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  • SPED:

    By June 2020, I will have connected with 90% of the families to facilitate access to resources and materials by documenting family communication in a weekly log. 

    Next Steps:

    • Send individual email to each family who have not had contact with and or phone calls to establish communication


    Teacher will use a variety of tools like rubrics, whiteboards, exit tickets, and a checklist to monitor student learning and adjust instruction while teaching.  Using a roster, a calendar, and a timer, teacher will conference with each student at least once every 2 weeks in writing.  Ultimately, teacher will be able to engage and support all students based on their needs.  By December 20, teacher will have conferenced with each student at least 5 times in regards to their writing. 

     Next Steps:

    • Teacher will determine strategy groups/individual conferences based on current writing. During revising and editing, teacher will begin conferencing and provide teaching points.  Using a narrative checklist, teacher will be able to see what students can do and what they need to work on.

    5th Grade:

    Teacher will tailor instructional practices to students learning needs in a multitude of learning arrangements (individual, small group, whole class, etc.) based on results from a variety of assessments; including district and teacher produced resources (i.e. IABs, exit slips, unit assessments, discussions, CFUs, formative assessments, etc.). Evidence will be the lessons that result from student assessments. Teacher will design at least 2 lessons per unit that specifically address students’ assessed needs.

    Next Steps:

    • research assessment strategies/techniques
    • categorize the needs of students (i.e. small groups of homogenous students, whole class review, individual intervention, etc.)
    • understand the interplay of student needs during lesson planning for a variety of learning arrangment

    4th Grade Lang Arts:

    Teacher will differentiate instructional strategies for student activities while presenting a series of scaffolded grammar mini-lessons on dialogue punctuation and usage. At each new scaffolded stage, student success will be measured by a specific rubric developed for that strategy. Teacher's differentiation decisions will be based on analysis of individual student needs from formative and summative work samples.

     Use whole class and small group Zoom meetings and teacher-created instructional videos so students can connect what they have learned about writing dialogue and detailed sentences, as evidenced by a narrative reader’s theater that students will write and perform on Zoom.

     Next Steps:

    • Pre-record a lesson for students on the introduction to Reader's Theater structure & stage direction & narrator role

    High School SS:

    Build a lesson plan during my October unit (unit 3) on the Latin American revolutions that successfully utilizes differentiation strategies for both my high students and lower achieving students as demonstrated through the use of a structured lesson plan that implements an extension activity for my high achieving students and guided questions for my lower achieving students.

     Next Steps:

    • in order to ensure goal is met, I will have a student tracking sheet that measures how long a student needs to finish the activity, and measure the amount of time students are off task
    • Guided questions worksheet will be collected for both completion and accuracy.
    • these two measurables should demonstrate the success of the lesson differentiation

    Middle School Science:

    I will use a variety of assessment data to set individual student learning goals, content, and academic language specific for my CSSs. I will use this data to differentiate lesson plans as well as modify assessments for my CSSs diverse learning needs.

    For CSS 1, I will greatly modify lesson plans and make large accommodations to fit his learning styles and strengths (TPR, games, team-building). For CSS 2, I will accommodate lesson plans for her difficulties with attention.

    I want to give an assessment or a check for understanding, grade it within 3 days and use the data to inform my instruction (next lesson plan). 

    Next Steps:

    • I will continue to monitor and observe assessment data to inform my instruction and future assessments. I will need to be deliberate with my formative assessments and work the results into creating assessments specific for my CS students. I will be working closely with the special education department and the one-on-one instructional aides. I will also seek help from my mentor (who had my CS student 1 last year) to help with accommodating and making modifications for assessments.