Action Plan: Part I

Student-Learning Goal:
By june 2017, first grade students will improve their Math Perfomance in problem solving and
achievement gaps between African American and Latino students, will improve their proficency using
CTLS as evidence by:
 An overall increase of 6 percentage point in students meeting or exceeding standards on First
Grade Benchmarks.
 A narrowing of the achievement gap between African American and Latino students who are
proficient or advanced on the First Grade Benchmark.
 An increase in the percentage of Latino students meeting or exceeding standards by 5
percentage points on the First Grade Benchmark.
 An increase of proper usage of tools that are used to take the First Grade Benchmark.

Monitoring
Tools/ Person(s)
Research-based
Person Resources/ Expected Assessments: Responsible for
Strategies Actions
Responsible/By Budget Outcomes Short-Term Monitoring/
When Medium-Term By When
Long-Term
Strategy 1: a) Teachers Teachers plan Anchor charts for Teachers will be Short Term Classroom
Provide specific instruct students during planning classroom with able to check for Daily assignments teachers will
instructions to in using remote time on Tuesdays model--$50 student evaluate daily
students on using controls model (weekly) (instructional misunderstanding Common assignments,
remote control for and post class budget for 1st of usage of remote assessments with student
First Grade anchor charts with grade) controls and its remote controls explanations,
Benchmark remote control connection to component common
steps included in problem solving. assessments,
the model. Student —ongoing
explanations of throughout the
b) Teachers offer Teachers offer Resources for problem solving year
opportunity for opportunity daily classroom use
students to work and weekly. (remotes, Classroom Teachers will
with partners and manipulatives, observations of work with
independently to software, student instruction in students to self-
solve problems and teacher Teachers will be problem solving assess—ongoing
and verbally workbook)--$175 able to create through the year
explain steps used (Instructional differentiated Teacher feedback
to solve the budget for 1st assignments based (perceptual
problem. grade). of students survey) Administrators
knowledge and will conduct
c) Students Weekly execution of Medium Term classroom
practice using the problem solving. First Grade observations,
problem solving Benchmark administer
kid friend rubric surveys, and
to self-assess their Printing for review lesson
ability to solve common Review of teacher plans quarterly
problems. assessment $50- Students will be lesson plans
(Instructional able to utilize Classroom
d) Teachers Weekly budget for 1st remote controls Review of student teachers will
incorporate grade) for problem exemplars administer CTLS
problem solving solving assessments, First
experiences in assessment. Review of student Grade Benchmark
daily independent written and will review
work assignment explanations for and post results
to reinforce the Students problem solving for student in their
use of remote performance on in curricular areas classrooms
controls. daily work that beyond math annually or semi-
requires use of annually
e) Teachers Every 6 weeks remotes. Long Term
collaboratively (quartly) CTLS Teachers will
score common review student
assessment, Subs for Title I exemplars and
analyze student planning days-- Student feedback written
performance, and $400 (School explanations of
regroup students based staff problem solving,
for additional development and will gather
instruction and funds) feedback from
enrichment. students quarterly

f) Teachers repeat Assessments

cycle of steps a-f quarterly. (Every
throughout the 6 weeks)
 year.
Strategy 2: a) Facilitate Academic Teachers will Short term Administrators
Implement the teachers in the Coaches during implement data Data team logs. will review team
data team process data team process. pre, Title I, and teams. logs monthly
at the 1st grade post meeting. Pre and post test
level to modify b) Assign roles Stipends for results for Teachers and
instruction for and teacher training students administrators will
remote control to responsibilities ($150 day for each review results of
meet student along with Academic coaches teacher) from Teachers will be Observation of post-test to
needs in math decision making will create Title I able to design pre team meetings determine growth
problem solving. authority of the schedule to and post
team. accommodate assessments in Observation of
planning for pre different formats. usage of remote Administrators
c) Develop and Title I controls for will sit in on team
planning schedule planning. problem solving meetings once per
for the school teaching strategies quarter and review
year. Printed materials Teachers will in classrooms results of district
for training ($50 identify student benchmarks
d) Determine Team Leads Title I) needs from data Medium term
meeting schedule determine meeting and planned Observation of
for the year. schedule. instruction. team meetings
focused on strong Teachers complete
e) Create indicators quarterly self-
technology evaluation and
structures to Technology coach Printing cost for Results of district meet with
support electronic will develop tools development of benchmarks evaluating
data collection for before electronic versions Teachers will administrator
assessments. professional ($150) become more Individual teacher
development. aligned with assessments about
f) Teachers design instruction of data team work
and administer Principal, usage of the and Administrators
common pre-test Academic remote controls. implementation of will review lesson
to students. Coaches, and instructional plans quarterly
classroom practices and provide
teachers. (before feedback to
and after quarterly Review of lesson teachers about
 assessments) plans for tiered differentiation of
assignments instruction for
and/or flexible students
groups
Team will review
common
Long Term assessment and
Results of First benchmark results
Grade Data for students
(overall and by participating in
domain) extended
instruction
Teacher and opportunities to
student feedback determine
about instructional effectiveness of
practices interventions

Parent & Parents will be asked for participation as the strategy is confirmed at the beginning of the year. After the plan is finalized, it
Community will be posted on the school website and will be linked to resources that parents can access to assist their students in
Involvement: learning the steps in the problem solving process and practice. Conferences will include a student presentation about
Describe how you will problem solving and parents will be able to understand their child’s ability to solve complex problems and explain the
communicate the steps. The action plan will be presented to the school council and business partners to gain financial support for resources
action plan to parents
and the larger
and mentoring for students.
community. Include
how you might involve
them in its
implementation.