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									                          Bureau of School Improvement
                                                    PROGRESS REPORT
Date: January 24, 2008
School: R. Frank Nims Middle School
School District: Leon County Schools District
                 Complete the information above. For each section below, describe the progress and changes your
  DIRECTIONS     school has made toward accomplishing its school improvement goals. Provide comparable data and/or
                 other evidence to support the progress made to date.

                  Click to place an   in the box below that best describes any changes that may have occurred in
                  administration since your initial report on your school improvement plan or the last progress report. If
                  changes have taken place, list name(s), degrees, certifications, and prior experience with low-performing
                  schools/students.
    HIGHLY
  QUALIFIED          No changes in administration have occurred since the last report.
   CERTIFIED
ADMINISTRATORS       Yes, changes in administration have occurred since the last report.

                  If yes, please explain changes.




                          Progress reports are due October 25th, January 24th, and May 1st                                    1
            Click to place an     in the boxes below that best describe any changes that may have occurred with
            instructional staff since your initial school improvement plan or the last report.


            A. Instructional staff
               No changes in instructional staff have occurred since the last report.

               Yes, changes in instructional staff have occurred since the last report.

            If yes, please explain changes.




            B. Instructional vacancies
 HIGHLY
QUALIFIED      There are no instructional vacancies at this time.
TEACHERS
               There are      instructional vacancies at this time.

            If there are vacancies, please list content area(s) and explain efforts to fill position(s).




            C. Out-of-field Instructional staff

               All teachers are certified and teaching in-field.

               Some teachers are not certified and/or are teaching out-of-field.

            If there are teachers teaching out-of-field, list the names, grade, area of certification, and courses they are teaching.
            Describe progress toward in-field certification.




                     Progress reports are due October 25th, January 24th, and May 1st                                                   2
                         Identify a school match. The school match is a higher performing school (Grade A or B school) with similar
                         demographics. List collaborative activities, dates of occurrence, and any changes implemented based on these
                         activities.

 SCHOOL MATCH            R. Frank Nims Middle School conducted its 1st site visit to Howard D. McMillan Middle School on January 7, 2008.
   ACTIVITIES            Collaborative activities have been scheduled to ensure effective communication between the principals and the
                         leadership team members. In place is our reinforcement that R. Frank Nims Middle School is on the road to recovery.
Required for Repeating
                         Through discussions at Howard D. McMillan Middle School, R. Frank Nims Middle School has already mirrored many of
 F, F, and D former F    the activities and strategies that are in place at this middle school. An area that we will continue to collaborate on is the
      (2005-2007)        school's discipline procedure. Discipline was consistent throughout the school and we will be implementing more
                         discipline strategies that they are using this year and continue next school term. Perhaps, most importantly, there was a
                         can-do attitude amongst the teachers and staff and the school was warm, welcoming, clean, and orderly. Howard D.
                         McMillan Middle School does an excellent job of making students aware of deficiencies as a great tool for accountability.
                         We will continue to keep students abreast of how well they are performing and R. Frank Nims Middle School will use this
                         tool for FCAT and classroom assignments. We reviewed Howard D. McMillan Middle School's writing plan of action and
                         we will incorporate many of the strategies into our plan of action beginning the 3rd Nine Weeks of school.

                         List and describe all teacher mentoring activities to date or since the last report.

                                  DATE                                                        ACTIVITY

                          11/12/2007              ONGOING: Nims will host a peer group with veteran teachers emphasizing on best practices;
                                                  Faculty/Staff Entry Induction Program

    TEACHER               11/28/2007              ONGOING: Beginning teachers will shadow veteran teachers; Beginning teachers are taught
   MENTORING                                      how to teach characterization to students; Read 180 teacher helped adjust instruction and
   ACTIVITIES                                     reading levels for students based on their performance on TeenBiz.

                          12/11/2007              ONGOING: The Reading and Math Coaches are mentoring and working with beginning
                                                  teachers on a regular basis. They assist with the Florida Continuous Improvement Model
                                                  (FCIM), model effective strategies in the classroom, provide in-service training, and work with
                                                  content area teams to plan focused lessons which address prioritized student needs.

                          12/18/2007              ONGOING: Mentors work with weekly tips to assist with classroom management and
                                                  curriculum during team meetings.



                                  Progress reports are due October 25th, January 24th, and May 1st                                                       3
                         Describe the extended learning activities that have taken place to date or since the last report.

                                                                                                                  % LEVEL 1 AND LEVEL 2
                          RESEARCH-BASED ACTIVITY #1               # OF STUDENTS PARTICIPATING                    STUDENTS ATTENDING
                                                                                                                       REGULARLY

                         Power Hour                                                 137                                       75%

                         Provide evidence of academic improvement among participating students.
                         Participating students in our after-school power hour are involved in a rotating schedule of additional time on
                         SuccessMaker and Teenbiz 3000. Both of which are researched based competency programs that engage struggling
                         learners in intensive reading and mathematics simulations. Additionally, students are assigned custom courses designed
                         by team leaders and content-area instructors that are prescriptive to those strangs and skills that students have not
                         mastered. Current SuccessMaker data shows an average 8 additional 20 minute math sessions and approximately 6
  EXTENDED               additional 20 minute reading sessions being completed by these students per week through the afterschool program.
  LEARNING               Furthermore, SuccessMaker data shows an average of 0.15 (one and a half months) of student growth per week since
OPPORTUNITIES            the programs implementation. Through community volunteer coordination, students also have the option of attending
                         tutorial homework centers on an rotating schedule.
(Additional activities
 can be added to the
                                                                                                                  % LEVEL 1 AND LEVEL 2
        chart)
                          RESEARCH-BASED ACTIVITY #2               # OF STUDENTS PARTICIPATING                    STUDENTS ATTENDING
                                                                                                                       REGULARLY

                         Extended Computer Lab Time                                 338                                      100%

                         Provide evidence of academic improvement among participating students.
                         All students are provided the opportunity and required to participate in two additional 20 minute lab sessions during their
                         general education social studies and science courses. During these two 20 minute lab times students are engaged in a
                         research based computer interactive software that primarily targets reading literacy. Teenbiz 3000 is a web-based
                         program that utilizes a prescriptive schedule based upon each individual students Level Set Lexile score. This Level Set
                         assessment is given to students once at the beginning of the year, again mid-year, and at the end of the school year.
                         Teenbiz 3000 uses a five step formula that filters students based on their own levels through the process of reading a
                         grade appropriate non-fictional news article, answering comprehension and vocabulary questions, writing response to an
                         open-ended question, and finally participation in an interactive voting poll that lets them demonstrate and share their
                         opinion about the reading passage.


                                  Progress reports are due October 25th, January 24th, and May 1st                                                     4
                                                                                        % LEVEL 1 AND LEVEL 2
 RESEARCH-BASED ACTIVITY #3               # OF STUDENTS PARTICIPATING                   STUDENTS ATTENDING
                                                                                             REGULARLY

Extended Block Scheduling                                 338                                      100%

Provide evidence of academic improvement among participating students.
This year school-wide all students are enrolled in a set of eight classes that are split into blocks of four courses per
instructional day. With four classes per day students are present with each teacher during each period of the day for a
combined total of 86 minutes. Students who scored a Level 1 or Level 2 in reading or math on the 2006-2007 FCAT are
scheduled for an additional 86 minute block of Intensive Reading or Intensive Math in order to address the additional
time needed for those students to make learning gains. During these intensive courses alternative instructional
strategies, media and technology exposure and small group pull-outs are used to target these students.




                                                                                        % LEVEL 1 AND LEVEL 2
 RESEARCH-BASED ACTIVITY #4               # OF STUDENTS PARTICIPATING                   STUDENTS ATTENDING
                                                                                             REGULARLY

Digital Harmony Project                                    92                                      74%

Provide evidence of academic improvement among participating students.
Of the 92 students eligible to participate in our Digital Harmony Project 89% of the students have been issued a
computer for home use. This is an increase from our distribution level of 43% in October. Of that 89% of students 78%
have now been fully connected with high-speed internet service. Efforts are being made via phone communication (Help
Desk) and home visits (School Board Member and City Commissioner) in order to increase our internet connection
percentage to 100% by the end of the current nine-week period. We have seen academic gains and benchmark mastery
increase for this group of 6th graders in both Reading and Mathematics.




         Progress reports are due October 25th, January 24th, and May 1st                                                  5
              Identify and list below accomplishments/progress of the School-wide Improvement Model. FCIM updates are
              required for all Assistance Plus schools.

              At R. Frank Nims Middle School, we are continuing our efforts through the Florida Continuous Improvement Model
              (FCIM) to improve student achievement on the state assessment and meet NCLB requirements.
              Focus Calendars have become more comprehensive to specifically work on school wide improvements and
              accomplishments.
              Several staff members will be attending The Southeast Regional "Closing the Achievement Gap" Seminar on January 28
              - 29, 2008 with Larry Bell.
              Ongoing Professional Development Activities to address the FCIM Model have been incorporated into staff meetings.
              Student Binders - R. Frank Nims Middle School have identified organization as a school wide weakness. Each student
              have been provided with a binder and the inserts in order to help them become more organized. The inserts include:
              Binder cover sheet, Memo to the students in regards to the binder organization, Behavioral tracking sheet, Binder
              organization and evaluation form, Hallway passes, Grading sheets for each subject, and Tab dividers.
SCHOOL–WIDE   To aid in a greater understanding in implementation of education, we have implemented the "Self Awareness Day" for all
IMPROVEMENT   students.
  UPDATES     We have had a Motivational/Pep Assembly, which included well known celebrities, to encourage continued student
              achievement.
              All grade levels are continually working to address student achievement from the mini assessments and on-going
              progress monitoring from the different computer programs.
              All classrooms have posted student benchmarks and students are aware of mastery and non-mastery. Teachers are
              then able to help students gain mastery by providing students with additional time through Achieve3000 by assigning that
              benchmark.
              Focus lessons have been broadcast on closed circuit.
              Team Building - As part of FCIM, we will address working together through a Nims' Team Building Workshop that is
              designed especially for Nims' faculty and staff members.
              We are continuing to update our FCIM calendar, action, and maintenance activities.
              Mentors and beginning teachers work with weekly tips to assist with classroom management and curriculum.
              We have an increased number of mentors working with our Level 1 students.
              The following are Parent Involvement Activities that are coming up: 1) Bring Your Parent to School Days = January 29,
              2008 - January 31, 2008, 2) Sex Education & Aids Awareness = February 1, 2008, 3) Parent Involvement - Team

                       Progress reports are due October 25th, January 24th, and May 1st                                                  6
Building Presentation = TBA, 4) Grant Writing Workshop Kickoff = February 16, 2008, 5) Family Literacy Leadership
Conference = February 23, 2008, and 6) FCAT Kickoff Pep Rally & Workshops = March 1, 2008.
Training for beginning teachers has been implemented in scoring the district version of FCAT Writing Plus.
Parent Involvement Activities are as follows: 1) January 29 - 31, 2008 = "Bring your Parent to School Days", 2) February
1, 2008 "Sex Education and Aids Awareness", 3) TBA = "Parent Involvement - Team Building Presentation", 4) February
16, 2008 = "Grant Writing Workshop Kickoff", 5) February 23, 2008 = "Family Literacy Leadership Conference", and 6)
March 1, 2008 = "FCAT Kickoff Pep Rally and Workshop".




         Progress reports are due October 25th, January 24th, and May 1st                                                  7
                      Using the charts in the progress report template:

                            On the top line, place the name of the content area assessment administered. This school-wide
                             assessment should be aligned to the FCAT-assessed benchmarks and be given three or four times
                             during the school year.

                            In the first box below the assessment name, enter the month and the baseline data results of student
                             achievement at the start of 2007-2008 school year for each content area. Data used should measure the
                             same skills or benchmarks as assessments given later in the school year.

                            The charts are interactive and will perform calculations. Enter whole numbers only. Use the Tab key to
                             move from field to field. Calculated values will update after the Tab key is pressed. The charts will also
                             display negative (-) values. In the columns labeled, “% change from baseline data/ from previous report”
                             a positive movement would be indicated by an increase in mastery and/or a decrease in non-mastery.

                            Enter the latest comparable data results for each content area. Comparable Data: valid and reliable
CONTENT AREA                 assessment items and administered regularly (monthly or quarterly) by the district or school to the same
 DIRECTIONS                  students, measuring the same benchmarks, using the same test item specifications with the same degree
                             of difficulty.
 Directions for the
next four sections.         Only the AYP subgroup(s) that did not meet targeted AYP goals need to be included in the subgroup
                             section of the template. The title may be modified to report data on FCAT Level 1 and Level 2 students or
                             students in the lowest 25%.

                            In the content area narrative that follows each chart, briefly explain student performance data trends to
                             date or since the last report as determined by using the latest comparable data (example: baseline data
                             results versus October data results).

                            Provide the same information for the specific performance regarding low-performing students and
                             subgroups (FCAT Level 1 and Level 2) in all curriculum areas.

                            Indicate if student performance is moving towards the SIP goals. If not, describe any adjustments in
                             strategies, instruction and/or interventions necessary to accomplish SIP goals and objectives. Strategies
                             should specifically address areas of concern from the achievement data.
                      Note: The term in the chart used for student achievement levels is “mastery”. The term that you choose to use
                      should be defined in the narrative section of the report (e.g. mastery is any student meeting 70% or higher on
                      an assessment.) Charts can be modified to accommodate additional grade levels.

                              Progress reports are due October 25th, January 24th, and May 1st                                            8
          Name of Assessment Used: SuccessMaker Enterprise
                                                st          %            nd          %         rd          %          %
                                               1                        2                      3
                                Baseline                Change                   Change                Change     Change
                                            Progress                 Progress               Progress
                                  Data                    from                     from                  from       from
                                             Report                    Report                Report
                                (month)                 baseline                 previous              previous   baseline
                                            (October)                (January)                (May)
                                                          data                    report                report      data
          FCAT Assessed Grade Level: Sixth Grade, Level 1

          % Mastery                83          65           -18         73          8                     0         -10

          % Non-Mastery            17          35           18          27          -8                    0         10

          FCAT Assessed Grade Level: Sixth Grade, Level 2

          % Mastery                83          78           -5          67         -11                    0         -16

          % Non-Mastery            17          22           5           33         11                     0         16
READING
          FCAT Assessed Grade Level: Seventh Grade, Level 1

          % Mastery                82          82           0           68         -14                    0         -14

          % Non-Mastery            18          18           0           32         14                     0         14

          FCAT Assessed Grade Level: Seventh Grade, Level 2

          % Mastery                82          80           -2          80          0                     0          -2

          % Non-Mastery            18          20           2           20          0                     0          2

          FCAT Assessed Grade Level: Eighth Grade, Level1

          % Mastery                84          67           -17         59          -8                    0         -25

          % Non-Mastery            16          33           17          41          8                     0         25

          FCAT Assessed Grade Level: Eighth Grade Level 2 Students


                  Progress reports are due October 25th, January 24th, and May 1st                                           9
 % Mastery                   84           81           -3           59           -22                       0           -25

 % Non-Mastery               16           19           3            41           22                        0            25

 FCAT Assessed Grade Level:

 % Mastery                                             0                         0                         0            0

 % Non-Mastery                                         0                         0                         0            0



                                           st           %            nd           %            rd           %            %
 Subgroup(s) not                         1                         2                         3
                          Baseline                  Change                    Change                    Change       Change
 making AYP                           Progress                  Progress                  Progress
                            Data                      from                      from                      from         from
                                       Report                     Report                   Report
                          (month)                   baseline                  previous                  previous     baseline
                                      (October)                 (January)                   (May)
                                                      data                     report                    report        data
 Black                       83           83           0            77           -6                        0            -6

 Economically                83           83           0            79           -4                        0            -4
 Disadvantaged

 Students with               74           74           0            64           -10                       0           -10
 Disabilities

                                                       0                         0                         0            0

                                                       0                         0                         0            0


Enter READING narrative here:

Target Groups

Nims is using an individualized student success plan to enhance and promote reading and literacy skills for Level 1 and
Level 2 students. The students receive differentiated instruction through the use of technology-based programs school
wide. The programs include: SucessMaker Enterprise, Read 180, FCAT Explorer, and Achieve 3000 software My Reading
Coach, Lexia Strategies for older students and Reading Plus. These programs are research-based and they provide data
that enable our staff to adjust the level of instruction based on a student’s performance. In addition, the staff uses a variety
of research-based resource materials including, but not limited to: Kaleidoscope, Impact Books, Strategies to Achieve
Reading Success (STAR) and Extension in Reading to facilitate reading and literacy. The students work in individual,
small, and flexible groupings throughout the school day.
          Progress reports are due October 25th, January 24th, and May 1st                                                      10
SuccessMaker Enterprise and Achieve 3000, Teenbiz show the cumulative performance gains for Level 1 and Level 2
students. Students are required to achieve or meet 65 percent of the FCAT Benchmarks to show mastery. To date, 73
percent of the 6th grade, Level 1 students and 67 percent of the 6th grade Level 2 students are meeting the acceptable
performance standard. Sixth grade Level 1 students have achieved an increase of 8 percent since the first reporting
period. Based on SuccessMaker’s data for 7th grade Level 1 students, 68 percent and 80 percent of Level 2 students are
also meeting acceptable performance levels. Fifty-nine percent of 8th grade Level 1 students and 59 percent of Level 2
students are meeting acceptable performance in reading. Achieve 3000 data is being presented for the second reporting
period, because the 7th and 8th grade students have shown growth in reading.

The decline in the assessment results for the 7th and 8th grade students are due in part to the school’s shift from
SucessMaker Enterprise to Achieve 3000. This program is now the preferred reading and assessment instructional
program for the 7th and 8th grade students. The students must score 65 percent and above to achieve acceptable
performance and mastery of the Benchmarks. Since the implementation of Achieve 3000 in mid November the 7th and
8th grade students are responding well to the program and are making steady reading gains as shown in the chart below.
During the second reporting period the 7th grade students have shown an increase of 34 percent increase in reading,
while 42 percent of the 8th graders are also meeting the acceptable performance levels in reading. Achieve 3000 has
proven to be a better monitoring tool for our 7th and 8th grade students.

Subgroups

The January 2008 data shows that 79 percent of the student population is economically disadvantaged. There was a
decrease in the economically disadvantage population by four percent since the last reporting period. Economically
disadvantaged students have met the acceptable performance level of 65 percent achievement level of the skills in
SuccesMaker reading program. Sixty-four percent of the students with disabilities met the acceptable performance level
of 65 percent achievement level in SuccessMaker reading.

Achieve 3000- Teenbiz Data:

August –October 2007          October 2007 – January 2008

Grade Mastery

65%-100%      Non-Mastery

Below 65%     Mastery

65% - 100%    Non-

Mastery       Increased

          Progress reports are due October 25th, January 24th, and May 1st                                               11
Mastery

7th Grade       35%   51%    69%     42%    34%

8th Grade       36%   39%    78%     23%    42%

Addressing PMR Recommendation

The Florida Department of Education’s review of the October 2007 Progress Monitoring Report proposed that Nims
evaluate the validity of SuccessMaker Enterprise, which is used for differentiated reading instruction and assessment. As
a result of the recommendation, Achieve 3000 is now Nims’ preferred software for reading and assessment for the Level 1
& 2 seventh and eighth grade students.

A review of Achieve 3000 indicates that the text is more appropriate for Middle School students and best meet the needs
of our seventh and eight graders. In addition, the text addresses the FCAT Standards and Benchmarks. The reading
passages are more interesting to our students. The passages are longer and more substantive. They should increase our
students’ endurance for reading the FCAT passages. The program is also more desirable because it addresses the
critical thinking skills and higher order thinking that will be advantageous to our students.

Strategies to Increase Reading

To increase reading scores across all grade levels the following Instructional strategies have been implemented: After
School Assistance, Individually prescribed Benchmark lessons, and Peer group tutoring to increase reading scores across
all grade levels.

Focus Lessons: The morning news has become an instructional tool. Several segments of the morning show reinforce
literacy and skills. Students deliver the news while dispensing FCAT tips and strategies. The Word of the Week Contest
encourages students to find FCAT words within the dictionary and write down their meanings to enter a drawing. The fun
fact of the day segment provides students with a guided reading opportunity. Students see and hear the passage that is
being read to them. Each morning prerecorded focus lessons are played during the morning show. The morning show is
then repeated throughout the day for reinforcement. Teachers receive a copy of each focus lesson for further use within
the classroom. The media specialist will model and teach research strategies.

Mentors: Level 1 and Level 2 students are being assigned mentors to assist them with reading at least one day a week.
The mentors assist the students in the classroom.

Reading Circles: Teachers have been introduced to collaborative learning strategies. Reading circles are now used within
the school. Students have been encouraged to work collaboratively through the introduction of these reading circles. The
students select books to read in small groups. Each student in the reading circle has a role. The groups have been
reporting their findings during class. This is an ideal opportunity for the teachers to work with small reading groups and
            Progress reports are due October 25th, January 24th, and May 1st                                            12
build relationships with students.

Individualized and Small Group Computer Instruction: Students are benefiting from individualized and small group
instruction in the computer lab. The school supports this initiative by creating a fifth computer lab. The teachers are able
to work with students who need extra support in reading. Further, teachers of all grades will be able to work with small
groups during their planning time.

Letter Writing: Reading and writing skills are being reinforced through letter writing activities to master skills in FCAT
reading and writing. In an attempt to assist students to become accustomed to formal and informal writing, the staff will be
introducing lessons on letter writing. Examples of letters will be shown on the morning news segments and posted around
the school.

Reading in the Content Areas: Social Studies/Geography 6th & 7th Grade

The focus lessons are viewed and discussed within all classrooms. The topics are an integral part of the content area
subjects and lesson plans. Achieve 3000 is used by content area teachers to reinforce reading instruction.

Social Studies and geography teachers use Achieve3000 – Teenbiz Thought Questions as an additional tool for
assessing writing skills. Every 2 weeks each student has a thought question graded. The level 1 & 2 students are making
progress in their responses. Some students have increased from scoring 1 on the FCAT rubric that accompanies the
Thought Questions to receiving 2’, 3’s and 4s. This rubric and some basic writing assignments are available to students as
they write. Each student receives written feedback response from the teacher for these assignments.

In addition to the writing skills, Reference and Research is emphasized within geography classes. Warm-up activities
often include reviewing charts and tables. Vocabulary instruction is a part of each new unit. Illustrations are used for visual
learners. There is a check for comprehension of definitions. All students keep a geography notebook with notes and
handouts on specific pages. There is a Table of Contents in the front of the notebook for reference. This is an organization
tool that is very effective for the Level 1 and 2, as well as the other students.

The 7th grade Level 1 & 2 students are working to improve fluency skills, decoding words and vocabulary instruction. The
Level 1 & 2 students benefit from working in groups. Extended time is given to complete assignments. Students are given
class tutoring to develop note-taking skills; students receive teacher prepared study guides. Level 1& 2 students are given
assignments and remediation which are tracked weekly through Achieve 3000. Students also engage in 15-20 minutes of
silent uninterrupted reading.

Initiatives

The reading coach and media specialist continue to work collaboratively with the teachers to design strategies to improve
benchmark success for students. Students continue to utilize the FORF, the Florida Continuous Improvement Model
skills assessment, the FOCUS website (for implementing Florida Continuous Improvement Model), SuccessMaker

              Progress reports are due October 25th, January 24th, and May 1st                                               13
Enterprise, Read 180, FCAT Explorer, and Achieve 3000 software, Kaleidoscope, Impact Books, and Strategies to
Achieve Reading Success (STAR).

My Reading Coach, Lexia Strategies for Older Students, and Reading Plus: three new computer programs have been
added to the regimen. These online computer based programs will be used predominantly with 6th graders Level 1 & 2
students for approximately 4-5 months. My Reading Coach is an intensive reading instruction program. My Reading
Coach also provides assessment of the students. My Reading Coach indentifies the gaps in their learning and
remediates based on them. The program remediates by emphasizing the five components of reading. The program will
act as a supplement to the reading programs that have already been in place. The most intensive group or lowest level
students will be using the program 15 minutes a day.

Lexia Strategies for Older Students (SOS) will also be used to implement reading strategies focus lessons for students.
The activities in SOS are designed to remediate basic reading skills while delivering them through an age appropriate
medium and relevant content. The program focuses on reinforcing phonemic elements and sound symbol relationships.
Students practice phonological awareness, decoding, comprehension, structural analysis, and word attack skills in an
interactive electronic environment.

Reading Plus, another computer based program, builds reading proficiency by using an individualized plan for each
reading intensive student. Students learn to read using grade level content to improve their comprehension. Sustained
silent independent reading at an adequate rate for the student is utilized. The program will enable the school to track the
student's silent reading fluency skills that otherwise could not be tested.

It builds skills by helping students with their directional letter/number order awareness, attack skills, visual skills, short
term memory, vocabulary building, comprehension, and sustained attention. The program uses silent modeling that
encourages rapid and sequential intake of words. This is important because this is the type of reading fluency that is
measured on the FCAT.

The data from these programs will be analyzed to show individualized strengths and weaknesses for each student. The
strengths will be reinforced while the deficiency areas will be re-taught through the use of focus lessons designed to
increase students' reading strategies and skills. These programs also automatically remediate.

United Streaming: This resource will be used school wide, and provides full-length videos and content-specific media
clips. Lesson plans are customizable for differentiated learning by multiple grade levels. United Streaming includes
assessments and a writing prompt generator. These resources are linked to the Sunshine State Standards.

Odyssey of the Mind: Recently started, the Odyssey of the Mind teaches students to learn creative problem-solving
methods while having fun in the process. Students learn how to identify challenges and to think creatively to solve those
problems. The creative problem-solving process rewards thinking "outside of the box." The students participating on the
team will engage in team building exercises. Students will learn to examine problems and decide what the cause of the
problem is while searching for solutions.

          Progress reports are due October 25th, January 24th, and May 1st                                                       14
This year the students will be using a "Classics" theme. The students will be developing the character of a Greek Muse
by creating a play. The play will describe how the muse may have influenced a person in history. This activity is
designed to increase students' critical thinking skills as they learn to analyze literature, recognize cause and effect
relationships, and locate and analyze information. The students will also understand how to develop a character and plot
to create their own storyline.

20 Book Challenge: The reading coach and the media specialist will continue to implement the 20 Book Reading
Challenge reading initiative to encourage and motivate students to read and write more. This program offers rewards and
incentives to students for mastering skills. Book talk forms such as graphic organizers have been distributed to students
to reinforce reading strategies and critical thinking skills. Rubrics have been designed and given to students to assist
them with evaluating their own proficiencies.

Book IT: Book It is an incentive program sponsored by Pizza Hut and is used with sixth grade students. Book It motivates
children to read by rewarding their reading accomplishments with praise, recognition and pizza. Book It goals are based
on reading ability. Students are assessed according to the number of books, number of pages, or number of minutes they
read. The local Pizza Hut restaurant manager and team congratulate every child for meeting the monthly reading goal
and reward them with a free, one-topping Personal Pan Pizza, Book It card, clip and sticker. On each subsequent visit,
the child is rewarded with another sticker. Every child who meets their reading goal in all six months of the program
receives a Book It All-Star Reader Award from Pizza Hut.

Letter Writing: Letter writing, reading and writing skills will be reinforced through letter writing activities to master skills in
FCAT reading. In an attempt to assist students to become accustomed to formal and informal writing, the staff will be
introducing lessons on letter writing. Examples of letters will be shown on the morning news segments. The media
specialist will model and teach research strategies.

Individualized and Small Group Computer Instruction: Students have been given more time to benefit from individualized
and small group instruction in the computer lab. Two new computers labs were added for a total of four labs the students
can use. One of these labs is in the sixth grade wing where there previously was not one. The teachers have been able to
work with students who need extra support in reading. Further, teachers of all grades have been able to work with small
groups during their planning time.

Books Clubs: Two book clubs have been started in which students participate during their lunch period. The book clubs
provide an enjoyable and easy way for the students to develop literacy skills. Reading books in preparation for the book
club meetings help students develop fluency. In addition, students learn new vocabulary words and are exposed to new
ideas and concepts. Through the discussion that takes place at book club meetings, the students are developing a deeper
understanding of books, considering others' perspectives on the same book, and are practicing analyzation, making
predictions, and problem solving.

Professional Development

           Progress reports are due October 25th, January 24th, and May 1st                                                           15
 The reading coach has been modeling reading strategies and lessons in the classroom for teachers. The reading coach
also has worked with Level 1 and Level 2 students individually and in small groups for intensive remediation. In addition,
the reading coach attends reading coach meetings. The reading coach continues to visit selected schools to meet with
other reading coaches to gather information regarding best practices and successful implementation plans. The reading
coach provided professional development on the book: I Read It, But I Don't Get It by Cris Tovani. This book focuses on
comprehension and reading strategies for adolescent readers.

The media specialist also attended the FAME and AASL conventions. The media specialist continues to participate in the
district media specialist meeting. These meeting and conferences have been instrumental with helping the media
specialist gather information to share and promote literacy development.

There have been and will be more professional opportunities, which includes:

•      Achieve3000 implementation training

•      A team building

•      FCAT training

•      Reading and Writing Strategy Workshops

•      FORF fluency assessment training

•      Visit to Howard McMillan Middle School, Miami, Florida

Parent Involvement

Parents/guardians will continue to receive feedback regarding the curriculum and progress of their students in achieving
the benchmarks. Parents have been invited to Take Your Parent to School Day to learn about the initiatives in place at
Nims. They will also learn FCAT test taking tips to assist their child/ren with preparing for the test. Parents will be invited
to a motivational FCAT pep rally. Parents will be invited to family night to focus on literacy, to learn about reading and
math strategies and how technology is being implemented at Nims.

Parent Involvement Activities for Students with Learning Disabilities: Families are invited to participate in these
learning/information sharing activities.

•      ESE Family Conference for Exceptional Students

•      Florida Second Annual Literacy Camp for Students with Reading Disabilities


          Progress reports are due October 25th, January 24th, and May 1st                                                        16
Progress reports are due October 25th, January 24th, and May 1st   17
              Name of Assessment Used: SuccessMaker Enterprise
                                                    st         %             nd          %         rd          %          %
                                                  1                         2                      3
                                    Baseline               Change                    Change                Change     Change
                                               Progress                  Progress               Progress
                                      Data                   from                      from                  from       from
                                                Report                     Report                Report
                                    (month)                baseline                  previous              previous   baseline
                                               (October)                 (January)                (May)
                                                             data                     report                report      data
              FCAT Assessed Grade Level: Sixth Grade Level 1 Students

              % Mastery                68          94         26            87          -7                    0         19

              % Non-Mastery            32          6          -26           13          7                     0         -19

              FCAT Assessed Grade Level: Sixth Grade Level 2 Students

              % Mastery                68          86         18            86          0                     0         18

              % Non-Mastery            32          14         -18           14          0                     0         -18

MATHEMATICS   FCAT Assessed Grade Level: Seventh Grade Level 1 Students

              % Mastery                76          90         14            90          0                     0         14

              % Non-Mastery            24          10         -14           10          0                     0         -14

              FCAT Assessed Grade Level: Seventh Grade Level 2 Students

              % Mastery                76          76          0            79          3                     0          3

              % Non-Mastery            24          24          0            21          -3                    0          -3

              FCAT Assessed Grade Level: Eighth Grade Level 1 Students

              % Mastery                47          82         35            87          5                     0         40

              % Non-Mastery            53          18         -35           13          -5                    0         -40

              FCAT Assessed Grade Level: Eighth Grade Level 2 Students

              % Mastery                47          70         23            82         12                     0         35


                      Progress reports are due October 25th, January 24th, and May 1st                                           18
 % Non-Mastery             53           30         -23          18          -12                       0          -35

 FCAT Assessed Grade Level:

 % Mastery                                          0                        0                        0           0

 % Non-Mastery                                      0                        0                        0           0



                                         st          %           nd          %            rd          %           %
 Subgroup(s) not                       1                        2                       3
                        Baseline                 Change                  Change                   Change      Change
 making AYP                         Progress                 Progress                Progress
                          Data                     from                    from                     from        from
                                     Report                    Report                 Report
                        (month)                  baseline                previous                 previous    baseline
                                    (October)                (January)                 (May)
                                                   data                   report                   report       data
 Black                     84           84          0           86           2                        0           2

 Economically              84           84          0           82           -2                       0          -2
 Disadvantaged

 Students with             81           81          0           89           8                        0           8
 Disabilities

                                                    0                        0                        0           0

                                                    0                        0                        0           0


Enter MATHEMATICS narrative here:

Progress Monitoring Tools and Explanations:

We are currently utilizing two concurrent methods of progress monitoring systems in order to assess student performance,
disaggregate data in order to conceptualize skills needing additional attention, and re-evaluate student performance.
SuccessMaker Enterprise data shown above illustrates the cumulative performance gains for Level 1 and Level 2 students
to date. The percent of Skills Mastered and Not Mastered from above give information regarding the reported number of
benchmark related skills students have mastered within the SuccessMaker Math program. The Mean Course Levels
outline the course functioning levels of Level 1 and 2 students for each grade level as being: 4.50 in September, 4.00 in
October, and 4.22 in January for 6th Grade Level 1 Students, 4.50 in September, 4.79 in October, and 5.04 in January for
6th Grade Level 2 students, 4.82 in September, 4.82 in October, and 4.99 in January for 7th grade Level 1 students, 4.82
in September, 5.29 in October, and 5.47 in January for 7th grade Level 2 students, 5.30 in September, 5.03 in October,
and 5.27 in January for 8th grade level 1 students, and 5.30 in September, 5.63 in October, and 5.90 in January for 8th
          Progress reports are due October 25th, January 24th, and May 1st                                               19
grade level 2 students. Currently 89% of our 6th grade Level 1 students, 88% of 6th Grade level 2 students, 92% of
Seventh Grade Level 1 student, 82% of Seventh Grade level 2 students, 89% of Eighth grade Level 1 students, and 83%
of Eighth grade Level 2 student are meeting acceptable performance (AP). To date 87.2% of these students combined
have mastered at least 90% of SuccessMaker math skills.

In addition to SuccessMaker Enterprise we are also utilizing Acaletics, a progress monitoring piece hosted by Educational
Development Associates, Inc to track student performance. Our Pre Assessment (Baseline Data) concluded with the
following information by grade level: (1) 33 sixth grade students, 10 seventh grade students, and 7 eighth grade students
placed within the Intensive Intervention range; (2) 8 sixth grade students, 5 seventh grade students, and 11 eighth grade
students placed within the Middle range; and (3) 20 sixth grade students, 66 seventh grade students, and 96 eighth grade
students placed within the Acceptable Performance range. This baseline data taken from the Acaletics Pre Assessments
is regarded by the company as a placement test for foundational skills and is not administered as a progress monitoring
assessment. The continual comprehensive progress monitoring assessment of Acaletics will be administered on an
incremental bases in order adequately assess student performance.

The Acaletics Comprehensive PrePost is a FCAT simulation test that we will use on a regular basis in order to track
student performance and target unmastered skills. During our October Acaletics Comprehensive PrePost Assessment the
following information by grade level was collected: (1) 47% of 6th grade students scored the Intensive Range, 36% scored
within the Middle range, and 17% scored in the Acceptable performance range; (2) 68% of 7th grade scored in the
Intensive range, 8% scored in the Middle range, and 25% scored in the Acceptable performance range; and (3) 50% of
8th grade scored in the Intensive range, 14% in the middle range and 36% scored in the Acceptable performance range.

The Acaletics Comprehensive Midterm is also an FCAT simulation test that we use before the winter break in order to
track student progress. During the Comprehensive Midterm the following information was collected: (1) 53% of 6th grade
students scored the Intensive Range, 20% scored within the Middle range, and 27% scored in the Acceptable
performance range; (2) 42% of 7th grade scored in the Intensive range, 18% scored in the Middle range, and 40% scored
in the Acceptable performance range; and (3) 47% of 8th grade scored in the Intensive range, 18% in the middle range
and 35% scored in the Acceptable performance range.

For linear comparative data during our January Acaletics Comprehensive PrePost Assessment the following information
by grade level was collected: (1) 39% of 6th grade students scored the Intensive Range, 26% scored within the Middle
range, and 35% scored in the Acceptable performance range; (2) 34% of 7th grade scored in the Intensive range, 24%
scored in the Middle range, and 42% scored in the Acceptable performance range; and (3) 46% of 8th grade scored in the
Intensive range, 24% in the middle range and 30% scored in the Acceptable performance range.

With regard to subgroups not making AYP the above data indicates the mean functional course levels during the baseline
and October data collection. The following data has also been collected for these subgroups in mathematics: (1) mean
percentage of skills mastered in math is 86% for Black students, 82% for Students with Disabilities, and 89% for
Economically Disadvantaged students; (2) mean percentage of students meeting acceptable performance (AP) of at least
90% of skills mastered is 88%for Black students, 84% for Students with Disabilities, and 91% for Economically

          Progress reports are due October 25th, January 24th, and May 1st                                             20
Disadvantaged Students. The Mean Course level performance data for each of these groups is as follows: Black Students
were at 5.00 in September, 5.25 in October, and 5.47 in January, Students with Disabilities were at 4.58 in September,
4.88 in October, and 5.09 in January, and Economically Disadvantaged were at 5.00 in September, 5.25 in October, and
5.25 in January.

Interventions and Strategies Being Used:

The math department has embarked on a mission of consistent and ongoing dialog and communication about student
performance in both mathematics and basic literacy. Formal professional development meetings are held bi-weekly in
order to discuss student performance data, intervention strategies for struggling learners and instructional techniques for
upcoming and current focus lessons. Our math coach conducts daily classroom walk-throughs in order to verify that
continuous improvement model instructional strategies are being used and in order to gather information for individual
mentoring meetings and/or discussions during planning periods.

Educational Development Associates representatives make monthly visits to our campus in order to model mathematics
lessons and meet with instructors to discuss areas of difficulties and performance measures. Pearson SuccessMaker
Enterprise representatives have been an added resource with regard to data disaggregating and the creation of
prescriptive custom courses for struggling learns not making adequate progress or skill mastery.

In an effort to address our Level 1 and Level 2 students and those students with stagnant and/or declining skill mastery we
have regrouped our math classes into a Low, Medium, and High groups. Small group pull-outs and co-teaching will occur
with our 6th and 7th grade classes in order to assist with intensive needs. All math courses will now be conducting
Problem Attach Strategy Sessions (PASS) on a rotating schedule in order to identify content focus skills that need
additional attention and those students have mastered. Our transition will allow your students 1 minute per problem (work
independently) and then review the concepts/skills “whole group”. Teacher review of the 5 problems should take
approximately 5-10 minutes. The key is to teach within the problem for exposure. P.A.S.S. by design is to assist in the
navigation through the curriculum to ensure mastery over time (not in one sitting or one week).

After two days (approximately 60 exposures) of P.A.S.S. the teachers have accumulated which concept/skills the students
are struggling with and label those problems Z’s (< 50% mastery). Label problems (A’s about 70% of students mastered)
or (C’s about 50% of students mastered). It is strongly recommended that the teachers provide adequate Instruction to the
specific concept/skill area of concern (Z’s). By weeks end, the teachers will assess the students on problems that he/she
has labeled A’s or C’s (Majority) as well as some Z’s (Minority). As we cycle through P.A.S.S. your Z’s will become C’s
and your C’s will become A’s. P.A.S.S. must be customized to fit the needs of your students and teachers alike. Only
attack up to 5 problems at one time. Allow approximately 1 min. per problem. At this time we want to increase the students
pacing and endurance. After the 5 minutes has elapsed, stop the students from working and go over the problems. The
cycle repeats until the end of the math block.




          Progress reports are due October 25th, January 24th, and May 1st                                                    21
          Name of Assessment Used: WUR (Writes Upon Request)
                                              st          %          nd          %         rd          %          %
                                             1                      2                      3
                               Baseline               Change                 Change                Change     Change
                                          Progress               Progress               Progress
                                 Data                   from                   from                  from       from
                                           Report                  Report                Report
                               (month)                baseline               previous              previous   baseline
                                          (October)              (January)                (May)
                                                        data                  report                report      data
          FCAT Assessed Grade Level: 6

          % Mastery               48         42          -6         39          -3                    0          -9

          % Non-Mastery           52         58          6          61          3                     0          9

          FCAT Assessed Grade Level: 7

          % Mastery               56         43         -13         27         -16                    0         -29

          % Non-Mastery           44         57         13          73         16                     0         29
WRITING   FCAT Assessed Grade Level: 8

          % Mastery               45         53          8          59          6                     0         14

          % Non-Mastery           55         47          -8         41          -6                    0         -14



                                              st          %          nd          %         rd          %          %
          Subgroup(s) not                    1                      2                      3
                               Baseline               Change                 Change                Change     Change
          making AYP                      Progress               Progress               Progress
                                 Data                   from                   from                  from       from
                                           Report                  Report                Report
                               (month)                baseline               previous              previous   baseline
                                          (October)              (January)                (May)
                                                        data                  report                report      data
          Black                   79         77          -2         71          -6                    0          -8

          Economically            81         78          -3         70          -8                    0         -11
          Disadvantaged

          Students with           47         58         11          55          -3                    0          8
          Disabilities


                   Progress reports are due October 25th, January 24th, and May 1st                                      22
                                                       0                         0                         0           0


Enter WRITING narrative here:

Instructional Focus Information: *December 3 - 7, 2007 = Writes Upon Request (WUR) - District Administered
Assessment Persuasive (prompt) - all grades, *December 10 - 21, 2007 = Students will practice and review answering
short/extended response question. Practice Writing + skills. Level 1's & 2's (remediation), Level 3's & 5's
(reinforcement/extension), *January 8 - 11, 2008 = Students will practice planning and writing sample based questions.
Students will analyze sample sentence structure questions for errors and best choice selection, *January 14 - 18, 2008 =
Writing + Progress Monitoring - District Administered Assessment (planning based, writing sample based, close
procedure, and sentence structure [conventions], *January 22 - February 1, 2008 = Review progress monitoring results
and questions. Discuss graphic organizers and planning for writing a 4-6 point essay. Distinguish between
expository/persuasive essays. Analyze specific prompts for understanding. *February 4 -15, 2008 = Writing + rubric will be
reviewed with students for understanding of components of a 4-6 point paper. Utilize anchor papers to distinguish
between 4-6 point papers. Students will create introduction and conclusion paragraphs using missing portions of anchor
papers, and *February 18 - 29, 2008 = Practice planning, composing, revising, and editing expository/persuasive essays.
Peer-editing will be coupled with teacher (1:1) editing for feedback and to promote student growth in writing.

Recommendations:

The goal of the Language Arts Curriculum Department is to enable all students to achieve proficient skills in reading,
writing, communication, and information and media technology as defined by the Florida Sunshine State Standards. A
strong foundation in language arts enables students to excel in all content areas as they prepare for the rigors of living in
the 21st Century.

The Language Arts Curriculum Department strives to provide teachers with the tools necessary to build rich and powerful
lessons so that all students in our diverse community receive a quality education. Support for teachers is multi-faceted
and ongoing: coaching, training, research, and resources are provided by a team of dedicated resource teachers and
administrators.

Upon recieveing the recommendations from the Department of Education after our October School Performance
submission, 6th and 7th grade language arts teams have made preliminary efforts to collaborate with the 8th grade
language arts team. The purpose is to parallel instructional focus, which in return will promote continuity and student
growth in writing. Additionally, the formulation of a school-wide language arts curriculum Action Plan has been initiated in
order to further add to the linearity of our written communicaiton curriculum.

Progress Monitoring Tool:

Writes Upon Request has acted as our departments major assessment for tracking school-wide writing progress and

          Progress reports are due October 25th, January 24th, and May 1st                                                      23
mastery of Sunshine State Standards for writing. The following data was collected via this assessment: (1) during the
October assessment 42% of students in 6th grade, 43% of students in 7th grade and 53% of students in 8th grade were
shown to be demonstrating mastery of writing skills; and (2) during the December writes upon request assessment 39% of
6th grade students, 27% of 7th grade students, and 59% of 8th grade students were shown to be demonstrating mastery
of writing skills.

In an effort to address non-mastery percentages, the language arts department has implemented various startegies
across grade levels. These strategies include the use of Achieve3000 writing portfolios have allowed instructors to teach,
reinforce, and evaluate student performance on foundational writing skills. The language arts department is also
participating in an incentive based writing contest sponsored by Dr. Alice Stephens of Clark Atlanta University.
Additionally, differentiated instruction is coupled with heterogeaneous and homogeaneous grouping based on ability levels
in writing. Frequent assessments in writing are given to provide feedback as well as monitor growth in writing skills. The
strategy FIRES (Facts,Incidents, Reasons, Examples, Statistics) is implemented to allow students the chance to
ellaborate and support the topics given or of interest. We are also participating in a national writing study where Nims is
the deferred treatment school of study.The Florida State Writing Project is incorporated into the 7th and 8th grade
curriculum as a means of assessing and ranking our students within the district and nationally. In an effort to help improve
writing, we first make sure that students are aware that writing is truly a process; therefore, we engage them in a step-by-
step action plan that allows them to understand the components outlined in the 6 point rubric for FCAT Writing.

Step 1 Students are asked to write cold and without preparation to assess their areas of weakness. (Organization, Focus,
Support and Conventions)

Step 2 Students are grouped and instruction is differentiated based on their areas of weaknesses. They then receive
assignments that will help with mastery of the weak skills.

Step 3 Students who have extreme difficulty are invited to participate in writing conferences with the teacher and together
we talk about the problem area and plan together how to fix them.

Step 4 Students are asked to write again after intense instruction with the expectation of improving in their areas of
weakness.

Step 5 Students are asked to listen to and read un-scored papers and assign what they believe the score is based on the
writing rubric.

Step 5 The cycle continues until improvement is made in all areas.

Professional Development:

Professional development opportunities in writing will be provided to become abreast on the latest research. All teachers
will receive "Four or more" training by a ceritfied trainer on staff. A co-teaching model will be used in an alternating fashion

          Progress reports are due October 25th, January 24th, and May 1st                                                    24
to utilize the strengths of the 8th grade language arts team. Bi-weekly feedback with the 8th grade language arts team will
be given on best practices.




          Progress reports are due October 25th, January 24th, and May 1st                                               25
          Name of Assessment Used: Success Maker Science
                                               st          %          nd          %         rd          %          %
                                              1                      2                      3
                               Baseline                Change                 Change                Change     Change
                                           Progress               Progress               Progress
                                 Data                    from                   from                  from       from
                                            Report                  Report                Report
                               (month)                 baseline               previous              previous   baseline
                                           (October)              (January)               (May)
                                                         data                  report                report      data
          FCAT Assessed Grade Level: 8th

          % Mastery               80          80           0         78          -2                    0          -2

          % Non-Mastery           20          20           0         22          2                     0          2

          FCAT Assessed Grade Level:

          % Mastery                                        0                     0                     0          0

          % Non-Mastery                                    0                     0                     0          0
SCIENCE   FCAT Assessed Grade Level:

          % Mastery                                        0                     0                     0          0

          % Non-Mastery                                    0                     0                     0          0



                                               st          %          nd          %         rd          %          %
          Subgroup(s) not                     1                      2                      3
                               Baseline                Change                 Change                Change     Change
          making AYP                       Progress               Progress               Progress
                                 Data                    from                   from                  from       from
                                            Report                  Report                Report
                               (month)                 baseline               previous              previous   baseline
                                           (October)              (January)               (May)
                                                         data                  report                report      data
          Black                   66                     -66         66         66                     0          0

          Economically            71                     -71         71         71                     0          0
          Disadvantaged

          Students With           53                     -53         53         53                     0          0
          Disabilities


                   Progress reports are due October 25th, January 24th, and May 1st                                       26
                                                       0                        0                         0            0


Enter SCIENCE narrative here:

Recommendation:

Per the Department of Education recommendations issued after the October School Performance Report, 6th, 7th, and 8th
grade Science teachers are meeting on a weekly basis to discuss and collaborate on issues pertaining to student
performance, benchmark areas of difficulty students are still having, and instuctional strategies to address and improve
these areas. Additonally, data is shared from Achieve3000 software that assesses students’ ability to respond to short and
extended response questions based on science reading material. Daily FCAT Mini-Focus Lessons are being done by all
science teachers school wide. Use of calculators, science formulas and equations, short and extended response
questions, and content vocabulary building activities are added to daily instructional activities to focus on FCAT skills being
assessed.

Furthermore, as part of the School Match Requirements our science department visited with and Howard McMillan Middle
School in Miami, FL and exchanged practical information regarding a science department Action Plan, instructional
strategies, and progress monitoring tools.

Prefessional Development:

The Science Department Chair is participating in SOARS. This professional development curriculum is then brought back
and presented to grade level science teachers as a resource to aid in increasing student performance. Classroom walk-
throughs are also conducted by the department chair to ensure proper implementation of these strategies. The vision of
the SOAR project is to develop well-formulated and sustained professional development programs to significantly improve
student academic achievement in science grades 6-12. This project is designed to guide 110 participating teachers toward
a greater understanding of the most important ideas and skills in Florida's Sunshine State Standards including the Science
Strands. Teachers who participate in these projects will receive the value-added benefits of learning to effectively
implement inquiry experiences, enhance questioning skills, integrate best-practice reading strategies into their science
classrooms and engage learners as they write to make meaning of science.

Teachers are currently using Glenco Materials from the Textbook that have FCAT Practice material. Teachers are also
using the Glenco Mini Assessments and FCAT Practice Test from the CD Rom. Tutorials are being used by all students
during their lab times. This will address our Level 1 and Level 2 students. This process will continue to move our level 3
students to a higher level on the FCAT Test. As an addition measure for addressing student deficiencies on core science
content areas FCAT Science Tutorials for 8th grade students are being offered every Saturday from January to March from
10am – 12pm. This time will be comprised of instructional and computer lab time.

Progress Monitoring Tools:

           Progress reports are due October 25th, January 24th, and May 1st                                                  27
Currently, the 6th – 8th grade students are using Success Maker Science and FCAT Explorer Science for progress
monitoring and remediation. Achieve 3000 is also used for 35 minutes on Lab days for each science class.

All grades 6-8 have taken the FCAT Pre-Test and the Leon County Progress Monitoring Mini-Assessment. For the Leon
County Progress Monitoring Mini-Assessment the following data was collected: Data for 6th grade showed Class A, block
2 scored 64.6% of correct responses, block 3 scored 70.7% of correct responses; 6th grade Class B, block 1 scored 59.3
% of correct responses, block 2 scored 67.0% of correct responses, block 4 scored 56.2% of correct responses. (2) Data
for 7th grade showed that Class A, block 1 scored 54% of correct responses, block 2 scored 43.9 % of correct responses;
Class B, block 2 scored 44.0% of correct responses, block 3 scored 49.6% of correct responses, and block 4 scored
49.6% of correct responses. (3) Data for 8th grade showed Class A, block 4 scored 52.2% of correct responses; Class B,
block 1 scored 56.6% of correct responses, block 2 scored 53.5% of correct responses, block 3 scored 51.8% of correct
responses, and block 4 scored 45.3% of correct responses.

In-Class Mini-Assessments are given bi-weekly to all 6th, 7th, ant 8th grade students. Currently, Success Maker Science
Data is reflecting that 69% of 8th grade students are meeting acceptable performance in mastering objectives in Success
Maker Science. Additionally, of all 8th grade students participating in SuccessMaker Science, 78% of the skills presented
have been mastered.




          Progress reports are due October 25th, January 24th, and May 1st                                              28
                   Name of Assessment Used:
                                                         st          %          nd          %         rd          %          %
                                                        1                      2                      3
                                          Baseline               Change                 Change                Change     Change
                                                     Progress               Progress               Progress
                                            Data                   from                   from                  from       from
                                                      Report                  Report                Report
                                          (month)                baseline               previous              previous   baseline
                                                     (October)              (January)               (May)
                                                                   data                  report                report      data
                   FCAT Assessed Grade Level:

                   % Mastery                                        0                      0                     0          0

                   % Non-Mastery                                    0                      0                     0          0

                   FCAT Assessed Grade Level:

                   % Mastery                                        0                      0                     0          0

 ADDITIONAL        % Non-Mastery                                    0                      0                     0          0
    CHART
(Specify content   FCAT Assessed Grade Level:
     area)
                   % Mastery                                        0                      0                     0          0

                   % Non-Mastery                                    0                      0                     0          0



                                                         st          %          nd          %         rd          %          %
                   Subgroup(s) not                      1                      2                      3
                                          Baseline               Change                 Change                Change     Change
                   making AYP                        Progress               Progress               Progress
                                            Data                   from                   from                  from       from
                                                      Report                  Report                Report
                                          (month)                baseline               previous              previous   baseline
                                                     (October)              (January)               (May)
                                                                   data                  report                report      data
                                                                    0                      0                     0          0

                                                                    0                      0                     0          0

                                                                    0                      0                     0          0

                                                                    0                      0                     0          0


                               Progress reports are due October 25th, January 24th, and May 1st                                     29
Enter    narrative here:




        Progress reports are due October 25th, January 24th, and May 1st   30

								
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