐on and inquiry activities (i.e., Essential Labs, Benchmark Resources, and Problem‐Based Authentic

Project Development) that will address specific DPG topics on a regular basis. • Incorporate LAFS and MAFS into instruction, specifically by increasing writing expectations, utilizing instructional

sentence frames to support ELLs during writing activities (i.e., Claim Evidence Reasoning , Comprehension Instructional Sequence)

• Establish differentiated activities and instructional strategies based on student needs, learning profiles, and other available data. Encourage teachers to use BrainPop (if available) and other visual media for reinforcement/re‐teaching content for SWDs who need repetition.

• Provide the same instructional focus for SWD with the exception that accommodations such as Extended Time, summarizing, may need to be provided indicated on their IEPs and implement the use of Universal Design for Learning with SWD in content areas.


• Provide ELL student’s access to English to heritage language dictionary (word‐to word).



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SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that teachers are focusing on NGSSS‐SS benchmarks assigned to their respective courses and following the

appropriate pacing guides with emphasis on Florida Literacy Standards identified in pacing guides. • Ensure that 7th grade Civics teachers are well versed on how to unwrap 7th grade Civics EOC benchmarks and utilize

the 7th grade Civics Item Specifications document to drive instruction. • Ensure that instruction in all social sciences courses 6‐8 is focusing on the skills of analyzing primary source

documents, engaging the learner in complex writing tasks, and using stimuli‐based instructional strategies. • Incorporate ELL strategies in instructional lesson plans. • Utilize instructional sentence frames to support ELLs during writing activities (i.e., Claim Evidence Reasoning ,

Instructional). • Incorporate ELL strategies in instructional lesson plans:

http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies_Matrix.pdf • Provide ELL student’s access to English to heritage language dictionary (word‐to word). ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • There should be evidence of shared reading experiences, including visual supports and individualized student

supports • Utilize lessons and suggested monthly planning guides in Unique Learning System (ULS) to support access points • Establish DI based on student’s needs, IEP goals, and scaffold activities for different comprehension levels • Students who are 18‐22 should be using the STEPS curriculum • Teachers should use materials that are age respectful during lessons/activities.


ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Consistently monitor/ debrief about reading programs data and use it to make decisions for differentiated

instruction, including disaggregate data by exceptionality and utilize iReady data to focus on differentiated instruction for SWD.

• Review and monitor data for ELLs that have been in ESOL program 3+ years (6+ semesters) for appropriate programmatic decisions (exit or continuation of services).

• Include ESE IR and/or IR+ classrooms (e.g., VE) when conducting walkthroughs to monitor effective reading/language arts instruction, including rigor.

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Establish/utilize Data Debriefing Protocols for Topic Assessments prior to the administration of the first Topic

Assessment for each course. • Establish/utilize Data Debriefing Protocols for Mid‐Year Assessments (MYA). • Develop a departmental DI implementation plan to include established expectations (i.e. days of the week, first half

of the block, etc.) to incorporate DI lessons based on secondary data‐driven standards. • Include ESE classrooms (e.g., VE) when conducting walkthroughs to monitor effective mathematics instruction,

including rigor. • Ensure that ESE teachers (consultative, support facilitators, etc.) have access to all available student data and

understand how to differentiate mathematics instruction based on that data. • Document ELLs language levels when conducting data chats and implementing student progress monitoring.



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SCIENCE (INCLUSIVE OF ELL AND ESE) • Utilize QSBAs, Formative Assessment probes, and Unit assessments by course as formative assessments. • Conduct data chats (post formative assessment) with students in order to facilitate student progress monitoring. • Document ELLs language levels when conducting data chats and implementing student progress monitoring. • Conduct weekly administrative classroom walkthroughs to monitor effective science instruction. • Utilize science formative assessments (e.g., including Rubrics) for SWD to facilitate progress monitoring in this

content area. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure teachers know how to utilize assessment items from McGraw‐Hill online assessment banks and monitor

student mastery of complex Social Science content associated with 6th grade and 8th grade courses. Ensure that teachers utilize MYA data in 7th grade Civics to differentiate instruction and monitor student progress.

• Document ELLs language levels when conducting data chats and implementing student progress monitoring. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Update student profiles in ULS annually or as needed. • Complete monthly checkpoints (pre and post‐tests) • Use I Ready data to drive decision making and instruction. • Conduct periodic administrative observations to ensure effective lessons and activities are being conducted


ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Disaggregate/analyze i‐Ready and Scholastic data from AP3 by teacher/student for placement into intervention

programs and to make instructional decisions regarding differentiated instruction. • Complete Attachment I from the Technical Assistance Plan (TAP) and send to future schools by May 29. • Utilize ELL student data (CELLA, Imagine Learning, Achieve 3000, and i‐Ready) to modify instructional focus as

needed. • Review and comply with ESOL closing of school procedures. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Disaggregate FSA data by teacher and student to address deficiencies by Reporting Category. • Create a timeline for teachers to analyze MYA and Topic Assessment data to make instructional decisions for

Differentiated Instruction (DI) and to incorporate data‐driven secondary standards in the development of Instructional Focus Calendars.

• Develop a schedule to analyze i‐Ready data to progress monitor student usage of the red lessons and provide opportunities for grade level customizations of the Extra Lessons.

• Utilize iReady data that has been disaggregated by exceptionality to focus on differentiated instruction for SWD. • Monitor performance of SWD who participate in EOC assessments (e.g., Algebra) in middle school, to determine

appropriateness of waiver.



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SCIENCE (INCLUSIVE OF ELL AND ESE) • Disaggregate Unit tests, QSBA, and MYA data to drive instruction (e.g., secondary benchmarks) and utilize Biology

EOC, FCAT 2.0 and DDEOC data to reflect on instruction. • Conduct data chats (administration‐teacher, teacher‐teacher) in order to modify instructional focus, as needed, and

include ESE teachers in school‐wide Science data chats related to content areas whether consult, support facilitator, or separate class.

• Utilize ELL student data to modify instructional focus as needed. • Utilize formative assessment data to determine the progress of SWD in the content area of science. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • For grade 7: Ensure teachers are creating mini‐assessments based on 7th grade Civics EOC tested benchmarks and

utilizing data from Civics MYA. • For grades 6 & 8: Ensure teachers are knowledgeable on how to create assessments from item banks available

through McGraw‐Hill online resources aligned to NGSSS‐SS to tract student mastery of complex Social Science content.

• Utilize ELL student data to modify instructional focus as needed. ADVANCED ACADEMICS • Update Gifted Educational Plans (EP) that will expire in June, July, August and/or September • Conduct FTE Pre‐Audit for every gifted folder to prepare for audit year 2015‐2016 ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Utilize ULS benchmarking to drive appropriate instruction to meet each student’s needs • Use FAA score reports to identify the access points that the student’s failed to achieve


ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Provide ELA, ELL, and ESE teacher professional development on i‐Ready Diagnostic Assessments in order to begin

program promptly in August. ESE teachers should attend Language Arts/Reading PDs, alongside their general education teachers.

• Provide IR, IR‐EN, and IR+ teachers including ELL and ESE in‐program professional development as needed • Advise ESOL teachers of forthcoming ESOL Summer Professional Development opportunity. • General education teachers and coaches should attend accommodations implementation and Universal Design for

Learning (UDL) PD. • Train teachers to use Learning Ally so that SWD can listen to ELA text books and ancillary readings in audio format. • ESE teachers should attend Language Arts/Reading PDs, alongside their general education teachers. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Have staff complete a professional development needs survey and use the results to create a calendar of

Professional Development Activities. • Train teachers on i‐Ready in August and begin i‐Ready Diagnostic according to identified dates for the 2015‐2016

school year. • Provide opportunities for Math Coaches/Department Chairpersons to attend monthly Math Leaders’ iCADs and

schedule dates to debrief with administration as well as collaborate and share information with teachers upon their return.



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• Provide ELL Content Area Best Practices professional development. • Grant ESE teachers access to attend mathematics PDs alongside general education teachers. • Ensure general education teachers and coaches attend accommodations implementation and Universal Design for

Learning (UDL) PD. • Train teachers to use Learning Ally so that SWDs can listen to mathematics textbook in Audio format. SCIENCE (INCLUSIVE OF ELL AND ESE) • Create professional development calendar and assign specific teachers to attend and share information with

department/subject area teachers. • Attend district science leadership professional development (ICADS, Content and Pacing, Instructional Discourse)

and specific content and strategies professional development in order to build capacity of science content at all grade levels.

• Provide ELL Content Area Best Practices PD. • Include ESE teachers in all PD provided to general education teachers. • Ensure that general education teachers attend IEP accommodations implementation and Universal Design for

Learning (UDL) PD. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that teachers are taking advantage of District‐sponsored PD. • Encourage social science department to develop PLCs conducted during common planning sessions/department

meetings. • Provide ELL Content Area Best Practices professional development. ADVANCED ACADEMICS • Follow‐up with IB Teachers to confirm registration of IB District Professional Development on • August 17‐18, 2015. • Follow‐up with new Cambridge Secondary 1 teachers, to confirm registration of Stage 1 and Stage 3 Cambridge

Professional Development on June 10‐11, 2015. • Ensure all IB Professional Development Invoices with appropriate IBO Certificate of Completions have been sent to

the Department of Advanced Academic Programs. ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Teacher will attend access point and ULS PD’s • Teachers will update their knowledge and skills on the ULS curriculum by viewing videos and webinars as well as



ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Follow protocols as denoted in the Technical Assistance Paper for Placement in Reading classes. • Use data to identify students that need additional support (e.g., outside of the school day tutorial support). • Consistently review usage reports for SWD access to required interventions and curriculum (e.g., System 44) and

Train SWD to use Learning Ally so that they can listen to mathematics textbook in Audio format.



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Utilize McGraw‐Hill’s Teach the Concept scaffolded questions and Guided Practice to check for understanding and

provide DI utilizing the lesson’s recommended re‐teaching tools and resources to implement DI on primary standards from the Pacing Guide.

• Utilize Topic Assessments, MYA, and McGraw‐Hill’s eAssessment to create flexible student groupings and provide DI on secondary, data‐driven standards.

• Chart instructional materials and progress monitoring tools used in before and after school tutorial programs. • Use data to place students in intervention and schedule Intensive Mathematics courses as per recommendations in

Weekly Briefing 17356. • Develop a Mathematics intervention schedule for pull‐outs and push‐ins, addressing FSA Level 1 and 2 students’

needs. • Utilize the i‐Ready diagnostic to target students for intervention and provide opportunities for instruction in the red

lessons per recommended usage per week. • Ensure that SWDs are participating in school wide interventions for math, if available. SCIENCE (INCLUSIVE OF ELL AND ESE) • Remediate content that has been previously addressed/ taught. • Develop and implement a schedule of intervention based on data analysis, progress monitoring, and instructional

focus that includes home learning, technology resources, and tutoring. • Incorporate the following resources as best align to the instructional focus, BYOD; Edgenuity; Gizmos; Bell ringers;

Florida Achieves (FCAT Explorer and FOCUS); CPALMS; Power My Learning; Discovery Education. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • For 7th grade Civics: ensure that DI strategies are developed based off of MYA data and that a strategic and

systematic plan is in place to review complex Civics content prior to the administration of the 7th grade Civics EOC taking advantage of the 4 week review period built into the 7th grade Civics pacing guide.

• Ensure that every opportunity is exhausted to motivate 8th grade U.S. History students to pass the course in order to successfully matriculate to SHS.

ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) Utilize iReady data to reteach skills not mastered


ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Follow updated pacing guides for IR‐EN classes. This course utilizes IR materials in addition to grade‐level novels of

the school’s choice. • Utilize supplementary novels purchased through Title III funds in the English/Language Arts through ESOL classes as

indicated in the pacing guides. • Ensure that SWD participate in enrichment activities (e.g., Essay Contests).



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Utilize McGraw‐Hill’s Enrich resources as well as supplemental resource links in pacing guides, such as Illustrative

Mathematics and Mathematics Assessment Resources Service (M.A.R.S.). • Participate in math competitions such as Mathcounts, Math Bowl, and the Math Bonanza. • Ensure that SWD participate in enrichment activities (e.g., mathematics fair). SCIENCE (INCLUSIVE OF ELL AND ESE) • Participate in STEM related activities and competitions (South Florida Regional Science and Engineering Fair, SECME

Olympiad) that require students to incorporate their knowledge, skills, and critical thinking (previous and current) through model development, data analysis, writing, and oral presentations (great resource ‐ Discovery Board Builder.)

• Establish before, after, and during school opportunities that incorporate the following researched based resources as best align to the instructional focus, BYOD; Edgenuity; Gizmos; Bell ringers; Florida Achieves (FCAT Explorer and FOCUS); CPALMS; Power My Learning; Discovery Education; NBC Learn.

• Encourage and promote ELL participation in STEM related activities and competitions as appropriate. • Ensure that SWD participate in enrichment activities (e.g., Science fair). • Encourage ESE teachers to take advantage of BrainPop and other visual media available for reinforcement/re‐

teaching on content for students who need repetition. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Participate in District‐sponsored programs and competitions e.g., We the People, Mock Trial, Project Citizen,

Geography and History Bees and Special cultural/historical month essay contests. Celebrations commemorating special months, e.g., Hispanic Heritage Month, Black History Month, Women’s History Month should be of academic and research‐based best practices.

• Encourage and promote ELL participation in District‐sponsored programs and competitions as appropriate. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • View resources for access points found at www.accesstofls.weebly.com and www.cplams.org • Career Fairs with guest speakers • Student career portfolios


ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Set‐up my‐On Reader for classes. • Create or assign lessons for i‐Ready based on student’s current level of performance • Utilize digital resources provided by the District to supplement, enrich, reinforce, and remediate classroom

instruction (Imagine Learning, Achieve 3000, Discovery Education, NBC Learn, i‐Ready, and Edgenuity) and ensure that teachers are able to use Learning Ally.

• Ensure that ESE classrooms (e.g., VE) have the same access to technology as the general education classrooms (i.e, computers, smartboard, etc

• Encourage the use of Reading, and/or Language Arts apps that will reinforce content taught and accommodate struggling students.

• Ensure that teachers (general education and ESE) are able to implement AT as indicated on student IEPs.



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Create instructional groups in i‐Ready. • Create Reflex schedule for grades 6, 7, and 8 students in need of remediation of their arithmetic facts. • Provide opportunities for teachers to collaboratively plan lessons infusing strategic use of Promethean/Smart Boards

and Promethean ActivInspire/SmartBoard Notebook technology to: 1) incorporate technology‐enhanced items from FSA Training Tests, Gizmos, Algebra Nation, Khan Academy, Edcite, and other online resources as well as 2) to incorporate McGraw‐Hill eToolkit manipulatives and other online manipulative resources (i.e. National Library of Virtual Manipulatives, NCTM Illuminations, etc.) to develop conceptual understanding during mathematics instruction.

• Ensure that ESE classrooms (e.g., VE) have the same access to technology as the general education classrooms (i.e., computers, smartboard, etc.)

• Encourage the use of mathematical apps that will reinforce content taught and accommodate struggling students. • Ensure that teachers (general education and ESE) are able to use learning Ally and implement AT as indicated on

student IEPs. SCIENCE (INCLUSIVE OF ELL AND ESE) • Incorporate the use of technology in your instruction and require students to use various media to analyze, present

results and conclusions using interactive boards. (i.e., Discovery Board Builder), and use tablets or other personal devices on a regular basis in the science classroom for curriculum and research (i.e., GUTS for Physical Science).

• Encourage classes to participate in real time webinars and online presentations. (EarthEcho, Discovery,) and the use of online resources to assign and collect assignments. (e.g., My Big Campus, One Drive)

• Use digital resources provided by the District to supplement, enrich, reinforce, and remediate classroom content and lab investigations (i.e., BYOD, GIZMOs, Edgenuity, Discovery Education, NBC Learn. For all students, inclusive of ELLs.


• Train teachers to use Learning Ally so that SWD can listen to science textbook in audio format. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that 7th grade Civics teachers are successfully implementing the District’s table initiative to increase student

engagement. • Ensure that 8th grade U.S. History teachers are registered for summer PD regarding the 2015‐16 tablet initiative. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Review IEP’s for Assistive Technology (AT) information for each student. • Review AT PowerPoint at [email protected] for procedures that include links to support teachers

in learning about AT for students INSTRUCTIONAL COMPONENTS EXTENDED LEARNING SERVICES

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Apply for 2015‐2016 Title III funds to implement the Supplemental Tutoring Academy for English Language Learner

(ELL) Students. The briefing is sent early September 2015.



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Create a plan for extended learning services (e.g., before/after school, Saturday Academy). • Assign programs and resources for extended learning services. • Apply for 2015‐2016 Title III funds to implement the Supplemental Tutoring Academy for English Language Learner

(ELL) Students. The briefing is sent early September 2015. • Ensure that SWD are participating extended learning services as their non‐disabled peers. SCIENCE (INCLUSIVE OF ELL AND ESE) • Participate in STEM related activities and competitions (South Florida Regional Science and Engineering Fair, SECME

Olympiad) that require students to incorporate their knowledge, skills, and critical thinking (previous and current) through model development, data analysis, writing, and oral presentations; (great resource ‐ Discovery Board Builder.)

• Establish before, after, and during school opportunities that incorporate the following researched based resources as best align to the instructional focus, BYOD; Edgenuity; Gizmos; Bell ringers; Florida Achieves (FCAT Explorer and FOCUS); CPALMS.



SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • As needed for grades 6 & 8. • Based on 7th grade Civics MYA data. • For all social sciences courses 6‐8 utilize winter recess and summer recess instructional packets posted on

socialsciences.dadeschools.net ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) Monitor student’s ability to retain learned skills during the previous school year to make Extended School Year (ESY) decisions

INSTRUCTIONAL COMPONENTS INSTRUCTIONAL COACHES PLANNING

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Inventory/collect materials for ELA and Reading courses. • Attend monthly i‐CADS meetings and share information. • Attend monthly i‐CADS, and then share with all ESE and ELL teachers. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Conduct a departmental support needs assessment and schedule coaching cycles as applicable. • Create an Instructional Coaches’ Binder to include sign‐in sheets, agendas, common planning materials, classroom

visitation logs, modeling note‐taking/note‐making forms, etc. • Create a Common Planning Calendar to identify areas of focus for each common planning session of the first nine

weeks and establish dates to update at the start of each of the nine weeks. • Attend Monthly iCADs and debrief with administration upon return.



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• Facilitate the creation of a departmental planning protocol that includes review of the FSA Item Specifications to unpack the standards for each topic; a recommended resource includes the Unpack the Standard templates disseminated during iCADs.

• Ensure that mathematics instructional coaches share best practices with ESE teachers (e.g., consult) and if available are scheduled on regular basis in ESE VE mathematics settings.

• Incorporate ELL best practices in the Mathematics classrooms. SCIENCE (INCLUSIVE OF ELL AND ESE) • Schedule planning time for coaches, department chairs, and subject area leaders. • Attend workshops designed for science leaders to share best practices (e.g., Department Chair, ICADS). • Collaborate with ELA/ELL school instructional coaches to incorporate ELL best practices in the Science classroom. • Train and inform science instructional coaches, on the types of supports to SWD in general and separate class

settings. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that the Social Science Department Chairperson is attending coaching/department meetings, sharing

information and leading the department from the vantage point of best‐practices emphasized by the District’s Department of Social Sciences.

• Incorporate ELL best practices in the Social Science classrooms. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) Include all ESE teachers in sharing of information, materials and strategies

End of “2014‐2015 GRADES 6‐8 END OF SCHOOL YEAR BEST PRACTICES”


END OF SCHOOL YEAR BEST PRACTICES 2014‐2015

GRADES 9‐12

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INSTRUCTIONAL COMPONENT MASTER SCHEDULE

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Schedule the same reading teachers for the same courses in 15‐16 as those who taught them in 2014‐ 2015 if

possible and schedule IR and IR‐EN as pure one‐grade level periods. • Schedule IR+ to ensure that ELA class is scheduled back‐to‐back with IR+ and is taught by the same teacher. This may

be a combined grade 9/10 class. • Schedule ELLs by grade level in the English through ESOL (grades 9‐12) courses and schools with large ELL

populations should make every attempt to schedule ELL students in the ELA course by English proficiency level without scheduling more than two consecutive ESOL levels in the same class; schedule newly arrived, beginning language proficiency ESOL level 1 students together whenever feasible in the English through ESOL (grades 9‐12) and in the Developmental Language Arts courses (9‐12).

• Review 3+ years (6+ semesters) data to appropriately future ESOL students in either Developmental LA through ESOL or IR classes.

• Students with disabilities (SWD) on standard curriculum should be scheduled in general education courses (English; IR and/or IR +) particularly if the reading/language arts data supports placement in general education; the ESE Department Chairperson can assist with determining SWD who would benefit from participation in general education courses (IR and/or IR +; English).

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Schedule departmental common planning by subject area to ensure teachers design rigorous lessons to meet the

expectations of the MAFS. • Offer opportunities for remediation by scheduling Intensive Mathematics courses as per recommendations in

Weekly Briefing 17356 • Utilize the Home Language Assistance Program (HLAP) to provide translational content tutoring to English Language


• Group lower ESOL level students together in content classes whenever feasible. • Review assessment data and recommend that IEP team consider the general education placement first particularly

for students who have passed the Algebra EOC. • ESE Department Chairperson can assist with determining SWD who would benefit from participation in general

education courses. SCIENCE (INCLUSIVE OF ELL AND ESE) • Provide teachers of the same subject with common planning time and minimize the number of course preparations

per teacher. • Utilize the Home Language Assistance Program (HLAP) to provide translational content tutoring to English Language


• Group lower ESOL level students together in content classes whenever feasible. • Schedule students with disabilities (SWD) on standard curriculum in general education. • Provide consultation/ Collaboration (support facilitation) for students in Science; may need to be included in the IEPs

of SWD who are provided with Science in general education.



GRADES 9‐12

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SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that school’s highest quality teachers are instructing 11th grade U.S. History; Ensure that the Social Science

Department Chairperson is instructing at least one section of 11th grade U.S. History in order to lead the department effectively; Ensure that students are scheduled in the proper required courses: 9th grade World History, 11th grade U.S. History & 12th grade U.S. Gov’t/Econ. Ensure that a multitude of Social Science electives are available in order to meet student interest.

• Utilize the Home Language Assistance Program (HLAP) to provide translational content tutoring to English Language Learners levels I‐IV as per recommendations in Weekly Briefing 14452. HLAP positions are allocated in schools with 15 or more students of the same language.

• Group lower ESOL level students together in content classes whenever feasible. ADVANCED ACADEMICS • Refer to CB1 for the most updated Florida Course Codes for Honors, Advanced Placement, Dual Enrollment,

International Baccalaureate, Cambridge, and Gifted Courses. • Visit the AP Course Audit website and renew all previously approved AP Courses that will be offered again in the

next school year. (Briefing ID# 17393) • Inform all teachers of new AP Courses for the following school year of the AP Course Audit requirements. (Briefing

ID# 17393) ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Include teachers of modified curriculum in departmental meetings for each subject area • Individual program meetings • Wherever possible, teachers should be teaching either standard curriculum OR modified curriculum in the same

class. If the teacher is teaching both, please seek assistance from the district ESE office INSTRUCTIONAL COMPONENTS

INSTRUCTIONAL FOCUS ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Meet with reading coach/contact and all ELA and Reading teachers including ESE and ELL to review pacing guides,

item specs, and refresher LAFS training. • Register over the summer for reading PD as necessary. • Include ESE IR and/or IR+ classrooms (e.g., VE) when conducting walkthroughs to monitor effective

reading/language arts instruction, including rigor. • Focus on DI to target the reading skills of SWD; particularly those reading/language arts skills identified on their IEP

goals. • Ensure that ESE teachers (consultative teachers, support facilitators, etc.) have access to all available student data

and understand how to differentiate English instruction based on that data for those SWD in English courses (non‐IR/IR+).

• Ensure that general education and special education teachers have a copy of the IEP at a Glance indicating the SWDs accommodations; and that they are able to implement them.


• Provide ELL student’s access to English to heritage language dictionary (word‐to word).



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Schedule new teachers to review the subject specific math resources as appropriate. Provide a MAFS refresher

Professional Development, facilitated by the Mathematics Chairperson/Coach, using the district developed annual MAFS Essentials PowerPoint.

• Access and review the 2015‐2016 Pacing Guides for Mathematics. Create/Update Instructional Focus Calendars in Mathematics based on FSA, Topic Assessment, and MYA data as applicable.

• Create a remediation resource binder by standards using the district provided “Getting Ready for FSA…” and other available resources.

• Implement targeted subject specific (Algebra 1, Geometry, and Algebra 2) planning strategies utilizing the FSA Item Specifications on a weekly basis.

• Visual representations and/or graphic organizers should be used by teachers and students to illustrate solutions for math problems to solidify skills which facilitate self‐regulation.

• Develop well‐planned lessons with purposefully selected examples that cover a range of solutions presented in a particular sequence which include opportunities for SWDs to be taught their math skills first with concrete examples, then with pictorial representations and finally in an abstract (or symbolic) manner.


• Provide ELL student’s access to English to heritage language dictionary (word‐to word). SCIENCE (INCLUSIVE OF ELL AND ESE) • Access and implement instruction using District Pacing Guides (DPG), course descriptions, and related resources (i.e.,

HOT Science Labs, Biology Item Specifications, Biology Learning Goals, BYOD Resources.) • Plan for horizontal alignment of courses. • Share best practices on the incorporation of hands‐on activities (i.e., HOT Labs and Problem‐Based Authentic Project

Development) that will address specific DPG topics. • Incorporate ELL strategies in instructional lesson plans:

http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies_Matrix.pdf • Provide ELL student’s access to English to heritage language dictionary (word‐to word). SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that teachers are focusing on NGSSS‐SS benchmarks assigned to their respective courses and following the

appropriate pacing guides with emphasis on Florida Literacy Standards identified in pacing guides. • Ensure that 11th grade U.S. History teachers are well versed on how to unwrap 11th grade U.S. History EOC

benchmarks and utilize the 11th grade U.S. History Item Specifications document to drive instruction. • Ensure that instruction in all social sciences courses grades 9‐12 is focusing on the skills of analyzing primary source

documents, engaging the learner in complex writing tasks, and using stimuli‐based instructional strategies. • Utilize instructional sentence frames to support ELLs during writing activities (e.q., Claim Evidence Reasoning,

Comprehension Instructional Sequence) • Incorporate ELL strategies in instructional lesson plans:

http://bilingual.dadeschools.net/BEWL/pdfs/ESOL_Strategies_Matrix.pdf • Provide ELL student’s access to English to heritage language dictionary (word‐to word). ADVANCED ACADEMICS • Ensure that all teachers identified to teach a DE course for the following school year have completed and submitted

the necessary documentation to the institution of higher learning from where they seek SACS accreditation.



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ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • There should be evidence of shared reading experiences, including visual supports and individualized student

supports • Utilize lessons and suggested monthly planning guides in Unique Learning System (ULS) to support access points • Establish DI based on student’s needs, IEP goals, and scaffold activities for different comprehension levels • Students who are 18‐22 should be using the STEPS curriculum • Teachers should use materials that are age respectful during lessons/activities.


ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Continually monitor/ debrief about reading programs data and use it to make decisions for differentiated

instruction. • Review and monitor data for ELLs that have been in the ESOL program 3+ years (6+ semesters) for appropriate

programmatic decisions (exit or continuation of services). • Include IR and/or IR+ or ESE classrooms (e.g., VE) when conducting walkthroughs to monitor effective

reading/language arts instruction, including rigor. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Establish/utilize Data Debriefing Protocols for Mid‐Year Assessments (MYA) and Topic Assessments. • Include ESE classrooms (VE Setting ‐ content area) when conducting walkthroughs to monitor effective mathematics

instruction, including rigor. • Ensure that ESE teachers (consultation; support facilitation) have access to all available data for the students on

their roster. SCIENCE (INCLUSIVE OF ELL AND ESE) • Utilize science formative assessments (including Rubrics) (i.e., collaboratively developed standards aligned

Topic/Unit assessments by course, QSBAs for all students, including SWD) to facilitate progress monitoring in content area.

• Conduct data chats (post formative assessments, quarterly) with students in order to facilitate student progress monitoring.

• Conduct weekly administrative classroom walkthroughs to monitor effective science instruction. • Document ELLs language levels when conducting data chats and implementing student progress monitoring. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure teachers know how to utilize assessment items from McGraw‐Hill online assessment banks and monitor

student mastery of complex Social Science content associated with 9th grade and 12th grade courses. • Ensure that teachers utilize MYA data in 11th grade U.S. History to differentiate instruction and monitor student

progress. • Document ELLs language levels when conducting data chats and implementing student progress monitoring.



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ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Update student profiles in ULS annually or as needed. • Complete monthly checkpoints (pre and post‐tests) • Use I Ready data to drive decision making and instruction. • Conduct periodic administrative observations to ensure effective lessons and activities are being conducted


ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Disaggregate/analyze FAIR and Scholastic data from AP3 by teacher/student for placement into Intervention

programs and to make instructional decisions regarding differentiated instruction. • Complete Attachment I from the Technical Assistance Plan (TAP) and use for placement. • Document ELL language proficiency levels when conducting data chats and implementing student progress

monitoring and document ELL language proficiency levels when conducting data chats and implementing student progress monitoring.

• Utilize ELL student data (CELLA, Imagine Learning, Achieve 3000, and FAIR) to modify instructional focus as needed. • Disaggregate data such as System 44 and other assessment data by exceptionality to focus on differentiated

instruction for SWD in English Language Arts to ensure that ESE teachers are able to use the data to make instructional recommendations.

• Ensure that ESE teachers (consultation; support facilitation) have access to all available data for the students on their roster.

• Review and comply with ESOL closing of school procedures. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Disaggregate FSA data by teacher and student to address Reporting Categories deficiencies. • Create a timeline for teachers to Analyze MYA and Topic Tests Data to make instructional decisions for

Differentiated Instruction (DI). • Develop a schedule to analyze Edgenuity data to progress monitor student usage and provide opportunities for

customizations based on students specific needs. • Utilize mathematics iReady data, if available, that has been disaggregated by exceptionality to focus on

differentiated instruction for SWD. SCIENCE (INCLUSIVE OF ELL AND ESE) • Disaggregate QSBA and MYA data to drive instruction (e.g., identification of secondary benchmarks), utilizing ELLs’

data to modify instructional focus, as needed. • Utilize Biology EOC and DDEOC data to reflect on instruction. • Conduct data chats (administration‐teacher, teacher‐teacher) in order to modify instructional focus as needed, and

include ESE teachers in school‐wide Science data chats related to content areas whether consult, support facilitator, or separate class.

• Document ELLs language levels when conducting data chats and implementing student progress monitoring. • Utilize formative assessment data to determine the progress of SWD in the content area of science.



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SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • For grade 11: Ensure teachers are creating mini‐assessments based on 11th grade U.S. History EOC tested

benchmarks and utilizing data from U.S. History MYA. • For grades 9 & 12: Ensure teachers are knowledgeable on how to create assessments from item banks available

through McGraw‐Hill online resources aligned to NGSSS‐SS to tract student mastery of complex Social Science content.

• Utilize ELLs’ data to modify instructional focus as needed. ADVANCED ACADEMICS • Update Gifted Educational Plans (EP) that will expire in June, July, August and/or September • Conduct FTE Pre‐Audit for every gifted folder to prepare for audit year 2015‐2016 • Ensure that all AP Teachers and school‐site AP Coordinator/Test Chair have verified access to their College Board

Educator’s Account in order for them to access their students’ AP exam score reports in July 2015 when the College Board makes AP scores available. (Briefing ID# 17430)

• Follow‐up with Test Chairpersons and Counselors and review the process for identifying 11th grade students who will qualify for fee waivers for the Wednesday, October 28, 2015 administration PSAT/NMSQT administration. Place this request to the College Board as soon as possible and no later than June 30. (Briefing ID# 17160)

• Follow‐up with Test Chairpersons, AP Coordinator, and School Treasurer to ensure that all required documentation related to the May 2015 AP Exams administration is submitted to the Department of Advanced Academic Programs by June 16, 2015. (Briefing ID# 17038)

ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Utilize ULS benchmarking to drive appropriate instruction to meet each student’s needs • Use FAA score reports to identify the access points that the student’s failed to achieve


ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Provide IR, IR‐EN, and IR+, and retaker teachers including ELL and ESE in‐program professional development as

needed. • Provide ESOL teacher professional development throughout school as aligned to ESOL instructional objectives. • Advise ESOL teachers of forthcoming Summer Professional Development opportunity. • ESE teachers should attend Language Arts/Reading PDs alongside general education teachers. • General education teachers and coaches should attend Universal Design for Learning (UDL) PDs for a greater

understanding of SWD accommodations. • Train teachers to use Learning Ally so that SWD can listen to English textbooks and ancillary readings in Audio

format.



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MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Have staff complete a professional development needs survey. Create a calendar of Professional Development

Activities. • Provide opportunities for teachers to be trained and begin Edgenuity Diagnostic in August • Provide ELL Content Area Best Practices professional development. • ESE teachers should be granted access and attend mathematics PDs alongside their general education teachers. • General education teachers and coaches should attend accommodations implementation and Universal Design for

Learning (UDL) PD. • Train teachers to use Learning Ally so that SWD can listen to mathematics textbook in Audio format. SCIENCE (INCLUSIVE OF ELL AND ESE) • Create professional development calendar and assign specific teachers to attend and share information with

department/subject area teachers. • Attend district professional development for your subject area and science leaders (ICADS, Content and Pacing,

Instructional Discourse). • Provide ELL Content Area Best Practices PD • Include ESE teachers in all PD provided to general education teachers. • Ensure that general education teachers attend IEP accommodations implementation and Universal Design for

Learning (UDL) PD. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that teachers are taking advantage of District‐sponsored PD. • Encourage social science department to develop PLCs conducted during common planning sessions/department

meetings. • Ensure that 12th grade Gov’t/Econ teachers are registered for summer PD to learn how to use new instructional

materials. • Provide ELL Content Area Best Practices professional development. ADVANCED ACADEMICS • Follow‐up with IB Teachers to confirm registration of IB District Professional Development on August 17‐18, 2015. • Ensure all IB and Cambridge Professional Development Invoices with appropriate Certificate of Completions have

been sent to the Department of Advanced Academic Programs • Review with AP teachers all of the College Board’s AP Summer Institute options available for them in order to

prepare course content for the following school year. Specific attention should be given to the College Board’s SY 15‐16 redesign courses: AP Art History and AP European History. (Briefing ID# 17429)

• Prior to issuing payment for the AP Summer Institute above, identify any AP teacher who has applied and been granted either a College Board AP Fellows Scholarship or an AP Florida Partnership Scholarship. (Briefing ID# 16765)

ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Teacher will attend access point and ULS PD’s • Teachers will update their knowledge and skills on the ULS curriculum by viewing videos and webinars as well as




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ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Follow protocols as denoted in the Technical Assistance Paper for Placement in Reading classes. • Consistently review usage reports for SWD access to required interventions and curriculum (e.g., System 44); adjust

access accordingly. • Train SWD to use Learning Ally so that they can listen to English/Reading/Language Arts textbook in Audio format. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Utilize the Math Formative Assessments in Algebra 1 and Geometry to gauge student conceptual understanding so

that teaching can be adapted to improve student achievement of mathematical goals related to the standards. • Chart instructional materials and progress monitoring tools used in after school tutorial programs. • Use data to place students in intervention. • Develop a Mathematics intervention schedules extending beyond the mathematics instructional block, addressing

FSA Level 1 and 2 students’ needs. • Students with disabilities must participate in school wide interventions for math, if available, as their non‐disabled

peers. • Train SWD to use Learning Ally so that they can listen to mathematics textbook in Audio format. SCIENCE (INCLUSIVE OF ELL AND ESE) • Remediate content that has been previously addressed/taught. • Develop and implement a schedule of intervention based on data analysis, progress monitoring, and instructional

focus previously developed that includes home learning and tutoring. • Incorporate the following resources as best align to the instructional focus, BYOD; Edgenuity; Gizmos; Bell ringers;

Florida Achieves (FCAT Explorer and FOCUS); CPALMS, Discovery Education, NBC Learn.

SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • For 11th grade U.S. History: ensure that DI strategies are developed based off of MYA data and that a strategic and

systematic plan is in place to review complex U.S. History content prior to the administration of the 11th grade U.S. • History EOC taking advantage of the 3 week review period built into the 11th grade U.S. History pacing guide. • Ensure that every opportunity is exhausted to motivate 12th grade Gov’t/Econ students to pass the course in order

to successfully graduate. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Utilize iReady data to reteach skills not mastered



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ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Follow updated pacing guides for IR‐EN classes. This course utilizes IR materials in addition to grade‐level novels of

the school’s choice. • Utilize supplementary novels purchased through Title III funds in the English/Language Arts through ESOL classes as

indicated in the pacing guides. • Ensure that SWD participate in enrichment activities (e.g., Essay Contests). MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Provide opportunities for students to participate in honor, Advanced Placement, and Dual Enrollment Mathematics

classes • Ensure that SWD participate in enrichment activities (e.g., mathematics fair).

SCIENCE (INCLUSIVE OF ELL AND ESE) • Participate in STEM related activities and competitions (South Florida Regional Science and Engineering Fair, SECME

Olympiad and Festival) that require students to incorporate their knowledge, skills, and critical thinking (previous and current) through model development, data analysis, writing, and oral presentations (e.g., Discovery Board Builder).

• Establish before, after, and during school opportunities that incorporate the following research‐based resources as best align to the instructional focus, BYOD; Edgenuity; Gizmos; Bell ringers; Florida Achieves (FCAT Explorer and FOCUS); CPALMS, Discovery Education, and NBC Learn.

• Encourage and promote ELL participation in STEM related activities and competitions, as appropriate. • Ensure that SWD participate in enrichment activities (e.g., Science fair). • Encourage ESE teachers to take advantage of BrainPop and other visual media available for reinforcement/re‐

teaching on content for students who need repetition. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Participate in District‐sponsored programs and competitions e.g., We the People, Mock Trial, Project Citizen,

Geography and History Bees and Special cultural/historical month essay contests. Celebrations commemorating special months, e.g., Hispanic Heritage Month, Black History Month, Women’s History Month should be of academic and research‐based best practices.

• Encourage and promote ELL participation in District‐sponsored programs and competitions as appropriate. ADVANCED ACADEMICS • Ensure that all DE textbooks have been collected and either stored securely for future use or sent to appropriate

District office for buy back process. Financial obligations should be established for students who fail to return textbooks.

• Based on the CTRL‐D Product Report, assign grades for off‐campus DE courses with postsecondary transcripts for Miami‐Dade College and email from our office for FIU.

• TRACE courses for students participating in Summer DE courses.

ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • View resources for access points found at www.accesstofls.weebly.com and www.cplams.org • Career Fairs with guest speakers • Student career portfolios



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ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Utilize digital resources provided by the District to supplement, enrich, reinforce, and remediate classroom

instruction (Imagine Learning, Achieve 3000, Discovery Education, NBC Learn, and Edgenuity). • Ensure that ESE classrooms (e.g., VE) have the same access to technology as the general education classrooms (i.e,

computers, smartboard, etc.) • Encourage the use of English, reading, and/or language arts apps that will reinforce content taught and

accommodate SWD. • Ensure that teachers (general education and ESE) are able to implement AT as indicated on student IEPs. • Ensure that teachers (general ed. and ESE) are able to use Learning Ally.

MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Utilize the McGraw Hill MAFS digital supplement. • Implement Edgenuity with fidelity. • Ensure that ESE classrooms (VE Mathematics) have the same access to technology as the general education

classrooms (i.e, computers, smartboard, etc.) • Encourage the use of mathematical apps that will reinforce content taught and accommodate SWD. • Ensure that teachers (general education and ESE) are able to implement AT as indicated on student IEPs. • Ensure that teachers (general education and ESE) are able to use Learning Ally to assist students in reading

mathematics textbook.

SCIENCE (INCLUSIVE OF ELL AND ESE) • Incorporate the use of technology in your instruction by using data collectors (e.g., Pasco and Vernier equipment),

tablets or other personal devices for curriculum and research, and require students to use various media to analyze, present results and conclusions using interactive boards. (e.g., Discovery Board Builder).

• Encourage classes to participate in real time webinars and online presentations (e.g., EarthEcho, Discovery Education) and to become more familiar with online resources to assign and collect assignments (e.g., My Big Campus, One Drive).

• Utilize digital resources provided by the District to supplement, enrich, reinforce, and remediate classroom content and lab investigations (i.e., BYOD, GIZMOs, Edgenuity, Discovery Education, NBC Learn) to all students.


• Train teachers to use Learning Ally so that SWD can listen to Science textbook in Audio format.

SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that 9th grade World History teachers are successfully implementing the District’s table initiative to increase

student engagement. • Ensure that 9th grade World History teachers are registered for summer PD regarding the 2015‐16 tablet initiative. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Review IEP’s for Assistive Technology (AT) information for each student. • Review AT PowerPoint at [email protected] for procedures that include links to support teachers

in learning about AT for students



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INSTRUCTIONAL COMPONENTS EXTENDED LEARNING SERVICES

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Apply for 2015‐2016 Title III funds to implement the Supplemental Tutoring Academy for English Language Learner

(ELL) Students. The briefing is sent early September 2015. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Create a plan for extended learning services (e.g., before/after school, Saturday Academy). • Assign programs and resources for extended learning services. • Apply for 2015‐2016 Title III funds to implement the Supplemental Tutoring Academy for English Language Learner

(ELL) Students. The briefing is sent early September 2015. • Ensure that SWD are participating extended learning services as their non‐disabled peers SCIENCE (INCLUSIVE OF ELL AND ESE) • Participate in STEM related activities and competitions (South Florida Regional Science and Engineering Fair, SECME

Olympiad) that require students to incorporate their knowledge, skills, and critical thinking (previous and current) through model development, data analysis, writing, and oral presentations (e.g., Discovery Board Builder).

• Establish before, after, and during school opportunities that incorporate the following research‐based resources as best align to the instructional focus, BYOD; Edgenuity; Gizmos; Bell ringers; Florida Achieves (FCAT Explorer and FOCUS); CPALMS, Discovery Education, and NBC Learn.



SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • As needed for grades 9 & 12. Based on 11th grade U.S. History MYA data. Ensure that students are aware of and

utilizing winter recess packets and summer enrichment activities posted on socialsciences.dadeschools.net. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Monitor student’s ability to retain learned skills during the previous school year to make Extended School Year (ESY)

decisions



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INSTRUCTIONAL COMPONENTS INSTRUCTIONAL COACHES PLANNING

ENGLISH LANGUAGE ARTS (INCLUSIVE OF ELL AND ESE) • Inventory/collect materials for ELA and Reading courses. • Attend monthly i‐CADS meetings and share information • Collaborate with ESOL chairpersons to provide support to ESOL teachers. • Attend monthly i‐CADS, and then share with all ESE and ELL teachers. MATHEMATICS (INCLUSIVE OF ELL AND ESE) • Conduct a department support needs assessment and schedule coaching cycles as applicable. • Attend Monthly ICADs. • Create a planning protocol that includes review of the FSA Item Specifications to unpack the standards for each

topic. • Ensure that mathematics instructional coaches, if available, share best practices with teachers of ELLs, ESE and

teachers (VE Mathematics Classroom) and provide scheduled support as appropriate. • Incorporate ELL best practices in the Mathematics classrooms. SCIENCE (INCLUSIVE OF ELL AND ESE) • Schedule planning time for coaches, department chairs, and subject area leaders. • Attend workshops designed for science leaders to share best practices (e.g., Department Chair, ICADS) • Collaborate with ELA/ELL school instructional coaches to incorporate ELL best practices in the Science classroom. • Train and inform science instructional coaches, on the types of supports to SWD in general and separate class

settings. SOCIAL STUDIES (INCLUSIVE OF ELL AND ESE) • Ensure that the Social Science Department Chairperson is attending coaching/department meetings, sharing

information and leading the department from the vantage point of best‐practices emphasized by the District’s Department of Social Sciences.

• Incorporate ELL Best Practices in Social Science classrooms. ADVANCED ACADEMICS ESE/MODIFIED CURRICULUM (SPECIAL DIPLOMA) • Include all ESE teachers in sharing of information, materials and strategies

End of “2014‐2015 GRADES 9‐12 END OF SCHOOL YEAR BEST PRACTICES”

Documents

OFFICE OF ACADEMICS AND TRANSFORMATION DIVISION …briefings.dadeschools.net/files/84230_2014-2015_EOY_BEST_PRACTICES.pdfEND OF SCHOOL YEAR BEST PRACTICES 2014‐2015 GRADES K‐5