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Aligning JMCSS Goals to District 14 Goals


Aligning JMCSS's goals with the District 14  goals is an important step towards creating quality education to our students. To achieve alignment, I will do the following:

1. Review District 14 Assessment Goals: Understand the specific goals outlined by District 14 for assessments. This may include proficiency targets, growth indicators, or specific subject areas. Align the school’s assessment strategies and objectives accordingly.

2. Identify MTSS Goals: I examined the key  objectives of the Multi-Tiered System of Supports at the district level. The district MTSS  focuses on providing interventions and support for students with diverse needs. I have integrated these goals into JMCSS's own support structures and programs.

3. Establish School Goals: I reexamined JMCSS's goals and defined clear and measurable goals for Juan Morel Campos Secondary School that align with both the district assessment goals and MTSS objectives. I then realigned and set targets for academic achievement, student growth, and our targeted intervention efforts.

4. Collaborate with Assessment Teams: I have attended the AP conferences and engaged with the district team members within the school and district to ensure a unified approach. I will work together to develop common assessments, data collection methods, and shared expectations for evaluating student progress.

5. Use Data for Decision-Making: I have set up a system to regularly collect and analyze assessment data to inform instructional practices, identify areas of improvement, and guide interventions. I have also  ensured that the data collected aligns with the district’s assessment goals and provides valuable insights into student performance.

6. Professional Development and Training: I created a professional learning plan as well as a professional learning calendar. Professional development opportunities will be provided  for teachers and staff to enhance their understanding of the district assessment goals and MTSS strategies. This will support the implementation of aligned practices and ensure a common understanding of the goals.



A-assessment plans

T-teacher teams


Professional Learning Plan

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Assessment Plans for Progress Monitoring

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 With the development of an assessment committee, JMCSS will norm and analyze student data following the 6 marking periods we observe. The committee includes teachers from each department, administrators working together to establish guidelines and procedures for grading and data analysis.


The responsibilities of our committee will include:


1. Developing grading policies and criteria: I will guide the committee through establishing clear and transparent guidelines for grading, including the weightage of different assessment components, grading scales, and criteria for evaluating student performance.

2. Standardizing grading practices: Through my leadership the committee will promote consistency in grading across teachers and courses, ensuring that assessments are aligned with curriculum objectives and that grading standards are applied fairly and consistently.

3. Reviewing assessment methods and tools: I will norm assessment methods with the committee that will help them assess the appropriateness and effectiveness of assessment methods and tools used within the school, ensuring they align with best practices and provide meaningful insights into student learning.

4. Analyzing grade data: The committee and I will collect and analyze student grade data to identify trends, patterns, and areas of concern. They will use this information to inform instructional practices, identify potential gaps in student understanding, and make recommendations for instructional improvement.

5. Addressing grading discrepancies: Through my guidance the committee will investigate and address any concerns or discrepancies related to grading practices, ensuring that grading is equitable and fair for all students.


By actively engaging in the creation and analysis of student grades and data, the assessment committee supports a robust and reliable assessment system that promotes student success, provides valuable feedback to educators, and facilitates informed decision-making at the school level.

Teacher Team Development and Inquiry Work

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Through my leadership of the teacher teams  they will utilizes data to enhance instruction in several ways. Firstly, we analyze student performance data to identify trends and patterns, such as areas where students excel or struggle. This information guides teachers in adapting their teaching methods to address specific learning needs.


Additionally, data  helps identify achievement gaps among different student groups. By disaggregating data based on factors like race, gender, or Ell or Sped, teachers gain insights into disparities and design targeted interventions to support marginalized students and ensure equity in education.


I will guide the teacher teams  through employing formative assessment data to monitor student progress throughout the learning process. Regularly collecting and analyzing this data allows teachers to provide timely feedback, adjust instructional strategies, and offer personalized support to individual students.


Moreover, data  informs the selection and implementation of evidence-based instructional practices. By examining research findings and analyzing student outcomes, teacher teams can make informed decisions about instructional materials, teaching techniques, and interventions that have proven to be effective.


Lastly, data supports collaborative professional development. By sharing and discussing data within teacher teams, educators  engage in meaningful dialogue, exchange best practices, and learn from one another’s experiences to continuously improve their instructional approaches.


Overall, utilizing data effectively empowers teacher teams at Juan Morel Campos School to make data-informed decisions, tailor instruction to student needs, and ultimately improve student outcomes.

Multi-Tiered System of Supports (MTSS)

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The MTSS framework at JMCSS is designed to provide various levels of support to students based on their individual needs. It consists of three tiers:

Tier 1: Universal Support

  • High-quality classroom instruction: Teachers use evidence-based instructional strategies, such as checks for understanding, scaffolding, grouping, station teaching, guided practice, questioning and discussion, modeling, chunking new content, data collection and analysis, differentiated instruction, and culturally responsive practices to meet the diverse needs of all students.

  • Universal screening: Assessments such as iready and MAP assessments are conducted to identify students who may need additional support in academics, behavior, or social-emotional development.

  • Positive behavior interventions and supports (PBIS): School-wide systems are implemented to promote positive behavior and create a safe and inclusive learning environment for all students.

Tier 2: Targeted Support

  • Small-group interventions: Students identified as needing additional support participate in small-group instruction targeted at their specific needs. For example, they may receive supplemental reading instruction, math interventions, or social skills training.

  • Check-in/check-out systems: Students who require extra behavioral support is assigned a mentor who checks in with them daily, monitors their progress, and provides encouragement.

  • Social-emotional learning (SEL) programs: Students participate in SEL curriculum or activities to develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Tier 3: Intensive Support

  • Individualized intervention plans: Students receive highly personalized intervention plans that address their specific academic, behavioral, or social-emotional needs. These plans may involve additional one-on-one instruction, modified curriculum, or specialized interventions.

  • Collaborative problem-solving: Teachers, administrators, support staff, and parents/guardians collaborate to develop and implement comprehensive plans to address the student's challenges across multiple areas.

  • Referral to specialized services: Students who continue to struggle despite Tier 3 interventions may be referred to specialized services, such as special education, counseling, speech therapy, or occupational therapy.

Juan Morel Campos Professional Learning Plan


In creating the professional learning plan for Juan Morel Campos in a secondary school setting, I considered some key areas of development and growth:


1. Subject Knowledge and Pedagogy: At  JMCSS I will focus on deepening our understanding of the subjects  taught and enhancing or teachers pedagogical skills. This will involve attending subject-specific workshops within the building as well as outside the building, or online courses to stay updated on the latest teaching methods and curriculum developments. We will work with Superintendent Cintron's team to roll out the new HMH curriculum.

2. Differentiated Instruction: I will develop strategies to cater to the diverse learning needs of our students. Our teachers will explore resources on differentiated instruction, attend training sessions, or collaborate with colleagues to learn effective techniques for adapting lessons to meet individual student needs. Teachers will participate in inter-visitation cycles to norm best practices.

3. Classroom Management: For the 2023-24 school year  I will work on refining our classroom management skills to create a positive and engaging learning environment. This will involve researching effective classroom management strategies, seeking mentorship from experienced teachers, or attending workshops focused on classroom management techniques.

4. Technology Integration: In today’s digital age, integrating technology into the classroom can enhance student engagement and learning outcomes. I will explore professional development opportunities related to educational technology, such as learning to use learning management systems, digital assessment tools, or interactive educational resources.

5. Student Assessment and Feedback: AT Campos I will  focus on improving teachers assessment practices and providing constructive feedback to students. This will include learning about various assessment methods, exploring formative assessment techniques, and developing effective feedback strategies.

6. Professional Collaboration: I will engage JMCSS teachers actively participating in professional learning communities within his school or district. Collaborating with other educators will provide valuable insights, shared experiences, and opportunities for growth. Teachers will participate in subject-specific teacher groups, attend department meetings, or participate in professional learning networks within the school or district.

7. Reflective Practice:  Through my leadership teachers are encouraged to constantly to engage in regular reflection on their teaching practices. This  involve debriefs after inter-visitations,  debriefs and feedback after support visits as well as debriefs and feedback after official observations, seeking feedback from peers or mentors, or recording and reviewing his own lessons to identify areas for improvement.

8. Goal Setting and Monitoring: JMCSS teachers are encouraged and guided in setting specific, achievable goals for their professional development and regularly monitor their progress. This could involve creating a professional development plan with clear milestones and timelines, and periodically reviewing and adjusting the plan as needed.

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