Action Plan 2008-2009: Mathematics
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What will the outcome be? |
How will we measure this? |
What activities will lead us to this outcome? |
Who will be responsible? |
What resources do they need? |
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1. Identify and decrease the number of students who nearly meet and score below the standard in math. |
*District assessments *NECAP *Aimsweb *SNAP *Trimester assessments *PRO-ED
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*Evaluate teaching configurations for first instruction *Math Intervention for Kindergarten *Full time math interventionist for grades 1-6 *Assessments inform instruction *Students will be present during first instruction *Coordination and collaboration among Tiers I, II and III |
*Grade Level Teams *Math Content Specialist *Math Leaders *Interventionists *Administrators *Special Educators *Speech & Language Teachers *ESL Teacher |
*Data for local assessments, NECAP and Aimsweb or other curriculum based instrument *Resources for intervention labs *Time to meet for Tiers I, II and III *Time for Interventionists and special educators to meet with grade level teams *SNAP portfolios |
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2. Increased teacher, special educator and para educator knowledge in the field of math. |
*Attendance at courses or workshops *Access Content Specialist, and Consultants |
*Look at NECAP data *Education on content/vocabulary and instruction for standards 7.7 * Teachers/math leaders present content at faculty meetings or other times *Teachers who attend workshops present and share information. *Collegial time for pedagogy *Classroom visitations *Consistent training , workshops or courses |
*Math Content Specialist *Math leaders *Math Interventionists *Outside consultants *Administrators *Classroom teachers *Special Educators *District Math Leaders *Director of Curriculum and Instruction |
*Pay or comp time for para-educators *Stipends for consultants *Stipends for teachers who present outside of school time *Grade level meeting time *Workshops and or courses *Consultants *In-service time for para educators to work with consultants *Membership to NCTM for Interventionists |
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3. Students will show knowledge of or increased proficiency in all 30 math GE’s |
*NECAP scores *Trimester assessment scores *District assessment scores *Study Island |
*Implement consistent test taking practices *The use of math software programs *Review & revise trimester assessments *Administer assessments & analyze the data that covers the 30 GEs *Provide intervention for students not meeting the standard
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*Classroom teachers *Math Content Specialist *Interventionists *Special Educators *Administrators *Parents |
*Continued administration of a minimum of one hour of math daily *Learning lab times for math instruction/practice *Math software *Training for administration of tests *Interventionists *Time to review software *More computers & computer training *Time to review and revise trimester tests |
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4. Opportunities for differentiation and enrichment in math.
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*Trimester assessments *NECAP scores *Teacher recommendations |
*Additional learning opportunities for math differentiation *Family math opportunities *Math clubs, math teams, etc *Protocol for acceleration *After school programs *Use of learning lab times for enrichment activities
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*Classroom teachers *Math Content Specialist *Math leaders *Special educators |
*Money for materials *Money for Mathcounts or other club dues *Time to create a program *Stipends for after school math club or clubs. *Guest Speakers
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5. A coordinated scope, sequence & pacing guide of Swanton’s math program |
*Consensus maps *Monthly unit sketches *Check-ins at grade level meetings |
*Review and revise consensus maps *Write unit sketches that support our curriculum *Grade levels will decide on how much time to spend on each GE *Look at spiral effect of the concepts throughout K-7 *Teachers meeting with the grade level above and below *Vertical alignment of math *Math teachers meeting as vertical teams |
*Classroom teachers *Math Content Specialist *Math grade level leaders *Administrators *Special educators
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*Binders *Money for copying *In-service time or stipends for summer work or one day a month for this type of work *Work with District Math Committee *In-service time *Monthly professional ½ days in-service devoted to math *Math leaders meetings and retreats |
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6. Consistent Math Content |
*Consensus maps *Unit sketching *Examination of student work *Trimester assessments |
*Identify parts of the GEs to be emphasized at each grade level (power standards) *Unit sketches *Discussions at grade level meetings |
*Classroom teachers *Grade level math leaders *Math Content Specialist *Administrators *Special educators |
*Grade level meetings *Work with District Math Committee |
