Curriculum & Instruction – Background Information / Documents
District Curriculum:
- Over the past 3 years, Akron Elementary has selected Writing, Math and Reading curriculum materials that are aligned horizontally and vertically to meet state standards. There is an expectation that all classrooms utilize the curriculum and the interim assessments within the programs. Beginning, middle and end-of-year assessments are utilized to determine effectiveness and verify alignment.
- Writing – In 2020, Akron Elementary began implementation of Traits Writing in grades K-5. A writing coach was hired to train and support leadership and teachers in ensuring instruction was implemented and aligned. The utilization of common prompts for beginning, middle and end-of-year assessments, along with specific rubrics, ensure horizontal and vertical alignment. Data analysis is conducted through end-of-year assessments to verify that common writing language is taught in all classrooms, and thus vertical alignment.
- Math – In 2021, following a thorough research project of numerous standardized math programs, Akron Elementary adopted and began implementing Into Math in grades K-5. Interim unit assessments are utilized to ensure standards are being met or to determine the need for intervention. Standardized grading and reporting practices, to be implemented in the 2023-2024 school year will further progress in ensuring vertical and horizontal standards alignment. NWEA math assessments are also utilized to provide teachers with feedback for necessary revisions and adjustments.
- Reading – In 2022, following an extensive review of state approved reading programs, Akron Elementary adopted and began implementing Wonders Reading in grades K-5. Along with this, students who are below benchmark are provided with intensive intervention through Title 1 support.
- Classroom Strategies to Increase Achievement and Growth
Instructional Planning and Practice:
- Instructional programs/resources the district has adopted (content areas/grade levels)
District MTSS Approach:
- A district-wide MTSS team is in place. Consistent review and analysis of the team’s effectiveness occurs through beginning, middle and end-of-year assessment. The team meets monthly, led by the school counselor, planning for consistent Tier 1 expectations and PBIS implementation, reviewing district-wide behavior data and then recommending adjustments based on that analysis. The team reviews all Tier 2 referrals and makes research-based intervention recommendations.
- In-Service MTSS Training for Staff
- MTSS Action Plan
Resources/Programs available to students before, during and after school for intervention and enrichment
- Intervention and enrichment are offered throughout the school day. At the elementary school we have a built in scheduled intervention period, which supports students individualized needs. We have a number of intervention programs in both math and reading, which can also help address student needs. In middle school our students take Student Success. Student Success helps middle school students with organization, grade checks, and other necessary skills to be successful students. We have also given students access to reading intervention, at the middle school level to support reading deficits. At the high school level, students have an advisory period and may use that time to receive additional support. In terms of enrichment, our elementary students have monthly scheduled enrichment time. Students also have the ability to participate in enrichment activities like Brain Bowl, Knowledge Bowl, and a number of Science events.
ICAP Approach:
- Beginning this school year, 6th – 12th grade students will use Major Clarity to help with their ICAP. Major Clarity provides career exploration, personality assessments and can house students resumes, test scores and other pertinent information. Major Clarity is a large part of the ICAP process, as we now have this valuable resource to support our students. Additionally, students have the option of personalizing their schedules to take interest based courses, through a high school online program and through NJC’s concurrent enrollment program.
- Graduation Requirement Graphic
Data Management:
- K – 11th students are expected to participate in the NWEA assessments. Students’ results are kept within the NWEA data management system. In August we had a training regarding NWEA that was focused on understanding reports and interrupting data. We used our district inservice in September to look at our NWEA results, as well as other data that the district had available. The purpose was to have data driven dialogue, to understand our data and to determine future action steps. NWEA data helps determine small groups, as well as if RTI (Response to Intervention) is warranted. Elementary teachers also use Amplify to track students progress in reading. Amplify is also used to help determine small groups, for differentiated instruction, as well as to track the growth of students on READ plans and in RTI. High school teachers also use PSAT/SAT data along with ASVAB data to guide instruction.
- SAT/PSAT Scores
- ASVAB Results
Behavioral Expectations:
- Akron School District is committed to MTSS (Multi-tiered Systems of Support). Part of our MTSS emphasizes the importance of RAMS behavior. RAMS behavior is taught at the beginning and middle of the school year and re-taught as needed using the teaching matrix as well as the poster below. We teach RAMS behavior in our different settings, such at the classroom, hallway, cafeteria and bathrooms. RAMS behaviors are posted in each classroom and throughout our building in different settings to help remind students of the expected behaviors.
