Title I

• Bridges Math core curriculum and Bridges Intervention supplement strategies

• Full implementation of Bridges Math, grades K-5 with ongoing professional development and support.
• Opportunities provided for teachers to observe peers
• Math intervention blocks in daily classroom schedules to support learners at all levels. 
• Math Intervention curriculum and support materials provided by the District for all classrooms.
• Daily Number Corner activities in all classrooms, K-5
• Bridges Unit checkpoints to determine mastery of content.
• MAP assessments in Fall 2022, Winter and Spring 2023

• Pathway to Excellence in Reading (PERM) for all grades, K-5.

• Professional Development for all new staff and updated training for all school staff.
• Literacy Coach 
• Family Involvement Coach
• Phonics instruction, K-2
• Peer observation opportunities provided
• Common collaboration blocks built into the daily schedule to support grade level staff in working together
• Professional Learning Communities (PLC) will meet weekly for 60 minutes to review data, determine needs, plan for interventions, reteach, review.
• Daily Intervention blocks are built into the daily school schedule to provide added support.
• Weekly Fluency checkpoints to track and monitor student progress.
• MAP assessments in Fall 2022, Winter and Spring 2023

• Innocent Classroom
• Second Step SEL curriculum
• Conscious Discipline

• Daily Morning Meetings in homerooms
• Three district-wide behavior expectations
• Behavior Matrix to support expectations
• Continued use of Innocent Classroom strategy of using a student's "good" as an additional resource for determining and meeting needs
• School Social Worker visiting classrooms and team-teaching SEL lessons with homeroom teachers
• SEL lessons and strategies embedded into daily curriculum and schedule
• Implementation of Year 2 of Conscious Discipline
• Continued professional development for school staff to increase knowledge and develop practices to support all learners

• Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.

The teacher will:

• Engage students in purposeful sharing of mathematical ideas, reasoning, and approaches, using varied representations. Facilitate discourse among students by positioning them as authors of ideas, who explain and defend their approaches.
• Select and sequence student approaches and solution strategies for whole-class analysis and discussion. Ensure to make explicit connections between student thinking and their mathematical goals.
• Use explicit language forms and functions embedded into lessons for continual academic language used by students.

• Effective use of small group and individual instruction, using a variety of
  grouping strategies, most often with flexible groups formed and instruction
  targeted to children’s observed and assessed needs in specific aspects of
  literacy development.

The teacher:

• Is deliberate in providing quality instruction to children in all groups, with meaning-making the ultimate goal of each group's work, and ensures that children use most of their time actually reading and writing (or working toward this goal in kindergarten and early first grade).
• Coaches children as they engage in reading and writing, with reading prompts focusing primarily on (a) monitoring for meaning, (b) letters and groups of letters in words, (c) rereading.
• Employs practices for developing reading fluency, such as repeated reading, echo reading, paired and partner reading.
• Includes explicit instruction, as needed, in word recognition strategies, including multisyllabic word decoding, text structure, comprehension strategies, and writing strategies.
• Provides and supports opportunities for small group discussion of literature and disciplinary text (e.g. Instructional Conversations and Literature Circles) so
• that students can draw on their own knowledge and the knowledge of their peers to co-construct the meaning of text.
• Provides opportunities for developing reading fluency during small group work, such as paired and partner reading.
• Uses small group routines (e.g. cooperative and collaborative learning, such as Reciprocal Teaching and Collaborative Strategic Reading) for fostering strategic reading and knowledge-building using text.

• Effective instruction includes early and appropriate implementation of two evidence based Tier I curriculum, Conscious Discipline and Second Step.

The teacher will:

• Explicit Instruction: This strategy refers to teaching the specific skills and vocabulary that you want your students to use and master. For example, if you want them to use a specific protocol to solve conflicts, you will have to teach each one of the steps and the strategies/sentence starters that you want students to follow when solving problems. 

• Embedded Instruction: This strategy connects the content and vocabulary of your SEL instruction with your language arts, math, science, PE, or other lessons.. 

• Schoolwide Support: This strategy refers to the schoolwide focus on building relationships and SEL skill development. School climate has become a priority because students learn best in positive classroom environments that nurture their social, emotional, and cognitive skills.

• Teacher Pedagogy: This strategy is directly tied to how you organize and manage your classroom. Instructional practices that require students to work and learn together, discuss a topic and collect different points of view, solve a math or science problem in a small group or make choices about their own learning are all activities that ask students to use social and emotional skills in one way or another.

• Effective teaching of mathematics establishes clear goals for the mathematics that students are learning, situates the goals within learning progressions, and uses the goals to guide instructional decisions. 

• Clear Goals: Share clear goals with students for each math lesson. Teachers will explain and share how each daily lesson connects with the unit and other math concepts.
• Learning Progressions: Teachers will share with students and families how math goals and lessons fit with student learning throughout PreK-5 math goals.
• Connections for Students: Teachers and students will discuss and connect the goal of the math lesson to the activities and work being completed.  
• Instructional Adjustment: Teachers will use math goals to make plans for upcoming lessons and adjust instruction based on student needs while teaching.

• Implement small group and individual instruction, using a variety of grouping strategies. Most often flexible groups should be formed and instruction targeted to children’s observed and assessed needs in specific aspects of literacy development.

• Time: Teachers plan for students to spend most of their time actually reading and writing (or working toward this goal in kindergarten and first grade)
• Instruction: Teachers will provide direct, clear instruction in small groups based on students’ individual needs such as sounding out words, reading fiction and nonfiction books for meaning, and writing skills
• Groups: Teachers will provide opportunities for small groups, partners, or individuals to build on students’ knowledge and work together to better understand the meaning of texts (books, articles, etc.)
• Professional Development: Classroom teachers receive ongoing education in providing direct, clear instruction for students in small groups through
  • RPS Practice Profile for PreK-5 Teachers
  • Learning Targets and Success Criteria
  • Assessments
  • Literacy coach support

• Utilize the CASEL guidelines (Collaborative for Academic, Social and Emotional Learning) to support individuals in the following SEL strategies:
  • self-awareness
  • self-management
  • social awareness
  • relationship skills
  • responsible decision making
• By developing SEL skills, individuals improve capacity to engage in academic learning and preparation to meet college and career readiness standards.

• Explicit Instruction: Teachers will provide direct teaching about school behavior and expectations during the first six weeks of school. Teachers will provide additional review of expectations throughout the school year. 
• Teachers will provide direct instruction on social skills and emotional health for the whole class throughout the year using the Second-Step curriculum.
• Build Community: Teachers and students will build a classroom community through daily morning meetings, deciding on classroom rules, and other classroom and building activities. 

• The Student Support Services team will meet at least monthly to review data for all students in the areas of attendance, behavior and credit completion.

• The student support services team will gather data, identify school level patterns and trends and develop school wide interventions designed to get the student back on track.
• The student support services team will gather data discuss students showing early signs of falling behind to assign student level interventions designed to get the student back on track.
• The team will monitor the success of the student and school level interventions to increase the likelihood students will graduate on time from Richfield High School 

Social-Emotional Learning and School Climate 

• Leadership teams will define a process for students and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

• Instructional staff and students will define Richfield High School core values and develop aligned behavior expectations to ensure we have common language to communicate about and problem solve issues. 

Walk-through data (3x per year in alignment to secondary practice profile).

We will monitor progress of this goal by observing/monitoring PLC process (including looking at student work protocols); share out through BILT at end of each quarter (1-3 or 2-4).

• Full implementation of Levels of Violations
• Full implementation of Out of School
• Suspension process
• Review of Behavior Violations
• MTSS
• Behavior matrix
• Conscious Discipline

• Increase student’s foundational skills in reading to build their fluency and comprehension.

• Teachers will focus on reading instruction that builds phonics and phonemic awareness, vocabulary, and content knowledge. Strategies will depend on what each student needs to develop their foundational reading skills to support better comprehension and fluency.
• Classroom teachers will begin to implement the science of reading practices required by the State of Minnesota READ Act.
• Reading Intervention teachers will provide small group instruction for students in grades K-5 that are below grade level.
• The Talent Development teacher will provide support to students in grades 2-5 that are performing above grade level. She will also provide support to kindergarten and grade 1 teachers to help them challenge advanced kindergarten and grade 1 students.

• Facilitate meaningful math conversations to increase student understanding of math concepts.

• Classroom and support teachers will increase opportunities for students to discuss and share their math thinking with their classmates.

• Explicitly teach social emotional skills to students related to self-regulation, empathy, attention and engagement.

• Classroom teachers will teach Second Step lessons throughout the school year. Building wide practices to support a positive culture will utilize Conscious Discipline and Growth Mindset philosophies and strategies.