Академический Документы
Профессиональный Документы
Культура Документы
TitleISchoolsinNeedofAssistance(SINA)ActionPlanfortheAcademicYears:20082009and20092010
XChoice
ChoiceandSupplementalServices
CorrectiveAction
PlanforRestructuring
Restructuring
InDelayStatus
XLetterofNotificationAttached
X10%Allocationof
TitleIDollars
XOneYearBudget
XScientificallyBased
Research
Elementary
XMiddleSchool
HighSchool
DistrictLong
RangeCSIPGoal
forIdentifiedArea: All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school.
Personswritingthe Contact Person: James Kelley, Westlake Curriculum Coordinator
plan
Building Leadership Team Members: Susan Jorgensen, Building Principal; Kerry Whitfield, District Math
(*whilenotrequired
bylaw,bestpractice
wouldincludeparent
involvement)
Specialist; Stacy Munoz, Grade 8 math teacher; Brad Thomas, Grade 7 math teacher; Kelly Woods,
Grade 6 math teacher; John Monroe, teacher of special education; Rick Gronlund, AEA School
Improvement consultant and Support Team Lead; Kevin Williams, AEA building representative; Carol
Bogdonavich, math expert; Pat Hirsh, parent; and others as necessary
Diagnosis
Thisareashouldincludeinformationaboutwhypreviousinterventionswereunsuccessfulaswellasour
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design143
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
Summary:
CCQ1.Whatdo
datatellusabout
studentlearning
needs?
BuildingGoal
Statementfor
SINAtosupport
prioritizedlearning
needs
learningsfromotherdata:
As a result of the audit and diagnosis processes, the following data sources/points were organized and
analyzed:
1. ITBS: Grades 5-8 showed deficits in area of mathematics, particularly in the areas of multistep 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.
By the end of the 2009-2010 school year, 75% of students at grades 6, 7, and 8 will be performing at
the proficient level and above in mathematics as measured by the mathematics assessment of ITBS
using the national norms and with 95% participation. Identified subgroups achievement will be
proportionately higher each year as well.
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design144
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
Indicatorsof
Progress:
CCQ3:How
will/doweknow
studentlearning
haschanged?
SummativeEvaluationQuestion(s)
withIndicatorsofProgressandMeasurementTools
forSummativeDataIndicatingStudent
AchievementofDistrictGoal(s)
FormativeDataQuestions
Aligned
toSummativeEvaluation
Question(s)
withIndicatorsofProgressand
MeasurementToolsforFormativeData
IndicatingProgresstowardDistrictGoal(s).
What percent of students at grades 6,
7, and 8 are performing at the
proficient level and above on formative
assessments for mathematics?
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design145
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
students proficient. (ALEKS Scores)
EvidenceBased
ResearchSource
(Besuretocitethe
specificresearch
alignedtoareasof
concern.)
Contentforthe
professional
development
identifiedthrough
research:
CCQ2.Whatwill
bedonetomeet
studentlearning
needs?
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
(NCTM) and the Iowa Department of Educations Every Student Counts. The content of the
professional development was selected to directly impact student achievement (proximal) in
mathematics. The MAPPS content of the professional development for parents is based on the research
at the University of Arizona.
Based upon the results of the audit and diagnosis processes, the building leadership team completed the
research to determine the strategies and programs to impact student needs in mathematics.
o The teachers will map their teaching to align with the standards and benchmarks and articulate
across grade levels.
o In addition, formative and summative assessments will be developed that align with the standards
and benchmarks as well as the instruction.
o The math teachers will study and implement strategies and tools that focus on developing their
students skills in multi-step problem solving and interpreting data using charts and graphs. Time
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
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design146
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
o
o
PeerReview
Process
Allfourbulleted
itemsmustbe
completed.
(*Bestpractices
includeparent
involvement)
Implementation:
Howwillthe
goalbe
achieved?
CC2f.What
actions/activities
willweuseto
addressprioritized
needs,established
goals,andanygaps
betweencurrent
andresearchbased
practice?
Includedescription
ofparent
involvementin
eachactionstepor
DataCollectedtoInformChange
Howwillwecollecttheinformationabout
thechange(e.g.,tests,surveys,focus
groups,interviews,logs,observations,
ratingscales)?Whatdatasources/points
wouldbestanswerourformativeand
summativequestions?
Alignmentand
Responsibilities
1. IowaProfessional
Development
ModelComponent
2. Person(s)
Responsible
3. Time(whenand
howmuch)
4. Resources
Monitoringand
Adjustment
Thedatacollected
fromstakeholders
anddecisionsmade
helpcontinually
monitor,adjust,and
evaluatekeyactions
andactivitiesandthe
overallplan.How
havewemeasuredor
depictedchangein
theinformation
collected(e.g.
describing,counting,
clustering,
comparing,trends,
patterns)?
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design147
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
asaseparate
actionas
appropriate.
Changes/ImpactonStakeholders
DataCollectedtoInformChange
Alignmentand
Responsibilities
Monitoring&
Adjustment
Principal: Letter
of notification
following
guidelines
provided by Iowa
Department of
Education
Letter sent to
parents on August
15 (see
attachment); 5
students opted to
move to Hills MS
and 520 chose to
remain at
Westlake.
Principal:
Informational
meetings with
parents
regarding choice
Principal: press
release and
interviews with
radio and
television
stations
3 large-group
opportunities
provided on
August 22;
meetings
especially for ELL
parents and
parents new to
building were held
on August 23;
individual meetings
held with 10
families with 5
students moving to
Action #1:
Notification of
Parents and
Community
Activity:
Letter of
notification
following
guidelines
provided by
Iowa
Department
of Education
Activity:
Informational
meetings with
parents
regarding
choice.
Activity:
Press release
developed and
distributed to
newspaper
Activity:
Interviews
held with local
television and
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design148
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
radio stations
Changes/ImpactonStakeholders
DataCollectedtoInformChange
Alignmentand
Responsibilities
Monitoring&
Adjustment
Action # 2:
Audit, Diagnosis,
and Design
Activity:
Completion of
Audit
Date of
Presentation to
Building Leadership
Team: October 5
Activity:
Completion of
Diagnosis
Dates of Work on
Diagnosis by
Building Leadership
Team: October 613
Building
Leadership Team
completed the
diagnosis
worksheet on
October 13 with
assistance by Iowa
Support Team.
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design149
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
Activity:
Completion of
Action Plan
Building Leadership
Team - Work on
Action Plan
October 13-25
Building
Leadership Team
completed the
action plan and
peer review and
electronically
mailed the plan to
DE on October 31
Activity:
Communication
of Action Plan
Dates of
Presentations of
Action Plan to staff
members by
Building Leadership
Team: October 23
Building
Leadership Team
presented the
action plan to
staff on October
23; revised plan
and cheat sheet
summaries were
also provided on
October 24.
Updates on
progress will be
provided quarterly.
Monitoring&
Adjustment
Changes/ImpactonStakeholders
Action #3:
Formation of
math leadership
team to provide
leadership in
design and
implementation
of the action
plan.
DataCollectedtoInformChange
Minutes of meetings
Alignmentand
Responsibilities
Action plan aligns
with fundamental
tenets of the Iowa
Professional
Development Model.
Building principal is
responsible for
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design150
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
development of
leadership team.
Activity:
Determination
of math team
Activity:
Regular
meetings to
address
design of
action plan as
well as
implementation and
evaluation of
plan.
Action #4:
Mapping of
teaching with
math standards
and benchmarks
for Grades 6-8
to assure
alignment of
teaching with
standards and
benchmarks and
across grade
levels.
Activity:
Math team
DataCollectedtoInformChange
Alignmentand
Responsibilities
Data collection and
analysis, including
implementation
data of math
teachers.
Monitoring&
Adjustment
Teachers of math,
AEA math
consultant, district
math specialist, and
district curriculum
coordinator.
Bi-weekly meetings
in November
January for
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design151
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
bi-weekly
meetings in
November
January with
AEA math
consultant to
review
purpose of
and map
curriculum
Activity:
Math team
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
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design152
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
one activity
per unit in
which math
concepts are
integrated
(e.g., graph
and charts in
social studies,
multi-step
problem
solving in
science and
technology)
Changes/ImpactonStakeholders
Action # 5:
Development and
piloting of
formative and
summative
assessments in
grades 6, 7, and
8
Activity:
Introduction
of formative
and summative
assessments
(including
purpose,
importance of
consistency,
DataCollectedtoInformChange
Anecdotal records
Anecdotal records
Alignmentand
Responsibilities
Monitoring&
Adjustment
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design153
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
use for
adjustment of
instruction to
meet student
needs in
achieving
intended
outcomes) to
teachers of
math by
content and
assessment
experts.
Activity:
Assist
students in
understanding
the purpose
and expected
outcomes of
formative
assessments
(e.g., impact on
grade,
additional
tutoring or
learning
opportunities,
alternate
strategies for
learning,
acceleration of
learning).
assessments.
Teachers: Increased knowledge of
students mathematical strengths and
weaknesses in individual math classes
and across the building, based on
formative and summative data.
Year One,
administering
summative
assessment in May,
2007; piloting of
formative
assessments in
2007-2008 and
adjusted as
necessary
Resources available
through AEA or
ordered through
district office;
allocation in budget
to the DE
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design154
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
Activity:
Assist
parents/
families in
understanding
the purpose,
impact, and
expected
outcome of
formative and
summative
assessments.
(Back-toSchool Night in
Years 1 and 2)
Activity:
Collaborative
development of
formative and
summative
assessments
for each
gradelevel/math
course. (Year 1:
February
May)
Activity:
Implementatio
n of summative
( May, 2009,
and May, 2010)
and piloting
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design155
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
and adjustment
of formative
assessments
for each
gradelevel/math
course. (Year
2)
Activity:
Collaborative
analysis of
data from
piloting of
formative
assessments in
order to adjust
the
assessments
and/or the
teaching
toward those
assessments may address
student work
as well as the
assessments
themselves.
(Year 2)
Activity:
Professional
development
related to
results of
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design156
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
formative
assessments
and their
impact on
students'
learning; may
result in
strategies/acti
vities for
core/suppleme
ntal/ intensive.
(Focus in Year
2 and 3)
Activity:
Communication
to the board of
education as
well as
community/cen
tral office of
purpose, use,
and results of
formative
assessment
(Years 1 and 2)
Changes/ImpactonStakeholders
Action #6:
Determination of
future
professional
development
based on
DataCollectedtoInformChange
Summative and formative assessment
data aggregated and disaggregated
by sub-groups, grade level, and
teacher.
Alignmentand
Responsibilities
Data collection and
analysis and goal
setting (Content
provider)
Math instructors,
Monitoring&
Adjustment
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design157
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
formative and
summative
assessments.
Activity:
Administration
of formative
and summative
assessments
(See Action 5
Years 1 and 2)
Activity:
Collaborative
analysis by
staff of
formative and
summative
assessment
results (Upon
completion of
formative
assessments
during Year 2)
Activity:
Determination
of professional
development
for staff in
2009-2011
based on
interpretation
of formative
and summative
content-area
teachers, district
math specialist,
district content
specialist, district
curriculum
coordinator with
assistance from
AEA consultants
and assessment
specialists.
Administration of
formative
assessments in
Year 2 and
summative
assessments in May
of Years 1 and 2;
ITBS assessment in
February of Year 1
and Year 2; ICAM
assessment in
spring of Years 1
and 2. Gap analysis
completed
immediately
following
assessments.
Resources available
through AEA or
ordered through
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design158
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
data (Spring,
2010)
Changes/ImpactonStakeholders
Action #7:
Intense
professional
development for
math instructors
and teachers of
special
education,
including
strategies and
tools for multistep problem
solving and
interpretation of
data using charts
and graphs with
a focus on those
especially
effective with
low-SES,
AfricanAmerican,
Hispanic, and
special education
students.
DataCollectedtoInformChange
school district;
team time.
Alignmentand
Responsibilities
Design and
implementation;
learning
opportunities;
collaboration;
ongoing data
collection.
Monitoring&
Adjustment
Principal, teachers,
AEA consultants,
district content
specialists,
Schedule provided
below
Technical
assistance from
AEA consultants,
materials and
handouts, team
time.
Additional
professional
development for
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design159
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
other staff
members
regarding
appropriate use
of multi-step
problem solving
and
interpretation of
data using charts
and graphs.
Activity:
Development
of professional
development
focus for early
and late starts
as well as allday workshops
(Immediately
and in spring
of 2008 for
2008-2009)
Activity:
Professional
development
opportunities
in multi-step
problem solving
and
interpretations
of graphs and
charts (Years 1
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design160
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
and 2)
Activity:
Analysis of
implementation
data by
building
leadership
team with
adjustments in
professional
development
activities
based on
formative and
implementation
data (On-going
and between
professional
development
opportunities
in Years 1 and
2)
Evaluation of
Professional
development
(May of Years
1 and 2)
Changes/ImpactonStakeholders
Action # 8:
Parent
engagement in
mathematics
DataCollectedtoInformChange
Surveys of parents regarding
learning at home math and MAPPS
opportunities
Alignmentand
Responsibilities
On-going data
collection
Monitoring&
Adjustment
Teachers of math,
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design161
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
Activity:
Design and
implementation
of learning at
home math
activities
focused on
multi-step
problem solving
and
interpretation
of data using
charts and
graphs.
Activity: 4
workshops
annually using
MAPPS format
for parents,
focusing on
multi-step
problem solving
and
interpretation
of data using
charts and
graphs (Years
1 and 2) at
community
center.
Anecdotal records
Changes/ImpactonStakeholders
DataCollectedtoInformChange
district math
specialist, AEA
math specialist,
principal, PIRC
consultant (Karen
Willis)
Parent meetings at
least 4 times
annually to
introduce learning
at home math
activities and
MAPPS workshops;
may use back-toschool night and
math nights to
assist parents;
development of
learning at home
activities;
assessment of
feedback
information from
parents
Surveys, activities;
Parent information
Resource Center
(iowaparents.org);
team time
Alignmentand
Responsibilities
Monitoring&
Adjustment
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design162
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
Year 2 and
Beyond
Sustaining
Actions:
Review and
analyze
previous years
formative and
summative
data.
Determine
focus of
adjustments as
indicated by
data.
Identify plan
of action to
sustain
successful
programming.
Begin adjusted
or new
professional
development
actions based
on information
from the above
described
activities.
Provide oneyear budget to
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design163
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
achieve
updated twoyear plan.
Complete
evaluation of
the program
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design164
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
ProjectedProfessionalDevelopmentforStaffDates,Times,andFocusfor20082009:
Date
Time
Thursday,September4,11,18,and25
Thursday,October2,9,16,and23
Thursday,November6and20
1:303:45P.M.
1:303:45P.M.
1:303:45P.M.
ThursdayandFriday,November13and14
Thursday,December4and18
AllDay
1:303:45P.M.
Thursday,December11
Thursday,January8and22
AllDay
1:303:45P.M.
Friday,January9and23
Thursday,January29andFebruary12
AllDay
1:303:45P.M.
Thursday,February5and19
Thursday,February26andMarch12and26
AllDay
1:303:45P.M.
Thursday,March5and19
Thursday,April2and16
AllDay
1:303:45P.M.
Thursday,April9and23
AllDay
Thursday,May7and14
1:303:45P.M.
May21
AllDay
Focus
Audit,Diagnosis,andDesign
Audit,Diagnosis,andDesign
ProfessionalDevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts
CurriculumMapping
Professionaldevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts
CurriculumMapping
Professionaldevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts
CurriculumMapping
Professionaldevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts,includinglearningathomeactivities
Creationofformativeandsummativeassessmentsincontentareas
Professionaldevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts,includinglearningathomeactivities
Creationofformativeandsummativeassessmentsincontentareas
Professionaldevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts,includinglearningathomeactivities
Creationofformativeandsummativeassessmentsincontentareas;
finalizationofplansforimplementationofsummativeassessmentsinall
contentareas
Professionaldevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts,includinglearningathomeactivitieswithcelebration
ofaccomplishmentsinprofessionaldevelopment
Analysisofdatafromsummativeassessments
BuildingLeadershipTeamMembershipfor20082009:
Name
JamesKelly
Role
Westlakecurriculumcoordinator
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design165
IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
SusanJorgensen
KerryWhitfield
StacyMunoz
BradThomas
KellyWoods
JohnMonroe
RickGronlund
KevinWilliams
Buildingprincipal
Districtmathspecialist
Grade8mathteacher
Grade7mathteacher
Grade6mathteacher
Teacherofspecialeducation
AEAschoolimprovementconsultantandIowaSupportTeamLead
AEAbuildingrepresentative
BuildingLeadershipTeamMeetingDatesandTimesfor20082009:
Date
Time
Wednesday,August27,2008
1:004:00P.M.
Wednesday,September24,
2008
Wednesday,October22,2008
1:004:00P.M.
Wednesday,November19,
2008
Wednesday,December17,
2008
Wednesday,January28,2009
1:004:00P.M.
Wednesday,February25,
2009
Wednesday,March25,2009
1:004:00P.M.
Wednesday,April22,2009
1:004:00P.M.
Wednesday,May24,2008
1:004:00P.M.
1:004:00P.M.
1:004:00P.M.
1:004:00P.M.
1:004:00P.M.
Focus
Impactofcommunicationofplan
Monitorprogressofimplementationofactionplan
Monitorprogressofimplementationofactionplan
Monitorprogressofimplementationofactionplan
Monitorprogressofimplementationofactionplan
Monitorprogressofimplementationofactionplan
Monitorprogressofimplementationofactionplan
Monitorprogressofimplementationofactionplan
Monitorprogressofimplementationofactionplan
EvaluateimplementationofYear1ofactionplananddeterminefocusofYear2
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design166