Increase percent of 19% (94) 22% differences, summarizing Teacher reflections students scoring at and note taking, setting current level by 3% at objectives and providing each grade level. feedback, and cooperative Learning Based on ambitious but achievable Annual Measurable 2011-2012 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 years, Baseline data 2010-2011 school will reduce NA their achievement gap by 50%. Algebra 1 Goal #3A: See Reading example p. 21. 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) not growing number of Hispanic receive professional Administrators formative assessments and FCAT results making satisfactory progress in Algebra 1. students that receive development related to teacher observation by services in our ESOL effective instructional administration. Algebra 1 Goal #3B: 2012 Current 2013 Expected Level of Level of program strategies in reading for ELL See Reading example p. 21. Performance:* Performance:* Students. Follow up and NA NA coaching will be provided. 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 Algebra 1. students who come ELL vocabulary instruction formative assessments and FCAT results backgrounds with significant throughout the day. teacher observation by Administration Algebra 1 Goal #3C: 2012 Current 2013 Expected gaps in vocabulary. administration. Progress monitoring of Level of of See Reading example p. 21. 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,
differences, summarizing and note taking, setting objectives and providing feedback, and cooperative Learning Teacher reflections Increase percent of students scoring at current level by 3% at each grade level. 19% (94) 22% Based on ambitious but achievable Annual Measurable Objectives (AMOs), identify reading and mathematics performance target for the following years 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 3A. In six years, school will reduce their achievement gap by 50%. Baseline data 2010-2011 NA Algebra 1 Goal #3A: See Reading example p. 21. 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 Algebra 1. 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 Algebra 1 Goal #3B: See Reading example p. 21. 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 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 Algebra 1. 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, 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. Algebra 1 Goal #3C: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected of Performance:* NA NA
2012-2013%20SIP%20Toolkit%20AMO.docx