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WMS Math Action Plan

By Herman Stephens,2014-04-08 09:13
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Parent Involvement: There has been no focus on providing parents information on how they can support learning of mathematics at home.

    Iowa Support System for Schools and Districts in Need of Assistance

    Title I Schools in Need of Assistance (SINA) Action Plan for the Academic Years: 2008-2009 and 2009-2010

    District: Westlake Community School District Building: Westlake Middle Schools Draft Date: October 31, 2008

Please check all that apply:

    X Choice X 10% Allocation of ? Actions for Reading ? Elementary

    Title I Dollars X Actions for Math X Middle School ? Choice and Supplemental Services

    X One-Year Budget X Actions for Parent ? Corrective Action ? High School

    X Scientifically Based Engagement ? Plan for Restructuring

    Research X Mentoring of New ? Restructuring

    and Experienced ? “In Delay” Status

    Teachers X Letter of Notification Attached

District Long-

    Range CSIP Goal

    for Identified Area: All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school.

Persons writing the Contact Person: James Kelley, Westlake Curriculum Coordinator

    plan Building Leadership Team Members: Susan Jorgensen, Building Principal; Kerry Whitfield, District Math (* while not required Specialist; Stacy Munoz, Grade 8 math teacher; Brad Thomas, Grade 7 math teacher; Kelly Woods, by law, best practice

    Grade 6 math teacher; John Monroe, teacher of special education; Rick Gronlund, AEA School would include parent

    involvement) Improvement consultant and Support Team Lead; Kevin Williams, AEA building representative; Carol

    Bogdonavich, math expert; Pat Hirsh, parent; and others as necessary

    Diagnosis This area should include information about why previous interventions were unsuccessful as well as our

    Summary: learnings from other data:

    CCQ 1. What do

    data tell us about

    Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 143

    Iowa Support System for Schools and Districts in Need of Assistance student learning As a result of the audit and diagnosis processes, the following data sources/points were organized and

    needs? analyzed:

     1. ITBS: Grades 5-8 showed deficits in area of mathematics, particularly in the areas of multi-

    step math problems, estimation methods, and interpreting data from graphs and charts for all

    students. Students as a whole are strong in computation. Subgroups that were of particular

    concern in the identified areas were Low SES, African-American, Hispanic, and special education

    students. In addition, trend data over the past 4 years indicated that mathematics scores were

    maintaining, not increasing among all students.

    2. ICAM: Grade 8 showed deficits in the area of multi-step math problems. These data validate

    the general analysis of ITBS results.

    3. Alignment of standards/benchmarks with instruction and assessments: There appears to be no

    district/building/ grade-level assessments (i.e., formative, summative) aligned with the math

    standards and benchmarks, nor is there a mapping of the curriculum with the standards and

    benchmarks to assure that the students are provided the necessary instruction to achieve the

    standards and benchmarks for their grade level.

    4. Professional Development: There has been no focused professional development of the

    instructors of mathematics for the past 10 years. Individual teachers have participated in

    various math workshops and classes, but there has been no follow-through nor support for

    implementation of the new learning, nor articulation across grade levels.

    5. Parent Involvement: There has been no focus on providing parents information on how they can

    support learning of mathematics at home.

    Building Goal

    Statement for By the end of the 2009-2010 school year, 75% of students at grades 6, 7, and 8 will be performing at

    SINA to support the proficient level and above in mathematics as measured by the mathematics assessment of ITBS prioritized learning using the national norms and with 95% participation. Identified subgroups’ achievement will be needs proportionately higher each year as well.

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    Iowa Support System for Schools and Districts in Need of Assistance

    Indicators of Formative Data Questions Progress: Summative Evaluation Question(s) Aligned CCQ 3: How with Indicators of Progress and Measurement Tools to Summative Evaluation will/do we know for Summative Data Indicating Student Question(s) student learning Achievement of District Goal(s) with Indicators of Progress and has changed? Measurement Tools for Formative Data Indicating Progress toward District Goal(s).

    ? What percent of students at grades 6, 7, and 8 are ? What percent of students at grades 6,

    performing at the proficient level and above in 7, and 8 are performing at the

    mathematics? proficient level and above on formative

    ? The percentage of students who score at the proficient level assessments for mathematics? stor above (41 percentile or above using national norms) on ? The periodic individual student scores;

    the ITBS Mathematics Test. (ITBS Scores) the percentage of students proficient.

    ? The proportional increase of identified sub-groups (i.e., Low (Middle School Formative Math

    SES, African-American, Hispanic, special education students) Assessment Scores)

    proficient in mathematics. (AYP Trajectory) ? Individual student scores on

    ? The percentage of sixth, seventh, and eighth grade students unit/chapter tests. (Teacher-developed

    who participated in the ITBS Test of Mathematics. Assessment Scores)

    (Participation) ? Summary of teacher observations of

    ? The percentage of students who score at the proficient level individuals and groups of students.

    or above on the Westlake Middle School Math Assessment. (Anecdotal Records)

    (Middle School Criterion-Referenced Math Assessment ? Percentage of students proficient.

    Scores) (LtoJ Progress Monitoring Charts)

    ? Individual student scores. (Measurement

    of Academic Progress Scores)

    ? Individual student scores; percentage of

    students proficient. (ALEKS Scores) Evidence-Based

    Research Source Strategies and implementation methods included in the action plan are based on the research identified

     in the Iowa Content Network and other resources from the National Council of Teachers of Math (Be sure to cite the (NCTM) and the Iowa Department of Education’s Every Student Counts. The content of the specific research professional development was selected to directly impact student achievement (proximal) in aligned to areas of

    Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 145

    Iowa Support System for Schools and Districts in Need of Assistance

    concern.) mathematics. The MAPPS content of the professional development for parents is based on the research

    at the University of Arizona.

    Content for the

    professional Based upon the results of the audit and diagnosis processes, the building leadership team completed the development research to determine the strategies and programs to impact student needs in mathematics. identified through o The teachers will map their teaching to align with the standards and benchmarks and articulate research: across grade levels. o In addition, formative and summative assessments will be developed that align with the standards CCQ 2. What will and benchmarks as well as the instruction. be done to meet

    o The math teachers will study and implement strategies and tools that focus on developing their student learning

    students’ skills in multi-step problem solving and interpreting data using charts and graphs. Time needs?

    will be allocated for the mentoring of all teachers, including the state-mandated mentoring and

    induction program for new teachers, and peer coaching, collaboration, and looking at student work

    for both new and experienced teachers.

    o Once developed, formative assessments will be administered and analyzed to monitor progress,

    with a focus on multi-step problem solving and interpretation of data using charts and graphs.

    The formative and summative data will also assist in identifying additional student needs as well

    as informing decisions regarding the professional development of the teachers.

    o Each unit taught by the math teachers will have included opportunities for parents to assist in

    the learning of mathematics at home, especially in the areas of problem solving and

    interpretation of data using charts and graphs.

    o Parents will have the opportunity to participate in MAPPS workshops, focused on problem solving

    and interpretation of data using charts and graphs.

    o All teachers in the building will make math connections with their content, especially in the areas

    of problem solving and interpretation of data using charts and graphs.

    o 10% of regularly allocated Title I funds were withheld to support the articulated professional

    development.

    Peer Review

    Process ? Date Planned for Peer Review: October 24, 2008

    All four bulleted ? Schools/AEA/Individuals Involved in Peer Review: Building Leadership Team, including parents and Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 146

    Iowa Support System for Schools and Districts in Need of Assistance

    items must be members of Iowa Support Team; building leadership team of Hills Middle School. completed. ? Process for Peer Review: Configuration Map for Design during development of the plan and in (* Best practices preparation of the review; Tuning Protocol as the process for the peer review include parent

    ? Date Peer Review Actually Completed: October 24, 2008, with revision of action plan on October 25, involvement)

     2008

    Changes/Impact on Stakeholders (e.g., Implementation: Data Collected to Inform Change Alignment and Monitoring and

    Students, Teachers, Administrators, Parents, How will the Responsibilities Adjustment and Other Stakeholders)goal be Identification of changes: How will we collect the information about 1. Iowa Professional The data collected achieved? 1. Knowledge the change (e.g., tests, surveys, focus Development from stakeholders

     2. Skills groups, interviews, logs, observations, Model Component and decisions made CC2f. What 3. Attitudes rating scales)? What data sources/points 2. Person(s) help continually actions/ activities 4. Aspirations would best answer our formative and Responsible monitor, adjust, and will we use to 5. Behaviors. summative questions?3. Time (when and evaluate key actions

    address prioritized how much) and activities and the needs, established Note: Where appropriate, include description overall plan. How 4. Resources goals, and any gaps of mentoring and or collaborative (e.g., peer have we measured or between current coaching) activities for both new and depicted change in and research-based experienced teachers. the information practice? collected (e.g. describing, counting, Include description clustering, of parent comparing, trends, involvement in each patterns)? action step or as a

    separate action as

    appropriate.

     Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and Monitoring & Responsibilities Adjustment Action #1: Notification of Parents and Community

    ? Activity: Parent: Use information provided to Number of students whose parents ? Principal: Letter Letter sent to Letter of make decision regarding choice. received letter. of notification parents on August Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 147

    Iowa Support System for Schools and Districts in Need of Assistance

    notification following 15 (see following Number of parents selecting choice guidelines attachment); 5 guidelines out of /in building. provided by Iowa students opted to provided by Department of move to Hills MS Iowa Education and 520 chose to Department remain at of Education Westlake. ? Activity: Informational ? Principal: 3 large-group meetings with Informational opportunities parents meetings with provided on regarding parents August 22; choice. regarding choice meetings ? Activity: Community: Increased awareness of the Copies of press releases and ? Principal: press especially for ELL Press release identification and steps of the planning radio/television interview dates and release and parents and developed and process to meet the students’ needs times. interviews with parents new to distributed to radio and building were held newspaper television on August 23; ? Activity: stations individual meetings Interviews held with 10 held with local families with 5 television and students moving to radio stations Hills MS and 520

     remaining at

     Westlake.

     Principal also held

    television and

    radio interviews

    during week of

    August 22.

Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 148

    Iowa Support System for Schools and Districts in Need of Assistance

     Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and Monitoring & Responsibilities Adjustment

     Action # 2: Audit, Diagnosis, and Design ? Activity: Audit team led Building Leadership Team: increased Completed Audit Profile Date of Completion of review of audit knowledge of “current reality” based on Presentation to Audit profile on October review of Audit Profile provided by Iowa Building Leadership 5, as planned. Support Team Team: October 5 ? Activity: Building Leadership Team: Increased Completed diagnosis worksheet (with Dates of Work on Completion of Building understanding of areas of concern and “if . . then” statements and theory of Diagnosis by Diagnosis Leadership Team the gap with the desired state through change) Building Leadership completed the completion of diagnosis on those areas, Team: October 6- diagnosis including prioritization based on “if . . . 13 worksheet on then statements” and a theory of October 13 with change. assistance by Iowa Support Team. ? Activity: Building Building Leadership Team: Commitment Completed action plan, including plan Building Leadership Completion of Leadership Team to action plan based on needs of for evaluation. Team - Work on Action Plan completed the students and addressing KASAB and Action Plan action plan and logic model. October 13-25 peer review and electronically mailed the plan to DE on October 31 ? Activity: Building Staff: Demonstrated knowledge of the Number of staff members who Dates of Communication Leadership Team building action plan participated in the communication of Presentations of of Action Plan

    Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 149

    Iowa Support System for Schools and Districts in Need of Assistance

    the action plan; survey of Action Plan to staff presented the

    understanding members by action plan to Building Leadership staff on October

    Team: October 23 23; revised plan

    and “cheat sheet”

    summaries were

    also provided on

    October 24.

    Updates on

    progress will be

    provided

    quarterly.

     Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and Monitoring & Responsibilities Adjustment

     Action #3:

    Action plan aligns Formation of Teachers of math and principal: Approved action plan

    with fundamental math leadership Demonstrate skills in facilitating and

    tenets of the Iowa team to provide participating on leadership team. Minutes of meetings

    Professional leadership in

    Development Model. design and Teachers of math and principal: Completed evaluation of action plan

     implementation Increase knowledge in diagnosis, design,

    Building principal is of the action implementation, and evaluation of action Quarterly self-monitoring survey

    responsible for plan. plans.

    development of

    leadership team. ? Activity:

     Determination

    Meetings are held of math team

    monthly after the ? Activity:

    audit, diagnosis, Regular

    and design are meetings to

    completed. address

     design of

    Identified agenda action plan as

    Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 150

    Iowa Support System for Schools and Districts in Need of Assistance

    well as frameworks for implementa-meeting (e.g., roles, tion and responsibilities), evaluation of team time. plan.

     Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and Monitoring & Responsibilities Adjustment Action #4: Math Teachers: Demonstrate increased Math: Completed mapping that shows Data collection and Mapping of skills in aligning curriculum, teaching, and alignment and articulation. analysis, including teaching with assessment with standards and implementation math standards benchmarks. data of math and benchmarks teachers. for Grades 6-8 Math Teachers: Demonstrate improved Math: Summary of collaboration time to assure knowledge of what is taught across focused on implementation of mapped Teachers of math, alignment of grade levels. curriculum. AEA math teaching with consultant, district standards and Content-Area Teachers: Demonstrate Content Area: Summary of math math specialist, and benchmarks and increased use of math (especially activities used in content areas, district curriculum across grade problem solving and use of graphs and focusing on problem solving and use coordinator. levels. charts) in content areas. of graphs and charts.

     Bi-weekly meetings ? Activity: in November Math team January for bi-weekly development and bi-meetings in weekly meetings in November January May of January with year One and AEA math August May of consultant to Year Two for review collaboration and purpose of peer coaching. and map curriculum Resources available Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 151

    Iowa Support System for Schools and Districts in Need of Assistance

    ? Activity: through school

    Math team district.

    collaboration

    time from

    January May of Year One

    and August May in Year

    Two to assure

    mapping is

    being

    implemented

    as planned in

    the classroom

    and adjusted

    where needed.

    ? Activity:

    Staff

    members who

    teach other

    content areas

    will identify a

    minimum of

    one activity

    per unit in

    which math

    concepts are

    integrated

    (e.g., graph

    and charts in

    social studies,

    multi-step

    problem

    Design Phase: Mathematics Action Plan of Westlake Middle School ?2008 Design - 152

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