Secondary Math
Improvement Plan
Date: January 2002
|
Goal(s) |
Connection to Pathway for
the 21st Century (Goal #) |
Goal Statements |
|
State |
1,
2, 3 |
By
Spring 2004, at least 15.2% of seventh grade students and 12.7% of tenth
grade students will meet or exceed the state math standard as measured by the
Washington Assessment of Student Learning. |
|
District |
1,
2, 3 |
By
Spring 2004, at least 54.4% of seventh grade and 61.9% of tenth grade
students will meet or exceed the state math standard as measured by the
Washington Assessment of Student Learning. |
|
Target(s) |
Connection to Pathway for
the 21st Century (Goal #) |
Target Objectives |
|
Assessment |
1,
2, 3 |
Assessment
data will be used consistently to guide instructional decision-making at the
student, classroom, building and district levels. |
|
Curriculum
and Instruction |
1,
2 |
Math
curricula and exemplary instructional practices will be clearly articulated
and consistently implemented across grades and programs. |
|
Staff
Development |
1 |
Staff
development that fosters deep understanding of district math curriculum,
pedagogy, instructional practices and assessment practices that support
student learning in math will be provided. |
|
Parent
Involvement |
1 |
Meaningful
opportunities for parents to gain the knowledge and skills necessary to support
their student’s successful learning in math. |
District Action Plan
|
Focus: Assessment |
Date: January 2002 |
||||
|
State Goal: By Spring 2004, at least 15.2% of seventh grade students
and 12.7% of tenth grade students will meet or exceed the state math standard
as measured by the Washington Assessment of Student Learning. District Goal: By Spring 2004, at least 54.4% of seventh grade
students and 61.9% of tenth grade students will meet or exceed the state math
standard as measured by the Washington Assessment of Student Learning. |
Pathway Connection: Goal One: Maximize Learning and Teaching Goal Two: Support All Students Goal Three: Assess Progress |
||||
|
Target Objective 1: Assessment data will be used consistently to guide
instructional decision-making at the student, classroom, building and
district levels. |
|||||
|
|
Who
|
Implementation Timeline |
Evidence |
||
|
1. Identify a continuum of formal district assessments
to be used regularly to provide information about individual students,
placement information and building and district programs. |
Curriculum
Department, Assessment & Evaluation Specialist, Central Office Staff |
2003-2004 |
Continuum
of math assessments will be identified, timeline with frequency and
sequencing of assessments will be in place. |
||
|
2. Develop a Math Assessment Guide that clarifies a continuum of
evaluation tools, standards and placement guidelines. |
Curriculum
Department, Assessment & Evaluation Specialist, Math Teachers |
2003-2004 |
Assessment
Guide will be published and in observable use. |
||
|
3. Formally assess all students in grades 6-9
at least two times each year to determine their instructional math level,
identify students below standard, and monitor progress over time. |
Assessment
& Evaluation Specialist, Principals, Math Teachers |
2004-2005 |
Assessments
will be used consistently across the district, data collected and reported to
district following timelines identified in the continuum. |
||
|
4. Identify effective classroom-based math
assessments aligned with district curriculum that can be used to regularly
assess all students. |
Curriculum
Department, Assessment & Evaluation Specialist, Central Office Staff |
2004-2005 |
Classroom-based
assessments will be identified. |
||
|
5. Report results of state and district formal math assessments to parents, district administration and the community annually. |
Curriculum
Department, Assessment & Evaluation Specialist |
2001-ongoing |
Report
cards, parent conferences, School Performance Reports, District Performance
Report, annual Student Achievement Board Report, media release of state
scores |
||
|
6. Develop, implement and evaluate learning goals and
instructional plans for math improvement for all students below grade-level
standards based on ongoing math assessments. |
Math
Teachers |
2004-2005 |
Report
cards, comment forms, parent/ teacher/student conference notes |
||
District
Action Plan
|
Focus: Curriculum and Instruction |
Date: January 2002 |
|
||||
|
State Goal: By Spring 2004, at least 15.2% of seventh
grade students and 12.7% of tenth grade students will meet or exceed the state
math standard as measured by the Washington Assessment of Student Learning. District Goal: By Spring 2004, at least 54.4% of seventh
grade students and 61.9% of tenth grade students will meet or exceed the
state math standard as measured by the Washington Assessment of Student
Learning. |
Pathway
Connection: Goal One: Maximize learning and teaching Goal Two: Support
all students |
|
||||
|
Target Objective 1: Math curricula and exemplary instructional practices will be clearly
articulated and consistently implemented across grades and programs. |
|
|||||
|
|
Who
|
Implementation Timeline |
Evidence |
|||
|
1.
Form a District Secondary Math Curriculum Committee. |
Curriculum
Department |
2001-2002 |
Secondary
Math Curriculum Committee formed. |
|||
|
2.
Determine “Belief Statements” for math instruction based on NCTM math
standards, state math frameworks, demonstrated best practice and current
research. |
District
Secondary Math Curriculum Committee |
2002-2003 |
“Belief
Statements” document will exist. |
|||
|
3.
Review and revise district curriculum to align with state standards
and frameworks for middle and high school. |
District
Secondary Math Curriculum Committee |
2003-2004 |
District
math curriculum guide revised, published and in observable use. |
|||
|
4.
Select instructional materials that support proposed curriculum. |
District
Secondary Math Curriculum Committee |
2002-2003 |
Materials
selected for review by Instructional Materials Committee (IMC). |
|||
|
5.
School Board review and adoption of curriculum and instructional
materials. |
Curriculum
Department, District Secondary Math Curriculum Committee |
2002-2003 |
School
Board agenda. |
|||
|
6.
Pending approval by School Board, determine timeline and sequence for
implementation of district curriculum that includes professional development
needs. |
Curriculum
Department, math teachers, principals |
2002-2003 |
Timeline
for implementation exists that includes professional development plans. |
|||
|
7.
Submit instructional materials proposal to the District Budget
Advisory Committee (DBAC). |
Curriculum
Department, DBAC |
2002-2003 |
Proposal
on DBAC agenda. |
|||
|
8.
Implement district 6-10 integrated math curriculum according to
timeline. |
Curriculum
Department, math teachers, Professional Development Coordinator |
2003-2006 |
Curriculum
guides exist; staff development opportunities are available. |
|||
|
9.
Identify exemplary instructional practices for teaching math that
include plans for the selection and training of math coaches. |
District
Secondary Math Curriculum Committee, math teachers, Curriculum Department |
2003-2004 |
Instructional
practices defined. |
|||
|
10.
Develop and implement a process for creating and monitoring student learning
goals and plans for math improvement for students not at standards in math. |
Classroom
teachers |
2004-2005 |
IEP,
report cards, learning goals, evidence of shared instructional delivery |
|||
|
11.
Expand opportunities for students to develop or improve their math
skills through extended day and summer school programs, including
identification and implementation of model intervention programs for students
with math skills below grade-level standards. |
Central
Office Staff, principals, math teachers |
2004-2005 |
Increase
in number and type of opportunities district-wide and in level of
participation/ |
|||
|
12.
Develop a structure for sharing building-level efforts toward math
improvement:
|
Curriculum
Department, principal, math teachers |
2005-2006 |
Structure
in place. |
|||
|
13.
Expand use of technology to support math instruction and assessment. |
Curriculum
Department, Library Media and Technology Department |
2004-2005 |
Online
assessment being used, classroom observation |
|||
|
14.
Define connections between math instruction and literacy. |
District
Secondary Math Curriculum Committee, Literacy Taskforce |
2004-2005 |
Connections
identified in curriculum materials. |
|||
|
15.
Identify materials, including leveled texts, appropriate for students
to read genres identified to be taught in math. |
Curriculum
Department, teachers, Library Media and Technology |
2005-2006 |
Increased
availability and use of library materials. |
|||
District Action Plan
|
Focus: Staff Development |
Date: January 2002 |
||||
|
State Goal: By Spring 2004, at least 15.2% of seventh grade
students and 12.7% of tenth grade students will meet or exceed the state math
standard as measured by the Washington Assessment of Student Learning. District Goal: By Spring 2004, at least 54.4% of seventh grade
students and 61.9% of tenth grade students will meet or exceed the state math
standard as measured by the Washington Assessment of Student Learning. |
Pathway Connection: Goal One: Maximize Learning and Teaching |
||||
|
Target Objective 1: Staff development that fosters deep understanding of district
math curriculum, pedagogy, instructional practices and assessment practices
that support student learning in math will be provided. |
|||||
|
|
Who
|
Implementation Timeline |
Evidence |
||
|
1.
Develop a long-range district professional development plan to ensure
consistency in the implementation of district math curriculum, pedagogy,
instructional practices and assessment practices. |
Professional
Development Coordinator, District Secondary Math Curriculum Committee |
2002-2003 |
Long-range
professional development plan will be in place. |
||
|
2.
Conduct self-assessments at each school to determine staff
development needs at the building level. |
Principals,
teachers |
2003-2004 |
Self-assessment
data from each school. |
||
|
3.
Provide and plan a variety of professional development opportunities
that help all teachers develop exemplary practices and common understandings
that support math instruction:
|
Curriculum
Department |
2003-ongoing |
Professional
development calendar/clock hour participation, building-based in-service |
||
|
4.
Determine need for district-wide, grade level, fifth to sixth and
eighth to ninth transition, or other focused meetings. Organize meetings if needed. |
Curriculum
Department |
2004-2005 |
Professional
development calendar records, agendas |
||
|
5.
Develop district professional development library to include current math
materials and electronic resources that support exemplary practices and core
understandings for math instruction. |
Curriculum
Department, Library Media Department |
2005-2006 |
Professional
library materials are in place and being used by staff. |
||
District
Action Plan
|
Focus: Parent Involvement |
Date: January 2002 |
||||
|
State Goal: By Spring 2004, at least 15.2% of seventh grade
students and 12.7% of tenth grade students will meet or exceed the state math
standard as measured by the Washington Assessment of Student Learning. District Goal: By Spring 2004, at least 54.4% of seventh grade
students and 61.9% of tenth grade students will meet or exceed the state math
standard as measured by the Washington Assessment of Student Learning. |
Pathway Connection: Goal One: Maximize Learning and Teaching |
||||
|
Target Objective 1: Meaningful opportunities for parents to gain the knowledge and
skills necessary to support their student’s successful learning in math. |
|||||
|
|
Who
|
Implementation Timeline |
Evidence |
||
|
1. Report student progress in math to parents
at least three times each year through report cards and/or conferences. |
Teachers |
2002-2003 |
Observations,
report cards, conference records |
||
|
2. Actively involve parents and students in
identifying individual progress in math and establishing goals for
improvement of math achievement. |
Teachers,
Student, Parents |
2003-2004 |
Report
cards, conference reports, student generated goals |
||
|
3. Develop parent and family links to the
district website that focus on math resources, lessons and strategies that
improve math achievement. |
Curriculum
Department, Library Media Department |
2003-2004 |
Frequency
of visits to district website. |
||
|
4. Provide parents with printed and online
resources that support math improvement in a variety of languages. |
Curriculum
Department, ESL Coordinator |
2004-2005 |
Printed
materials are available. |
||
|
5. Provide training for school volunteers
with emphasis on specific strategies to improve math achievement. |
Curriculum
Department |
2005-2006 |
Attendance
records, number of volunteers in each school |
||