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Student Strategies and Activities – State the strategies and activities for students to be implemented that logically support this goal. Select all applicable goals and indicate whether the strategies or activities are before school, during school or after school. Each of the strategies or activities in the plan should be measurable and clearly identify expected outcomes (e.g.: What evidence will be documented to demonstrate student progress in achieving the goal? What instructional practices must staff utilize to support the literacy achievement of all students?).
Literacy Goal:
At Somerset Prep Academy in North Lauderdale, Students with Disabilities scored a 15% proficiency on their 2015 FSA Reading/ELA Assessment. By 2016, the expected level of performance will increase by 20% to 35% on the end of the year FSA.
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2014 Level of Performance:
SWD scored 11% on the 2014 Reading FCAT
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2015 Level of Performance:
SWD scored 15% on the 2015 ELA FSA
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2016 Expected Level of Performance:
Goal set in 2015: SWD will increase their score and collectively achieve an increased percentage of 20% and score of 35% on the end the year FSA
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Based on ambitious but achievable Annual Measurable Objectives (AMOs), identify math performance target for SWD for the following years:
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2015-16: SWD will increase their prior years score on the FSA by 20% and achieve an overall score of 35%.
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2016-17: SWD will increase their prior years score on the FSA by 12% and an overall score of 47%.
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2017-18: SWD will increase their prior years score on the FSA by 20% and an overall score of 67%.
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Strategies and Activities to increase Student Achievement
(i.e., Extended Learning Opportunities, Tutoring, Academic Interventions, Lesson Study, etc.)
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Start-
End Date
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Select Applicable Option
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Evaluation
Tool
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Person or Position
Responsible for
Monitoring
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Amount/
Funding Source
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The Literacy Leadership Team (LLT) along with administrators will be responsible for the monitoring of the implementation of the identified strategies.
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2015-2016 school year
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Before, during, and after school hours (based on level of intervention)
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Data analysis and tracking using data matrices, sign in sheets
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Coaches, ESE Specialist, Administrators, Educators, Field Specialists
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Broward County School District
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Administer formative weekly Benchmark Assessments, collect and track data reports which correspond to the curriculum, in addition to a school-wide assessment system called Stop, Drop, and Assess (SDA).
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2015-2016 school year
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Before, during, and after school hours (based on level of needs)
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Follow up course appraisal (if applicable), sign in sheets
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Coaches, ESE Specialist, Administrators, Educators
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N/A
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Various resources will be implemented to enhance student achievement, such as Reading Plus, Go Math, Mathletics, and Journeys enrichment series. Tutoring and Progress Monitoring Programs will also be available based on students’ needs.
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2015-2016 school year
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Before, during, and after school hours
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Data matrices, informal and formal observation, intervention plans, behavior and attendance record, IEP
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ESE Specialist, Classroom teachers, Team Leaders
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Title 1, Broward County School District
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Science, Technology, Engineering, and Mathematics (STEM) or Math and Science Action Plan*
Student Strategies and Activities – State the strategies and activities for students to be implemented that logically support this goal. Select all applicable goals and indicate whether the strategies or activities are before school, during school or after school. Each of the strategies or activities in the plan should be measurable and clearly identify expected outcomes (e.g.: What evidence will be documented to demonstrate student progress in achieving the goal? What instructional practices must staff utilize to support the literacy achievement of all students?).
STEM/Math/Science Goal(s):
At Somerset Prep Academy in North Lauderdale, our goal is to expand STEM related educational opportunities to prepare students for career and technical educational opportunities.
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Strategies and Activities to increase Student Achievement
(i.e., Extended Learning Opportunities, Tutoring, Academic Interventions, Lesson Study, etc.)
|
Start-
End Date
|
Select Applicable Option
(i.e. Before, During, After School Hours)
|
Evaluation Tool
(i.e. Chapter Tests, BAT 1, BAT II, Portfolios, teacher-developed performance tasks, other formative assessments, etc.)
|
Person or Position
Responsible for Monitoring
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Amount/
Funding Source
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Expand STEM-related educational opportunities
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2015-2016 school year
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During school and additional time as needed
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Classroom walkthroughs, MAFS, formative/informative assessments, EOY FCAT Science
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Curriculum Coaches, Specialists, Guidance Administrators, Educators, Technology Support
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Title I
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Increase career and technical educational opportunities.
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2015-2016 school year
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During school and additional time as needed
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Classroom walkthroughs, MAFS, formative/informative assessments, EOY FCAT Science
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Curriculum Coaches, Specialists, Guidance Administrators, Educators, Technology Support
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Title I
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Expand digital education.
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2015-2016 school year
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During school and additional time as needed
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Classroom walkthroughs, MAFS, formative/informative assessments, EOY FCAT Science
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Curriculum Coaches, Specialists, Guidance Administrators, Educators, Technology Support
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Title I
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Science Goal (s): By April of 2016, the percentage of students that achieved a level 3 proficiency or higher in science will increase by 10% from 48% in 2015 to 58% on the 2016 5th Grade FCAT Science exam and from 30% in 2015 to 40% on the 2016 8th Grade FCAT Science exam.
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2014 Level of Performance:
In 2014, 5th and 8th grade students received 19% and 32% respectively on the Science FCAT.
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2015 Level of Performance: In 2015, 5th and 8th grade students received 48% and 30% respectively on the Science FCAT.
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2016 Level of Performance: In 2016, 5th and 8th grade students will increase prior year’s FCAT Science score by 10% from 48% to 58% and from 30% to 40% respectively.
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Mathematics Goal(s):
By April of 2016, the percentage of students that achieve proficiency in mathematics will increase by 10%, from ________ on the 2015 FSA to ______ on the 2016 FSA.
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Include data for Proficient students (i.e., FCAT, End Of Course Examinations):
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Include data for Non-proficient students (i.e. FCAT, End of Course Examinations):
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2015 Level of Performance
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2016 Expected Level of Performance
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2015 Level of Performance
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2016 Expected Level of Performance
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Based on ambitious but achievable Annual Measurable Objectives (AMOs), identify math and science performance target for the following years:
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Baseline data 2011-2012:
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2012-13
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2013-14
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2014-15
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2015-16
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2016-17
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2017-18
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Strategies and Activities to increase Student Achievement
(i.e., Extended Learning Opportunities, Tutoring, Academic Interventions, Lesson Study, etc.)
|
Select Appropriate Subject Area
(i.e. Mathematics-Algebra, Science – Chemistry)
|
Start-
End Date
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Select Applicable Option
(i.e. Before, During, After School Hours)
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Evaluation Tool
(i.e. Chapter Tests, BAT 1, BAT II, Portfolios, teacher-developed performance tasks, other formative assessments, etc.)
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Person or Position Responsible for Monitoring
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Amount/
Funding Source
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Teachers will attend professional development meetings and discuss strategies with colleagues during weekly PLCs to support students who struggle to connect with text.
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Mathematics
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2015-2016 school year
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Before, during, and after as needed
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LAFS, MAFS, baseline assessment, informal and formal assessments, Reading Plus, Edusoft data, FSA
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Curriculum Coaches, Specialists, Guidance Administrators, Educators, Technology Support
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Title 1
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Teachers will use direct instruction to teach the real-world skills, including cooperative learning, advanced organizers, testing hypotheses, and summarizing/note taking to students who lack skills and training needed to apply rigor.
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across all subjects
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2015-2016 school year
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Before, during, and after as needed
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LAFS, MAFS, baseline assessment, informal and formal assessments, Reading Plus, Edusoft data, FSA
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Curriculum Coaches, Specialists, Guidance Administrators, Educators, Technology Support
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Title 1
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STEM/Math/Science Action Plan*: Optional if all students are proficient in this area across all grade levels (FCAT Level 3 or higher or equivalent for EOCs).
Please note that each Strategy does not require a professional development or PLC activity. | Professional Development Content/Topic and/or PLC Focus | Grade Level/ Subject | PD Facilitator and /or PLC Leader | PD Participant | Target Dates (e.g.: Early Release) and Schedules (e.g.: Frequency of meetings) | Person or Position Responsible for Monitoring | Strategy for Follow-up/ Monitoring | Amount/ Funding Source | | | | | | | | | |
STEM/Math/Science Action Plan*:
Optional if all students are proficient in this area across all grade levels (FCAT Level 3 or higher or equivalent for EOCs).
Revised November 4, 2015
Rule 6A-1.099827, Charter School Corrective Action and School Improvement Plans
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