English 1B Honors- Goal 1, Semester 2

· 85% of 9th grade students will be able to correctly punctuate dependent and independent clauses by March 2nd.

· Explicitly teach how to use commas with independent and dependent clauses.
· Explicitly teach how to use semicolons with independent and dependent clauses.
· Have students identify independent and dependent clauses in their own writing and correct any punctuation errors.
· Application of the skill in DGP.
· Progress monitoring will occur based on weekly DGP assessment questions.

4B Semester two data

Nolen's Data:
Teacher Name:
Data for Which Assessment:
DGP mid-data process assessment
Assessment Administered Date:
11 February 2011
Students Assessed
Students Proficient:
Proficiency Rate (Percentage):
Proficiency is defined as 100% recognition of the parts of speech.

  • Data Team Meeting 01 September 2010.
Teachers: Mary Davenport, Joe Hansen, Sam Hostetler, Heather Nolen

Data Team Name: English 4A

Focus: Interpreting literature and utilizing quotes to support interpretation

Priority Standard: 1.b Summarize, analyze, synthesize, and evaluate texts to draw generalization and conclusion about the author’s ideas.

Assessment Directions: See lesson plan from 31 August for additional information

Assessment Prompt: See lesson plan from 31 August for prompts
For information on the second round of data collection (for the months of November and December), please see the

English 4A wiki

Assessment Rubric:

Textual Evidence
4 (Advanced Proficiency) Quote selected is present, effective, and well-integrated
3 Quote selected is present, appropriate to and supports the writer’s claim
2 Quote selected is present but not appropriate for the writer’s claim
1 Writer needs a quote to support the claim

Interpretive Claim
3 Claim is focused, well-supported, and obvious
2 Claim is present, but unclear
1 Writer needs to make a claim


Data Timeline: Assessment administered 31 August and 01 September, will be graded by 08 September.
English 4A SMART Goal: The percentage of English 4A students scoring proficient or higher using textual evidence to support an interpretive claim will increase from 49% to 70% by the end of October as measured by formative assessment paragraphs in response to a prompt administered on the 21st of September, and the 12th of October.


1. Present students with a claim and a list of quotes. Students determine which quote will best support the presented claim.
2. Presentation of model essays to show the proper way to use textual evidence to support an interpretive claim. Students can underline the claim and circle the appropriate quote.
3. Teacher will model how to select an appropriate quote. Students will write quotes and list the prompt it would best answer.
4. Teacher will provide a graphic organizer to help organize student thinking.

English 3A Connie Purdum and Mark Walters
Basic description of our plan: to have students complete a daily analysis of a short piece of text (paragraph, stanza, etc.) and then write an assertion about what the author/poet is saying that includes relevant text evidence to support the assertion, written in a complete sentence, that also includes a citation referencing the author and page number.

Smart goal: I will be able to create statements of fact about the text, pull evidence from text to support statements, and give attribution for evidence without the use of the practice template.

Please refer to the documents below for a more complete detail of our plan:

Formative assessment plan:


Common teaching strategies:
Common teaching strategies
1. Run practice assertion/evidence creation.
2. Stop during reading sample compare/contrast to explain.
3. Prior knowledge from student notes to be used in paper.
4. Read and note important writing styles in the Writing Guide.
5. Create an outline organizer.
6. Create a rough draft preliminary to the final draft.
7. Peer editing. Purdum results for October 8 assessment: (Note: all students enrolled in Purdum 3A classes took both the Pre and Post assessments. However, the sample consists of the 3rd block 3A studens only, for control purposes)13 took the paragraph with evidence assessment. This assessment differs from the Pre-Assess in that it expands the use of the statement-evidence-attribution equation to use in writing.2 students reached 100%, 1 student reached 85%, 3 students reached 60%, 1 student reached 55%, 3 students reached 45%, 2 students reached 35%, 1 student reached 15%.Overall, this constitutes Results for Walters:47 students were assessed on 10/5/10 in how they could analyze a passage to determine 3 different characters' viewpoints while backing up their claims with textual quotes and explanations.49% of students scored 3/3 on the rubric -- proficient28% of students scored 2/3 on the rubric -- partially proficient23% of students scored 1/3 on the rubric -- not proficient More work and practice needs to be done. The most common problem was forgetting to include the page number of the quote. The second most common problem was not completing all 3 characters' viewpoints. The third most common problem was choosing irrelevant quotes for their claims. Results for Purdum:46% of students scored 6/6 on the rubric -- proficient31% of students scored 4/6 on the rubric -- partially proficient15% of students scored 2/6 on the rubric -- not proficient8% of students scored 1/6 or 0/6 on the rubric -- not proficient / no data Smart Goal 11/10/10To raise students' scores on assertion/evidence/citations by lowering the percentage of non-proficient students by 10%, from 23% currently to 13%.

English 2A Honors

Data Team Meeting 01 September 2010.
Kristin Winchester, Lisa Garcia

Data Team Name:
English 2A Honors

Organizing writing

Priority Standard:
2.b Organize ideas and arguments in a sustained, coherent and logical manner

Assessment Directions/Prompt:

Honors English Data Template for September 14th

ENG 2A--Apostles of Ampersand

it's all in here

DATA from 9-8-10

# of students
% of students proficient and above
% of students below proficient
77 (66)
10.39% (12.12%)
89.61% (87.88%)

Total for Grade
158 (147)`

Note: Dual scores are to account for the 11 students in Irelan's classes who chose not to participate, and thus received lower scores.

Higher scores on sentence combining due to structure of question and subject familiarity.
Vocabulary and openness (requiring judgement and more sophisticated interpretation) led to lower scores on revising awkward sentences/eliminating unnecessary sentences.

SMART goal: The percentage of Eng 2A sophomores scoring at proficient or higher in sentence revision will increase from 18% to 45% by the end of the second week of October as measured by the designed formative assessment (identical format as the first) administered on October 11.

Step 5:

If Teacher …..
1. Teacher models effective strategies for sentence combination
2. Teacher provides explicit examples for sentence combination
3. Teacher has modeled and provided strong examples
4. Teacher models effective strategies for identifying awkward sentences
5. Teacher models effective strategies for revising awkward sentences
6. Teacher has modeled and provided strong examples and practice of awkward sentences
Then Students….
1. Students will be able to identify which sentences need to be combined
2. Students will be able to practice combination skills
3. Students will be able to identify and combine sentences
4. Students will be able to identify awkward sentences
5. Students will be able to practice revising awkward sentences.
6. Students will be able to revise awkward sentences.
Data from 10/11/10

# of students
% of students above proficient
% of students below proficient




2A Data Team: Thesis Statements
3 - Topic, Position, Preview Reasons
2 - Topic, Position
1 - Topic and Position

Smart Goal:
The percentage of 2A scoring proficient or higher in thesis identification and creation will increase from 65% to 90% by December 8 as measured by thesis assessment post test administered on December 3.
Strategies for Success
1. If teacher models effective strategies for thesis identification then students will be able to identify the best thesis statement in response to specific prompts.
2. If the teacher provides explicit examples for thesis creation then students will be able to practice creating a thesis statement.
3. If teacher has modeled and provided strong examples of appropriate thesis statements then students will be able to identify and create effective thesis statements.

English 2A Honors- Data Project 2