Florida Alternate Assessment: Students scoring at or above Level 7 in Reading Barrier(s): Time to provide intensive individual support in reading Strategy(s): Add a second instructional assistant to provide additional instructional support for small group instruction. 40% (2) 50% (2) Florida Alternate Assessment: Percentage of students making learning Gains in Reading Barrier(s): Time/Resources to provide intensive support in reading Strategy(s): Add a second instructional assistant to provide support in reading 20%(1) 60%(3) FCAT 2.0 Percentage of students in lowest 25% making learning gains in Reading Barrier(s): Students in this group often belong to other subgroups such as Students With Disabilities. Strategy(s): Identify, monitor and make changes to instruction as necessary in the classroom through differentiation, in small groups such as RtI, and other resource or support programs. Florida Alternate Assessment: Percentage of students in Lowest 25% making learning gains in Reading Barrier(s):Time/Resources to provide intensive support in reading Strategy(s): Add a second instructional assistant to provide support in reading for students who qualify to take the FAA. 79%(81) 0%(0) 82%(80) 50%(2) 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: Asian: American Indian: Enter numerical data for current level of performance 57% Enter numerical data for expected level of performance 64% English Language Learners (ELL) not making satisfactory progress in Reading Barrier(s): Strategy(s): 1. Students with Disabilities (SWD) not making satisfactory progress in Reading Barrier(s): Time during the school day to provide intensive, targeted , individual instruction in reading Strategy(s): Use instructional assistants as necessary to facilitate intensive small group instruction in reading Small group instruction during MTSS (RtI) in Voyager for 48% 56%
Student subgroups by ethnicity : White: Black: Hispanic: Asian: American Indian: 68% 78% English Language Learners (ELL) not making satisfactory progress in Mathematics Students with Disabilities (SWD) not making satisfactory progress in Mathematics 43% 56% Economically Disadvantaged Students not making satisfactory progress in Mathematics 57% 68% Mathematics Professional Development PD Content/Topic/Focus Target Dates/Schedule Strategy(s) for follow-up/monitoring Differentiated Instruction Session 1: September 2012-December 2012 Session 2: January 2013-April 2013 Administration will look for evidence of differentiated instructional strategies in PGP development and implementation, classroom observation and lesson plans. Student achievement data will be monitored during data team meetings.
Additional Goal(s) Anticipated Barrier Strategy Person/Process/Monitoring Based on the analysis of school data, identify and define areas in need of improvement: Goal 1: To increase the number of listed volunteers for each classroom Goal 2: To increase the number of parent conference nights to accommodate parent schedules as suggested in our parent survey. Goal 3: To improve customer service in the front office during peak hours as suggested in our parent survey. Goal 4: To improve classroom cleanliness and sanitation especially during the cold and flu season. Parent time due to work restraints and/or transportation issues. Teacher Staffing Staffing Parent involvement coordinator will publish monthly articles in the newsletter about the importance of parent involvement. Offer comp time to teachers who schedule additional parent conference times Utilize support personnel in the front office to answer phones, assist parents in the morning and at dismissal when needed. Hire 2 four hour custodians instead of 1 eight hour custodian so as to cover more classrooms each evening. Administration