Special Education Department Goals
Special Education Department Goals
2013-2014
Sub-Group |
Outcomes |
Action Steps |
Measure |
Benchmark |
Summary |
Primary |
Students in special education will show 5% growth on state testing through increase in score or move up in level on each benchmark |
- variety of teaching strategies implemented in general and special education classrooms - consistent collaboration with general education and special education teachers (and other team members when necessary - preparation for testing (practice tests, study skills, test taking strategies) |
- progress on benchmark and practice tests |
students will increase state testing score by at least five percent in each subject area |
|
Secondary (Mild/ Moderate) Goal 1 |
Improvement of student social skills/interactions through enrichment programs during REACH as measured by teacher observations, leadership contracts and CPA. |
- Full inclusion - Co-teachers in core classes - RTI REACH classes - Leadership contracts |
Leadership contracts, bi-weekly progress reports 6 week progress reports |
5% improvement at each 6 week grading period. By the end of semester one we will have 50%. |
|
Goal 2 |
To improve student academic achievement in class as measured by grade point average and bi-weekly grade slips. |
- Full inclusion - Co-teachers in core classes - RTI REACH classes - Leadership contracts |
Leadership contracts, bi-weekly progress reports 6 week progress reports |
5% improvement at each 6 week grading period. By the end of semester one we will have 50%. |
|
Goal 3 |
To improve student achievement in academic content as measured by benchmark assessments. |
- Full inclusion - Co-teachers in core classes - RTI REACH classes - Leadership contracts |
Benchmark Assessments |
From Fall Benchmark to Winter Benchmark, 40% of the students with special needs will show a 5% (or more) growth. By the Spring Benchmark, 50% of the students with special needs will show a 5% (or more) growth. |
|
Secondary (Moderate/ Severe) |
Students will show increased proficiency in ELA and Math, as measured by the iready |
* Continue with current individualized ELA and Math instruction * Target the specific weaknesses noted on the initial scoring of the iready |
Progress on the iready throughout the school year |
Increasing scores on each iready retest (since this is my first experience with the test I am not picking a point gain goal, as I do not have a sense of what is realistic) |