Data chats (administrators with teachers, administrators with students, teachers with students.) 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 subgroup: 5C. English Language Learners (ELL) not 5C.1. 5C.1. 5C.1. 5C.1. 5C.1. Students needs to improve Oral Closely monitor student Leadership Team; Teachers; CWTs focusing on instructional Teacher Assessments making satisfactory progress in reading. Fluency, Comprehension (including developmental skills, determine Coaches strategies, instructional practices comprehending complex text) and core and the learner Teacher observations Reading Goal #5C: 2012 Current 2013 Expected Vocabulary skills instructional needs, and students Level of Level of progress by CWT data analysis Mini Benchmark Assessments Performance:* Performance:* By 2013, 45% of ELL implementing FAIR Based on the In 2013, we students will achieve Review FAIR data FAIR 2012 FCAT, would like to satisfactory progress Differentiated 61% of our see our ELL on the FCAT reading instruction in comprehension skills Bi-weekly Assessments ELL students students assessment. are not have at least Identify supplemental Leadership Team meetings making 45% making staff and materials to implement satisfactory satisfactory push-in Tracking Mini Benchmark progress in progress in or pull-out strategy Assessments reading. reading. Build vocabulary skills in Data Review grades K-5 through word walls, read alouds and using Data Chats (Administrators with Elements of Vocabulary Teachers, Administrators with students, Teachers with Infuse Common Core Standards to Students) expose students to complex text Acquire bilingual dictionaries for ELL students The K-12 ESOL Plan will be utilized as a planning guide ELL students will be instructed daily by highly qualified teachers who are implementing interactive multimedia, multimodal strategies, extended learning opportunities and appropriate testing accommodations 5C.2. 5C.2. 5C.2. 5C.2. 5C.2.
Data chats (administrators with teachers, administrators with students, teachers with students.) Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 5C. English Language Learners (ELL) not making satisfactory progress in reading. 5C.1. Students needs to improve Oral Fluency, Comprehension (including comprehending complex text) and Vocabulary skills 5C.1. Closely monitor student developmental skills, determine core instructional needs, and students progress by implementing FAIR Differentiated instruction in comprehension skills Identify supplemental staff and materials to implement push-in or pull-out strategy Build vocabulary skills in grades K-5 through word walls, read alouds and using Elements of Vocabulary Infuse Common Core Standards to expose students to complex text Acquire bilingual dictionaries for ELL students The K-12 ESOL Plan will be utilized as a planning guide ELL students will be instructed daily by highly qualified teachers who are implementing interactive multimedia, multimodal strategies, extended learning opportunities and appropriate testing accommodations 5C.1. Leadership Team; Teachers; Coaches 5C.1. CWTs focusing on instructional strategies, instructional practices and the learner CWT data analysis Review FAIR data Bi-weekly Assessments Leadership Team meetings Tracking Mini Benchmark Assessments Data Review Data Chats (Administrators with Teachers, Administrators with students, Teachers with Students) 5C.1. Teacher Assessments Teacher observations Mini Benchmark Assessments FAIR Reading Goal #5C: By 2013, 45% of ELL students will achieve satisfactory progress on the FCAT reading assessment. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* Based on the 2012 FCAT, 61% of our ELL students are not making satisfactory progress in reading. In 2013, we would like to see our ELL students have at least 45% making satisfactory progress in reading. 5C.2. 5C.2. 5C.2. 5C.2. 5C.2.