Mathematics Goal Not all instruction has been as Standards-Referenced 2012 Current 2013 Expected Level of Level of #1B: consistently aligned to the Grading usage and Performance:* Performance:* Students scoring at or access points implementation, as well as 44% (8) 46% Levels 4,5,and 6 on student progress data FAA in math will using Unique Reports increase by 2%. Administrative observation tools Difficulty of finding District training for teachers Administration 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 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 using Check student progress cognitive disabilities webinar platform data using Unique Reports 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 areas Responsible for Monitoring Effectiveness of Strategy “Guiding in need of improvement for the following group: 2A. FCAT 2.0: Students scoring at or above Lack of time and focus to Participate in professional Administration Participation in VSET observation Achievement Levels 4 and 5 in mathematics. devote to professional development on Lesson Instructional Coaches professional development, dialogue about teaching Study, to include a focus on coupled with follow-up Mathematics Goal 2012 Current 2013 Expected practices the following elements: observations Level of Level of #2A: Identifying similarities and Performance:* Performance:* Increase percent of differences, summarizing Teacher reflections 19% (94) 22% students scoring at and note taking, setting current by 3% at objectives and providing each grade level. feedback, and cooperative Learning 2B. Florida Alternate Assessment: Students Difficulty of finding District training for teachers Administration Check usage and Unique Reports scoring at or above Level 7 in mathematics. 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 Mathematics Goal 2012 Current 2013 Expected that also address varying Access courses using Unique Reports of Level of #2B: complexity levels Performance:* Performance:* Students scoring at or Follow-up coaching Administrative 11% (2) 13% above Level 7 on provided by program observation tools specialists
Not all instruction has been consistently aligned to the access points as Standards-Referenced Grading usage and implementation, as well as student progress data using Unique Reports Administrative observation tools 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 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 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 Administration Instructional Coaches Participation in professional development, coupled with follow-up observations Teacher reflections VSET observation 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 2012 Current of Performance:* 2013 Expected Level of Performance:* 11% (2) 13%