STD 1: Development And Identification Report

CPSELs

STD 1: Development and Implementation of a Shared Vision

Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students

The work we engage in revolves around our school’s vision and mission. Our mission is to create successful bilingual, bi-literate leaders and respectful thinkers who take pride in their accomplishments. From the beginning of the school year, we guided our mentees in creating class profiles in which they analyzed student data to determine reading levels, students in the Student Study Team (SST) process, and or students with an Individualized Education Program (IEP) etc. While creating these class profiles we put a large focus on identifying students’ reading

In able for students to be successful bilingual and bi-literate leaders, they must be reading and writing at grade level by the time they are in sixth grade. Based on the identified reading levels for each class, we guided our mentees in creating goals and provided them with instructional strategies that will help children improve their reading abilities. In addition, we have engaged in staff discussions to review the percentage of students that are reaching reading goals by grade levels. This helped our mentees to get some general background in terms of reading from the cohort of students they are teaching this year. As support providers, one important advice we’ve shared with our mentees is to increase the guided reading minutes they currently had in their schedules. This is a valuable instructional strategy that has proven to improve student reading performance at our school. Lastly, to align our goals with our school’s mission, we have had discussions and reviewed what the 90/10 dual immersion program looks like by grade level. This was an important conversation to have, given that the percentage of Spanish/English instruction is different at each grade level. We have been able to provide our mentees ideas on their

We have advised our mentees to implement our Benchmark Adelante, language arts curriculum, with fidelity and to follow the sequenced lessons it provides us. The curriculum is meant to build upon each lesson as we move forward. We have also engaged in conversations on the Professional Learning Communities (PLC) that are in place at our school to guide and align our instruction with our grade levels. We reviewed the plans our mentees are following with their grade level teams to provide additional strategies to target student needs. Additionally, during our weekly collaboration meetings, we have assisted our mentees in understanding Response to Intervention (RTI), which is being implemented at our school this year. We are implementing RTI with the goal of targeting specific student needs and providing students with supplemental instruction in our area of focus, reading. Lastly, to promote student growth we have been focusing on the use of ongoing assessments. The current assessments used by our mentees are Evaluación de desarrollo de la lectura (EDL2), iStation, iReady, Investigations performance tasks, writing performance tasks, and other formative assessments. We have reviewed our assessment windows to ensure our mentees are conducting the necessary assessments when necessary and that they have all