Percentage of students in Lowest 25% making learning gains in Reading NA Barrier(s): Strategy(s): NA 1. Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline data 2010-11: Student subgroups by ethnicity NOT making satisfactory progress in Enter numerical data for current Enter numerical data for level of performance expected level of reading : performance 8/217= .04% White: 2/13= 15% Black: 1/33= .03% Hispanic: 1/10%= 10% Asian: 0/0= 0% American Indian: English Language Learners (ELL) not making satisfactory progress in Reading Barrier(s): 0/4= 0% Strategy(s): 1. Students with Disabilities (SWD) not making satisfactory progress in Reading 1/10= 10% Barrier(s): Students do not all have the home support and relationships that allow them to feel they are able to do what is expected and that someone cares enough to check up on them. Strategy(s): 1. Offer students the opportunity to work with adults who care and champion their emotional and academic challenges by participating in the Stevenson Mentor Plus Program. Economically Disadvantaged Students not making satisfactory progress in 2/35= .06% Reading Barrier(s): Lack of appropriate Strategy(s): Institute more higher order like questions where by design, products are developed to show students problem solving ability Implement Tier 1 and Tier 2 response to intervention strategies with fidelity. Reading Professional Development PD Content/Topic/Focus Target Strategy(s) for follow-up/monitoring Dates/Schedule How to use the science lab experience so that September 7 Three teachers have visited West Melbourne School of students have better problem experience to how September 13 Science over a series of days to form conclusions in writing and based on research Teachers/students will learn from each other using October 25 video conference equipment to discuss action lab January 24 experiences and concepts. April 30 Quality Rubric Development used to inform TBA with Sharon Tolson To implement with fidelity a variety of rubrics to help students while they are learning prior to the inform students how they are progressing as well as to assessment inform the teacher about how to drive instruction
Percentage of students in Lowest 25% making learning gains in Reading Barrier(s): Strategy(s): NA 1. NA Ambitious but Achievable Annual Measurable Objectives (AMOs). In six years school will reduce their Achievement Gap by 50%: Baseline data 2010-11: Student subgroups by ethnicity NOT making satisfactory progress in reading : White: Black: Hispanic: Asian: American Indian: Enter numerical data for current level of performance 8/217= .04% 2/13= 15% 1/33= .03% 1/10%= 10% 0/0= 0% Enter numerical data for expected level of performance English Language Learners (ELL) not making satisfactory progress in Reading Barrier(s): Strategy(s): 1. 0/4= 0% Students with Disabilities (SWD) not making satisfactory progress in Reading Barrier(s): Students do not all have the home support and relationships that allow them to feel they are able to do what is expected and that someone cares enough to check up on them. Strategy(s): 1. Offer students the opportunity to work with adults who care and champion their emotional and academic challenges by participating in the Stevenson Mentor Plus Program. 1/10= 10% Economically Disadvantaged Students not making satisfactory progress in Reading Barrier(s): Lack of appropriate Strategy(s): Institute more higher order like questions where by design, products are developed to show students problem solving ability Implement Tier 1 and Tier 2 response to intervention strategies with fidelity. 2/35= .06% Reading Professional Development PD Content/Topic/Focus Target Dates/Schedule Strategy(s) for follow-up/monitoring How to use the science lab experience so that students have better problem experience to how to form conclusions in writing and based on research September 7 September 13 October 25 January 24 April 30 Three teachers have visited West Melbourne School of Science over a series of days Teachers/students will learn from each other using video conference equipment to discuss action lab experiences and concepts. Quality Rubric Development used to inform students while they are learning prior to the assessment TBA with Sharon Tolson To implement with fidelity a variety of rubrics to help inform students how they are progressing as well as to inform the teacher about how to drive instruction
Stevenson%20Elementary.docx