Davis Junior High Action Plan English Department Tier II Indicator: Writing 2010 – 2011.

Davis Junior High Action Plan

English DepartmentTier II Indicator: Writing

2010 – 2011

2009 – 2010 Smart Goal Results

• Tier II S.M.A.R.T. (Specific Measurable Achievable Relevant Timely) Goals:

• Percentage of Davis Junior High 7th grade English students who achieve a score of 4 (out of a 6 point scale) or higher on the HRW Online Expository Essay assessment will increase from 45 % to 75% by June 2010.

• % Proficiency in Sept. 2009 45%• % Proficiency Goal in June 75%• % Proficiency in June 2010 59%



• Percentage of Davis Junior High 8th grade English students who achieve a score of 4 (out of a 6 point scale) or higher on the Compare/Contrast Essay assessment will increase from 27% to 60% by June 2010.




• Percentage of Davis Junior High 9th grade English students who achieve a score of 4 (out of a 6 point scale) or higher on the ACT Persuasive Essay assessment will increase from 30% to 60% by June 2010.


Tier II Strategies Persons Responsible Implementations, Resources, Start and End Dates

Progress Monitoring

Teachers will use common language when discussing and assessing writing. All formal writing prompts will be scored using all or some combination of the 6+1 writing traits or the ACT Persuasive Essay. Teachers will share these traits and scoring expectations with their students prior to the writing assignment.

Persons Responsible for Implementation: All staff, Administrators Resources: 6+1 writing traits, department and district rubrics, school wide writing rubrics (7th + 8th Grade 6+1 Rubrics, 9th Grade ACT Persuasive Essay Rubric) Dates: September 7, 2010 – June 17, 2011

Students will increase their writing proficiency in the 6+1 writing traits based on English Department and data team writing assessments. Students will increase their ability to self-edit and peer-edit their writing on rubrics using the 6+1 writing traits and ACT Persuasive Essay. Data team members will develop rubrics using the same 6+1 writing traits and ACT Persuasive Essay traits.


Progress Monitoring

Teachers will increase the frequency of writing across the curriculum. Each department (data team) will create and administer a formal writing prompt/assignment once every 10 weeks. These prompts will be assessed using the 6+1 writing traits or ACT Persuasive Essay prompts. Students will be required to use the steps of the writing process.

Persons Responsible for Implementation: All staff, Administrators Resources: Writing process posters in every room, 6+1 Writing Rubrics (7th + 8th Grade) ACT Persuasive Essay Rubric (9th Grade) Dates: September 7, 2010 – June 17, 2011

Students will increase their writing proficiency based English Department and data team writing assessments. Students will readily use the steps of the writing process when working on formal writing assignments.


Progress Monitoring

Teachers will use DataDirector to input scores from formal writing prompt/assignment given every 10 weeks.

Persons Responsible for Implementation: All staff, Administrators Resources: DataDirector online organization database. Dates: September 7, 2010 – June 17, 2011

Teachers will monitor specific writing deficiencies as identified by the 6+1 rubric or ACT Persuasive Essay rubric.

Teachers will analyze the results provided by the DataDirector tool to identify specific deficiencies among specific population groups.


Progress Monitoring

Teachers will model exemplary writing for students in the form of: student samples, adult or expert samples, and by comparing and contrasting features. This will be done both before and after formal writing assignments.

Persons Responsible for Implementation: All staff, Administrators Resources: Classroom Instruction that Works by Robert Marzano Dates: September 7, 2010 – June 17, 2011

Students will increase their writing proficiency based on 6+1 Writing rubric and the ACT Persuasive Essay rubric and data team writing assessments. Principal will conduct daily walk through.


Progress Monitoring

Teachers will increase the frequency of research based instructional practices provided in professional development.

Persons Responsible for Implementation: All staff, Administrators Resources: Classroom Instruction that Works by Robert Marzano Dates: September 7, 2010 – June 17, 2011

Teachers will adapt lessons within their data teams to maximize success based on data scores from student assessments. Principal will monitor attendance at professional development Principal will encourage staff to seek out appropriate professional development opportunities.

Davis Junior High Action Plan English Department Tier II Indicator: Writing 2010 – 2011.

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