
Title I Schoolwide
Project/School Improvement Plan Evaluation
EastGadsden High
School
School Year 2012
Evaluation of the Goals and
Processes for Mathematics
Mathematics Goals:
 In June 2012 Projected 19% (35 students) Algebra I EOC
students of (187 total) will score FCAT Level 3 or higher on
Algebra 1 EOC
 In Spring (May) 2012 State results: 33% of students
(total) scored at proficiency level on the Algebra 1
EOC
 In Spring (May) 2013  Projecting 50% (200 students) Algebra 1
students will score FCAT Level 3 or higher on the Algebra 1
EOC

Goal Met?
(Y/N)

YES

 In June 201218% (27 students) Geometry EOC students of (150
students total) will score on Geometry EOC a Level 3 or higher
 In Spring (May) 2012 State results: 17% (22)
students were at state average 50 or higher on the Geometry
EOC
 In Spring (May) 2013Projecting 35% (275 students) Geometry
students will score FCAT Level 3 or higher on the Geometry EOC

NO

CONTINUED)
 Our goal is for students at least 65% of East Gadsden High
School to achieve learning gains overall [in mathematics].
June 2012 at least 515
percentage points gains from the school baseline to Weekly Algebra
1 EOC and Geometry EOC miniassessments
 Projection for 2013Our goal is for students
at least 65% of East Gadsden High School to achieve learning gains
overall [in mathematics]. June 2012 at least 1520
percentage points gains from the school baseline to Quarter week
Algebra 1 EOC and Geometry EOC miniassessments
( Does the underlined goal say that at least 415 percentage
points above the first Quarter week Algebra 1 and Geometry
assessments baseline data at the EOC assessments? IF SO,
please provide the data from the Quarterweek Algebra and Geometry
Assessments so that comparisons can be made. IF NOT, please
clarify the intent.)

YES

 Our goal is for 75 % of [students in the Lowest 25%] to achieve
learning gains.
June 2012At least 515 percentage points gains from the school
baseline to Algebra 1 EOC and Geometry EOC Weekly miniassessments
(Same question as above in goal 3)

Projection for 2013Our goal is for students at
least 65% of East Gadsden High School to achieve learning gains
overall [in mathematics]. June 2012 at least 1520
percentage points gains from the school baseline to Quarter week
Algebra 1 EOC and Geometry EOC miniassessments

NO

(CONTINUED)
 Increase the use of manipulatives and handson activities to
reinforce math concepts [by
25%]. (What are the metrics to be used to determine whether or not
this goal was achieved?)
 In June 2013  Increase the use of manipulatives and
handson activities to reinforce
math concepts [by 25%] (What are the metrics to be used to
determine whether or not this
goal was achieved?)
 Using Classroom Observation summary for all teachers on a
biweekly basis

NO

 In June 2012, our goal is for students at least 50% of students
taking the retake FCAT at East Gadsden High School to score a level
3 or higher on FCAT Math.
 No Projection for 2013 for FCAT Math (EOC testing)

NO

(CONTINUED)
ALGEBRA EOC GOALS
 Our goal is for at most, 19% (35) of 187students (9th graders)
to score a level 3 (range of 5580 points) on Algebra 1. By
June 2012, 18% (27) students of 150 in Geometry EOC will score
level 3 (range 5580 points.)
 In Spring (May) 2012 State results: 33% of students
(total) scored at proficiency level on the Algebra 1
EOC.
 In Spring (May) 2013  Projecting 50% (200 students) Algebra 1
students will score FCAT Level 3 or higher on the Algebra 1
EOC
GEOMETRY EOC GOALS
 In June 201218% (27 students) Geometry EOC students of (150
students total) will score on Geometry EOC a Level 3 or higher
 In Spring (May) 2012 State results: 17% (22)
students were at state average 50 or higher on the Geometry
EOC
 In Spring (May) 2013Projecting 35% (275 students) Geometry
students will score FCAT Level 3 or higher on the Geometry EOC


Student Achievement Outcomes in Mathematics (2012)
 1. Thirtythree percent of students taking the spring 2012
Algebra 1 EOC Assessment scored at level 3.
 2. Seventeen percent of students taking the spring 2012
Geometry EOC Assessment scored at level state average (50) or
higher.

Strategy/Activity

Fidelity Status
(Indicate High, Moderate or
Low)

Analysis of Fidelity
Status
(Explain why You selected
that Status )

Completed?
(Y/N)

Principal, Assistant Principals and the Mathematics Coach.
Provide more interactive lessons from smart board website lessons,
motivational activities. Lesson studies for teachers to visit each
other's classroom to see effective and motivating lessons once a
month.

High

*6 out of 6 in attendance to Monthly lesson study and PLCs and
all teachers participated and math coach facilitated. Teachers
implemented effectively the strategies that were presented
*Professional development was provided by the school

Yes

Teachers will use differentiated instruction. Teachers will
integrate student centered learning activities into their biweekly
lesson plans

Low

Only 1 out of the 6 (17%) teachers implemented this strategy
with consistently on a biweekly basis

NO

Teachers will align assessments with Next Generation standards
making the lessons and tests rigorous. EOC Exams and EOC practice
materials will be used. Including textbook complexity problems and
released state tests.

Moderate

3 out of 3 (100%) of the teachers with Algebra and Geometry
courses used all materials with effectively.

YES

Board configuration, classwork displayed, student artifacts will
be noted in the class. Student Portfolios will be kept by teacher
to ensure students are completing assignments.

Moderate

Classroom walkthrough resulted in measuring 5 out of 6
(83%) teachers implemented this strategy with fidelity

YES

CONTINUED
Strategy/Activity

Fidelity Status
(Indicate High, Moderate or Low)

Analysis of Fidelity Status
(Explain why You selected that Status )

Completed?
(Y/N)

Teachers will be requested to integrate extra credit for
assignments designed to enrich high performing students. Teachers
will be using the Classroom Mobility grouping model in their
classroom
Level 1 students (low performing level students) teachers will
teach, reteach, remediate
Level 2 (medium performing) studentsteachers will teach and
reteach
Level 3 (high performing students)teachers will teach and
enrich.

HIGH

6 out of 6 teachers (100%) provided extra credit
assignments.
5 out of 6 teachers (83%) used classroom mobility strategy

YES

Teachers will be requested to review assignments periodically
through Lesson study. Teachers will be required to align
assessments to the Next Generation standards. Teachers will be
given model assessments aligned to Item Specifications for Algebra
1 EOC and Geometry EOC.

HIGH

3 out of 3 (100%) of the Algebra and Geometry course teachers
assessed students using aligned miniassessments provided by coach.
Item specs were followed to review assessments during bellringers
and on weekly classwork materials.

YES

Continued
Strategy/Activity

Fidelity Status
(Indicate High, Moderate or Low)

Analysis of Fidelity Status
(Explain why You selected that Status )

Completed?
(Y/N)

Differentiated Instruction will be addressed through the model
classroom which will be done through lesson study with teachers.
4th period planning teachers will observe 3rd period teachers
teaching and 3rd period planning teachers will observe 4th period
teachers teaching on a biweekly basis. At the end of each lesson
study a meeting will be held once a month to debrief with math
coach. Focus on the planning, delivery, assessment, and extension
activities of each lesson will be the discussion. Classroom
Mobility grouping model in their classroom
Level 1 students (low performing level students) teachers will
teach, reteach, remediate
Level 2 (medium performing) studentsteachers will teach and
reteach
Level 3 (high performing students)teachers will teach and
enrich. Designing more standard aligned assessments lessons in
Lesson Study PLCs.
Data Chats between principal and teachers.
IPDP meetings with coaches.

Moderate

201120124 out 6 (67%) teachers learned how to implement this
strategy during professional development and lesson study. Teachers
will still be implementing this strategy.

NO

Continued
Strategy/Activity

Fidelity Status
(Indicate High, Moderate or Low)

Analysis of Fidelity Status
(Explain why You selected that Status )

Completed?
(Y/N)

Principal, Assistant Principals and the Mathematics Coach will
routinely review lesson plans and implementation. Mathematics Coach
will provide modeling and opportunities for practice for teachers
during coteaching/modeling, lesson study and PLCs

Moderate

5 out 6 (83%) of the teachers effectively progress in the target
instructional strategies presented as focused during lesson study,
PLCs and coteaching/modeling

YES

Teachers and Mathematics Coach will have data chats and pull out
sessions with students and monitor data.

HIGH

Twice during the school year teacher's provided pullout
sessions with students and explained state test results and college
board state results (ACT/SAT) and Entrance exam results to their
students

YES

Increase the use of manipulatives and handson activities to
reinforce math concepts.

LOW

2 out of 6 teachers implemented this strategy


Math teachers will have more interactive lessons from smartboard
and other technological tools (i.e. using response clickers).
Incorporate tutorials provided by Glencoe site.

LOW

Although data was provided to improve instruction. Upper level
teachers need more assistance with differentiated activities and
integration lessons on smartboard technology and response
clickers.


Student Achievement
Barriers

Impact of Strategy on
Neutralizing the Barrier

Lack of student motivation to be in attendance and attentive to
class activities

Impact on this barrier is measured by total percentage
of teachers and data results on weekly assessments and state
results.
 High Impact: Attendance in math teacher's classroom
were at 80% or above weekly
 Moderate Impact: Data results on weekly assessments
from baseline were at 2040 point increase on Algebra and 2030
point increase on Geometry as compared to FCIM 1 to FCIM 2 (
reassessments) 1525 points increase on the standard
benchmark
 Moderate Impact: D/F student grades increased with the
"C" and makeup work policy
High Impact: 5 out of 6 (83%)
teachers report students focused in classroom with class activities
with implementation of extra credit assignments

Lack of student focused in classroom centered learning
environment. Due to outside factors (i.e. jobs, extra
responsibilities at home)

Impact on this barrier is measured by total percentage
of students attending class.
 Attendance in math teacher's classroom were at 80% or
above weekly
D/F student grades increased
with the "C" and makeup work policy
 Surveys were given by district on classroom
environment/safety (see results)

Continued
Student Achievement Barriers

Impact of Strategy on Neutralizing the
Barrier

Lack of reading word problems and using the 8step process. Lack
of using test taking strategies on state assessments and classroom
assessments

Impact on this barrier is measured by total percentage
of teachers and data results on weekly assessments and state
results.
 State results : 41% Percentage of students making
learning gains
 State results: 45% Percent of lowest 25% making
learning gains at proficiency level in mathematics
 State Results: 49% Percentage of students (total)
scoring at proficiency level in mathematics
 State Results: 17% of students in Geometry performed at
state avg 50 or higher on Geometry EOC
 State Results: 33% of students in Algebra performed at
Level 3 or higher on Algebra EOC
School Results
 100% of teachers implemented testtaking strategies
with fidelity
 Over 82 out of 187 students in math courses based on
weekly assessments improved passing over 6 miniassessments in
Algebra (2040 points range on each benchmark from
baseline)
 Over 66 out of 127 students in math courses based on
weekly assessments improved passing over 6 miniassessments in
Geometry (2030 point range from baseline)

Continued
Student Achievement Barriers

Impact of Strategy on Neutralizing the
Barrier

Lack of completing FCIM  "DO" portion for completing bell
ringers, Lesson activities, classwork, proper notetaking technique
and focus.

Impact on this barrier is measured by total percentage
of teachers and data results on weekly assessments and state
results.
 State results : 41% Percentage of students making
learning gains
 State results: 45% Percent of lowest 25% making
learning gains at proficiency level in mathematics
 State Results: 49% Percentage of students (total)
scoring at proficiency level in mathematics
School
results
 67% of teachers (4 out 6) completed FCIM model in
classroom and used classroom mobility.
 100% (6 out of 6) teachers provided opportunities for
students to complete activities: bellringers, lesson activities,
classwork and proper notetaking

Lack of student's completing projects and enrichment
opportunities as higher performing students.

School results:
 Low Impact: 20% of walkthough observations indicated
project and enrichment activities were implemented in the
mathematics classroom
 2 out of 6 teachers implemented projects and activities
throughout the year on a bimonthly basis

Continued
Student Achievement Barriers

Impact of Strategy on Neutralizing the
Barrier

Students lack testtaking strategies for aligned standard
assessments. Lack of use of standard aligned assessments.

State Results
 State results : 41% Percentage of students making
learning gains
 State results: 45% Percent of lowest 25% making
learning gains at proficiency level in mathematics
 State Results: 49% Percentage of students (total)
scoring at proficiency level in mathematics
 State Results: 17% of students in Geometry performed at
state avg 50 or higher on Geometry EOC
 State Results: 33% of students in Algebra performed at
Level 3 or higher on Algebra EOC
School results
 100% of all students in Algebra and Geometry took
weekly school miniassessments were that were aligned to standards.
All were multiplechoice and not fillin response
after all math teachers presented testtaking strategies (ie. Math
unravel and 8step to problem solving and KAPLAN
strategies).
 1 out of 2 Algebra 1 Teachers implemented item specs
examples.
 4 out of 6 (67%) math teachers provided test taking
strategies for EOC and other college standards tests.

Continued
Student Achievement Barriers

Impact of Strategy on Neutralizing the
Barrier

Differentiated Instruction is not evident in all classrooms
being served, specifically the
following:
1. grouping of students in levels
2. reteaching at grouping levels
3. making target groups

 High Impact: Teacher Implementation: Student
performance will increase as stated in goals statement once this
strategy is fully implemented with fidelity
 Moderate Impact: PLCs and Lesson Study informed
teachers and gave instructional strategies and examples of
differentiated instruction in each course.
 High Impact: Providing data to teachers on a timely
basis on state results help teachers group students and target
level 1 and 2 students.

[Insufficient] use of manipulative and handson activities to
reinforce math concepts

 Moderate Impact: Increase from 20% of teachers
implemented this strategy by 80% will ensure students build
conceptual knowledge and retain skills
 High Impact: Linking skills/Chunking skills strategies
through handson were demonstrated during monthly PLCs and Lesson
studies as facilitated by Math Coach

Consistently identifying and closely monitoring the
progress of the lowest 25th percentile and revising instruction and
intervention groups.

 High Impact: Weekly miniassessments were given and
data results emailed and hardcopied to teachers to inform
instruction on reteaching and enriching students.
 Moderate Impact: Classroom Mobility 4 out of 6 teachers
(67%): Full implementation


Professional Development
Implemented to Support Mathematics Instruction

Content/Topic/Focus

Date Conducted

Analysis of
Participation
(Who, How Many and
Effectiveness)

Completed?
(Y/N)

Updated Technology Trainings (i.e. Clickers all others)

Oct 31, 2012 and monthly PLCs

 Math Coach and Math Teachers
 Total trainings: 13
 Moderate Effectiveness: 4 out of 6 (67%) teachers implemented
in mathematics

YES

Classroom Mobility grouping training

September 26 and October 28 and monthly thereafter during
monthly PLCs and lesson study

 Math Coach and Math Teachers
 2 (PDs for all teachers Sept. 26 and Oct 28)
 8 Lesson study/PLCs
 Moderate Effectiveness:
 4 out 6 (67%) teachers implemented in mathematics

YES

Lesson Study demonstrations


 Math Coach and Math Teachers
 8 Lesson study/PLCs
 Moderate Effectiveness:
 4 out 6 (67%) teachers implemented in mathematics

YES





Professional Development
Barriers

Impact of Strategy on
Neutralizing the Barrier

Teacher professional
development needed Schoolwide and through PLC on Grouping students
for differentiation and using differentiated activities
(weekly)

 Low Impact: More Teacher motivational activities will increase
performance of students especially, honors and upper level
courses
 Formatting lessons for lesson study that involve grouping and
differentiation of activities.

Technology trainings: More
one on one interventions for teachers Using Smarttech interactive
lessons and other technological tools

 Moderate Impact: More teachers implementing the technology



What changes are anticipated for the next school
year?
 Weekly assessments will be given quarterly to teachers by the
math coach
 Monthly Lesson studies using more technology and differentiated
instruction
 Use of more reading using classroom libraries in every
classroom which will result in reading with a purpose and support
instruction
 Use of more text complexity in the classroom: Implement
strategies: cognitive development to explain concepts, use more
complex vocabulary and be able to critically think
 Identify the % percentage of the categories the students will
be tested on. Teach Smarter the Categories to which the test will
be and make the test type items according to the category. Standard
based curriculum (Not measurement based curriculum)
 Ask High order and with rigor on tests and in classrooms
(Webb's depth of knowledge posted in each teacher's classroom)
 Increase use of handson manipulatives, graphic/scientific
calculators, smarttech interactive lessons and computer instruction
to motivate and enrich students




