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Francis C. Hammond Middle School
“Home of the Admirals”
School Improvement Plan
Mathematics
2007-2011
Alexandria City Public Schools
Randolph Mitchell, Ph.D.
Francis C. Hammond Middle School
School Improvement Plan - Mathematics
Name of School: Francis C. Hammond Middle School
Address: 4646 Seminary Road Avenue
Alexandria, VA 22304
Phone: (703) 706-4100
Principal: Dr. Randolph Mitchell
Assistant Principals: Michael Diggins
Merri Jo Pape
Leslie Ridley
Sara Schafer
Building Steering Committee
Rachel Dyas
James Cooney
Marianne Hetzer
Pamela Johnson-Banks
Janelle Kochis
Jodie Peters
Linda Porter
Theresa Wills
1
ALEXANDRIA CITY PUBLIC SCHOOLS MISSION STATEMENT
Alexandria City Public Schools, in partnership with our families and community, will
educate effectively all learners to succeed in a changing world.
School Mission Statement
The mission of Francis C. Hammond Middle School, in partnership with parents and
community, is to foster a commitment to excellence, to promote an academically
challenging environment, and to develop responsible citizens in a culturally diverse
society.
Belief Statements
We, the members of the Francis C. Hammond Middle School community, share the following
beliefs and expectations:
1) It is the school’s responsibility to create and maintain a safe and orderly
environment where learning is the primary objective.
2) All members of the Francis C. Hammond Middle School community are unique and
valued individuals.
3) Teachers have high expectations for all students.
4) Teachers provide a variety of instructional approaches to meet the needs of a
diverse learning population.
5) Teachers believe that all students can and will learn and achieve to the best of their
ability.
6) All students are able to meet all mandated Standards of Learning.
7) Students must share the responsibility for learning.
8) Students are accountable for their actions and behaviors.
9) Parents are viewed as active partners in their children’s education and are a valued
link between home and school.
10) Teacher training, professional development, and teacher mentoring are very
important elements to the overall success of the instructional process here at F.C.
Hammond.
2
Introduction
Francis C. Hammond Middle School is accredited with warning in mathematics for the
second consecutive school year (2007-08 and 2008-09). The school improvement
committee continues to target priorities for regaining accreditation and meeting federal
requirements for adequate yearly progress (AYP).
This 2007-11 document reevaluates the goals and action planning of the comprehensive
2006-07 school improvement plan and subsequent plan updates while addressing
needed revisions based on recent data. It is expected that the initiatives described in
this plan will remain in effect for the duration of this plan. The FCHMS school plan is a
dynamic document, reflecting the input of staff, community, students, and data. It is a
working document, guiding decisions about school operations and instruction. The plan
is updated each year to capture the school’s best efforts and to map the path for the
future.
School Profile
Student Demographic Number of Percent of Total
Information Category Students Student Population
Asian 116 9%
Black 602 48%
Ethnicity Hispanic 232 19%
White 159 13%
Other 41 3%
Female 602 48%
Gender
Male 640 52%
Proficient 1102 89%
English Proficiency
Limited Proficiency 140 11%
Full Price Lunch Not available 45%
Lunch Payment Status
Free or Reduced Fees Not available 55%
3
General Education 1050 88%
Educational Designation
Special Education 149 12%
Current Accreditation Status: Accredited With Warning in Mathematics
2008-09 AYP Status: Did not make AYP
Average Daily Attendance: 96%
Francis C. Hammond Middle School’s Goals and Objectives – Where are we now?
Initiatives begun by Dr. Randolph Mitchell in his first year (2006-07) as principal of
FCHMS are being continued and enhanced. These initiatives are highlighted below,
along with new efforts. The school mission statement has been revised. Goals
established through extensive data collection during the 2004-05 through 2007-08
school years remain relevant and guide FCHMS staff efforts. However, since the school
became accredited with warning, student math achievement has become an even more
prominent focus and an ultimate goal in everything done at FCHMS. The following
paragraphs outline continued efforts and new initiatives in the school.
Instructional Plan
An instructional plan continues to outline procedures for assistant principals and
coaches both to conduct monitoring and observations and to update Dr. Mitchell with
summary data throughout the school year. Monitoring is conducted by coaches and
assistant principals for all teachers at least three times during the school year:
1. in September-November to assess instructional planning and implementation,
determine grade level/department instructional needs and note staff members
needing support/further attention
2. in December-January to assess mid-year progress
3. in February-June to assess instructional planning and implementation, and
gauge SOL preparedness
Administrators, the math instructional coach, and the math curriculum specialist also
conduct joint observations. Joint observations and monitoring promote inter-rater
reliability and better communication about staff needs. These joint observations also
contribute to the standardization of instructional expectations. Department and school
needs are identified and addressed through discussions, goal setting, and staff
development. Individual needs are followed up with feedback, conferences, and
possible co-planning, modeling, and co-teaching.
Where specific concerns are noted, more monitoring occurs, and, if needed, a more
formal support structure is instituted through action planning and/or the evaluation
process. With this instructional plan, performance can be monitored efficiently, targeted
assistance is provided in a timely and more effective manner, and communication and
coordination between administrators and support personnel is improved.
4
Data
As part of the instructional plan, administrators and staff also focus on data – SOL
results (by teacher and grade level), pre-tests of the year’s content, and quarterly test
information. Teams received individual student information sheets containing data
history about each student assigned to their team. FCHMS students were pre-tested on
SOL content in each core subject during the first two weeks of school. Math teachers
were provided with an analysis of frequently tested SOL items for the past two years of
SOL testing.
All students also take quarterly tests at the conclusion of each quarter. Quarterly item
analysis results (by teacher and grade level) are reviewed by teachers, coaches, and
administrators, and are used in planning for remediation and next instructional steps.
Teachers are encouraged to use frequently missed items in warm-up and review
activities the following quarter. In this way, we can continue to address and assess
areas of difficulty throughout the school year.
In mathematics, frequently missed items on the quarterly tests are modified for teachers
to use as warm-ups for the next quarter. Error trends across classes and grade levels
will be addressed in grade level staff development as well.
Goal Setting
Both the instructional plan and the increased use of data are incorporated into the PEP
program and planning at FCHMS. Teachers set individual smart goals which are
specific, measurable, attainable, results-oriented, and time bound. The goals are based
on monitoring/observation information and data about student achievement. Once
spring SOL data was available, all grade level departments, teams, and full departments
developed specific goals to address student achievement needs based on SOL data.
Not only were goals set within the math department and other content areas, but elective
teachers were also challenged to address core SOLs within elective classes.
Staff Development Plan
Focus areas for staff development continue as part of FCHMS’s five-year plan:
AYP and SOL accreditation support
Differentiation of instruction
Co-Teaching and Teaming
Positive Behavior Support
An increasing amount of staff development is embedded within the school day at
FCHMS through weekly grade level department meetings, grade level meetings, monthly
department meetings, and monthly faculty meetings. The weekly grade level math
meetings are conducted by the math instructional coach. The weekly meetings are
devoted to planning appropriate instruction to address key mathematics concepts that
will be taught in the upcoming weeks. Using the ACPS pacing guide documents and the
VDOE mathematics Curriculum Framework documents as maps and the Van de Walle
book, Elementary and Middle School Mathematics, Teaching Developmentally, as a
primary reference tool, teachers unpack each new concept to determine best practices
for all aspects of instruction - objectives, vocabulary, instructional strategies, and
assessment. VDOE videos are incorporated as appropriate into these professional
development sessions. Follow-up modeling, team-teaching, observation of and
consultation with each math teacher are provided by the math coach.
The staff development plan for mathematics for the 2008-09 school year is attached.
5
Plan for Expenditure of Current Year’s Differentiated Resources
Differentiated Resources at FCHMS are used mainly to support key endeavors related to
AYP goals and state accreditation.
SOL Preparation and Remediation
Tutorials
SOL intervention programs and stipends
Support materials
Renewed Focus on Curriculum Framework
All staff are directed to consult the Curriculum Framework for all aspects of instructional
planning. Core teachers received training on the integration of the ACPS pacing guides
with the DOE Curriculum Framework documents during the 2007-08 school year. In
2008-09, new math teachers received this training during first semester. Sample lessons
(in most cases taken from DOE Enhanced Scope and Sequence documents) illustrate
these connections for teachers. Instructional objectives are expected to reference the
Curriculum Framework, in addition to an SOL. In math, key vocabulary terms have been
highlighted in the Curriculum Frameworks at all grade levels and distributed
electronically. An ACPS lesson plan template has been developed and is being used to
support effective middle school math planning. The purpose of the template is to
present a standard model for instructional planning that incorporates a variety of
instructional strategies along with highlighting the objectives stated in the VA DOE
Middle School Math Observation Rubric for high quality instruction. The template was
piloted during the fourth quarter of the 2007-08 school year and will be implemented fully
this year.
Technology Integration Plan
Several academic support technology programs continue operating at FCHMS:
Criterion Writing, BrainPop, Unitedstreaming, and Accelerated Reader.
Gizmos have been introduced to all math and science teachers, with limited accounts
available. All teachers this year have been provided with LCD projectors which will
enable math teachers to use the National Library for Virtual Manipulatives. Many
teachers also utilize digital document cameras.
The use of Blackboard will be continued at our school this year. The instructional
coaches have created a separate file for teachers that include various resources to
enhance instruction.
Titan Up!
FCHMS has retooled its Advisory period this school year and renamed the class Titan
Up! The concept was designed with the goal of fostering effective study and test taking
skills, enhancing students’ knowledge of current events, improving performance across
the curriculum, building character, and exploring careers.
Titan Up! is a daily 35 minute period. Throughout the school year, instructional
strategies are implemented to re-teach, revisit and enrich essential content skills.
Teachers routinely analyze data to determine students’ strengths and weaknesses.
Students needing acceleration rotate through the core content areas of Math, Social
Studies, Science, and Language Arts.
6
English Language Learners (ELL) Program Delivery
With recent changes to assessment for English Language Learners (ELL), FCHMS’s
ELL program delivery has been modified. Beginning with the 2008-09 school year, ELL
students are receiving mathematics instruction through the Fasstmath program. This
program provides grade level specific instruction while supporting English Language
Learners. ELL teachers continue to explore many ways to teach grade-level content
effectively while addressing the language acquisition needs of their students.
Revised Monitoring Form
ACPS issued a revised form to be used when monitoring instruction during the 2007-08
school year. This year, central office staff, including the superintendent, joined school
administrators and conducted monitoring of several classrooms the second week of
school. As the year progresses, administrative staff will focus on specific needs through
these visits. For instance, one area, such as student-centered versus teacher-centered
learning, will be a focus area for monitoring. Teachers will be given additional
descriptors of what constitutes student-centered learning, and will know that that is the
area being observed. In this way, there can be better communication about what is
needed and clearer definition of how to refine instruction.
Acceleration/Intervention
In order to more effectively address students’ intervention needs, new in-school and
after-school intervention programs (e.g., Ramp Up and Navigator) are being proposed.
Mathematics Navigator is a short-term, tier-two intervention program that helps students
repair gaps and misconceptions and master concepts, skills, and problem solving that
are critical for success in algebra, geometry, and other higher-level courses. Navigator
modules are 20 days in length and augment the on-grade curriculum with 35-45 minutes
of targeted instruction, delivered during, before or after school, or in summer school.
Ramp-Up Mathematics is a year-long, tier-three comprehensive acceleration system
specifically targeted to boost the performance of secondary students who are two or
more years below grade level in mathematics. Ramp-Up to Pre-Algebra is designed to
accelerate learning, raise test scores, break the cycle of failure, and establish a pattern
of achievement. Ramp-Up provides a replacement curriculum and expands the
standard period to 72- 90 minutes of instruction.
This summer, rising FCHMS 6th graders attended summer school at FCHMS. The goals
of the summer session were to prepare the students for middle school by strengthening
their English and mathematics skills and to introduce them to middle school routines
such as schedules, teams, and homework expectations. Mathematics instruction
focused on the recommendations established by Transition Meetings between 5th and 6th
grade teachers which included a focus on basic facts, vocabulary, number and
operations sense, and fractions, decimals and percents. Pre/post testing was built into
the instructional plan for the session.
MathPlus
MathPlus focuses on remediation of basic math skills and reinforcement of essential
mathematical concepts. Students scoring below 400 on their most recent math SOL are
placed in this program. ACPS is currently reviewing additional options aimed at
preparing struggling math students for Algebra. It is expected that the redirection of this
program will better address students’ acceleration/remediation needs. In addition, the
Algebra Readiness Diagnostic Test has been revised by the state.
7
ACPS unveiled a three-year plan in the spring of 2008 to increase readiness for 8th
grade Algebra (see the 2008-09 portion of the ACPS Algebra Readiness Plan on pages
18-20). One component of a strategy detailed requires one 6th grade teacher at each
middle school to use the 6th grade Everyday Math program for this instructional year.
Everyday Math instruction at sixth grade should provide a transition to middle school
math for sixth graders because the program is used at all elementary grades.
8
Goal and Objectives
Goal: Students will meet/exceed state accreditation and AYP math benchmarks
Objectives:
At least 70% of students will meet the accreditation math benchmarks.
Students will meet the AYP benchmark in mathematics.
During the 2008-09 school year, the number of students receiving pass
advanced on SOL tests will increase by 5%.
Actual Actual Actual Actual Actual Actual
2006 2007 2008 2006 2007 2008
AYP Target
English English English Math Math Math
Group
pass pass Pass pass pass pass
rate rate Rate rate rate rate
African 79% 72% 75% 43% 54% 55%
American
Caucasian 89% 87% 92% 71% 73% 78%
Hispanic 72% 67% 77% 43% 55% 56%
Learning 53% 35% 41% 24% 29% 26%
Disabled
English as a 55% 59% 68% 36% 48% 44%
Second
Language
Free and 70% 66% 77% 41% 50% 59%
Reduced Lunch
Spring 2006 Spring 2007 pass Spring 2008 pass
Subject
pass rate rate rate
English: Reading Gr. 8 75% 69% 73%
English: Reading Gr. 7 80% 76% 83%
English: Reading Gr. 6 81% 76% 80%
English: Writing 89% 79% 83%
Math 8 73% 71% 76%
Math 7 34% 46% 50%
Math 6 37% 51% 51%
Algebra 1 98% 98% 100%
Geometry 100% 100% 100%
U.S. History I 75% 75% 79%
U.S. History II 88% 85% 92%
Civics and Economics 90% 85% 91%
Science 83% 81% 82%
Means of Evaluation: Students’ annual performance on the SOL, SDRT and ARDT
tests with a particular focus on their math performance.
9
GOAL: To Meet/Exceed State Accreditation and AYP Math Benchmarks.
ACPS is committed to ensuring higher achievement for each and every student. To accomplish this, by the end of the first semester,
Alexandria K-10 schools are identifying every student who is “at promise” (previously called “at risk”) and his/her specific needs and
strengths. A student success plan will be developed for each of these students.
Strategies/Activities Time Person(s) Estimated Evidence of September 2008 Monitoring Status Explanation for
Frame Responsible Resources Progress Status (as of 9/30/08) Strategies Not
Implemented
According to
Projected Time
Frame
Engage all students in a Ongoing Math Teachers Instructional Quarterly tests Completed May 2008 For 2007-08, monthly, N/A
variety of supplemental materials for school term 2007- the principal reviewed the
activities and procedures Math Coach Teacher made quizzes 08 administrators’ and the
that reinforce math In-service and tests math coach’s
concepts taught in class Administrators training observational notes to
and/or clear up students’ Teacher assessment verify that students were
misunderstanding of math Math Dept. Chair DOE workshops analysis involved in supplemental
concepts. information/ activities reinforcing the
training Quarterly test concepts taught in class
analysis each quarter and/or teachers were
clearing up their
Team meetings misunderstandings about
weekly to discuss math concepts
student progress
Commencing in For 2008-09, monthly,
Report card September 2008 and the principal will review N/A
grades ending in May 2009 administrators’ and the
for the 2008-09 school math coach’s
Lesson plans term observational notes to
verify that students were
involved in supplemental
activities reinforcing the
concepts taught in class
and/or teachers were
clearing up their
misunderstandings about
math concepts
Pre and post test rising 6th Summer Teachers Intervention Summer pre-test Completed May 2008 During summer 2008, a N/A
graders attending summer 2008 class and activities results for school term 2007- specialized math and
school to determine the Math Coach 08 English program was
level of intervention Summer post-test implemented for rising 6th
needed, if any, for them to Administrators results graders. This program
10
Strategies/Activities Time Person(s) Estimated Evidence of September 2008 Monitoring Status Explanation for
Frame Responsible Resources Progress Status (as of 9/30/08) Strategies Not
Implemented
According to
Projected Time
Frame
pass the spring SOL math will continue in summer
test 2009.
Offer SOL preparation September- Teachers Intervention Quarterly results Completed May 2008 For the 2007-08 school N/A
classes and review June materials for school term 2007- terms, at the end of the
activities for students who Math Coach Student progress 08 1st, 2nd,and 3rd quarters,
failed the previous year’s reports school administrators
SOL test, earned a D or F Administrators verified that students
in math, or were Student were engaged in SOL
recommended by their performance in intervention activities by
teachers review activities reviewing class lists and
sign-in sheets
Commencing in For the 2008-09 school
September 2008 and term, at the end of the 1st, N/A
ending in May 2009 2nd, and 3rd quarters,
for the 2008-09 school school administrators
term verified that students
were engaged in SOL
intervention activities by
reviewing class lists and
sign-in sheets
Set teachers’ goals based Annually Teachers In-service training Goals submitted to Completed June 2008 For 2008-09, school N/A
on student achievement and revision of administrators by the for school term 2007- administrators will verify
measures (pretests, Administrators PEP portfolio end of November 08 prior to winter break that
products, standardized format all teachers have at least
tests, etc.) Goals implementation one student achievement
goal listed in their goals
Monitoring
For 2007-08, monthly, N/A
Formal observations the principal reviewed the
observational notes of
administrators and the
math coach to verify that
(1) the stated activities
were taking place and (2)
the activities were of high
quality
Commencing in For 2008-09 monthly, the
September 2008 and principal will review the N/A
11
Strategies/Activities Time Person(s) Estimated Evidence of September 2008 Monitoring Status Explanation for
Frame Responsible Resources Progress Status (as of 9/30/08) Strategies Not
Implemented
According to
Projected Time
Frame
ending June 2009 for observational notes of
the 2008-09 school administrators and the
term math coach to verify that
(1) the stated activities
are taking place and (2)
the activities are of high
quality
Conduct weekly Ongoing Math Coach Training materials Record of meeting Commencing in For 2008-09, building N/A
curriculum meetings to topics and attendance September 2008 and administrators will
identify instructional General Education, ending in June 2009 review meeting minutes
needs and appropriate Special Education Discussion of pacing for the 2008-09 school monthly
instructional strategies and ELL Teachers guides, curriculum term
frameworks, and
alignment
Training provided by
coaches and others
Post SOL and Curriculum Ongoing Teachers SOLs, Curriculum Displayed in classrooms Completed June 2008 For 2007-08, monthly, N/A
Framework objectives Framework and used in lesson plans for school term 2007- the principal reviewed the
Administrators 08 observational and
Monitoring monitoring notes of
Instructional administrators and the
coaches Teacher observations math coach to verify that
objectives were posted
Commencing in For 2008-09, monthly,
September 2008 and the principal will review N/A
ending in June 2009 observational and
for the 2008-09 school monitoring notes of
term administrators and the
math coach to verify that
objectives are posted
Host Curriculum Nights Ongoing Administrators Instructional Record of meeting Commencing in 2008-09 curriculum N/A
designed to provide materials topics, activities and September 2008 and nights have been
strategies to involve and Teachers attendance ending in May 2009 scheduled
assist parents with their for 2008-09 school
child’s academic Department Chairs term
performance
N/A
Modify and embellish the Ongoing Assistant Principal Grade level SOL test performance Completed June 2008 For 2007-08, the
12
Strategies/Activities Time Person(s) Estimated Evidence of September 2008 Monitoring Status Explanation for
Frame Responsible Resources Progress Status (as of 9/30/08) Strategies Not
Implemented
According to
Projected Time
Frame
ELL math program for ELL textbooks and for the 2007-08 school principal verified that N/A
delivery and ensure grade resources VGLA test performance term students participated in
level content is being ELL staff VGLA and VGLA
taught ELL reading Monitoring training was held for ELL
teacher added teachers
Observations
Commencing in For 2008-09 the principal N/A
September 2008 and has verified that ELL
ending in June 2009 teachers have participated
for 2008-09 school in VGLA training
term
For 2006-07 and 2007- N/A
08, monthly, the principal
reviewed the
observational and walk-
through notes of
administrators and the
coaches to verify that (1)
high quality instruction
was being provided to
ELL students and (2)
grade level content was
incorporated daily into
ELL lessons
For 2008-09, the ELL N/A
department has
determined which
students will participate
in VGLA
For 2008-09, monthly, N/A
the principal will review
the observational and
monitoring notes of
administrators and the
coaches to verify that (1)
high quality instruction is
being provided to ELL
students and (2) grade
level content is being
13
Strategies/Activities Time Person(s) Estimated Evidence of September 2008 Monitoring Status Explanation for
Frame Responsible Resources Progress Status (as of 9/30/08) Strategies Not
Implemented
According to
Projected Time
Frame
incorporated daily into
ELL lessons
Administer quarterly End of each Math Curriculum In-service training Test administration Completed May 2008 1st, 2nd, and 3rd quarter N/A
tests, analyze results, and quarter Specialist each quarter for school term 2007- tests completed and data
use information to plan 08 analyzed for 2007-08
instruction Coaches Item analysis sheets
Commencing in For 2008-09, all quarter N/A
Teachers Data analysis September 2008 and tests will be administered,
ending in May 2009 scored and analyzed
Review warm-ups for the 2008-09 school
based on item analysis term
results
Offer staff development Ongoing Coaches Training materials Record of meeting Completed June 2008 For 2007-08, monthly, N/A
activities designed to topics and attendance for school term 2007- the principal reviewed
increase student Administrators 08 staff development sign-in
achievement in math logs to verify that
Math Curriculum sessions were being
Specialist offered as planned and
that teachers were
attending them; the
principal assigned an
administrator to monitor
the quality of each
session
Commencing in For 2008-09, from N/A
September 2008 and August thru June, the
ending in May 2009 principal will review
for the 2008-09 school monthly staff
term development sign-in logs
to verify that sessions are
being offered as planned
and that teachers are
attending them; the
principal has assigned an
administrator to monitor
the quality of each
session
Conduct Adequately Ongoing Administrators Data analysis Record of meeting Commencing in For 2008-09, the N/A
Yearly Progress (AYP) topics, activities and November 2008 principal will review
Focus Group meetings attendance occurring periodically sign-in logs to verify that
14
Strategies/Activities Time Person(s) Estimated Evidence of September 2008 Monitoring Status Explanation for
Frame Responsible Resources Progress Status (as of 9/30/08) Strategies Not
Implemented
According to
Projected Time
Frame
until May 2009 AYP meetings are being
held
Determine which special Administrators Data analysis VGLA performance Commencing in For 2008-09, the special N/A
education students are Ongoing September 2008 and education department has
eligible to participate in Teachers IEP addendums Monitoring ending in May 2009 determined which
the Math VGLA for the 2008-09 school students are eligible to
assessment and train staff Department Chairs In-service training term participate in VGLA
to determine which Observations
documents will be placed Parents For 2008-09, the N/A
in students’ portfolios principal has verified that
special education teachers
have participated in
VGLA training
For 2008-09, monthly, N/A
the principal will review
the observational and
monitoring notes of
administrators and the
coaches to verify that (1)
high quality instruction is
being provided to special
education students (2)
grade level content is
incorporated daily into
lessons and (3) VGLA
portfolio documentation
is adequate and
appropriate for all
participating students
Create and implement an September Math Curriculum Additional time to Completed Algebra Plan completed in Commencing in Fall N/A
Algebra Readiness Plan 2007 – June Specialist develop and Readiness Plan Spring 2008 2008, the principal will
that increases the number 2009 monitor the receive a quarterly
of students ready for Math Coach implementation of progress report on the
Algebra by grade 8 (see the plan implementation of the
pages 18-20). Teachers plan from the Math
Curriculum Specialist
Develop a daily lesson Ongoing Math Curriculum Additional time to Lesson plans Plan developed March For 2008-09, the grade N/A
plan form, (see page 21) Specialist develop plans developed by teachers 2008 and piloted by level assistant principals
require all math teachers in grade level teachers from April- and math coach will
to use it, and have Math Coach In-service training meetings (aka June verify weekly that
15
Strategies/Activities Time Person(s) Estimated Evidence of September 2008 Monitoring Status Explanation for
Frame Responsible Resources Progress Status (as of 9/30/08) Strategies Not
Implemented
According to
Projected Time
Frame
teachers create plans in Professional Learning teachers have lesson
their weekly grade level Administrators Communities) Commencing in plans in the required
meetings (aka October 2008 plans format and monthly the
Professional Learning Math Teachers are being examined principal will verify that
Communities) weekly the assistant principals
are collecting sample
lesson plans
Create opportunities for Ongoing Math Teachers Additional time to Lesson plans Commencing in For 2008-09, the grade N/A
general teachers and develop plans developed October 2008 plans level assistant principals
special education teachers Math Coach collaboratively by are being examined and math coach will
to collaborate In-service training general education and weekly verify weekly that
Administrators special education teachers are
teachers collaboratively creating
Math Curriculum lesson plans
Specialist
Develop a daily planning Ongoing Math Teachers Time to develop Lesson plans Guide completed For 2008-09, the grade N/A
guide for math teachers plans March 2008 level assistant principals
and request that they Math Coach and math coach will
consider the time frame, In-service training Commencing in verify weekly that
lesson sequence and Administrators October 2008 plans teachers have lesson
planning questions when are being examined plans in the required
developing lesson plans Math Curriculum weekly format and monthly the
(see page 22) Specialist principal will verify that
the assistant principals
are collecting sample
lesson plans
Identify and secure Ongoing Math Curriculum Funds to purchase Intervention programs List of intervention For 2008-09, the N/A
intervention programs Specialist and implement being implemented programs principal and math coach
(i.e., America’s Choice- program will inform math teachers
Ramp Up, Navigator, and Administrators about the school’s
Fastt Math) that support In-service training intervention programs
student mastery of basic and provide a training
facts and/or math schedule, if applicable
concepts
Implement an Everyday Ongoing Math Teachers In-service training Lesson plans Pilot started in For 2008-09, the Math N/A
Math Program pilot at September 2008 Coach, Curriculum
grade 6 Math Coach Specialist for Math, and
administrators will
Administrators monitor the
implementation of the
Math Curriculum pilot
16
Strategies/Activities Time Person(s) Estimated Evidence of September 2008 Monitoring Status Explanation for
Frame Responsible Resources Progress Status (as of 9/30/08) Strategies Not
Implemented
According to
Projected Time
Frame
Specialist
Selected teachers will early 2009 Math Curriculum In-Service Training session being Planned for early 2009 For 2008-09, the Math N/A
attend a Developing Specialist Training offered Coach, Curriculum
Mathematical Ideas Specialist for Math, and
Professional Development Math Coach administrators will verify
Workshop that the workshop was
Administrators held
Explore scheduling Ongoing Building and Central Revised schedules Plan for 2009-2010 First planning meeting N/A
options that will allow Office where students have school year for all scheduled for mid-
students more time for Administrators more time for math students October
math instruction instruction
Math Curriculum Schedule for early
Specialist 2009 for at-risk
students
Math Coach
Math teachers
17
ACPS Plan for Increasing Readiness for 8th Grade Algebra
Year Two – 2008-09
Strategy I: To prepare students for Algebra, the curriculum must simultaneously develop conceptual understanding, computational fluency, and
problem solving skills. The actions in Part I are related to these essential knowledge and skills.
Year Two: 2008-2009 (The 2007-2008 actions will be continued throughout this year.)
Actions Description
A Model for During this session, participants will engage in developing a working structure of the coach and principal relationship. A focus
Collaboration between the on their monthly meetings will highlight how to establish a working rapport that includes clear channels of communication. The
Math Specialist and School beginning of the year meeting sets the foundation for co-creating a long range plan of action that will elevate the teaching and
Based Principal learning of mathematics. The follow up meetings are times to revise the plan and to continue to consider any obstacles or
challenges that arise.
Support for Student Who Do Parents will be notified of options for access to computers through libraries, community centers and after school computer lab
Not Have Computers hours.
Monitoring of Student usage Teachers will monitor and assess their students’ use of the Everyday Math Games Online. Particular attention will be given to
of Everyday Math Online basic fact mastery and the understanding of fractions and decimals concepts.
Monitoring of Teacher and Administrators monitor their teachers’ and students’ use of the Everyday Math Games Online.
Student Usage of Everyday
Math Online
Everyday Math Parent meetings will be scheduled on a regular basis to assist them in getting to know Everyday Math as a program that uses:
Parent Meetings A problem-solving approach based on everyday situations
An instructional approach that revisits concepts regularly
Frequent practice of basic skills, often through games
Lessons based on engaging activities and discussion
Mathematical content that goes beyond basic arithmetic
Everyday Math Meetings will occur to help parents understand how Everyday Math lessons and instructional strategies meet the needs of
Special Education students with specific learning disabilities. Current research will be discussed such as The Center for Applied Special
Parent Meetings Technology (CAST; 2003) recommendations which promote the importance of curriculum materials that are varied, flexible, and
diverse, including digital and on-line resources.
Publication of ACPS The results of the First in Math Online team competition will be published regularly on ACPS internet
Winning First in Math
Student and School Teams
K-8 Math Coaching Lucy West who is the author of Content Focused Coaching will be facilitating professional development sessions for ACPS math
Professional Development: coaches. Ms. West will provide professional development to guide the coaches as they play a pivotal role in helping teachers
Coaching Heavy or Coaching develop a repertoire of instructional strategies and build their content knowledge. A focus will be on the post-conference
Light coaching sessions during which time the coach shares information, provides feedback, and encourages the teacher to reflect on
the lesson in order to build the teacher’s capacity.
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Time Allotted to Math There will be a study conducted on middle school master scheduling to investigate the options for increasing the time of math
Instruction at the Middle instruction.
School
Math Instructional Coaches Beginning this school year, there will be a full time Math Instructional Coach at each of ACPS middle schools.
Implementation of the Lesson Grade level teams at the middle school begin to gather model lessons using the ACPS Lesson Plan Template.
Plan Template
Teams Implement the During this school year, the school based teams trained in 2007-2008 will share the collaborative model with the teachers in their
Collaboration Model at Their school with the goal of continuing to support special education students using an inclusive approach. Teachers will design and
Schools implement innovative instructional strategies that make rigorous academic content accessible to all students. A special emphasis
will be on learning how to modify math lessons to challenge all levels of students.
As a follow up to this school based collaborative model, the Curriculum Specialist for Mathematics and the Director of Special
Education will meet to plan how IEP goals should be adjusted to support student’s on-going learning of math concepts and skills.
Monitoring of There will be monitoring of students’ mastery of basic skills during the school year so that intervention plans and summer school
Basic Skills can address the needs.
Strategy 2: Algebra is the foundation for all upper level mathematics courses. In the past, there was a common acknowledgement that algebra was only
taught in a high school math course. Today, the NCTM Principles and Standards for School Mathematics sets the stage for viewing algebra as a strand of
content that begins in pre-kindergarten and extends through grade twelve. The following actions outline in practical terms, what the elementary and
middle school classrooms that “do“ algebraic thinking look like, the role of the teacher, the expectations of students, and a description of the algebra
content.
Actions Description
Emphasis on Algebra in This is our fourth year of using the Everyday Math program in K-2 and the third year in 3-5. The Math Specialists will be
Everyday Math placing a special emphasis on the algebra concepts and skills in the Everyday Math program. For example, teachers will be
encouraged to write a number sentence for each problem in a "What's My Rule" table so students can "see" the variable. When
students see these tables written as an equation it helps them to solve them more effectively, and supports their transition to
algebraic thinking. Teachers will use algebraic vocabulary such as the terms variable, constant, function, and equation.
K-5: Finding Algebra in Early algebra may be unfamiliar to many teachers. Professional development will be offered to help teachers develop algebra
Arithmetic Professional “eyes and ears” so that they begin to see the mathematics they teach in new ways. One way to refocus is to look for
Development opportunities for children to generalize arithmetic such as looking for and justifying patterns and regularities in properties of
numbers.
Pilot of Everyday Math at 6th The proposal is for one 6th grade teacher at each middle school to use the 6th grade Everyday Math program for this instructional
Grade year. The advantage for the students is that there would be a smooth transition to middle school math since this would be a
continuation of the rigorous and engaging strategies used in the elementary grades. The course sequence recommended by the
authors of Everyday Math (University of Chicago School Math Project: UCSMP) is:
Grade 6: 6th Grade Everyday Math
Grade 7: Transition Math: The authors describe this as Almost Everything You Need to Know in Order to Succeed
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in Algebra, Geometry, and Life."
Grade 8: Algebra
The three major goals of the UCSMP project are:
(1) Upgrade students' achievement at all levels from grades 7 through 12.
(2) Update the mathematics curriculum by broadening it, including applications and using the latest technology.
(3) Increase the number of students who take mathematics beyond algebra and geometry.
K-8 Professional This four year course sequence consists of 1) Building a System of Ten, 2) Making Meaning of Operations, 3) Reasoning
Development: Developing Algebraically About Operations, and 4) Patterns, Functions, and Change. These courses consist of eight three hour sessions that
Mathematical ideas Four are designed to help teachers think through the major ideas of K-8 mathematics and examine how students develop those ideas.
Year Course Sequence: Year Algebraic reasoning is integrated throughout the courses. The course uses case studies in both casebook and video format that
1 are filled with classroom episodes that illustrate the mathematical thinking of students.
Grade 1 to 8 The math specialists and coaches will facilitate the analysis of quarter test data with teachers. There will be a special emphasis
Quarter Test Analyzed for on evaluating proficiency with algebra related concepts. Plans will be developed to review these skills in the upcoming quarter.
Algebra Skills
Time Allotted to Math AR time will be revised to include algebra readiness and enrichment activities.
Instruction at the Middle
School
Transition Meetings between The transition meetings will extend to other grade levels. The teams will meet for two sessions to focus on:
Middle School Grade Levels What do the two levels have in common and what is different?
How can the focus on algebra readiness skills be supported at both grades?
What on-going monitoring of students’ concepts and skills need to happen so that more students are prepared to take
Algebra in the 8th grade?
Structured Interventions for A profile of a student on the track to take Algebra I in the 8th grade will be developed. A description of the mathematics needed
Algebra Readiness at the end of each grade level K-7 will be outlined. Interventions will be identified for student’s to maintain algebra readiness
skills.
5th Grade Parent Meeting This parent information meeting offers parents of rising 6th grade students information on middle school mathematics, the math
focused on Math Course course sequence through high school, and algebra readiness.
Sequence and Algebra
Readiness
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Mathematics Daily Lesson Plan Form
Grade: ___________________________ Class: ___________________________
SOL#:
Objective/Goal:
Vocabulary
Lesson Sequence to Build Understanding
Assessments/Evaluation
Summative Assessment:
Formative Assessment:
Differentiation Options
Extra Support: Extra Practice:
Enrichment: ESL Support:
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Middle School Daily Planning Guide
Time Frame Lesson Sequence Questions for Planning
90 Minute Model (Statements in red are adapted from the Virginia Observation Rubric for a
(Suggested time may Mathematics Lesson.)
vary)
10 minutes Warm Up How do learners build on prior experiences and reframe their thinking when
Review of prior knowledge appropriate?
10 minutes Launch What should students know and be able to do as a result of the lesson?
Capture the students’ attention, stimulate their thinking and help them capture How will you find out what students already know?
prior knowledge. Possible activities include: How will you introduce new knowledge, concepts and skills using challenging
o Demonstration/modeling of concepts tasks?
o Presentation of problem or task How will you use manipulatives, models, pictures, graphic organizers,
technology, measuring instruments, where appropriate?
20 minutes Explore How will students be actively engaged in the task or activity?
Give students time to think, plan, investigate and organize collected information. What grouping strategies will you use?
Students will be: o Small group
Solving the problem or the task o Think/pair/share
Preparing a presentation What questions will you ask to encourage retention, understanding and
Asking questions of each other transfer?
Recording problem solution in notes What formative assessment strategies are you using to check for
understanding?
How are you differentiating the task or activity?
30 minutes Summarize How can you vary your level of questions from recall to comprehension to
Involve students in an analysis of their explorations. Use reflective activities to clarify synthesis/analysis/prediction?
and modify their understanding. Possible activities include: How can you allow wait/think time for all students to answer questions?
Students share/present their solutions to the class. How can you encourage students to challenge and justify alternate solutions,
Other students are involved in posing questions, comparing solutions and error when appropriate?
analysis.
The teacher ensures that the goals of the tasks have been addressed and
connected to previous learning.
20 minutes Practice/Apply How will students use the new skills and concepts in a meaningful way?
Give students the opportunity to expand and solidify their understanding of the
concept and/or apply to a real world situation.
Extra (differentiated) practice
Real world applications tasks
Use of technology
5 minutes Assessments How do students demonstrate what they know and what they can do?
Evaluate throughout the lesson using formative and summative assessments. Possible How will you use a variety of assessment techniques (student interviews, paper
end of lesson activities include: and pencil, exit slips, dialogue, questioning, journaling, and presentations) to
inform your instruction?
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Francis C. Hamond Middle School
2008-2009 Instructional Coaches Calendar
September October November December January
*Walk through visits *Walk through visits *Walk through visits
*Meetings on *Meetings on *Meetings on
*Walk through visits
improvement plans improvement plans improvement plans
*Meetings on
*Co-plan, co-teach and *Co-plan, co-teach and *Co-plan, co-teach and
improvement plans
model with teachers model with teachers model with teachers
Walk through visits to all *Co-plan, co-teach and
*Review assessment data *Review assessment data *Review assessment data
classrooms model with teachers
to identify appropriate to identify appropriate to identify appropriate
*Review assessment data
intervention programs intervention programs intervention programs
to identify appropriate
*Assist with the *Assist with the *Assist with the
intervention programs
monitoring of intervention monitoring of intervention monitoring of intervention
programs programs programs
Staff Development:
Staff Development: Staff Development:
Quarter Planning Quarter Planning Read Aloud/Think
Graphic Organizers Vocabulary
Aloud
February March April May June
*Walk through visits *Walk through visits *Walk through visits *Walk through visits
*Meetings on *Meetings on *Meetings on *Meetings on
improvement plans improvement plans improvement plans improvement plans
*Co-plan, co-teach and *Co-plan, co-teach and *Co-plan, co-teach and *Co-plan, co-teach and *Walk through visits
model with teachers model with teachers model with teachers model with teachers *Meetings on
*Review assessment data *Review assessment data *Review assessment data *Review assessment data improvement plans
to identify appropriate to identify appropriate to identify appropriate to identify appropriate *Co-plan, co-teach and
intervention programs intervention programs intervention programs intervention programs model with teachers
*Assist with the *Assist with the *Assist with the *Assist with the
monitoring of intervention monitoring of intervention monitoring of intervention monitoring of intervention
programs programs programs programs
Quarter Planning Qt. Planning: 4/16 Staff Development:
Staff Development: Staff Development:
Quality Instruction Post
Staff Development: Meaningful Discussion Staff Development: SOL Review Strategies
SOLs
Authentic Writing SOL Review Strategies
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FCHMS Mathematics Staff Development Plan
2008 – 2009
At each grade level, weekly meetings will consistently address concepts being taught in
the near future in the regular math program. Teachers will engage in cooperative
understanding though challenging math discussions. An emphasis will be placed on
finding multiple ways to solve and represent problems. Using the ACPS pacing guide
documents and the VDOE mathematics curriculum framework documents as a map and
the Van De Walle books, Elementary and Middle School Mathematics, Teaching
Developmentally and Teaching Student Centered Mathematics, Grades 5-8, as primary
reference tools, teachers will explore each new concept to determine best practice for all
aspects of instruction – objectives, vocabulary, instructional strategies, and assessment.
When appropriate, VDOE videos will be incorporated. Based on the needs of staff
during these workshops, follow-up modeling, team-teaching, and consultation will be
scheduled with peer coaches and peers.
Fall, 2008
Data-based Goal Setting (Math department and grade level departments)
September
In grade level department meetings:
Curriculum Framework / Pacing Guide Alignment
Lesson Plan Format – practice learning how to implement all aspects
Van De Walle strategies
October
In grade level department meetings, focus on:
More than one strategy for solving problems
Problem Solving
Van De Walle strategies
Graphic Organizers
In mathematics department meetings, focus on:
Gathering ideas for Math Night
Sharing teacher success lessons
November
In grade level department meetings, focus on:
Problem Solving
Van De Walle strategies
Explicit Vocabulary & vocabulary strategies
In mathematics department meetings, focus on:
Math Night
Sharing teacher success lessons
December - June
In grade level department meetings, focus on:
Problem Solving
Van De Walle strategies
Additional topics to be determined
In mathematics department meetings, focus on:
Topics to be determined
Professional Development Sessions
Developing Mathematical Ideas Professional Development Workshop (This is a
series of 8 three hour sessions.)
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