1. Describe how leadership, teachers, families and students will be involved in this process. What role will each play?
Students will need buy in. We have been slowly introducing staff to PBIS strategies, and so in PLC groups there needs to be a discussion about how to use these strategies and incentives when it comes to testing. Many students have blown off MAP testing in the past, or don’t understand it’s importance. If teachers are transparent about scores and purpose and successes are celebrated, it will be easier to get reliable data. The thing I like most about MAP scores is that results are automatic. Even if students are in class only that day, they can add their score to some sort of chart or be offered some kind of incentive for meeting proficiency or showing growth. MAP makes reporting and rewarding super fast and easy.
2. What are the interventions that you plan to implement based on your goals and objectives? Indicate interventions for students, faculty/staff, and families/communities and indicate whether they are focused on individual students, groups, grade levels, or whole school
Quarterly MAP testing
Incentives and rewards for proficient test scores, as well as for any growth
(group of students-ELs)
CELDT testing annually or biannually
Instructional Aids available for small groups, 1-1, or additional support to ELs
PLCs after each MAP test (quaterly) to look at results, analyze, predict, and plan
Weekly/Bi-weekly PLCs to meet with common content teachers and discuss results of performance tasks, and how students are doing with the new framework.
Teachers need further training on EL strategies. It has been 4 years since the last SDAIE professional development was offered, long before common core was introduced. Teachers need a refresher course and/or training in new strategies.
Teachers also need training in administering MAP tests, which is a quick training. Most teachers already have accounts they just don’t know how to access it. Assessment leaders can partner with Tech support to provide a webcast that explains how to do it to teachers that already have Chromebooks. Starting last year, all teachers are participating in PD to learn Digital Literacy and then are given Chromebooks, so something about MAP testing can be incorporated into that for future use.
Our facility community can support this work by providing structured access to academic assistance during lunches, after school hours and on weekends. This doesn’t have to be a daily occurrence, and not necessarily with all students. Stakeholders, including families and school staff, should come together to determine what kind of extra support is adequate and necessary, and work to determine a schedule that also works with probation department’s daily schedule. a weekly academic recovery session for identified students, for example, or a quarterly weekend seminar for students in attendance to boost skills directly before quarterly MAP assessment or CELDT assessment, could be reasonable options. Similar things have happened in the past, around CAHSEE testing time and STAR testing month.
Unit Supervisors can support certain long term units to incorporate testing results and/or academic growth into their incentives outside of school, much like a parent might reward academic growth. They provide things like movie nights, or special food items for incentives in their programs, so it would provide a sense of community and academic value if both systems worked together.
3. What type of support will be needed to carry this out? For example, time, professional development, materials, etc.
- MAP testing is already in place so the infrastructure is there, as well as for CELDT testing
- Professional Development in administering MAP test, and SDAIE or new EL strategies
- All materials for our ELA framework are or will be available online
- Instructional Aides should be trained in EL strategies as well, to better support students
- Time for ongoing PLCs on half days in the form of, at minimum, bi-weekly meetings with a variety of groupings
- Time for meetings with probation, generally held at lunch but may be more constructive after school hours or on half days