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.
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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READING GOALS
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Problem-Solving Process to Increase Student Achievement
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Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
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Anticipated Barrier
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Strategy
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Person or Position Responsible for Monitoring
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Process Used to Determine Effectiveness of
Strategy
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Evaluation Tool
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1. Students achieving proficiency (FCAT Level 3) in reading
Reading Goal #1:
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1.1.
Due to a lack of Reading endorsed and/or NG-CAR-PD teachers teaching core and electives classes, level 3 proficient students do not receive sufficient integration of literacy strategies in content and elective classes.
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1.1.
Develop a plan to encourage content and elective teachers to enroll in reading endorsement or NG-CAR-PD classes.
Coaches will model and co-teach reading strategies in content and elective classes.
In order to share best practices,
a PLC will be created for teachers certified or endorsed in reading, and for teachers currently enroll in NG-CAR-PD.
PLCs
Data-Chats
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1.1.
Assistant Principals, Reading Coaches, Department Heads
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1.1.
CWT's, Observations, PLC’s recorded minutes
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1.1.
Mini BATS, FAIR, BAT, FCAT
Student Portfolios
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Coconut Creek High School’s goal is to have proficient students maintain their proficiency and to have students who are level 1 and level 2 reach proficiency
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2011 Current Level of Performance:*
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2012 Expected Level of Performance:*
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Enter numerical data for current level of performance in this box.
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Enter numerical data for expected level of performance in this box.
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1.2.
Delivery of content instruction does not embed reading standards across the curriculum
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1.2.
Teachers will attend a Professional Development on “Effective Lesson Delivery” with a follow-up of PLC. Teachers are given a weekly school wide instructional focus calendar with activities for each content area that are aligned to the weekly benchmark.
PLCs
Data-Chats
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1.2.
Assistant Principal
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1.2.
CWT's, Observations, Lesson Plans
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1.2.
Mini BATS, FAIR, BAT, FCAT, Student Portfolio
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1.3.
Content area teachers have a limited understanding of how to integrate the standards into their curriculum.
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1.3.
Teachers will attend a Professional Development on how to integrate reading standards into content area curriculum using McRel and CRISS strategies.
PLCs
Data-Chats
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1.3.
Assistant Principal, Reading Coaches
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1.3.
CWT's, Observations, Coaching Process
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1.3.
Mini BATS, FAIR, BAT, FCAT
Student Portfolios
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1.4
Correct Student Placement and Scheduling
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1.4
Student placement data will be Reviewed to ensure that all students are correctly placed in a reading intervention program that best meets their needs. Scheduling Standards of Practice documents,
Placement Charts, Struggling Reader Chart, and K12 Reading Plan for more information will be utilized in this process.
PLCs
Data-Chats
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1.4
Guidance Counselors per grade level, Master Scheduler
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1.4
Schedule Change Request Form, Aligned Master Schedule, Student Class Performance
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1.4
FCAT, BAT, FAIR, Mini BATS, Guidance Review
Student Portfolios
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1.5
Students’ scores from last year were just above the Developmental Scale Score equating to level 3 (sliders). Students’ scores from last year were just below the Developmental Scale Score equating to level 3 (bubble students).
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1.5
An after school program, Cougar Crunch VIP (Honors), will be available for bubble and sliders level 3 to increase critical thinking.
Mentoring program for all bubbles and sliders with leadership.
Incentives given for student achieving proficiency.
PLCs
Data-Chats
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1.5
Reading Coach
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1.5
Observations, Student Samples
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1.5
Mini BATS, FAIR, BAT, FCAT, Student Portfolio
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Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
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Anticipated Barrier
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Strategy
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Person or Position Responsible for Monitoring
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Process Used to Determine Effectiveness of
Strategy
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Evaluation Tool
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2. Students achieving above proficiency
(FCAT Levels 4 and 5) in reading
Reading Goal #2:
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2.1.
Students in AP, honors and Global Academy classes are not sufficiently involved in answering higher-level questions and using critical thinking to support their answers.
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2.1.
Document-Based Questions need to be part of the lesson to increase the rigor and critical thinking when using a primary source.
PLCs
Data-Chats
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2.1.
Assistant Principals, Department Heads
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2.1.
CWT's, Observations, Lesson Plans
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2.1.
Chapter Tests
AP Exams
BATs (if levels 4 & 5 students are required to take it), Student Portfolio
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The goal is for Level 4 and Level 5 students to maintain FCAT proficiency, to achieve success in a rigorous learning environment and to environment and to analyze, synthesize and evaluate when asking or answering critical thinking questions.
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2011 Current Level of Performance:*
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2012 Expected Level of Performance:*
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Enter numerical data for current level of performance in this box.
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Enter numerical data for expected level of performance in this box.
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2.2.
Lack of rigor in the delivery of the lesson in AP, Honors and Global Academy classes.
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2.2.
Teachers will attend a professional development on
Document-Based Questions to increase the rigor and critical thinking when using a primary source.
PLCs
Data-Chats
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2.2.
Assistant Principal, model teachers
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2.2.
CWT's, Observations, Lesson Plans
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2.2.
AP Exams, Student Portfolio
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2.3
Delivery of content instruction does not embed reading standards across the curriculum.
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2.3
Teachers will attend a Professional Development on “Effective Lesson Delivery” with a follow-up of PLC.
Teachers are given a weekly school wide Instructional Focus Calendar with activities for each content area that are aligned to the weekly benchmark.
PLCs
Data-Chats
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2.3
Assistant Principal
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2.3
CWT's, Observations, Lesson Plans
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2.3
Mini-Assesments
BAT's
FCAT, Student Portfolio
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2.4
Students’ scores from last year were just above the Developmental Scale Score equating to level 3 (sliders). Students’ scores from last year were just below the Developmental Scale Score equating to level 3 (bubble students).
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2.4
An after school program, Cougar Crunch VIP (Honors), will be available for bubble and sliders level 4 to increase critical thinking.
Mentoring program for all bubble and slider level 4’s with leadership.
Incentives given for students achieving proficiency.
PLCs
Data-Chats
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2.4
Reading Coach
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2.4
Observations, Student Samples
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2.4
Mini-Assessments
BAT's
FCAT, Student Portfolio
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Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
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Anticipated Barrier
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Strategy
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Person or Position Responsible for Monitoring
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Process Used to Determine Effectiveness of
Strategy
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Evaluation Tool
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3. Percentage of students making Learning Gains in reading
Reading Goal #3:
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3.1.
Students have limited knowledge of the NGSSS.
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3.1.
Coaches will model and co-teach lessons using the NGSSS.
Students have opportunities to attend an after school program to receive additional help in becoming successful with NGSSS.
PLCs
Data-Chats
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3.1.
Reading Coaches, Model Teachers
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3.1.
CWT’s, observations and lesson plans.
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3.1.
Chapter Tests, Mini BAT’s , BAT’s, FCAT and student portfolios.
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The teachers will integrate the Next Generation Sunshine State Standards into their curricula in order for students to make learning gains on the Reading FCAT 2.0.
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2011 Current Level of Performance:*
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2012Expected Level of Performance:*
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Enter numerical data for current level of performance in this box.
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Enter numerical data for expected level of performance in this box.
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3.2.
Teachers have a limited understanding of the NGSSS Benchmarks.
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3.2.
Teachers will attend a Professional development on the NGSSS.
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3.2.
Assistant Principal, Reading Coaches
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3.2.
CWTs, observations, lesson plans
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3.2.
Chapter Tests, Mini-BATs, BATs, FCATs, and Student Portfolios.
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3.3.
Minimum utilization of district resources: united streaming, district benchmarks, FAIR tool kit, and data from Mini Assessments
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3.3.
Teachers will attend a Professional Development on the implementation of common resources.
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3.3.
Assistant Principal, Reading Coaches, Science Coach
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3.3.
CWT's, Observations, Lesson Plans
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3.3.
Observations, Chapter Tests
Mini BATs, BAT's and FCAT, Student Portfolio
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3.4
Lack of rigor in planning the instruction.
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3.4
Teachers will meet during common planning and discuss the utilization of Advance Placement criteria with text and additional resources.
PLCs
Data-Chats
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3.4
Department Heads, Assistant Principals
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3.4
CWT's, Observations, Lesson Plans
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3.4
Observations, Chapter Tests
Mini BATs, BAT's and FCAT, Student Portfolio
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Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
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Anticipated Barrier
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Strategy
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Person or Position Responsible for Monitoring
|
Process Used to Determine Effectiveness of
Strategy
|
Evaluation Tool
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4. Percentage of students in Lowest 25% making learning gains in reading
Reading Goal #4:
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4.1.
Students have limited lack knowledge of the NGSSS.
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4.1.
Coaches will model and co-teach lessons using the NGSSS.
Students have opportunities to attend an after school program to receive additional help to become successful in understanding NGSSS.
PLCs
Data-Chats
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4.1.
Reading Coaches, Model Teachers
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4.1.
CWT's, Observations, Lesson Plans
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4.1.
Chapter Tests, Mini BAT's, BAT's FAIR and FCAT, Student Portfolio
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The teachers will integrate the Next Generation Sunshine State Standards into their curricula in order for students in the lowest 25% to make learning gains on the Reading FCAT.
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2011 Current Level of Performance:*
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2012 Expected Level of Performance:*
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Enter numerical data for current level of performance in this box.
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Enter numerical data for expected level of performance in this box.
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4.2.
Teachers have a limited understanding of the NGSSS.
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4.2.
Teachers will attend a Professional Development on the NGSSS.
PLCs
Data-Chats
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4.2.
Assistant Principal, Reading Coaches
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4.2.
CWT's, Observations, Lesson Plans
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4.2.
Chapter Tests, Mini BAT's, BAT's FAIR and FCAT, Student Portfolio
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4.3
Students lack mastery of comprehension strategies.
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4.3.
Teachers will be given a variety of monitoring devices to check for understanding.
Students will receive additional assistance through a pullout program.
PLCs
Data-Chats
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4.3.
Assistant Principal, Reading Coaches
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4.3.
CWT's, Observations, Lesson Plans
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4.3.
Chapter Tests, Mini BAT's, BAT's FAIR and FCAT, Student Portfolio
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4.4
Lack of Differentiated Instruction to meet the needs of individual students.
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4.4
Teachers will attend a Professional Development on Differentiated Instruction.
PLCs
Data-Chats
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4.4
Coaches, Assistant Principals, Model Teachers
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4.4
CWT's, Observations, Lesson Plans
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4.4
Chapter Tests, Mini BAT's, BAT's FAIR and FCAT, Student Portfolio |
