HCMS PLAN

1. HCMS PLAN By Dr. Diane Hatchett

2. TO ENSURE SUCCESS FOR EVERY STUDENT • What we are doing at HCMS to address Unbridled Learning: • We are both a proficient and a focus school. AT HCMS we utilize best practices and instructional methods that prepare students to achieve high standards. • Our number one goal is student success, every student, every day. We aim high and dare to be great.

3. HIGH EXPECTATIONS • High performance is never an accident; it is always the result of high intention, sincere effort, intelligent direction, careful planning, and skillful execution; it represents the wise choice of many alternatives. Adapted from Willa A. Foster

4. What WORKS FOR US • We are pushing forward to close the gap in Special ed. through increased Rigor, Data Analysis, Mentoring, Use of Technology, Smart Goals, Classroom Monitoring, Formative Assessments, Peer Observation and Feedback. • We engage in self-reflection, using an evaluation form as well as the Danielson Framework. Teachers reflect on their practices. We are looking at the various components of the framework during PLC’s.

5. Philosophy for Implementation • Students’ motivation determines, directs, and sustains what they do to learn. (Mentoring) When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely to be strongly motivated to learn. Failure is not an option! • A student would have to work a lot harder to fail, then to pass. This is true because we are committed to working with each student, addressing his or her needs on a daily basis.

6. STRATEGIES FOR SUCCESS • Learning Sequence • I do(teacher models) • We do(whole class practice w/teacher) • Y’all do(small group or partner practice while teacher monitors) • You do(independent practice)

7. Formative assessments • What it is: • Think-pair-share • Plus deltas • White boards • Learning partners/A/B/C • Quick-writes • Exit slips

8. Example: Quick-Write On a piece of paper, please take 5 minutes to answer the following questions. • Based on the practices wehave mentioned so far, which do you feel you could consistently implement in your classroom? • Which do you need to be more intentional about implementing in the future?

9. Plus /Delta’s for Feedback and Evaluation with Students and Faculty

10. FOCUS AND DIRECTION • To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned. (Brainchild Program, Skills classes) • Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. (Smart Goals, Map scores)

11. Learning by Doing • Encourage students to learn from their mistakes: • Encourage “redo’s “ on papers and tests. • Make time to meet with students after class during lunch enrichment • Do not allow students to scoff at others • Utilize peer to peer interaction in a positive way-let the students teach one another

12. Communication is KEY • Let the students know verbally: • What they will be learning using student friendly objectives? • Why they are learning it? • How they will learn it? • How they will know they know it? • How you will know they know it?

13. Closing the Gap-Targeting Special Ed. • 1. Each special education student has a mentor. The students and their mentor have smart goals that they are addressing related to the students strengths and weaknesses on MAP, KPREP. Mentors touch base twice a week. Special education students meet with their case manager daily. • 2. Ensure that every student has a relationship with at least one caring adult who makes a point of having a personal contact with the student.

14. Research-Based Programs • 3. We utilize two Brain child programs for special ed. These are research based programs. Mechanics works on basic skills k-8 (reading, math, writing, la). Core concepts is designed to enhance grade level k-8 core content (reading/math). As student confidence builds, so will their strengths. Involve the parent(s)/guardians as much as possible. Brain Child can be worked on at home.

15. Reading and Math • School-wide novel Fearsome 15-shared daily to reinforce multiplication facts • During PLC’s: Teachers will utilize PD 360 for additional literacy and math skills • Teachers have the opportunity for scheduledpeer observations-walking lessons-research based methodology. • RTI-for those performing below grade-level in reading and math before and during school to accommodate student needs. • MAP PD for teachers during early release, targets for students-(Student Mentor data notebook) • Literacy Strategies PD-teachers will look at annotation, thinking skills, etc. • Utilize CIITS, NAEP, KPREP released items • ER’s, multiple choice examples, short answer questions to Dr. Hatchett monthly. • Students focus on how to apply content knowledge in reading and math, reading comprehension, overall test strategies, thinking skills and problem-solving skills. We believe problem-solving class is beneficial. • STAR Reading Test, MAP TEST (quarterly) Incentives for AR, use of Lexile scores to select materials for students, Brain Child for basic skills and k-8 grade level content

16. Awareness 3. Students current level of development interacts with the social, emotional, and intellectual climate to impact learning. • Students at HCMS are still developing the full range of intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the intellectual, social, emotional, and physical aspects of classroom climate in developmentally appropriate ways. • In fact, many studies have shown that the climate we create has implications for our students. A negative climate may impede learning and performance, but a positive climate can energize students learning.

17. BE FAIR, FIRM, CONSISTENT • At HCMS there are very few behavior problems. We take a preventative approach to discipline. Always strive to let the student know that you care first and foremost about them as a person. • Treat students as you would want to be treated. • Always actively listen to what the student has to say. Give them an opportunity to explain their actions. Each student must be given their due process.

18. Things to Think ABOUT • Am I willing to examine my attitude, my teaching, my philosophy, my instructional strategies, and be honest about changes that I must make in order for ALL students at my school to be successful? • Do I use my time effectively to serve my students? • Is there something I can do to work smarter, not harder? • Do I have an attitude daily that builds up my colleagues? • Do I try to find good in every student? • Do I really talk the talk and walk the walk? • Am I willing to step up and be the one to start making my school culture a better place for ALL students to learn and succeed?

19. ACKNOWLEDGEMENT • During class, minimize “teacher talk” time and increase “student talk” time by incorporating peer review, group work and student-to-student discussions. • Set a goal to highlight positive student behaviors • Highlight contributions daily so that students know you notice their positive attributes • Send good news notes home, email parents to note their child’s positive attributes.

20. Explore Prep./ College and Career • The purpose of the Explore test is to provide information regarding the students' knowledge, skills, interests, and plans. • This information can help students as they plan their high school coursework • Work on their ILP and begin to think about college and a career in the years ahead. • 5thgrade Explore-Students take a practice explore test- • Tour the middle school • Watch a day in the life at HCMS video, eat lunch, meet teachers, support staff, administrators • Ask questions during 5th grade orientationto ease anxiety, fears • Elementary teachers observe, interact with Middle School faculty.

21. College and Career Readiness • Operation Preparation –Last year, we had individual advising sessions with community volunteers for about 20 minutes with each student. We also attend a career fair at the high school. • Through Operation Preparation students discuss: • Their ILP, the student’s career interests and required education/training • Whether the student is on target to meet their goals • Courses the student needs to prepare them for a successful future

22. Program Review • 6th, 7th, 8th grade and Allied ARTS Showcase following PTO meetings throughout the year • Opportunity for faculty and staff to share with parents what is going on during program review classes. Students perform skits, conduct experiments, conduct sign language, read poems, create and share movies of their personal mission statements (7 Habits). • Program Review classes target the areas of Writing, Arts and Humanities, Practical Living, World Languages and Vocational Studies.

23. Skills Classes/MAP/ Smart Goals • Learning and performance are best fostered when students engage in practice that focuses on a specific goal or criterion, targets an appropriate level of challenge, and is of sufficient quantity and frequency to meet the performance criteria. • Practice must be coupled with feedback that explicitly communicates about some aspect(s) of students’ performance relative to specific target criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows it to be useful.

24. Goal Setting Form Start Date: _______________ Today’s Date: _______________ Name: Goal Statement:

25. What Administrators are looking for at HCMS in the Classroom • #1 student engagement • #2 clear learning • We are looking to see if the instructional purpose is clearly communicated via posted learning targets/ goals/ objectives. • Students should know what they are learning and why • Students should be active participants and constructors of their learning.

26. Evaluation Plan • How do you rate yourself as a Teacher? • What are your Goals? • What areas are you focusing on for improvement? • What should I look at throughout the year? • How are formative assessments driving planning and instruction and impacting student achievement in your classroom? • Which of the research based descriptors under the Characteristics of Highly Effective Teaching and Learning will you focus on the most to impact student achievement this year? Why? The document is divided into the following five components: • Learning Climate • Classroom Assessment and Reflection • Instructional Rigor and Student Engagement • Instructional Relevance • Knowledge of Content

27. Conversations Pieces WITH TEACHERS-Prior to Observation • What is your identified student learning target(s)?  • To which part of your curriculum does this lesson relate?  • How will you engage the students in the learning? • What will you do? What will the students do? • Will the students work in groups, or individually, or as a large group?  • How will you differentiate instruction for individuals or groups of students?  • How and when will you know whether the students have achieved the learning targets(s)?

28. Peer Observation-What we are looking for • How was the classroom prepared for the lesson? How did it enhance/hinder the lesson? • What method(s) of instruction – lecture, inquiry, demonstration, discovery, discussion – were used? Did they seem effective? Why? • Did the students seem involved in the lesson? How did the teacher establish and maintain that involvement? • How did the teacher handle interruptions or digressions during the lesson? • What teaching tools or technology were used? How did they enhance/hinder the lesson? • How would you describe the teacher’s manner toward the students?

29. Feedback to Teachers also includes • What impressed you the most about the lesson? • What suggestion(s) do you have to improve the lesson? (Please provide at least one)

30. What we THINK WORKS • Every minute matters (We assume that the only instruction the students are going to get is what happens in each of our classes. We have no control or guarantees of their time once they leave our building each day.) • Engaged bell to bell • Structure • Clarified expectations • Meaningful work • Varied instructional strategies • Differentiated Instruction • Focus on the learning, not just the teaching

31. TO SUM IT ALL UP…. • We all have a common goal – success for our kids • Mutual Respect • Understanding that we all have lots of expertise and lots of room for personal and professional growth – we try to learn from each other • Help, support, motivate and mentor one another

32. Teachers are the number 1 factor in student achievement – WE HAVE SEEN IT AND WE BELIEVE IT! We are producing students, not scores. • Teach the kids and provide them every opportunity for success…the scores will fall into place.

33. Contact INFORMATION • Dr. Diane Hatchett, Principal HCMS • Diane.hatchett@hancock.kyschools.us