10%[4] Providing ESOL Modules for completion Providing access to certification test information in Early Childhood Staff Demographics Please complete the following demographic information about the instructional staff in the school. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]). Tips: to Report PER0575E, which will give you information about teachers’ years of experience, advanced degrees, and Reading and ESOL endorsements. A list of National Board Certified Teachers is available on the SAC website under SIP Information/Completing the SIP. Number of Instructional % of Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Effective Teachers % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed Teachers 50 4% (2) 10% (5) 40% (20) 46% (23) 50% (25) 100% (50) 10% (5) 24% (12) 14% (7) Teacher Mentoring Program/Plan Please describe the school’s teacher mentoring program/plan by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities. Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities Johnny Tom Trip Tom is a first year teacher being mentored by a highly effective teacher, as well as a district-assigned Peer Assistance and Review (PAR) Teacher. Coaching, observations, collaborative lesson planning, Empowering Educator Excellence Program (E3) Carrie Cage Wilma Wish Wilma is new to the first grade team and is being mentored by a highly qualified first grade teacher. Coaching, observations, collaborative planning if needed Additional Requirements Coordination and Integration-Title I Schools Only Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable. Title I, Part A Under Title I Part A our school works with outside agencies that provide specific services to targeted children and their families. These organizations team with our school to provide specific services to students, parents, and staff, including all special needs groups. It is the expectation of those involved in these partnerships that the activities and
regularly as grade-level teams to foster growth among all students using formative data Large number of students low SES, ELL, other ethnic minority, and students with disabilities impacted by multiple barriers are moderate to high risk Identified students through FAIR and MacMillan Interim will receive additional reading instruction using scientifically research based reading strategies. Academic Coach Administrator Teachers Ongoing monitoring of reading formative and summative assessment data Track student growth using Scantron assessments and meet regularly as grade-level teams to foster growth among all students using formative data Reading assessment data, FAIR data, FCAT results Teachers who do not teach Language Arts are not familiar enough with literacy strategies necessary to accomplish the rigor required by Common Core State Standards Train teachers to use Literacy Strategies that support achieving the Anchor Literacy Standards Administrative Staff Reading Coach Ongoing monitoring through VSET observations Teacher records of reflections on literacy strategy use FAIR data, FCAT results 1B. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in reading. Not all instruction has been consistently aligned to the NGSSS access points Implement Access courses in all core academic areas, as well as Grading Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores Reading Goal #1B: Students scoring at or Levels 4,5,and 6 on FAA in reading will increase by 2%. 2012 Current Level of Performance:* 2013 Expected of Performance:* 44% (8) 46% Difficulty of finding lessons for students with cognitive disabilities that also address varying complexity levels District training for teachers on the implementation of Unique Learning System for Access courses Follow-up coaching provided by program specialists Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores There is a need for more collaboration time amongst teachers of students with cognitive disabilities Participation of Access course teachers in District’s monthly Virtual PLC using webinar platform Administration ESE Team District follow-up survey Check student progress data using Unique Reports Unique Reports Survey
more rigorous courses and change placement if necessary Discussion of application of skills and knowledge at a higher and in various settings Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3A. FCAT 2.0: Percentage of students making learning gains in reading. Students with large gaps in reading achievement. Intensive assistance in Reading will be provided by Intensive Reading teachers, assisted by the evaluation and monitoring of the administrative team. Reading ESE Lead Team, Administrators FAIR assessments will be analyzed three times each year. FCAT Explorer and District Interim Assessments will be monitored monthly to note student improvements. FAIR assessments FCAT Explorer District Interim Assessments Reading Goal #3A: Students making Learning in reading will increase by 5%. 2012 Current of Performance:* 2013 Expected Level of Performance:* 41% (82) 46% Teachers using data from available resources and progress monitoring assessments to target instruction in classroom Provide school based training on Pinnacle Gradebook and Insight reports Department Chairs Reading Administrators Monitor District Interim Assessments FCAT 2.0 FAIR assessments End of course exams Adequate time for teachers to review data, plan differentiated instruction, and deliver the instruction within the school day. Teams (with the support of the coaching staff) will meet weekly in Professional Learning Communities to work collaboratively in collecting and analyzing data in order to plan effective differentiated instruction and enrichment. Coaching Staff Administrator Teachers Ongoing monitoring of formative and summative assessment data Track student growth using Scantron assessments and meet regularly as grade-level teams to foster growth among all students Reading assessment data, FAIR data, Science assessment data, FCAT results 3B. Florida Alternate Assessment: Percentage of students making learning gains in reading. Not all instruction has been consistently aligned to the NGSSS access points Implement Access courses in all core academic as well as Grading Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores Reading Goal #3B: Students making learning on FAA in reading will increase by 2%. 2012 Current Level of Performance:* 2013 Expected of Performance:* 44% (8) 46% There is a need for more collaboration time amongst Participation of Access course teachers in District’s Administration ESE Team District follow-up survey Unique Reports Survey
proficient level. Typically, these groups meet between three and five times a week, for 20 to 40 minutes In 2012-2013, the achievement gap for SWD students will be reduced by meeting the AMO target or through Safe Harbor. SWD:25% proficient SWD:33% proficient Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 5E. Economically Disadvantaged (ED) students not making satisfactory progress in reading. Challenges of working with students who do not have exposure to high-level academic vocabulary in their homes Implementation of a literacy system that emphasizes a unified, systematic approach to the teaching of vocabulary using research-based strategies Administration Reading Coach Literacy Leadership Team Classroom Walkthrough Literacy Leadership Team Meetings VSET Observations Domain 3 Reading Goal #5E: In 2012-2013, the achievement gap for SWD students will be reduced by meeting the AMO target or through Safe Harbor. 2012 Current of Performance:* 2013 Expected Level of Performance:* SWD:57% proficient SWD:61% proficient Professional Development Each goal has a Professional Development section PD must be based on data and connected to the needs of the school PD must fall within the districts definition of PD Professional Development MUST include Initial training Implementation Follow-up Evaluation Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activities Please note that each strategy does not require a professional development or PLC activity. PD Content/Topic and/or PLC Focus Level/ Subject PD Facilitator and/or PLC Leader PD Participants (e.g., PLC, subject, grade level, or school-wide) Target (e.g., early release) and Schedules (e.g., frequency of meetings) Strategy for Follow-up/Monitoring Person or Position Responsible for Monitoring PD - When Readers Struggle (WRS) Grades 1 – 2 Instructional coaches Grade-level PLC Initial training during August and September; implementation within 30 days; follow-up within 60 days. Classroom visitation / coaching Instructional coaches
PD = Learn how to analyze and interpret reading data to drive classroom instruction. Reading 9-12 Reading Coach Reading Teachers Initial training September 1st, implementation within 30 days, and structured coaching and mentoring within 60 days as Reports on students’ academic progress pulled from Performance Matters following reading assessments. Reading Coach Budget Sections Each goal has a budget section divided into 4 parts: Evidence-based Programs/Materials, Technology, Professional Development, and Other Budgets must be directly aligned with the SIP Comprehensive English Language Learning Assessment Goals * When percentages, include the number of students the percentage represents (e.g., 70% [35]). CELLA Goals Problem-Solving Process to Increase Language Acquisition Students speak in English and understand spoken English at grade level in a manner similar to non-ELL students. Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1. Students scoring proficient in listening/speaking. Providing comprehensible instruction to English Language Learners Data on ELL students language proficiency and achievement levels should be used for differentiated instruction Administrator Academic Ongoing monitoring of formative assessments and teacher observations by principal IPT, FCAT, District Assessments CELLA Goal #1: The percentage of students scoring proficient in Listening/Speaking on CELLA will increase by 2%. 2012 Current Percent of Students Proficient in Listening/Speaking: 88% (7) Providing comprehensible instruction to English Language Learners Ensure that teachers use English Language Proficiency Standards for English Language Learners Administrator Academic Ongoing monitoring of formative assessments and teacher observations by principal IPT, FCAT, District Assessments Providing comprehensible instruction to English Language Learners Ensure that teachers receive professional development related to effective instructional practices for teaching ELLs. Administrator Academic Coach Ongoing monitoring of formative assessments and teacher observations by principal CELLA, IPT, FCAT, District Assessments Students read grade-level text in English in a manner similar to non-ELL students. Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 2. Students scoring proficient in reading. Providing comprehensible instruction to English Language Learners Data on ELL students language proficiency and achievement levels should be used for differentiated instruction CELLA Goal #2: 2012 Current Percent of Students Proficient in Reading:
The percentage of students scoring proficient in Reading on CELLA will increase by 2%. 75% (6) Providing comprehensible instruction to English Language Learners Ensure that teachers use English Language Proficiency Standards for English Language Learners Administrator Academic Ongoing monitoring of formative assessments and teacher observations by principal CELLA, IPT, FCAT, District Assessments Providing comprehensible instruction to English Language Learners Ensure that teachers receive professional development related to effective instructional practices for teaching ELLs. Administrator Academic Coach Ongoing monitoring of formative assessments and teacher observations by principal CELLA, IPT, FCAT, District Assessments Students write in English at grade level in a manner similar to non-ELL students. Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3. Students scoring proficient in writing. Providing comprehensible instruction to English Language Learners Data on ELL students language proficiency and achievement levels should be used for differentiated instruction Administrator Academic Coach Ongoing monitoring of formative assessments and teacher observations by principal CELLA, IPT, FCAT, District Assessments CELLA Goal #3: The percentage of students scoring proficient in Writing on CELLA will increase by 2%. 2012 Current Percent of Students Proficient in Writing : 13% (1) Providing comprehensible instruction to English Language Learners Ensure that teachers use English Language Proficiency Standards for English Language Learners Administrator Academic Coach Ongoing monitoring of formative assessments and teacher observations by principal CELLA, IPT, FCAT, District Assessments Providing comprehensible instruction to English Language Learners Ensure that teachers receive professional development related to effective instructional practices for teaching ELLs. Administrator Academic Coach Ongoing monitoring of formative assessments and teacher observations by principal IPT, FCAT, District Assessments Elementary School Mathematics * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Elementary Mathematics Goals Problem-Solving Process to Increase Student Achievement Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1A. FCAT 2.0: Students scoring at Achievement 3 in mathematics. Teachers are not yet familiar with the Common Provide professional development on embedding
Core Standards in math the 8 Standards for Mathematical Practices into instruction as appropriate Implement new math Curriculum Maps, which have these standards incorporated Grade Level Chair summative district assessments, and teacher observations by administrators FSA, SSA, District interims FCAT 2.0 Mathematics Goal #1A: Students achieving proficiency (FCAT Level 3) in math will increase by 2% 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 22% (108) 24% Not all math teachers are familiar with incorporating literacy strategies. Provide professional development on literacy strategies appropriate for math teachers. Administration Grade Level Chair Ongoing monitoring of formative assessments, summative district assessments, and teacher observations by administrators VSET Evaluation FSA, SSA, District interims FCAT 2.0 1B. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in mathematics. Not all instruction has been consistently aligned to the NGSSS access points Implement Equals Math in all Access courses, as well as Standards-Referenced Grading Administration ESE Team Equals Curriculum-based assessments Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores Mathematics Goal #1B: Students scoring at or Levels 4,5,and 6 on FAA in math will increase by 2%. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 44% (8) 46% Difficulty of finding lessons for students with cognitive disabilities that also address varying complexity levels District training for teachers on the implementation of Unique Learning System for Access courses Follow-up coaching provided by program specialists Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores There is a need for more collaboration time amongst teachers of students with cognitive disabilities Participation of Access course teachers in District’s monthly Virtual PLC using webinar platform Administration ESE Team District follow-up survey Check student progress data using Unique Reports Unique Reports Survey Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool
2A. FCAT 2.0: Students scoring at or above Achievement Levels 4 and 5 in mathematics. Lack of time and focus to devote to professional dialogue about teaching practices Participate in professional development on Lesson Study, to include a focus on the following elements: Identifying similarities and differences, summarizing and note taking, setting objectives and providing feedback, and cooperative Learning Consider the incorporation of project-based learning elements for enrichment. Administration Instructional Coaches Participation in professional development, coupled with follow-up observations Teacher reflections VSET observation FCAT 2.0 Mathematics Goal #2A: Increase percent of students scoring at current by 3% at each grade level. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 19% (94) 22% 2B. Florida Alternate Assessment: Students scoring at or above Level 7 in mathematics. Difficulty of finding lessons for students with cognitive disabilities that also address varying complexity levels District training for teachers on the implementation of Unique Learning System for Access courses Follow-up coaching provided by program specialists Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores Mathematics Goal #2B: Students scoring at or above Level 7 on FAA in math will increase by 2%. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 11% (2) 13% There is a need for more collaboration time amongst teachers of students with cognitive disabilities Participation of Access course teachers in District’s monthly Virtual PLC using webinar platform Evaluation of the student’s need to access more rigorous courses and change placement if necessary Discussion of application of skills and knowledge at a higher level and in various settings Administration ESE Team District follow-up survey Check student progress data using Unique Reports Unique Reports Survey Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3A. FCAT 2.0: Percentage of students making learning gains in mathematics. Provide professional development on literacy
Objectives (AMOs), identify reading and mathematics performance target for the following years 5A. In six years school will reduce their achievement gap by 50%. Baseline data 2010-2011 NA Mathematics Goal #5A: See Reading example p. 21. on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroups: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 5B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in mathematics. Hispanic: We have a growing number of Hispanic students that receive services in our ESOL program Ensure that all teachers receive professional development related to effective instructional strategies in reading for ELL Students. Follow up and coaching will be provided. Instructional Coach and Administrators Ongoing monitoring of formative assessments, summative district assessments, and teacher observations by administrators VSET Evaluation FSA, SSA, District interims FCAT 2.0 Mathematics Goal #5B: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected of Performance:* NA NA on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 5C. English Language Learners (ELL) not making satisfactory progress in mathematics. Challenges working with students who come ELL backgrounds with significant gaps in vocabulary. Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. Use instructional time to address the meanings of common words, phrases, and expressions not yet learned Instructional Coaches Administration Ongoing monitoring of formative assessments and teacher observation by administration. District Assessements and FCAT results Progress monitoring of weekly data using graphs/trend lines. Mathematics Goal #5C: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 5D. Students with Disabilities (SWD) not making satisfactory progress in mathematics. The individual needs of some students in the Provide intensive, systematic instruction on 3
Exceptional Student Education program are not being met. foundational skills in small groups to students who score below the proficient level. Typically, these groups meet between three and five times a week, for 20 to 40 minutes Instructional Coaches FSA/SSA/District Interims FCAT 2.0 Mathematics Goal #5D: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected of Performance:* NA NA Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 5E. Economically Disadvantaged students not making satisfactory progress in mathematics. Challenges of working with students who do not have exposure to high-level academic vocabulary in their homes Implementation of curriculum resources, including core program and diagnostic/intervention materials that emphasize the use of multiple instructional strategies Administration Instructional Coaches Classroom Walkthrough Ongoing monitoring of assessments VSET Observations Domain 3 FSA/SSA/District Interims FCAT 2.0 Mathematics Goal #5E: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA Middle School Mathematics * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Middle School Mathematics Goals Problem-Solving Process to Increase Student Achievement Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1A. FCAT 2.0: Students scoring at Achievement Level 3 in mathematics. Teachers are not yet familiar with the Common Core State Standards in math Provide professional development on embedding the 8 Standards for Mathematical Practices into instruction as appropriate Implement new math Curriculum Maps, which have these standards incorporated Administration Math Department Chair Ongoing monitoring of formative assessments and teacher observations by administrators VSET Evaluation Mathematics Goal #1A: Students achieving proficiency (FCAT Level 3) in math will increase by 2% 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 22% (108) 24% 1B. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in mathematics. Implement Equals Math in all Access courses, as well
FAA in math will increase by 2%. There is a need for more collaboration time amongst teachers of students with cognitive disabilities Participation of Access course teachers in District’s monthly Virtual PLC using webinar platform Evaluation of the student’s need to access more rigorous courses and change placement if necessary Discussion of application of skills and knowledge at a higher level and in various settings Administration ESE Team District follow-up survey student progress data using Unique Reports Unique Reports Survey Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3A. FCAT 2.0: Percentage of students making learning gains in mathematics. Not all math teachers are not familiar with incorporating literacy strategies. Provide professional development on literacy strategies appropriate for math teachers. Administration Math Department Ongoing monitoring of formative assessments and teacher observations by administrators VSET Evaluation Mathematics Goal #3A: Students making Learning Gains in math will increase by 5%. 2012 Current Level of Performance:* 2013 Expected of Performance:* 41% (82) 46% 3B. Florida Alternate Assessment: Percentage of students making learning gains in mathematics. Not all instruction has been consistently aligned to the NGSSS access points Implement Access courses in all core academic areas, as well as Grading Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores Mathematics Goal #3B: Students making learning gains on FAA in math will increase by 2%. 2012 Current Level of Performance:* 2013 Expected of Performance:* 44% (8) 46% Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 4A. FCAT 2.0: Percentage of students in lowest 25% making learning gains in mathematics. Not all math teachers are not familiar with Provide professional development on literacy
Difficulty of finding lessons for students with cognitive disabilities that also address varying complexity levels District training for teachers on the implementation of Unique Learning System for Access courses Follow-up coaching provided by program specialists Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores There is a need for more collaboration time amongst teachers of students with cognitive disabilities Participation of Access course teachers in District’s monthly Virtual PLC webinar platform Administration ESE Team District follow-up survey Check student progress data using Unique Reports Unique Reports Survey on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 2. Florida Alternate Assessment: Students scoring at or above Level 7 in mathematics. Difficulty of finding lessons for students with cognitive disabilities that also address varying complexity levels District training for teachers on the implementation of Unique Learning System for Access courses Follow-up coaching provided by program specialists Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation Unique Reports FAA Scores Mathematics Goal #2: Students scoring at or above Level 7 on FAA in math will increase by 2%. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 11% (2) 13% There is a need for more collaboration time amongst teachers of students with cognitive disabilities Participation of Access course teachers in District’s monthly Virtual PLC using webinar platform Evaluation of the student’s need to access more rigorous courses and change placement if necessary Discussion of application of skills and knowledge at a higher level and in various settings Administration ESE Team District follow-up survey student progress data using Unique Reports Unique Reports Survey Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3. Florida Alternate Assessment: Percentage of students making learning in mathematics. Not all instruction has been consistently aligned to the NGSSS access points Implement Access courses in all core academic areas, as well as Grading Mathematics Goal #3: 2012 Current Level of Performance:* 2013 Expected Level of Performance:*
differences, summarizing and note taking, setting objectives and providing feedback, and cooperative Learning Teacher reflections Increase percent of students scoring at current level by 3% at each grade level. 19% (94) 22% Based on ambitious but achievable Annual Measurable Objectives (AMOs), identify reading and mathematics performance target for the following years 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 3A. In six years, school will reduce their achievement gap by 50%. Baseline data 2010-2011 NA Algebra 1 Goal #3A: See Reading example p. 21. on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroups: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in Algebra 1. Hispanic: We have a growing number of Hispanic students that receive services in our ESOL program Ensure that all teachers receive professional development related to effective instructional strategies in reading for ELL Students. Follow up and coaching will be provided. Reading Coach and Administrators Ongoing monitoring of formative assessments and teacher observation by administration. District Assessments and FCAT results Algebra 1 Goal #3B: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3C. English Language Learners (ELL) not making satisfactory progress in Algebra 1. Challenges working with students who come ELL backgrounds with significant gaps in vocabulary. Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. Use instructional time to address the meanings of common words, phrases, Instructional Coaches Administration Ongoing monitoring of formative assessments and teacher observation by administration. District Assessements and FCAT results Progress monitoring of weekly data using graphs/trend lines. Algebra 1 Goal #3C: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected of Performance:* NA NA
and expressions not yet learned Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3E. Economically Disadvantaged students not making satisfactory progress in Algebra 1. Challenges of working with students who do not have exposure to high-level academic vocabulary in their homes Implementation of a literacy system that emphasizes a unified, systematic approach to the teaching of vocabulary using research-based strategies Administration Reading Coach Literacy Leadership Team Classroom Walkthrough Literacy Leadership Team Meetings VSET Observations Domain 3 Algebra 1 Goal #3E: See Reading example p. 21. 2012 Current of Performance:* 2013 Expected of Performance:* NA NA Geometry End-of-Course Goals (this section needs to be completed by all schools that have students taking the Geometry EOC) * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Geometry EOC Problem-Solving Process to Increase Student Achievement Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1. Students scoring at Achievement Level 3 in Geometry. Teachers are not yet familiar with the Common Core State Standards in math Provide professional development on embedding the 8 Standards for Mathematical Practices into daily instruction as appropriate Implement new math Curriculum Maps, which have these standards incorporated Administration Math Department Chair Ongoing monitoring of formative assessments and teacher observations by administrators VSET Evaluation Geometry Goal #1: NA 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 2. Students scoring at or above Achievement Levels 4 and 5 in Geometry. Lack of time and focus to devote to professional dialogue about teaching practices Participate in professional development on Lesson to include a focus on the following elements: Identifying similarities and differences, summarizing and note taking, setting objectives and providing Administration Instructional Coaches Participation in professional development, coupled with follow-up observations Teacher reflections VSET observation Geometry Goal #2: NA 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA
feedback, and cooperative Learning Based on ambitious but achievable Annual Measurable Objectives (AMOs), identify reading and mathematics performance target for the following years 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 3A. In six school will reduce their achievement gap by 50%. Baseline data 2011-2012 NA Geometry Goal #3A: NA Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroups: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in Geometry. Hispanic: We have a growing number of Hispanic students that receive services in our ESOL program Ensure that all teachers receive professional development related to effective instructional strategies in reading for ELL Students. Follow up and coaching will be provided. Reading Coach and Administrators Ongoing monitoring of formative assessments and teacher observation by administration. District Assessments and FCAT results Geometry Goal #3B: NA 2012 Current Level of Performance:* 2013 Expected of Performance:* NA NA Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3C. English Language Learners (ELL) not making satisfactory progress in Geometry. Challenges working with students who come ELL backgrounds with significant gaps in vocabulary. Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. Use instructional time to address the meanings of common words, phrases, and expressions not yet learned Instructional Coaches Administration Ongoing monitoring of formative assessments and teacher observation by administration. District Assessements and FCAT results Progress monitoring of weekly data using graphs/trend lines. Geometry Goal #3C: NA 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA
teachers of students with cognitive disabilities monthly Virtual PLC using webinar platform Evaluation of the student’s need to access more rigorous courses and change placement if necessary Discussion of application of skills and knowledge at a higher level and in various settings Check student progress data using ASAP Science Curriculum-based assessments and Unique Reports Unique Reports Survey Florida Alternate Assessment High School Science * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). High School Science Problem-Solving Process to Increase Student Achievement Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in science. Not all instruction has been consistently aligned to the access points Implement Access courses in all core academic as well as Grading Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation Unique Reports FAA Scores Science Goal #1: Students scoring at or Levels 4,5,and 6 on FAA in science will increase by 2%. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 44% (8) 46% Not all instruction has been consistently aligned to the access points Lack of targeted curriculum for science ASAP Science (Accessing Science through the Access Points) Administration ESE Team ASAP Science assessments ASAP Science assessments FAA Scheduling issues do not always permit collaboration between Gen Ed and ESE teachers Collaboration between Gen Ed teachers and the Access Science teachers, including materials and facilities sharing Administration Gen Ed and ESE Teacher Teams Teacher Response to Administrative Query VSET Evidence in Domain 4 Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 2. Florida Alternate Assessment: Students scoring at or above Level 7 in science. Difficulty of finding lessons for students District training for teachers on the implementation of
with cognitive disabilities that also address varying complexity levels Unique Learning System for Access courses Follow-up coaching provided by program specialists student progress data using ASAP Science Curriculum-based assessments and Unique Reports Administrative observation tools ASAP Science Curriculum-based assessments Unique Reports FAA Scores Science Goal #2B: Students scoring at or Level 7 on FAA in science will increase by 2%. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 11% (2) 13% is a need for more collaboration time amongst teachers of students with cognitive disabilities Participation of Access course teachers in District’s monthly Virtual PLC using webinar platform Evaluation of the student’s need to access more rigorous courses and change placement if necessary Discussion of application of skills and knowledge at a higher level and in various settings Administration ESE Team District follow-up survey Check student progress data using ASAP Science Curriculum-based assessments and Unique Reports ASAP Science assessments Unique Reports Survey Biology 1 End-of-Course (EOC) Goals (this section needs to be completed by all schools that have students taking the Biology I EOC) * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Biology 1 EOC Problem-Solving Process to Increase Student Achievement on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1. Students scoring at Achievement Level 3 in Biology 1. Lack of knowledge of CCSS standards and literacy strategies to incorporate into science instruction Participate in professional development on the 5E Instructional Model Participate in training on incorporating CCSS Literacy and Mathematics Standards in Science Lessons (such as reading) Administration Science PLCs Science Department Chair Monitor usage and implementation through: ISN (Interactive Student Notebooks) or Cornell Note-taking Formal Lab Reports Biology 1 Goal #1: Data is not available. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA
Provide support and coaching to teachers on scoring Implement CCSS Anchor Literacy Standards Students scoring at Level 3 and higher in FCAT Writing will increase by 5%. 61% (305) 66% Language Arts teachers are not yet familiar enough with the state changes in scoring of FCAT Writing responses. Use the CD of 2012 students’ FCAT Writing responses for professional development Implement writing strategies provided through district training which focus on the change in state writing expectations. Instructional Coaches Language Arts Department Chair Administration Monitor Volusia Writes scores Volusia Writes FCAT Writing 1B. Florida Alternate Assessment: Students scoring at 4 or higher in writing. Not all instruction has been consistently aligned to the NGSSS access points Implement Access courses in all core academic areas, as well as Grading Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores Writing Goal #1B: Students scoring at or above Level 7 on FAA in writing will increase by 2%. 2012 Current Level of Performance:* 2013 Expected of Performance:* 11% (2) 13% Difficulty of finding lessons for students with cognitive disabilities that also address varying complexity levels District training for teachers on the implementation of Unique Learning System for Access courses Follow-up coaching provided by program specialists Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores is a need for more collaboration time amongst teachers of students with cognitive disabilities Participation of Access course teachers in District’s monthly Virtual PLC using webinar platform Administration ESE Team District follow-up survey Check student progress data using Unique Reports Unique Reports Survey Civics End-of-Course (EOC) Goals (required in year 2014-2015) * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Civics EOC Goals Problem-Solving Process to Increase Student Achievement Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool
item specifications, test reviews Participate in training on incorporating CCSS Literacy Standards in Social Studies Lessons (such as close reading) Document-Based Question Assessments Participation in Professional Development Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following group: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 2. Students scoring at or above Achievement Levels 4 and 5 in U.S. History. Some students are reluctant to participate, and it can be hard to determine what individual students know on a daily basis. Increase Level of Student Questioning To on Cognitive Complexity of Learning Targets for instruction and assessment Infusion of technology and collaboration among students Administration Social Studies PLCs Social Studies Department Chair Observation and monitoring through evaluations Teacher Data VSET Evaluation Domain 3 U.S. History Goal #2: Data is not available. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA Attendance Goal(s) * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Attendance Goal(s) Problem-solving Process to Increase Attendance on the analysis of attendance data and reference to “Guiding Questions,” identify and define areas in need of improvement: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1. Attendance Pattern of unexcused absences and lates Parent/guardian notification of absences/tardies 5, 10, 15 day absence letters and/or tardy notes and Connect Ed PST or IEP Attendance Meetings Attendance contracts w/student and/or parent/guardian Attendance Goal #1: The attendance rate will increase by 2% in 2013. The number of excessive absences and tardies will decrease by 5%. 2012 Current Attendance Rate:* 2013 Expected Attendance Rate:* 96% 98% 2012 Current Number of Students with Excessive Absences (10 or more) 2013 Expected Number of Students with Excessive Absences (10 or more) 273 259 2012 Current Number of 2013 Expected Number of
Students with Excessive Tardies (10 or more) Students with Excessive Tardies (10 or more) 587 557 Compliant attendance sometimes goes unrecognized and unrewarded. Attendance incentives/recognition Administration Analyzing data gathered from attendance reports School-wide, classroom, and/or individual student attendance reports Suspension Goal(s) * When percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)). Suspension Goal(s) Problem-solving Process to Decrease Suspension on the analysis of suspension data, and reference to “Guiding Questions,” identify and define areas in need of improvement: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1. Suspension Parental permission and participation required Identified at risk students will participate in the Alpha program implemented in partnership with community counseling agency The House Next Door. Administration Guidance Counselor Alpha Counselor Intervention data will be analyzed and reviewed at BLT meetings and grade level PLC meetings. Discipline referral data Suspension Goal #1: The number of and suspensions will decrease by 10% in school year 2013. 2012 Total Number of In –School Suspensions 2013 Expected Number of In- School Suspensions 285 256 2012 Total Number of Students Suspended In-School 2013 Expected Number of Students Suspended In -School 150 135 2012 Total Number of Suspensions 2013 Expected Number of Out-of-School Suspensions 287 258 2012 Total Number of Students Suspended Out- of- School 2013 Expected Number of Students Suspended Out- of-School 150 135 Dropout Prevention Goal(s) Note: Required for High School- F.S., Sec. 1003.53 * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)). Dropout Prevention Goal(s) Problem-solving Process to Dropout Prevention