School



Madison High School School ξExempt for 2013-15

Petra Callin Principal 1Non-Exempt for 2013-15

Terri Sing TAG Coordinator/Vice Principal (Teachers write individual TAG Plans)

|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 class(es): |This information is kept in each |September 2013 |

|Teachers will highlight class lists and submit those class lists to their designated administrator each semester of the 2012-13 |teacher’s grade book. Additionally, a |February 2014 |

|school year. |master list will be maintained in the TAG| |

|Teachers will initial the class lists. |file in the Student support center. | |

|Teachers will mark their grade books in a way that identifies all TAG students at the beginning of each quarter. | | |

| |

|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 |Notated department meeting attendance |End of September 2013 |

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

| | | |

|The TAG coordinator will work with the instructional specialists to prepare a PD discussing the characteristics of TAG students, |Highlighted class lists. | |

|specifically under-represented and underserved students. These specialists in turn will lead a PD with each department separately | | |

|that will include current student data and conversation about the characteristics. This time will also be focused on | | |

|underrepresented students and how teachers might identify who they are. Teachers will highlight students that they feel might | | |

|qualify. | | |

| | | |

| | | |

|The principal will ensure teachers are nominating students from underrepresented populations in the following manner: |Copies of submitted paperwork will be |First Checkpoint will be October |

|During the dedicated meeting, staff will review the following data: OAKS results, NNAT data from the Family Centers- District is no|kept in the TAG file located in the |31,2013 |

|longer doing this, the Attributes of Giftedness checklist, and ELPA data. |Student support center. | |

|By means of the end of the year survey | |Checkpoints will occur each nine |

|The TAG coordinator will receive the names of the nominated students. The TAG coordinator will ensure that the Identification | |weeks |

|Process forms and ancillary paperwork is completed and submitted to the District TAG office. | | |

|Our school will use the following observation tools and/or data in the TAG identification process: |Copies of templates/data available in the|Materials added to file as they |

|Our school will use the following observation tools and/or data in the TAG identification process: As indicated above— |TAG file located in the Student Support |become available-Ongoing throughout|

|OAKS results, ELPA data, Attributes of Giftedness Checklist, available pre-screening checklists, the Characteristics of |Center |the 13-14 school year |

|Underachieving Giftedness instrument. | | |

|By means of the end of the year survey. | | |

|The building will use the following procedures throughout the ID process: |Copies of submitted paperwork will be |Materials added to file as ID |

|The TAG coordinator or designated staff will coordinate the process noted above. This process will be explained in the TAG area on |kept in the TAG file located in the |process completed SY 2013-14 |

|the Madison website, on the TAG bulletin board, and outlined during cluster TAG meeting. |Student support center | |

| |

|FOCUS: TAG Services |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|Differentiation Strategies: |Course Syllabi |End of Sept 2013 |

|List of differentiation strategies used within a variety of classrooms are: | | |

|Class Grouping by ability, readiness, learning style and interests | | |

|Cluster Grouping | | |

|Flexible Grouping | | |

|Tiered Lesson Planning and Activity Planning | | |

|Real World Applications | | |

|Curriculum Compacting | | |

|Integrated learning through connecting with other content areas | | |

|Open-ended learning tasks |Lesson Plans AND Course Syllabi |Quarterly Checks |

|Questioning strategies through use of Bloom’s taxonomy | | |

|Problem-based or inquiry based learning methods | | |

|Graphic Organizers: RAFT, Concept Maps | | |

|Self-assessments | | |

|Rubrics | | |

|Choice of assessment products | | |

|Additional strategies will be included through PD next year | | |

| | | |

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

|Flexible Grouping: Teachers implement flexible grouping strategies through their lesson planning by allowing students to work in a | | |

|variety of group arrangements, sometimes with similar abilities or interests. Students are grouped within classrooms by similar |Curriculum Guide | |

|learning levels to read aloud, discuss ideas and respond to more challenging questions. | |September 2013 and monthly |

|Pre-Assessments: Pre-assessment or on-going formative assessments are used to help inform instruction. These assessments include |TAG Board |following |

|but are not limited to: Each teacher documents assessment options in the course syllabi such as pre-tests, writing samples, warm-ups| | |

|and journal writes. |Counselor Newsletter | |

|System of on-going or formative assessments that inform instruction: Teachers use the data from the pre- and post- assessments to | | |

|inform instruction by matching assessments directly to performance standards and benchmark target through a proficiency-based model |Student Bulletin | |

|of grading to provide practice. | | |

|Quad D Instructional Experiences: Professional Learning Communities map curriculum through organizing curriculum with essential |Curriculum Mapping | |

|questions and apply rigorous and relevant teaching practices through meeting the Common Core State Standards. | | |

| |Notes from Department Meetings | |

| | | |

| | | |

|School-wide structures which provide for rigorous and relevant coursework at the appropriate rate and level: | | |

|Professional Learning Communities | | |

|Curriculum Mapping matched to Common Core State Standards | | |

|Common Planning | | |

|Common assessments scored using rubrics by all staff | | |

|Professional development using ATLAS to write rigorous/relevant lesson plans across the curriculum |Online ATLAS for individual and | |

|Curriculum mapping opportunities in the summer |department mapping of curriculum | |

| | | |

| |Madison Daily Schedule |Summer 2013 PD |

| | | |

| |Agendas and notes from department |Monthly and weekly department |

| |meetings |meetings and /or staff meeting |

| | | |

| |Spreadsheets with student data |Common Assessments and Scoring |

| | |Quarterly |

|We determine whether a student needs acceleration in the following way: |Student File, PEPP |Ongoing throughout the 13-14 school|

|A student consistently demonstrates proficiency on pre-assessment designed for specific courses. | |year |

|A student expresses interest in more advanced course work. | | |

|The student is already working at or above grade level in one or more areas. | | |

|A review of the student’s Personal Education Plan and Profile (PEPP) will show student needs as well. | | |

|Our process for using data to measure the growth of our TAG students is primarily OAKS testing results. However, other assessments |Classroom Assessments |Yearly checks as a part of our |

|including the SABC writing samples, reading and writing work samples, MAP testing are used to monitor student progress toward |MAP testing |disaggregated data review. Also, |

|achievement. The target is to see individual growth for all students. Student data results are shared with appropriate staff to |SBAC on-demand writing samples |department team will be looking at |

|ensure that students are appropriately placed and are receiving the appropriate rate and level of instruction. Teachers also |Reading and Writing Work Samples |student growth data through their |

|measure growth of their TAG students through classroom assessments and work samples. | |PLC work. |

|The following options for acceleration are available at our school: |Curriculum Guide |September 2013 and monthly |

|There are many options available at our school for acceleration. |TAG Board |following |

|Honors options in designated core content courses at 9-12. All 9th grade courses offer an honors option. |Counselor Newsletter | |

|9-12 AP Course offerings include: AP US History, AP Human Geography, AP Govt/Econ, AP Psychology, AP Lang/Comp, AP Lit/Comp, AP |Student Bulletin | |

|Music Theory, AP Studio Art 2D, AP Studio Art 3D, AP Chemistry, AP Calculus AB, AP Statistics | | |

|Literacy Publications: The Constitution (Journalism), The Mosaic (Literacy Magazine), Slam Zine (Poetry Slam Magazine) | | |

|Additional Literacy opportunities: Writers in the Schools, Poetry Slam, Poetry Out Loud, etc. | | |

|Saturday Academy Program and other program enrichment opportunities | | |

|Virtual on-line courses | | |

|Credit by Exam | | |

|Independent Study, internships, etc. | | |

| | | |

|Students access these options in several different ways. There is open enrollment in courses. Even the AP classes are available to| | |

|everyone. However, it should be noted that for some courses there are necessary prerequisites such as Pre-Calculus prior to | | |

|Calculus | | |

|If a student requires a course beyond what is typically available for that grade or subject area, that student can access this |Curriculum Guide |Ongoing throughout the 13-14 school|

|course or experience in the following ways: |Student Records |year |

| |TAG Boards | |

|As mentioned AP is open to all students that exhibit interest and dedication. | | |

|Counselors stand ready to work with students as needed to find appropriate learning opportunities outside of campus, such as PCC, | | |

|UP, PSU, Independent Study, internships, etc. | | |

|Additional services available for TAG students include: |Student Naviance accounts and their |On-going, with requirement checks |

|Counselor and College and Career Readiness Counselor will meet with students to review HS and college and career plans as part of a |Personal Education Plans |for all students Junior and Senior |

|student’s plan for TAG program and services. | |year and forecasting and 4-year |

|The students access these services in the following manner: | |plan checks with students each |

|Through their counselors, the Career Center, and expectations for completions of the graduation requirements being monitored by the |Career Center, Database for graduation |year. |

|Career Readiness Counselor and Instructional Specialists. |completion | |

|In an ongoing process, the building administrators monitor the use of differentiated strategies in the classroom both through formal|Drop In or Post-Conference Forms |Ongoing throughout the 13-14 school|

|and informal observations as well as formative and summative evaluation.l | |year |

| |

|FOCUS: Responsibilities of TAG Coordinator |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|The administrator ensures the TAG Coordinator is trained and familiar with the requirements of the TAG Coordinator Job Description, | Attendance Roster |Monthly |

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

|Ensure that the TAG coordinator attends all TAG professional development sessions, monitors the TAG website, etc. | | |

| |

| |

|FOCUS: Professional Development |

|Action |Documentation |Expected Completion Date or Check |

| | |Point |

|The School Improvement Plan focuses on curriculum mapping, essential skills requirements for students, differentiation strategies, |School Improvement Grant |Completed each quarter: Revision of|

|building relevant and rigorous curriculum to teach and assess matched to Common Core Curriculum Standards. | |current TAG plan will include PD |

| | |plan by September 10, 2013 |

|Site-based professional development at Madison will include the development and/or implementation of: | | |

|Standards-based Learning Targets matched to the Common Core State Standards | | |

|Mapping curriculum through ATLAS across content areas including essential questions, benchmarks, and assessments differentiated to |Professional Development Files | |

|meet the diverse needs of students. | | |

|Flexible grouping options in support of concept and skill attainment | | |

|These strategies will be embedded in small group and whole group professional development and centered on the examination of student| | |

|work. | | |

| | | |

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

|CCSS Implementation through the development of Curriculum Maps across content areas | | |

|Examination of data through an equity lens by the leadership team and small professional learning communities | | |

|Mapping curriculum with all of the components of lesson planning, including essential questions, skills based on meeting proficiency| | |

|standards and pre/post assessments. |Curriculum Maps, Data points quarterly | |

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|Administrator(s)//Teachers will use their staff meetings, collaborative planning times, or team planning times to integrate these | | |

|strategies into their instruction in the following manner: | | |

|Teachers will have time in August to document their syllabi with the differentiation strategies being used in the course. Twenty | | |

|teachers have currently been scheduled to attend curriculum mapping opportunities across content areas. |Syllabi completed on-line |September 15, 2013 |

| | | |

|Through an ongoing process, the building administrators monitor the use differentiated strategies in the classroom, both formal and | | |

|informal observations as well as formative and summative evaluations. | | |

| |Observation Notes |Ongoing |

| |

|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: |Teacher handouts |End of Sept. 2013 |

|Each course must have a syllabus with a complete section on the differentiation strategies use in the classroom. Teachers will be |Course Syllabi |Conference Dates-November 2013 |

|encouraged to provide this information in communications to the home. | | |

|Teachers will share differentiation strategies and their decisions around which strategies to use at parent nights and student | | |

|conferences. | | |

|The administrator uses his/her the school newsletter to communicate with families about TAG in the following ways: |Email School Newsletter |Periodic/Quarterly |

|There will be updates on enrichment activities, descriptions of what the differentiated instruction strategies look like in the | | |

|classroom, and updates on professional development. | | |

|Included will be parent opportunities to attend workshops, lectures, etc. | | |

|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 Boards completed; Process forms |First day of School/Ongoing updates|

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

|the school community when available. The TAG Bulletin Board will be maintained by: Terri Sing, TAG Coordinator/Vice Principal |center | |

|A Fall TAG parent meeting will be held before 11/15/2013. Details include: |Agenda/sign-in-sheet |Prior to November 15, 2013 |

|Honors/Advanced Placement Options | | |

|Differentiation strategies expected within classroom | | |

|Communication about TAG with teachers, administration, and district | | |

|Opportunities for further more training from a parent perspective | | |

|Rights for TAG parents/students | | |

| | | |

|Parent/teacher will sign a form at Parent-Teacher Conferences that indicates parents have had the opportunity to offer input into |Form to offer input placed in student’s |December 2013 |

|and review the school’s plan for meeting a student’s rate and level. If your school is non-exempt, parents will be provided an |salmon folder | |

|opportunity to offer input into and review the student’s individual TAG plan for meeting a student’s rate and level. A copy of the | | |

|individual plan will be placed in the student’s salmon folder. | | |

|Our families will have the following opportunity(ies) to evaluate our TAG services: |Agenda/sign-in sheet |Between Jan 2014-April 2014 |

|Parent Teacher Student Organization to have a least one meeting with TAG as topic. | | |

|Each parent will, upon request, receive a copy of the course syllabus at our Back to School night. Course Syllabi are also | | |

|available online with the access information in the school newsletter that urges them to talk with teachers about how rate and level| | |

|of instruction are addressed in the classroom. Parents will be notified in the newsletter and on the TAG bulletin board that they | | |

|can request a copy of the TAG plan. |Email School Newsletter | |

|Our families will have the opportunity to evaluate our TAG services by means of an end of the year survey. The TAG bulletin board | |Prior to June 2014 |

|will contain contact information if they have a concern or complaint. | | |

| |Survey Document | |

|If parents have concerns about their child’s TAG services they will have the following opportunities (process) to inform the school:|Survey Document |Ongoing throughout the 13-14 school|

|Discussion with teachers and administrators at conferences or through an individual appointment. | |year |

|By means of the end of the year survey. | | |

Submitted __06/17/2013 Received _______________ Approved __6/17/2013________

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