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



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End of Science Goals
Writing Goals

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




  • Based on 2010 FCAT data, what percentage of students achieved Adequate Yearly Progress (AYP) (Levels 3.0 and higher)?

  • What are the anticipated barriers to students achieving AYP on the 2011 FCAT?

  • Which student subgroups did not achieve AYP targets on the 2010 FCAT?

  • What are the anticipated barriers to increasing the number of subgroups achieving AYP on the 2011 FCAT?

  • What strategies will be used to ensure students achieve AYP on the 2011 Writing FCAT?



  • What types of writing (narrative, expository, persuasive) by grade level, showed a decrease in writing scores?

  • How will the Instructional Focus Calendar be created to address areas of improvement for writing skills (focus, organization, support and conventions)?

  • How will focus lessons be developed and revised to increase and maintain writing scores?



  • In addition to the baseline and mid-year assessment, how often will interim or mini-assessments be administered?

  • How often will teachers and the leadership team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus based on the academic needs of students?

  • How often will data chats be held at each of the following levels: teacher/student; teacher/administration?



  • How will the Problem-solving Model and progress monitoring be utilized to strengthen Response to Intervention (RtI) Tier 1 instruction and differentiation?

  • How will the Problem-solving Model and progress monitoring be utilized to identify students in need of RtI Tier 2 supplemental intervention?

  • How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of RtI Tier 3 intensive intervention?

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




WRITING GOALS

Problem-Solving Process to Increase Student Achievement


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:

Anticipated Barrier

Strategy

Person or Position Responsible for Monitoring

Process Used to Determine Effectiveness of

Strategy


Evaluation Tool

1. Students achieving Adequate Yearly Progress

(FCAT Level 3.0 and higher 4.0-6.0) in writing


Writing Goal #1:

1.1.

Students have not mastered prewriting strategies.




1.1.

Teachers will introduce prewriting strategies such as brainstorming, graphic organizers, and outlines.


Teachers will model and conduct mini-lessons regarding prewriting strategies such as brainstorming, graphic organizers, and outlines.
Students will practice pre-writing strategies such as brainstorming, graphic organizers, and outlines.
PLCs
Data-Chats


1.1.

Assist Principal


Language Arts

Department Chair





1.1.

Observe teachers via CWT and provide feedback on a bi-monthly review.


Follow-up chats with teachers will take place on a bi-monthly basis so as to improve the re-teaching process
CWT


1.1.

6 Traits Writing Rubric


Formative Assessments
Student Samples

Increase the number of students achieving 4.0 or higher by 2%.





2011 Current Level of Performance:*

2012 Expected Level of Performance:*

78%

80%




1.2.

Students have not mastered the ability to demonstrate knowledge of the 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.




1.2.

Teachers will introduce and discuss the importance of writing content of the central idea or topic and how the organization of writing affects the logical presentation of ideas and the integrity of the piece.


Teachers will model and conduct mini-lessons on the importance of writing content the central idea or topic and how the organization of writing affects the logical presentation of ideas and the unity of the piece.
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.
10th 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 rewrite their essays and repeat the process until they earn a minimum score of 5.
PLCs
Data-Chats


1.2.

Assistant Principal



1.2.

Observe teachers via CWT and provide feedback on a bi-monthly basis.


Teachers will evaluate student work and submit to the assistant principal and department chair for review bi-monthly.
Follow-up chats with teachers will take place on an ongoing basis so as to improve re-teaching process.
Teachers will evaluate essays using the established rubric and directly observe their progress from initial score to the desired level 5.
CWT.

1.2.

6 Traits of Writing Rubric


Formative Assessments.

1.3.

Students have no mastered the ability to use proper spelling, punctuation, sentence structure, indentation, and capitalization.




1.3.

Teachers will introduce conventions such as proper spelling, punctuation, sentence structure, indentation, and capitalization.


Teachers will model and conduct mini-lessons on conventions such as proper spelling, punctuation, sentence structure, indentation, and capitalization.
Students will practice conventions such as proper spelling, punctuation, sentence structure, indentation, and capitalization.
PLCs
Data-Chats


1.3.

Assistant Principal


Department Chair


1.3.

Observe teachers via CWT and provide feedback on a bi-monthly basis.


Teachers will submit student work to Assistant principal and department head for bi-monthly review.
Follow-up chats with teachers will take place on a bi-monthly so as to improve the re-teaching process.
Teachers will evaluate essays using the established rubric and directly observe their progress from initial score to the desired goal of Level 5.
CWT


1.3.

6 Traits of Writing Rubric


Formative Assessments


1.4

Students have demonstrated a lack of depth of knowledge of how to use writing skills associated with 6 Traits.




1.4

Teachers will introduce how to use writing skills associated with 6 Traits (creating ideas, sentence fluency, organization, work choice, voice, and conventions).


Teachers will conduct mini-lessons and model how to use writing skills associated with 6 Traits (Creating ideas, sentence fluency, organizations, word choice, conventions)
PLCs
Data-Chats


1.4

Assistant Principal


Language Arts Department Head


1.4

Observe teachers via CWT and provide feedback on a bi-monthly basis.


Teachers will submit student work to Assistant principal and department head for bi-monthly review.
Follow-up chats with teachers will take place on a bi-monthly so as to improve the re-teaching process.
Teachers will evaluate essays using the established rubric and directly observe their progress from initial score to the desired goal of Level 6.
CWT


1.4

6 Traits of Writing Rubric


Formative Assessments


1.5

Students have demonstrated a lack of knowledge of proper grammar skills such as subject-verb agreement, fragments, independent and dependent clauses, subordinating conjunctions, prepositional phrases, action verbs, linking verbs, helping verbs, direct objects and indirect objects.




1.5

Teachers will introduce how to use proper grammar skills such as subject-verb agreement, fragments, independent and dependent clauses, subordinating conjunctions, prepositional phrases, action verbs, linking verbs, helping verbs, direct objects and indirect objects.


Teachers will use proper grammar skills such as subject-verb agreement, fragments, independent and dependent clauses, subordinating conjunctions, prepositional phrases, action verbs, linking verbs, helping verbs, direct objects and indirect objects.


Students will practice using proper grammar skills such as subject-verb agreement, fragments, independent and dependent clauses, subordinating conjunctions, prepositional phrases, action verbs, linking verbs, helping verbs, direct objects and indirect objects.
PLCs
Data-Chats


1.5

Assistant Principal


Language Arts Department Head


1.5

Observe teachers via CWT and provide feedback on a bi-monthly basis.


Teachers will submit student work to Assistant principal and department head for bi-monthly review.
Follow-up chats with teachers will take place on a bi-monthly so as to improve the re-teaching process.
Teachers will evaluate essays using the established rubric and directly observe their progress from initial score to the desired goal of Level 5.
CWT


1.5

Multiple peer editing rubrics addressing proper grammar skills such as subject-verb agreement, fragments, independent and dependent clauses, subordinating conjunctions, prepositional phrases, action verbs, linking verbs, helping verbs, direct objects and indirect objects.


Student Samples


1.6

Students have demonstrated a limited ability in how to generate high-quality research papers.



1.6

Teachers will introduce how to generate high-quality research papers by choosing a topic, looking for sources of information, reading sources and taking notes, organizing ideas, writing a first draft, using footnotes or endnotes to document sources, writing a bibliography, revising the first draft, peer editing, and proofreading the final draft.


Teachers will conduct mini-lessons and model how to generate high-quality research papers by choosing a topic, looking for sources of information, reading sources and taking notes, organizing ideas, writing a first draft, using footnotes or endnotes to document sources, writing a bibliography, revising the first draft, peer editing, and proofreading the final draft.
Students will practice generating high-quality research papers by choosing a topic, looking for sources of information, reading sources and taking notes, organizing ideas, writing a first draft, using footnotes or endnotes to document sources, writing a bibliography, revising the first draft, peer editing, and proofreading the final draft.
PLCs
Data-Chats


1.6

Assistant Principal


Language Arts Department Head


1.6

Observe teachers via CWT and provide feedback on a bi-monthly basis.


Teachers will submit student work to Assistant principal and department head for bi-monthly review.
Follow-up chats with teachers will take place on a bi-monthly so as to improve the re-teaching process.
Teachers will evaluate essays using the established rubric and directly observe their progress from initial score to the desired goal of Level 6.


1.6

Multiple analytical rubrics that address specific elements of research paper writing process such as choosing a topic, looking for sources of information, reading sources and taking notes, organizing ideas, writing a first draft, using footnotes or endnotes to document sources, writing a bibliography, revising the first draft, peer editing, and proofreading the final draft.


Formative Assessments

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:

Anticipated Barrier

Strategy

Person or Position Responsible for Monitoring

Process Used to Determine Effectiveness of

Strategy


Evaluation Tool

2A. Student subgroups not making Adequate Yearly Progress (AYP) in writing
Writing Goal #2A:

Writing Goal #2A:

Ethnicity

(White, Black, Hispanic, Asian,

American Indian)





2A.1.

NA


2A.1.

NA


2A.1.

NA


2A.1.

NA


2A.1.

NA


NA



2011 Current Level of Performance:*

2012 Expected Level of Performance:*

Enter numerical data for current level of performance in this box.

White:


Black:

Hispanic:

Asian:

American


Indian:

Enter numerical data for expected level of performance in this box.

White:


Black:

Hispanic:

Asian:

American



Indian:




2A.2.

2A.2.

2A.2.

2A.2.

2A.2.

2A.3.

2A.3.

2A.3.

2A.3.

2A.3.

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

2B. Student subgroups not making Adequate Yearly Progress (AYP) in writing
Writing Goal #2B:

Writing Goal #2B:

English Language Learners (ELL)





2B.1.

ELL students will have not mastered the ability to use proper conventions.




3B.1

Administrator will visit sheltered 10th grade classes and introduce conventions such as proper spelling, punctuation, sentence structure, indentation and capitalization.


Administrator will visit 10th grade sheltered English classes to model and conduct mini-lessons regarding conventions such as proper spelling, punctuation, sentence structure, indentation, and capitalization.
English II teachers and sheltered teachers will co-teach students with disabilities.
Sheltered 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.
PLCs
Data-Chats


2B.1.

Assistant Principal


Language Arts Department Chair

2B.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.
Teachers will evaluate essays using the established rubric and directly observe their progress from initial score to the desired goal of Level 3.

2B.1.

6 Traits Writing Rubric


Formative Assessment

Increase proficiency for ELL Students



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.




2B.2.

ELL students will have not mastered prewriting strategies.




2B.2.

Administrator will visit sheltered classes and introduce prewriting strategies such as brainstorming, graphic organizers, and outlines.


Administrator will visit sheltered classes to model and conduct mini-lessons on prewriting strategies such as brainstorming, graphic organizers, and outlines.

Sheltered 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.
PLCs
Data-Chats



2B.2

Assistant Principal


Language Arts Department Chair

2B.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.



2B.2.

6 Traits Writing Rubric


Formative Assessment

2B.3.

Inappropriate placement of ELL students




2B.3.

Administrator will visit sheltered classes and introduce prewriting strategies such as brainstorming, graphic organizers, and outlines.


Administrator will visit sheltered classes to model and conduct mini-lessons regarding prewriting strategies such as brainstorming, graphic organizers, and outlines.
English II teachers and sheltered teachers will co-teach students with disabilities.
Sheltered teachers will attend English II common planning meetings.
Students will practice prewriting strategies such as brainstorming, graphic organizers, and outlines.
PLCs
Data-Chats


2B.3.

Master Scheduler


ELL Contact

Guidance Counselors



2B.3.

Reviewing of ELL student schedules



2B.3.

Master Schedule



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:

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