ADAMS 12 Five Star Schools

Accountability Plan

2010- 2011

School:

STEM Magnet Lab School

SCHOOL GOALS AND IMPLEMENTATION PLAN 2010-2011

Attendance Rate Data:

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07-08 08-09 09-10

n/a n/a n/a 10-11 Attendance Goal: 95%

Attainment Plan: By June 2011, STEM Lab Magnet will meet or exceed attendance rate of 95%. Plan:

• 2-3 absences per month: Teacher confers with student • 4-5 absences per month: Teacher contacts parents to discuss attendance and potential impact on academic

performance • 6-7 absences per month: Principal contacts parents via phone and letter to set up attendance conference • 8-10 absences per trimester or year: Principal sets up second attendance conference and develops an

attendance contract with potential consequences • 11 or more absences per year: Student is referred to the Office of Intervention Services for review • Students with perfect attendance will be recognized

2010-2011 Safe School Goal: STEM staff and students will have 99% compliance with all state and district guides to provide a physically safe learning environment for all students and staff.

Attainment Plan:

The STEM School will continue to follow all District and State guidelines and procedures to provide a physically safe learning environment for students and staff by:

• Teach Lockdown, Lockout and Evacuation practices using the Advancing School Safety DVD and Safe and Secure

personnel. • Performing eight (8) fire drills, approximately one per month. • Performing three (3) tornado drills and three (3) Lockdown and/or Security Alert drills during the school year. • Installation, programming and maintenance of a Card Reader Access Security system to all of the exterior access

doors. This includes a district-monitored fire and Lockout/Down emergency protocol.

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• Implementation of Parent Volunteer Orientation training for all volunteers performing services at STEM School. The training includes an awareness and accountability of the Adams Twelve Five Star Schools Superintendent Policies and a defined Code of Conduct.

2010-2011 Trait Goal: By June, 2011, 95% of students will meet or exceed the problem-based learning cycle

with public presentation of work to meet the Productive Trait Attainment Plan: Each grade level will have three full cycles of problem-based learning to develop competencies Public presentation of learning to a variety of audiences will culminate each cycle Teachers will work in grade-level teams to develop student rubrics Parents and community will be part of the learning cycle Completion of work on time to high quality will be a requirement for all students

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CSAP Achievement

READING

% of Students Proficient & Advanced on CSAP

Grade 07-08

Results 08-09

Results 09-10 Goal

09-10 Results

10-11 Goal

6 n/a n/a n/a n/a 60%

50% P+ in-coming from 5th Grade TARGETS FOR THE 2010-11 SCHOOL YEAR K-2 (PALS/DRA) AND 6TH GRADE (CSAP) 1. Hispanic students (also identified as ESL students) will be moved from Partially Proficient to Proficient on the Spring

PALS Reading Performance Test. 2. Recipient Group Students will be moved from Partially Proficient to Proficient on the Spring PALS Reading

Performance Test. 3. Recipient Group Students will be moved from Partially Proficient to Proficient on the Spring PALS Reading

Performance Test. 4. At-Risk Students will be moved from Partially Proficient to Proficient on the Reading CSAP. 5. Special Education Students will be moved from Unsatisfactory to Partially Proficient on the Reading CSAP.

READING IMPROVEMENT PLAN (HOW AND WHEN) BENCHMARK PACING CHART

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In the beginning and end of the year, students in Grades K-2nd are screened using PALS assessments. DRA leveled text may be used as benchmarks. When PALS is used, the comprehension score must have five of six questions correct to be scored at grade level. Teachers use the DRA for the semester and the end of the year benchmarks for all Kindergarten students and any student in grade 1 not meeting grade level benchmarks. When using DRA, comprehension is scored using the Retell Rubric. Adequate comprehension is a score of 16-21. K- 2 teachers will use the Mondo Theme Progress Tests monthly for benchmarking and guiding instruction. 6th grade Acuity and mid-year PALS

GRADING PERIOD K GRADE 1 GRADE 2 Grade 6

BEGINNING OF THE YEAR

PALS

PALS Readiness Pre-primer

PALS 1

Acuity 5 times/year

FIRST TRIMESTER BENCHMARK

NA PALS PALS 2 Acuity

SEMESTER BENCHMARK

DRA Level 1

PALS Primer 1.1

PALS 2 Acuity

SECOND TRIMESTER BENCHMARK

DRA Level 2

PALS 1 PALS 2 Acuity

THIRD TRIMESTER BENCHMARK

DRA Level 2-3

PALS 1

PALS 2

Acuity

Minutes for Independent Reading

10 Minutes Daily

20 Minutes Daily

20 Minutes Daily

60 minutes Daily/some

for HW

OBJECTIVES/STRATEGIES TIMELINE RESOURCES NEEDED

Objective # 1: Utilize the Gradual Release Model To increase student achievement in the area of

• Mondo • 6th grade Writer’s Workshop

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phonemic awareness, reading decoding strategies, fluency and reading comprehension, STEM students will be immersed in the Gradual Release Model as part of the on-going teaching and learning cycle. To Increase student achievement in reading, support students’ control over ever-increasing complexity of text and response to text. Strategies: • Teachers will demonstrate using direct teaching

with explicit explanations using visual, auditory, and kinesthetic modeling examples for each learning objective (“I do”). - Think aloud – meta-cognition - Direct modeling - Clear explanations stated, and restated - Use rubrics with student example for proficiency

and to model clear expectations - Explicit teaching of constructive responses - Teachers will use multiple curriculum content

materials to support instructional strategies • Teachers will then give multiple opportunities for

Shared Demonstration and Guided Practice (“We do”, we do, we do, we do again) - Teacher demonstrates while students interact - Teacher has students help model expectations - Teacher acknowledges students success during the

shared learning time. - Teachers use higher level questioning techniques to

assess students understanding of learning objectives

- Teacher scaffolds instruction - Students demonstrate several approximations of

learning objectives with teachers’ support

Ongoing

• 6th grade Word Work • CALL / I-CALL K-2

Shared Reading Interactive Read Aloud Independent Reading Guided Reading Focus Students

• Creating Writers • Blooms Taxonomy Questioning

strategies to activate critical thinking skills

• High yielding instructional strategies from Classroom Instruction that Work by: Robert Marzano, Debra Pickering, and Jan Pollock

• Non-fiction magazines • Non-fiction passages • Leveled books (book room resources

for fiction and non-fiction materials) • Curriculum Frameworks • Teacher produced materials • Large books • Differentiated Leveled reading

materials to meet grade level frameworks (examples: Bookroom Books, Time for Kids)

• Interactive Tech Programs - Gaggle (online subscription) - Kidspiration

• Enlarged Text (poster maker, overhead projector, document camera with LCD projector, presentation center enlarging computer screen onto TV)

• Cross content materials in writing, math, social studies, science, art, physical

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- Students model think alouds (meta-cognition) during shared modeling demonstrations

• Teachers release students to independent practice after students (“You do”) - Students self-monitor as they work independently - Students self-evaluate throughout their independent

work with the understanding that they are expected to ask questions and seek support from the teacher if they are struggling

- Teachers scaffolds and validates students successes and challenges as the students work independently

- Teachers will confer with students, set working goals, evaluate goal progress and coach students through their personal learning objectives

- Teachers will create independent learning activities (centers) that allow students to learn within their prominent learning styles

• Teachers and students celebrate successes - Students share their independent work with

classmates, other classes, administration and/or parents

- Students work is displayed in hall - Students work is used as models for expectations

for future lessons - Teachers celebrate their success with the whole

school

Objective # 2: Define and Clarify The Learning To increase student achievement in the area of phonemic awareness, reading decoding strategies, fluency and reading comprehension, students will have a clear understanding of what they are being asked to know and be able to do as part of the on-going teaching and learning cycle.

Ongoing

education/health curriculum, and music (centers)

• GT resource tubs • Celebration Bulletin Boards • Grade level curriculum maps • Reading Rubrics • Posted objectives with purposeful

rational in student language • Creating Readers Notebook • CSAP Release Items • Mondo Objectives • DRA Kits for K – 8th Grade (Refer to

Benchmark plan) • PALs (Refer to Benchmark plan) • SRI (Refer to Benchmark plan) • BRI (Refer to Benchmark plan) • Vertical Conversations • Lesson Study Protocol • Co-Teaching Model • Collaborative Planning Menu

- Before & After School - Common Planning - Unstructured ER - Administration Coverage - Paraprofessional Coverage - Work Days - In-service Days

• Running Records • Teacher anecdotal observational notes • Focus Students observational notes • On-going data discussions • Progress reports / ScholarSmart /

Report Cards/IC • Share Accountability Notebook goals

with parents and community members

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Strategies: • Teachers will verbally and/or visually post learning

objectives along with stating the rational in student language.

• Students will be able to articulate what they need to know and be able to do and state how what they are doing (learning activity) will benefit them as a learner.

• Students will be able to make authentic connections to the learning objectives and their personal lives.

• Teachers will collaboratively develop curriculum maps using district curriculum frameworks

Objective # 3: Engage In Collaborative Behaviors To increase student achievement in the area of phonemic awareness, reading decoding strategies, fluency and reading comprehension, the collaboration between staff and students around data will be essential to realizing continuous improvement in student learning as part of the on-going teaching and learning cycle. Strategies: • Teachers will collaboratively plan with grade level

teams, vertical teams, specials teachers, Teacher Librarian, Special Education team, ELL teacher, G/T coordinator and administration team.

• Teachers will collaborate with grade level teams, vertical teams, G/T coordinator, Student Intervention Team and district coaches or specialists to develop RtI strategies/interventions to meet students differentiation and support service needs

• Teachers will collaborate with the school’s Section 504 team to develop instructional and or physical strategies to support students’ individual learning

Ongoing

• CELA • Classroom libraries- in progress

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needs • Teachers will use pre-assessment and post

assessments to determine differentiation needs • Teachers will create independent learning activities

that allow students to learn within their prominent learning styles and adjust instruction as needed

• Teachers will collaborate with colleagues using benchmark data to develop guided instructional groupings

• Teacher will use data to determine student classroom placement

• Teachers will consult with parents and students to set learning goals and maintain continual progress reporting with parents

Ongoing

Benchmark Measures Measure Timeline Goal for Student Progress Mondo Benchmarking Kits Formal Assessments (6 to 8 weeks) Continued progress to closing achievement gap Running Records Weekly (For Focus Students) Continued progress to closing achievement gap Daily Anecdotal Records Daily Continued progress to closing achievement gap

CSAP Achievement

WRITING

% of Students Proficient & Advanced on CSAP

Grade 07-08 Results

08-09 Results

09-10 Goal

09-10 Results

10-11 Goal

6 n/a n/a n/a n/a 60%

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5th grade CSAP for in-coming students was 52% P+ TARGETS FOR THE 2010-11 SCHOOL YEAR LIMIT TO 3-5 FOR 6TH GRADE WE WILL USE CSAP, FOR K-2 DISTRICT WRITING RUBRIC 1. Hispanic Students will be moved from Partially Proficient to Proficient on the Writing CSAP. 2. At-Risk Students will be moved from Partially Proficient to Proficient on the Writing CSAP. 3. Special Education Students will be moved from Unsatisfactory/No Score to Partially Proficient on the

Writing CSAP.

WRITING IMPROVEMENT PLAN

Objective # 1: Utilize the Gradual Release Model To increase student achievement within all the writing strands (high emphasis in Organization and Conventions), STEM students will be immersed in the Gradual Release Model as part of the on-going teaching and learning cycle Strategies: • Teachers will demonstrate using direct teaching

with explicit explanations using visual, auditory, and kinesthetic modeling examples for each learning objective (“I do”). - Think aloud – metacognition - Direct modeling - Clear explanations stated, and restated - Use rubrics with student example for proficiency

and to model clear expectations - Explicit teaching of constructive responses

On-Going

• CALL / I-CALL - Writer’s Workshop - Word Work - Interactive Writing - Interactive Editing - Focus Students - Writer’s Workshop - Guided Writing

• Six Traits • Blooms Taxonomy - Questioning

strategies to activate critical thinking skills

• High yielding instructional strategies from Classroom Instruction that Work by: Robert Marzano, Debra Pickering, and Jan Pollock

• Non-fictional magazines • Non-fictional passages

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- Teachers will use multiple curriculum content materials to support instructional strategies

• Teachers will then give multiple opportunities for Shared Demonstration and Guided Practice (“We do”, we do, we do, we do again) - Teacher demonstrates while students interact - Teacher has students help model expectations - Teacher acknowledges students success during the

shared learning time. - Teachers use higher level questioning techniques to

assess students understanding of learning objectives

- Teacher scaffolds instruction - Students demonstrate several approximations of

learning objectives with teachers support - Students model think alouds (metacognition) during

shared modeling demonstrations • Teachers release students to independent

practice after students (“You do”) - Students self-monitor as they work independently - Students self-evaluate throughout their independent

work with the understanding that they are expected to ask questions and seek support from the teacher if they are struggling

- Teachers scaffolds and validates students successes and challenges as the students work independently

- Teachers conference with students, set working goals, evaluate goal progress and coaches students through their personal learning objectives

- Teachers will create independent learning activities (centers) that allow students to learn within their prominent learning styles

• Teachers and students celebrate successes - Students share their independent work with

classmates, other classes, administration and/or

On-Going

• Curriculum Frameworks • Scholastic Text Talks • Teacher produced materials (Writing

Samples) • Large books • Interactive Technology Programs

- Gaggle - Kidpix - Kidspiration - MS Word - MS PowerPoint - Student Writing Center - Student e-mail

• Enlarged Text (poster maker, overhead projector, document camera with LCD projector, presentation center enlarging computer screen onto TV)

• Cross content materials in reading, math, social studies, science, art, physical education/health curriculum, and music (centers)

• Celebration Bulletin Boards • Celebration of Learning

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parents - Students work is displayed in hall - Students work is used as models for expectations

for future lessons - Exemplary work is read to school during Morning

Announcements

Objective # 2: Define and Clarify The Learning To increase student achievement within all the writing strands (high emphasis in Organization and Conventions), students will have a clear understanding of what they are being asked to know and be able to do as part of the on-going teaching and learning cycle. Strategies: • Teachers will verbally and visually post learning

objectives along with stating the rational in kid language.

• Students will be asked to identify “how what they are doing (learning activity) will help them”

• Students will be able to make authentic connections to the learning objectives and their personal life.

• Teachers will collaborate to develop curriculum maps using district curriculum frameworks

• Teachers will continually analyze quality time on task

On -Going

• Curriculum Frameworks • Grade level curriculum maps • Writing Rubrics • Posted objectives with purposeful

rational in student language

• Creating Writers Notebook • CSAP Release Items

Objective # 3: Engage In Collaborative Behaviors To increase student achievement within all the writing strands (high emphasis in Word Choice and Voice), the collaboration between staff and students around data will be essential to realizing continuous improvement in student learning as part of the on-going teaching and learning cycle. Strategies: • Teachers will collaboratively plan in grade level

teams, vertical teams, Specials Teachers, Special

• District Writing Assessments • Assessment Guide • Grade Level Planning • Vertical Conversations • Coaching with reflection • Lesson Study Protocol • Co-Teaching Model • Collaborative Planning Menu

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Education team, ELL Teacher and administration • Teachers will collaborate with grade level teams,

vertical teams and Student Intervention Team and District Coaches or Specialist to develop a RTI program to meet students differentiation and support service needs

• Teachers will collaborate with the Schools 504 team to develop instructional and or physical strategies to support students individual learning needs

• Teachers will use pre-assessment and post assessments to do determine differentiation needs (for students above and below grade level)

• Teachers will create independent learning activities that allow students to learn within their prominent learning styles to adjust instruction as needed

• Teachers will collaborate with colleagues using benchmark data to develop guided instructional groupings

• Teachers will consult with parents and students to set learning goals and maintain continual progress reporting with parents

On-Going

- Before & After School - Common Planning - Once a month unstructured ER

• Running Records • Teacher anecdotal observational notes • Focus Students observational notes • Data Days • Progress reports / ScholarSmart /

Report Cards/IC • Share Accountability Notebook goals

with parents and community members twice/year

• CELA • Learning Style Inventory (CoGat)

Benchmark Measures Measure Timeline Goal for Student Progress District Writing Rubrics Formal Assessments (Mid and year end) 85% of All Students will score 10 or above on the

mid-year Writing Assessment and 12 by the end of the year Writing Assessment

Daily Anecdotal Records Daily Continued progress toward grade level proficiency

on District Rubrics

CSAP Achievement

MATH

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% of Students Proficient & Advanced on CSAP

Grade 07-08 Results

08-09 Results

09-10 Goal

09-10 Results

10-11 Goal

6 n/a n/a n/a n/a 85%

77% P+ in-coming from 5th grade- new school TARGETS FOR THE 2010-11 SCHOOL YEAR-FOR 6TH GRADE WE WILL USE CSAP AND FOR K-2, DISTRICT AND EDM 3 ASSESSMENTS

Teaching/Learning Cycle for math improvement Hispanic Students will be moved from Partially Proficient to Proficiency on the Math CSAP. At-Risk Students will be moved from Partially Proficient to Proficient on the Math CSAP Special Education Students will be moved from Partially Proficient to Proficient on the Math CSAP.

MATH IMPROVEMENT PLAN

STRATEGIES TIMELINE RESOURCES NEEDED

Objective # 1: Teachers will analyze and review formal and informal math data in order to determine strengths and needs of students. As a result, teachers will identify mastery grade level goals and instructional strategies to address the

EDM 3 Teacher Resource materials

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math needs of STEM students. Strategies:

• Teachers in each grade level, 1st -5th, will implement the new EDM 3 daily standards-based assessment, “Recognizing Student Achievement,” in each lesson and use the four point rubric to score and record student achievement on the Essential Learnings using the class checklist and recording tools.

• Teachers at each grade level will implement the new “Open Response” component of the EDM3 through “Think Alouds,” class discussion, modeling problem solving, and modeling student self-evaluation using the Open Response Rubric, in order to support writing, math language, and practice of constructed response.

• Teachers at each grade level will implement record-keeping tools and “Individual Profiles of Progress” in order to have the most current progress monitoring information and to inform parents of student progress.

• Each grade level team, 1st -5th, will implement the EDM 3 End of the Unit Checking Progress assessments in order to benchmark the Essential Learning Objectives throughout the school year.

• All Kindergarten teachers will implement the new EDM 3 Teacher's Program Guide and collaborate to implement the new Math Center Card materials and activities.

• All teachers K-3 will begin or continue implementation of Every Day Counts Calendar Math

• The data gathered through on-going assessment opportunities will be recorded on Class Checklists and/or Profiles of Progress

• Teachers will use these profiles and class checklists for planning, to record observed assessment data (RSA data) and to inform students and parents of progress. In addition, the data gathered will be used to inform report cards and for parent conferences

On-Going

• EveryDay Math Games • EDM Profile of Progress CD • EDM (3) Implementation(K-2) • 6th Grade CMP • Parent Math Nights • Everyday Counts Calendar Math • E Counts (K-2nd Grade)

Monthly Training • Blooms Taxonomy - Questioning

strategies to activate critical thinking skills

• Curriculum Frameworks • Interactive Technology Programs

- Everyday Math Program suite (EC-Grade 6)

- MS Excell • Cross content materials in writing,

reading, social studies, science, art, physical education/health curriculum, and music (centers)

• Curriculum Frameworks • Math Rubrics • Posted objectives with purposeful

rational in student language

• Pre/Mid/Post District Math Assessment • EDM Unit Assessments

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- Objective # 2: Define and Clarify the Learning To increase student achievement within all the math strands (high emphasis in number sense, computations and constructive responses), students will have a clear understanding of what they are being asked to know and be able to do as part of the on-going teaching and learning cycle. Strategies: • Teachers will verbally and visually post learning

objectives along with stating the rational in student friendly language.

• Students will be asked to identify “how what they are doing (learning activity) will help them”

• Students will be able to make authentic connections to the learning objectives and their personal life.

• Teachers will collaboratively develop curriculum maps using district curriculum frameworks

• Teachers will continually analyze quality time on task Objective # 3: Engage In Collaborative Behaviors To increase student achievement within all the math strands (high emphasis in number sense, computations and constructive responses), collaboration between staff and students around data will be essential to realizing continuous improvement in student learning as part of the on-going teaching and learning cycle Strategies: • Teachers will collaboratively plan with grade level

teams, vertical teams, Specials Teachers, Student Achievement/Literacy Coach, Interventionist, Special Education team, ELL and SSN Teacher and the administration team

• Teachers will collaborate with grade level teams, vertical teams and Student Intervention Team and

On-Going

• AddVantage Math Assessment • Grade Level Planning • Vertical Conversations • Co-Teaching Model • Small group instruction • Collaborative Planning Menu

- Before & After School - Common Planning - Once a month unstructured ER - Assemblies - Administration Coverage - Paraprofessional Coverage - Work Days

• Teacher anecdotal observational notes • Data Days • Progress reports / ScholarSmart /

Report Cards • Share Accountability Notebook goals

with parents and community members • Learning Style Inventory (CoGat)

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District Coaches or Specialist to facilitate RtI strategies to meet students’ differentiation and support service needs

• Teachers will collaborate with the schools Section 504 team to develop instructional and or physical strategies to support students’ individual learning needs

• Teachers will use pre-assessment and post assessments to do determine differentiation needs

• Teachers will create independent learning activities that allow students to learn within their prominent learning styles to adjust instruction as needed

• Teachers will collaborate with colleagues using benchmark data to develop guided instructional groupings

Teachers will consult with parents and students to set learning goals and maintain continual progress monitoring with parents

On-Going

Benchmark Measures Measure Timeline Goal for Student Progress Recognizing Student Achievement Daily Scoring a 3 or above on the assessment tasks End of the Unit Assessments 3 to 4 weeks Scoring a 3 or above on the assessment tasks District Math Assessments Mid and end of the year Hitting individual student targets mid-year to be on

track to meet Proficiency by the end of the year

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CSAP Achievement SCIENCE

% of Students Proficient & Advanced on CSAP

Grade 07-08

Results 08-09

Results 09-10 Goal

09-10 Results

10-11 Goal

6 n/a n/a n/a n/a TARGETS FOR THE 2010-11 SCHOOL YEAR LIMIT TO 3-5 CSAP WILL BE USED FOR 6TH GRADE AND FOSS ASSESSMENTS FOR K-2 • students will be attending a weekly classes focusing on Science, Technology , Engineering and Math (STEM) Science will be taught daily

STRATEGIES TIMELINE RESOURCES NEEDED

Objective # 1: STEM staff and students will be engaged in and promote inquiry-based learning: Strategies:

• STEM will utilize the gradual release model in science

• Under the direct teaching model, explicit modeling

FOSS Kits

Engineering is Elementary Kits

Uncovering Student Ideas in Science (Assessment probes) Lego Robotics

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and thinking aloud of how scientists think, act and work in the real world, modeling FOSS and Engineering investigations including asking testable, focus questions, modeling how to hypothesize and make predictions, model how vital evidence is to claims and the purpose and function of a data table and graph if applicable, but more importantly what the data is telling us about the variables…what is the evidence?

• Modeling reflection of the entire process and if the original hypothesis is supported or not supported by data. Modeling and explicit teaching of data analysis with emphasis on understanding variables and trends in their data, and being able to extrapolate new data points.

• Students should have multiple opportunities to write, reflect, draw, diagram, even have creative writing pieces (poetry, stories, etc.) and share orally their thinking about science concepts throughout their science units.

• STEM will utilize all of the high yielding instructional strategies (Marzano, et. al) however, our focus will be on generating and testing hypotheses, nonlinguistic representation, and collaborative learning as these support and further the inquiry process

Curriculum Frameworks (as a resource to ensure standards being met under inquiry model) Science notebooks United/Discovery Streaming Science Rubrics (essential learnings) FOSS Assessments-to progress monitor Exemplars and products from problem-based learning experiences Inquiry continuum-demonstrates teacher progression and understanding of inquiry Teacher anecdotal notes Journey North JASON project Bud Burst GLOBE

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Objective # 2: Making connections across the curriculum Strategies: The goal of science education is to help students become scientifically literate. A key piece to this goal is “writing to learn.” Two forms of writing are important for students in science class. At STEM, students will be engaged in writing experiences to support content learning:

• Writing to inform (targeted for specific audience and specific purpose)

• Writing to reflect (expression of ideas, how they can assimilate or accommodate the information they are acquiring, reflection into values and attitudes)

• Use of non-fiction text and exposure to multiple genres of media text (newspaper, magazines, online research)

• At STEM, students will be engaged in experiences where they will demonstrate the relevance and application of knowledge in real life context through problem-based learning.

At STEM, integrated technology will offer students access to current and developing information, tools for visualizing and modeling, data collection, data analysis and emerging communication of ideas.

• STEM Students and staff will utilize various types of technology to support, teach, and learn across all content areas; technology will connect and make the curriculum relevant

Science notebooks Journey North JASON project Bud Burst GLOBE Mondo readers Literacy By Design readers Newbridge readers

Business and industry partnerships (STEM collaborative) 21st Century learning standards and guidelines (state and national)

Digital data collection equipment (probes, thermometers, microscopes, etc.) Video conferencing and virtual fieldtrips, podcasts

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Benchmark Measures Measure Timeline Goal for Student Progress FOSS Assessment (Formal & Informal) After Completion of Units of Study Students will achieve a 3 or above on the District

ELRs Science Notebooks On-Going Student entries will reflect a deeper

understanding of the scientific process Engineering Is Elementary After Completion of Units of Study Students will achieve a 3 or above on the District

ELRs

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SUPPORT STRUCTURES FOR ATTAINMENT OF READING, WRITING AND MATH GOALS (optional if professional development activities are included in content specific strategies).

Support Structures Implementation Method Professional Development:

Our beliefs about Professional Development: Teachers are professionals and we believe individual teacher talent and energy is essential for student learning. We believe in the power of the collective whole and the cumulative effect teachers have when they come together. Expertise exists in the classroom and we must harvest this expertise.

• It is a transformative endeavor • We will be professional learning classrooms and communities • Professional development should recognize that teachers can identify topics important to their teaching,

can examine their own work using research techniques, and can explore how to become more effective instructional leaders

• We believe that professional development should be grounded in the real world of the classroom and cannot exist separate from relevant content and practice

• We believe professional development should be an evolving form of inquiry that affects the researchers and the contexts in which they work

• We also believe in accountability and sustainability and recognize educators need time to reflect on their work and focus on how to be more effective, as well as time for collaboration, implementation, and evaluation

We will implement our professional learning centered about the teaching and learning cycle utilizing the attached template, we will focus on specific aspects of the template, beginning with planning…

Technology: Instructional Technology:

At the STEM Magnet School technology will have a dual function. Technology will support learning in STEM classrooms as a tool for teaching and learning. Technology will also function as an integrated curriculum with specific technology learning goals established at each grade level. This dual approach supports the understanding that technology offers students access to current and developing information, tools for visualizing and modeling, data collection, data analysis and emerging communication of ideas. Within each classroom, teachers will use: (funding pending) • Interactive white boards for classroom instruction and presentations or slates or tablets • Laptop computers for research, communication and learning activities or netbooks

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• Smart Cart • Intel Tools

• STEM online resources for content area reinforcement. • Kindle digital books to support literacy in grades 6-8 • Digital data collection equipment such as thermometers, probes and microscopes for scientific investigations and inquiry. • Video conferencing and virtual fieldtrips to maximize students’ exposure to STEM-related points of interest. • Virtual learning including learning blogs, MIT courseware, Wiki, educational forums and digital learning communities. I-pods, use of texting and email, clicker systems…capturing commuting time

Differentiation Strategies (Gifted and Talented, Special Education, English Language Learners, At Risk, etc.):

Teachers will utilize the following differentiated Instructional Strategies: • Compact content by eliminating teaching or student practice if content or a skill have been previously mastered • Use multiple learning styles to present content or skills, to help students learn, and to allow students to show what

they have learned • Prompt high-level thinking and responses for all students • Encourage students to build upon the responses given by themselves and other students • Vary assessment strategies for students to demonstrate what they have learned, to guide instructional decisions,

and to focus on learning goals of the students • Use multiple types of student products that reflect a range of learning styles from which students choose to present

their learning • Provide a variety of group formats for learning depending on how the student works best • Engage students in varied opportunities of working with other students who are similar and dissimilar in interests,

styles of learning and readiness levels • Use a variety of resource materials that reflect different levels of complexity and different learning modalities • Provide students with choices in the different ways to access the material to be learned.

Teachers will utilize the attached document for sheltered instruction for ELL support Family and Community Involvement:

STEM Community Organization (SCO) Community Welcome Night Curriculum Night Volunteer program Service Learning Projects benefiting local communities

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BUDGET ALLOCATION FOR GOALS- TBD PENDING BUDGET ALLOCATED-NEW SCHOOL

Budgeted Items

Money Allocated

Budget Source

Desired Outcomes for Use of Monies

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School Accountability Team Attendance Record

2010-2011 (Attendance Indicated by X)

Member Name

Role Date: Date: Date: Date: Date:

P.J. Eucker Principal/Designee Sept 1, 2010 Sept 8, 2010 Sept 15, 2010 Aimee Horst Teacher –

Jan Killick Teacher-

Jennie Tennant

Teacher

Kellie Lauth Teacher Tracy Tellinger Parent & Teacher TBD/new school

Parent

TBD/new school

Parent Organization Rep

TBD/new school

Community Business Rep

1st PTO (STEM Community Org) will meet SEPT 16th

Principal’s Signature: (Signature ensures good-faith efforts for recruitment of all SIT members as defined by the Educational Accountability Act.)