on the FAA Reading. 1B.2. 1B.2. 1B.2. 1B.2. 1B.2. 1B.3. 1B.3. 1B.3. 1B.3. 1B.3. 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 group: 2A. FCAT 2.0: Students scoring at or above 2A.1. 2A.1. 2A.1. 2A.1. 2A.1. Students need the exposure to Provide students with Leadership Team; District Class assignments Teacher Assessments Achievement Levels 4 in reading. Marzano's Instructional Strategies comprehension questions that Personnel daily to sustain and increase require literal, Ongoing informal Teacher Basal Text Reading Goal #2A: 2012 Current 2013 Expected comprehension skills. interpretive, and analytical thinking Assessments to determine of of skills. mastery of comprehension Performance:* Performance:* The results For the 2013 Provide students the opportunity to CWTs focusing on instructional By 2013, 15% of of the 2012 school year enhance comprehension strategies students will achieve FCAT we would skills through authentic graphic a level 4 on the FCAT Reading Test like to have organizers and read alouds to reading assessment. indicate that 15% of our promote higher level interpretive we had 3 students skills. CWT data analysis and feedback (26%) score a level students in 4 or above Infuse Common Core standards grades 3-6 on the FCAT focusing on Text Complexity who scored Reading. a level 4-6 on the FCAT Reading. 2A.2. 2A.2. 2A.2. 2A.2. 2A.2. 2A.3. 2A.3. 2A.3. 2A.3. 2A.3. 2B. Florida Alternate Assessment: Students 2B.1. 2B.1. scoring at or Level 7 in reading. Reading Goal #2B: 2012 Current 2013 Expected Level of Level of Performance:* Performance:*
on the FAA Reading. 1B.2. 1B.2. 1B.2. 1B.2. 1B.2. 1B.3. 1B.3. 1B.3. 1B.3. 1B.3. 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 2A. FCAT 2.0: Students scoring at or above Achievement Levels 4 in reading. 2A.1. Students need the exposure to Marzano's Instructional Strategies daily to sustain and increase comprehension skills. 2A.1. Provide students with comprehension questions that require literal, interpretive, and analytical thinking skills. Provide students the opportunity to enhance comprehension skills through authentic graphic organizers and read alouds to promote higher level interpretive skills. Infuse Common Core standards focusing on Text Complexity 2A.1. Leadership Team; District Personnel 2A.1. Class assignments Ongoing informal Teacher Assessments to determine mastery of comprehension CWTs focusing on instructional strategies CWT data analysis and feedback 2A.1. Teacher Assessments Basal Text Reading Goal #2A: By 2013, 15% of students will achieve a level 4 on the FCAT reading assessment. 2012 Current of Performance:* 2013 Expected of Performance:* The results of the 2012 FCAT Reading Test indicate that we had 3 (26%) students in grades 3-6 who scored a level 4-6 on the FCAT Reading. For the 2013 school year we would like to have 15% of our students score a level 4 or above on the FCAT Reading. 2A.2. 2A.2. 2A.2. 2A.2. 2A.2. 2A.3. 2A.3. 2A.3. 2A.3. 2A.3. 2B. Florida Alternate Assessment: Students scoring at or Level 7 in reading. 2B.1. 2B.1. Reading Goal #2B: 2012 Current Level of Performance:* 2013 Expected Level of Performance:*
Endeavour%20Elementary.docx