Bellingham Public Schools

District Elementary Math Improvement Plan

Date: April 2002

Goal(s)	Connection to Pathway for the 21^st Century (Goal #)	Goal Statements
		By Spring 2004, at least 66% of 4th grade students will meet or exceed the state math standard as measured by the Washington Assessment of Student Learning.

Targets	Connection to Pathway for the 21^st Century (Goal #)	Target Objectives
Assessment	1,2,3	Staff will consistently use assessment data to guide instructional decision-making at the student, classroom, building and district levels, as measured by district and state assessments.
Curriculum & Instruction	1,2,3	Staff will base classroom instruction on the district math curriculum and on the “Core Understandings and Common Practices” document, as measured by district and state assessments.
Staff Development	1	Staff will participate in ongoing staff development that fosters deep understanding of the district math pedagogy, mathematics curriculum, research-based instructional practices and performance assessment to support student learning.
Parent Involvement	7	Staff will provide meaningful opportunities for parents to gain the knowledge and skills necessary to support their student's learning.

Action Plan: Assessment						Date: April 2002
State & District Goal: By Spring 2004, at least 66% of 4th grade students will meet or exceed the state math standard as measured by the Washington Assessment of Student Learning.			Pathway Connection: Goal 1: Maximize Learning and Teaching Goal 2: Support All Students Goal 3: Assess Progress
Target Objective: 1.0 Staff will consistently use assessment data to guide instructional decision-making at the student, classroom, building and district levels, as measured by district and state assessments.
#	Activity	Who		When	Evaluation/Assessment Data Collected
1.1	Staff will report results of state and district math assessments to parents, district administration and the community.	Classroom teachers, principals, Curriculum Department		2002-03 Ongoing	Report cards three times a year; annual parent conferences, annual School Performance Reports, annual District Performance Report, annual Student Achievement Board Report, media release of state scores
1.2	The Assessment/Evaluation Specialist will provide staff with assessment data in a variety of forms including longitudinal and comparison reports, graphs, and related analysis to support instructional decision-making at building and program levels.	Assessment/ Evaluation Specialist, Principals, Site Councils		2002-03 Ongoing	Observable use of data in strategic plans and math improvement plans
1.3	The Assessment/Evaluation Specialist will analyze current assessment results to identify areas of strength and need in district and building math programs.	Assessment/ Evaluation Specialist, Curriculum Department, Site Councils		2002-03 Ongoing	Correlation available and in observable use, Site Council minutes, strategic and math improvement plans
1.4	The Math Task Force will develop and recommend a district math staff self-assessment.	Math Task Force		2002-03	Self-assessment developed and recommended
1.5	Principals will regularly review building and district progress toward math improvement goals.	Principals, Supervisors		2002-03	Building and district data, adjusted strategic or math improvement goals as needed
1.6	The Math Task Force will begin to identify and provide a variety of district assessment tools for teachers to use.	Math Task Force, Assessment/ Evaluation Specialist		2003-04	Assessments used to guide instruction
1.7	The Curriculum Department will develop an Assessment Guide for staff to increase their understandings and to assist them in the consistent implementation of district and classroom assessments.	Classroom teachers, Math Task Force		2004-05	Assessment guides published and in observable use
1.8	Staff will use ongoing, informal assessments to determine instruction.	Classroom teachers		2004-05	Data collected and used to guide instruction
1.9	Staff will formally assess all students throughout the year using district math assessments to determine instructional math level and to monitor progress over time.	Classroom teachers		2004-05	Data collected and reported to district two times per year
1.10	The Curriculum Department will identify and provide tools that support student self-evaluation of math progress.	Math Task Force		2004-05	Student self-evaluation samples, level of student participation in goal setting and conferences
1.11	The Curriculum Department will provide principals with templates for documenting/monitoring student progress over time.	Curriculum Dept., Assessment/ Evaluation Specialist		2004-05	Samples identified and distributed to buildings, observable use in Teacher/Principal/Supervisor Conferences, program adjustments
1.12	Staff will develop, implement and evaluate learning goals and instructional plans for math improvement for all students below grade-level standards based on ongoing math assessment.	Classroom teachers		2005-06	Report card and comment form, principal/teacher conferences, assessment records
1.13	Staff will support coordinated instructional delivery and assessment through the use of shared data and collaboration between regular education and special programs.	Curriculum Dept., Special Education, Federal & Special Programs		2005-06	Increased student achievement for special populations, teacher lesson plans, report card and learning goals
1.14	Staff will align report cards to reflect teaching and assessment at each grade level.	Curriculum Dept.		2005-06	Report cards aligned
1.15	Special programs will use a variety of assessments to inform instruction for students not at standard.	Curriculum Dept., Special Education, Federal & Special Programs, Assessment/Evaluation Specialist		2005-06	Assessments used

Action Plan: Curriculum & Instruction						Date: April 2002
State & District Goal: By Spring 2004, at least 66% of 4th grade students will meet or exceed the state math standard as measured by the Washington Assessment of Student Learning.				Pathway Connection: Goal 1: Maximize teaching and learning Goal 2: Support all students Goal 3: Assess progress
Target Objective: 1.0 Staff will base classroom instruction on the district math curriculum and on the “Core Understandings and Common Practices” document, as measured by district and state assessments.
#	Activity	Who	When		Evaluation/Assessment Data Collected
1.1	The Math Task Force will begin developing a document “Core Understandings and Common Practices” for K-5 math instruction (will include the connections between math and literacy).	Math Task Force	2002-03		“Core Understandings and Common Practices” developed
1.2	Staff will provide opportunities for students to develop/improve math skills through extended day and summer school programs, including identification and implementation of model intervention programs for students below grade-level standards.	Central Office Staff, Principals, Math Task Force	2003 Summer		Increase in number and type of opportunities district-wide and in level of participation and number of students served; pre- and post-test student achievement data
1.3	The district will coordinate current District opportunities for extended learning to ensure consistency with regular program: § expectations for student learning § measures of assessment § instructional approaches § materials	Central Office Staff, Math Task Force, Principals	2003 Summer		Summary report and/or recommendations to Deputy Superintendent
1.4	The Curriculum Department will align district curriculum with the state frameworks and NCTM Principles and Standards.	Curriculum Dept.	2003-04		District curriculum and frameworks aligned
1.5	The Curriculum Department will align instructional resources with the district curriculum.	Curriculum Dept.	2003-04		District curriculum and instructional resources aligned
1.6	The Math Task Force will determine a district-wide timeline for implementation of Investigations units.	Math Task Force	2003-04		Implementation timeline determined
1.7	The Math Task Force will develop a structure for sharing building level efforts toward math improvement: § intervention strategies § schedule and organization for instruction § organization of resources § assess/monitor student progress	Math Task Force, Professional Development Coordinator	2003-04		Use of structure; survey data supports structure; shared ideas implemented
1.8	The Curriculum and Library Media Departments will expand integration of technology to support math instruction.	Curriculum Dept., Library Media Dept., Classroom Teachers	2003-04		Level of use surveys, technology assessments, classroom observation
1.9	The Math Task Force will determine and prioritize core concepts in each math strand at each grade level.	Math Task Force	2004-05		Core concepts determined
1.10	The Curriculum Department will design a materials (including technology) support system for staff.	Curriculum Dept.	2004-05		Materials support system in place
1.11	Staff will collaboratively develop and implement student learning goals and plans for math improvement for students with special needs.	Building level staff	2005-06		Goals and plans developed and implemented; classroom observations
1.12	The Curriculum and Special Education Departments will identify resources to support collaboration among and between regular education and support staff at the building level.	Math Task Force, Special Programs Staff	2005-06		Building strategic plans, increased level of collaboration
1.13	Staff will maximize available resources to support math improvement through collaboration and articulation between District level programs and support services.	Program Directors, ESL Staff, HCL Staff	2005-06		Director's Meeting minutes, cooperative planning, integration of technology in support of math, evidence of joint professional development
1.14	The Curriculum and Special Education Departments will identify, prioritize, and purchase differentiated materials for special populations.	Special Programs Staff	2005-06		Observed materials in use, referenced in IEP or other learning plans, student achievement data for special populations

Action Plan: Staff Development						Date: April 2002
State & District Goal: By Spring 2004, at least 66% of 4th grade students will meet or exceed the state math standard as measured by the Washington Assessment of Student Learning.				Pathway Connection: Goal 1: Maximize Learning and Teaching
Target Objective or Strategy: 1.0 Staff will participate in ongoing staff development that fosters deep understanding of the district math pedagogy, mathematics curriculum, research-based instructional practices and performance assessment to support student learning.
#	Activity	Who	When		Evaluation/Assessment Data Collected
1.1	The District will provide professional development for the Math Task Force to develop core understandings and exemplary practices.	Math Task Force	2002 August		Recommendation to Deputy Superintendent, professional development/clock hour participation; “Core Understandings & Common Practices for K-5” document
1.2	The Professional Development Coordinator will design and recommend a District plan for long-range professional development to promote consistency and to focus resources on math improvement.	Professional Development Coordinator, Math Task Force, Curriculum Director	2002-03		Needs assessment data, draft plan, and recommendation to Deputy Superintendent every 3 years
1.3	The District will provide ongoing professional development to help all teachers develop core understandings and exemplary practices based on the “Core Understandings and Common Practices” document.	Professional Development Coordinator, Math Task Force, Curriculum Dept.	2003-04		Recommendation to Deputy Superintendent, professional development/clock hour participation, principal supervision