ESCALANTE SCHOOL

SELF-REPORTED INDICATORS

Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.

EQUITABLE EDUCATIONAL OPPORTUNITIES

Supporting English Language Learners

We have integrated English development as part of our English learners' Tier 1 instruction. We ensure that oral and written English language instruction is integrated into content-area teaching. Our teachers design lessons that focus on both content and language objectives. We explicitly teach academic language and vocabulary development. We teach essential academic vocabulary words intensively across several days using a variety of instructional strategies. ELLs are provided regular, structured opportunities to develop writing skills. We also engage in professional learning about strategies to support each English learner.


TEACHER FACTORS

Weekly Professional Learning Community Meetings

Teachers meet weekly to discuss instructional implications based on student data. Math and Literacy instructional coaches attended PLCs, along with administration, to ensure that Escalante works as a collaborative group to support all students in all curricular areas. Measurements to determine effectiveness of Teacher work include: 1. Coming prepared with data analyzed to share 2. Teachers creating lessons collaboratively during PLCs 3. The ability to measure students progressed towards mastery of standards 4. The ability to collaborate with colleagues to support ALL students learning Items that teachers discuss during PLCs: 1. Interim data 2. Weekly assessments 3. Common formative assessments 4. Backwards design planning—standards based (in conjunction with interim assessments) 5. Lesson Objectives/Success Criteria