School



Benson Polytechnic High School

Curtis Wilson, Jr, Principal

Jeandré Carbone, TAG Facilitator

|FOCUS: Acknowledgement of TAG Identified Students |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|Method used to ensure all teachers know TAG students enrolled in their classes: At the beginning of each year, teachers will pull 2 |One copy is retained and submitted in the|September and February of each year|

|copies of their class lists from Synergy and highlight all students identified as TAG. They will place one of these lists in their |teacher’s formal grade book, another on | |

|grade book and denote the appropriate students in their current grading system. They will repeat this at the semester in February. |file with the VP/TAG facilitator. | |

| |

|FOCUS: Identification of Students who Perform in the 97th Percentile or Demonstrate the Potential to Perform |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|School has a discussion about school data and the identification of under-represented and underserved students and develops a plan |Agendas, minutes and attendance sheets |October 2016 |

|to identify students, recognize leadership ability and develop talents. | | |

|The principal will ensure teachers are nominating students from underrepresented populations in the following manner: In a |Grade and performance review done each |October 2016 |

|department meeting, teachers will review previous grades and SBAC scores, as well as dashboard data files, to evaluate who is |semester and results reported in agendas | |

|missing from the TAG list and recommend a list of nominees. These reviews will include other assessments as available such as work | | |

|samples and other standardized test information such as PSAT and ACT scores. (Information on ELPA and ELL status as well as |Recommendation list from each department | |

|Special Education Identification will be distributed as well.) Recommendations will be turned into the VP/ TAG Facilitator who will |by nomination date. | |

|follow up with teachers to complete the Identification Process Forms and other needed paperwork that will be presented to the TAG | | |

|Team. | | |

|Our school will use the following observation tools and/or data in the TAG identification process: SBAC, ELPA and TAG prescreening,|Department agendas and counseling |October 2016 |

|attributes and characteristic checklists. Continuing on to include work samples, formative assessments and other standardized |agendas | |

|testing available such as PSAT for sophomores and ACT for Juniors. | | |

|The building will use the following procedures throughout the ID process: Recommendations will be turned into VP/ TAG Facilitator |Recommendation lists to VP/TAG |November 2016 |

|who will follow up with teachers to complete the Identification Process Forms, survey parent, review cum files and other needed |Facilitator and Student files | |

|paperwork that will be presented to the Student Assistance Team. CVP/TAG Facilitator will coordinate the ID process and present to | | |

|the TAG Team. | | |

| |

|FOCUS: TAG Services |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|Differentiation strategies: |Syllabi and ongoing observations and work|Sept. 2016 and ongoing staff and |

|Please list differentiation strategies used within a variety of classrooms. |sample discussions |department meetings |

|(As documented by each teachers syllabi) Grouping strategies, questioning strategies. Compacting curriculum, ability grouping, | | |

|tiered lessons, Independent projects, enrichment opportunities and Acceleration through Honors/ AP, Community College dual credit | | |

|options. Pre- assessment and higher order thinking skills through the use of Costa’s levels of questioning and using | | |

|differentiation and integration as our building focus and delivery. | | |

| | | |

| | | |

|Describe how the following strategies are used in all classrooms to meet the rate and level of students. | | |

|Flexible Grouping | | |

|AVID Schoolwide Strategies around Collaboration & Cooperative Learning | | |

|In-class grouping--- teachers break out two or three ability-based groups within a class for instruction. Groups are flexible and | | |

|change based on type of activity, formative assessment, and student needs. | | |

|Pre-Assessments | | |

|Teachers use pre-assessments to assess student needs and plan differentiated instruction. | | |

|System of on-going or formative assessments that inform instruction | | |

|Work samples, pre-tests for units and courses, academic progress review and observation. Each Course syllabi directly addresses | | |

|assessment. | | |

|What are the school-wide structures that provide for appropriate rate and level? | | |

|Common Core State Standards in Math, English Language Arts, and Literacy as well as the Next Generation Science Standards. AVID | | |

|Schoolwide Strategies (WICOR) | | |

|We determine whether a student needs acceleration in the following way: Observing consistent positive performance in pre and post |PLC meeting agendas and attendance, |Three times a year |

|assessments, desire to try an accelerated level, work sample and teacher recommendation, as well as standardized data information. |Assessment Comparisons |Forecasting Feb. –June 2017 |

| |Forecasting Numbers | |

|Our process for using data to measure the growth of our TAG students is: We will continue to review students’ performance in our |PLC Meeting Agendas and attendance sheets|Three times a year starting with |

|quarterly PLC meetings as well as twice a year on a school wide basis. We are comparing academic gains in scores and grades for all| |Oct. 2016 meetings |

|students to assess our common strategies in writing that focus on high level thinking skills. | | |

|The following options for acceleration are available at our school: Differentiated classroom assignment opportunities, Credit by |TAG Bulletin Board |Ongoing |

|Exam, AP courses, On-line (BYU) options, Courses integrating technology with core content such as Geometry in Construction and | | |

|Business Algebra, acceleration to next sequential course as appropriate, and Dual Credit. |Forecasting info and counseling lessons |Feb.-June 2017 |

|Students access these options in the following manner: Open enrollment to any AP course with counselor during forecasting and | | |

|student discussion of pre-requisite performance and enrollment in dual credit through each student’s major teacher. |Comparison Data of AP and Honors | |

| |enrollment |Semesters |

| | | |

| |PCC Credit Acquisition report |End of Year |

|If a student requires a course beyond what is typically available for that grade or subject area, that student can access this |Forecasting information and counseling |Feb-June 2017 |

|course or experience in the following ways: |lessons | |

| | | |

|High School must include a specific plan for accessing AP, IB, or similarly rigorous, college-ready courses. Student need and credit| | |

|acquisition drive what is available to the student during the day. Students can take on-line, summer enrichment or independent | | |

|study. | | |

|Additional services available for TAG students include: Robotics, Science, Ocean and Math Bowl, MESA (some years), SKILLS USA, HOSA|Bulletin Notices |Ongoing from |

|along with field trips, lectures and TAG opportunities such as Saturday Academy. |Newsletters |Sept. 2016 |

| |Teacher Syllabi | |

|The students access these services in the following manner: Consultation with counselor, announcements in classes and bulletin, | | |

|posters, awareness through recognition assemblies and word of mouth from friends and teachers. All students are eligible to sign up | | |

|for whatever they have an interest to participate, and commit. Any student may opt for honors or AP options and ALL students have | | |

|dual credit options within their Jr/Sr Major with cost waivers available. | | |

|The administrator(s) ensures the use of differentiated strategies, rigorous course work, and instruction provided at the appropriate|Syllabi and ongoing observations |Sept. 2016 and observations by |

|rate and level in the following ways: Administration will use the evaluation process to support observation and open discussions of| |administration |

|ID, strategies and growth for TAG students. Walk-throughs for off-cycle evaluation personnel as well. Each syllabus will be approved| | |

|by an Administrator and special emphasis will be paid to assessment and differentiation for special populations. Professional | | |

|development will cover strategies that will be the focus of administrator during observations of classroom. | | |

| |

|FOCUS: Responsibilities of TAG Coordinator |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|The administrator ensures the TAG Facilitator is trained and familiar with the requirements of the TAG Facilitator Job Description, |TAG Guide and Notebook | |

|which include mandatory attendance at TAG sponsored PD and coordinating the ID process in the school, in the following manner: |PD Sign in sheets | |

|CVP/TAG Facilitator will ensure attendance at TAG meetings, review the TAG Website, review the TAG guide and be responsible for the | | |

|collection and verification of all TAG compliance materials. | | |

| |

| |

|FOCUS: Professional Development |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|A quarterly PD schedule is provided that demonstrates when each of the following is include in the school’s professional development|PD Agendas, PowerPoints, and Artifacts |September 2016 |

|plan: flexible grouping, Rigor in the classroom, assessments to inform instruction, increased use of mathematical practices and | |October 2016 |

|instructional shifts, increased text complexity and text-based questions | |Dec 2016 |

|These strategies will be integrated into our school professional development plan or school improvement plan in the following ways: | |January 2017 |

|(CCSS Implementation, Equity Work,) | |March 2017 |

|AVID Schoolwide PD – 5 Sessions: Writing, Inquiry, Collaboration, Organization, Reading (WICOR) | | |

|All teachers have developed student-centered SMART goals around student learning and equity work. Dates for measuring progress | | |

|toward these goals are written into our CAP following the steps of the DataWise process. | | |

|Administrator(s)//Teachers will use their staff meetings, collaborative planning times, or team planning times to integrate these |Monthly meeting agenda, minutes and |Ongoing to end of year |

|strategies into their instruction in the following manner: PLCs (with protocols) and all school PD’s will be focused on the theme of|attendance | |

|differentiation and integration of courses. PD will focus on using SLGs and CCSS implementation as the vehicle to support higher | | |

|level thinking-depth and complexity. |Ongoing observations | |

| |

|FOCUS: Communication |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|Teachers communicate the differentiation strategies they’re implementing in their classrooms in the following ways: Teachers will |Syllabi collected approved and posted on |Sept. each year |

|communicate the strategies they are using through district syllabi on line and their classroom syllabi that are available to all |web. | |

|students and to parents on BTSN and Conferences. Teachers will be able to discuss differentiation strategies at any student |BTSN attendance data | |

|staffing and emails or phone calls home. We also hold an event for TAG/AP Parents to discuss strategies and opportunities | | |

|available to students. | | |

|The administrator uses the school newsletter to communicate with families about TAG in the following ways: On a quarterly basis |Newsletter and website |Quarterly |

|inform parents about upcoming events or opportunities available for TAG students, information on TAG bulletin board and info on who | | |

|to contact with questions, updates on PD and our focus on differentiation and integration. | | |

|TAG Bulletin Board will be available for parents to read on the first day of school and will remain posted throughout the year. It |TAG Bulletin Board |September 2016 |

|will include a copy of the Building TAG Plan, current ID Process forms and other relevant information in languages represented in | | |

|the school community when available. The TAG Bulletin Board will be maintained by: CVP/TAG Facilitator | | |

|A Fall TAG parent meeting will be held before 10/31. Details include: BHS parents whose students are TAG or are taking AP courses. |Attendance Sheets and PowerPoint |October 2016 |

|They will review TAG PowerPoint, current accelerated syllabi, go over the TAG plan and have an opportunity to ask questions of the | | |

|TAG Facilitator. | | |

|Parent/teacher will sign a form at Parent-Teacher Conferences that indicates parents have had the opportunity to offer input into |Syllabi upon request during Conferences |October 2016 |

|and review the school’s plan for meeting a student’s rate and level. If an individual plan is written, a copy of the individual |and published online | |

|plan will be placed in the student’s salmon folder. As a High School, parents will be provided with contact information, copies of | | |

|syllabi and an opportunity to come to BTSN and TAG parent night as noted previously. | | |

|Our families will have the following opportunity(ies) to evaluate our TAG services: |Comment Cards and Attendance sheets |September and October 2016 |

|Review and comment at TAG Parent Night and Conferences, through representation on Site Council, School Newsletter and through the | | |

|TAG Bulletin Board. | | |

|If parents have concerns about their child’s TAG services they will have the following opportunities (process) to inform the school:|Attendance Sheets |October 2016 |

|Through discussion with teachers and administration at conferences, open invitations to meet with teachers and administration and | | |

|conversations with TAG Facilitator or Administration at the Building or District levels. | | |

Submitted __________________ Received _______________ Approved ____________________

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