Students making 44% (8) 46% Administrative learning on FAA observation tools in math will increase is a need for more Participation of Access Administration District follow-up survey Unique Reports by 2%. collaboration time amongst course teachers in District’s ESE Team Survey teachers of students with monthly Virtual PLC using student progress data cognitive disabilities webinar platform 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 specialists Algebra 1 End-of-Course (EOC) Goals (this section needs to be completed by all schools that have students taking the Algebra I EOC) * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Algebra 1 EOC Goals Problem-Solving Process to Increase Student Achievement Based on the analysis of student achievement data and Anticipated Barrier Strategy Person or Position Process Used to Determine Evaluation Tool reference to Questions,” identify and define Responsible for Monitoring Effectiveness of “Guiding areas in need of improvement for the following group: Strategy Teachers are not yet familiar Provide professional Administration Ongoing monitoring of VSET Evaluation 1. Students scoring at Achievement Level 3 in Algebra 1. with the Common Core formative assessments and development on embedding State Standards in math teacher observations by Math Department Chair the 8 Standards for Algebra 1 Goal #1: 2012 Current 2013 Expected administrators Level of Level of Mathematical Practices into Students achieving Performance:* Performance:* proficiency (FCAT daily instruction as 52% (108) 54% Level 3) in math will appropriate increase by 2%. Implement new math Curriculum Maps, which have these standards incorporated Based on the analysis of student achievement data and Anticipated Barrier Strategy Person or Position Process Used to Determine Evaluation Tool reference to Questions,” identify and define Responsible for Monitoring Effectiveness of Strategy “Guiding areas in need of improvement for the following group: 2. Students scoring at or above Achievement Lack of time and focus to Participate in professional Levels 4 and 5 in Algebra 1. devote to professional development on Lesson dialogue about teaching Study, to include a focus on Algebra Goal #2: 2012 Current 2013 Expected practices the following elements: Level of of Identifying similarities and Performance:* Performance:*
Administrative observation tools Students making learning on FAA in math will increase by 2%. 44% (8) 46% 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 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 Unique Reports FAA Scores Algebra 1 End-of-Course (EOC) Goals (this section needs to be completed by all schools that have students taking the Algebra I EOC) * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Algebra 1 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 1. Students scoring at Achievement Level 3 in Algebra 1. 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 Algebra 1 Goal #1: Students achieving proficiency (FCAT Level 3) in math will increase by 2%. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 52% (108) 54% 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 Algebra 1. 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 Algebra Goal #2: 2012 Current Level of Performance:* 2013 Expected of Performance:*