OBJECTIVE 1: TEACHING AND LEARNING
MAXIMIZE THE ACHIEVEMENT OF EACH STUDENT THROUGH AN EFFECTIVE TEACHING AND LEARNING PROGRAM.
Strategy A: Reach state-mandated average yearly progress goals by modifying, developing and expanding curriculum, assessment
and instructional programs to address the diverse educational needs of students.
Tasks 06-07 07-08 08-09 09-10 10-11
1 Identify and provide additional support and resources for core
subject areas P P P P P
2 Establish K-6 programs and resources to support low achieving
mathematic students P C
3 Develop and implement K-12 district summative assessments in
mathematics, communication arts, science and social studies P P P P P
4
Select and implement technology resources, including
achievement data analysis software, which facilitate data-driven
decision-making
P P P P P
5 Revise the district’s remedial reading program for consistency in
student identification and program interventions P C
6 Develop and implement on-line and other professional
development opportunities for staff on “best practices” P P P P
7 Focus on fluency during the process of learning to read P P P
8 Establish essential learnings in targeted core areas P P P
Strategy B: Ensure administrators, teachers and students demonstrate established technology competencies with 80% mastery.
Tasks 06-07 07-08 08-09 09-10 10-11
1 Revise student, teacher and administrator technology
competencies P P C
2
Select and implement an assessment tool to determine
proficiency of students, teachers and administrators on
technology competencies
P P P P
3
Implement training for teachers and administrators which
supports them in reaching the required proficiency levels on
district technology competencies
P P P
4 Integrate student technology competencies into curriculum P P P
5 Research, evaluate and implement emerging technologies as
they related to the instructional goals of the district P P P P P
6 Develop processes for acquiring, implementing and monitoring
instructional software applications P C
Strategy C: Ensure career and college readiness for each student.
Tasks 06-07 07-08 08-09 09-10 10-11
1 Continue to implement the 5 Year Plan for Connecting Each
Student to the Future P P P C
2 Continue to implement the Making Middle Grades Work initiative
in 7th and 8th grades P P P P
3 Continue implementation of the High Schools That Work initiative
and A+ Program P P P P P
4 Develop Centers of Excellence as needed P P P P P
5 Continue to evaluate and develop alternative program options P P P P P
6 Increase Partners in Education activities that reinforce curricular
objectives P P P P P
7 Provide an employability transcript for each graduate P P C
Missouri Schools - The Washington Post
Missouri Schools - The Washington Post Some schools brag about their high passing rates on AP or IB, meaning the percentage of test-takers who scored 3, 4 or 5 on the 5-point AP exam or 4, 5, 6 or 7 on the 7-point IB exam. Passing scores make students eligible for credit at many colleges and universities. I decided not to count passing rates in this way because I found that many high schools kept those rates artificially high by allowing only top students to take the courses. AP, IB and AICE are important because they give average students a chance to experience the trauma of heavy college reading lists and long, analytical college examinations. Research has found that even low-performing students who got a 2 on an AP test did significantly better in college than similar students who did not take AP. On the list, we also give readers a sense of how well each school’s students are doing on the tests by posting the Equity and Excellence rate, which is the percentage of all graduating s...
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