Changes in student learning behavior:
What will students do to reach the identified result? What new things will they do to learn? What things will they do more of?
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Changes in Instruction : What will teachers do to ensure students learn and develop learning behaviors identified in the first column?
(Be sure that the instructional practices you identify will address every student learning behavior) |
Monitoring progress with timelines and adjustments: How will we measure progress towards the changes in learning behavior and teaching that we want? How often will this occur? How will we keep the principal, parents and SIT involved and informed? |
Collaboration and Support: When will we use the information we get from monitoring to improve learning and teaching? When will we discuss the progress we are making?
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School and District Support Resources: What supports and resources will the school and district provide in order for us to achieve the results of this action plan?
(List the support and resources below and then use the attached template to finalize this column) |
Evaluating Results/ Reporting to Families and Community: How will the school know if the students reach the intended results? In light of what we have learned, what are our next steps?
Reporting to Families and Community:
How will you inform the school community? |
Students will:
- Use successful problem solving strategies through direct instruction and by working in cooperative groups and independently accordingly to GLE’s
- Students will justify their solutions orally and in writing
- Students will construct charts, tables and graphs and interpret the data represented as specified by the grade level GLE
- Students will have Clear Expectations for their work through the use of criteria sheets and Exemplar rubrics - Integrate technology for computational fluency (math facts) using the district website links “Learning – Math – Games” - Complete Math Homework Links, Math Journals, & Math Games - Complete Problem Solving Activities which will be incorporated 1 day/week.
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Teachers will:
- Teach and model various strategies for problem solving
- Teach and model written explanations and justifications
- Use Exemplar Rubric problem solving
- Teach students to work cooperatively and hold them accountable for their participation
- Provide direct instruction/use of manipulatives Small group/individual instructions.
- Provide students with Clear Expectations through the use of criteria sheets
- Inform parents of website along with Math Coach
- Teachers will teach Everyday Math 4 days/week, Problem Solving 1 day/week and lead Everyday Math games 3times per week
- Enable Math Groups to meet with Math Coach
- Teach and model various strategies for problem solving |
Teachers will:
- Use “Individual Profile Progress Checks of Progress – Qtr. Reports”
- Send quarterly pacing results to Principal (for Asst. Supt.)
- Use Exemplar rubric to assess problem solving. A copy of the Jan. benchmark to Math Coach; Quarterly benchmarks into portfolio.
- Look at student work using a protocol during grade level meetings
- Teacher Leaders will:
. Collect student observations and collect data.
- Conference with students
- Analyze State Assessments, and collaborate as needed (Math journals, Mid-year & end-year assessment)
Administration will:
- Attend yearly Math Night/competition
- Monitor Quarterly benchmark tasks and pacing |
When we will collaborate:
- Benchmark Problem Solving pieces have been selected for quarters 1-4, in grades K-5. Each quarter, 3 Benchmark pieces are taught as guided practice. One piece has been selected for formal assessment
- Grade level meeting should be held to discuss, score, evaluate, and assess student work on Benchmark pieces. Pieces will be re-chosen or modified as needs warrant
- Action Team Meetings & RTI Meetings
- Students will support each other by being invited into other classes to model strategies (Socializing Intelligence)
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The school will supply the following support and resources:
School Support / Resources
- Problem Solving (“ Vermont Tasks”) and
- Common Planning Time (subs)
- Expert Teachers share their expertise (Math Coach)
- Differentiation of instruction
- Purchase replacement materials and journals for Everyday Math
The central office will supply the following support and resources:
District Support / Resources
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Access to teacher experts in other schools
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Math Coach
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Evaluating Results:
Informing the School
- Report out at Faculty meetings and to SIT
- Showcase student work around the building
Reporting to Families and Community:
Connecting to Families
- Report-Out Night at Open House
- District-wide Math Competition (format of
“Battle of the Books.”)
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