School Improvement Goal In Math, Grades Pre-K-5, 100% of students will meet or exceed grade level expectations. The following data was used to determine strategic actions and professional development needs: Specific Question Data from the End-of-Year Assessments at all grade levels was also used Professional Development Title I Measures of Success / Desired Strategic Actions Time Line Needed to Support Strategic Components Performance Level Actions Met 2.1 Teachers in grades Pre-K -5 will Aug-June Standard For Mathematical Practice 1, 2, 4, 7, 8, 9, Develop a continuum of behaviors related to Standard for Mathematical Practice #1 #1 Observational Checklist (monthly) incorporate Standard for Mathematical 10 PD on productive struggle January Mid year Assessment Practice #1 (Make sense of problems and PD on questioning May End of Year Assessment persevere in solving them) into engaging Develop student directed lessons (working student directed problem solving activities collaboratively to solve problems) Expose students to real world math focused on the problem structures problems in Special Areas (Model with (Grades Pre-K 2) and multi-step – Mathematics SMP #5) – problems (Grades 3-5). 2.2 Teachers in grades Pre-K-5 will create Aug/Sept Check-in by grade level units Grade level teams will identify visual 1, 2, 4, 7, 8, 9, – development of Unit post assessments models and place value strategies consistency with visual models and place 10 continuum January Mid Year Assessment within the curriculum value strategies Aug-June May End of Year Assessment Build consistency between grade – evaluation of levels students 2.3 Bi-weekly planning meetings focused 1, 2, 4, 7, 8, 9, Aug-June Student data (formative assessments, Professional development on grade unit assessments, January Mid Year level units. on all student data and next steps for 10 Assessment, May End of Year Creating common data collection instruction. Assessment) tools. progress monitoring School Improvement Goal
School Improvement Goal In Math, Grades Pre-K-5, 100% of students will meet or exceed grade level expectations. The following data was used to determine strategic actions and professional development needs: Specific Question Data from the End-of-Year Assessments at all grade levels was also used Strategic Actions Time Line Measures of Success / Desired Performance Level Professional Development Needed to Support Strategic Actions Title I Components Met 2.1 Teachers in grades Pre-K -5 will incorporate Standard for Mathematical Practice #1 (Make sense of problems and persevere in solving them) into engaging student directed problem solving activities focused on the problem structures (Grades Pre-K – 2) and multi-step problems (Grades 3-5). Aug-June Standard For Mathematical Practice #1 Observational Checklist (monthly) January Mid year Assessment May End of Year Assessment Develop a continuum of behaviors related to Standard for Mathematical Practice #1 PD on productive struggle PD on questioning Develop student directed lessons (working collaboratively to solve problems) Expose students to real world math problems in Special Areas (Model with Mathematics – SMP #5) 1, 2, 4, 7, 8, 9, 10 2.2 Teachers in grades Pre-K-5 will create consistency with visual models and place value strategies Aug/Sept – development of continuum Aug-June – evaluation of students Check-in by grade level units Unit post assessments January Mid Year Assessment May End of Year Assessment Grade level teams will identify visual models and place value strategies within the curriculum Build consistency between grade levels 1, 2, 4, 7, 8, 9, 10 2.3 Bi-weekly planning meetings focused on all student data and next steps for instruction. Aug-June Student data (formative assessments, unit assessments, January Mid Year Assessment, May End of Year Assessment) progress monitoring Professional development on grade level units. Creating common data collection tools. 1, 2, 4, 7, 8, 9, 10 School Improvement Goal