Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. Low attendance and high tardy rates may result in lower achievement than is expected. 1.Continue daily attendance phone calls 2.Review chronic truancy issues through MTSS 3. Review social service needs through MTSS 4. Meet with Parent Involvement Committee to review and ensure implementation of plan; amend as needed 5. Provide mentors to students experiencing attendance issues Front Office Clerk Guidance Counselor Guidance Counselor Title 1 Coordinator Daily Bi-Weekly Bi-Weekly 1 time each semester .00 .00 .00 .00 Attendance log book HCE Chronic Truancy Form HCE Social Services Form Updated Parent Involvement Plan 2. The whole Balanced Achievement Model (BAM) is made up of several interwoven, pieces which will require thoughtful, meaningful professional development. 1. Develop PD Plan to teach, practice, review, and refine Balanced Achievement Model: Preplanning Day 1- 6 Elements of BAM 90/90/90 Research Shifts in assessment focus Preplanning Day 2 – KUD Organizers Assessment Evaluations Assessment Organizer Student Learning Maps Preplanning Day 3- Research-Based Strategies Evidence-Based Practices EATS Lesson Plan 3. Implementation of Balanced Achievement requires extended time to plan and collaborate with peers. 1. Develop calendar allowing for extended (3 hour) planning time 6 times across the year (3 days each semester, each team) Extended Planning 1 – KUD or EATS Focus
APPENDIX A (ALL SCHOOLS) Reading Goal Reading goals have been addressed within our school based objective 2012 Current Level of Performance 2013 Expected Level of Performance 2014 Expected Level of Performance 2015 Expected Level of Performance FCAT 2.0 Students scoring at Achievement Level 3 29% (60) 34% (69) 39% (79) 43% (88) Florida Alternate Assessment: Students scoring at levels 4, 5, and 6 in Reading 0 FCAT 2.0 Students scoring at or above Achievement Levels 4 and 5 in Reading 37% (76) 39% (79) 41% (83) 43% (88) Florida Alternate Assessment: Students scoring at or above Level 7 in Reading 100% (1) Florida Alternate Assessment: Percentage of students making learning Gains in Reading 100% (1) FCAT 2.0 Percentage of students in lowest 25% making learning gains in Reading 66% (26) 73% (37) 80% (41) 87% (44) Florida Alternate Assessment: Percentage of students in Lowest 25% making learning gains in Reading n/a n/a n/a n/a Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline data 2010-11: Student subgroups by ethnicity NOT making satisfactory progress in reading : White: Black: Hispanic: 32 50 23 23 57 32 21 52 28 19 46 25 English Language Learners (ELL) not making satisfactory progress in Reading NA NA NA NA Students with Disabilities (SWD) not making satisfactory progress in Reading 60 52 46 41 Economically Disadvantaged Students not making satisfactory progress in Reading 40 32 29 26
Mathematics Goal(s): Math Goals addressed within school-based objective. 2012 Current Level of Performance 2013 Expected Level of Performance 2014 Expected Level of Performance 2015 Expected Level of Performance FCAT 2.0 Students scoring at Achievement Level 3 Florida Alternate Assessment: Students scoring at levels 4, 5, and 6 in Mathematics FCAT 2.0 Students scoring at or above Achievement Levels 4 and 5 in Mathematics Florida Alternate Assessment: Students scoring at or above Level 7 in Mathematics Florida Alternate Assessment: Percentage of students making learning Gains in Mathematics FCAT 2.0 Percentage of students in lowest 25% making learning gains in Mathematics Florida Alternate Assessment: Percentage of students in Lowest 25% making learning gains in Mathematics 33% (68) 0 27% (57) 100% (1) 100% (1) 60% (31) 36% (73) 32% (65) 67% (34) 39% (80) 36% (73) 74% (38) 41% (84) 40% (81) 81% (41) Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline Data 2010-11: Student subgroups by ethnicity NOT making satisfactory progress in math : White: Black: Hispanic: 36 67 33 29 47 42 26 42 37 23 37 33 English Language Learners (ELL) not making satisfactory progress in Mathematics NA NA NA NA Students with Disabilities (SWD) not making satisfactory progress in Mathematics 60 50 45 40 Economically Disadvantaged Students not making satisfactory progress in Mathematics 43 41 37 33 Mathematics Professional Development PD Content/Topic/Focus Target Dates/Schedule Strategy(s) for follow-up/monitoring See Reading Professional Development
Writing Goal(s): Writing Goals addressed within school-based objective. 2012 Current Level of Performance 2013 Expected Level of Performance 2014 Expected Level of Performance 2015 Expected Level of Performance FCAT: Students scoring at Achievement level 3.0 and higher in writing 79% Florida Alternate Assessment: Students scoring at 4 or higher in writing n/a Science Goal(s): Science Goals addressed within school-based objective. 2012 Current Level of Performance 2013 Expected Level of Performance 2014 Expected Level of Performance 2015 Expected Level of Performance Students scoring at Achievement level 3 in Science: 43% (21/49) 47% (23/49) 51% (25/49) 54% (26/49) Florida Alternate Assessment: Students scoring at levels 4, 5, and 6 in Science Students scoring at or above Achievement Levels 4 and 5 in Science: 16% (8/49) 19% (10/49) 22% (11/49) 26% (13/49) Florida Alternate Assessment: Students scoring at or above Level 7 in Reading n/a