TEACH DOWN THE GAP Let’s Create a Plan! SCPS Mission Statement The mission of the Seminole County Public Schools is to ensure that ALL Early Childhood Program and Pre K-Grade 12 students acquire the knowledge, skills, and attitudes to be productive citizens in our great country and in the global economy. ALL MEANS ALL How do we get to ALL? •By 2016-2017, we will cut the achievement gap in half (SCPS and SSMS Goal). Let’s Review Our Data! 2014 Reading Achievement Gap 2014 Math Reading Achievement Gap SSMS Data Your Student Data Look at pages 10 and 11 in your Leadership Notebook, and review the gap that exists among students in your classes. Question 1 Who are our students? How can we find a list of our students? • EdInsight is the easiest source to gather your data. • Directions are provided and posted in the shared folder under EdInsight. • Skyward may also be utilized. Other Helpful Hints for Question 1 • Compile one list per PLC. • Fill in as much information as you can. Focus on the last 2-3 years of data. • See your supervising administrator for additional assistance. Question 2 What is our track record? What should this summary look like? • No specific format for this summary • Analyze as a PLC. Look for trends in your data. Do you see a pattern of regression in your subgroups? Does ESE or Low SES (FRL) status seem to be a factor? Is there a relationship between Reading and Math regression? • Do not limit your analysis to the above questions, use them as a guide. Question 3 Identify Potential Target Students How many students should we identify? • The numbers indicated below represents how many students each grade level PLC should identify based on the chart on slide 8. How that is divided up in each PLC should be determined based on need and the factors explained on the worksheet. • Reading: Black – 6 students, Hispanic – 10 students • Math: Black – 6 students, Hispanic – 8 students • Science: Black – 7 students, Hispanic – 10 students Question 4 Design/Identify Strategies to Utilize with Target Students What type of strategies should we identify? • Strategies should be specific per student • Don’t use general strategies (extra time, preferential seating, etc.) • Discuss as a PLC, brainstorm ideas, utilize IMPACT, be creative • Review the indicators on the next 4 slides for ideas. Teaching down the Gap fits perfectly into Design Question 8. Design Question 8 – A Good Place to Start! Questions and Concerns If not listed, please ask! Questions • Do we have to use the worksheet given to us? No! You can create your own but the 4 questions on the provided worksheet must be addressed in your plan. • Can we identify extra students? Yes, but stay close to your target. Identifying too many may “water down” the strategies your using. • What if I don’t teach Language Arts, Math, or Science? Identify students you can support in one of the areas. Keep your targets close to the numbers identified on slide 16. Concerns • Why do we have to do this? 1) Why not? 2) We need to stop leaving students behind. 3) This will help us get our “A” back. 4) We are supporting district initiatives. 5) ALL means ALL! 6) Why not?