Indicator+3.4+-+Artifacts)


 * __ Indicator 3.4 - Research-based Instructional Strategies (Artifacts) __**


 * [[image:Reading_High_Frequency_Books_001.jpg width="136" height="102" caption="High Frequency Word Books"]] ||  ||

Reading Research Joyce Stalp (Curriculum Director) || Patty Meiergerd and Tarah Jansen (SIP Leaders) || > training and collaboration. A folder has been created on a shared drive of the school > server for collaboration and sharing of data. Teachers attend conferences and workshops to remain current in their fields. Teachers completing graduate courses receive compensation after each course rather than after the traditional nine-hour increment. || Artifact-Matt Richardson (Principal) || Kim Knobbe (Special Education) Joyce Stalp (Curriculum Director) ||
 * **Evidence** || **Type** ||
 * * Research citations in lesson plans/examples of research-based strategies || Artifact ||
 * * Reading program and instruction - See Research link || Artifact ||
 * * [[file:professional growth 4-12-11.docx]] || Artifact ||
 * * Walkthrough logs (protocols) || Artifact- Matt Richardson (Principal);
 * * School improvement plan || Artifact-Matt Richardson (Principal)
 * * School improvement team meetings [[file:Standard 3 Artifacts-Curriculum (Documentation Request).docx]]
 * [[file:SIP Communications.docx]] || Artifact ||
 * * Professional development The school provides for monthly early dismissal days for the purpose of teacher
 * * Evidence of data review (School Profile) and Standard 4 Information || Artifact ||
 * * Agendas and minutes from peer learning community meetings || No evidence ||
 * * Curriculum documents that identify highest priority expectations || No evidence ||
 * * Curriculum Pacing Guides (Samples) || Artifact ||
 * * Curriculum Maps || Artifact ||
 * * School leadership investigation of strategies for improved instruction || Practice - Matt Richardson (Principal)
 * * Interventions for improvement designed for students of all performance levels || Practice - Reading ||
 * * Differentiated instruction provided to students with specific needs || Practice - Reading ||
 * * Student portfolios || Artifact-English ||
 * * Student display of project-based learning opportunities || Artifact ||
 * * Staff meet to share best practices || No evidence ||
 * * Meetings regularly include discussions about effective instructional design and delivery || No evidence ||

__Operational__ Emerging
 * 3.4 a - Most instructional plans have components built from insights on learning research such as activities that activate prior student understanding, teaching of meta-cognition, addressing student learning styles, and application of innovative teaching styles. School leaders assure that all staff members are kept up to date on current theory of best instructional practice and topics.
 * Some instructional plans are based on learning research and what teachers believe to be best practice they have observed.

Operational
 * 3.4 b - Several research-based methods and strategies aim to increase the quality and quantity of instruction. The school provides an enriched and accelerated curriculum for select students and plans to expand toward all students. A needs assessment guides the choice of strategies, and the school has a way to determine if these needs are met. The school-wide program serves all students in the school, including those who are low achieving. The school is moving toward meeting the needs of all major subgroups.