1.5 Teachers will introduce or review PD/Data online PARCC practice with students. meetings Classroom discussion and application and/or team into grade-level text; informal notes planning taken meetings. Teacher-made assessments Formal classroom and walkthrough observations 1.6 The school leadership meets with Three times a Benchmark, summative, and formative individual teachers/grade-level teams year data will be reviewed with grade-level to review their grade level outcomes teams to discuss trends and areas of by content area and to discuss the achievement and Improvement. teacher’s plan for meeting individual Teacher and other instructional leaders student academic needs. analyze data and share achievement and areas of need for all students. Interventions will be discussed and School Improvement Goal- Math Students will acquire and knowledge of math standards/practices to improve application of real world problem solving and reasoning skills as evidenced by an 80% proficiency or higher on the CCPS math benchmarks. Measures of Success / Desired Strategic Actions Time Line Performance Level 2.1 Teachers in Grades Pre-K-5 will August-June Develop common expectations of incorporate Standard for behaviors related to SMP #1 Mathematical Practice #1 (Make sense Development of student-directed of problems and persevere in solving lessons which foster collaborative them) through student-directed problem solving skills in solving real problem-solving tasks focused on world math problems problem solving structures (Grades Formative and summative Pre-K-2) and multi-step problems assessments including unit (Grades 3-5). assessments and county benchmark assessments 2.2 Students will apply comprehension Ongoing - Development and use of a Problem strategies to interpret, represent, and through whole Solving Plan to guide students in solve problems using all four math group and interpreting and solving word operations. Emphasis will be placed on small group problems reasonably interpreting context based problems, instruction Formative and summative problem sorts, and visual model assessments including exit passes, representations. math journal tasks, unit assessments, and county benchmark assessments 2.3 Teachers in all grades will Ongoing Formative assessments analyzed at participate in professional least twice per unit based on development opportunities focused on perseverance with 80% success productive struggle and questioning. planned on need.
PD/Data meetings and/or team planning meetings. Classroom discussion and application into grade-level text; informal notes taken Teacher-made assessments Formal classroom and walkthrough observations 1.5 Teachers will introduce or review online PARCC practice with students. 1.6 The school leadership meets with individual teachers/grade-level teams to review their grade level outcomes by content area and to discuss the teacher’s plan for meeting individual student academic needs. Three times a year Benchmark, summative, and formative data will be reviewed with grade-level teams to discuss trends and areas of achievement and Improvement. Teacher and other instructional leaders analyze data and share achievement and areas of need for all students. Interventions will be discussed and planned on need. School Improvement Goal- Math Students will acquire and knowledge of math standards/practices to improve application of real world problem solving and reasoning skills as evidenced by an 80% proficiency or higher on the CCPS math benchmarks. Strategic Actions Time Line Measures of Success / Desired Performance Level 2.1 Teachers in Grades Pre-K-5 will incorporate Standard for Mathematical Practice #1 (Make sense of problems and persevere in solving them) through student-directed problem-solving tasks focused on problem solving structures (Grades Pre-K-2) and multi-step problems (Grades 3-5). August-June Develop common expectations of behaviors related to SMP #1 Development of student-directed lessons which foster collaborative problem solving skills in solving real world math problems Formative and summative assessments including unit assessments and county benchmark assessments 2.2 Students will apply comprehension strategies to interpret, represent, and solve problems using all four math operations. Emphasis will be placed on interpreting context based problems, problem sorts, and visual model representations. Ongoing - through whole group and small group instruction Development and use of a Problem Solving Plan to guide students in interpreting and solving word problems reasonably Formative and summative assessments including exit passes, math journal tasks, unit assessments, and county benchmark assessments 2.3 Teachers in all grades will participate in professional development opportunities focused on productive struggle and questioning. Ongoing Formative assessments analyzed at least twice per unit based on perseverance with 80% success
MES%20SIT%20Plan%202016-2017.docx