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EXTENDED LEARNING PLAN

FELICITY-FRANKLIN ELEMENTARY

Identification of Students Most in Need of Extended Learning Support 

● Use of targeted assessments to measure the big ideas of reading (students unlikely to be successful in the next grade level).

● Prioritize based on needs

● Students at risk of being retained

● Acadience data to identify students who are not yet proficient in math skills. 

● Teachers will identify those students who are missing critical skills

Identification of Extended Instructional Needs (How will needs be identified?) 

● Needs will be identified during the student selection process.

● Continued use of targeted assessments to measure the big ideas of reading 

● Begin with scope and sequence and individualize based on lowest skill(s) not yet mastered 

● Drill down in the data to target specific deficiencies in individual students.

Instructional Priorities

● Literacy and Math

Filling Academic Gaps

Existing Processes and Supports

○ Universal screener three times per year

○ Teams look at data monthly

○ Progress monitoring

○ Reading Club four days per week (Tier II)

○ Some before and after school interventions taking place.

Extended Learning Processes and Supports for 2021-2022

○ Clear instructional plans with prioritized standards

○ Clear instructional plans shared with key stakeholders

Anticipated Outcome(s) (What are the goals?)

● Ensure that all students master defined grade level skills before moving to the next grade level

Global Instructional Issues to be Addressed in 2021-2022

● Student Engagement

○ Teachers will be actively participating in two full days of Kagan training over the course of the 2021-2022 school year. This will translate into purposeful cooperative learning structures, a boost in classroom management skills, and increased student achievement.

● The Science of Reading

○ We will continue our K-4 focus on the science of reading. We understand the importance of providing students with teachers who teach reading with a strong understanding of how the brain learns to read.

● Instructional Framework

○ We will continue to focus on the GO CARDS instructional framework to promote intentional teaching and learning on a broad scale.

Grabbing their attention

Ownership of learning

Clear learning objectives

Active modeling and questioning

Responding to practice

Do they seem to get it?

Solo time and feedback

Student Competency Measures (How will we know students are successful?) 

● Targeted assessments for both baseline and post-assessment

Alignment with Other School/District Plan(s)

● Our district One Needs Assessment reveals areas of underperformance in both literacy and math, which are likely to be identified as priority areas on the CCIP. Thus, extended learning opportunities in these two areas show direct alignment between this plan and the CCIP.

Partnerships (Local and/or Regional)

● Partnering with UC Clermont for individual/small group tutoring

Extended Learning Timeline

● 6 weeks, four days per week, 4 hours per day, Monday through Thursday

● June 7 -- July 15, 2021

FELICITY-FRANKLIN MIDDLE SCHOOL

Identification of Students Most in Need of ExtendedLearning Support 

● OST data

● ALEKS

● Class grades -- D and/or F (teacher-defined mandatory and recommended students)

● Pro-Core

● Teachers will identify students who have failed courses, as well as those students with specific learning deficiencies

Identification of Extended Instructional Needs (Howwill needs be identified?)

● ALEKS

● OST data

● Acadience

● IEP needs

Instructional Priorities

● Literacy and Math

● Science 8

Filling Academic Gaps

Existing Processes and Supports

○ Flex time in all content areas

○ Teachers working with students after school

Extended Learning Processes and Supports for 2021-2022

○ Clear instructional plans with prioritized standards

○ Clear instructional plans shared with key stakeholders

○ Daily after-school tutoring

○ High-achieving HS students working with MS students

○ ALEKS, Newsela

○ Daily Cardinal Time for intervention, work completion, study hall, etc.

○ Targeted interventions to remediate specific academic deficiencies

○ Beginning Fall 2021 -- Tutoring embedded within the school day

Anticipated Outcome(s) (What are the goals?)

● To make sure all students are closing learning gaps

● To make sure all students have the opportunity to receive extra assistance

Global Instructional Issues to be Addressed in 2021-2022

● Student Engagement

○ Teachers will be actively participating in two full days of Kagan training over the course of the 2021-2022 school year. This will translate into purposeful cooperative learning structures, a boost in classroom management skills, and increased student achievement.

● Instructional Framework

○ We will continue to focus on the GO CARDS instructional framework to promote intentional teaching and learning on a broad scale.

Grabbing their attention

Ownership of learning

Clear learning objectives

Active modeling and questioning

Responding to practice

Do they seem to get it?

Solo time and feedback

Student Competency Measures (How will we know students are successful?) 

● Growth measures from digital programs

Alignment with Other School/District Plan(s)

● Our school and district One Needs Assessments reveal areas of underperformance in both literacy and math, which are likely to be identified as priority areas on the CCIP. Thus, extended learning opportunities in these two areas show direct alignment between this plan and the CCIP.

Partnerships (Local and/or Regional)

● Partnering with UC Clermont for individual/small group tutoring

Extended Learning Timeline

● 4 weeks, four days per week, 4 hours per day, Monday through Thursday

● June 1 -- June 30, 2021

FELICITY-FRANKLIN HIGH SCHOOL

Identification of Students Most in Need of ExtendedLearning Support 

● Students in need of credit recovery

● End-of-course exam data

● ALEKS data

Identification of Extended Instructional Needs (Howwill needs be identified?) 

● State test data

● Short-cycle assessments and benchmark assessments

Instructional Priorities

● Literacy and Math

Filling Academic Gaps

Existing Processes and Supports

○ Teacher-driven after school

Extended Learning Processes and Supports for 2021-2022

○ 4 core teachers, 1 intervention specialist

○ Clear instructional plans with prioritized standards

○ Clear instructional plans shared with key stakeholders

○ Targeted interventions to remediate specific academic deficiencies

○ Beginning Fall 2021 -- Tutoring embedded within the school day

Anticipated Outcome(s) (What are the goals?)

● Remedy course credit deficits

● Potentially provide additional academic support Fall 2021

Global Instructional Issues to be Addressed in 2021-2022

● Student Engagement

○ Teachers will be actively participating in two full days of Kagan training over the course of the 2021-2022 school year. This will translate into purposeful cooperative learning structures, a boost in classroom management skills, and increased student achievement.

● Instructional Framework

○ We will continue to focus on the GO CARDS instructional framework to promote intentional teaching and learning on a broad scale.

Grabbing their attention

Ownership of learning

Clear learning objectives

Active modeling and questioning

Responding to practice

Do they seem to get it?

Solo time and feedback

Student Competency Measures (How will we know students are successful?) 

● Credit recovery

Alignment with Other School/District Plan(s)

● Our school and district One Needs Assessments reveal areas of underperformance in both literacy and math, which are likely to be identified as priority areas on the CCIP. Thus, extended learning opportunities in these two areas show direct alignment between this plan and the CCIP.

Partnerships (Local and/or Regional)

● YMCA

● Partnering with UC Clermont for individual/small group tutoring

Extended Learning Timeline

● Focus on Credit Recovery -- Pre-Test Results (Session I)

○ 4 weeks, four days per week, 4 hours per day, Monday through Thursday

○ June 7 -- July 1, 2021

● Focus on Credit Recovery -- Post-Test Results (Session II)

○ July 2021

~Spring 2021