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?