Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the applicable subgroup(s):
|
Anticipated Barrier
|
Strategy
|
Person or Position Responsible for Monitoring
|
Process Used to Determine Effectiveness of
Strategy
|
Evaluation Tool
|
5A. Student subgroups not making Adequate Yearly Progress (AYP) in reading
Reading Goal #5A:
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Reading Goal #5A:
Ethnicity
(White, Black, Hispanic, Asian,
American Indian)
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5A.1.
Inconsistency knowledge or lack of knowledge of NGSSS for Language Arts
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5A.1.
Provide New Generation State Standards (NGSSS) to all teachers prior to beginning of new school year.
Content Area PLC will meet bi- monthly to share effective implementation.
PLCs
Data-Chats
|
5A.1.
Assistant Principal
Reading Coaches
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5A.1.
CWT – Evidence of NGSSS embedded in delivery of instruction
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5A.1.
Sign-in sheet from PD and PLC
|
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Increase proficiency among all ethnicity groups.
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2011 Current Level of Performance:*
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2012 Expected Level of Performance:*
|
Enter numerical data for current level of performance in this box.
White:
Black:
Hispanic:
Asian:
American Indian:
|
Enter numerical data for expected level of performance in this box.
White:
Black:
Hispanic:
Asian:
American Indian:
|
|
5A.2.
Lack of Direct and explicit instruction to deliver curriculum.
|
5A.2.
Provide school-wide PD, on Direct Instruction, at the beginning of school year, as recommended by the K-12 Reading Plan
Teachers will meet weekly in small learning community to discuss effective implementation of DI model.
PLCs
Data-Chats
|
5A.2.
Assistant Principal
Reading Coaches
|
5A.2.
CWT – Evidence of DI model used daily
Recorded minutes of PLC.
|
5A.2.
BAT, Mini Assessments
|
5A.3.
Limited use of modeling higher order thinking skills when presenting content.
|
5A.3.
Provide training for teachers on how to incorporate higher thinking skills in lesson planning, through common planning throughout the year
Share best questioning techniques through common planning throughout the year.
PLCs
Data-Chats
|
5A.3.
Assistant Principal
Reading Coaches
|
5A.3.
CWT – Evidence of daily use.
Teacher/reading coach chats on incorporation of questioning strategies in lesson plans
|
5A.3.
Mini Assessments
FAIR
BAT
|
|
|
5A.4
The lack of proficiency in asking higher-level questions.
|
5A.4
Identify/ prepare higher-level questions cards for reading and content area teachers.
From Edupress Flip chart/Webb’s.
Model higher level questioning strategies along with prompting and probing techniques
PLCs
Data-Chats
|
5A.4
Assistant Principal
Reading Coaches
|
5A.4
CWT
|
5A.4
BAT
FAIR
|
|
|
5A.5
Inconsistent use of data to drive /differentiate instruction
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5A.5
Provide additional training on Differentiated Instruction at the beginning of the school year.
Use FAIR data to assist teachers in forming differentiated groups.
Reading coach will assist teachers in the delivery of differentiated instructions.
PLCs
Data-Chats
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5A.5
Assistant Principal
Reading Coaches
|
5A.5
Reflective feedback on the delivery of differentiated instruction.
|
5A.5
BAT
FAIR
Mini Assessments
|
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
|
5B. Student subgroups not making Adequate Yearly Progress (AYP) in reading
Reading Goal #5B:
|
Reading Goal #5B:
English Language Learners (ELL)
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5B.1.
Inappropriate placement of ELL students
|
5B.1.
Use data to ensure ELL’s are place in appropriate classes.
Monitor schedule changes.
Highly qualified or experienced teacher delivers Curriculum/instruction to ELL population.
PLCs
Data-Chats
|
5B.1.
Administrators responsible for master schedule and ESOL.
Reading coaches
ESOL Contact
Guidance
|
5B.1.
Administration and use of Reading Placement Chart/ESOL to schedule students.
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5B.1.
Master schedule and student schedule
|
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Increase proficiency for ELL students.
|
2011 Current Level of Performance:*
|
2012 Expected Level of Performance:*
|
Enter numerical data for current level of performance in this box.
|
Enter numerical data for expected level of performance in this box.
|
|
5B.2.
Teachers have partial understanding of students’ language and educational profile/background
|
5B.2.
Provide ESOL/Multicultural PD refresher to all teachers at the start the new school year.
ELL PLC will meet bi-monthly to discuss barriers and best ESOL strategies.
PLCs
Data-Chats
|
5B.2.
Teachers
Coaches
Administrators responsible for ESOL students
|
5B.2.
CWT's
Recorded minutes of ELL PLC’s
Peer Observations
|
5B.2.
CELLA
IPT
FAIR
|
5B.3.
Teachers' inconsistent use of ESOL/literacy strategies to scaffold instruction
|
5B.3.
Provide ESOL/Literacy training/support throughout the year through coaching/modeling
PLCs
Data-Chats
|
5B.3.
Reading Coaches
|
5B.3.
CWT's
Reflective Feedback
Lesson Plans
|
5B.3.
FCAT
FAIR
BAT
|
|
|
5B.4.
Teachers' lack of availability to access computer based learning
|
5B.4.
Provide training for teachers, at the start of the school year, in use of Rossetta Stone.
Schedule use of computer carts.
PLCs
Data-Chats
|
5B.4.
Reading Coaches
|
5B.4.
CWT's
Computer Usage Schedule
|
5B.4.
IPT
CELLA
FCAT
|
|
|
5B.5
Teachers' have a lack of instructional classroom support that are up to date with the new ELL strategies.
|
5B.5.
Teacher assistants supporting the classrooms will have sessions in small group practices, supplemental material guidelines, and testing procedures and directives correlating to the classroom with ELL students.
PLCs
Data-Chats
|
5B.5
ESOL Coordinator
|
5B.5
CWTs
|
5B.5
FCAT
IPT
CELLA
|
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
|
5C. Student subgroups not making Adequate Yearly Progress (AYP) in reading
Reading Goal #5C:
|
Reading Goal #5C:
Students with Disabilities (SWD)
|
5C.1.
NA
|
5C.1.
NA
|
5C.1.
NA
|
5C.1.
NA
|
5C.1.
NA
|
NA
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2011 Current Level of Performance:*
|
2012 Expected Level of Performance:*
|
Enter numerical data for current level of performance in this box.
|
Enter numerical data for expected level of performance in this box.
|
|
5C.2.
|
5C.2.
|
5C.2.
|
5C.2.
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5C.2.
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5C.3.
|
5C.3.
|
5C.3.
|
5C.3.
|
5C.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 subgroup:
|
Anticipated Barrier
|
Strategy
|
Person or Position Responsible for Monitoring
|
Process Used to Determine Effectiveness of
Strategy
|
Evaluation Tool
|
5D. Student subgroups not making Adequate Yearly Progress (AYP) in reading
Reading Goal #5D:
|
Reading Goal #5D:
Economically Disadvantaged
|
5D.1.
Lack consistent and productive attendance in school.
|
5D.1.
Review and follow school procedure for identifying truant students at the start of the school year.
Receive training during
Cougar Collegiality on
Cooperative Learning
Strategies in order to increase student to
student interaction.
PLCs
Data-Chats
|
5D.1.
Administrators responsible for each grade.
Guidance
Classroom
teacher
|
5D.1.
Attendance records
Recorded minutes of
PLC’s.
Lower referral rates
|
5D.1.
Mini Assessments
BAT
FAIR
FCAT
|
Increase proficiency of economically disadvantaged students
|
2011 Current Level of Performance:*
|
2012 Expected Level of Performance:*
|
Enter numerical data for current level of performance in this box.
|
Enter numerical data for expected level of performance in this box.
|
|
5D.2.
Inconsistent classroom environment/management that is not conducive to teaching and learning.
|
5D.2.
Provide training at the beginning of the school year on RtI model.
Provide training and PLC to meet bimonthly on CHAMPS.
PLCs
Data-Chats
|
5D.2. Administrators responsible for each grade.
Guidance
Classroom teacher
|
5D.2.
Attendance records
Recorded minutes of PLC’s.
Lower referral rates
|
5D.2.
Mini Assessments
BAT
FAIR
FCAT
|
