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Table of Contents

of content focus within the unit-based curriculum for analysis; (3) Identify potential
modifications to learning goals and/or learning activities to strengthen learning; (4) View
individual student achievement and predicted performance reports to plan for students
and flexible groups (RAM time) in lesson design; (5) Identify resources to support
students’ needs from approved resources across Tiers 1-3 in MTSS in alignment with any
recommendations from the ELA In-Depth Program Review; and (6) Monitor
performance in specific focus areas on a regular basis and through collaboration with
grade level and/or same course teachers and embedded formative assessment probes.

2. Utilize RAM Time to flexibly group students within the team based on the greatest need
identified through STAR results, individual performance report (eMetric) and work to
provide the necessary remediation or enrichment to meet those specific identified needs.
○ Key Personnel: Grade 6 ELA teachers; Principal; Intervention Specialist
○ Timeline (Anticipated Start/Finish): November, 2019-ongoing
○ Major Action Steps: (1) Based on the assessment data, flexibly group students
within the team to meet specific identified needs; (2) Monitor student progress
during RAM Time and make adjustments accordingly (grouping of students,
skills taught, length of time for skill, etc.)

3. Refine approach to TDA instruction across content areas, utilizing the checklist and instructional
approach designed by the committee in 2018-2019 in collaboration with the AIU and continued
training at PaTTAN in 2019-2020.
○ Key Personnel: Sixth Grade Social Studies, Science, and Reading Teachers
○ Timeline (Anticipated Start/Finish): November 2019 - June 2020
○ Major Action Steps: (1)Tiered instruction preparing for Wonders Unit Test (first semester
reading teachers); (2) AIU TDA Instruction Packet Practice (1 month/ first semester/
Reading teachers); (3) Curriculum related TDA assessments (Science and Social Studies
Teachers)

4. Utilize flexible instructional groups and mini-lessons to address informational and literature text
needs related to key ideas and details.
○ Key Personnel: Sixth Grade Reading Teachers
○ Timeline (Anticipated Start/Finish): August 2019 - June 2020
○ Major Action Steps: (1) Through the use of grade-level class novels, craft and structure
of texts will be analyzed and reading strategies taught to students; (2) Daily and weekly
whole group/small group reading practice, assessment, and feedback; and (3) Use of
mini-lessons as determined by data/student needs until mastery is reached.

5. Develop an approach to spiraling language and conventions of Standard English practice within
the classroom, based upon student needs identified in assessments.
○ Key Personnel: Sixth Grade Social Studies and ELA Teachers
○ Timeline (Anticipated Start/Finish): August 2019-June 2020
○ Major Action Steps: (1) Utilize Study Sync and common grammar resources with
students and embed resources within the written curriculum; (2) Facilitate mini-lessons as

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