Math School Improvement Plan
2009-2011
Math School Improvement Plan
2009-2011
Trimester one
| Trimester two
| Trimester three
| |
| First Grade: | 72%
| 75%
| 89%
|
| Second Grade: | 79%
| 88%
| 87%
|
| Third Grade: | 81%
| 77%
| 72%
|
| Fourth Grade: | *
| *
| *
|
| Fifth Grade: | *
| *
| *
|
Trimester one
| Trimester two
| Trimester three
| |
| First Grade: | 68%
| 78%
| 86%
|
| Second Grade: | 69%
| 67%
| 68%
|
| Third Grade: | *
| *
| 63%
|
| Fourth Grade: | 50%
| 78%
| 60%
|
| Fifth Grade: | 51%
| 71%
| 53%
|
Trimester one
| Trimester two
| Trimester three
| |
| First Grade: | 57%
| 69%
| 75%
|
| Second Grade: | 76%
| 75%
| 79%
|
| Third Grade: | 58%
| 69%
| 71%
|
| Fourth Grade: | 80%
| 85%
| 80%
|
| Fifth Grade: | 63%
| 63%
| 74%
|
S.M.A.R.T. Processes
| S.M.A.R.T. Results
|
Instructional Leadership Plan
| Resources
| Evidence of Implementation:
| Evidence of
Impact: |
Instructional Practices:
(What are we going to do?) | Schedule of Activities | People/Team Involved
| Materials Needed
| Budget Required
| Are we working our plan?
(What are teachers doing?) | Is our plan working?
(What are students doing?) |
| Teachers will use formative assessments to identify and support student needs.
-Identify assessment tools available for all grade levels (math facilitators will help to organize) -Create a menu of assessment tools -Presentation of available tools for classroom use -Training on using data collected from these assessments -Use of collaborative release time to review and share assessments; collect feedback on how these assessments are being used. | Coordination with Linda for scheduling
Use Elem. Assessment Practices Matrix (created in LT) to help identify assessments that are currently being used. Review student performance from the elementary progress repots at each grade level on a trimester basis with teachers/leadership team Additional feedback on what level of support is needed for interventions for students not meeting standard. | Shelley Petillo
Linda Snyder Linda Snyder | Assessment tools available for math | Collaborative release time costs: 5-6 subs, once per month ≈ $650 | Teachers will use the formative assessments in classrooms as evidenced in observations and collected/shared in grade level team collaboration.
Grade level collaboration minutes are collected after each session as a record. | Students will participate in formative, classroom assessments (embedded within the curriculum) to demonstrate their knowledge and understanding of math concepts taught. |
| Use of “I can” statements for student self assessments
Staff meeting to roll out the Peninsula SD K-5 math pacing guide (indentified “I can” statements. I can statement collection/sharing with grade levels | Presentation of focused narrow learning targets with Creating a Culture of Learning (10/9/09)
Email out to staff (done) January-February staff meetings | Shelley Petillo
| Peninsula SD math pacing guide (available on the web) Grade level collections of “I can” statements | Borrowed materials from SLE
No budgeted costs. No costs (use staff meeting times) | Teachers will use “I can” statements in math lessons to identify appropriate student learning targets. | Students, as observed by administrators and teaching staff, will be able to articulate the learning target of each lesson, as well as demonstrate the targeted skill. |
| Targeted small group intervention within the classroom. | Grade level teams work collaboratively to ensure progress
| Classroom teachers and paraeducators | Math Curriculum | No budgeted costs | Teachers working with students in “math workshop” setting or flexible math groups. | Students will work in flexible groups where staff can work specifically on a skill or strategy |
| Use performance expectations to guide instruction and assessment school wide
| Make available new PE’s linking to district website
Staff meeting presentation (10/9/09) | Classroom Teachers | Math Performance expectations | No budgeted costs | Teachers will review and discuss the PEs in grade level meetings | Students will be participating in math lessons that are focused on the grade level math performance expectations. |