regularly as grade-level teams to foster growth among all students using formative data Large number of students Identified students through Academic Coach Ongoing monitoring of Reading assessment data, low SES, ELL, other ethnic FAIR and MacMillan Administrator reading formative and FAIR data, FCAT results minority, and students with Interim will receive Teachers summative assessment disabilities impacted by additional reading data multiple barriers are instruction using moderate to high risk scientifically research based Track student growth reading strategies. using Scantron assessments and meet regularly as grade-level teams to foster growth among all students using formative data Teachers who do not teach Train teachers to use Administrative Staff Ongoing monitoring FAIR data, FCAT results Language Arts are not Literacy Strategies through VSET familiar enough with that support achieving the Reading Coach observations literacy strategies necessary Anchor Literacy Standards to accomplish the rigor Teacher records of required by Common Core reflections on literacy State Standards strategy use Not all instruction has been Implement Access courses Administration Check usage and Unique Reports 1B. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in reading. consistently aligned to the in all core academic areas, ESE Team implementation, as well as FAA Scores NGSSS access points as well as student progress data Reading Goal #1B: 2012 Current 2013 Expected Grading using Unique Reports Level of of Students scoring at or Performance:* Performance:* Levels 4,5,and 6 on Administrative 44% (8) 46% FAA in reading will observation tools increase by 2%. 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 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
regularly as grade-level teams to foster growth among all students using formative data Large number of students low SES, ELL, other ethnic minority, and students with disabilities impacted by multiple barriers are moderate to high risk Identified students through FAIR and MacMillan Interim will receive additional reading instruction using scientifically research based reading strategies. Academic Coach Administrator Teachers Ongoing monitoring of reading formative and summative assessment data Track student growth using Scantron assessments and meet regularly as grade-level teams to foster growth among all students using formative data Reading assessment data, FAIR data, FCAT results Teachers who do not teach Language Arts are not familiar enough with literacy strategies necessary to accomplish the rigor required by Common Core State Standards Train teachers to use Literacy Strategies that support achieving the Anchor Literacy Standards Administrative Staff Reading Coach Ongoing monitoring through VSET observations Teacher records of reflections on literacy strategy use FAIR data, FCAT results 1B. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in reading. Not all instruction has been consistently aligned to the NGSSS access points Implement Access courses in all core academic areas, as well as Grading Administration ESE Team Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores Reading Goal #1B: Students scoring at or Levels 4,5,and 6 on FAA in reading will increase by 2%. 2012 Current Level of Performance:* 2013 Expected 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 Check 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
2012-2013%20SIP%20Toolkit%20AMO.docx