feedback, and cooperative Learning Based on ambitious but achievable Annual Measurable 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 Objectives (AMOs), identify reading and mathematics performance target for the following years 3A. In six Baseline data 2011-2012 school will reduce NA their achievement gap by 50%. Geometry Goal #3A: NA 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 subgroups: 3B. Student subgroups by ethnicity (White, Hispanic: We have a Ensure that all teachers Reading Coach and Ongoing monitoring of District Assessments and Black, Hispanic, Asian, American Indian) growing number of Hispanic receive professional Administrators formative assessments and FCAT results not making satisfactory progress in Geometry. students that receive development related to teacher observation by services in our ESOL effective instructional administration. Geometry Goal #3B: 2012 Current 2013 Expected Level of of program strategies in reading for ELL Performance:* Performance:* NA Students. Follow up and NA NA coaching will be provided. 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: 3C. English Language Learners (ELL) not Challenges working with Provide high-quality Instructional Coaches Ongoing monitoring of District Assessements and making satisfactory progress in Geometry. students who come ELL vocabulary instruction formative assessments and FCAT results backgrounds with significant throughout the day. teacher observation by Administration Geometry Goal #3C: 2012 Current 2013 Expected gaps in vocabulary. administration. Progress monitoring of Level of Level of NA Teach essential content weekly data using Performance:* Performance:* words in depth. graphs/trend lines. NA NA Use instructional time to address the meanings of common words, phrases, and expressions not yet learned
feedback, and cooperative Learning Based on ambitious but achievable Annual Measurable Objectives (AMOs), identify reading and mathematics performance target for the following years 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 3A. In six school will reduce their achievement gap by 50%. Baseline data 2011-2012 NA Geometry Goal #3A: NA Based on the analysis of student achievement data and reference to “Guiding Questions,” identify and define areas in need of improvement for the following subgroups: Anticipated Barrier Strategy Person or Position Responsible for Monitoring Process Used to Determine Effectiveness of Strategy Evaluation Tool 3B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in Geometry. Hispanic: We have a growing number of Hispanic students that receive services in our ESOL program Ensure that all teachers receive professional development related to effective instructional strategies in reading for ELL Students. Follow up and coaching will be provided. Reading Coach and Administrators Ongoing monitoring of formative assessments and teacher observation by administration. District Assessments and FCAT results Geometry Goal #3B: NA 2012 Current Level of Performance:* 2013 Expected of Performance:* NA NA 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 3C. English Language Learners (ELL) not making satisfactory progress in Geometry. Challenges working with students who come ELL backgrounds with significant gaps in vocabulary. Provide high-quality vocabulary instruction throughout the day. Teach essential content words in depth. Use instructional time to address the meanings of common words, phrases, and expressions not yet learned Instructional Coaches Administration Ongoing monitoring of formative assessments and teacher observation by administration. District Assessements and FCAT results Progress monitoring of weekly data using graphs/trend lines. Geometry Goal #3C: NA 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA
2012-2013%20SIP%20Toolkit%20AMO.docx