GGE 2011 2012 110231_SIP
Transcript of GGE 2011 2012 110231_SIP
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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2011-2012 SCHOOL IMPROVEMENT PLAN
School Name: GOLDEN GATE ELEMENTARY SCHOOL
District Name: Collier
Principal: Charles Frontz
SAC Chair:
Superintendent: Dr. Kamela Patton
Date of School Board Approval: Pending
Last Modified on: 9/ 9/ 2011
Gerard Robinson, CommissionerFlorida Department of Education
325 West Gaines StreetTallahassee, Florida 32399
Dr. Mike Grego, ChancellorK-12 Public Schools
Florida Department of Education325 West Gaines Street
Tallahassee, Florida 32399
PART I: CURRENT SCHOOL STATUS
STUDENT ACHIEVEMENT DATA
Note: The following links will open in a separate browser window.
School Grades Trend Data
(Use this data to complete Sections 1-4 of the reading and mathematics goals and Section 1 of the writing and science goals.)
Adequate Yearly Progress (AYP ) Trend Data
(Use this data to complete Section 5 of the reading and mathematics goals and Section 3 of the writing goals.)
Florida Comprehensive Assessment Test (FCAT) Trend Data
(Use this data to inform the problem solving process when writing goals.)
HIGHLY QUALIFIED ADMINISTRATORS
List your schools highly qualified administrators and briefly describe their certification(s), number of years at the current school,
number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include
history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly
Progress (AYP).
Position NameDegree(s)/
Certification(s)
# o fYears atCurrentSchool
# of Years asan
Administrator
Prior Perfor mance Record (includeprior School Grades, FCAT (High
Standards, Learning Gains, Low est25%), and AYP information along with
the associated school year)
PrincipalCharlesFrontz
Degrees:BA ElementaryEducation,Bowling GreenState University
Master ofEducation EducationalLeadership, NovaSoutheasternUniversity
FloridaCertification:School Principals(All Levels)
EducationalLeadership (AllLevels)
ElementaryEducation(Grades 1-6)
17
According to State statute, theSuperintendent has the authority tostrategically place administrators within theschool district
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HIGHLY QUALIFIED INSTRUCTIONAL COACHES
List your schools highly qualified instructional coaches and briefly describe their certification(s), number of years at the current
school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each
school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and
Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part -timeteachers in reading, mathematics, or science and work only at the school site.
Endorsements:English forSpeakers ofOther Languages
Assis Principal Lynda Walcott
Degrees:B.S. ElementaryEducation,ConcordiaUniversity
M.S. EducationalLeadership, NovaSoutheastern
University
FloridaCertification:School Principals(All Levels)
EducationalLeadership (AllLevels)
ElementaryEducation(Grades K-6)
4
According to State statute, theSuperintendent has the authority tostrategically place administrators within theschool district
Assis Principal
MelissaStamper(Dean ofStudents)
Degrees:B.S. ElementaryEducation,University ofFlorida
M.S. ElementaryEducation,University ofFlorida
EdS EducationalLeadership,University ofFlorida
FloridaCertification:EducationalLeadership (AllLevels)
Elementary
Education(Grades K-6)
Endorsements:English forSpeakers ofOther Languages
Gifted
1
According to State statute, theSuperintendent has the authority tostrategically place administrators within theschool district
Subject Area NameDegree(s)/
Certification(s)
# o fYears atCurrentSchool
# of Years asan
InstructionalCoach
Prior Performance Record (includeprior School Grades, FCAT
(Proficiency, Learning Gains, Lowest25%), and AYP information along with
the associated school year)
ReadingJulianneStallings
BS ElementaryEducation, MiamiUniversity,
MA Reading,NorthernKentuckyUniversity
Certification:
Elementary
4 6
Demonstrates a history of academicexcellence and successful past experiencewith the student population at Golden GateElementary.
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HIGHLY QUALIFIED TEACHERS
Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.
Non-Highly Qualified Instructors
List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.
Education 1-6
Endorsements:ReadingESOL
MathKristinaGrones
BSCommunication/Journalism,University ofMinnesota
MS Curriculumand Instruction,Scienceintegrationendorsement,Florida Gulf
Coast University
Certification:ElementaryEducation K-6
Endorsement:ESOL
5 3
Demonstrates a history of academicexcellence and successful past experiencewith the student population at Golden Gate
Elementary.
ScienceKristineWoronowski
BS ElementaryEducation,Florida GulfCoast University
Certification:ElementaryEducation K-6
Endorsements:GiftedESOL
1
Demonstrates a history of academicexcellence and successful past experiencewith the student population at a school withsimilar demographics.
Description of StrategyPerson
Responsible
ProjectedCompletion
Date
Not Applicable (If not, pleaseexplain why)
1 Monthly meetings for new teachers with Principal Principal On-going
2 Partnering new teachers with veteran staff Principal On-going
3
Scheduling observations for new teachers of veteran
teachers at school and other district schools.
Assistant
Principal On-going
4
Interviews with highly-qualified applicants involving teamleaders, Principal, Assistant Principal, and Leadership Team
Principal On-going
5Professional Learning Community work focused on subjectareas as well as areas of interest for further study.
Principal/AssistantPrincipal
On-going
6Addition of subject area coaches (reading, writing, math, andscience) for modeling lessons and offering support fordifferentiated instruction
Subject AreaCoaches
On-going
7Offer professional growth opportunities during Early Releasedays ie. Book Studies, technology training, Instructionalstrategies, etc.
Principal,AssistantPrincipal,InstructionalCoaches,Teachers
On-going
Name CertificationTeaching
Assignment
ProfessionalDevelopment/Support
to Become HighlyQualified
CCPS policy is to hireonly highly qualifiedteachers. Consequently,all teachers are certifiedand HQ in their area ofassignment. However,some teachers areworking towardendorsement in Gifted orELL. Following the October
FTE, we will update this
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Staff Demographics
Please complete the following demographic information about the instructional staff in the school who are teaching at least one
academic course.
document with the officiallist.
*When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).
Teacher Mentoring Program
Please describe the schools teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for
the pairing, and the planned mentoring activities.
Total Numberof
InstructionalStaff
% ofFirst-Year
Teachers
% ofTeacherswith 1-5
Years of Experience
% ofTeacherswith 6-14
Years of Experience
% ofTeacherswith 15+
Years of Experience
% ofTeachers
with
AdvancedDegrees
% HighlyQualified
Teachers
% ReadingEndorsed
Teachers
% NationalBoard
CertifiedTeachers
% ESOLEndorsed
Teachers
71 16.9%(12) 40.8%(29) 28.2%(20) 14.1%(10) 31.0%(22) 100.0%(71) 5.6%(4) 0.0%(0) 64.8%(46)
Mentor NameMentee
AssignedRationale
for PairingPlanned Mentoring
Activit ies
Toni WaiteTiffanyDobson (K)
Mrs. Waite isanexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Toni WaiteDarlenePellechia (K)
Mrs. Waite isanexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Toni WaiteSaraRitchotte-Biszant (K)
Mrs. Waite isanexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Jennifer MerinoKelseyChiavari (1)
Ms. Merino is
anexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Alyssa KittlesonChristine
Ochs (2)
Mrs. Kittlesonis anexperiencedelementaryeducator. Shehas receivedclinical
training and
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,
instructional coaching,
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hassupportednew teacherssuccessfullyin the past.
monthly meetings withadministrative team
Alyssa Kittleson Kasey Will (2)
Mrs. Kittlesonis anexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teachers
successfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Ashley WeissSherri Elmore(3)
Ms. Weiss isanexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Alyssa LedbetterJenniferDixon (4)
Mrs.Ledbetter isan
experiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Alyssa LedbetterCassidyMassie (IR)
Mrs.Ledbetter isanexperiencedelementaryeducator. Shehas receivedclinical
training andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Alyssa LedbetterJamieeSidisky (4)
Mrs.Ledbetter isanexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfully
in the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Julie StallingsJenniferHambley (5)
Ms. Stallingsis anexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Ms. Stallingsis anexperiencedelementary
educator. She
Weekly meetings, data
chats, ongoing data
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ADDITIONAL REQUIREMENTS
Coordination and Integration
Note: For Title I schools only
Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other
Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition
programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.
Julie StallingsVinessaIgneri (5)
has receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
review and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Julie StallingsPatriciaRodriguez (5)
Ms. Stallingsisanexperiencedelementaryeducator. Shehas receivedclinicaltraining and
hassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,
monthly meetings withadministrative team
Kari CrowleyJenniferScarafile (IR)
Ms. Crowleyis anexperiencedelementaryeducator. Shehas receivedclinicaltraining andhassupportednew teacherssuccessfullyin the past.
Weekly meetings, datachats, ongoing datareview and discussion,model lesson,instructional coaching,monthly meetings withadministrative team
Title I, Part A
The Collier County School district provides a systematic and strategic approach to providing services through the District
Strategic Plan, 3 Year Academic Plan, the K-12 Comprehensive Reading Plan and District Consolidated Planning process. Goals
and objectives of each program and department are aligned with these overarching district plans. Additionally:
Title I Parts A, C, D, and School Improvements (1003a and 1003g) Tit le II, Part A and Title III are managed out of the same
Federal and State Grants Office in Collier County. They share administrative staff so that oversight, coordination, budgeting,
staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, monthly formal
administrative meetings are held to discuss program needs, issues and coordinate efforts.
Support staff of the Title I Part A, Title I Part C, Title I Part D, and Title X programs meets regularly to coordinate efforts and
receive joint staff development for improving their services.
Regularly scheduled Curriculum and Instruction department meetings are scheduled that include district level program
coordinators, including IDEA, Perkins, Head Start, Supplemental Academic Instruction, Advanced Placement Initiative, Career
and Technical education.
Title I Part A in coordination with Title III, Title II Part A, and IDEA will provide Intervention Support Specialist to support
academically at risk students.
LEA, Title I Basic, Title I Migrant coordinate services to assist homeless parents of homeless children, and shelters
representing the homeless children to resolve problems concerning registration and educational services at Title I schools.
The LEA provides services in coordination the McKinney-Vento Homeless Assistance Act.
Title I Part A, Title II Part A and RTTT fund exam reimbursements to ensure staff meet HQT Requirements.
Title I and District joint funding of the Homeless Liaison staff position and use of additional Title I Part A funds to provide after
school tutorials for homeless students in non-Title I schools.
Title I Part A funds used in collaboration with Title I SIG 1003g, Title II Part A and Reading to fund Reading Coaches at
Elementary and Math Intervention Specialist at Middle Schools.
As applicable, depending on school:
District Oversight Team meetings that provide forum for coordination and integration of resources to support unique needs
of school sites.
Title I Part A funds also used to provide additional coaches to support lowest performing schools and those in differentiated
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Accountability Correct II-D status.
Title I, Part C- Migrant
Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support
and resources.
Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures
students receive high quality, differentiated instruction.
Title I Migrant and school collaboration occurs with local eye doctor to provide eye exams and glasses at no cost to migrant
students in need or at a discounted price to our program.
Coordination occurs with Homeless Liaison staff and Title I Migrant staff in identifying eligible students and families that can be
served as homeless.
Title I, Part D
N/A
Title II
Title II, Part A collaborates with Collier County Public Schools Human Resources in providing funds that are used to
reimburse teachers striving to meet Highly Qualified Teacher requirements through subject area tests. This helps ensure that
all teachers meet HQT requirements and provide high quality instruction.
Title II funds will support schools with instructional coaching, lesson planning and staff development by funding several
teachers on special assignment in areas of Math and Science; these staff will integrate with the instructional staff at school
sites to ensure high quality instruction differentiated to address unique student needs.
Coordination of professional development activities, including those funded by Title II, occurs through the following
activities:
o Individual schools conduct annual staff development surveys to determine staff development needs. A district
comprehensive Staff Development Plan and consolidated planning coordinates all available district resources.
o Staff development within a school (including the use of Title I money) is coordinated through the SIP/Title I Plan and
comprehensive needs assessment.
o Title I and II in-service is coordinated through Learning Support Services departmental curriculum staff.
o The Director of Federal and State Grants, Executive Director of Federal and State Grants and ELL, the Chief Academic Officer
review the professional development allocations in the Title I plans and in the Title II project.
o Reading coaches receive ongoing professional development through their bi-monthly literacy team meetings. The teachers
individual plan (IPDP) is based upon an assessment of student learning needs, and this analysis of student achievement data
in reading is essential to the creation of each teachers professional development plan.
o The district will provide ongoing professional development and support for principals on classroom walk-through strategies,
including how to give feedback to teachers.
In addition Title II funds are used, in collaboration with Title I, IDEA, District, and Reading funds, to support Reading Coaches
at the following schools: BCE, CES, CPE, LES, LOE, LPE, OES, PES, PME, SGE, SPE, TBE, VES, VME, CMS, CPM, GVMS, NNMS,
ORMS, PRMS.
Math Intervention Specialists will be partially supported from Title II funds, in collaboration with T itle I, at the following
schools: CMS, CPM, ENMS, GVMS, NNMS, ORMS, PRMS.
Title III
Title X- Homeless
The Collier County School District, through a No Child Left Behind grant, provides support services and resources for homeless
students and their families. A homeless liaison works with school staff, Title I Migrant staff, and community agencies, and local
shelters to indentify eligible students, expedite school registration and bus transportation, as well as provide school supplies,
shoes and uniforms. The homeless liaison aids in securing before and after school care for students when appropriate. The
liaison also monitors enrollment data, attendance records, and grades for all homeless students through the district database
and school contacts. Coordination services are provided by the LEA as they relate to the McKinney-Vento Homeless Assistance
Act.
The support staff from the Title I Part A, Title I Part C, Title I Part D, and Title X programs regularly meets to coordinate
services as well as participate in staff development. Homeless students and their parents are served by LEA, Title I Basic, Title
I Migrant personnel and shelters to address issues concerning the registration and educational services at Title I schools. Title
I and district funding provides for after school tutorials for homeless students in non-title I schools.
Supplemental Academic Instruction (SAI)
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Violence Prevention Programs
Nutrition Programs
The District is offering breakfast at no charge to all students through the USDA Provision 2 breakfast program. All reduced
students are receiving lunch at no charge. The NSLP Fresh Fruit and Vegetable program is being offered in twelve elementary
schools. We are continuing to institute the OrganWise program through the University of Florida in qualifying elementary
schools.
Housing Programs
N/A
Head Start
The Head Start Program in Collier County Public Schools serves 712 four-year-olds in targeted elementary sites based on the
needs of the parents and students. The Head Start Program includes students identified for ESE services, Voluntary
Prekindergarten (VPK) students, and students identified as Title I and Migrant. By coordinating efforts and funding, the all
encompassing Head Start Program is able to serve approximately 300 additional eligible students than the funding from Head
Start alone supports.
Head Start provides comprehensive services to eligible families and their children. These comprehensive services include
education, social services, parent involvement, and health services. These services are coordinated with the requirements of
the other funding sources as a seamless service for parents and our 4-year-old students. The Head Start Program is a vital
part of our school community and these students are included in all academic and extra-curricular/enrichment programs as
appropriate.
Adult Education
N/A
Career and Techn ical Education
Career Education participants are measured using Perkins Accountability standards. For school year 2011 -12 the local targets
are 67% for Academic Attainment Reading, 86.05% for Academic Attainment Math, 94.35% for Secondary Technical Skills,
96.73% for Secondary School Completion, 95.19% for Secondary School Completion, 95.19% for Secondary Graduation Rate,
83.13% for Secondary Placement, 30% for Non-traditional enrollment, and 98.58% for Non-traditional completion rate.
Professional development activities will be implemented to upgrade the reading instruction skills of all Career Education
teachers. Reading is integrated in all CE courses. EOY Algebra, and Geometry, is integrated into business education,
construction, architectural, drafting and technology courses. Teachers are trained to address the needs of ELL and ESE
students as needed. Each academy/program has curriculum integration strategies specific for each subject area. Teachers are
also encouraged to complete additional endorsements in NG-CAR-PD and ELL. The district conducts NG-CAR-PD courses for CE
teachers and selected CE teachers are completing FOR PD online with UCF. FCAT level 2 (fluent) students will be able to
complete their intensive reading requirement in CE classes where the teacher has already completed the CAR-PD
endorsement.
In addition to the Career and Technical courses available to all students, the Collier Skill Training for Employment Program
(CO-STEP) is designed to meet the unique needs of students with disabilities. This program provides individualized instruction,
training, and counseling services to assist students with disabilities in successfully developing marketable skills in career and
technical coursework as well as on-the -job training in the community.
Job Training
Students are offered Job Training programs through a variety of programs. All CE programs offer On-The-Job Training
programs for situations where students are paid. Non-Paid opportunities are offered as Executive Internships. Students may
also enroll for the Volunteer class which is offered in many school locations.
Other
Response to Instruction/Intervention (RtI)
Identify the school-based RtI Leadership Team.
School-based RtI Team
Principal: Charles Frontz
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Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with
other school teams to organize/coordinate RtI efforts?
Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan.
Describe how the RtI Problem-solving process is used in developing and implementing the SIP?
APC: Lynda Walcott
Dean: Melissa Stamper
Pre -k Teacher-Barbara Leaf
Kindergarten Teacher-Cassie Wright
First Grade Teacher-Kari Crowley
Second Grade Teacher-Alyssa Kittleson
Third Grade Teacher-Molly Summer
Fourth Grade Teacher-Donna Keehan
Fifth Grade Teacher-Suzanne Pleskin
Additional Support Faculty
ESE/RtI Intervention Support Specialist-Jocelyn Badiu
Reading Coach: Julianne Stallings
Math Coach: Kristina Grones
ELL Contact: Carol Savage
Guidance: Candace Wegman and Cara Denny
School Psychologist: Alfreedia Solomon
Speech/Language Pathologist-Laura Bucknell(when needed)
Instructional Resource Teacher-Jennifer Scarafile
The RtI Leadership Team designates student and adult learning as the first priority using the school vision. The team gears
contents and instruction to Sunshine State Standards. The leadership team creates a culture of continuous learning for
adults. Within this culture, the instructors use multiple sources of data to assess learning and refine instruction.
The leadership team meets with the professional learning communities to:
Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and
classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting
benchmarks. Based on the above information, the plc will identify needed professional development and resources. The team
collaborates regularly, problem solves, shares effective practices, evaluates implementation, makes decisions, and practices
new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and
making decisions about implementation.
The School Leadership Team worked in conjunction with the RtI team to create the school improvement plan (SIP). The team
provided data on: instructional targets based upon analysis of data, as well as social/emotional areas that warrant goals
within the plan. The team helped define clear expectations for instruction; facilitated the development of strategies to meet
those goals; and aligned processes and procedures.
Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics,
science, writing, and behavior.
RtI Implementation
Federal, state, and local services and programs will provide human and fiscal resources in the RtI implementation plan.
Federal support comes through the allocation of fiscal resources from entitlement grants, such as Title I, II and III, and
IDEA.
State support, IDEA and Title I will provide instructional materials for core and supplemental instruction, as well as training
provided by FLDOE and USF to support the district and school RtI implementation plans.
Local and IDEA support is providing a district RtI/PBS coordinator who will meet regularly with building level RtI teams and
coordinators to ensure strong implementation of RtI.
School teams meet in grade level teams as professional learning communities. During these meetings teams discuss teaching
and learning. Teams examine the standards to be taught, share best practices, engage in building common formative
assessments and review data. As a team they have strengthened their core teaching and have established that 80% of their
students will meet the requirements. Re-teaching will occur as needed for the Tier 1 students. Data Warehouse has been
designed to record the minutes from these meetings as well as to follow the progress of groups and individual students. This
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Literacy Leadership Team (LLT)
Describe the plan to train staff on RtI.
Tier 1 data will be used during PLCs to follow the rate of student progress over time. Teachers share results and best
practices.
As students fail to meet with success in Tier 1 students are referred to the schools RtI team and Tier 2 strategies. The Data
Warehouse data management system continues to follow the students progress as monitored by the PMP. Online
assessments and other data points are tracked on the charts and graphs in the Data Warehouse.
We continue to provide further reaching support at the school building level, a School-Based ESE/RtI Intervention Support
Specialist and a PBS Coach have been designated for every school. The role of the School-Based ESE/RtI INSS is to oversee
the problem solving process, ensure the integrity and consistency of implementation of the process, and facilitate the RtITeam Meetings.
Continued training will occur under the guidance of the District Coordinator of RtI/PBS through monthly on site walk throughs,
problem-solving meetings, and PLC meetings. In addition, the District Coordinator of RtI/PBS will provide monthly follow-up
trainings with School-Based ESE/RtI Intervention Support Specialists. Teachers meet with PLCs weekly to discuss RtI
implementation at their grade level. Finally, mini workshops on RtI-related topics, such as differentiating instruction, data
analysis, and specific intervention training are available through district personnel throughout the school year upon the
request of a school administrator. In addition to district face-to-face training, a variety of online tools are available for use in
the schools. ANGEL is being used as an online facilitator for RtI related documents, video clips, training materials and power
points, research links, intervention tools, and has a district Problem Solving/Response to Intervention manual. In addition,
the district has required all instructional personnel (PK -12) to complete RtI training the Direct Steps online training tool. Each
staff member will be required to complete 3 courses. All instructors who were employed at Golden Gate Elementary School
during the 2010-2011 school year received these trainings. Teachers new to Golden Gate will have the opportunity
throughout the 2011-2012 school year to complete these online modules.
The PLC teams will continue to monitor progress for all students throughout the year, through the use of the districts Data
Warehouse resources.
Identify the school-based Literacy Leadership Team (LLT).
Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).
School-Based Literacy Leadership Team
Principal-Charles Frontz
Reading Coach-Julianne Stallings
Pre -K Teacher-Jen Minoie-Goldberg
Kindergarten Teacher-Toni Zepka-Waite
1st grade Teacher-Kelsey Chiavari
2nd grade Teacher-Christine Ochs
3rd grade Teacher-Jennifer Diver
4th grade Teacher-Dave Distelrath
5th grade Teacher-Jennifer Hambley
Instructional Resource Teacher-Cassidy Massie
Media Specialist-Kelly Knapke
The LLT is driven by a focus upon literacy throughout the school. Through a continued emphasis on strengthening all five
components of the reading process: phonics, phonemic awareness, fluency, vocabulary, and comprehension, the students
consistently receive direct instruction in reading that relates to more than simply comprehension. In addition, the LLT
maintains direction in producing students who can effectively communicate through writing. The LLT provides professional
learning communities with data regarding summative and formative assessments. Changes to instruction are refined based
upon analysis of this type of data.
The LLT:
Reviews universal screening data and links to instructional decisions; reviews progress monitoring data at the grade level
and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not
meeting benchmarks. Based on the above information, the committee will identify needed professional development and
resources. The team collaborates regularly, problem solves, shares effective practices, evaluates implementation, makes
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NCLB Public School Choice
Notification of (School in Need of Improvement) SINI Status
View uploaded file (Uploaded on 9/1/2011)
Public School Choice with Transportation (CWT) Notification
View uploaded file (Uploaded on 9/1/2011)
Notification of (School in Need of Improvement) SINI Status
View uploaded file (Uploaded on 9/1/2011)
*Elementary Title I Schools Only: Pre-School Transition
Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as
applicable.
*Grades 6-12 Only
Sec. 1003.413(b) F.S.
For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.
What will be the major initiatives of the LLT this year?
decisions, and practices new processes and skills.
*Providing direct and explicit instruction in pre-, during, and post reading comprehension strategies focused on helping them
make meaningful connections with texts, including content area textbooks with an emphasis on vocabulary development and
effective vocabulary strategies.
*Enhancing instructional strategies and professional development that ensure adequate scaffolding and student
collaborative learning to support the goal of critical thinking.
*Increasing strategies that provide for opportunities for students to learn at higher levels of Bloom s Taxonomy, so that
material may be understood at greater levels of cognitive complexity.
All schools implement a minimum of two transition activities for incoming kindergarten students and their families each year.
The spring event includes an orientation for parents and students with registration available at that time. At this event,
parents and students meet the teachers, visit classrooms, learn about the expectations and the curriculum, and tour the
school.
At the spring Orientation and also upon registration, a booklet (available in multiple languages) is provided to all parents. This
booklet is designed to help parents look at their childs physical, social, emotional, and cognitive development. It provides
checklists and tips to help guide them as they work and play with their child. The checklists contain items that are important to
the childs success in kindergarten and are specifically designed for four-year-olds. It also contains school enrollment
information and suggestions for the first day of school.
Before school begins in mid-August, the schools hold an Open House for all students and parents to attend. The students and
parents are given the opportunity to visit their classrooms, tour the school, visit the cafeteria and media center. This helps
with the transition to the start of school.
The School District of Collier County is also a VPK provider, both during the school year and during the summer session. The
school year program includes the Head Start/ESE Inclusion/Title I/Migrant prekindergarten classes and a few full -day and half-
day VPK/child care classes. These prekindergarten programs are provided in various school sites across the county. Both
programs provide opportunities for students to learn the basics for success in school and also provide an easy transition to
kindergarten for the students.
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*High Schools Only
Note: Required for High School - Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.
How does the school incorporate applied and integrated courses to help students see the re lationships between subjects and
relevance to their future?
How does the school incorporate students academic and career planning, as well as promote student course selections, so that
students course of study is personally meaningful?
Postsecondary Transition
Note: Required for High School - Sec. 1008.37(4), F.S.
Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the School
Feedback Report
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PART II: EXPECTED IMPROVEMENTS
Reading Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:
1. Students achieving proficiency (FCAT Level 3) in
reading
Reading Goal #1:
The percent of students scoring level 3 on the 2012FCAT in reading will increase from 38% (119) to 40%(149).
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
38% (119) 40% (149)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness ofStrategy
Evaluation Tool
1
1.1Gaps in academiclanguage proficiency,prior knowledge, and
reading comprehensionas a result of students
unequal levels of schoolreadiness
1.1.AImplementstudent/teacherstudent/parent
teacher/leadershipteam data chats
1.1.BTeachers andLeadership Teamclosely monitors the
implementation ofidentified targetedbenchmarks and readingstrategies
1.1.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading
1.1.DTeachers in all subjectareas will incorporate
the use of interactiveword walls to enhancecontent vocabularyinstruction
1.1.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
1.1.F
Require essential
1.1AdministrationSchool LeadershipTeam
Reading CoachRtI LeadershipTeam
1.1Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom Walkthrough
Observations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
Administration
Monitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring Benchmark
Assessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding ModeledLessons
1.1Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading CoachsLog
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question with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all students
in each subject area
2
1.2Limited developmentand use ofdifferentiated tieredreading centers
1.2.AImplement use ofstudent interestinventories and surveys
1.2.B
Teachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies
1.2.CTeachers will increaseknowledge and practice
of instructionalstrategies in the areasof word study,vocabulary
development andguided reading
1.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiated
instructional practices
1.2.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
1.2.FUtilize Kagan structuresto increase studentengagement andunderstanding
1.2AdministrationSchool LeadershipTeamReading Coach
RtI LeadershipTeam
1.2Leadership TeamMonitoring StudentData Binders
Leadership Team
Monitoring PLCMeetings
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
Administration
Monitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring Benchmark
Assessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding ModeledLessons
1.2Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (Data
Warehouse)
Reading CoachsLog
3
1.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English is
not their nativelanguage or where
English is not spoken
Refer to above Refer to above Refer to above Refer to above
4
1.4Students lack
understanding followinginitial instruction
1.4Teachers will
incorporate FCIM mini-lessons into instructionbased on student need
1.4AdministrationReading Coach
1.4Teacher observations
Team planning
PLC meeting minutes inData Warehouse
1.4FAIR Data
BenchmarkAssessments
FCAT 2011-12ReadingAssessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:
2. Students achieving above proficiency (FCAT
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Levels 4 and 5) in reading
Reading Goal #2:
The percent of students scoring above proficiency (levels4 and 5) on the 2012 FCAT in reading will increase from20% (62) to 22% (82).
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
20% (62) 22% (82)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier StrategyPerson or Position
Responsible forMonitoring
Process Used toDetermine
Effectiveness of
Strategy
Evaluation Tool
1
2.1Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of students
unequal levels ofschool readiness
2.1.AImplementstudent/teacherstudent/parentteacher/leadershipteam data chats
2.1.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks andreading strategies
2.1.CTeachers will increaseknowledge and practice
of instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading
2.1.DTeachers in all subjectareas will incorporatethe use of interactiveword walls to enhance
content vocabularyinstruction
2.1.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
2.1.F
Require essentialquestion with BloomsHOTS represented in
lesson plans and easilyviewable during eachlesson for all studentsin each subject area
2.1AdministrationSchoolLeadership TeamReading CoachRtI Leadership Team
2.1Leadership TeamMonitoring StudentData Binders
Leadership Team
Monitoring PLCMeetings
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
Administration
Monitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgression
SpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding ModeledLessons
2.1Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (Data
Warehouse)
Reading CoachsLog
2.2Limited development
and use ofdifferentiated tieredreading centers
2.2.AImplement use of
student interestinventories and surveys
2.2.BTeachers and
Leadership Team
2.2AdministrationSchool LeadershipTeamReading CoachRtI Leadership Team
2.2Leadership Team
Monitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
2.2Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
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2
closely monitors theimplementation ofidentified targetedbenchmarks andreading strategies
2.2.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,vocabulary
development andguided reading
2.2.DTeachers will increase
their knowledge anddevelopment ofappropriatedifferentiatedinstructional practices
2.2.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
2.2.F
Utilize Kagan structuresto increase studentengagement andunderstanding
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding Modeled
Lessons
BenchmarkAssessments
Teacher
Assessments
Data Binders
PLC Notes (DataWarehouse)
Reading Coachs
Log
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:
3. Percentage of students making Learning Gains in
reading
Reading Goal #3:
The percent of students achieving learning gains on the2012 FCAT in reading will increase from 57% (122) to61% (148).
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
57% (122) 61% (148)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness ofStrategy
Evaluation Tool
3.1Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of studentsunequal levels of schoolreadiness
3.1.AImplementstudent/teacherstudent/parentteacher/leadershipteam data chats
3.1.BTeachers andLeadership Team
closely monitors theimplementation of
identified targetedbenchmarks and readingstrategies
3.1AdministrationSchool LeadershipTeamReading CoachRtI LeadershipTeam
3.1Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom Walkthrough
Observations (Formaland Informal)
Leadership Team
Monitoring Team
3.1Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
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1
3.1.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areas
of word study,vocabularydevelopment andguided reading
3.1.DTeachers in all subjectareas will incorporate
the use of interactiveword walls to enhancecontent vocabularyinstruction
3.1.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
3.1.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identified
students
3.1.GRequire essentialquestion with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all studentsin each subject area
Planning/Data Chats
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding ModeledLessons
PLC Notes (DataWarehouse)
Reading Coachs
Log
2
3.2Limited developmentand use ofdifferentiated tieredreading centers
3.2.AImplement use ofstudent interestinventories and surveys
3.2.BTeachers andLeadership Teamclosely monitors theimplementation of
identified targetedbenchmarks and readingstrategies
3.2.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading
3.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiatedinstructional practices
3.2.EImplement strategieswith Tier 1 core
instruction utilizing the
3.2AdministrationSchool LeadershipTeamReading Coach
RtI LeadershipTeam
3.2Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom Walkthrough
Observations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Team
monitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading CoachProviding Lesson
Observations/Feedback
3.2Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading CoachsLog
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gradual release model
3.2.FProvide appropriate Tier2 and Tier 3 services
and/or supportmaterials to identifiedstudents
3.2.GUtilize Kagan structuresto increase studentengagement and
understanding
Reading CoachProviding ModeledLessons
3
3.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English isnot their nativelanguage or whereEnglish is not spoken
Refer to above Refer to above Refer to above Refer to above
4
3.4Students lackunderstanding followinginitial instruction
3.4Teachers willincorporate FCIM mini-lessons into instruction
based on student need
3.4AdministrationReading Coach
3.4Teacher observations
Team planning
PLC meeting minutes inData Warehouse
3.4FAIR Data
Benchmark
Assessments
FCAT 2011-12ReadingAssessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:
4. Percentage of students in Lowest 25% making
learning gains in reading
Reading Goal #4:
The percent of students in Lowest 25% making learninggains on the 2012 FCAT in reading will increase from 53%(28) to 58% (35).
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
53% (28) 58% (35)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness ofStrategy
Evaluation Tool
4.1.Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of studentsunequal levels of schoolreadiness
4.1.AImplementstudent/teacherstudent/parentteacher/leadershipteam data chats
4.1.BTeachers andLeadership Team
closely monitors theimplementation of
identified targetedbenchmarks and readingstrategies
4.1.C
4.1.AdministrationSchool LeadershipTeamReading CoachRtI LeadershipTeam
4.1.Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom Walkthrough
Observations (Formaland Informal)
Leadership TeamMonitoring Team
Planning/Data Chats
4.1.Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
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1
Teachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,
vocabularydevelopment andguided reading
4.1.DTeachers in all subjectareas will incorporatethe use of interactive
word walls to enhancecontent vocabularyinstruction
4.1.E
Implement strategieswith Tier 1 coreinstruction utilizing thegradual release model
4.1.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents
4.1.GRequire essentialquestion with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all studentsin each subject area
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership Team
Monitoring BenchmarkAssessments
Reading Coach
Providing LessonObservations/Feedback
Reading CoachProviding ModeledLessons
PLC Notes (DataWarehouse)
Reading CoachsLog
2
4.2.Limited developmentand use ofdifferentiated tieredreading centers
4.2.AImplement use ofstudent interestinventories and surveys
4.2.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targeted
benchmarks and readingstrategies
4.2.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading
4.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiatedinstructional practices
4.2.EImplement strategieswith Tier 1 coreinstruction utilizing the
gradual release model
4.2.AdministrationSchool LeadershipTeamReading CoachRtI Leadership
Team
4.2.Leadership TeamMonitoring StudentData Binders
Leadership Team
Monitoring PLCMeetings
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring Student
ProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading CoachProviding LessonObservations/Feedback
4.2.Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading CoachsLog
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4.2.FProvide appropriate Tier2 and Tier 3 servicesand/or support
materials to identifiedstudents
4.2.GUtilize Kagan structuresto increase studentengagement andunderstanding
Reading CoachProviding ModeledLessons
3
4.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English isnot their nativelanguage or whereEnglish is not spoken
Refer to above Refer to above Refer to above Refer to above
4
4.4Students lackunderstanding followinginitial instruction
4.4
Teachers willincorporate FCIM mini-lessons into instruction
based on student need
4.4AdministrationReading Coach
4.4
Teacher observations
Team planning
PLC meeting minutes inData Warehouse
4.4
FAIR Data
Benchmark
Assessments
FCAT 2011-12ReadingAssessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the applicable subgroup(s):
5A. Student subgroups not making Adequate Yearly
Progress (AYP) in reading
Reading Goal #5A:
The percent of students achieving level 3 or higher onthe 2012 FCAT in reading in each ethnic subgroup willincrease by 10% of the percentage not currentlyproficient. (See individual subgroups for specific currentand expected percentages.)
Reading Goal #5A: Ethnicity(White, Black, Hispanic, Asian, American Indian)
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
White:59% (16)Black:59% (48)Hispanic:51% (119)American Indian:67% (2)
White:63% (17)Black:63% (50)Hispanic:56% (141)American Indian:70% (4)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible for
Monitoring
Process Used toDetermine
Effectiveness of
Strategy
Evaluation Tool
5A.1.Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of studentsunequal levels of schoolreadiness
5A.1.AImplementstudent/teacherstudent/parentteacher/leadershipteamdata chats
5A.1.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targeted
benchmarks and reading
5A.1.AdministrationSchoolLeadership TeamReading CoachRtI LeadershipTeam
5A.1.Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership Team
5A.1.Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
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1
strategies
5A.1.CTeachers will increaseknowledge and practice
of instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading
5A.1.D
Teachers in all subjectareas will incorporatethe use of interactiveword walls to enhancecontent vocabulary
instruction
5A.1.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
5A.1.FProvide appropriate Tier2 and Tier 3 services
and/or supportmaterials to identified
students
5A.1.GRequire essentialquestion with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all studentsin each subject area
Monitoring TeamPlanning/Data Chats
AdministrationMonitoring Weekly
Lesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding ModeledLessons
Data Binders
PLC Notes (DataWarehouse)
Reading CoachsLog
2
5A.2.Limited development
and use ofdifferentiated tieredreading centers
5A.2.AImplement use of
student interestinventories and surveys
5A.2.BTeachers and
Leadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies
5A.2.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,
vocabularydevelopment andguided reading
5A.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiatedinstructional practices
5A.2.E
5A.2.Administration
School LeadershipTeamReading CoachRtI LeadershipTeamSheltered
Teacher
5A.2.Leadership Team
Monitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
5A.2.Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading Coachs
Log
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Implement strategieswith Tier 1 coreinstruction utilizing thegradual release model
5A.2.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents
5A.2.G
Utilize Kagan structuresto increase studentengagement andunderstanding
Reading CoachProviding LessonObservations/Feedback
Reading Coach
Providing ModeledLessons
3
5A.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English is
not their nativelanguage or whereEnglish is not spoken
Refer to above Refer to above Refer to above Refer to above
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following subgroup:
5B. Student subgroups not making Adequate Yearly
Progress (AYP) in reading
Reading Goal #5B:
By the end of the 2011-2012 academic year, 45% of ELLstudents will have met Adequate Yearly Progress (AYP) inacademic reading or will have met AYP through SafeHarbor as measured by FCAT.
Reading Goal #5B: English Language Learners (ELL)
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
39% (48) 45% (78)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness ofStrategy
Evaluation Tool
5B.1Gaps in academiclanguage proficiency,prior knowledge, andreading comprehension
as a result of studentsunequal levels of schoolreadiness
5B.1.AImplementstudent/teacherstudent/parentteacher/leadership
team data chats
5B.1.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies
5B.1.CTeachers will increaseknowledge and practiceof instructional
strategies in the areas
5B.1AdministrationSchool LeadershipTeamReading Coach
RtI LeadershipTeam
5B.1Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
AdministrationMonitoring Weekly
Lesson Plans (ANGEL)
5B.1Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading Coachs
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1
of word study,vocabularydevelopment andguided reading
5B.1.DTeachers in all subjectareas will incorporatethe use of interactiveword walls to enhancecontent vocabularyinstruction
5B.1.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
5B.1.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents
5B.1.GRequire essentialquestion with Blooms
HOTS represented inlesson plans and easily
viewable during eachlesson for all studentsin each subject area
Leadership Teammonitoring StudentProgression
SpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading CoachProviding LessonObservations/Feedback
Reading Coach
Providing ModeledLessons
Log
2
5B.2Varying levels of schoolreadiness is evident
within the GGE studentpopulation due to manystudents coming fromhomes where English isnot their nativelanguage or whereEnglish is not spoken
5B.2.AImplementstudent/student,
teacher/student,student/parent datachats
5B.2.BTeachers andLeadership Team
closely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies
5B.2.CImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
5B.2.DProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents
5B.2.EUtilize Kagan structuresto increase studentengagement andunderstanding
5B.2AdministrationSchool Leadership
TeamReading CoachRtI LeadershipTeam
5B.2Leadership TeamMonitoring Student
Data Binders
Leadership TeamMonitoring PLCMeetings
Administration
Classroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring Team
Planning/Data Chats
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring Benchmark
Assessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding ModeledLessons
5B.2Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
Benchmark
Assessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading CoachsLog
5B.3
Students lack
5B.3
Teachers will
5B.3 5B.3
Teacher observations
5B.3
FAIR Data
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3
understanding followinginitial instruction
incorporate FCIM mini-lessons into instructionbased on student need.
AdministrationReading Coach Team planning
PLC meeting minutes inData Warehouse
BenchmarkAssessments
FCAT 2011-12ReadingAssessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following subgroup:
5C. Student subgroups not making Adequate Yearly
Progress (AYP) in reading
Reading Goal #5C:
The percent of students with disabilities (SWD) achievinglevel 3 or higher on the 2012 FCAT in reading will increasefrom 14% (5) to 23% (7).
Reading Goal #5C: Students with Disabilities (SWD)
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
14% (5) 23% (7)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness ofStrategy
Evaluation Tool
1
5C.1Gaps in academiclanguage proficiency,prior knowledge, andreading comprehensionas a result of studentsunequal levels of schoolreadiness
5C.1.AImplementstudent/teacherstudent/parentteacher/leadershipteam data chats
5C.1.BTeachers and
Leadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies
5C.1.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,
vocabularydevelopment andguided reading
5C.1.DTeachers in all subjectareas will incorporatethe use of interactiveword walls to enhancecontent vocabularyinstruction
5C.1.E
Implement strategieswith Tier 1 coreinstruction utilizing thegradual release model
5C.1.FProvide appropriate Tier
AdministrationSchool LeadershipTeamReading CoachRtI LeadershipTeam
5C.1Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom Walkthrough
Observations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring Student
ProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading Coach
Providing LessonObservations/Feedback
Reading CoachProviding ModeledLessons
5C.1Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading CoachsLog
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2 and Tier 3 servicesand/or supportmaterials to identifiedstudents
5C.1.GRequire essentialquestion with BloomsHOTS represented inlesson plans and easilyviewable during eachlesson for all studentsin each subject area
2
5C.2Limited developmentand use ofdifferentiated tieredreading centers
5C.2.AImplement use ofstudent interestinventories and surveys
5C.2.BTeachers andLeadership Teamclosely monitors theimplementation of
identified targetedbenchmarks and readingstrategies
5C.2.CTeachers will increaseknowledge and practiceof instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading
5C.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiated
instructional practices
5C.2.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
5C.2.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identifiedstudents
5C.2.GUtilize Kagan structuresto increase studentengagement and
understanding
5C.2AdministrationSchool LeadershipTeamReading CoachRtI LeadershipTeam
5C.2Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLCMeetings
AdministrationClassroom Walkthrough
Observations (Formaland Informal)
Leadership Team
Monitoring TeamPlanning/Data Chats
AdministrationMonitoring WeeklyLesson Plans (ANGEL)
Leadership Team
monitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring Benchmark
Assessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding ModeledLessons
5C.2Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading CoachsLog
3
5C.2Students lackunderstanding followinginitial instruction
5C.2
Teachers willincorporate FCIM mini-lessons into instruction
based on student need
5C.2
AdministrationReading Coach
5C.2
Teacher observations
Team planning
PLC meeting minutes inData Warehouse
5C.2FAIR Data
BenchmarkAssessments
FCAT 2011-12ReadingAssessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areas
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in need of improvement for the following subgroup:
5D. Student subgroups not making Adequate Yearly
Progress (AYP) in reading
Reading Goal #5D:
The percent of economically disadvantaged studentsachieving level 3 or higher on the 2012 FCAT in readingwill increase from 53% (176) to 58% (202).
Reading Goal #5D: Economicall y Disadvantaged
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
53% (176) 58% (202)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness ofStrategy
Evaluation Tool
1
5D.1.Gaps in academiclanguage proficiency,prior knowledge, and
reading comprehensionas a result of studentsunequal levels of school
readiness
5D.1.AImplementstudent/teacherstudent/parent
teacher/leadershipteam data chats
5D.1.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies
5D.1.CTeachers will increaseknowledge and practice
of instructionalstrategies in the areasof word study,vocabularydevelopment andguided reading
5D.1.DTeachers in all subjectareas will incorporatethe use of interactiveword walls to enhancecontent vocabulary
instruction
5D.1.E
Implement strategieswith Tier 1 coreinstruction utilizing thegradual release model
5D.1.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identified
students
5D.1.AdministrationSchool LeadershipTeam
Reading CoachRtI LeadershipTeam
5D.1.Leadership TeamMonitoring StudentData Binders
Leadership TeamMonitoring PLC
Meetings
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
Administration
Monitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring BenchmarkAssessments
Reading Coach
Providing LessonObservations/Feedback
Reading CoachProviding ModeledLessons
5D.1.Baseline Data
Mid Year Data
End Of Year Data
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (DataWarehouse)
Reading CoachsLog
5D.2.Limited developmentand use ofdifferentiated tieredreading centers
5D.2.AImplement use ofstudent interestinventories and surveys
5D.2.AdministrationSchool LeadershipTeamReading Coach
RtI Leadership
5D.2.Leadership TeamMonitoring StudentData Binders
Leadership Team
5D.2.Baseline Data
Mid Year Data
End Of Year Data
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2
5D.2.BTeachers andLeadership Teamclosely monitors theimplementation ofidentified targetedbenchmarks and readingstrategies
5D.2.CTeachers will increaseknowledge and practice
of instructional
strategies in the areasof word study,vocabularydevelopment andguided reading
5D.2.DTeachers will increasetheir knowledge anddevelopment ofappropriatedifferentiated
instructional practices
5D.2.EImplement strategieswith Tier 1 coreinstruction utilizing thegradual release model
5D.2.FProvide appropriate Tier2 and Tier 3 servicesand/or supportmaterials to identified
students
5D.2.GUtilize Kagan structuresto increase studentengagement and
understanding
Team Monitoring PLCMeetings
AdministrationClassroom WalkthroughObservations (Formaland Informal)
Leadership TeamMonitoring TeamPlanning/Data Chats
Administration
Monitoring WeeklyLesson Plans (ANGEL)
Leadership Teammonitoring StudentProgressionSpreadsheetsQuarterly
Leadership TeamMonitoring Benchmark
Assessments
Reading CoachProviding LessonObservations/Feedback
Reading CoachProviding ModeledLessons
FAIR Data
BenchmarkAssessments
TeacherAssessments
Data Binders
PLC Notes (Data
Warehouse)
Reading CoachsLog
3
5D.3Varying levels of schoolreadiness is evidentwithin the GGE studentpopulation due to manystudents coming fromhomes where English isnot their nativelanguage or whereEnglish is not spoken
Refer to above Refer to above Refer to above Refer to above
Professional Development (PD) aligned w ith Strategies through P rofessional Learning Community
(PLC) or PD Activity
Please note that each Strategy does not require a professional development or PLC activity.
PDContent / Topic
and/or PLCFocus
GradeLevel/ Subject
PD Facilitatorand/or PLC
Leader
PDParticipants(e.g. , PLC,
subject, gradelevel, or
school-wide)
Target Datesand Schedules
(e.g. , EarlyRelease) and
Schedules(e.g.,
frequency ofmeetings)
Strategy for Follow -up/Monitor ing
Person orPosit ion
Responsiblefor
Monitoring
ReciprocalTeaching 3-5 Reading Coach PLC bi-weekly
Modeling, Observation andCoach feedback
ReadingCoach
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GuidedReading
K-5 Reading CoachAll newteachers
MonthlyModeling, Observation andCoach feedback
ReadingCoach
LLI K-4 Reading CoachELL,ESE,Resourceteachers
MonthlyModeling, Observation andCoach feedback
ReadingCoach
FAIRInstructionalImplications
K-5 Reading CoachAll newteachers
Duringplanning andindividually
Modeling, Observation andCoach feedback
ReadingCoach
RunningRecords
K-5 Reading CoachAll newteachers
Druingplanning andindividually
Modeling, Observation andCoach feedback
ReadingCoach
Student
Engagement(Kagan) K-5
Kagan
Representative
Select K-5
teachers
August 11-12,
2011
Classroom
walkthroughs/observationof structures being utilized
Leadership
Team
FAIR K-5 Reading Coach New teachers PlanningModeling, Observation andCoach feedback
ReadingCoach
FLKRS K Reading CoachAllKindergartenteachers
1 day duringplanning
Modeling, Observation andCoach feedback
ReadingCoach
Reading Budget:
Evidence-based Program(s)/ Material(s)
Strategy Description of Resources Funding SourceAvailable
Amount
No Data No Data No Data $0.00
Subtotal: $0.00
Technology
Strategy Description of Resources Funding SourceAvailable
Amount
No Data No Data No Data $0.00
Subtotal: $0.00
Professional Development
Strategy Description of Resources Funding SourceAvailable
Amount
No Data No Data No Data $0.00
Subtotal: $0.00
Other
Strategy Description of Resources Funding SourceAvailable
Amount
No Data No Data No Data $0.00
Subtotal: $0.00
Grand Total : $0.00
End ofReadingGoals
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Mathematics Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:
1. Students achieving proficiency (FCAT Level 3) in
mathematics
Mathemat ics Goal #1:
The percent of students scoring level 3 on the 2012FCAT in math will increase from 30% (92) to 33% (123).
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
30% (92) 33% (123)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible for
Monitoring
Process Used toDetermine
Effectiveness of
Strategy
Evaluation Tool
1
1.1Teacher implementionof new math curriculumwith fidelity
1.1.APlanning of lessons withthe math coach andmodeling of lesson
1.1.BObservations ofteachers by math
coach with feedbackprovided in a timelymanner
1.1AdministrationMath Coach
1.1Teacher observations
Team planning
PLC minutes in DataWarehouse
Lesson Plans
1.1ProgressMonitoring,BenchmarkAssessments,Baseline,Quarterly, andEnd-of-YearAssessments
2
1.2Gaps in academiclanguage proficiency,
prior knowledge, andfoundational numbersense as a result ofstudentsunequal levelsof school readiness
1.2.AEncourage theincorporation of math
journals into dailyprocedures. Studentswill create vocabularyand strategy journals toconceptualize newvocabulary and skillstaught
1.2.BInteractive word wallscreated by students asa more targetedapproach to needs of
students
1.2.C
Data chats withstudents and teachers
1.2AdministrationMath Coach
1.2Classroom walkthroughs
Lesson Plans
Data Chats
1.2Weekly probes,benchmark
assessments,Baseline,Quarterly, andEnd-of-YearAssessments
3
1.3
Teacher implementationof Next GenerationSunshine StateStandards
1.3.A
Planning of lessons withthe math coach andmodeling of lessons
1.3.BAccess of standardsthrough websites
1.3Administration
Math Coach
1.3
Teacher observations
Team planning
PLC minutes in DataWarehouse
Lesson Plans
1.3
Weekly probes,benchmarkassessments,Baseline,Quarterly, andEnd-of-YearAssessments
4
1.4Students lackunderstanding followinginitial instruction
1.4Teachers willincorporate FCIM mini-lessons into instruction
based on student need
1.4AdministrationMath Coach
1.4Teacher observations
Team planning
1.4Math districtdiagnostic andquarterly
assessments,
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PLC meeting minutes inData Warehouse
curriculumassessments,FCAT 2011-12Math Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:
2. Students achieving above proficiency (FCAT
Levels 4 and 5) in mathematics
Mathemat ics Goal #2:
The percent of students scoring above proficiency (levels4 and 5) on the 2012 FCAT in math will increase from
19% (58) to 21% (78).
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
19% (58) 21% (78)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness ofStrategy
Evaluation Tool
1
2.1Teacher
implementationof newmath curriculum withfidelity
2.1.APlanning of lessons with
the math coach andmodeling of lesson
2.1.BObservations ofteachers by mathcoach and feedback ina timely manner
2.1AdministrationMath Coach
2.1Teacher observations
Team planning
PLC meeting minutes inData Warehouse
Lesson Plans
2.1.Weekly probes,benchmark
assessments,Baseline,Quarterly, andEnd-of-YearAssessments
2
2.2Gaps in academiclanguage proficiency,prior knowledge, and
foundational numbersense as a result ofstudentsunequal levelsof school readiness
2.2.AEncourage theincorporation of math
journals into daily
procedures. Studentswill create vocabularyand strategy journals toconceptualize newvocabulary and skillstaught
2.2.BInteractive word wallscreated by students asa more targetedapproach to needs ofstudents
2.2.CData chats withstudents and teachers
2.2AdministrationMath Coach
2.2Classroom walkthroughs
Lesson Plans
Data Chats
2.2Weekly probes,benchmarkassessments,
Baseline,Quarterly, andEnd-of-YearAssessments
3
2.3Teacherimplementationof NextGeneration SunshineState Standards
2.3.APlanning of lessons withthe math coach andmodeling of lessons
2.3.BAccess of standardsthrough websites
2.3AdministrationMath Coach
2.3Teacher observations
Team planning
PLC meeting minutes inData Warehouse
Lesson Plans
2.3.Weekly probes,benchmarkassessments,Baseline,Quarterly, andEnd-of-YearAssessments
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:
3. Percentage of students making Learning Gains in
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mathematics
Mathemat ics Goal #3:
The percent of students achieving learning gains on the2012 FCAT in math will increase from 45% (69) to 51%(123).
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
45% (69) 51% (123)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness of
Strategy
Evaluation Tool
1
3.1Teacherimplementationof newmath curriculum withfidelity
3.1.APlanning of lessons withthe math coach andmodeling of lesson
3.1.BObservations ofteachers by mathcoach with feedbackprovided in a timelymanner
3.1AdministrationMath Coach
3.1Teacher observations
Team planning
PLC meeting minutes in
Data Warehouse
Lesson Plans
3.1.Weekly probes,benchmarkassessments,Baseline,Quarterly, andEnd-of-YearAssessments
2
3.2.
Gaps in academiclanguage proficiency,prior knowledge, andfoundational numbersense as a result ofstudentsunequal levelsof school readiness
3.2.A
Encourage theincorporation of math
journals into dailyprocedures. Studentswill create vocabularyand strategy journals toconceptualize newvocabulary and skillstaught
3.2.BInteractive word wallscreated by students as
a more targetedapproach to needs ofstudents
3.2.CData chats withstudents and teachers
3.2AdministrationMath Coach
3.2.
Classroom walkthroughs
Lesson Plans
Data Chats
3.2.
Weekly probes,benchmarkassessments,Baseline,Quarterly, andEnd-of-YearAssessments
3
3.3.Teacher implementationof Next GenerationSunshine StateStandards.
3.3.APlanning of lessons withthe math coach andmodeling of lessons.
3.3.BAccess of standardsthrough websites.
3.3AdministrationMath Coach
3.3Teacher observations
Team planning
PLC meeting minutes inData Warehouse
Lesson Plans
3.3.Weekly probes,benchmarkassessments,Baseline,Quarterly, andEnd-of-YearAssessments
4
3.4Students lackunderstanding followinginitial instruction
3.4Teachers willincorporate FCIM mini-lessons into instructionbased on student need
3.4AdministrationMath Coach
3.4Teacher observations
Team planning
PLC meeting minutes inData Warehouse
3.4Math districtdiagnostic andquarterlyassessments,curriculumassessments,FCAT 2011-12Math Assessment
Based on the analysis of student achievement data, and reference to Guiding Questions, identify and define areasin need of improvement for the following group:
4. Percentage of students in Lowest 25% making
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learning gains in mathematics
Mathemat ics Goal #4:
The percent of students in the lowest 25% makinglearning gains on the 2012 FCAT in math will increasefrom 62% (33) to 66% (40).
2011 Current Level of Performance:* 2012 Expected Level of P erformance:*
62% (33) 66% (40)
Problem-Solving Process to I ncrease Student Achievement
Anticipated Barrier Strategy
Person orPosition
Responsible forMonitoring
Process Used toDetermine
Effectiveness of
Strategy
Evaluation Tool
1
4.1Teacherimplementationof newmath curriculum withfidelity
4.1.APlanning of lessons withthe math coach andmodeling of lesson
4.1.BObservations ofteachers by mathcoach and feedback ina timely manner
4.1AdministrationMath Coach
4.1Teacher observations
Team planning
PLC meeting minutes in
Data Warehouse
Lesson Plans
4.1Weekly probes,benchmarkassessments,Bas