more rigorous courses and change placement if necessary Discussion of application of skills and knowledge at a higher and in various settings 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 group: 3A. FCAT 2.0: Percentage of students making Students with large gaps in Intensive assistance in Reading ESE Lead FAIR assessments will be FAIR assessments learning gains in reading. reading achievement. Reading will be provided by Team, Administrators analyzed three times each Intensive Reading teachers, year. FCAT Explorer Reading Goal #3A: 2012 Current 2013 Expected assisted by the evaluation of Level of Students making and monitoring of the FCAT Explorer and District Interim Performance:* Performance:* Learning in administrative team. District Interim Assessments 41% (82) 46% reading will increase Assessments will be by 5%. monitored monthly to note student improvements. Teachers using data from Provide school based Department Chairs Monitor District Interim FCAT 2.0 available resources and training on Pinnacle Reading Assessments FAIR assessments progress monitoring Gradebook and Insight Administrators assessments to target reports End of course exams instruction in classroom Adequate time for teachers Teams (with the support of Coaching Staff Ongoing monitoring of Reading assessment data, to review data, plan the coaching staff) will meet Administrator formative and summative FAIR data, Science differentiated instruction, weekly in Professional Teachers assessment data assessment data, FCAT and deliver the instruction Learning Communities to results within the school day. work collaboratively in Track student growth collecting and analyzing using Scantron data in order to plan assessments and meet effective differentiated regularly as grade-level instruction and enrichment. teams to foster growth among all students 3B. Florida Alternate Assessment: Percentage Not all instruction has been Implement Access courses Administration Check usage and Unique Reports of students making learning gains in reading. consistently aligned to the in all core academic as ESE Team implementation, as well as FAA Scores NGSSS access points well as student progress data Reading Goal #3B: 2012 Current 2013 Expected Grading using Unique Reports Level of of Students making Performance:* Performance:* learning on FAA Administrative 44% (8) 46% in reading will observation tools increase by 2%. 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
more rigorous courses and change placement if necessary Discussion of application of skills and knowledge at a higher and in various settings 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 3A. FCAT 2.0: Percentage of students making learning gains in reading. Students with large gaps in reading achievement. Intensive assistance in Reading will be provided by Intensive Reading teachers, assisted by the evaluation and monitoring of the administrative team. Reading ESE Lead Team, Administrators FAIR assessments will be analyzed three times each year. FCAT Explorer and District Interim Assessments will be monitored monthly to note student improvements. FAIR assessments FCAT Explorer District Interim Assessments Reading Goal #3A: Students making Learning in reading will increase by 5%. 2012 Current of Performance:* 2013 Expected Level of Performance:* 41% (82) 46% Teachers using data from available resources and progress monitoring assessments to target instruction in classroom Provide school based training on Pinnacle Gradebook and Insight reports Department Chairs Reading Administrators Monitor District Interim Assessments FCAT 2.0 FAIR assessments End of course exams Adequate time for teachers to review data, plan differentiated instruction, and deliver the instruction within the school day. Teams (with the support of the coaching staff) will meet weekly in Professional Learning Communities to work collaboratively in collecting and analyzing data in order to plan effective differentiated instruction and enrichment. Coaching Staff Administrator Teachers Ongoing monitoring of formative and summative assessment data Track student growth using Scantron assessments and meet regularly as grade-level teams to foster growth among all students Reading assessment data, FAIR data, Science assessment data, FCAT results 3B. Florida Alternate Assessment: Percentage of students making learning gains in reading. Not all instruction has been consistently aligned to the NGSSS access points Implement Access courses in all core academic 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 #3B: Students making learning on FAA in reading will increase by 2%. 2012 Current Level of Performance:* 2013 Expected of Performance:* 44% (8) 46% There is a need for more collaboration time amongst Participation of Access course teachers in District’s Administration ESE Team District follow-up survey Unique Reports Survey
2012-2013%20SIP%20Toolkit%20AMO.docx