READING:
Tasks Identified During Instructional Audit
|
Status of Implementation
(Please check
one)
|
Expected Date of
Compliance
(MM/DD/YY)
|
Evidence of
Implementation
|
Next Steps
|
Expected Date of
Completion
(MM/DD/YY)
|
Person or Position Responsible for
Monitoring
|
Full
|
Partial
|
No
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Develop a school-wide attendance plan.
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X
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Master schedule
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Principal, Assistant Principal, and Behavior Specialist
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Implement the District's Reading Plan
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X
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District Reading Specialist walkthrough forms; classroom
observations, lesson plans
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ETO Secondary Reading Program Specialist and Reading Coach will
review the K-12 Reading Plan for compliance and modify
practices
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03/01/2013
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ETO Secondary Reading Program Specialist and Reading Coach
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Provide staff development to teach reading across the
curriculum; i.e., NGCAR-RD
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X
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Agendas; sign-in sheets
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ETO Secondary Reading Program Specialist and Reading Coach will
provide PD related to the CIS, text complexity, and responding to
text in writing
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03/01/2013
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ETO Secondary Reading Program Specialist and Reading Coach
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Utilize classroom libraries in every class
|
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X
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Lesson plans; classroom observations
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ETO Secondary Reading Program Specialist and Reading Coach will
place classroom libraries in all rooms and develop a system for
independent reading
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04/01/2013
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ETO Secondary Reading Program Specialist and Reading Coach
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Establish a school literacy council to address best practice
literacy strategies.
|
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X
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Meeting agenda; sign-in sheets
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ETO Secondary Reading Program Specialist and Reading Coach will
develop an action plan to fortify the LLT
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03/01/2013
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ETO Secondary Reading Program Specialist and Reading Coach
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Use Progress Monitoring Reporting Network (PMRN) as suggested by
the state reading initiative.
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X
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Agenda; sign-in sheet
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Reading Coach will meet with all reading, English, and language
arts teachers to provide PD related to accessing the PMRN and
interpreting the available data
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03/01/2013
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Reading Coach
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Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
|
X
|
|
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Lesson plans; classroom observations; Targeted Walkthrough
Form
|
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Principal, Assistant Principal, and Reading Coach
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Additional Reading Tasks Identified
During Follow-Up Visit
|
Next Steps
|
Person or Position Responsible
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Expected Date of Completion
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Common Core State Standards implementation
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Reading Coach will provide professional development related to
CIS to all members of the faculty
|
ETO Secondary Reading Program Specialist
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03/01/2013
|
Academic Improvement Plan (AIP)
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Develop AIPs for students transitioning from DJJ programs or
home schools
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Guidance Counselor and ETO RtI/Data Analyst
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06/07/2013
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Accelerated Reader
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Add Marquis to Accelerated Reader system
|
ETO RtI/Data Analyst will contact MIS Department to request
addition
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02/15/2013
|
Positive Behavior Support
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Create and disseminate written PBS plan that is integrated with
RtI
|
ETO RtI/Data Analyst will work with Assistant Principal for
formalize PBS plan
|
03/01/2013
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Interventions
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Prescriptive scheduling within SuccessMaker for reading
skills
|
ETO RtI/Data Analyst will coordinate PD for SuccessMaker
training and scheduling
|
03/01/2013
|
Transition from DJJ or home school
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Develop transition plans for students entering CPA (credit
recovery, GPA, etc.)
|
ETO RtI/Data Analyst will work with the Guidance Counselor to
develop system
|
03/01/2013
|
MATHEMATICS:
Tasks Identified During Instructional Audit
|
Status of Implementation
(Please check
one)
|
Expected Date of
Compliance
(MM/DD/YY)
|
Evidence of
Implementation
|
Next Steps
|
Expected Date of
Completion
(MM/DD/YY)
|
Person or Position Responsible for
Monitoring
|
Full
|
Partial
|
No
|
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
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X
|
|
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Classroom observations; lesson plans
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Mathematics Coach
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Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
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X
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|
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Classroom observations; lesson plans
|
|
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Mathematics Coach
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Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target
areas of difficulty for differentiated instruction
|
X
|
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Data reports
|
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Mathematics Coach
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Use Go Math Adoption series with fidelity
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|
X
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Lesson plans; classroom observations
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Mathematics Coach will provide professional development related
to the use of the Grab & Go activities
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Mathematics Coach
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Concentrated daily practice and review using word problems
|
X
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Lesson plans
|
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Mathematics Coach
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Reading in the content area
|
X
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Word problems related to mathematics
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Mathematics Coach and Reading Coach
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Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
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X
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|
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Lesson plans
|
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Mathematics Coach
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Hands-on-materials/centers to build computational, geometrical
and algebraic thinking skills
|
|
|
X
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School Improvement Plan (SIP)
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Remove from SIP
|
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Principal
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Application of Real-world situations to make connections with
mathematical theories
|
X
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Lesson plans
|
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Mathematics Coach
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Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
|
X
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Lesson plans
|
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Mathematics Coach
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Bi-Weekly Assessments
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X
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School Improvement Plan; assessment data
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Change to weekly in SIP
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Principal and Mathematics Coach
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CWTs
|
X
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Classroom Walkthrough Forms
|
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Principal and Mathematics Coach
|
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
|
X
|
|
|
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Data notebook
|
ETO RtI/Data Analyst will work with administration and
instructional coaching staff to develop a written plan and system
for data chats, including forms
|
|
Principal, Assistant Principal, Reading Coach, Mathematics
Coach, Science Coach, Behavior Specialist, Guidance Counselor, and
ETO/RtI Data Analyst
|
After-school Practice on Basic and Developmental Skills
|
X
|
|
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21st Century Learning Center Program Schedule
|
|
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Principal and Assistant Principal
|
Monthly school-wide activities, incentives (including awards and
rewards) for satisfactory and improved attendance
|
|
|
X
|
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ETO RtI/Data Analyst will work with Assistant Principal and
instructional coaching staff to formalize PBS plan and disseminate
to stakeholders
|
03/01/2013
|
Principal, Assistant Principal, Reading Coach, Mathematics
Coach, Science Coach, Behavior Specialist, Guidance Counselor, and
ETO/RtI Data Analyst
|
Periodically provide classrooms with highly respected
motivational speakers/presentors from workforce who able to
related to students
|
|
X
|
|
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Flyers; announcements; contact information lists
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Find additional speakers from private enterprise and schedule
one per month
|
03/01/2013
|
Principal, Assistant Principal, Guidance Counselor, Behavior
Specialist, Reading Coach, Mathematics Coach, Science Coach
|
Supplement with Acaletics Algebra 1 Quick Piks and Pre-post
comprehensive assessments
|
X
|
|
|
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Lesson plans; assessment data
|
|
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Mathematics Coach
|
Engage students in visual learning/models so that they can
interact with mathematical concepts, process information, observe
change, reflect on their experiences, modify their thinking and
draw conclusions.
|
X
|
|
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Lesson plans; classroom observations
|
|
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Mathematics Coach
|
Utilize the ETO Algebra 1 curriculum guide to pace
instruction.
|
X
|
|
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Lesson plans; curriculum pacing guides
|
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Mathematics Coach
|
Additional Mathematics Tasks Identified
During Follow-Up Visit
|
Next Steps
|
Person or Position Responsible for
Monitoring
|
Expected Date of Completion
|
Interventions
|
Teachers will use prescriptive scheduling within
SuccessMaker
|
ETO Secondary Mathematics Program Specialist and Mathematics
Coach
|
03/01/2013
|
Transition from DJJ or home school
|
Develop transition plans for students entering CPA (credit
recovery, GPA, etc.)
|
ETO RtI/Data Analyst will work with the Guidance Counselor to
develop system
|
03/01/2013
|
SCIENCE:
Tasks Identified During Instructional Audit
|
Status of Implementation
(Please check
one)
|
Expected Date of
Compliance
(MM/DD/YY)
|
Evidence of
Implementation
|
Next Steps
|
Expected Date of
Completion
(MM/DD/YY)
|
Person or Position Responsible for
Monitoring
|
Full
|
Partial
|
No
|
Follow -up
communications with parents
|
X
|
|
|
|
Parent contact list records; written announcements
|
|
|
Principal and Assistant Principal
|
Teachers will follow Curriculum Map/Instructional Focus Calendar
ensure that benchmarks are taught and re-teaching strategies are in
place. (FCIM and ETO Curriculum Guides)
|
X
|
|
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Lesson plans; classroom observations
|
|
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Principal and Assistant Principal
|
District purchase lab supplies for Biology Labs
|
|
X
|
|
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Purchase orders
|
Principal will submit science lab order to Race to the Top
Coordinator
|
03/01/2013
|
Principal
|
Students will use FCAT Science Explorer for both remediation and
enrichment
|
X
|
|
|
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Lab reports
|
|
|
Principal and Assistant Principal
|
Science teachers will incorporate essential science vocabulary
in each topic covered by their curriculum and display words on word
wall
|
X
|
|
|
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Classroom observation; lesson plans
|
|
|
Principal
|
Science teachers will incorporate experimental design,
theoretical concepts and scientific method via investigations
(Strand H) across the curriculum
|
|
|
X
|
|
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Science teachers will plan collaboratively to develop science
labs, and labs will be conducted at least once per week
|
02/15/2013
|
Principal
|
Science Teacher will use personalized Data Chats as a means to
encourage and advise students on their performances
|
X
|
|
|
|
Data chat forms
|
ETO RtI/Data Analyst will work with administration and
instructional coaching staff to develop a written plan and system
for data chats, including forms
|
03/01/2013
|
Principal, Assistant Principal, Reading Coach, Mathematics
Coach, Science Coach, Behavior Specialist, Guidance Counselor, and
ETO/RtI Data Analyst
|
Differentiate science instruction with the use of technology and
documentation of common core standards
|
X
|
|
|
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Lesson plans; classroom observations
|
|
|
Principal
|
Incorporation of reading strategies to improve spelling and
reading abilities.
|
X
|
|
|
|
Lesson plans
|
|
|
Reading Coach
|
Additional Science Tasks Identified
During Follow-Up Visit
|
Next Steps
|
Person or Position Responsible
|
Expected Date of Completion
|
Transition from DJJ or home school
|
Develop transition plans for students entering CPA (credit
recovery, GPA, etc.)
|
ETO RtI/Data Analyst will work with the Guidance Counselor to
develop system
|
03/01/2013
|
WRITING:
Tasks Identified During Instructional Audit
|
Status of Implementation
(Please check
one)
|
Expected Date of
Compliance
(MM/DD/YY)
|
Evidence of
Implementation
|
Next Steps
|
Expected Date of
Completion
(MM/DD/YY)
|
Person or Position Responsible for
Monitoring
|
Full
|
Partial
|
No
|
Use FCAT 2.0 resources and Write Score data to differentiate
instruction to meet the needs of all students
|
X
|
|
|
|
Write Score data
|
|
|
Reading Coach
|
Focus instruction on teaching students the various forms of
writing, organizational patterns and the transitional devices while
simultaneously providing the "how-to-respond" to FCAT 2.0 Writing
prompts according to the DOE's rubrics and expectations.
|
X
|
|
|
|
Lesson plans
|
|
|
Reading Coach
|
Instruct and have students to model the following expectation
through scheduled Mock FCAT 2.0 Writing administrations (quarterly)
for grades 4-12: For the 60-minute timed writing assessment,
students are expected to read the prompt independently and to plan
the response according to the topic and purpose for writing (grade
4 narrative or expository, grades 8 and 10 persuasive or
expository). After planning, the student should draft the response
while using a continual process of revision, checking to be sure
that the writing is clear and effective. Finally, the student
should proofread and edit for the correct use of standard English
conventions.
|
|
X
|
|
|
|
ETO Secondary Reading Program Specialist and Reading Coach will
model the use of the Write Score website for focus lessons to all
English/language arts teachers
|
03/01/2013
|
ETO Secondary Reading Program Specialist and Reading Coach
|
Professional development in scoring writing responses and using
the 2012 FCAT Writing Anchor Sets which are aligned to the FCAT 2.0
Writing Calibration Scoring Guides, along with the 2012 FCAT
Writing Exemplar Sets. (The responses in each anchor set are based
on the prompts that were administered in 2012 and provide an
understanding of student scores for narrative (grade 4) and
persuasive (grades 8 and 10) writing purposes.)
|
|
|
X
|
|
|
ETO Secondary Reading Program Specialist and Reading Coach will
provide professional develop to all English/language arts teachers
related to scoring writing papers based on FLDOE's rubric
|
03/01/2013
|
ETO Secondary Reading Program Specialist and Reading Coach
|
As part of the instructional focus for grades 4-12 in 2012-2013,
include continuous training and implementation of PD to include the
transition and blending of the appropriate NGSSS with the CCSS
(which describe what students should know and be able to do in
writing) to ensure preparation for at-risk students for upcoming
FCAT 2.0 assessments.
|
|
X
|
|
|
|
ETO Secondary Reading Program Specialist and Reading Coach will
develop a professional development calendar for writing across the
curriculum, focusing on analytical writing (CCSS)
|
04/01/2013
|
ETO Secondary Reading Program Specialist and Reading Coach
|
Additional Writing Tasks Identified
During Follow-Up Visit
|
Next Steps
|
Person or Position Responsible
|
Expected Date of Completion
|
Writing pull outs
|
Reading Coach will pull out select tenth graders to provide
intensive remediation
|
Reading Coach
|
02/25/2013
|
Transition from DJJ or home school
|
Develop transition plans for students entering CPA (credit
recovery, GPA, etc.)
|
ETO RtI/Data Analyst will work with the Guidance Counselor to
develop system
|
03/01/2013
|