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Sherwood Middle
Instructional Plan
Mr. Corey Kelly, Principal Mrs. Barbara Asemota, Assistant Principal
Mr. Vernon Foster, Assistant PrincipalMrs. Gina Nicholson, Assistant Principal
SMS Instructional Planning Team: Ms. Latisha Harp,Ms. Lisa Moore, Ms. Nia Neely,
Mrs. Patrece Morrow, & Mrs. Veronica White
Instructional Plan Overview• Destination 2025
• Parent Communication
• Lesson Planning
• Lesson Design
• “CLIP” (Comprehensive Literacy Improvement Program)
• Quality Work Displays
• Common Assessments
• Instructional Strategies
• Teacher Expectations
• Board Protocol
• “The Archer Way” Procedures
• Common Subject Area Planning Guidelines
• Data Notebook
• ME (Mastery & Enrichment) Literacy Period
• Homeroom Literacy & Numeracy
Destination 2025In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, • 80% of our students will graduate from high school, college or career ready • 90% of students will graduate on time • 100% of our students who graduate college or career ready will enroll in a post-
secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready (CCR) standards-aligned instruction.Teachers must:• Utilize standards-based curriculum, performance-based learning and assessments, and
high quality instruction are at the heart of Instructional Planning. Teachers must:• Understand TNCore CCR Standards, and District Curriculum Instructional Maps• Understand how students will be assessed (TNReady) & create assessments that
measures mastery while establishing Intervention and Enrichment• Be Driven by the Data of their students
Parent CommunicationWelcome Letter
Develop a team welcome letter addressing the following:
team member names, school rules, procedures, grading policies,
Wednesday Folders (sent bi-weekly), and reference the
online student handbook (www.scsk12.org).
Grading Policy & Scale All collected assignments will be graded and returned to students
within 3 days and grades entered into PowerTeacher by
the following Monday.
Grading Scale
A = 100% - 93%
B = 92% - 85%
C = 84% - 75%
D = 74% - 70%
F = 69% or less
Assignment Weights
50% = Classwork/EOCA
25% = Common Assessments and/or Projects
15% = Class Participation & Co-Op Learning (ADN)
10% = Homework/Fieldwork
ASSIGNMENT WEIGHTS ARE NON-NEGOTIABLE
Parent CommunicationWednesday Folders
Teachers will communicate bi-weekly with parents via the
Wednesday Folders. Folders should be sent every 2 weeks and
returned to the homeroom teacher on the following Thursday.
Student PlannersAll Sherwood Middle students will receive a planner that should be
utilized consistently in each class to help reinforce organization and
consistency in one central location. Students may record homework,
projects, and other assignments here. Planners may also be utilized to
communicate with parents as well.
Lesson Planning
Lesson plans and weekly assignments sheets are typed and
submitted to administration on Sunday by 6 p.m. before
the week of the plan. Plans should be clear, concise and
complete. Lesson plans should be readily available for a
substitute or the principal. A copy of your weekly lesson
plans should be posted in the classroom for the current
week. Weekly feedback on lesson plans will be providedto teachers.
Administrator Grade Level
Mr. Kelly - [email protected] Exploratory
Mrs. Asemota - [email protected] 8th grade
Mrs. Nicholson - [email protected] 6th grade
Mr. Foster – [email protected] 7th grade
Mrs. White – [email protected] New Teachers
Lesson Plan: Old vs New
• 2014-2015– CCR Standards/SPIs– Objective– Resources– Hook– Discovery– Demo– Check for Understanding– Guided Practice– Independent Practice– Instructional Strategies– Student Activities– Differentiation– Intervention– Enrichment– Assessments– Closure– Vocabulary– Project(s)
• 2015 – 2016– CCR Standards/SPI (science only)– Objective– Resources– Hook– Discovery– Demo– Check for Understanding– Guided Practice– Independent Practice– Instructional Strategies– Student Activities– Differentiation– Intervention– Enrichment– Literacy Infusion– Deep of Knowledge– Assessments– Closure– Vocabulary– Project(s)
Lesson Design
Teaching Focus
State Standards – Can be found on Edugoodies. or tn.gov. You must write
the verbiage and the number. (Science will include the SPI/GLE).
Student Performance Indicators - All teachers are expected to teach from SCS/iZONE Schools Nine Week Instructional Plans and Pacing Guides. Standards are required to be written and displayed when they are being taught in all content areas.
Objectives - The objective for the day should be written or displayed just like the standards. The objective should change daily and it is not the same thing as the SPI. Required activities listed in LA, Science and Social Studies pacing guides must be incorporated into your weekly objectives.
Archer’s Do Now - should take place during first five minutes of class and involve students in a written activity, focusing specifically on SPI’s. Please use TCAP objectives as your Archer Do Now activities. They can be switched around to address topics covered the previous week.
Lesson DesignTeaching Focus (continued)
Motivation – During motivation, the teacher peaks students interest by relating new knowledge to prior learning, experiences or current interests. All students actively participate in this portion of the lesson.
State Mandated Test Preparation – Prepare students daily for the upcoming TN Ready/TCAP test. Make
note of which SPI’s should be introduced, assessed, or mastered during each nine week period. This should be
monitored on the nine-week SPI/GLE Mastery charts and should be updated weekly with Common Weekly
Assessment Results.
Student Activities - Students should be engaged in thought-provoking, challenging work. Students should
be actively engaged at all times and a variety of strategies should be utilized each day.
Assessment Activities -A variety of assessment activities should be utilized in the classroom on a regular
basis. Do Now, classroom participation, homework, class work, test and quizzes, and projects should be used
to determine a student’s grades. Please see the next section on grading procedures for more details.
Closure/EOCA (End of Class Assessment) - Closure is a time for the students to reflect on and restate
what they have learned during instruction. All students should participate in closure activities.
Weekly Word Wall/ Vocabulary/Content Reading – Each discipline will develop content vocabulary
and vocabulary list for students. In class discussions and assignments, the students must use the vocabulary
with proficiency. Each classroom should display a WORD WALL listing the vocabulary words used during the
current week’s course of study. The word wall should change weekly. Vocabulary should be assessed each
week and a vocabulary list should be included in each week’s lesson plan. The TN Academic Vocabulary
should also be posted close to the word wall in your classroom.
Quality Work Displays
As the students complete high quality work, display it.
This encourages students to do their best. Each
display should be posted with a Quality Work Rubric.
Student work displays should be changed MONTHLY in
the classroom and per 9 Weeks in the hallway outside
of your classroom.
Quality Work Displays
Quality Work Guidelines
Standards Based
Current
Grade Appropriate
Clearly Defined Purpose (what is to be learned)
Performance Tasks (what are the students asked to do)
Rubrics (criteria for displaying)
Technology Use
Standards/Specific Expectations
Higher Order Thinking Skills (Did the task require skills in
application, analysis, evaluation, or synthesis levels on
Bloom’s)
Free of Grammatical Errors
Common AssessmentsLanguage Arts, Math, Science and Social Studies
teachers will administer a common bi-weekly/monthly
assessment (CA) test to assess student mastery of
content. Tests will be created by the each subject
area during Common Subject Area Planning (CSAP)
and will be based on the SPI’s/GLE’s listed on the 9-
week pacing guide. These tests should serve as the
student’s bi-weekly/monthly test. Teachers will be
responsible for reporting performance of CA’s to
administration.
Instructional Strategies
UNRAAVELING*
The 3 Read Close Reading*
Self-Regulated Strategy Development*
ACES*
POW TIDE*
The Frayer Model*
Teacher-Directed Strategies
Student Directed Strategies
Lecture
Inquiry
Discussion
Discovery
Question/Answer
Higher Level Questioning
Modeling
Concept Attainment
Demonstrations
Reciprocal Teaching
Videos
Learning Centers
Field Trips Technology
Technology Presentations
Experimentation
Drama
Quiz Shows
Dramatic Interpretation
Costumes
Audio-Visuals
Manipulatives
Simulations
Oral Readings
Word Games/Puzzles (Highlighted Text denotes School Wide Strategy)
Successful teachers learn how to go beyond the textbook and distill the core elements orobjectives of the lesson. The master teacher knows that the text does not teach the class – theteacher does. Teachers have developed a variety of techniques to engage the students’ interests.
These techniques tend to drive home information and get students excited about school. Here aresome examples:
Instructional StrategiesTo reinforce school culture and consistency, all students should
use the same headings for each class period. Heading will
appear on the RIGHT Upper Corner.
Sally JohnsonAugust 7, 2015
2nd PeriodAssignment
Teacher ExpectationsExpectation How does it look?
Communication to
Parents
Required to contact at least FIVE (5) parents a week and submit logs quarterly (Mrs. White). Encourage parents to visit and take an active role in the classroom. Attend PTO/Family night activities – at least 2 a semester.
General Faculty Meeting required participation in General Faculty Meetings monthly/bi-monthly to enhance school climate,
increase teacher effectiveness, and student growth/achievement
CSAP required collaboration during CSAP meetings where teachers will focus on lesson planning, instructional
delivery methods, and data sharing (submit minutes to Mr. Kelly)
Content Area Meeting required collaboration based on student/teacher need to be focused on curriculum planning, best
practices, data analysis, and creating common assessments (submit minutes to Mrs. White)
Grade Level Meeting required collaboration based on student/teacher need where teachers will share
instructional/behavioral best practices (submit minutes to Mrs. White)
Common Assessments Assessments will be created from SPI’s and delivered through a TCAP format. Questions can come from
Examview, Discovery, TCAP prep books, any other TCAP format source. (submitted to Mrs. Asemota)
Archer’s Do Now Teachers will create TCAP formatted questions, utilizing higher order thinking skills to assess previous
learning. Students will complete the Archer’s Do Now at the beginning of the class period.
End of Class Assessment Teachers will create TCAP formatted questions, utilizing higher order thinking skills to assess previous
learning. Students will complete the EOCA at the end of the class period.
Curriculum Guide Teachers will use the curriculum guide in the weekly CASP meetings to plan effective, data driven
instruction. The curriculum guides are available on www.scsk12.org.
Pull Outs Groups will be determined by principals and teachers based on current assessment data.
Targeted Tutoring Students will be selected for targeted tutoring based on data from assessments. Principals and teachers
will identify possible students.
Test Taking Strategies Mrs. White, Ms. Harp Mrs. Boyd and selected teachers will visit classrooms
to deliver test taking strategies.
Vocabulary Instruction Teachers will create vocabulary lists from both content instruction and state created vocabulary lists
School Wide Literacy Teachers will choose subject-specific informational texts for students to analyze and examine by
reading and writing that requires the student to use the text as the basis for evidence and support.
Peer ObservationsThe intention of teacher-to-teacher observation is that it be a tool for professional developmentand in turn for student learning. All teachers will complete ONE Peer Observation per 9 Weeksgrading period using the template provided.
Board Protocol
Teacher Information: The teacher’s information should be posted inthe most visible place in the room, preferably on (or near) the
whiteboard. The teacher should have his/her name, grade/subject,
planning period, tutoring schedule, email address, and school numberposted.
Board Protocol
White Board Protocol
should include:
Day & Date
Standards
SPI(s)/GLE(s)- Science
Objectives (“I Will/Can”
Statements)
Agenda /Classwork
Assessment & Reflection
Homework/Enrichment
This information should be updated DAILY.
Board Protocol Teachers should maintain a
data board on (or near) the
whiteboard that displays
the Archer Do Now (ADN)
and the End of Class
Assessment (EOCA) data for
each class period for that
respective week. The
SPI/GLE addressed during
that instructional period
should be posted as well.
The “Archer Way” Procedures
Classroom Entry
• Straddle the threshold of your
classroom and. Place one foot in the
hallway.
• Give no more than 2 “What to Do”
Directions in the hallway.
• Greet each student with a firm
handshake or gentle pat on shoulder
or back, and make eye contact.
Require a greeting back. Make a
positive comment. Make a positive
comment at least 5-7 times.
• Allow students to enter in chunks of 4-5.
(Be seen looking)
• Repeat until the whole class has
entered.
• Greet the whole class.
• Set the timer for 3-5 minutes. Remind
students that they have 3 minutes to
complete the Archer Do Now. (include
a procedure for students getting CPS
clickers)
Classroom Exit
• Close Lesson and begin
EOCA.
• Give clear, concise
directions.
• Stand where you can see
what all students are doing.
• Make sure that you stand in
the threshold.
The “Archer Way” Language
The entire SMS Family will communicate in the following way:“Good morning Mr. ____/Good afternoon Mrs. ____”“Yes Sir/Yes Ma’am”“Young Man/Young Lady”Teachers have the option to include content/team-specific affirmation such as:• “Science Genius”• “Scholar”• “Innovators”• “Trailblazer”
NOTE: We never should refer to students as “boy” or “girl”
Common Subject Area Planning (CSAP)
Team Guidelines
Will meet at least once a week in a
specified/designated location
A supply list for parents and
students. Display list in team area.
Team rules/discipline plan (Posted)
A team library schedule and team
calendar with information on parent
meetings, student academic
recognitions, fieldtrips, and team
meetings, Team Activities.
A list of supplies needed for
classroom instruction.
Schedule for restroom and locker
times
CSAP Guidelines
Will meet at least two times a week in a
specified/designated location
The team leader should maintain copies
of agenda and minutes. (agenda &
minutes should be submitted to
administration)
Meetings should last at least 30 minutes.
Assign roles before the meeting.
Observe team norms
Discuss student progress; what is and is
not working, and provide solutions to
what is not working. Do not spend time
giving negative feedback on students.
Data Notebooks
Teachers should maintain a notebook of student data that may include (but is not limited to):
• TCAP Scores
• TVAAS Projections
• Common Assessment Data
• Data Reports (CPS, Socrative, GradeCam)
• Individual Student Data Reports
• Growth & Achievement Students
M.E. Literacy Period
(Mastery & Enrichment)During the Mastery and Enrichment (M.E.)Literacy Period teachers will use subject-specific informational texts for students toanalyze and examine through reading andwriting.
M.E. Period Schedule
Monday/Wednesday: Close Writing/Constructed Response
Tuesday/Thursday: Close Reading/Text Dependent Questions
Friday: Fluency & Vocabulary (CLIP)