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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2C. Student subgroups not making Adequate Yearly Progress (AYP) in writing
Writing Goal #2C:
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Writing Goal #2C:
Students with Disabilities (SWD)
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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.
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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.
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 re-write their essays and repeat the process until they earn a minimum score of three.
PLCs
Data-Chats
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2C.1.
Assistant Principal
Language Arts Department Chair
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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.
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2C.1.
6 Traits Writing Rubric
Formative Assessment
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Increase proficiency with disabilities.
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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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2C.2.
Students with disabilities have not mastered the ability to use proper spelling, punctuation, sentence structure, indentation, and capitalization.
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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.
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 students.
Students will re-write their essays and repeat the process until they earn a minimum score of 3.
PLCs
Data-Chats
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2C.2.
Administrator
Language Arts Department Chair
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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.
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2C.2.
6 Traits Writing Rubric
Formative Assessment
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2C.3.
Students with disabilities have not mastered prewriting strategies.
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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
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2C.3.
Administrator
Language Arts Department Chair
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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.
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2C.3.
6 Traits Writing Rubric
Formative Assessment
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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 subgroup:
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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:
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Writing Goal #2D:
Economically Disadvantaged
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2D.1.
NA
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2D.1.
NA
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2D.1.
NA
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2D.1.
NA
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2D.1.
NA
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NA
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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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2D.2.
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2D.2.
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2D.2.
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2D.2.
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2D.2.
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2D.3.
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2D.3.
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2D.3.
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2D.3.
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2D.3.
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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.
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PD Content /Topic
and/or PLC Focus
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Grade Level/Subject
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PD Facilitator
and/or
PLC Leader
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PD Participants
(e.g. , PLC, subject, grade level, or school-wide)
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Target Dates and Schedules
(e.g. , Early Release) and Schedules (e.g., frequency of meetings)
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Strategy for Follow-up/Monitoring
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Person or Position Responsible for Monitoring
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High School Writing
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9-12
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District Facilitator
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English Department
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June 22, 23, 27, 28, 2011
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CWT, PLC
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Department Administrator
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Data War Room
|
9-12
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District Facilitator
|
School-wide
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June 13-16, 2011
June 20-21, 2011
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CWT’s
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Administration
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Lesson Study
|
9-12
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State Facilitator
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PLC
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July 25-28, 2011
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CWT’s
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Administration
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Coaching for Change
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9-12
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District Facilitator
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Reading, Math and Science
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August 2-4, 2011
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|
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Charting the Course for Excellence
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9-12
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School Administration
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School-wide
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August 2-4, 2011
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CWT’s
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Administration
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Social Studies Summer Writing Institute
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9-12
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District Facilitator
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Department wide
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June 27-28, 2011
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CWT, PLC
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Department Administrator
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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 next to the percentage (e.g. 70% (35)).
ATTENDANCE GOAL(S)
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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:
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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
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1.1.
Administration by alpha
|
1.1.
Weekly attendance and tardy reports
RtI reports
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1.1.
Final attendance reports
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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.
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2011 Current Attendance Rate:*
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2012 Expected Attendance Rate:*
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Enter numerical data for current attendance rate in this box.
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Enter numerical data for expected attendance rate in this box.
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2011 Current Number of Students with Excessive Absences
(10 or more)
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2012 Expected Number of Students with Excessive Absences
(10 or more)
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Enter numerical data for current number of absences in this box
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Enter numerical data for expected number of absences in this box.
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2011 Current Number of Students with Excessive Tardies (10 or more)
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2012 Expected Number of
Students with Excessive Tardies
(10 or more)
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Enter numerical data for current number of students tardy in this box.
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Enter numerical data for expected number of students tardy in this box.
|
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1.2.
Students have a long way to travel between some classes
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1.2.
Consider increasing the time given between classes from 5 to 6 minutes
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1.2.
Administration and campus monitors
|
1.2.
Weekly reports
Tardy Center usage
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1.2.
Final Attendance Reports
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1.3.
Students suffer from chronic accumulation of excused and unexcused absences.
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1.3.
Acceptable documentation to be passed in to the school.
Family Assessment
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1.3.
Social Worker
RtI Team
Administrative Designee
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1.3.
Review of Attendance Records
Data Input forms from Social Worker
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1.3.
Each student attendance record.
Decrease of chronic excused and unexcused absences
Decrease in number of students absent.
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