Guiding Principles - Samples

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					Guiding Principles - Samples
This document is intended to assist schools as they address the guiding principles for secondary school redesign. FLORIDA SECONDARY SCHOOL REDESIGN ACT -- FOCUS ON ALL SCHOOLS OFFERING ANY GRADES 6 THROUGH 12 Section 1003.413, Florida Statutes 1. Different Innovative Approaches to Instruction ----Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning. a. All teachers are fully certified and teach in field. b. Our school has added new/different programs such as the GED Exit Option, Credit Retrieval to help struggling students excel. c. Our school added a fully operational Pearson/ALS lab for struggling students to help support the direct instructional program. d. Our school has added (software products, etc)__ to help support struggling students. Responsibility of Teaching Reading for Every Teacher –Every teacher must contribute to every student’s reading improvement. a. All teachers have an Individualized Professional Development Plan (IPDP) with at least one outcome related to teaching literacy/reading in their content area. b. Lesson plans for all teachers are monitored for Reading strategy implementation. c. Newly adopted textbooks in all content areas include Reading benchmarks. d. Reading coaches are in place at each school site to provide assistance to each faculty member regarding incorporating targeted reading strategies. Quality Professional Development for Teachers and Leaders–Quality professional development provides teachers and principals with the tools they need to better serve students. a. All teachers are strongly encouraged to participate in the programs to become Reading Endorsed. i. _______number of teachers participated in the reading classes toward their Reading Endorsement. b. _______ Number of teachers participated in CARS (Content Area Reading Strategies) professional development. c. _______ number of teachers participated in SIMS ( ) professional development d. Our middle school utilized Title II Staff Development funds, half of which must be focused on reading. Small Learning Communities (SLC)—Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses. a. Our middle school is arranged by grade level teams with core content teachers teaching the same group of students with a common planning period. b. Our ________ academy/magnet is organized around one group of students with common interests. c. Block Scheduling allows for greater flexibility in working with a specific group of students to better meet their learning styles, strengths, and weaknesses. d. Whole Faculty book studies have enhanced the opportunities for teacher collaboration. Intensive Intervention in Reading and Mathematics—Intensive intervention in reading and mathematics must occur early and through innovative delivery systems. a. (for this one, refer to the pages that speak to your reading and math strategies) EX: Intensive Intervention in Reading goals and strategies are located on page______. EX: Intensive Intervention in Mathematics goals and strategies are located on page ______. Course Choice Based on Student Goals / Interests / Talent--School is more relevant when students choose courses based on their goals, interests, and talents. a. Course request forms are developed annually according to students’ interests and needs. b. Each year the school develops new course request forms that include new courses being offered based on what students have indicated they want to learn. EX: Chinese is being offered for the first time. c. Our middle school “wheel” of courses allow students to explore their interests and talents. Master Schedules Based on Student Needs—Master schedules should not determine instruction and must be designed based on student needs; not adult or instructional needs. a. Our school analyzes all student test data and ensures that all students are appropriately placed in courses to best meet the students’ needs.








Our master schedule is generated each year solely based on the number of students requesting each course. The number of sections of each course on the master schedule changes yearly based on the actual number of students who want to take each course.


Parental Access and Support—Parents need access to tools they can use to monitor their child’s progress in school, communicate with teachers, and act early on behalf of their child. a. Every child has a school planner in which they record all assignments which can then be monitored by the parents daily. b. Our parents have access to, a web-based program that every teacher supports with school assignments, notes to parents, lesson plans. c. Academic progress reports and grade reports are sent home to every parent every four and one-half weeks throughout the entire school year. d. Our school uses the Parent Portal so that parents can access their child’s grades on a regular basis. e. All of our classroom teachers have their own web page in which they update regularly with class assignments, notes to parents, and other pertinent information for parents. f. Our school maintains an active listserv, website, etc. in order to inform parents of upcoming school workshops, meetings, and other announcements of interest. Applied and Integrated Courses—Applied and integrated courses help students see the relationships between subjects and relevance to their futures. a. Our _______ academy focuses on real world experiences to help students see the relationship between the program and their career. b. Our _________ magnet program integrates the core curriculum with vocational experiences to better meet the needs of our students. c. Our vocational, career programs such as (_Culinary Arts ) combine real world experiences with their academic program. d. GEMS (Great Explorations in Math and Science) program integrates concepts to make learning for students more relevant. e. FCR STEM (Science, Technology, Engineering, and Math) program integrates concepts to make learning for students more relevant. f. Our middle school social studies and Language Arts teachers teach integrated units to help students see the relationships between the two content areas.


10. Academic and Career Planning –Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves. a. All high school students will have an up-to-date four year course plan using ePEP. b. All students will learn to use, an on-line academic resource to help plan their high school career taking into consideration their post-secondary plans. c. CHOICES career inventory will be available to all middle school students. th d. All 7th/8 grade middle school students will complete a one-semester course in Career Planning and complete a four-year high school course of study using ePEP.