Mathematics Goal Not all math teachers are strategies appropriate for Grade Level Chair summative district FSA, SSA, District 2012 Current 2013 Expected of Level of #3A: familiar with incorporating math teachers. assessments, and teacher interims Performance:* Performance:* Students making literacy strategies. observations by 41% (82) 46% learning gains in math administrators FCAT 2.0 will increase by 5%. 3B. Florida Alternate Assessment: Percentage Not all instruction has been Implement Access courses Administration Check usage and Unique Reports of students making learning gains in consistently aligned to the in all core academic as ESE Team implementation, as well as FAA Scores NGSSS access points well as student progress data mathematics. Grading using Unique Reports Mathematics Goal 2012 Current 2013 Expected Level of Level of #3B: Performance:* Performance:* Students making Administrative 44% (8) 46% learning gains on observation FAA in math will increase by 2%. There is a need for more Participation of Access Administration District follow-up survey Unique Reports collaboration time amongst course teachers in District’s ESE Team Survey teachers of students with monthly Virtual PLC Check student progress cognitive disabilities webinar platform data using Unique Reports Difficulty of finding District training for teachers Administration Check usage and Unique Reports lessons for students on the implementation of ESE Team implementation, as well as FAA Scores with cognitive disabilities Unique Learning System for student progress data that also address varying Access courses using Unique Reports complexity levels Follow-up coaching Administrative provided by program observation tools specialists Anticipated Barrier Strategy Person or Position Process Used to Determine Evaluation Tool Responsible for Monitoring Effectiveness of Strategy Based on the analysis of student achievement data and reference to Questions,” identify and define areas “Guiding in need of improvement for the following group: 4A. FCAT 2.0: Percentage of students in Not all math teachers are Provide professional Administration Ongoing monitoring of VSET Evaluation familiar with incorporating development on literacy formative assessments, lowest 25% making learning in mathematics. literacy strategies. strategies appropriate for summative district Grade Level Chair FSA, SSA, District math teachers. assessments, and teacher interims Mathematics Goal 2012 Current 2013 Expected Level of of observations by #4A: Performance:* Performance:* administrators Percentage of students FCAT 2.0 39% (78) 44% in lowest 25% making learning gains will increase by 5%. 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 Based on ambitious but achievable Annual Measurable
Not all math teachers are familiar with incorporating literacy strategies. strategies appropriate for math teachers. Grade Level Chair summative district assessments, and teacher observations by administrators FSA, SSA, District interims FCAT 2.0 Mathematics Goal #3A: Students making learning gains in math will increase by 5%. 2012 Current of Performance:* 2013 Expected Level 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 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 Mathematics Goal #3B: Students making learning gains on FAA in math will increase by 2%. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 44% (8) 46% 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 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 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 in mathematics. 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 Mathematics Goal #4A: Percentage of students in lowest 25% making learning gains will increase by 5%. 2012 Current Level of Performance:* 2013 Expected of Performance:* 39% (78) 44% Based on ambitious but achievable Annual Measurable 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017