PD = Learn how to Reading 9-12 Reading Coach Reading Initial training September Reports on students’ academic Reading Coach analyze and interpret Teachers 1st, implementation within progress pulled from Performance reading data to drive 30 days, and structured Matters following reading classroom instruction. coaching and mentoring assessments. within 60 days as Budget Sections Each goal has a budget section divided into 4 parts: Evidence-based Programs/Materials, Technology, Professional Development, and Other Budgets must be directly aligned with the SIP Comprehensive English Language Learning Assessment Goals * When percentages, include the number of students the percentage represents (e.g., 70% [35]). CELLA Goals Problem-Solving Process to Increase Language Acquisition Students speak in English and understand spoken English Anticipated Barrier Strategy Person or Position Process Used to Determine Evaluation Tool at grade level in a manner similar to non-ELL students. Responsible for Monitoring Effectiveness of Strategy Providing comprehensible Data on ELL students Administrator Ongoing monitoring of IPT, FCAT, District 1. Students scoring proficient in listening/speaking. instruction to English language proficiency and Academic formative assessments and Assessments Language Learners achievement levels should teacher observations by CELLA Goal #1: 2012 Current Percent of Students be used for principal Proficient in Listening/Speaking: The percentage of differentiated instruction students scoring 88% (7) proficient in Listening/Speaking on CELLA will increase Providing comprehensible Ensure that teachers use Administrator Ongoing monitoring of IPT, FCAT, District by 2%. instruction to English English Language Academic formative assessments and Assessments Language Learners Proficiency Standards for teacher observations by English Language Learners principal Providing comprehensible Ensure that teachers receive Administrator Ongoing monitoring of CELLA, IPT, FCAT, instruction to English professional development Academic Coach formative assessments and District Assessments Language Learners related to effective teacher observations by instructional practices for principal teaching ELLs. Students read grade-level text in English in a manner Anticipated Barrier Strategy Person or Position Process Used to Determine Evaluation Tool similar to non-ELL students. Responsible for Monitoring Effectiveness of Strategy 2. Students scoring proficient in reading. Providing comprehensible Data on ELL students instruction to English language proficiency and Language Learners achievement levels should CELLA Goal #2: 2012 Current Percent of Students be used for Proficient in Reading: differentiated instruction
PD = Learn how to analyze and interpret reading data to drive classroom instruction. Reading 9-12 Reading Coach Reading Teachers Initial training September 1st, implementation within 30 days, and structured coaching and mentoring within 60 days as Reports on students’ academic progress pulled from Performance Matters following reading assessments. Reading Coach Budget Sections Each goal has a budget section divided into 4 parts: Evidence-based Programs/Materials, Technology, Professional Development, and Other Budgets must be directly aligned with the SIP Comprehensive English Language Learning Assessment Goals * When percentages, include the number of students the percentage represents (e.g., 70% [35]). CELLA Goals Problem-Solving Process to Increase Language Acquisition Students speak in English and understand spoken English at grade level in a manner similar to non-ELL students. Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 1. Students scoring proficient in listening/speaking. Providing comprehensible instruction to English Language Learners Data on ELL students language proficiency and achievement levels should be used for differentiated instruction Administrator Academic Ongoing monitoring of formative assessments and teacher observations by principal IPT, FCAT, District Assessments CELLA Goal #1: The percentage of students scoring proficient in Listening/Speaking on CELLA will increase by 2%. 2012 Current Percent of Students Proficient in Listening/Speaking: 88% (7) Providing comprehensible instruction to English Language Learners Ensure that teachers use English Language Proficiency Standards for English Language Learners Administrator Academic Ongoing monitoring of formative assessments and teacher observations by principal IPT, FCAT, District Assessments Providing comprehensible instruction to English Language Learners Ensure that teachers receive professional development related to effective instructional practices for teaching ELLs. Administrator Academic Coach Ongoing monitoring of formative assessments and teacher observations by principal CELLA, IPT, FCAT, District Assessments Students read grade-level text in English in a manner similar to non-ELL students. Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 2. Students scoring proficient in reading. Providing comprehensible instruction to English Language Learners Data on ELL students language proficiency and achievement levels should be used for differentiated instruction CELLA Goal #2: 2012 Current Percent of Students Proficient in Reading:
2012-2013%20SIP%20Toolkit%20AMO.docx