Strategies: (Small number of action oriented staff performance objectives) Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. The need to utilize the instructional practices addressed in the book early in the year. 1. Read and conduct a guided book study: Make It Real, Strategies for Success with Informational Text by Hoyt Sharon Tolson, Director East Cambridge Staff Collaborative Learning Teams Book Study - August – April Read book by December $1,600.00 Monthly written evaluation tool completed for each study session. 2. Need for a monitoring tool/Students’ need for real life experiences to make reading meaningful and relevant 2. Monitor the amount of literary and informational text used for instruction to verify 50/50% balanced literacy across curriculum areas. Cambridge Staff Title 1 Team Administration September - May Weekly tracking using “Balanced Literacy Dailey Plan” from Hoyt or other approved tracking instrument including lesson plans 3.Staff development in engaging students in writing across content areas/ Students’ weakness in vocabulary instrument(s) 3. Engage students in writing to summarize, clarify, explain, list, give examples, etc. distributed across lessons in all content areas Cambridge Staff Sharon Tolson (“Write All About It” chapters of Make It Real) Administration September - May 1,600.00 Weekly tracking tool; lesson plans that demonstrate distributed writing across lessons and content areas 4. Researching and choosing progress monitoring/ goal setting tools; Slow progress by high needs students 4. Provide, inspect, and give feedback to students progress monitoring/goal setting tools; including data notebooks Cambridge Title 1 Team, Administration September - May $300.00 for data notebooks and printing tracking charts 1st – 6th Progress tracking/goal setting tool(s) – including data notebooks/ pre-K and kindergarten utilize alternative teacher directed charts 5. Scheduled time for additional staff training/ Students lack of motivation to achieve personal best 5. Participate in professional development: “Increasing Student Engagement” 1 Resource Teacher, Dr. Jacqui Fraser Cambridge Staff Peer Coaches Administration October– December All staff will receive 4 hours training on Oct. 12, 2012. 8 additional hours offered with compensation time accrual. $1,500.00 cost for subs due to teacher use of accrued compensation time. Student Engagement Walkthrough Checklist for formative feedback 6. Availability of activity team teachers; 6. Utilize activity wheel teachers as our S.H.I.E.L.D. Activity Teachers, Classroom teachers August - May Activity teachers’ schedules in specific level;
information and the number of students that percentage reflects ie. 28%=129 students) information and the number of students that percentage reflects ie. 31%=1134 students) FCAT 2.0 Students scoring at Achievement Level 3 Barrier(s): Strategy(s): 1. 34% (88) of students tested achieved proficiency (FCAT 3.0) on the reading section of the 2012 FCAT 38% (98) of students will achieve proficiency (FCAT Level 3.0) on the reading section of the 2013 FCAT 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): Strategy(s): 1. 18% (48) of students achieved above proficiency (FCAT Level 4 or 5) in reading on the 2012 FCAT 21% (55) of students will achieve above proficiency (FCAT Level 4 or 5) in reading on the 2013 FCAT Florida Alternate Assessment: Students scoring at or above Level 7 in Reading Barrier(s): Strategy(s): 1. 100% (2) students achieved at or above proficiency (level 7 or above) on the Florida Alternate Assessment for 2012 100% (2) of students will achieve at or above proficiency (level 7 or above) on the Florida Alternate Assessment for 2013 Florida Alternate Assessment: Percentage of students making learning Gains in Reading Barrier(s): Strategy(s): 1. N/A N/A FCAT 2.0 Percentage of students in lowest 25% making learning gains in Reading Barrier(s): Teacher absences/personnel availability Strategy(s): 1. Provide small group Walk to Intervention daily for a minimum of 30 minutes to provide for direct instruction in demonstrated areas of weakness. 64% (28) of students in the lowest 25% made learning in reading on the 2012 FCAT 68% (30) of students in the lowest 25% will make learning gains in reading on the 2013 FCAT FCAT 2.0 Percentage of students in lowest 25% making learning gains in Reading Barrier(s): Students attendance in Academic Support Program (ASP) Strategy(s): 2. Implement an Academic Support Program (ASP), to include low performing
Reading Professional Development PD Content/Topic/Focus Target Dates/Schedule Strategy(s) for follow-up/monitoring GOAL Anticipated Barrier Strategy 2012 Current Percent of Students Proficient in Listening/ Speaking: See ELL Strategies See ELL Strategies ESOL Teacher and Administration 2012 Current Percent of Students Proficient in Reading: See ELL Strategies See ELL Strategies ESOL Teacher and Administration 2012 Current Percent of Students Proficient in Writing: See ELL Strategies See ELL Strategies ESOL Teacher and Administration Mathematics Goal(s): 1. 2012 Current 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) FCAT 2.0 Students scoring at Achievement Level 3 Barrier(s): No anticipated barriers Strategy(s): 1. Use FCAT Focus as an instructional tool in additional to an assessment tool in grades 3-6 including utilization of hard copies when appropriate. 34% (83) of students achieved proficiency (FCAT Level 3) on the mathematics section of the 2012 FCAT 36% (93) of the students will achieve proficiency (FCAT Level 3) on the mathematics section of the 2013 FCAT Students scoring at Achievement 3 Barrier(s): No anticipated barriers Strategy(s): 2. Use FCAT Focus as an instructional tool in additional to an assessment tool in grades 3-6 including utilization of hard copies when appropriate. Students scoring at Achievement Level 3 Barrier(s): Teacher availability Monitoring
weakness. Percentage of students in lowest 25% making learning gains in Mathematics Barrier(s): Teacher availability Strategy(s): 3. Primary teachers model CCSS math instruction practices for intermediate teachers Florida Alternate Assessment: Percentage of students in Lowest 25% making learning gains in Mathematics Barrier(s): Strategy(s): 1. 100% (1) of the students in the Lowest 25% made learning gains on the Florida Alternate Assessment in 2012 100% (1) of the students in the Lowest 25% will make learning gains on the Florida Alternate Assessment in 2013 Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline Data 2010-11: AMO’s 2013 Targets Total: 61% Black: 57% Hispanic: 57% White: 65% ELL: 57% SWD: 46% Economically Disadvantaged: 58% Student subgroups by ethnicity NOT making satisfactory progress in math: White: Black: Hispanic: Enter numerical data for current level of performance 33% (21) of students did not at or above grade level 57% (43) of students did not score at or above grade level 54% (38) of students did not score at or above grade Enter numerical data for expected level of reduction in performance to meet Safe Harbor 27% (17) of the students will not at or above grade level 51% (38) of the students will not score at or above grade level 49% (34) of the students will not score at or above grade level
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 Algebra. Black: Hispanic: N/A N/A English Language Learners (ELL) not making satisfactory progress in Algebra N/A N/A Students with Disabilities (SWD) not making satisfactory progress in Algebra N/A N/A Economically Disadvantaged Students not making satisfactory progress in Algebra N/A N/A Geometry 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) Barrier(s): Strategy(s): 1. N/A N/A Students scoring at Achievement level 3 in Geometry: N/A N/A Students scoring at or Achievement Levels 4 and 5 in Geometry: N/A N/A Ambitious but Achievable Annual Measurable Objectives (AMOs). In six 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: N/A N/A
percentage reflects) students that percentage reflects) Students scoring at Achievement level 3 in Civics: N/A N/A Students scoring at or above Achievement Levels 4 and 5 in Civics: N/A N/A U.S. History EOC 2012 Current Level of Performance (Enter percentage information and the number of students that percentage reflects) 2013 Expected of Performance percentage information and the number of students that percentage reflects) Students scoring at Achievement level 3 in U. S. History: N/A N/A Students scoring at or Achievement Levels 4 and 5 in U. S. History: N/A N/A Science, Technology, Engineering, and Mathematics (STEM) Goal(s) Anticipated Barrier Strategy Based on the analysis of school data, identify and define areas in need of improvement: Goal 1: Goal 2: N/A N/A N/A Career and Technical Education (CTE) 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: Goal 2: N/A N/A N/A