Washington - Kansas City, Kansas Public Schools

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Tier 1 Whole class instruction Strategies based on: Phonological/Phonemic Awareness (Elementary only) Phonics Instruction (Elementary only) See section Vocabulary on Reading Fluency Strategies Comprehension Motivation (Elementary only) Strategies based on: Conceptual Understanding; Computational and Procedural See section on Math Strategies Fluency; Strategic Competence (Problem Solving); Adaptive Reasoning; Positive, Production Disposition Tier 2 More Time: Tutoring: After School, Saturday School, Before School, During Lunch Benchmark Recovery – Additional time for students struggling in passing their benchmarks Double Dip Pull Outs – from student elective periods and teacher planning time Systematic Instruction in Phoneme Awareness, Phonics, and Sight words (SIPPS) Read 180 Differentiated Instruction Flexible grouping Reading & Math Achievers – students who are at proficient plus percentage of students approaching standards Outside consultants to set goals and expectations with Leadership team – Reading & Math. Consultants recommend specific strategies to improve effectiveness of instruction Advocates in constant touch with parents on student progress Tier 3 Individualized Instruction Same tutoring opportunities as Tier 2 Differentiated Instruction In addition to Tier 1 Assessment based Intensive all day tutoring to selected students who need additional practice (monthly) Many of the items listed in Tier 2 are also used as Tier 3 SPED services – for students who qualify -- Kansas City, Washington High School -- Page 30 of 50
V. PROFESSIONAL DEVELOPMENT FOR SCIENTIFICALLY BASED RESEARCH STRATEGIES WITH TIME LINE Describe the high quality and ongoing professional development that will support the schoolwide reform strategies Both district in-services and special Wednesday in-services provide all content teachers with strategies to improve reading comprehension and problem solving. Math and English instructors benefit from even more focused strategies within their contents as they meet weekly during a common planning period for at least 45 minutes to focus on instructional strategies. Content teams also meet during Wednesday in-services to focus on improved instruction, specifically benchmark instruction for re-teaching. Describe how the plan is integrated with the school’s results-based staff development plan, including a timeline -- Kansas City, Washington High School -- Page 31 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 and 20: Reading Targets based on the Kansas
Page 21 and 22: F. Motivation G. Other SCIENTIFICAL
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: Describe what your school will impl
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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