STUDENT PERFORMANCE ACTION PLAN: GOALS

Student Performance Goal

Performance Indicators

Current Performance Levels

Benchmarks

Students will perform on or above grade level in math.

Students will:

• use age appropriate strategies to solve word problems
• solve single and/or multi step word problems related to all appropriate grade level standards
• determine the operation(s) need to solve a problem.
• Further develop the skills of addition, subtraction, multiplication, and division at appropriate grade level standards
• Correctly represent the number and order of objects using numbers and understand the representations

Fall 2006 Math ITBS Data
• Third grade students scored an average percentile rank of 75% in math on the Iowa Test of Basic Skills.

• Fifth grade students scored an average percentile rank of 77% in math on the Iowa Test of Basic Skills.

Math CRCT Data
(# of students)

Exemplars 2007-2008 Grade Level Composite Score

Computation Test
Number of Students

Kindergarten 0 – 30 Assessment

10% of students at each grade level (1 – 5) that are in level 1 or level 2 will move to a higher level on CRCT math scores from spring 2007 to spring 2008.

An Exemplar has been selected at each grade level for pre and post data.  Students at each grade level will show a composite gain of 1 from the baseline average. 

Each grade level determined the number of students that will meet or exceed (level 2 & 3) computation scores on the annual post-test.

Scale for computation tests:
> or = 90% correct is level 3
> or = 70% – 89% correct is level 2
< or = 69% correct is level 1

Scale for Kindergarten Teacher made assessment to write numerals to label sets, count objects, and produce models for number words:
> or = 21 is Level 3
 = 20 is Level 2
< or = 19 is Level 1

STUDENT PERFORMANCE ACTION PLAN:  RESOURCE PLAN

Strategy# 1:  Promote in-depth knowledge of math concepts.

Year

What teachers will do

Professional Development

Financial Resources

Monitoring Plan

2007-2008

• Teachers will provide direct instruction, modeling, and opportunities for students to think, reason and communicate their mathematical understanding both verbally and in writing.
• Teachers will assess students and collaboratively analyze data and develop strategies to increase student achievement.

Training

• Teaching Problem Solving/Exemplars
• Differentiation Workshop
• New strategies for teaching computation
• Data Analysis and Unit Planning with Harcourt Brace Series to differentiate instruction
• Using research based classroom instruction
• Classroom Learning WalkThroughs
• Understanding how poverty impacts learning workshop
• Essential Questions

Support

• ALT/Math facilitator/ TIS/administration will provide training and classroom modeling of the above as specified in the School focused Staff Development Plan
• Collaboration to use Essential Questions and GPS in instructional planning

SFSD funds and Title 2 grant:
Release time for observations, learning walks and data teams

SFSD funds:
Send team of teachers to Ruby Payne presentation at GSU Principal Center
Purchase books/materials on understanding how poverty impacts learning

Vertical Action teams will  review student Math Journals for effectiveness

Classroom Walk-through will provide teacher feedback on the implementation of Performance-Based Instruction.(student knowledge of standards, student engagement, and grade level appropriateness)

Exemplar Fall and Spring data.

Administrators will review lesson plans for instructional strategies, levels of taxonomy, and student differentiation

Grade level math consensus maps

2008-2009

• Teacher will provide direct instruction, modeling, and opportunities for students to think, reason and communicate their mathematical understanding both verbally and in writing.

• Teachers will assess students and collaboratively analyze data and develop strategies to increase student achievement.

Training

• Differentiation
• Data Analysis and Unit Planning to differentiate instruction
• Using research based classroom instruction
• Classroom Learning WalkThroughs
• Understanding how poverty impacts learning workshop
• Essential Questions

Support

• ALT/Math facilitator/ TIS/administration will provide training and classroom modeling of the above as specified in the School focused Staff Development Plan
• Collaboration to use Essential Questions and GPS in instructional planning

SFSD funds and Title 2 grant:
Release time for teacher rounds, observations, learning walks and data teams

Classroom Walk-through will provide teacher feedback on the implementation of Performance-Based Instruction.(student knowledge of standards, student engagement, and grade level appropriateness)

Administrators will review lesson plans for instructional strategies, levels of taxonomy, and student differentiation

2009-2010

• Teacher will provide direct instruction, modeling, and opportunities for students to think, reason and communicate their mathematical understanding both verbally and in writing.

• Teachers will assess students and collaboratively analyze data and develop strategies to increase student achievement.

Training

• Differentiation
• Data Analysis and Unit Planning to differentiate instruction
• Using research based classroom instruction
• Classroom Learning WalkThroughs
• Understanding how poverty impacts learning workshop
• Essential Questions

Support

• ALT/Math facilitator/ TIS/administration will provide training and classroom modeling of the above as specified in the School focused Staff Development Plan
• Collaboration to use Essential Questions and GPS in instructional planning

SFSD funds and Title 2 grant:
Release time for teacher rounds, observations, learning walks and data teams

Classroom Walk-through will provide teacher feedback on the implementation of Performance-Based Instruction.(student knowledge of standards, student engagement, and grade level appropriateness)

Administrators will review lesson plans for instructional strategies, levels of taxonomy, and student differentiation