Dr. Martin Luther King Jr.

Middle School 2013-214 Theory of ction Our vision for MLKs students
Critical thinkers Inquisitive ex lainers & and questioners ro!lem solvers Colla!orative" creative grou mem!ers #reat communicators & resenters $roficient on key grade%level skills % #lo!al thinkers% Inclusive leaders & advocates for self and others &ctive artici ants in school and learning % 'oracious readers & a(esome (riters )a y eo le (ho !elieve in themselves and their otential &!le to identify needs & seek su ort

To reach our vision, students must achieve

Referrals, Suspensions & Eligibility All students will meet eligibility criteria Reduce the percent of ineligible AfricanAmerican students by !"

So, all teachers must be able to

What We Teach (CURRICULUM) Common core, specifically the essential learnings for each grade le#el content area nglish (D for )s Specific language ob*ecti#es for all students, in all content areas Second Step curriculum Positi#e +eha#ior Inter#ention System

So, we must support them by

'n#tructional Leader#hi% Tea&

ILT members are Collaboration Leaders ILT members do collective learning around change cultural leadership and act as change agents within the school ILT specifies school-wide big goals and monitors progress !reviews school-wide data and determines implications"

Student Engagement & Thin#ing $!" of students will be actively engaged in a rigorous tas# or interaction at any given time All students will have multiple opportunities to engage in structured student-student interactions in each content area daily
How we Teach (INSTRUCTION) Planned, intentional structured opportunities for students to interact and engage together in ,ey learnings Culturally responsi#e planning and instruction Differentiation for all students so that all students are challenged to master and e'ceed on essential learnings #ery student is gi#en opportunities to problem-sol#e and thin, critically in each class, e#ery day Guiding Principles ROCI in and around PD, PD is informed by student and teacher data, and there is a coherent scope and sequence for PD Content Common core (planning and instruction) Differentiation and structured interaction (Sp d ! all students) "oal setting, monitoring, and in#estment of students $se SRI to assess student reading and inform instruction %ny other needs and instructional norms&e'pectations Aligned to school-wide priorities Formative and non-evaluative Based on creating community of professional learning and school improvement Strengths and assets based

Instructional Coaching Literacy & Climate

Assessments %o students will score below &!" 'far below basic( on any given assessment Every student will ma#e double digit ')!" *( growth on average over the course of the year '+,A and +ST(

How we know what students have learned (ASS SSM NT) Standardi.ed assessments/ C)% and CS0&C1% SRI is used to inform planning and instruction across content Daily formati#e assessments are used to inform instruction 2olistic performance assessments are gi#en to assess essential learnings during each C)% 3indo3

$rofe##ional De"elo%&ent

An nv!ron"ent !n wh!ch students thr!ve (CULTUR # CLIMAT )

+limate Survey All students will indicate satisfaction on #ey -uestions 'at all grade levels(

Classrooms are organi.ed, clean and #isually appealing #ery student has a long term goal, 3ith short term goals and a plan to reach it (and regularly reflects on progress) "rade le#els identify focal students and intentionally build relationships to support those students %uthentic caring is present in throughout the school&classrooms

!rade Le"el Meeting#

Teachers regularly analy#e student wor$ and data using %&CI !define essential learnings and monitor student progress" Teachers share and hone best practices together Collaboration centers on school-wide priorites e'pectations (eetings have a clear agenda) outcomes) and ne't steps