Washington - Kansas City, Kansas Public Schools

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D. Fluency E. Comprehension We will improve Comprehension skills for the following tiers (check all that apply) gfedcb All Students gfedc Some Students gfedc Few Students gfedcb Gender gfedcb African Americans gfedcb SES gfedcb Hispanics gfedc ELL gfedcb Whites gfedcb SPED gfedc Asian Pacific Islanders gfedc American Indians gfedc Mulit-Ethnic and Undeclared gfedc K gfedc 1 gfedc 2 gfedc 3 gfedc 4 gfedc 5 gfedc 6 gfedc 7 gfedc 8 gfedcb 9 gfedcb 10 gfedcb 11 gfedcb 12 The student will improve Comprehension skills through scaffolded instruction using: Strategy Research Resources Person Responsible Metacognitive and Self-Monitoring Dr. Greg Netzer Joe Graham Pressley, M. & Afflerbach, P.. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum. Beck, I.. McKeown, M., Hamilton, R., and Kucan, L.. (2004). Questioning the Author: An Approach for Enhancing Student Engagement with Text. Newark, DE. IRA. Beers, K.. (2003). When Kids Can’t Read: What Teachers Can Do. Portsmouth, NH, Heinemann. Keene, E. O. & Zimmerman, S.. (1997). Mosaic of Thought : Teaching Comprehension in a Reader's Workshop; Portsmouth, NH: Heinemann. Wilhelm, J.. (2001). Improving Comprehension with Think Aloud Strategies: Modeling What Good Readers Do. New York, Scholastic Books. Zwiers, J. (2004). Building Reading Comprehension Habits in Grades 6-12: A Toolkit of Classroom Activities. Newark, DE, International Reading Association.. English and Reading Teachers -- Kansas City, Washington High School -- Page 20 of 50
F. Motivation G. Other SCIENTIFICALLY BASED RESEARCH for Reading Describe how the selected strategies are supported by scientifically based reading research to address your targeted student needs. The selected strategies represent current scientific based research in the field of literacy. They reflect the dimensions of reading as outlined by the National Reading Panel report. These strategies are effective with all students as reported by the National Reading Panel. Therefore, the selected strategies address the targeted student needs. -- Kansas City, Washington High School -- Page 21 of 50
Page 1 and 2: HIGH SCHOOL Please submit to: Conni
Page 3 and 4: Part IA. COLLABORATION AND PLANNING
Page 5 and 6: IB. DATA ANALYSIS READING Compare h
Page 7 and 8: 10th Grade 1.4.11 (Author's Purpose
Page 9 and 10: Since only 19 freshmen were test in
Page 11 and 12: -- Kansas City, Washington High Sch
Page 13 and 14: -- Kansas City, Washington High Sch
Page 15 and 16: Washington High School Percent of S
Page 17 and 18: II. Data Disaggregation by Demograp
Page 19: Reading Targets based on the Kansas
Page 23 and 24: Kansas City, Kansas School Improvem
Page 25 and 26: GEOMETRY Figures Applications of th
Page 27 and 28: G. Other SCIENTIFICALLY BASED RESEA
Page 29 and 30: Describe what your school will impl
Page 31 and 32: V. PROFESSIONAL DEVELOPMENT FOR SCI
Page 33 and 34: By having Wednesday in-service time
Page 35 and 36: Describe the school’s teacher-men
Page 37 and 38: VI. HIGHLY QUALIFIED STAFF How wil
Page 39 and 40: District Policy - Parent/Community
Page 41 and 42: VIII. TEACHER INVOLVEMENT Describe
Page 43 and 44: X. ASSISTANCE TO STUDENTS IN NEED
Page 45 and 46: XII. COLLABORATION AND INTEGRATION
Page 47 and 48: Parents were encouraged to become a
Page 49 and 50: opportunities to connect their lear

Washington - Kansas City, Kansas Public Schools

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