Math Action Plan Sample 1875996C71F89

IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance
TitleISchoolsinNeedofAssistance(SINA)ActionPlanfortheAcademicYears:20082009and20092010
District:Westlake Community School District Building:Westlake Middle SchoolsDraftDate:October 31,

2008
Pleasecheckallthatapply:
ActionsforReading
XActionsforMath
XActionsforParent
Engagement
XMentoringofNew
andExperienced
Teachers
XChoice
ChoiceandSupplementalServices
CorrectiveAction
PlanforRestructuring
Restructuring
InDelayStatus
XLetterofNotificationAttached
X10%Allocationof
TitleIDollars
XOneYearBudget
XScientificallyBased
Research
Elementary
XMiddleSchool
HighSchool
DistrictLong
RangeCSIPGoal
forIdentifiedArea: All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school.
Personswritingthe Contact Person: James Kelley, Westlake Curriculum Coordinator
plan
Building Leadership Team Members: Susan Jorgensen, Building Principal; Kerry Whitfield, District Math
(*whilenotrequired
bylaw,bestpractice
wouldincludeparent
involvement)
Specialist; Stacy Munoz, Grade 8 math teacher; Brad Thomas, Grade 7 math teacher; Kelly Woods,
Grade 6 math teacher; John Monroe, teacher of special education; Rick Gronlund, AEA School
Improvement consultant and Support Team Lead; Kevin Williams, AEA building representative; Carol
Bogdonavich, math expert; Pat Hirsh, parent; and others as necessary
Diagnosis
Thisareashouldincludeinformationaboutwhypreviousinterventionswereunsuccessfulaswellasour
DesignPhase:MathematicsActionPlanofWestlakeMiddleSchool2008Design143
Summary:
CCQ1.Whatdo
datatellusabout
studentlearning
needs?
BuildingGoal
Statementfor
SINAtosupport
prioritizedlearning
needs
learningsfromotherdata:
As a result of the audit and diagnosis processes, the following data sources/points were organized and
analyzed:
1. ITBS: Grades 5-8 showed deficits in area of mathematics, particularly in the areas of multistep math problems, estimation methods, and interpreting data from graphs and charts for all
students. Students as a whole are strong in computation. Subgroups that were of particular
concern in the identified areas were Low SES, African-American, Hispanic, and special education
students. In addition, trend data over the past 4 years indicated that mathematics scores were
maintaining, not increasing among all students.
2. ICAM: Grade 8 showed deficits in the area of multi-step math problems. These data validate
the general analysis of ITBS results.
3. Alignment of standards/benchmarks with instruction and assessments: There appears to be no
district/building/ grade-level assessments (i.e., formative, summative) aligned with the math
standards and benchmarks, nor is there a mapping of the curriculum with the standards and
benchmarks to assure that the students are provided the necessary instruction to achieve the
standards and benchmarks for their grade level.
4. Professional Development: There has been no focused professional development of the
instructors of mathematics for the past 10 years. Individual teachers have participated in
various math workshops and classes, but there has been no follow-through nor support for
implementation of the new learning, nor articulation across grade levels.
5. Parent Involvement: There has been no focus on providing parents information on how they can
support learning of mathematics at home.
By the end of the 2009-2010 school year, 75% of students at grades 6, 7, and 8 will be performing at
the proficient level and above in mathematics as measured by the mathematics assessment of ITBS
using the national norms and with 95% participation. Identified subgroups achievement will be
proportionately higher each year as well.
Indicatorsof
Progress:
CCQ3:How
will/doweknow
studentlearning
haschanged?
SummativeEvaluationQuestion(s)
withIndicatorsofProgressandMeasurementTools
forSummativeDataIndicatingStudent
AchievementofDistrictGoal(s)
What percent of students at grades 6, 7, and 8 are

performing at the proficient level and above in
mathematics?
The percentage of students who score at the proficient level
or above (41st percentile or above using national norms) on
the ITBS Mathematics Test. (ITBS Scores)
The proportional increase of identified sub-groups (i.e., Low
SES, African-American, Hispanic, special education students)
proficient in mathematics. (AYP Trajectory)
The percentage of sixth, seventh, and eighth grade students
who participated in the ITBS Test of Mathematics.
(Participation)
The percentage of students who score at the proficient level
or above on the Westlake Middle School Math Assessment.
(Middle School Criterion-Referenced Math Assessment
Scores)
FormativeDataQuestions
Aligned
toSummativeEvaluation
Question(s)
withIndicatorsofProgressand
MeasurementToolsforFormativeData
IndicatingProgresstowardDistrictGoal(s).
What percent of students at grades 6,
7, and 8 are performing at the
proficient level and above on formative
assessments for mathematics?
The periodic individual student scores;

the percentage of students proficient.
(Middle School Formative Math
Assessment Scores)
Individual student scores on
unit/chapter tests. (Teacher-developed
Assessment Scores)
Summary of teacher observations of
individuals and groups of students.
(Anecdotal Records)
Percentage of students proficient. (LtoJ
Progress Monitoring Charts)
Individual student scores. (Measurement
of Academic Progress Scores)
Individual student scores; percentage of
students proficient. (ALEKS Scores)
EvidenceBased
ResearchSource
(Besuretocitethe
specificresearch
alignedtoareasof
concern.)
Contentforthe
professional
development
identifiedthrough
research:
CCQ2.Whatwill
bedonetomeet
studentlearning
needs?
Strategies and implementation methods included in the action plan are based on the research identified
in the Iowa Content Network and other resources from the National Council of Teachers of Math
(NCTM) and the Iowa Department of Educations Every Student Counts. The content of the
professional development was selected to directly impact student achievement (proximal) in
mathematics. The MAPPS content of the professional development for parents is based on the research
at the University of Arizona.
Based upon the results of the audit and diagnosis processes, the building leadership team completed the
research to determine the strategies and programs to impact student needs in mathematics.
o The teachers will map their teaching to align with the standards and benchmarks and articulate
across grade levels.
o In addition, formative and summative assessments will be developed that align with the standards
and benchmarks as well as the instruction.
o The math teachers will study and implement strategies and tools that focus on developing their
students skills in multi-step problem solving and interpreting data using charts and graphs. Time
will be allocated for the mentoring of all teachers, including the state-mandated mentoring and
induction program for new teachers, and peer coaching, collaboration, and looking at student work
for both new and experienced teachers.
o Once developed, formative assessments will be administered and analyzed to monitor progress,
with a focus on multi-step problem solving and interpretation of data using charts and graphs.
The formative and summative data will also assist in identifying additional student needs as well
as informing decisions regarding the professional development of the teachers.
o Each unit taught by the math teachers will have included opportunities for parents to assist in
the learning of mathematics at home, especially in the areas of problem solving and interpretation
of data using charts and graphs.
o Parents will have the opportunity to participate in MAPPS workshops, focused on problem solving
o
o
PeerReview
Process
Allfourbulleted
itemsmustbe
completed.
(*Bestpractices
includeparent
involvement)
Implementation:
Howwillthe
goalbe
achieved?
CC2f.What
actions/activities
willweuseto
addressprioritized
needs,established
goals,andanygaps
betweencurrent
andresearchbased
practice?
Includedescription
ofparent
involvementin
eachactionstepor
and interpretation of data using charts and graphs.

All teachers in the building will make math connections with their content, especially in the areas
of problem solving and interpretation of data using charts and graphs.
10% of regularly allocated Title I funds were withheld to support the articulated professional
development.
Date Planned for Peer Review: October 24, 2008

Schools/AEA/Individuals Involved in Peer Review: Building Leadership Team, including parents and
members of Iowa Support Team; building leadership team of Hills Middle School.
Process for Peer Review: Configuration Map for Design during development of the plan and in
preparation of the review; Tuning Protocol as the process for the peer review
Date Peer Review Actually Completed: October 24, 2008, with revision of action plan on October 25,
2008
Changes/ImpactonStakeholders(e.g.,
Students,Teachers,Administrators,Parents,
andOtherStakeholders)
Identificationofchanges:
1. Knowledge
2. Skills
3. Attitudes
4. Aspirations
5. Behaviors.
Note:Whereappropriate,includedescription
ofmentoringandorcollaborative(e.g.,peer
coaching)activitiesforbothnewand
experiencedteachers.
DataCollectedtoInformChange
Howwillwecollecttheinformationabout
thechange(e.g.,tests,surveys,focus
groups,interviews,logs,observations,
ratingscales)?Whatdatasources/points
wouldbestanswerourformativeand
summativequestions?
Alignmentand
Responsibilities
1. IowaProfessional
Development
ModelComponent
2. Person(s)
Responsible
3. Time(whenand
howmuch)
4. Resources
Monitoringand
Adjustment
Thedatacollected
fromstakeholders
anddecisionsmade
helpcontinually
monitor,adjust,and
evaluatekeyactions
andactivitiesandthe
overallplan.How
havewemeasuredor
depictedchangein
theinformation
collected(e.g.
describing,counting,
clustering,
comparing,trends,
patterns)?
asaseparate
actionas
appropriate.
Changes/ImpactonStakeholders
Alignmentand
Responsibilities
Monitoring&
Adjustment
Principal: Letter
of notification
following
guidelines
provided by Iowa
Department of
Education
Letter sent to
parents on August
15 (see
attachment); 5
students opted to
move to Hills MS
and 520 chose to
remain at
Westlake.
Principal:
Informational
meetings with
parents
regarding choice
Principal: press
release and
interviews with
radio and
television
stations
3 large-group
opportunities
provided on
August 22;
meetings
especially for ELL
parents and
parents new to
building were held
on August 23;
individual meetings
held with 10
families with 5
students moving to
Action #1:
Notification of
Parents and
Community
Activity:
Letter of
notification
following
guidelines
provided by
Iowa
Department
of Education
Activity:
Informational
meetings with
parents
regarding
choice.
Activity:
Press release
developed and
distributed to
newspaper
Activity:
Interviews
held with local
television and
Parent: Use information provided to

make decision regarding choice.
Number of students whose parents

received letter.
Number of parents selecting choice
out of /in building.
Community: Increased awareness of the

identification and steps of the planning
process to meet the students needs
Copies of press releases and

radio/television interview dates and
times.
radio stations
Hills MS and 520

remaining at
Westlake.
Principal also held
television and
radio interviews
during week of
August 22.
Alignmentand
Responsibilities
Monitoring&
Adjustment
Audit team led

review of audit
profile on October
5, as planned.
Action # 2:
Audit, Diagnosis,
and Design
Activity:
Completion of
Audit
Building Leadership Team: increased

knowledge of current reality based on
review of Audit Profile provided by Iowa
Support Team
Completed Audit Profile
Date of
Presentation to
Building Leadership
Team: October 5
Activity:
Completion of
Diagnosis
Building Leadership Team: Increased

understanding of areas of concern and
the gap with the desired state through
completion of diagnosis on those areas,
including prioritization based on if . . .
then statements and a theory of
change.
Completed diagnosis worksheet (with

if . . then statements and theory of
change)
Dates of Work on
Diagnosis by
Building Leadership
Team: October 613
Building
Leadership Team
completed the
diagnosis
worksheet on
October 13 with
assistance by Iowa
Support Team.
Activity:
Completion of
Action Plan
Building Leadership Team: Commitment

to action plan based on needs of
students and addressing KASAB and
logic model.
Completed action plan, including plan

for evaluation.
Building Leadership
Team - Work on
Action Plan
October 13-25
Building
Leadership Team
completed the
action plan and
peer review and
electronically
mailed the plan to
DE on October 31
Activity:
Communication
of Action Plan
Staff: Demonstrated knowledge of the

building action plan
Number of staff members who

participated in the communication of
the action plan; survey of
understanding
Dates of
Presentations of
Action Plan to staff
members by
Building Leadership
Team: October 23
Building
Leadership Team
presented the
action plan to
staff on October
23; revised plan
and cheat sheet
summaries were
also provided on
October 24.
Updates on
progress will be
provided quarterly.
Monitoring&
Adjustment
Action #3:
Formation of
math leadership
team to provide
leadership in
design and
implementation
of the action
plan.
Teachers of math and principal:

Demonstrate skills in facilitating and
participating on leadership team.
Approved action plan
Teachers of math and principal:

Increase knowledge in diagnosis, design,
implementation, and evaluation of action
plans.
Completed evaluation of action plan
Minutes of meetings
Quarterly self-monitoring survey
Alignmentand
Responsibilities
Action plan aligns
with fundamental
tenets of the Iowa
Professional
Development Model.
Building principal is
responsible for
development of
leadership team.
Activity:
Determination
of math team
Activity:
Regular
meetings to
address
design of
action plan as
well as
implementation and
evaluation of
plan.
Action #4:
Mapping of
teaching with
math standards
and benchmarks
for Grades 6-8
to assure
alignment of
teaching with
standards and
benchmarks and
across grade
levels.
Activity:
Math team
Meetings are held

monthly after the
audit, diagnosis,
and design are
completed.
Identified agenda
frameworks for
meeting (e.g., roles,
responsibilities),
team time.
Math Teachers: Demonstrate increased

skills in aligning curriculum, teaching, and
assessment with standards and
benchmarks.
Math: Completed mapping that shows

alignment and articulation.
Math Teachers: Demonstrate improved

knowledge of what is taught across
grade levels.
Math: Summary of collaboration time

focused on implementation of mapped
curriculum.
Content-Area Teachers: Demonstrate

increased use of math (especially
problem solving and use of graphs and
charts) in content areas.
Content Area: Summary of math

activities used in content areas,
focusing on problem solving and use
of graphs and charts.
Alignmentand
Responsibilities
Data collection and
analysis, including
implementation
data of math
teachers.
Monitoring&
Adjustment
Teachers of math,
AEA math
consultant, district
math specialist, and
district curriculum
coordinator.
Bi-weekly meetings
in November
January for
bi-weekly
meetings in
November
January with
AEA math
consultant to
review
purpose of
and map
curriculum
Activity:
Math team
collaboration
time from
January May
of Year One
and August
May in Year
Two to assure
mapping is
being
implemented
as planned in
the classroom
and adjusted
where needed.
Activity:
Staff
members who
teach other
content areas
will identify a
minimum of
development and biweekly meetings in

January May of
year One and
August May of
Year Two for
collaboration and
peer coaching.
Resources available
through school
district.
one activity
per unit in
which math
concepts are
integrated
(e.g., graph
and charts in
social studies,
multi-step
problem
solving in
science and
technology)
Action # 5:
Development and
piloting of
formative and
summative
assessments in
grades 6, 7, and
8
Activity:
Introduction
of formative
and summative
assessments
(including
purpose,
importance of
consistency,
Parents: Increased knowledge in

purpose of formative and summative
assessments; increased knowledge of
students progress in math in a timely
manner.
Anecdotal records
Other Stakeholders (e.g., board of

education, community): Increased
knowledge in purpose of formative and
summative assessments.
Board minutes; newspaper accounts
Students: Increased knowledge in

purpose of formative and summative
assessments.
Anecdotal records
Students: Increase in student

achievement in math.
Student achievement data based on

formative and summative
Alignmentand
Responsibilities
Monitoring&
Adjustment
Data collection and

analysis of
formative
assessments.
Teachers of math,
AEA math
consultant, AEA
assessment
consultant, district
math specialist,
district curriculum
coordinator.
Development of
assessments during
February May of
use for
adjustment of
instruction to
meet student
needs in
achieving
intended
outcomes) to
teachers of
math by
content and
assessment
experts.
Activity:
Assist
students in
understanding
the purpose
and expected
outcomes of
formative
assessments
(e.g., impact on
grade,
additional
tutoring or
learning
opportunities,
alternate
strategies for
learning,
acceleration of
learning).
assessments.
Teachers: Increased knowledge of
students mathematical strengths and
weaknesses in individual math classes
and across the building, based on
formative and summative data.
Summary of formative and summative

data from piloted and implemented
formative assessments.

needed on-going professional
development for teaching math.
Summary of discussion at team

meetings based on student needs
Year One,
administering
summative
assessment in May,
2007; piloting of
formative
assessments in
2007-2008 and
adjusted as
necessary
Resources available
through AEA or
ordered through
district office;
allocation in budget
to the DE
Activity:
Assist
parents/
families in
understanding
the purpose,
impact, and
expected
outcome of
formative and
summative
assessments.
(Back-toSchool Night in
Years 1 and 2)
Activity:
Collaborative
development of
formative and
summative
assessments
for each
gradelevel/math
course. (Year 1:
February
May)
Activity:
Implementatio
n of summative
( May, 2009,
and May, 2010)
and piloting
and adjustment
of formative
assessments
for each
gradelevel/math
course. (Year
2)
Activity:
Collaborative
analysis of
data from
piloting of
formative
assessments in
order to adjust
the
assessments
and/or the
teaching
toward those
assessments may address
student work
as well as the
assessments
themselves.
(Year 2)
Activity:
Professional
development
related to
results of
formative
assessments
and their
impact on
students'
learning; may
result in
strategies/acti
vities for
core/suppleme
ntal/ intensive.
(Focus in Year
2 and 3)
Activity:
Communication
to the board of
education as
well as
community/cen
tral office of
purpose, use,
and results of
formative
assessment
(Years 1 and 2)
Action #6:
Determination of
future
professional
development
based on
Teachers: Increased collaboration

among instructors at middle school.
Teachers: Increased skills in data
analysis.
Summative and formative assessment
data aggregated and disaggregated
by sub-groups, grade level, and
teacher.
Alignmentand
Responsibilities
Data collection and
analysis and goal
setting (Content
provider)
Minutes of leadership team meetings
Math instructors,
Monitoring&
Adjustment
formative and
summative
assessments.
Activity:
Administration
of formative
and summative
assessments
(See Action 5
Years 1 and 2)
Activity:
Collaborative
analysis by
staff of
formative and
summative
assessment
results (Upon
completion of
formative
assessments
during Year 2)
Activity:
Determination
of professional
development
for staff in
2009-2011
based on
interpretation
of formative
and summative
Teachers: Increased knowledge of data

sources and data points.
student strengths and weaknesses in
individual classroom and building.
Teachers: Identification of
professional development based on gap
analysis of current reality at end of
2008-2009 and desired state (Year 2:
Use of summative assessment, ICAM,
and ITBS data; Year 2: Use of
summative and formative assessment
data as well as ICAM and ITBS data)
focused on professional development

discussions based on data.
content-area
teachers, district
math specialist,
district content
specialist, district
curriculum
coordinator with
assistance from
AEA consultants
and assessment
specialists.
Administration of
formative
assessments in
Year 2 and
summative
assessments in May
of Years 1 and 2;
ITBS assessment in
February of Year 1
and Year 2; ICAM
assessment in
spring of Years 1
and 2. Gap analysis
completed
immediately
following
assessments.
Resources available
through AEA or
ordered through
data (Spring,
2010)
Action #7:
Intense
professional
development for
math instructors
and teachers of
special
education,
including
strategies and
tools for multistep problem
solving and
interpretation of
data using charts
and graphs with
a focus on those
especially
effective with
low-SES,
AfricanAmerican,
Hispanic, and
special education
students.
Students in grades 6-8: Increased

knowledge and skills in multi-step
problem solving and interpretation of
data using charts and graphs.
Formative assessment data

Summative assessment data
ITBS data
Teacher observation logs
Walk-throughs and peer observations
Student surveys
Collaborative assessment of student
work
Teachers: Increased knowledge and

skills in implementation of instructional
strategies and tools to support multistep problem solving and interpretation
of data using charts and graphs.
Frequency of implementation of data

Quality of implementation data
Classroom walk-throughs
Teacher observations
Teachers: Increased knowledge and

skills in peer coaching and/or teacherto-teacher mentoring.
school district;
team time.
Alignmentand
Responsibilities
Design and
implementation;
learning
opportunities;
collaboration;
ongoing data
collection.
Monitoring&
Adjustment
Principal, teachers,
AEA consultants,
district content
specialists,
Schedule provided
below
Technical
assistance from
AEA consultants,
materials and
handouts, team
time.
Additional
professional
development for
other staff
members
regarding
appropriate use
of multi-step
problem solving
and
interpretation of
data using charts
and graphs.
Activity:
Development
of professional
development
focus for early
and late starts
as well as allday workshops
(Immediately
and in spring
of 2008 for
2008-2009)
Activity:
Professional
development
opportunities
in multi-step
problem solving
and
interpretations
of graphs and
charts (Years 1
and 2)
Activity:
Analysis of
implementation
data by
building
leadership
team with
adjustments in
professional
development
activities
based on
formative and
implementation
data (On-going
and between
professional
development
opportunities
in Years 1 and
2)
Evaluation of
Professional
development
(May of Years
1 and 2)
Action # 8:
Parent
engagement in
mathematics
Parents: Demonstrate increased

knowledge and skills in helping their
students learn at home, especially in
areas of multi-step problem solving and
Surveys of parents regarding
learning at home math and MAPPS
opportunities
Alignmentand
Responsibilities
On-going data
collection
Monitoring&
Adjustment
Teachers of math,
Activity:
Design and
implementation
of learning at
home math
activities
focused on
multi-step
problem solving
and
interpretation
of data using
charts and
graphs.
Activity: 4
workshops
annually using
MAPPS format
for parents,
focusing on
multi-step
problem solving
and
interpretation
of data using
charts and
graphs (Years
1 and 2) at
community
center.
charts and graphs.
Anecdotal records
Students: Demonstrate increased skills

in using multi-step problem solving and
interpretation of data using charts and
graphs outside the classroom.
Interactive homework summary

Anecdotal records
Students: Recognize real-life use of

strategies and tools with family
members.
Interactive homework summary

Anecdotal records
Student reflections
Surveys
Teachers: Increased communications

with parents about the use of math in
students daily life, focusing on multistep problem solving and interpretation
of data using charts and graphs (Years 1
and 2)
Examples of communications with

learning at home math activities
district math
specialist, AEA
math specialist,
principal, PIRC
consultant (Karen
Willis)
Parent meetings at
least 4 times
annually to
introduce learning
at home math
activities and
MAPPS workshops;
may use back-toschool night and
math nights to
assist parents;
development of
learning at home
activities;
assessment of
feedback
information from
parents
Surveys, activities;
Parent information
Resource Center
(iowaparents.org);
team time
Alignmentand
Responsibilities
Monitoring&
Adjustment
Year 2 and
Beyond
Sustaining
Actions:
Review and
analyze
previous years
formative and
summative
data.
Determine
focus of
adjustments as
indicated by
data.
Identify plan
of action to
sustain
successful
programming.
Begin adjusted
or new
professional
development
actions based
on information
from the above
described
activities.
Provide oneyear budget to
achieve
updated twoyear plan.
Complete
evaluation of
the program
ProjectedProfessionalDevelopmentforStaffDates,Times,andFocusfor20082009:
Date
Time
Thursday,September4,11,18,and25
Thursday,October2,9,16,and23
Thursday,November6and20
1:303:45P.M.
1:303:45P.M.
1:303:45P.M.
ThursdayandFriday,November13and14
Thursday,December4and18
AllDay
1:303:45P.M.
Thursday,December11
Thursday,January8and22
AllDay
1:303:45P.M.
Friday,January9and23
Thursday,January29andFebruary12
AllDay
1:303:45P.M.
Thursday,February5and19
Thursday,February26andMarch12and26
AllDay
1:303:45P.M.
Thursday,March5and19
Thursday,April2and16
AllDay
1:303:45P.M.
Thursday,April9and23
AllDay
Thursday,May7and14
1:303:45P.M.
May21
AllDay
Focus
Audit,Diagnosis,andDesign
Audit,Diagnosis,andDesign
ProfessionalDevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts
CurriculumMapping
Professionaldevelopmentinmultistepproblemsolving/interpretationof
graphsandcharts
CurriculumMapping
graphsandcharts
CurriculumMapping
graphsandcharts,includinglearningathomeactivities
Creationofformativeandsummativeassessmentsincontentareas
Creationofformativeandsummativeassessmentsincontentareas
Creationofformativeandsummativeassessmentsincontentareas;
finalizationofplansforimplementationofsummativeassessmentsinall
contentareas
graphsandcharts,includinglearningathomeactivitieswithcelebration
ofaccomplishmentsinprofessionaldevelopment
Analysisofdatafromsummativeassessments
BuildingLeadershipTeamMembershipfor20082009:
Name
JamesKelly
Role
Westlakecurriculumcoordinator
SusanJorgensen
KerryWhitfield
StacyMunoz
BradThomas
KellyWoods
JohnMonroe
RickGronlund
KevinWilliams
Buildingprincipal
Districtmathspecialist
Grade8mathteacher
Grade7mathteacher
Grade6mathteacher
Teacherofspecialeducation
AEAschoolimprovementconsultantandIowaSupportTeamLead
AEAbuildingrepresentative
BuildingLeadershipTeamMeetingDatesandTimesfor20082009:
Date
Time
Wednesday,August27,2008
1:004:00P.M.
Wednesday,September24,
2008
Wednesday,October22,2008
1:004:00P.M.
Wednesday,November19,
2008
Wednesday,December17,
2008
Wednesday,January28,2009
1:004:00P.M.
Wednesday,February25,
2009
Wednesday,March25,2009
1:004:00P.M.
Wednesday,April22,2009
1:004:00P.M.
Wednesday,May24,2008
1:004:00P.M.
1:004:00P.M.
1:004:00P.M.
1:004:00P.M.
1:004:00P.M.
Focus
Impactofcommunicationofplan
Monitorprogressofimplementationofactionplan
EvaluateimplementationofYear1ofactionplananddeterminefocusofYear2

Math Action Plan Sample 1875996C71F89

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Math Action Plan Sample 1875996C71F89

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IowaSupportSystemforSchoolsandDistrictsinNeedofAssistance

District:Westlake Community School District Building:Westlake Middle SchoolsDraftDate:October 31,

What percent of students at grades 6, 7, and 8 are

The periodic individual student scores;

and interpretation of data using charts and graphs.

Date Planned for Peer Review: October 24, 2008

Parent: Use information provided to

Number of students whose parents

Community: Increased awareness of the

Copies of press releases and

Hills MS and 520

Audit team led

Building Leadership Team: increased

Completed Audit Profile

Building Leadership Team: Increased

Completed diagnosis worksheet (with

Building Leadership Team: Commitment

Completed action plan, including plan

Staff: Demonstrated knowledge of the

Number of staff members who

Teachers of math and principal:

Approved action plan

Teachers of math and principal:

Completed evaluation of action plan

Quarterly self-monitoring survey

Meetings are held

Math Teachers: Demonstrate increased

Math: Completed mapping that shows

Math Teachers: Demonstrate improved

Math: Summary of collaboration time

Content-Area Teachers: Demonstrate

Content Area: Summary of math

development and biweekly meetings in

Parents: Increased knowledge in

Other Stakeholders (e.g., board of

Board minutes; newspaper accounts

Students: Increased knowledge in

Students: Increase in student

Student achievement data based on

Data collection and

Summary of formative and summative

Teachers: Increased knowledge of

Summary of discussion at team

Teachers: Increased collaboration

Minutes of leadership team meetings

Teachers: Increased knowledge of data

focused on professional development

Students in grades 6-8: Increased

Formative assessment data

Teachers: Increased knowledge and

Frequency of implementation of data

Teachers: Increased knowledge and

Parents: Demonstrate increased

charts and graphs.

Students: Demonstrate increased skills

Interactive homework summary

Students: Recognize real-life use of

Interactive homework summary

Teachers: Increased communications

Examples of communications with

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