Objectives (AMOs), identify reading and mathematics performance target for the following years 5A. In six years Baseline data 2010-2011 school will reduce NA their achievement gap by 50%. Mathematics Goal #5A: 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 areas Responsible for Monitoring Effectiveness of Strategy “Guiding in need of improvement for the following subgroups: (White, Hispanic: We have a Ensure that all teachers Instructional Coach and Ongoing monitoring of VSET Evaluation 5B. Student subgroups by ethnicity Black, Hispanic, Asian, American Indian) not growing number of receive professional Administrators formative assessments, making satisfactory progress in mathematics. Hispanic students that development related to summative district FSA, SSA, District receive services in our effective instructional assessments, and teacher Mathematics Goal interims 2012 Current 2013 Expected Level of of ESOL program strategies in reading for ELL observations by #5B: Performance:* Performance:* Students. Follow up and administrators See Reading example p. 21. FCAT 2.0 NA NA coaching will be provided. Anticipated Barrier Strategy Person or Position Process Used to Determine Evaluation Tool Responsible for Monitoring Effectiveness of Strategy on the analysis of student achievement data and reference to Questions,” identify and define areas “Guiding in need of improvement for the following subgroup: 5C. English Language Learners (ELL) not Challenges working with Provide high-quality Instructional Coaches Ongoing monitoring of District Assessements and making satisfactory progress in mathematics. students who come ELL vocabulary instruction formative assessments and FCAT results backgrounds with throughout the day. teacher observation by Administration Mathematics Goal 2012 Current 2013 Expected significant gaps in administration. Progress monitoring of Level of Level of #5C: vocabulary. Teach essential content weekly data using Performance:* Performance:* See Reading example p. 21. words in depth. graphs/trend lines. NA NA Use instructional time to address the meanings of common words, phrases, 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 areas Responsible for Monitoring Effectiveness of Strategy “Guiding in need of improvement for the following subgroup: 5D. Students with Disabilities (SWD) not The individual needs of Provide intensive, some students in the systematic instruction on 3 making satisfactory progress in mathematics.
Objectives (AMOs), identify reading and mathematics performance target for the following years 5A. In six years school will reduce their achievement gap by 50%. Baseline data 2010-2011 NA Mathematics Goal #5A: 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 5B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in mathematics. 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. Instructional Coach and Administrators Ongoing monitoring of formative assessments, summative district assessments, and teacher observations by administrators VSET Evaluation FSA, SSA, District interims FCAT 2.0 Mathematics Goal #5B: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected 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 5C. English Language Learners (ELL) not making satisfactory progress in mathematics. 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. Mathematics Goal #5C: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected Level 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 5D. Students with Disabilities (SWD) not making satisfactory progress in mathematics. The individual needs of some students in the Provide intensive, systematic instruction on 3
2012-2013%20SIP%20Toolkit%20AMO.docx