Initial Instructional Review 2013-2014 Eau Gallie High School

Instructional Review (IR) The process allows teams to collectively: Identify priorities Identify barriers to school improvement Develop targeted and manageable action plans

Our Data 250 students surveyed in 9th – 12th grades 127 classroom visits 60 teachers surveyed 20 teachers in focus groups SBLT in focus group

Problem Analysis: Instructional Rigor Engaging Instruction Webb’s Depth of Knowledge Levels Questioning and Tasks Standards Based Instruction – Essential Questions Engaging Instruction Instruction Curriculum and Environment Data Driven Instruction Data used to differentiate Data used to measure effect of SBI

Element 1: Instructional Rigor Trends Opportunities Engagement at multiple levels. Universal posting of Essential Questions written in student friendly language. Universal use of academic, content-specific language by teachers and students. Increase use of modeling techniques and strategies (I do, we do, you do) Refocus class discussion by referring back to essential question throughout lesson. Increase use of AVID strategies in all content areas as a scaffold to meet the demand of writing in response to more complex text.

Element 2: Engaging Instruction Trends Opportunities Full use of instructional time for teaching and learning was observed. Safe, respectful, inclusive classroom environments with productive teacher/student peer relationships were observed. Provide more opportunities for real world connections. Facilitate processes to allow increased opportunities for students to reflect on and interact with content before, during and after instruction. Take advantage of existing positive teacher/student relationships and recognize the power of student interests/learning styles to broaden differentiated instruction, therefore enriching student engagment.

Element 3: Data Driven Instruction Trends Opportunities The majority of teachers were delivering standards based instruction. Each department utilizes student data to drive instruction on a big picture scale for reteach, reflection, etc. Increase opportunities to utilize data to differentiate product, process, content. Increase use of informal, ongoing formative assessment to provide effective feedback and further drive instruction.