Northwood High School

Instructional goal:  Students will:  

• make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. (HS.G-CO.D.12) 

Instructional goal: Students will:

• write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

• measured by growth on Progress Checks, Common Writing Tasks and teacher-generated assessments.

12th Grade: All students, with a focus on Hispanic students, will meet 2 or 3 EOL measures, be academically eligible and CCRCCA ready.

Instructional goal: Students will:

• write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.

• measured by growth on Progress Checks, Common Writing Tasks and teacher-generated assessments.

Instructional goal:  Students will:  

• make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. (HS.G-CO.D.12)

Algebra 2: All students, with a focus on Hispanic students, will meet 2 or 3 EOL measures, be on track for graduation, and academically eligible. 

Instructional goal:  Students will:  

• for a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. (1YR: HS.F-IF.B.4)

Educators will participate in professional learning focused on:

• protocols for creating, assessing, and tailoring standards-based lesson plans centered on the Japanese Lesson Study model;

• differentiation of instruction to reach student mastery of material;

• frameworks for integrating student voice into lesson planning and formative assessment;

• consistent opportunities for student discourse and eliciting student thinking;

• the use of Performance Matters Unify to collect and analyze data.

• maintain consistent structures for collecting and analyzing relevant student data from the classroom, district, and external measures,  including teacher-generated baseline assessments to be revisited and tailored at semester intervals; 

• engage in quarterly data chat protocols on relevant classroom, district, and external measures, especially interim and quarterly grades, Common Tasks, and Progress Checks.

Educators will plan for, organize and implement instructional strategies supporting:

• a school-wide focus on Tier 2 vocabulary terms that have cross-content applications; 

• Supports CCSS.ELA-LITERACY.CCRA.L.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

• student to student discourse;

• explicit work and reflection on beliefs including growth mindset and the teacher as a warm demander. 

• Integration and use of our Wellness Center;

• Restorative Practices for relationship building amongst staff and students;

• Wellness and Social Emotional Learning:  integration of mindfulness;

• Elevating student voice through school-wide and classroom level surveys, and administrative meetings with student leaders.  Host grade level town hall meetings with assistant principals each semester;

• Team approach for 9th grade including our pupil personnel worker (PPW), counselors, Wellness Center representatives and teachers;

• Pre-service and quarterly interdisciplinary co-department meetings to develop community and support similar academic standards in our paired departments;

• Continue implementing Equal Opportunity Schools (EOS) surveys and best practices to promote belonging for all students.