Mathematics Goal Exceptional Student foundational skills in small Instructional Coaches FSA/SSA/District 2012 Current 2013 Expected Level of of #5D: Education program are not groups to students who Interims Performance:* Performance:* See Reading example p. 21. being met. score below the proficient NA NA level. Typically, these FCAT 2.0 groups meet between three and five times a week, for 20 to 40 minutes Anticipated Barrier Strategy Person or Position Process Used to Determine Evaluation Tool Responsible for Monitoring Effectiveness of Strategy Based on the analysis of student achievement data and reference to Questions,” identify and define areas “Guiding in need of improvement for the following subgroup: 5E. Economically Disadvantaged students not Challenges of working with Implementation of Administration Classroom Walkthrough VSET Observations making satisfactory progress in mathematics. students who do not have curriculum resources, Domain 3 exposure to high-level including core program and Instructional Coaches Ongoing monitoring of Mathematics Goal 2012 Current 2013 Expected academic vocabulary in diagnostic/intervention FSA/SSA/District Level of Level of #5E: their homes materials that emphasize the assessments Interims Performance:* Performance:* See Reading example p. 21. use of multiple instructional NA NA strategies FCAT 2.0 Middle School Mathematics * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Middle School Mathematics Goals 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 areas Responsible for Monitoring Effectiveness of Strategy “Guiding in need of improvement for the following group: 1A. FCAT 2.0: Students scoring at Teachers are not yet Provide professional Administration Ongoing monitoring of VSET Evaluation familiar with the Common formative assessments and Achievement Level 3 in mathematics. development on embedding Core State Standards in teacher observations by Math Department Chair the 8 Standards for Mathematics Goal 2012 Current 2013 Expected math administrators Level of Level of Mathematical Practices into #1A: Performance:* Performance:* Students achieving instruction as 22% (108) 24% proficiency (FCAT appropriate Level 3) in math will increase by 2% Implement new math Curriculum Maps, which have these standards incorporated 1B. Florida Alternate Assessment: Students Implement Equals Math in scoring at Levels 4, 5, and 6 in mathematics. all Access courses, as well
Exceptional Student Education program are not being met. foundational skills in small groups to students who score below the proficient level. Typically, these groups meet between three and five times a week, for 20 to 40 minutes Instructional Coaches FSA/SSA/District Interims FCAT 2.0 Mathematics Goal #5D: See Reading example p. 21. 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 5E. Economically Disadvantaged students not making satisfactory progress in mathematics. Challenges of working with students who do not have exposure to high-level academic vocabulary in their homes Implementation of curriculum resources, including core program and diagnostic/intervention materials that emphasize the use of multiple instructional strategies Administration Instructional Coaches Classroom Walkthrough Ongoing monitoring of assessments VSET Observations Domain 3 FSA/SSA/District Interims FCAT 2.0 Mathematics Goal #5E: See Reading example p. 21. 2012 Current Level of Performance:* 2013 Expected Level of Performance:* NA NA Middle School Mathematics * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). Middle School Mathematics Goals 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 1A. FCAT 2.0: Students scoring at Achievement Level 3 in mathematics. 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 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 Mathematics Goal #1A: Students achieving proficiency (FCAT Level 3) in math will increase by 2% 2012 Current Level of Performance:* 2013 Expected Level of Performance:* 22% (108) 24% 1B. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in mathematics. Implement Equals Math in all Access courses, as well
2012-2013%20SIP%20Toolkit%20AMO.docx