Action Planning Template | ||||
Goal: To increase student achievement through implementing more rigorous curriculum in Mathematics. | ||||
Action Steps(s): | Person(s) Responsible: | Timeline: Start/End | Needed Resources | Evaluation |
Step 2 Examining the Work Gather the sample size | 2nd grade team, math interventionist | 8-11 through 4-12 | Teacher rosters | Students scores within spread sheets |
Step 2 Examining the Work Gather the data based on students achievement | 2nd grade team, math interventionist | 2-12 through 5-12 | Students scores on BOY,MOY,EOY Kathy Richardson Scores on Common assessments | Start graphing what students are where |
Step 2 Examining the work Organize the curriculum that was implemented by each teacher | 2nd grade team, math interventionist | 4-12 through 8-12 | All curriculum used within school year | What was successful |
Step 3 Examining the work: Developing Deeper Understanding Find all second students from previous years and color mark them | 2nd grade team, math interventionist, 3rd grade team | 8-12through 9-12 | Teacher Rosters from 2011-12 and 2012-13 | |
Track students progress based on any common assessments given in math | 2nd grade team, math interventionist, 3rd grade team | 8-12 through 12-12 | Scores from common assessments or math benchmarks | Look at what students were successful and what classroom they came from in 2nd grade |
Step 4 Examining the Work | Kyle Hatcher | Summer 2012 | Looking at what teachers have gone to what professional development |
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Step 4 Examining the work | Kyle Hatcher | Summer 2012- 8-12 | Creating a Power Point Presentation with scores related to professional development | How did 2nd graders do on end of year benchmark, after teachers had time to implement instruction |
Step 5 Examining the Work exploring Programmatic Patterns | Kyle Hatcher | Summer 2012- 8-12 | Notes on where the bias of the experiment lay. Make sure students are evenly dispersed accordingly to ability | Discussion group with Math interventionist |
Step 6 Examining the Work | Kyle Hatcher, Carrie Layton, Leslie Koskie | 8-12 through 10-12 | Decide what is worked out to be best practices | Discussion with math interventionist |
Step 6 Examining the Work | Kyle Hatcher, Carrie Layton, Leslie Koskie | Fall 2012 | Look at Students 3rd grade scores | Track their progress |
Step 7 Examining the Work | Kyle Hatcher | Fall 2012 | Present Findings via presentation | Identify what best practices worked within the school |
Step 8 Sustaining improvement | Kyle Hatcher | Fall 2012 | Survey 3rd grade students too see how they best learned mathematics | |
Wednesday, February 8, 2012
Mathematics and The Rigor
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I'm a middle school math teacher, so I am interested in your findings about best practices in the lower grades. I don't know if you have thought about this, but are you going to include resource teachers in your project? I'm not sure if you have resource classes for students in the early grades, but sometimes they have some creative ways of teaching.
ReplyDeleteMy initial reaction is that your stated goal doesn't match your plan. Your goal is to "implement more rigor in the curriculum" but your plan seems to look for most successful teachers/students in the existing framework.
ReplyDeleteIt's not a bad plan. In fact, I like your approach. It just seems that the goal should be to identify current successful practices and look for ways to reinforce those practices. Now that I type it, this dovetails nicely with the reading for this week on force field analysis. There might be something you could include about identifying a common thread amongst weaker teachers or students.
Sorry for the late post. You can email me any time if you are looking for feedback. I don’t know how helpful it will be but I’m happy to offer an opinion.
Matt