gains in math. 3A.2. 3A.2. 3A.2. 3A.2. 3A.2. 3A.3. 3A.3. 3A.3. 3A.3. 3A.3. 3B. Florida Alternate Assessment: Percentage 3B.1. 3B.1. 3B.1. 3B.1. 3B.1. of students making learning in mathematics. Mathematics Goal 2012 Current 2013 Expected Level of Level of #3B: Performance:* Performance:* Based on the In 2013, we By 2013, 40% of our 2012 FAA, would like to students will achieve we had have 40% of learning on the 5(33%) of our FAA FAA math our students students assessment. make a make learning gain learning in math. gains in math. 3B.2. 3B.2. 3B.2. 3B.2. 3B.2. 3B.3. 3B.3. 3B.3. 3B.3. 3B.3. 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 areas Responsible for Monitoring Effectiveness of Strategy “Guiding in need of improvement for the following group: 4. FCAT 2.0: Percentage of students in lowest 4A.1. 4A.1. 4A.1. 4A.1. 4A.1. Lack of Instruction Modify master schedule to provide Administrative Team, Classroom Walk Throughs; Ongoing Process monitoring; 25% making learning gains in mathematics. School-wide common planning and staggered instructional coaches, teacher Lesson Plans; Meeting Agendas Success Maker data; intervention time for all grade leaders/grade level chairs, Mathematics Goal #4: 2012 Current 2013 Expected levels. district personnel Level of Level of Performance:* Performance:* By 2013, 35% of our In 2012, we In 2013, we lowest 25% students 4A.1. had 60% of would like to will achieve learning Common planning will ensure the our lowest have 35% gains on the FCAT following: collaboration, 25% our lowest math assessment. unpacking standards, creation and students 25%
gains in math. 3A.2. 3A.2. 3A.2. 3A.2. 3A.2. 3A.3. 3A.3. 3A.3. 3A.3. 3A.3. 3B. Florida Alternate Assessment: Percentage of students making learning in mathematics. 3B.1. 3B.1. 3B.1. 3B.1. 3B.1. Mathematics Goal #3B: By 2013, 40% of our students will achieve learning on the FAA math assessment. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* Based on the 2012 FAA, we had 5(33%) of our students make a learning gain in math. In 2013, we would like to have 40% of our FAA students make learning gains in math. 3B.2. 3B.2. 3B.2. 3B.2. 3B.2. 3B.3. 3B.3. 3B.3. 3B.3. 3B.3. 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 4. FCAT 2.0: Percentage of students in lowest 25% making learning gains in mathematics. 4A.1. Lack of Instruction School-wide 4A.1. Modify master schedule to provide common planning and staggered intervention time for all grade levels. 4A.1. Common planning will ensure the following: collaboration, unpacking standards, creation and 4A.1. Administrative Team, instructional coaches, teacher leaders/grade level chairs, district personnel 4A.1. Classroom Walk Throughs; Lesson Plans; Meeting Agendas 4A.1. Ongoing Process monitoring; Success Maker data; Mathematics Goal #4: By 2013, 35% of our lowest 25% students will achieve learning gains on the FCAT math assessment. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* In 2012, we had 60% of our lowest 25% students In 2013, we would like to have 35% our lowest 25%