EHPS Theory of Action #1: Ensure High Quality Instruction
Health & Physical Education
Planning & Organization: 9th grade students are beginning their fitness unit. They will be creating goals on how to improve their fitness levels. 10th grade students will be analyzing influences on personal wellness and their mental health and identify effective ways to deal with stress. 11th grade students will be exploring the topic of adoption and other pregnancy options. 12th grade are starting their substance abuse unit.
Classroom Environment: Classroom norms have been discussed and agreed upon so that students feel comfortable and respected in order to work collaboratively in groups and participate in all classroom activities and discussions.
Application & Practice: Strategies include group discussions, video clips, gallery walks, brain-storming, jigsaw, and other skill-building tasks and activities to improve their content knowledge and further develop their decision making.
Assessment/Reflection/Feedback: 9th grade students will participate in a heart rate lab, 10th grade students will be creating PSA’s that address common stigmas associated with mental illness, 11th grade students will develop a parenting profile and determine adoption placements and 12th grade students will be analyzing the impacts of driving under the influence of alcohol and or drugs.
Planning & Organization: ESL 2 students take classes in grammar, writing, and reading each day. These students are new arrivals to the United States who may have learned some English in their native country or students who have been here for 1 year.
Classroom Environment: To encourage students to only speak in English, a ticket system is in place where students hand in a ticket if they speak in their native language. The ticket system is used as a class participation grade.
Application & Practice: In Grammar, students are receiving explicit instruction on verb tenses and parts of speech. In Writing, they are transitioning from sentence to paragraph to multi-paragraph writing.
Assessment/Reflection/Feedback: ESL 2 students complete exit passes regularly and receive a stamp if the exit slip is 100% correct. At the end of the marking period, students can earn extra points for the stamps they have received.
Planning & Organization: Special Education teachers are reviewing STAR assessments in order to shape and drive their instructions within their classrooms.
Classroom Environment: heterogeneous grouping within the general education setting to promote student discourse.
Application & Practice: Teachers continue to promote student discourse by utilizing peer to peer interactions within daily lessons and small group instruction lead by students.
Assessment/Reflection/Feedback: At the mid-year point, teachers are working with students to "recommit" to their academic and individual goals for the school year through reflection and review of progress to date.
CAREER & TECHNICAL EDUCATION
Planning &Organization: Teachers are focused on CTE Month in Feb. and getting the work out to parents and students how important career planning is.
Classroom Environment: Tech Ed is focusing on safety in the classroom as we welcome new students.
Application & Practice: Health Occupation students are focusing on research and career exploration in the healthcare field.
Assessment/Reflection/Feedback: Tech Ed data team focusing on measurement and measurement math.
WALLS & STUDENT OBJECTIVE BOARDS
ENGLISH / LANGUAGE ARTS
Planning and Organization: English teachers are continuing to implement SAT-Style practice and vocabulary in their daily work with students.
Application and Practice: Students are being exposed to daily SAT preparation in classes.
Assessment/Reflection/Feedback: STAR data is being analyzed and used to help guide instruction in the English classrooms.
Planning & Organization: Planning for NGSS Instruction: What skills and prior knowledge are required for students to engage in new unit’s gr. 9/10, Planning for SAT gr. 11/12.
Classroom Environment: Continuing to develop a classroom culture that supports students doing the work.
Application & Practice: Use of instructional and literacy strategies that engage students in learning/ problem-solving.
Assessment/Reflection/Feedback: Mid-Year data reflection with a focus on updating interim assessments to address student needs.
Classroom Environment: Given the start of second semester, the music team has spent time sharing ideas for arrangement of space that will allow for better proximity of teacher to students both in large ensembles and other music electives. The team also has been discussing how to make shared instructional spaces more inviting for students.
Application & Practice: Teachers are trying out new icebreakers related to the content of courses. For example, students in music technology got to know each other the first week of the new semester by sharing their favorite music artists and favorite songs.
Assessment/Reflection/Feedback: In IDTs, the music team looked at student work on a written assessment of the ensemble’s performance of expressive elements in music literature. Based on student responses, the team talked about how the instructional resource could be further revised to support student success on the assessment.
Planning & Organization: PSAT Score distribution and review.
Office/Computer Lab Environment: Counselor, student, and teacher discourse.
Application & Practice: Student will be able to access PSAT scores online and begin to develop an individualized preparation program via Khan Academy.
Assessment/Reflection/Feedback: School counselors will review score reports and assist students with accessing their College Board and Khan Academy accounts
Planning & Organization: Teachers are planning to use data from the Math PSAT to drive classroom instruction.
Classroom Environment: Skill building to support student-centered learning and discourse.
Application and Practice: Teachers are implementing strategies from the SAT Action plan to provide students with SAT practice, as well as, using khan Academy.
Assessment/Reflection/Feedback: Teachers will analyze SAT items and utilize the data to plan for instruction. Teachers are creating SLE tasks and using the SLE rubric with students and provide them with feedback with areas of growth.
Planning and Organization: Social Studies Teachers have planned and developed Close Reading 3 Focus Questions. Teachers have been embedding SAT Type Questions into each unit of study.
Classroom Environment: Great Books Discussions have centered student discourse with teachers only asking questions. Student Based Conversations have been more effective with Student Led Approach.
Application and Practice: Students have been working in stations with teachers monitoring discussion and providing feedback. Students are developing more performance-based assessments (eg. making laws for immigration).
Assessment/ Reflection/Feedback Mid Term Assessments were given and feedback provided. One on One Student Conferencing have been taking place.
Teacher: Lynn Douville
Subjects: Biology, STEP
About the teacher: Lynn has taught in EHPS for 27 years at EHMS, Woodland and EHHS
96% completion across departments