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#5 MATHEMATICS ACTION PLAN
Changes in student
learning behavior:
Students will:
Changing Instruction:
Teachers will:
Monitoring Progress with
Timelines and Adjustments:
Teachers and Admin will
measure progress by:
Collaboration and Support:
Teachers will collaborate
during:
Resources, School and
District:
School-wide and District
support will include:
Evaluating
Results/Reporting to
Families and Community:
We will evaluate by:
 Solve problems of
varied structure using
a variety of
computation and
problem solving
strategies
 Represent
mathematical
concepts in a variety
of ways such as:
pictures, diagrams,
graphs, and other
forms of visual,
numeric, or
manipulative models
 Participate in a shared
discussion of
strategies and be able
to explain and justify
strategies shared by
others
. Use direct instruction to
model problem solving
strategies, using graphic
organizers, use topic
diagrams and learn math
vocabulary
 Use the workshop
model to differentiate
instruction:
 using
Eureka materials,
math games, and
technology
intergration.
 Use and analyze
common formative
and summative
assessments to reflect
the CCSS and report
out results.
 Universal screening 3
times per year for
Grade K and Grade 1
Interviews aligned to
the CCSS and Grades
2-4 (MAP).
 Review assessment
results during Data
Days; compute % of
students meeting the
benchmark
 Review effectiveness
of interventions
related to stated goals
(meet on a cycle for
Tier 2 and 3
Students)during RTI
meetings.
 End of module
assessments
 Data days, facilitated
by the math coach:
.Before school study
groups
.At common planning
time
.At Faculty meetings
.During classroom
coaching and support
.During RTI Meetings
.During the district PD
days
 Math Coach and Math
Interventionist
 Technology
 PD opportunities
 Peer visits to
classrooms
 Necessary tools for
effective instruction
(i.e. curriculum
materials,
manipulatives)
 . RTI Team
 Progress Reports and
Report cards
 Parent teacher
conferences
 Displays of student
work
 School Committee
reports
 Updates through the
Principal newsletter
and Blog, and Eureka
Newsletters.
 Results of
assessments such as
end of module
 Use reasoning,
applying strategies,
communicating
thinking clearly and
accurately.
 Use mathematical
vocabulary to explain
their thinking orally or
in writing (ex-word
walls, glossaries,
vocab centers, and
taxonomies)
 Incorporate blended
learning techniques.
 Ongoing, formal
and/or informal
teacher observations
of students at work
including formative
assessments.
 Administering
AddVantage
assessments to
diagnose students
having difficulty and
document student
progress using graphs
 Keep parents
informed by parent
conferences, student
work coming home,
progress reports,
report cards, and
possible workshops
assessments, MAP,
and PARCC

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SIT5_Math.pdf

  • 1. #5 MATHEMATICS ACTION PLAN Changes in student learning behavior: Students will: Changing Instruction: Teachers will: Monitoring Progress with Timelines and Adjustments: Teachers and Admin will measure progress by: Collaboration and Support: Teachers will collaborate during: Resources, School and District: School-wide and District support will include: Evaluating Results/Reporting to Families and Community: We will evaluate by: Solve problems of varied structure using a variety of computation and problem solving strategies Represent mathematical concepts in a variety of ways such as: pictures, diagrams, graphs, and other forms of visual, numeric, or manipulative models Participate in a shared discussion of strategies and be able to explain and justify strategies shared by others . Use direct instruction to model problem solving strategies, using graphic organizers, use topic diagrams and learn math vocabulary Use the workshop model to differentiate instruction: using Eureka materials, math games, and technology intergration. Use and analyze common formative and summative assessments to reflect the CCSS and report out results. Universal screening 3 times per year for Grade K and Grade 1 Interviews aligned to the CCSS and Grades 2-4 (MAP). Review assessment results during Data Days; compute % of students meeting the benchmark Review effectiveness of interventions related to stated goals (meet on a cycle for Tier 2 and 3 Students)during RTI meetings. End of module assessments Data days, facilitated by the math coach: .Before school study groups .At common planning time .At Faculty meetings .During classroom coaching and support .During RTI Meetings .During the district PD days Math Coach and Math Interventionist Technology PD opportunities Peer visits to classrooms Necessary tools for effective instruction (i.e. curriculum materials, manipulatives) . RTI Team Progress Reports and Report cards Parent teacher conferences Displays of student work School Committee reports Updates through the Principal newsletter and Blog, and Eureka Newsletters. Results of assessments such as end of module
  • 2. Use reasoning, applying strategies, communicating thinking clearly and accurately. Use mathematical vocabulary to explain their thinking orally or in writing (ex-word walls, glossaries, vocab centers, and taxonomies) Incorporate blended learning techniques. Ongoing, formal and/or informal teacher observations of students at work including formative assessments. Administering AddVantage assessments to diagnose students having difficulty and document student progress using graphs Keep parents informed by parent conferences, student work coming home, progress reports, report cards, and possible workshops assessments, MAP, and PARCC