Evaluate the School Improvement for principal #3

Input Evaluation

EXAMPLE FROM ALL STATE SCHOOL IMPROVEMENT PLAN
各州學校改進計畫範例


School Goal 1 學校目的一


Objective 1: The percent of standard curriculum students scoring Level 3
or above on the 2003 FCAT Sunshine State Standards reading component will increase to
50% or greater.
目標一：學生在標準課程得分需達Level 3或者是在2003 FCAT Sunshine State Standards 閱讀標準之上要增加50％以上。


Strategy 1 - All teaching staff are provided professional development activities that include
information about successful research-based reading instructional strategies. Successful
instructional strategies for Sunshine State Strand A-2 will be addressed.
策略一：提供專業發展活動給所有教師，其中包含閱讀教學的成功策略。


Strategy 2 - Parents will be informed of strategies at home that can be used to support reading
                    achievement through print information handed out at open house and parent night.
策略二：同時告知家長在家親子閱讀的策略。
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Objective 2: 59% or greater of the lowest 25% performing students on the
2002 FCAT Sunshine State Standards reading component will make adequate progress as
determined by 2003 FCAT Sunshine State Standards reading component scores.
目標二：後25％的學生必須符合2002 FCAT Sunshine State Standards閱讀標準達59%以上，才能夠在2003年達適當進步。


Strategy 1 - Funding available for student remediation will be identified and allocated to implement
a reading intervention program for students requiring remediation.
策略一：補救教學補助款可以用來執行閱讀改善計畫。


Strategy 2 - A reading intervention program chosen for students requiring remediation that is congruent
with the Language Arts program will be implemented.
策略二：參與閱讀改善計畫的學生同時也必須進行語言藝術計畫。
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Objective 3: All curriculum students’ mean points earned will increase in the area of Comparisons on the 2003 FCAT Sunshine State Standards reading component.
目標三：所有課程的學生平均得分都要有所提升。


Strategy 1 – All language arts and reading teachers include lessons weekly in the area of Comparisons
and Contrast as evidenced by lesson plans and student assessment.
策略一：所有語言藝術課和閱讀教學的教師每個禮拜都要接受教案和學生評量的評比。


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Evaluating How You Define Adequate Progress
評鑑如何界定「適當進步」


In October 1995, the State Legislation passed F.S. 229.57 (7)(e) defining schools identified as performance
grade “F, ” as “…schools failing to make adequate progress.” In December 2001, the State Board of Education passed rule Rule 6A-1.09981 (1)(a)3 stating a minimum requirement for adequate progress is deemed to be met if at least fifty (50) percent of the lowest twenty-five (25) percent of students in the school who scored at or below FCAT Achievement Level 3 in reading the previous year make learning gains as defined in paragraph (5)(b) of the rule.
1995年佛羅里達州通過法律明確指出F級的學校都沒有達到適當進步。2001年州教育董事會公布適當進步的最低標準，對象以後25％的學生為標的團體。


In additional, adequate progress is defined locally at the district and school levels to determine the degree of
successful implementation of school improvement plans. To assist with this the Department developed a model for locally defining adequate progress (1995) that includes a tiered approach:
• Tier 1 - adequate progress for each school objective written,
• Tier 2 - adequate progress for each school or state goal, and
• Tier 3 - adequate progress for the entire school improvement plan.
適當進步也依照當地學區或學校層級決定了學校改進計畫的執行程度。
第一級：學校目標的適當進步
第二級：學校目的或州目的的適當進步
第三級：整體學校改進計畫的適當進步


EXAMPLE FROM ALL STATE SCHOOL IMPROVEMENT PLAN
各州學校改進計畫範例


Tier 1
School Goal 1: All State School students make annual learning gains sufficient to acquire the
knowledge, skills, and competencies needed to master state standards in the area of reading.
第一級
學校目的一：各州學生都要有足夠學習以獲得知識、技能和閱讀精熟的能力。
（目標一、二、三如前述）




Tier 2
School Goal 1: All State School students make annual learning gains sufficient to acquire
the knowledge, skills, and competencies needed to master state standards in the area of
reading.
第二級
學校目的一：各州學生都要有足夠學習以獲得知識、技能和閱讀精熟的能力。