1. Initial Instructional Review 2013-2014
Eau Gallie High School

2. Instructional Review (IR)
The process allows teams to collectively:
Identify priorities
Identify barriers to school improvement
Develop targeted and manageable action plans

3. Our Data 250 students surveyed in 9th – 12th grades
127 classroom visits
60 teachers surveyed
20 teachers in focus groups
SBLT in focus group

4. Problem Analysis: Instructional Rigor Engaging Instruction
Webb’s Depth of Knowledge Levels
Questioning and Tasks
Standards Based Instruction – Essential Questions
Engaging Instruction
Instruction
Curriculum and Environment
Data Driven Instruction
Data used to differentiate
Data used to measure effect of SBI

5. Element 1: Instructional Rigor
Trends
Opportunities
Engagement at multiple levels.
Universal posting of Essential Questions written in student friendly language.
Universal use of academic, content-specific language by teachers and students.
Increase use of modeling techniques and strategies (I do, we do, you do)
Refocus class discussion by referring back to essential question throughout lesson.
Increase use of AVID strategies in all content areas as a scaffold to meet the demand of writing in response to more complex text.

6. Element 2: Engaging Instruction
Trends
Opportunities
Full use of instructional time for teaching and learning was observed.
Safe, respectful, inclusive classroom environments with productive teacher/student peer relationships were observed.
Provide more opportunities for real world connections.
Facilitate processes to allow increased opportunities for students to reflect on and interact with content before, during and after instruction.
Take advantage of existing positive teacher/student relationships and recognize the power of student interests/learning styles to broaden differentiated instruction, therefore enriching student engagment.

7. Element 3: Data Driven Instruction
Trends
Opportunities
The majority of teachers were delivering standards based instruction.
Each department utilizes student data to drive instruction on a big picture scale for reteach, reflection, etc.
Increase opportunities to utilize data to differentiate product, process, content.
Increase use of informal, ongoing formative assessment to provide effective feedback and further drive instruction.