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Title I School-wide Project/School Improvement Plan Evaluation

East Gadsden High School

School Year 2012

Evaluation of the Goals and Processes for Reading 

Reading Goals:

  1.  To increase the number of students meeting High Standards.

Goal Met?

(Y/N)

Y

  1. To increase the number of students making learning gains in reading.

Y

  1. To increase the number of students in the lowest 25% making learning gains.

Y

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Student Achievement Outcomes in Reading (2012)

  • 1. 31% students met high standards in reading, an increase of 13% from the previous year.
  • 2. 47% of students made learning gains in reading, an increase of 15% from the previous year.
  • 3. 57% of the lowest 25% made learning gains, an increase of 17% from the previous year.

Source:  Florida Department of Education Website, Gadsden School District ITS Department, and East Gadsden High School, 2012

Strategy/Activity

Fidelity Status

(Indicate High, Moderate or Low)

Analysis of Fidelity Status

(Explain why You selected that Status )

Completed?

(Y/N)

1. Differentiated Instruction will be addressed
through the model classroom which will be run by
Reading Coach Tammy Sherman on Tuesdays,
Wednesdays, and Thursdays beginning the 2nd
Nine weeks. Teachers will sign up to observe 2nd, 3rd,
and 4th periods and debrief with Tammy Sherman
during the 6th and 7th period the same day if the observation. The debrief session will focus on the
planning, delivery, assessment, and extension
activities of each lesson. Classroom mobility for all
classes:

Level 1students - teach,
re-teach, enrich. Level 2 students - teach, re-teach, enrich. Level 3 students - teach, enrich.

2. Designing more rigorous lessons in lesson Study PLCs.


3. Data Chats between principal and teachers.

4. IPDP meetings with coaches.

5.Designing more rigorous lessons in Lesson Study PLCs.

6. Data Chats between principal and teachers.
IPDP meetings with coaches.

Moderate

CWT and other observational data indicate that not all teachers implemented the strategy with fidelity.

Y

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Achievement Barriers

Impact of Strategy on Neutralizing the Barrier

Differentiated Instruction is not evident in all classrooms being served, specifically the following components: planning for DI activities (lesson plans), grouping, management.
2. Rigor.
3. Alignment of instruction and interventions being delivered in the double-blocks (i.e., Reading teachers and CARPD teachers).
4. Alignment of
instruction and
interventions being
delivered in the double-
blocks (i.e., Reading
teachers and NGCARPD
teachers.

Impact of strategy will be measured by the following:

  • 100% of all classrooms implementing differentiated instruction with fidelity.
  • Evidence of assessment rigor based on Webb's Depth of Knowledge-mainly level 3 and 4.
  • Evidence of the fidelity of RtI tiers 1-3 implemented.
  • Evidence of instruction alignment and interventions in double-blocked classes and record of teachers participating in NGCARPD training.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Professional Development Implemented to Support Reading Instruction

Content/Topic/Focus

Date Conducted

Analysis of Participation

(Who, How Many and Effectiveness)

Completed?

(Y/N)

IPDP

September 2011-May 2012

All teachers

Y

Subgroup Data

2011-2012

All Teachers/Instructional Coaches/RtI Leadership

Y

Data Driven Instruction

January 2012

All Teachers

Y

Rigor

January 2012

All Teachers

Y

Writing/Enrichment Reading

March 2012

Writing and Reading teachers

Y

Common Core Standards

August 2012

All faculty and staff

Y

Vocabulary Instruction

2011-2012

All teachers

Y

CIS/NGCARPD

2011-2012

Social Studies teachers

Y

 

Professional Development Barriers

Impact of Strategy on Neutralizing the Barrier

Attendance and implementation with fidelity.

Impact of strategy will be measured by teacher attendance records and evidence of implementation by CWT and other observational data.

 

 

 

 

What changes are anticipated for the next school year?

Continued professional development and consistency of CWT and other observational data.