• Goal 1: Clifford teachers will implement daily ELD (English Language Development) instruction.

    Target: To increase by 5% or more the number of students who will RFEP (Reclassified Fluent English Proficient) by the end of school year.

    Methods: Intentional and collaborative work around data analysis using Schoolzilla and Ellevation (district data warehouses). Begin SEAL (Sobrato Early Academic Language) Training, year 1, for all Kindergarten and 1st grade teachers. SEAL is a research-based PreK-3rd grade program designed to develop the language and literacy skills of EL students in order to close the achievement gap between language learners and their native-English speaking peers by 4th grade. Implement daily ELD instruction, grades 2-8, beginning August 2018.

    Rationale: Based on assessment data from the 17/18 school year, the School Site Council and teachers determined that our EL (English Learner) students are underperforming on district and statewide tests. To increase EL student performance, Clifford teachers will implement the following instructional practices - daily ELD instruction for our EL students and implement the SEAL program starting in our Kindergarten and 1st grade classrooms. ELA (English Language Arts) teachers in grades 2-8 will work with a targeted small group of ELD students daily to build their English proficiency in reading and writing. Meanwhile, our Kindergarten and 1st grade teachers will receive SEAL training and will begin to incorporate the techniques and strategies they are learning into their instructional program. Our Reading Intervention teacher will also support our EL students in grades 1-5 during her small group sessions.


    Goal 2: Focal Students - Cycle of Inquiry

    Target: 4 (four) students per classroom grades 2-8. These students will be identified as: EL (English Language Learners), EO (English only learners), SPED (Special Education) and gifted /high achieving students. (Must be a mixture of male/female students). Teachers will reflect on the performance of these students throughout the school year to increase academic performance and student engagement in the learning process.

    Methods: Teachers will meet in grade level cohorts at least twice a month to engage in the cycle of inquiry which includes collaboratively examining data, creating action plans for the targeted students, collecting on-going formative data and then modifying lessons based on the data. 3 times a year, each grade level will present the results of their district aligned assessment data with the school and administration and share out best practices that worked for the targeted students.

    Rationale: The goal of this work is to personalize learning for our students. The internet has revolutionized the world as we know it and with the onset of the Common Core Standards, teaching and learning has begun to shift. Teachers are no longer the 'sage on the stage' but now are taking on the role as the 'guide on the side'. Children of today learn differently than children of yesterday. We, as educators, need to think about our instructional practices in new ways to elicit knowledge and engagement for all. The 'one size fits all' method, that is, having classrooms in which all students listen to the same lecture, complete the same worksheets, take the same quiz, and get the same feedback on their learning are over. We need to begin teaching curriculum that can be tailored to the unique needs of each learner in the classroom and we need to be adept at using assessment tools to create this type of learning environment for students. We also want to open up different pathways for students to demonstrate their knowledge and understanding of the standards. This can be achieved through STEAM activities, collaborative problem-solving activities as well as traditional tests and essays. The focal student work paired with the cycle of inquiry will help us begin the shift into this exciting new era of teaching and learning.

    Clifford Pilot Projects

    Daily 5: In our 2nd grade classes, Clifford Elementary School is piloting Daily 5.  The Daily 5 is a literacy framework that guides both student and teacher behaviors to create a classroom of engaged and independent readers and writers.  It’s not the “what” you teach but “how” that the Daily 5 aims to solve by creating a structure in which students participate in meaningful activities, while educators work uninterrupted with small groups and individuals.

    Components of Daily 5:

    • Read to self
    • Work on writing
    • Read to someone
    • Listen to reading
    • Word work

    After less than one trimester implementing this method, the staff development department at the school district has created a video on how to implement this in the classroom based on Mrs. Overbey’s classroom.  Ms. Overbey has been asked to facilitate a Daily 5 training utilizing technology which will be offered to all district teachers.

    This method provides structure and strategies for our teachers to be successful in helping students gain in their literacy levels. The differential learning plan allows students to come at literacy and reading from many different directions. It also allows our students to build autonomy and agency to play an active role in their own education.  This process allows our teachers to have targeted learning at low, middle and high levels. At centers, students get to choose to read to themselves, work on writing, read to someone else, and listen to reading and to focus on word work. This is an immersive experience that focuses on what the child is doing.

    For more information on the Daily 5 Literacy Framework: http://blog.edmentum.com/daily-5-literacy-framework-guide-best-practices  


    Daily 3: This year, Clifford’s 5th grade classrooms are piloting Math Daily 3.  This program is based on math conceptual knowledge.  It is structured in the different math areas. Similarly to the Daily 5, students have the opportunity to do Math by Myself, Math Writing, and Math with Someone.  This shift in the classroom moves away from whole class teaching to small group work with the teacher instead. Teachers are able to focus on the low, middle and high level students to develop personalized learning plans.

    Math Daily 3 is a framework for structuring math time so students develop deep conceptual understanding, mathematical proficiency, and a true love of mathematics. This framework can be adapted to district-adopted curriculums and state mandates. In addition, teachers are able to provide differentiated instruction, helping to ensure that all students reach their potential.

    Students select from three choices, working independently toward personalized goals, while the teacher meets individual needs through whole-group and small-group instruction, as well as one-on-one conferring. Math Daily 3 classrooms produce productive, highly engaged students who develop a true love of mathematics.

    Components of Daily 3

    • Math by Myself
    • Math Writing
    • Math with Someone

    For more information on the Math Daily 3 Framework: https://www.thedailycafe.com/content/what-math-daily-3