The Pleasant Views mission is to support each childs academic journey as a confident, respectful, and independent learner.

We strive to develop a love of learning, an appreciation of individual differences, and an understanding of socially responsible behavior that will serve as a foundation for students for the rest of their lives.

Action Plan 1 (Math)

School Improvement Goal (smart goal): Increase percentage of students meeting standard for 2013-2014in Math as follows: Kindergarten will increase to 90% of students meeting standard as evidenced by their report card (based on classroom/district assessments). 1st grade will increase to 90% of students meeting standard as evidenced by their report card (based on classroom/district assessments). 2nd grade will increase to 90% of students meeting standard as evidenced by their report card (based on classroom /district assessments). 3rd grade will increase from 64% (2012 MSP) to 90% of students meeting standard as evidenced by their 2014 MSP score. 4th grade will increase from 68% (2012 MSP) to 90% of students meeting standard as evidenced by their 2014 MSP score. 5th grade will increase from 73% (2012 MSP) to 90% of students meeting standard as evidenced by their 2014 MSP score 6th grade will increase from 82% (2012 MSP) to 90% of students meeting standard as evidenced by their 2014 MSP score.

Strategies to Achieve this Goal

What actions will occur? What steps will staff take?

Strategy 1 Teacher/Staff Development will focus on unpacking Common Core standards and vocabulary, continuing to identify and use effective instructional strategies, including embedded technology strategies in all curriculum content. Teachers will practice Marzanos reflective teaching, and participate in peer observations in classrooms. They will use online activities, including Study Island, Accelerated Math, and Pearson Success.net daily during classroom instructional time to build vocabulary and skills practice. During PLC time teachers will meet to identify Common Core standards and align them with these activities. Tutoring will be differentiated by the use of Study Island and PearsonSuccess.nets pretesting and posttesting through Success Tracker. Interactive games and assignments will engage students in small intervention groups targeted for instruction needed based on data gathered from these tools and state testing results.
Date sources:
What data reflects implementation of this strategy? (See below)

Professional Development:
How will staff acquire the necessary skills and attitudes to implement this strategy?

Timeline:
When will this strategy or action begin and end?

Resources:
What are the existing and new resources that will be used to accomplish this strategy?

Responsibility:
Who is Involved? Who will provide the leadership? Who will do the work?

Impact :
What on-going FORMATIVE data gives evidence to show this strategy makes a positive difference in student outcomes?

1. District Common Core Workshops 2. Summer Institute 3. T-PEP (Marzano) training

August 2013 through June 2014

1. Clock hours 2. Professional development funds 3. District Personnel 4. Release time for

1. Teachers 2. Trained volunteers 3. Resource Teacher/Technology Teacher on Special

1. CST results from 2013. Grade level teams will analyze data by standard and focus on Common

4. Training/Workshop Study Island 5. Training/Workshop Accelerated Math 6. Training/Workshop Pearson Success.net

collaboration and conferences 5. Study Island 6. Accelerated Math 7. Pearon Success 8. Chromebooks 9. OARS or Data Director software *Digital Resources from Pearson Success Net and Educational Websites: Student & Teacher Online Text Editions Visual Learning Animations (Topic Openers and Learning Bridges) Animated Glossary eTools ExamView SuccessTracker MindPoint QuizShow Interactive whiteboard activities (i.e. Promethean Planet activities)

Assignment (TOSA) 4. Software Representatives/Specialists from Study Island, Accelerated math, and Pearson Success.net. 5. Principal/Assistant Principal/Counselors 6. Computer Technician

Core standards that need improvement, developing and sharing strategies for instruction and choosing monthly assessments to monitor progress. 2. Results from 20132014 Envision Math pretests compared to post-test results. Grade level teams will compare each math topics pre and post tests results from 2012-2013 to record results and plan future action. 3. Results from Study Island Pretests. Teachers will assign and record pretests and compare to posttest results gathered at the end of each math topic completed after using Study Island for support and practice.

Data Sources for Strategy 1:

Elementary students in Missouri whose classrooms are equipped with technology, basic productivity software, and high-speed Internet connections scored consistently higher in every subject area on the Missouri Assessment Program (MAP) standardized tests than other students did.. Fourth graders enrolled in the second year of their technology program scored an average of 3.55 points higher on the mathematics than students not enrolled in the program. eMINTS classrooms are equipped with a teachers desktop computer and laptop computer, a scanner, a color printer, a digital camera, an interactive white board, a digital projector, and one computer for every two students. (Bickford, 2005) Middle and high school students in Georgia that used an interactive software system to learn pre-algebra and algebra scored significantly higher on standardized state mathematics tests than students in traditional classrooms. Designed for at-risk, academically disadvantaged students, the 326-lesson curriculum covers basic mathematics through advanced algebra concepts. By October 2004, it was being used in 23 states by 501 schools. (What Works Clearinghouse, 2004) Ninth-graders in Oklahoma who learned algebra using an interactive software program scored higher on a standardized test and earned higher math grades than students in traditional classrooms. Retention in mathematics classes and attendance also improved among students using this software. Specifically, research shows that students using this software perform 30 percent better on questions from the Third International Mathematics and Science Study, demonstrate an 85 percent better performance on assessments of complex mathematics problem solving and thinking, have a 70 percent greater likelihood of completing subsequent geometry and algebra II courses and achieve 15 percent to 25 percent better scores on the SAT and Iowa Algebra Aptitude Test. Equivalent results are realized for both minority and non-minority students. (Ringstaff & Kelley, 2002; What Works Clearinghouse, 2004) Shaw High School in Mississippi ranks among the top 50 high schools in the rural South, demonstrating high performance in a lowincome community, according to the Rural Schools and Community Trust. The high school is part of the First Things First initiative of the nonprofit Institute for Research and Reform in Education. The school improvement initiative relies on technology as a tool for training teachers, measuring what matters, system leadership and parent involvement. Three years into the First Things First implementation: Shaw met NCLB Adequate Yearly Progress in all areas; Shaws 248 African-American students dramatically increased their pass rate on highstakes exit exams in math and language arts, and Shaw students performed better than state average on all mandatory assessments. (Evaluation Team Policy Brief, 2005).

Strategy 2 Layered instruction (workshop model) in classrooms, including intervention groups (small group or one-on-one), Teachers observing teachers and teachers rotating collaboration time in various classrooms to share observable artifacts, use of technology, seating arrangements, schedules, etc. Recruit and train volunteers to coach students twice weekly with specific strategies (e.g. Strings, problem solving, etc.), based on results gathered from pretests and state testing data, using technology-based tools to engage and differentiate instruction as well as track progress . Teachers will provide intentional and focused after school tutoring for identified students based on the same data and embedded technology tools using highly differentiated instruction based on the data collected for each student. Layered Instruction will also include a flipped classroom model using mathcasts, which is an active learning strategy. The flipped model will provide teacher and student created mathcasts. Mathcasts will be used to provide tutoring, (asynchronous learning), promote collaboration, and aid with peer-to peer learning which will also include a valuable means of assessment for the teacher (Fahlberg-Stojanovska, Fahlberg, King, 2013).
Date sources:
What data reflects implementation of this strategy? (see below)

Professional Development:
How will staff acquire the necessary skills and attitudes to implement this strategy?

Timeline:
When will this strategy or action begin and end?

Resources:
What are the existing and new resources that will be used to accomplish this strategy?

Responsibility:
Who is Involved? Who will provide the leadership? Who will do the work?

Impact :
What ongoing FORMATIVE data gives evidence to show this strategy makes a positive difference in student outcomes?

1. Release time for teachers to observe master teachers 2.Trainings/Workshops in specific Math strategies (need determined by state testing data) for intervention groups and after-school tutoring 3.Training/Workshop in flipped classroom model, including Mathcasts

August 2013 through June 2014

1. Teachers 2. Trained Volunteers 3. Principal and teacher to teacher observations 4. Professional Development funds *New resources to accomplish the technology component for the flipped classroom model: InterWrite SchoolPad: http://www.interwritelearning.com/products/pad/detail. html Mathcasts Wiki: http://math247.pbwiki.com/ TeacherTube: http://www.teachertube.com TechSmith Camtasia Studio/SnagIt/Jing/ Screencast.com: http://www.techsmith.com VoiceThread: http://voicethread.com

1. Principal/Assistant Principals/Couselors 2. Teachers/Master Teachers 3. Math Resource Teacher/Math Teacher on Special Assignment (TOSA) 4. Technology Teacher on Special Assignment (TOSA) (for Flipped classroom model training)

1. 2013 CST results compared to 2014 CST results 2. Pretests and Posttests in specific Math strategies (via OARS or Data Director) 3. Pretests and Posttests

5. OARS or Data Director Software

from Math software (Study Island, Accelerated Math, Pearson Success.net) 4. Increase in students district benchmark scores

Data Sources for Strategy 2: Quantitative and rigorous qualitative research on Flipped Learning is limited, but there is a great deal of research that supports the key elements of the model with respect to instructional strategies for engaging students in their learning. A key feature of the Flipped Learning model is the opportunity to increase active learning opportunities in the classroom by shifting direct instruction outside of the larger group learning space. A significant body of research on active learning strategies supports the effectiveness of these approaches in increasing student learning and achievement (e.g., see Prince, 2004). Clintondale High School in Michigan saw the failure rate of its 9th grade math students drop from 44 to 13 percent after adopting flipped classrooms (Finkel, 2012). http://researchnetwork.pearson.com/wp-content/uploads/WhitePaper_FlippedLearning.pdf

Strategy 3 Continue to use and refine effective teaching strategies from research based texts and recent studies on the the positive impact of technology use in improving school AYP scores (Market Data Research, 2004). Unpack and connect effective strategies (Marzano) and NETS (ISTE, 1998) to Common Core curriculum. Strategies include setting big goals individually and collectively using Goalscape, a goal managing software that produces visuals for shared goals and key priorities for teacher collaboration (Goalscape, 2012), planning purposefully, partnering with families around goal setting, developing a culture of achievement, and using specific engagement techniques, including embedded technology during daily instruction.
Date sources:
What data reflects implementation of this strategy? (see below)

Professional Development:
How will staff acquire the necessary skills and attitudes to implement this strategy?

Timeline:
When will this strategy or action begin and end?

Resources:
What are the existing and new resources that will be used to accomplish this strategy?

Responsibility:
Who is Involved? Who will provide the leadership? Who will do the work?

Impact :
What on-going FORMATIVE data gives evidence to show this strategy makes a positive difference in student outcomes?

1. Training/Workshop Goalscape 2. Department/Team Collaboration 3. Common Core Professional Development 4. T-PEP (Marzano) training

August 2013 through June 2014

1. Teachers 2. Trained Volunteers 3. Professional development funds 4. District Personnel/Teachers on Special Assignment (TOSAs) 5. Release time for collaboration and conferences 6. Goalscape software 7. Parent Math Night 8. Online Portfolios

1. Principal/Assistant Principals/Counselors 2. K-6 Teachers 3. Software Representative/Specialist from Goalscape 4. School Liaison/District Community Aides 5. School Counselor

1. 2013 AYP scores compared to 2014 AYP scores 2. Goalscape reports 3. Pretests and Posttests in specific Math strategies (via OARS or Data Director) 4. Pretests and Posttests from Math software (Study Island, Accelerated Math, Pearson Success.net) 5. Parent Participation/Attendance at Parent Math Night 6. Increase in students class assessment scores 7. Increase in students district benchmark scores

Data Sources for Strategy 3: Meta-analyses and experimental studies found that integrated digital learning programs have positive effects on math achievement (Stylers, 2012).

A 2004 report by Market Data Research found that schools that fail to meet the AYP requirements are below average in technology use (Bickford, 2004).

Bandura's social cognitive theory (1986) posits that human functioning results from reciprocal interactions among personal factors (e.g., cognitions, emotions), behaviors, and environmental conditions. There are two primary cognitive sources of motivation (personal factors): goals and expectations. Goals help to focus and sustain effort toward task completion. As people work on tasks they compare their performances with their goals. Positive self-evaluations of progress raise self-efficacy (discussed below) and sustain motivation. The perception of a discrepancy between present performance and the goal can create dissatisfaction and raise motivation for goal attainment. From http://www.education.com/reference/article/goal-setting/

References Bickform, Adam. (2005). Analysis of 2004 MAP results for EMints students. Retrieved from http://www.edtechactionnetwork.org/ed-tech-and-student-achievement Cultivating learning and positive change. (2011). Retrieved from http://www.magnoliaconsulting.org/ Edmentum. (2012). Developing student mathematics skills: how study island aligns with best practice. Retrieved from http://www.studyisland.com/web/results/research/ Fahlberg, T. (2013). History of mathcasts. Retrieved from http://math247.pbworks.com/w/page/20517524/History of Mathcasts Goal setting. (2009). Retrieved from http://www.education.com/reference/article/goal-setting/ Hamdan, N., McKnight P., McKnight, K., & Arfstrom, K. (2012). The flipped learning model: a white paper based on the literature review titled a review of flipped learning. Retrieved from http://researchnetwork.pearson.com/wp-content/uploads/WhitePaper_FlippedLearning.pdf Learning connections mathcasts: show-and-tell math concepts. (2012). Retrieved from http://www.iste.org/learn/publications/learning-leading/issues/august-2008/learning-connections-mathcasts-showand-tell-math-concepts National educational technology standards for students. (2012). Retrieved from http://www.iste.org/standards/nets-for-students

References, continued Pearson education, Inc. (2005). Retrieved from http://www.k12pearson.com/teach_learn_cycle/sn.html TechSmith - screen capture and recording software. (2013). Retrieved from http://www.techsmith.com/