Title I Schools in Need of Assistance (SINA) Action Plan for the Academic Years 2008-2009 and 2009-2010

Title I Schools in Need of Assistance SINA Action Plan for the Academic Years: 2008-2009 and 2009-2010District: Westlake Community School District Building: Westlake Middle Schools Dra

Title I Schools in Need of Assistance (SINA) Action Plan for the Academic Years: 2008-2009 and 2009-2010

District: Westlake Community School District Building: Westlake Middle Schools Draft Date: October 31, 2008

Please check all that apply:

 Actions for Reading

X Actions for Math

X Actions for Parent

 “In Delay” Status

X Letter of Notification Attached

X 10% Allocation of Title I Dollars

X One-Year Budget

X Scientifically Based Research

 Elementary

X Middle School

 High School

District Long-

Range CSIP Goal

for Identified Area: All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school.

Persons writing the

plan

(* while not required

by law, best practice

would include parent

involvement)

Contact Person: James Kelley, Westlake Curriculum CoordinatorBuilding Leadership Team Members: Susan Jorgensen, Building Principal; Kerry Whitfield, District MathSpecialist; 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 necessaryDiagnosis

multi-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

Summative Evaluation Question(s)

with Indicators of Progress and Measurement Tools for Summative Data Indicating Student Achievement of District Goal(s)

Formative Data Questions

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)

 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 (LtoJProgress Monitoring Charts)

Individual student scores (Measurement

of Academic Progress Scores)

Individual student scores; percentage of

students proficient (ALEKS Scores)

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 Education’s 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

Content for the

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 and interpretation of data using charts and graphs

o 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.

o 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

each action step or

Changes/Impact on Stakeholders (e.g.,Students, Teachers, Administrators, Parents,

and Other Stakeholders)

Data Collected to Inform Change Alignment and

Responsibilities Monitoring and Adjustment

Note: Where appropriate, include description

of mentoring and or collaborative (e.g., peer coaching) activities for both new and experienced teachers

How will we collect the information about the change (e.g., tests, surveys, focus groups, interviews, logs, observations, rating scales)? What data sources/points would best answer our formative and summative questions?

1 Iowa Professional Development Model Component

2 Person(s) Responsible

3 Time (when and how much)

4 Resources

The data collected from stakeholders and decisions made help continually monitor, adjust, and evaluate key actions and activities and the overall plan How have we measured or depicted change in the information collected (e.g describing, counting, clustering,

comparing, trends, patterns)?

as a separate

action as

appropriate.

Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and

Responsibilities Monitoring &AdjustmentAction #1:

held with local

Parent: Use information provided to make decision regarding choice

Community: Increased awareness of theidentification and steps of the planning process to meet the students’ needs

Number of students whose parents received letter

Number of parents selecting choice out of /in building

Copies of press releases and radio/television interview dates and times

 Principal: Letter

of notification following guidelines provided by IowaDepartment of Education

 Principal:

Informational meetings with parents regarding choice

 Principal: press release and interviews with radio and television stations

Letter sent to parents on August

15 (see attachment); 5 students opted to move to Hills MS and 520 chose to remain at

Westlake

3 large-group opportunities provided on August 22; meetings especially for ELL parents and parents new to building were held

on August 23; individual meetingsheld with 10 families with 5

television and

radio stations

students moving toHills MS and 520 remaining at Westlake

Principal also held television and radio interviews during week of August 22

Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and

Responsibilities Monitoring &AdjustmentAction # 2:

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 Audit Profile

Completed diagnosis worksheet (with

“if then” statements and theory ofchange)

Date of Presentation to Building Leadership Team: October 5

Dates of Work on Diagnosis by Building Leadership Team: October 6- 13

Audit team led review of audit profile on October

5, as planned

Building Leadership Team completed the diagnosis worksheet on October 13 with assistance by IowaSupport Team

Building Leadership Team: Commitment

to action plan based on needs of students and addressing KASAB and logic model

Staff: Demonstrated knowledge of the building action plan

Completed action plan, including plan for evaluation

Number of staff members who participated in the communication of the action plan; survey of

understanding

Building Leadership Team - Work on Action Plan October 13-25

Dates of Presentations of Action Plan to staffmembers by Building Leadership Team: October 23

Building Leadership Team completed the action plan and peer review and electronically mailed the plan to

DE on October 31

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

Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and

Responsibilities Monitoring &AdjustmentAction #3:

Teachers of math and principal:

Demonstrate skills in facilitating and participating on leadership team

Teachers of math and principal:

Increase knowledge in diagnosis, design,

Approved action planMinutes of meetingsCompleted evaluation of action plan

Action plan aligns with fundamental tenets of the Iowa Professional Development Model

Meetings are held monthly after the audit, diagnosis, and design are completed.

Identified agenda frameworks for meeting (e.g., roles,responsibilities), team time

Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and

Responsibilities

Monitoring &AdjustmentAction #4:

benchmarks

Math Teachers: Demonstrate improved knowledge of what is taught across grade levels

Content-Area Teachers: Demonstrate increased use of math (especially problem solving and use of graphs and charts) in content areas

Math: Completed mapping that showsalignment and articulation

Math: Summary of collaboration timefocused on implementation of mappedcurriculum

Content Area: Summary of math activities used in content areas, focusing on problem solving and use

of graphs and charts

Data collection and analysis, including implementation data of math teachers

Teachers of math, AEA math

consultant, district math specialist, anddistrict curriculum coordinator

Bi-weekly meetings

Resources available through school district.

Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and

Responsibilities Monitoring &AdjustmentAction # 5:

Other Stakeholders (e.g., board of education, community): Increased knowledge in purpose of formative and summative assessments

Students: Increased knowledge in purpose of formative and summative assessments

Teachers of math, AEA math

consultant, AEA assessment consultant, district math specialist, district curriculum coordinator

Development of

Teachers: Increased knowledge of needed on-going professional development for teaching math.

Student achievement data based on formative and summative

assessments

Summary of formative and summativedata from piloted and implemented formative assessments

Summary of discussion at team meetings based on student needs

assessments during February – May of 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

Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and

Responsibilities Monitoring &AdjustmentAction #6:

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)

Minutes of leadership team meetings focused on professional development discussions based on data

Math instructors, 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 inFebruary 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

and summative

data (Spring,

2010)

ordered through school district;

team time

Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and

Responsibilities

Monitoring &AdjustmentAction #7:

data using charts

and graphs with

Teachers: Increased knowledge and skills in implementation of instructional strategies and tools to support multi-step problem solving and interpretation

of data using charts and graphs

Teachers: Increased knowledge and skills in peer coaching and/or teacher-to-teacher mentoring

Formative assessment dataSummative assessment dataITBS data

Teacher observation logsWalk-throughs and peer observationsStudent surveys

Collaborative assessment of student work

Frequency of implementation of dataQuality of implementation dataClassroom walk-throughsTeacher observations

Design and implementation;

learning opportunities;

collaboration;

ongoing data collection

Principal, teachers, AEA consultants, district content specialists,

Schedule provided below

Technical assistance from AEA consultants, materials and handouts, team time

focus for early

and late starts

Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and

Responsibilities Monitoring &AdjustmentAction # 8:

Parent

engagement in

Parents: Demonstrate increased knowledge and skills in helping their students learn at home, especially in

Surveys of parents regarding

“learning at home math” and MAPPS opportunities

On-going data collection

Students: Demonstrate increased skills

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

Students: Recognize “real-life” use of strategies and tools with family members

Teachers: Increased communications with parents about the use of math in students’ daily life, focusing on multi-step problem solving and interpretation

of data using charts and graphs (Years 1 and 2)

Anecdotal recordsInteractive homework summaryAnecdotal records

Interactive homework summaryAnecdotal records

Student reflections Surveys

Examples of communications with

“learning at home” math activities

Teachers of math, 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 school” night and

“back-to-“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 Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and Monitoring &