* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
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SCIENCE 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 science
Science Goal #1:
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1.1.
Qualitative and quantitative differences in background of Biology knowledge matter.
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1.1.
Teachers must consistently use pre-test and post-test for every NGSSS they cover to identify student weaknesses and strengths and to develop differentiated strategies to address the anomalies.
PLCs
Data-Chats
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1.1.
Science Coach and Assistant Principal
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1.1.
CWTs and data review comparing pre and post-tests.
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1.1.
District Designed Biology Mini-Assessments, BAT, USA Test Prep Assessments
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Our goal is to match the Proficiency percentage of EOC in Biology to the Districts.
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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.
Students inability to effectively process and solve scientific problems using the scientific method.
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1.2.
Teachers are consistently using the Webb’s DOK in daily classroom instructions.
Students will be exposed to differentiated-inquiry instruction with emphasis on problem solving on a weekly basis.
PLCs
Data-Chats
Science classes will have a minimum of 1 inquiry-based lab a week.
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1.2.
Science Administrator,
Science Coach
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1.2.
CWT's, stakeholders monitor instructional delivery of the Webb’s DOK and differentiated.
Stakeholders meet to analyze and discuss the data collected from the evaluation tools.
Stakeholders determine the need for modifications to strategy to yield desired results.
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1.2.
BATs
Mini BATs
Teacher-developed classroom assessment
Lesson Plans
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1.3.
Students lack of mathematical skills to solve science problems.
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1.3.
Teachers will provide more hands-on practice (for example, in a lab, experiment, or application of both) on science problem-solving that involves the utilization of specific mathematical skills.
PLCs
Data-Chats
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1.3.
Science Administrator,
Science Coach
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1.3.
Through classroom visits, science coach will monitor the implementation of the strategy.
In collaborative planning sessions, teachers will share and discuss problem-solving progress to make appropriate modifications.
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1.3.
BATs
Mini BATs
Teacher-developed classroom assessment
Evidence of student work such as portfolios, practice problems, and student notebooks.
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1.4.
Students lack of effective usage of reading strategies for various science-related materials.
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1.4.
Students will consistently use CRISS or McRel reading strategies in all science classes.
PLCs
Data-Chats
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1.4.
Science Coach
Reading Coach
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1.4.
Through classroom visits, science coach will monitor the implementation of reading strategies in science classes.
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1.4.
Teacher-developed assessments.
Review of science journals and laboratory reports.
Student Science Participation Portfolio
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1.5.
Students lack of knowledge in scientific writing.
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1.5.
Teachers will train students to differentiate between science and non-science writing through the usage of science articles and science journals.
Teachers will formulate and implement a department-wide laboratory report format.
Teachers will develop a science journal template and rubric for science-specific courses.
PLCs
Data-Chats
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1.5.
Science Administrator
Science Coach
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1.5.
During common planning sessions, teachers will collaborate and review student journals to see evidence of students’ science writing.
During common planning, teacher will analyze student journals to make recommendations for any necessary modifications of the strategy to enhance its effectiveness.
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1.5.
Student science journals
Recommendations from teachers review of student work.
Results from science journal rubrics
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1.6.
Students lack of connection between science curriculum and real world applications
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1.6.
Teachers will build real world strategies intertwining curriculum to every day experiences.
Planning and department meetings will focus student learning to real world experiences.
Students will do projects that directly correlate to real world applications
PLCs
Data-Chats
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1.6.
Science Coach
Science Department Head
Science Administrator
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1.6.
During common planning sessions, teachers will collaborate and review student projects and plans for projects that will be implemented in real life.
During common planning, teachers will analyze and make recommendations for plans that connect to real life applications in science to go ahead to start functioning.
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1.6.
Student Projects
Recommendations from teachers and review of student work.
Student Portfolio of Projects
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1.7.
Students lack of data collection and data analysis skills.
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1.7.
During common planning, content-specific teachers will collaborate and develop inquiry-based science explorations.
Teachers will implement at least once per week an inquiry-based science exploration that involves data collection and data analysis activities.
Students will demonstrate data collection and analysis through inquiry-based labs.
Students will compete in school, district, and state-level science competitions.
PLCs
Data-Chats
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1.7.
Science Administrator
Science Coach
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1.7.
During common planning sessions, teachers will collaborate and review student journals and laboratory report to see evidence of students’ data collection and analysis.
During common planning, teacher will analyze student journals and lab reports to make recommendations for any necessary modifications of the strategy to enhance its effectiveness
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1.7.
Student science journals and lab reports
Recommendations from teachers review of student work from journals and lab reports.
CWT data to monitor implementation of strategies.
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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
|
Strategy
|
Person or Position Responsible for Monitoring
|
Process Used to Determine Effectiveness of
Strategy
|
Evaluation Tool
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2. Students achieving above proficiency
(FCAT Levels 4 and 5) in science
Science Goal #2:
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2.1.
Students inability to solve problems of higher complexity in Biology
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2.1.
Teacher will use rigorous lesson plan that are DOK based to elevate students’ cognitive abilities. Design high-complexity assessments and train students on how to solve complex problems.
PLCs
Data-Chats
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2.1.
Science Coach and Assistant Principal
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2.1.
CWTs, Data Review of Assessment Results to address any deficiencies.
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2.1.
District Designed Biology Assessments, BAT, USA Test Prep Assessments.
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Our goal is to match the percentage in proficiency comparative to the district.
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2012 Expected Level of Performance:*
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Enter numerical data for expected level of performance in this box.
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2.2.
Students demonstrating deficiencies in effective scientific writing.
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2.2.
Teachers will train students to differentiate between science and non-science writing through the usage of science articles and science journals.
Teachers will formulate and implement a department-wide laboratory report format.
Teachers will develop a science journal template and rubric for science-specific courses.
PLCs
Data-Chats
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2.2.
Science Administrator
Science Coach
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2.2.
During common planning sessions, teachers will collaborate and review student journals to see evidence of students’ science writing.
During common planning, teacher will analyze student journals to make recommendations for any necessary modifications of the strategy to enhance its effectiveness.
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2.2.
Student science journals
Recommendations from teachers review of student work.
Results from science journal rubrics
CWT data to monitor implementation of strategies
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2.3
Students lacking understanding of science curriculum’s application to the real world.
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2.3 Teachers will provide opportunities for students to design and build models related to real-world applications.
Students will participate in more science simulations that involve real-world applications.
Teachers will invite guest speakers of science-related careers.
PLCs
Data-Chats
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2.3
Science Administrator
Science Coach
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2.3
Teachers will evaluate the models developed to assess if they have achieved the objectives established by teacher designed rubrics.
The science coach and teachers choose science simulation program that are aligned with the objectives.
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2.3
Student-created works
Student assessment results
CWT data to monitor implementation of strategies.
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2.4
Students are not familiar with EOC Biology evaluations through the NGSSS assessed topics.
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2.4
Teachers will be trained on the new NGSSS and will also be trained on the new EOC targeted topics for Biology.
PLCs
Data-Chats
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2.4
Science Administrator
Science Coach
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2.4
The Science Mini-Assessments will assess if the students are gaining the required information.
CWT will be used to assess if lessons are on target.
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2.4
EOC Evaluation Statistics and passing rate
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2.5
Students not having opportunities to demonstrate their science learning based upon their individual needs and abilities.
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2.5
Teachers will assess individual students’ learning styles and preferences.
Teachers will provide at least two (2) low-prep differentiation strategies and one (1) high-prep differentiation opportunities per quarter that are based upon students’ learning styles.
PLCs
Data-Chats
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2.5
Science Administrator
Science Coach
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2.5
Through classroom Walkthroughs, the science coach will assess if differentiation strategies are implemented according to effective research-based models.
Teachers will review of final student-created works to assess if preset objectives were attained.
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2.5
Student-created works
Student assessment results.
CWT data to monitor implementation of strategies.
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2.6
Students have a disconnect between real life and science applications.
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2.6
The students will be offered an alternative interdisciplinary program entitled: The Global Academy for Environmental Research and Graphic Design headed by a team of teachers and administrators focusing the students' to view real life application to science based off of the NGSSS as a guideline for the scientific portion of the students courses of study.
PLCs
Data-Chats
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2.6
The Global Academy Teacher and Administrative Research Team (also includes all academic coaches and department heads)
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2.6
Project-based learning closely monitored by the team of Global Academy instructors.
Science-based field trips to emphasize connections between classroom activity and real life application.
Global Academy students will be participating in science-based events at the school, district, and state levels.
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2.6
Student Portfolio
Student Finalized Projects
Differentiated Lesson Plans
Environmental Business Proposal
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