4. Special Education/ ESL as a Second Language as the STANDARD CURRICULUM. 1. Main content of instruction is based on data. 2. Teachers- utilize and know students learning style, interests and strengths/weaknesses by monitoring success and failure of students continuously (data based and current) 3. Teachers- engage parents in children’s learning. 4. Teachers- focus on main end goal; life after high school. 5.Teachers- utilize current research, technology and break down learning into bite size “edible” learning guides for the students.

Goal 4 Simply says that if we leave ESL and SE behind we leave the whole school behind.

5. Data-based Decision Making There was no data to support the important claims made in this section a.Base curriculum on what students need to know. b.Focusing students on the applications of math, science and language arts through CTE is an effective way to teach pure academic skills while keeping students engaged because their education is focused on useful skills. c.Tests need to be developed in quadrant D to encourage teachers to teach and students to learn higher order thinking skills.

Example of Applied Data-based Decision Making…

A successful school does believe that all Students can learn! #1. High expectations for all students!!! School designs itself to meet needs of most “difficult” students then applies the same principals to all students. #2. School Culture- all students can and will be successful! SE and ESL populations are growing.. Therefore their success is our success their failures are ours too!

7. Systems High performing schools cannot be maintained without extensive support from the district and state. Because of financial constraints over the past several years, state departments have had to become more regulatory in action and have had to decreased their technical support. This a negative for schools trying to maintain high standards for their students.

When the district and the state allocate their limited resources to assist teachers rather than to regulate them, high performing schools are achieved. – Extensive resources in the area of curriculum support services for classroom teachers. – Technology is made available for classroom teachers. – Peer coaches are assigned to students – Professional development is widely available in the form of high-quality well-focused professional development activities, instead of as district-wide staff development days.