grade levels 3. RtI Manual needs to be updated 3. Meet with School Psychologist and Staffing Specialist to identify Necessary updates in reading and math for all grade levels Guidance Administration RtI leadership Team August and September .00 Updated Manual 4. Additional teacher Training needed 4. Provide training for teachers on updates in manual MTSS (IPST ) Team October .00 Training agenda and sign-up 5. Training on on-going progress monitoring tools and Data Team Process 5. Provide training with Progress monitoring instruments in reading and math for all grade levels Reading Coach ELL Teacher MTSS (IPST ) Team Ongoing as needed .00 Training agenda and sign-up sheet 6.Materials needed for intervention groups 6. Locate or purchase necessary instructional Materials based on identified student need Administration MTSS (IPST ) Team Bookkeeper Ongoing as needed $1,000 Purchase orders 7. Need additional time for mastery of skills 7. Provide quality extended day opportunities before and after school hours through ASP, SES and Art Explorer Programs. Administrators, Title I Coordinator and Art Explorer Coordinator Ongoing until funding is exhausted. ASP $ 6,600 SES Provided by District Title I budget. Art Explorer- Federal Grant Funded Attendance records and carry over to improved classroom grades 8. Faculty awareness of grade level instructional implications of Fry Sight Words 8.Correct spelling of the Fry Sight words will be taught from 1st -3rd grade Administration, Reading and Teachers On-going .00 Sample lesson and work samples 9. Additional staff development in FCAT Writing 2.0 and Common Core 9. Mastery of grade level Fry sight words will be assessed during daily writing activities. Administration and Teachers On-going .00 Increased scores on District Writing Assessments and student work samples
The goal of Roy Allen Elementary is to increase the percent of students scoring at proficiency as evidenced by improved performance on FCAT 2.0. As of Spring 2012, 59% of students performed at or above satisfactory (Level 3 or higher) on the Reading FCAT 2.0. As of Spring 2013, the desired goal is for 64% of the students to demonstrate satisfactory progress (Level 3 or higher) as measured by Reading FCAT 2.0. As of Spring 2012, 66% of students performed at or above satisfactory (Level 3 or higher) on the Math FCAT 2.0. As of Spring 2013, the desired goal is for 69% of the students to demonstrate satisfactory progress (Level 3 or higher) as measured by math FCAT 2.0. Based on the RtI process providing immediate and targeted interventions, students will demonstrate increased success in school as evidenced by improved classroom performance and student work samples. APPENDIX A (ALL SCHOOLS) Reading Goal As of Spring 2012, 59% of students performed at or above satisfactory (Level 3 or higher) on the Reading FCAT 2.0. As of Spring 2013, the desired goal is for 62% of the students to demonstrate satisfactory progress (Level 3 or higher) as measured by math FCAT 2.0. 2012 Current Level of Performance (Enter percentage information and the number of students that percentage reflects ie. 28%=129 students) 2013 Expected Level of Performance (Enter percentage information and the number of students that percentage reflects ie. 31%=1134 students) Anticipated Barrier(s): 1. Strategy(s): 1. FCAT 2.0 Students scoring at Achievement Level 3 Barrier(s): Strategy(s): 1. 59% (167 students) 62% (177 students) Florida Alternate Assessment: Students scoring at levels 4, 5, and 6 in Reading Barrier(s): Strategy(s): 1. N/A N/A FCAT 2.0 Students scoring at or above Achievement Levels 4 and 5 in Reading Barrier(s): Previously the focus in Kid Talk meetings was on Tier 2 and Tier 3 instruction only. Strategy(s): 30% (85 students) 33% (95students)
Students scoring at Achievement level 3 in Geometry: Students scoring at or above Achievement Levels 4 and 5 in Geometry: 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 (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in Geometry. White: Black: Hispanic: English Language Learners (ELL) not making satisfactory progress in Geometry Students with Disabilities (SWD) not making satisfactory progress in Geometry Economically Disadvantaged Students not making satisfactory progress in Geometry Biology EOC Goal 2012 Current Level of Performance (Enter percentage information and the number of students that percentage reflects) 2013 Expected Level of Performance (Enter percentage information and the number of students that percentage reflects) Students scoring at Achievement 3 in Biology: Students scoring at or above Achievement Levels 4 and 5 in Biology: Civics EOC 2012 Current Level of Performance (Enter percentage information and the number of students that percentage reflects) 2013 Expected Level of Performance percentage information and the number of students that percentage reflects)