School Name: Coconut Creek hs date: 2011-12 Broward Preliminary sip submission

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
2C. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2C:			Writing Goal #2C: Students with Disabilities (SWD)			2C.1. Students with disabilities have not mastered the ability to demonstrate knowledge of relevance of written content to the central idea or topic or how the organization of writing affects the logical presentation of ideas and the integrity of the piece.	2C.1. Administrator will visit Learning Strategies classes and introduce and discuss the important of writing content to the central idea or topic and how the organization fo writing affects the logical presentation of ideas and the integrity of the piece. Administrator will visit Learning Strategies classes to model and conduct mini-lessons regarding the important of writing content to the central idea or topic and how the organization of writing affects the logical presentation of ideas and the unity of the piece. English II and Learning Strategy Teachers will co-teach students with disabilities. Learning Strategies teachers will attend English II common planning meetings. Students will practice writing content to the central idea or topic and organizing writing so it affects the logical presentation of ideas and the integrity of the piece. Teachers then conference with the students to give them direct and timely feedback. 10^th grade students will be given a mock prompt and respond to it. Teachers will read the essays and evaluate them according to the established rubric and then recommend changes to the students. Students will re-write their essays and repeat the process until they earn a minimum score of three. PLCs Data-Chats	2C.1. Assistant Principal Language Arts Department Chair	2C.1. Observe teachers via CWT and provide feedback on a bi-monthly basis. Teachers will evaluate student work and submit to administrator and department head for bi-monthly review. Follow-up chats with teachers will take place on a bi-monthly basis so as to improve re-teaching process.	2C.1. 6 Traits Writing Rubric Formative Assessment
Increase proficiency with disabilities.			2011 Current Level of Performance:*		2012 Expected Level of Performance:*
			Enter numerical data for current level of performance in this box.		Enter numerical data for expected level of performance in this box.
						2C.2. Students with disabilities have not mastered the ability to use proper spelling, punctuation, sentence structure, indentation, and capitalization.	2C.2. Administrator will visit Learning Strategies classes and introduce conventions such as proper spelling, punctuation, sentence structure, indentation, and capitalization. Administrator will visit Learning Strategies classes and model and conduct mini-lessons such as proper spelling, punctuation, sentence structure, indentation, and capitalization. English II teachers and Learning Strategies teachers will co-teach students with disabilities. Learning Strategies teachers will attend English II common planning meetings. Students will practice conventions such as proper spelling, punctuation, sentence structure, indentation, and capitalization. Teachers then conference with the students to give them direct and timely feedback. 10^th grade students will be given a mock prompt and respond to it. Teachers will read the essays and evaluate them according to the established rubric and then recommend changes to students. Students will re-write their essays and repeat the process until they earn a minimum score of 3. PLCs Data-Chats	2C.2. Administrator Language Arts Department Chair	2C.2. Observe teachers via CWT and provide feedback on a bi-monthly basis. Teachers will evaluate student work and submit to administrator and department head for bi-monthly review. Follow-up chats with teachers will take place on a bi-monthly basis so as to improve re-teaching process.	2C.2. 6 Traits Writing Rubric Formative Assessment
						2C.3. Students with disabilities have not mastered prewriting strategies.	2C.3. Administrator will visit Learning Strategies classes and introduce prewriting strategies such as brainstorming, graphic organizers, and outlines. Administrator will visit Learning Strategies classes to model and conduct mini-lessons regarding prewriting strategies such as brainstorming, graphic organizers, and outlines. English II teachers and Learning Strategies teachers will co-teach students with disabilities. Learning Strategies will attend English II common planning meetings. Students will practice prewriting strategies such as brainstorming, graphic organizers, and outlines. PLCs Data-Chats	2C.3. Administrator Language Arts Department Chair	2C.3 . Observe teachers via CWT and provide feedback on a bi-monthly basis. Teachers will evaluate student work and submit to administrator and department head for bi-monthly review. Follow-up chats with teachers will take place on a bi-monthly basis so as to improve re-teaching process.	2C.3. 6 Traits Writing Rubric Formative Assessment
Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following subgroup:						Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
2D. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2D:			Writing Goal #2D: Economically Disadvantaged			2D.1. NA	2D.1. NA	2D.1. NA	2D.1. NA	2D.1. NA
NA			2011 Current Level of Performance:*		2012 Expected Level of Performance:*
			Enter numerical data for current level of performance in this box.		Enter numerical data for expected level of performance in this box.
						2D.2.	2D.2.	2D.2.	2D.2.	2D.2.
						2D.3.	2D.3.	2D.3.	2D.3.	2D.3.

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity Please note that each Strategy does not require a professional development or PLC activity.
PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC, subject, grade level, or school-wide)	Target Dates and Schedules (e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
High School Writing	9-12	District Facilitator	English Department	June 22, 23, 27, 28, 2011	CWT, PLC	Department Administrator
Data War Room	9-12	District Facilitator	School-wide	June 13-16, 2011 June 20-21, 2011	CWT’s	Administration
Lesson Study	9-12	State Facilitator	PLC	July 25-28, 2011	CWT’s	Administration
Coaching for Change	9-12	District Facilitator	Reading, Math and Science	August 2-4, 2011
Charting the Course for Excellence	9-12	School Administration	School-wide	August 2-4, 2011	CWT’s	Administration
Social Studies Summer Writing Institute	9-12	District Facilitator	Department wide	June 27-28, 2011	CWT, PLC	Department Administrator

Writing Budget

Include only school-based funded activities/materials and exclude district funded activities/materials.
Evidence-based Program(s)/Materials(s)
Strategy	Description of Resources	Funding Source	Available Amount
Subtotal:
Technology
Strategy	Description of Resources	Funding Source	Available Amount
Subtotal:
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
Subtotal:
Other
Strategy	Description of Resources	Funding Source	Available Amount
Grand Total:

End of Writing Goals
Attendance Goal(s)

Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each question on the template.

Guiding Questions to Inform the Problem-Solving Process

What was the attendance rate for 2009-2010? How many students had excessive absences (10 or more) during the 2009-2010 school year? What are the anticipated barriers to decreasing the number of students with excessive absences? What strategies and interventions will be utilized to decrease the number of students with excessive absences for 2010-2011? How many students had excessive tardies (10 or more) during the 2009-2010 school year? What are the anticipated barriers to decreasing the number of students with excessive tardies? What strategies and interventions will be utilized to decrease the number students with excessive tardies for 2010-2011?

* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

ATTENDANCE GOAL(S)			Problem-solving Process to Increase Attendance
Based on the analysis of attendance data, and reference to “Guiding Questions”, identify and define areas in need of improvement:			Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
1. Attendance Attendance Goal #1:			1.1. Lack of parental involvement	1.1. Student/Teacher conversations Parent contacted by teachers Administrative RtI referral RtI parent contact Assistant Principal / parent conference Use of ParentLink to let stakeholders know about upcoming events	1.1. Administration by alpha	1.1. Weekly attendance and tardy reports RtI reports	1.1. Final attendance reports
To increase attendance rate by 5% from 2011 to 2012. To decrease the number of students with 10 or more absences and tardies by 10% from year 2011 to 2012.	2011 Current Attendance Rate:*	2012 Expected Attendance Rate:*
	Enter numerical data for current attendance rate in this box.	Enter numerical data for expected attendance rate in this box.
	2011 Current Number of Students with Excessive Absences (10 or more)	2012 Expected Number of Students with Excessive Absences (10 or more)
	Enter numerical data for current number of absences in this box	Enter numerical data for expected number of absences in this box.
	2011 Current Number of Students with Excessive Tardies (10 or more)	2012 Expected Number of Students with Excessive Tardies (10 or more)
	Enter numerical data for current number of students tardy in this box.	Enter numerical data for expected number of students tardy in this box.
			1.2. Students have a long way to travel between some classes	1.2. Consider increasing the time given between classes from 5 to 6 minutes	1.2. Administration and campus monitors	1.2. Weekly reports Tardy Center usage	1.2. Final Attendance Reports
			1.3. Students suffer from chronic accumulation of excused and unexcused absences.	1.3. Acceptable documentation to be passed in to the school. Family Assessment	1.3. Social Worker RtI Team Administrative Designee	1.3. Review of Attendance Records Data Input forms from Social Worker	1.3. Each student attendance record. Decrease of chronic excused and unexcused absences Decrease in number of students absent.