Mathematics Inventory given in August, January and May. We will examine the percentage of students who are proficient or advanced as measured by goals in data teams. W S R We will identify, plan, and The median growth The median growth The median growth We will examine our median put into practice the use of percentile for our percentile for our percentile for our growth percentiles in critical academic language students on the math students on the math students on the math mathematics overall, from in teaching provide TCAP/CSAP has TCAP will be 65. TCAP will be 65. teacher to teacher and by opportunities for students increased from grade-to-grade in 4th and to struggle with and (36, 37.5, 59) yet 5th grade using a two-year explain and model their was our lowest content measure of TCAP and Median mathematical thinking. area of growth in TCAP 2014. Growth Academic of the last five years. Percentile Growth We will know the M (TCAP/CSAP We will examine the developmental stages of & ACCESS) percentage of students mathematical thinking, scoring proficient or how to identify students’ advanced on the district levels, and how to pair mathematics assessment and implement the given in October, January appropriate strategies to and May paying attention to move students to the next the growth in proficiency developmental level. from October to May.
Mathematics Inventory given in August, January and May. We will examine the percentage of students who are proficient or advanced as measured by goals in data teams. W S Academic Growth Median Growth Percentile (TCAP/CSAP & ACCESS) R M The median growth percentile for our students on the math TCAP/CSAP has increased from (36, 37.5, 59) yet was our lowest content area of growth in of the last five years. The median growth percentile for our students on the math TCAP will be 65. The median growth percentile for our students on the math TCAP will be 65. We will examine our median growth percentiles in mathematics overall, from teacher to teacher and by grade-to-grade in 4th and 5th grade using a two-year measure of TCAP and TCAP 2014. We will examine the percentage of students scoring proficient or advanced on the district mathematics assessment given in October, January and May paying attention to the growth in proficiency from October to May. We will identify, plan, and put into practice the use of critical academic language in teaching provide opportunities for students to struggle with and explain and model their mathematical thinking. We will know the developmental stages of mathematical thinking, how to identify students’ levels, and how to pair and implement the appropriate strategies to move students to the next developmental level.
2013-14_SchoolImprovementPlanTemplate-Teller.docx