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

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