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

Class openers for students taking both the FCAT and Algebra End of Course Test
PLCs
Data-Chats

3.7. Assistant Principals, Math coach, Department Head	3.7. CWT's, Peer Observations, PLC’s recorded minutes	3.7. End of Course Exam
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
4. Percentage of students in Lowest 25% making learning gains in mathematics Mathematics Goal #4:			4.1. Inconsistent use of Differentiated Instructional Strategies	4.1. Increase use of technology during instruction Vocabulary acquisition through student-created word walls Demonstrate the effective use of cooperative grouping Intensify the use of reading strategies in the content area PLCs Data-Chats	4.1. Assistant Principal, Math coach, Department Head	4.1. CWT's, Observations, PLC’s recorded minutes	4.1. Mini BATS, BAT, Algebra and Geometry EOC Tests.
The students will show proficiency equal to the Lowest 25% students in the district.	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.
			4.2. Inadequate use of data and its interpretation	4.2. Collaboration during Professional Learning Community meetings Increase the number of data chats with students Use data results to steer curriculum and instruction PLCs Data-Chats	4.2. Assistant Principal, Math coach, Department Head	4.2. CWT's, Observations, PLC’s recorded minutes	4.2. Mini BATS, BAT, Algebra and Geometry EOC Test.
			4.3. Inability to create measurable learning objectives	4.3. Peer observation- Shared Best Practices Profession Development on effectively writing measurable learning objectives Collaboration during Professional Learning Communities PLCs Data-Chats	4.3. Assistant Principal, Math coach, Department Head	4.3. CWT's, Observations, PLC’s recorded minutes	4.3. Lesson Plans
			4.4. Inconsistent use of rigorous higher order questioning strategies	4.4. Differentiating instruction by implementing the resources that accompany the new adoption series Common planning Professional Learning Communities PLCs Data-Chats	4.4. Assistant Principal, Math coach, Department Head, Model Teachers	4.4. CWT's, Observations, PLC’s recorded minutes	4.4. Mini BATS, BAT, Algebra and Geometry EOC Test.
			4.5. Unfamiliarity with the newly adopted textbooks and the New Generation Sunshine State Standards	4.5. District curriculum Summer Training In-house Professional Development facilitated by teachers who attended the Summer Training PLCs Data-Chats	4.5. Math coach	4.5. CWT's Observations, PLC’s recorded minutes	4.5. Lesson Plans
			4.6. Unfamiliarity with the platform of the new End of Course Algebra test	4.6. District support Extended Learning Opportunities for students taking Algebra and Geometry EOC test Class openers for students taking both the Algebra and Geometry End of Course Tests PLCs Data-Chats	4.6. Assistant Principals, Math coach, Department Head	4.6. CWT's, Observations, PLC’s recorded minutes	4.6. End of Course Exam
Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the applicable subgroup(s):			Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
5A. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5A:	Mathematics Goal #5A: Ethnicity (White, Black, Hispanic, Asian, American Indian)		5A.1. Inadequate use of data and its interpretation	5A.1. Collaboration during Professional Learning Community meetings Increase the number of data chats with students Use data results to steer curriculum and instruction. PLCs Data-Chats	5A.1. Assistant Principal, Math coach, Department Head	5A.1. CWT's, Observations, PLC’s recorded minutes	5A.1. Mini BATS, BAT, Algebra and Geometry EOC Tests.
Same level of proficiency as the district level NGSSS.	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:
			5A.2.. Inconsistent use of rigorous higher order questioning strategies	5A.2. Adhere to the guidelines of Webb’s Levels of Complexity when creating assessments as well as those of Bloom’s Taxonomy when instructing students Common planning Professional Learning Communities Data Chats	5A.2. Assistant Principal, Math coach, Department Head, Model Teachers	5A.2. CWT's, Observations, PLC’s recorded minutes	5A.2. Mini BATS, BAT, Algebra and Geometry EOC Tests.
			5A.3. Inability to create measurable learning objectives	5A.3. Incorporate the Process Standards as set out with the Next Generation Sunshine State Standards (NGSSS) Collaboration during Professional Learning communities Data Chats	5A.3. Assistant Principal, Math coach, Department Head	5A.3. CWT's, Observations, PLC’s recorded minutes	5A.3. Lesson Plans
			5A.4. Unfamiliarity with the newly adopted textbooks and the New Generation Sunshine State Standards	5A.4. District curriculum Summer Training In-house Professional Development facilitated by the teachers who attended the Summer Training Assistance from the District Support Trainers PLCs Data-Chats	5A.4. Math Coach	5A.4. CWT's, Observations, PLC’s recorded minutes	5A.4. Lesson Plans
			5A.5. Unfamiliarity with the platform of the new End of Course Algebra test	5A.5. District support Extended Learning Opportunities for students taking Algebra tests Class openers for students taking Algebra End of Course Tests PLCs Data-Chats	5A.5. Assistant Principal, Math coach, Department Head	5A.5. Observations CWT's, Observations, PLC’s recorded minutes	5A.5. End of Course Exams
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
5B. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5B:	Mathematics Goal #5B: English Language Learners (ELL)		5B.1. Inconsistent use of Differentiated Instructional Strategies	5B.1. Increase use of technology during instruction Implementation of CRISS strategies for mathematics Demonstrate the effective use of cooperative grouping PLCs Data-Chats	5B.1. Assistant Principal, Math coach, Department Head, ESOL Guidance	5B.1. CWT's, Observations, PLC’s recorded minutes	5B.1. Mini BATS, BAT, Algebra and Geometry End of Course tests.
The students will show proficiency equal to the subgroup ELL percentages to students in the district.	2010 Current Level of Performance:*	2011 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.
			5B.2. Inconsistent use of ESOL/Literacy strategies to scaffold instruction	5B.2. Vocabulary acquisition through student-created word walls Problem Solving strategies posted and frequently used In-service teachers on updated ESOL strategies and how to effectively implement PLCs Data-Chats	5B.2. Assistant Principal, Math coach, Department Head, ESOL Guidance	5B.2. CWT's, Observations, PLC’s recorded minutes	5B.2. Mini BATS, BAT, Algebra and Geometry End of Course tests.
			5B.3 Inconsistent use of rigorous higher order questioning strategies	5B.3. Use ESOL strategies to assist in scaffolding and building students’ confidence Integrate technology to assist students in making personal connections to help with high order thinking Professional Learning Communities Data Chats	5B.3. Assistant Principal, Math coach, Department Head, ESOL	5B.3. CWT's, Observations, PLC’s recorded minutes	5B.3. Mini BATS, BAT, Algebra I and Geometry End of Course tests.
			5B.4. Teachers and Staff need to be better able to identify ELL students and their classification level.	5B.4. ELL Training sessions offered by the District ELL training sessions as part of school collegiality ELL identification training through PLCs ESOL Endorsement for all teachers Data Chats	5B.4. ESOL Coordinator ESOL Support Staff	5B.4. ESOL Support Staff Review, ESOL Coordinator assessment, ESOL PLCs, ESOL Department Meetings with a focus in Mathematics.	5B.4. Lesson Plans with ESOL Strategies identified
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
5C. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5C:	Mathematics Goal #5C: Students with Disabilities (SWD)		5C.1. NA	5C.1. NA	5C.1. NA	5C.1. NA	5C.1. NA
NA	2011Current 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.
			5C.2.	5C.2.	5C.2.	5C.2.	5C.2.
			5C.3.	5C.3.	5C.3.	5C.3.	5C.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
5D. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5D:	Mathematics Goal #5D: Economically Disadvantaged		5D.1. Unfamiliarity with the platform of the new End of Course Algebra test	5D.1. District support Extended Learning Opportunities for students taking Algebra and Geometry End of Course tests. Class openers for students taking both Algebra and Geometry End of Course Tests PLCs Data-Chats	5D.1. Assistant Principal, Math coach, Department Head	5D.1. CWT's, Observations, PLC’s recorded minutes	5D.1. Lesson Plans
The students will show proficiency equal to the Economically disadvantaged students in the district.	2010 Current Level of Performance:*	2011 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.
			5D.2. Lack of adequate foundational skills of mathematics concepts	5D.2. Scaffolding instruction with an emphasis on prerequisite skills and problem solving strategies Provide extended learning opportunities before and after school	5D.2. Assistant Principal, Math coach, Department Head	5D.2. CWT's, Observations, PLC’s recorded minutes	5D.2. Mini BATS, BAT, Algebra and Geometry End of Course tests.
			5D.3. Insufficient availability to access computer based learning	5D.3. Increase computer use during lesson execution Provide opportunities for students who are excelling to access extended course activities PLCs Data-Chats	5D.3. Assistant Principal, Math coach, Department Head	5D.3. CWT's, Observations, PLC’s recorded minutes	5D.3. Mini BATS, BAT, Algebra and Geometry End of Course tests.