Annual Action Plan- SY 2018-2019 Weslaco Early College HS ...

Annual Action Plan- SY 2018-2019 Weslaco Early College HS

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Blueprint Benchmark EC 4 – Professional Learning Community

Activity Lead Person(s)

Responsible Target Date Outcome/Evaluation

/ Measurement Target Date Evaluation

Research Region 1 PBL Training Dates & Notify Teachers

Ms. Krink/ Ms. Cid January 2019

Provide campus-wide PBL trainings for teachers

Ms. Krink February 2019

Compile PBL resources and facilitate discussions (Dept) about PBL resources/strategies including what is on WISD Professional Learning Website

Administrators & Ms. Dyer

February- May 2019

ECHS Staff/Leadership Team will attend ECHS Summit

Dr. Gamboa, Ms. Cid, & Ms. Martinez

February 12 & 13, 2019

Teachers will attend STEM Conference (@ South Padre Island)

R. Mendoza, A. Ybarra, & P. Zepeda

February 21 & February 22, 2019

RESULTS GOAL: Provide opportunities for teachers to learn about PBL or ECHS by attending Professional Development training and

sharing PBL resources. PROCESS:

Certificates of PBL or ECHS training attendance will be submitted to ECHS administrators. Sign In sheets of in-house PBL training will be available. PBL resources will be shared on google classroom.

MEASURE:

90% of Early College HS teachers will attend a training on PBL this school year. At least 5 WEHS Staff Members will attend T-STEM Conference & Summit throughout the year. At least 20 PBL resources will be compiled on google drive & shared through google classroom.


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Blueprint Benchmark EC 4




Update ECHS website linked to Weslaco ISD Homepage

Ms. Cid & Mr. Alvarez (CTC)

February 2019

Review Student Handbook for next school year; include ECHS

Ms. Krink/ Ms.Cid May-June 2019

Brand the school with ECHS logos & foam letters

Ms. Dyer/Ms.Cid May 2019

Provide College/Financial Aid Awareness to ECHS Juniors

Ms. Martinez January 2019

Integrate ECHS lessons during Advisory class

Ms. Krink/Ms. Cid March 2019

Include a section of ECHS on Weekly Newsletter

Dr. Gamboa/Ms. Krink//Ms. Cid

February-May 2019

Include ECHS information during morning announcement

Dr. Gamboa/Ms. Cid January-May 2019

RESULTS GOAL: Create a positive ECHS culture with teachers, students, parents, and community. PROCESS:

ECHS branding school-wide ECHS Awareness in Advisory classes College & Financial Aid Awareness Staff Newsletter/Remind 101/Campus Morning announcement

MEASURE:

Early College HS will be fully integrated for a blended learning model. College verbiage will added in the student handbook when planning for next year. 100% of ECHS students & parents will attend Junior Conferences with Counselors. Most WEHS students & parents will be aware of WEHS Early College HS.


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Blueprint Benchmark EC 1 and 4




STC Fastrack Orientation Ms. Martinez November 2018

Revise & print brochure Ms. Krink/ Ms. Cid February 2019

Parent Meeting for Cohort 2023 Ms. Krink/Ms. Cid/ Ms. Martinez

January 2019

Classroom Visits to recruit students from feeder schools

Ms. Krink/Ms. Cid/ Ms. Martinez

January 28, 2019

School of Choice Night Ms. Brewer/-EC Campus Admin

February 16, 2019

Update recruitment video Ms. Brewer/ EC Campus Admin

February 2019

Check credits, grades, & TSI of Cohort 2022

Ms. Cid & Ms. Martinez

February 2019

Apply Texas & TSI Sign Up for 8th Graders

Ms. Martinez March 2019

RESULTS GOAL: Create and implement a student outreach, recruitment, and retention plan for ECHS. PROCESS:

ECHS Brochure in English & Spanish Parent Meeting for ECHS Parents & Students School of Choice Night Middle School Classroom Visits

MEASURE: ECHS must meet at-risk students criterion for incoming 9th graders and at least three additional target population indicators.

COLLABORATIVE GROUP WORK

In Collaborative Group Work, students engage in learning by

constructing group solutions, texts, experiments, or works of art.

Effective group work is well planned and strategic. Students are

grouped intentionally, with each student held accountable for

contributing to the group work. Activities are designed so that

students with diverse skill levels are supported as well as challenged

by their peers. They are planned around meaningful tasks in the

subject area that are conceptually rich, engaging, and have multiple

entry points for all students.

WRITING TO LEARN

Through Writing to Learn, students can develop their ideas, their

critical thinking abilities, and their writing skills. Writing to Learn

enables students to experiment every day with written language

and to increase their fluency and mastery of written conventions.

By taking time to write in low-stakes exercises, students actively

engage in thinking about a concept. Writing to Learn increases

equity within the classroom since students have time to try out their

ideas in non-evaluative activities before they have to present them

to a group or as individuals. Writing to Learn can also be used as

formative assessment and as a way to scaffold mid- and high-stakes

writing assignments and tests.

SCAFFOLDING

Scaffolding helps students to connect prior knowledge and

experience with new information and ideas. Teachers use

information from assessments of prior knowledge to plan a careful

sequence of activities that continually links that knowledge and

understanding to new knowledge and skill attainment. Teachers

challenge students step by step with increasingly more difficult

tasks and concepts to ensure they are continuously learning.

QUESTIONING

Questioning challenges students and teachers to use good questions

as a way to open conversations and further intellectual inquiry.

Effective Questioning (by the teacher and by students) deepens

classroom conversations and the level of discourse students apply

to their work. Teachers use this strategy to create opportunities

for students to investigate and analyze their thinking, as well as

the thinking of their peers and the authors they read in each of

their classes. The mark of a highly engaged classroom is when all

students are asking thoughtful questions on their own initiative.

CLASSROOM TALK

Classroom Talk creates the space for students to articulate their

thinking and strengthen their voices. Classroom Talk takes place

in pairs, in Collaborative Group Work, and as a whole class. As

students become accustomed to talking in class, the teacher serves

as a facilitator to engage students in higher levels of discourse.

Teachers introduce and reinforce the use of academic language and

encourage students to use that language in their classrooms.

LITERACY GROUPS

Literacy Groups provide students with a collaborative structure for

understanding a variety of texts, problem sets, and documents by

engaging them in a high level of discourse. Group roles or rounds

traditionally drive Literacy Groups by giving each student a role to

play and a defined purpose within the group. The specific roles or

discussion guidelines may vary for different content areas, lengths

of text, or students’ levels of sophistication, but the purpose of

Literacy Groups is to raise engagement with texts by creating a

structure within which students actively probe the meaning of the

text or problem set.

JFF’S COMMON INSTRUCTIONAL FRAMEWORK SIX STRATEGIES TO BUILD COLLEGE READINESS

PHOTOGRAPH courtesy Metro Early College High School

For more information, contact:

Sara Freedman, Instructional Coaching Specialist

[email protected], 617.728.4446, ext. 232

Jobs for the Future works with our partners to design and drive the adoption

of education and career pathways leading from college readiness to career

advancement for those struggling to succeed in today’s economy.

Copyright © 2013 Jobs for the Future

TEL 617.728.4446 FAX 617.728.4857 [email protected]

88 Broad Street, 8th Floor, Boston, MA 02110

122 C Street, NW, Suite 650, Washington, DC 20001

WWW.JFF.ORG

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