and expressions not yet learned 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 subgroup: 3E. Economically Disadvantaged students not Challenges of working with Implementation of a Administration Classroom Walkthrough VSET Observations students who do not have literacy system that Domain 3 making satisfactory progress in Algebra 1. exposure to high-level emphasizes a unified, Reading Coach Literacy Leadership Team Algebra 1 Goal #3E: 2012 Current 2013 Expected academic vocabulary in their systematic approach to the Meetings of of See Reading example p. 21. homes teaching of vocabulary using Literacy Leadership Team Performance:* Performance:* research-based strategies NA NA Geometry End-of-Course Goals (this section needs to be completed by all schools that have students taking the Geometry EOC) * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Geometry EOC Problem-Solving Process to Increase Student Achievement 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: 1. Students scoring at Achievement Level 3 in Teachers are not yet familiar Provide professional Administration Ongoing monitoring of VSET Evaluation Geometry. with the Common Core formative assessments and development on embedding State Standards in math teacher observations by Math Department Chair the 8 Standards for Geometry Goal #1: 2012 Current 2013 Expected administrators Level of Level of Mathematical Practices into Performance:* Performance:* NA daily instruction as NA NA appropriate Implement new math Curriculum Maps, which have these standards incorporated 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: 2. Students scoring at or above Achievement Lack of time and focus to Participate in professional Administration Participation in VSET observation Levels 4 and 5 in Geometry. devote to professional development on Lesson Instructional Coaches professional development, dialogue about teaching to include a focus on coupled with follow-up Geometry Goal #2: 2012 Current 2013 Expected practices the following elements: observations Level of Level of Identifying similarities and Performance:* Performance:* NA differences, summarizing Teacher reflections NA NA and note taking, setting objectives and providing
and expressions not yet learned Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroup: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3E. Economically Disadvantaged students not making satisfactory progress in Algebra 1. Challenges of working with students who do not have exposure to high-level academic vocabulary in their homes Implementation of a literacy system that emphasizes a unified, systematic approach to the teaching of vocabulary using research-based strategies Administration Reading Coach Literacy Leadership Team Classroom Walkthrough Literacy Leadership Team Meetings VSET Observations Domain 3 Algebra 1 Goal #3E: See Reading example p. 21. 2012 Current of Performance:* 2013 Expected of Performance:* NA NA Geometry End-of-Course Goals (this section needs to be completed by all schools that have students taking the Geometry EOC) * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Geometry EOC Problem-Solving Process to Increase Student Achievement 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 1. Students scoring at Achievement Level 3 in Geometry. Teachers are not yet familiar with the Common Core State Standards in math Provide professional development on embedding the 8 Standards for Mathematical Practices into daily instruction as appropriate Implement new math Curriculum Maps, which have these standards incorporated Administration Math Department Chair Ongoing monitoring of formative assessments and teacher observations by administrators VSET Evaluation Geometry Goal #1: NA 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA 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 2. Students scoring at or above Achievement Levels 4 and 5 in Geometry. Lack of time and focus to devote to professional dialogue about teaching practices Participate in professional development on Lesson to include a focus on the following elements: Identifying similarities and differences, summarizing and note taking, setting objectives and providing Administration Instructional Coaches Participation in professional development, coupled with follow-up observations Teacher reflections VSET observation Geometry Goal #2: NA 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA
2012-2013%20SIP%20Toolkit%20AMO.docx