Mathematics Goal Core Standards in the 8 Standards for Grade Level Chair summative district FSA, SSA, District 2012 Current 2013 Expected Level of Level of #1A: math assessments, and teacher interims Mathematical Practices into Performance:* Performance:* Students achieving observations by instruction as 22% (108) 24% proficiency (FCAT administrators FCAT 2.0 appropriate Level 3) in math will increase by 2% Implement new math Curriculum Maps, which have these standards incorporated Not all math teachers are Provide professional Administration Ongoing monitoring of VSET Evaluation familiar with incorporating development on literacy formative assessments, literacy strategies. strategies appropriate for summative district Grade Level Chair FSA, SSA, District math teachers. assessments, and teacher interims observations by administrators FCAT 2.0 1B. Florida Alternate Assessment: Students Not all instruction has been Implement Equals Math in Administration Equals Curriculum-based Unique Reports scoring at Levels 4, 5, and 6 in mathematics. consistently aligned to the all Access courses, as well ESE Team assessments FAA Scores NGSSS access points as Standards-Referenced Mathematics Goal 2012 Current 2013 Expected Grading Check usage and Level of Level of #1B: implementation, as well as Performance:* Performance:* Students scoring at or student progress data 44% (8) 46% Levels 4,5,and 6 on using Unique Reports FAA in math will increase by 2%. Administrative observation tools 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 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:
Core Standards in math the 8 Standards for Mathematical Practices into instruction as appropriate Implement new math Curriculum Maps, which have these standards incorporated Grade Level Chair summative district assessments, and teacher observations by administrators FSA, SSA, District interims FCAT 2.0 Mathematics Goal #1A: Students achieving proficiency (FCAT Level 3) in math will increase by 2% 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 22% (108) 24% Not all math teachers are familiar with incorporating literacy strategies. Provide professional development on literacy strategies appropriate for math teachers. Administration Grade Level Chair Ongoing monitoring of formative assessments, summative district assessments, and teacher observations by administrators VSET Evaluation FSA, SSA, District interims FCAT 2.0 1B. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in mathematics. Not all instruction has been consistently aligned to the NGSSS access points Implement Equals Math in all Access courses, as well as Standards-Referenced Grading Administration ESE Team Equals Curriculum-based assessments Check usage and implementation, as well as student progress data using Unique Reports Administrative observation tools Unique Reports FAA Scores 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 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 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
2012-2013%20SIP%20Toolkit%20AMO.docx