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Investigations Math Assessments - DOC

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					2008-2009 EPSS
                                                                    STATE OF NEW MEXICO
                                                               PUBLIC EDUCATION DEPARTMENT
                                                               Educational Plan for Student Success
                                                                A Continuous Improvem ent Strategic P lan

 Use the mouse to move from field to field.

This is a    □District        X S chool   □Combined EPSS                    District: Las Cruces
                                                                                                     School: Highland
                                                                                                     Elem entary
                                                                                                                              Date:
                                                                                                                              May 2009
                                                                                                                                             School Y ear: 2008-2009

Prior Y ear Status:         S-1                                                             Current Year Status: S-1

        Overall Goal: (1.1,1.4,2.2,3.4,4.1,Leadership/Strategic Planning)

        The percent of ALL subgroups scoring proficient or above in MATH will increase by 5 -10% from 2007 -2008 (see chart 2). As measured by the
Plan




        NMSBA.
        Target Goal/Measure: (1.1, 1.5, 2.10, 3.6, 4.2,
        The percentage of students meeting benchmark according to MATH End of Unit Asses sment will be 75% meets benchmark (chart to be developed).

        Insert (or attach) data table (4.2, results) to support above target
         Group                     2004-2005 (AMO 24) 2005-2006 (AMO 28)                       2006-2007 (AMO 33)       2007-2008 (AMO 44)    2009 Math AMO
         All                       46                             59                           53                       46                    50
Study




         Caucasian                 66                             70                           66                       50                    50
         Hispanic                  35                             52                           48                       45                    50
         ELL                       38                             49                           45                       40 CI                 50
         Students w/Disability 29                                 34                           12                       20 SH                 50
         Econ Dis advantage        40                             44                           41                       41 CI                 50




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                                    MOY                                            Highland Elementary
                                    EOY                                       District Math Benchmark Test
                                                                                        2008-2009
                                                                             Percent Proficient by Grade Level
                                                                                Middle of Year/End of Year
                              100




                                                                        56

                                          43
                                                                                                36                     36

                                                                                                                  26                                28
                                                                                                                                  25
                                                    17        18
                                                                                      10
                                                                                                                                              7
                                                                                                           3
                                0
                                               K                   1st                     2nd                 3rd          4th                   5th


                                    Unit 3           Unit 4
                                                                   End of Unit Assessment Results                                Unit Data Not Available
                                    Unit 5           Unit 6                   2008-2009                                           K- 3,7 1st- 3 2nd- 7
                                                                                                                                 3rd- 6,7 4th-3 5th- 3,7
                                    Unit 7                         Percent Proficient by Grade Level
                              100
                                               91
                                          89
                                                    83
                                                              81
                                                                                           75                                                       77
                                                                                                          73 73
                                                                                                68   69
                                                                                                                                      66
                                                                        62 63         60
                                                                                 55
                                                                                                                       53
                                                                   48
                                                                                                                            45
                                                                                                                                 41


                                                                                                                                            25 27




                               0
                                               K               1st                     2nd                 3rd          4th                   5th



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ACTION PLAN (complete 1 trimester at a tim e)
                                                Trim ester 1                                   Trim ester 2                                Trim ester 3
                                       (September 15, 2008)                          (Due January 30, 2009 )                         (Due June 6, 2008)
                            SUMMATIVE ASSSESSMENT                         SUMMATIVE ASSSESSMENT                       SUMMATIVE ASSSESSMENT
                            According to the 07-08 NMSBA data AYP was     According to the 07-08 NMSBA data AYP was   According to the 07-08 NMSBA data AYP was
                            met in ALL subgroups w/ Safe Harbor and       met in ALL subgroups w/ Safe Harbor and     met in ALL subgroups w/ Safe Harbor and
                            Confidence Intervals excluding SPED. The      Confidence Intervals excluding SPED. The    Confidence Intervals excluding SPED. The
                            percent of ALL subgroups in 08-09 scoring     percent of ALL subgroups in 08-09 scoring   percent of ALL subgroups in 08-09 scoring
                            proficient w ill increase 5-10%               proficient w ill increase 5-10%             proficient w ill increase 5-10%

         Data analysis: (4.3,4.4,              ALL       46  50                  ALL       46  50                           ALL       46  50
        Leadership, School Strategic           CAUCASIAN 50  50                  CAUCASIAN 50  50                           CAUCASIAN 50  50
                 Planning,                     HISPANIC  45  50                  HISPANIC  45  50                           HISPANIC  45  50
        Student/Stakeholder Focus)
                                               ELL       40  50                  ELL       40  50                           ELL       40  50
Study




         Use information to identify
        target groups (Who)Provide             SPED      20  30                  SPED      20  30                           SPED      20  30
         the source of the data (i.e.          EC DIS    41  50                  EC DIS    41  50                           EC DIS    41  50
            NMSBA, Short Cycle
            Assessment, Literacy
                Assessment
                                        FORMATIVE ASSSESSMENT             FORMATIVE ASSSESSMENT                       FORMATIVE ASSSESSMENT
                                        Investigations Post End of Unit   Investigations Post End of Unit             Investigations Post End of Unit
                                        Assessments                       Assessments                                 Assessments and mid Unit
                                                                                                                      Assessments –see above T1, T8
                                        District Benchmark Assessm ents   MOY / EOY District Benchmark
                                                                          Assessments




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                                     ALL                                             ALL                                                           ALL (T2)
                                     Mission Statement                               Mission Statement                                             Mission Statement
                                                                                                                                                   MAT Math Adv isory Team will consist of the teachers
                                                                                                                                                   and PDT attending the 2009 Summer TERC Math
                                     MAT Math Advisory Team w ill provide school-    MAT Math Advisory Team w ill provide school-
                                                                                                                                                   Academies. The team will provide school-wide
                                     wide direction.                                 wide direction.                                               support..
                                     Strategy is to focus on the REFINEMENT of       Strategy is to focus on the REFINEMENT of the                 Strategy is to focus on the REFINEMENT of the
                                     the Investigations Curriculum and instruction   Investigations Curriculum and instruction at Tier             Investigations Curriculum and instruction at Tier 1.
                                     at Tier 1 to include:                           1 to include:                                                 1 Utilize the Unit Study Guides to plan as grade level
                                         *Big Ideas                                      *Big Ideas                                                teams before beginning each Unit to Increase Teacher
                                         *Lesson Sequence: Launch, Explore,              *Lesson Sequence: Launch, Explore,                        Mathematical Knowledge and to Focus on a
                                             And Summarize/Reflect                           And Summarize/Reflect                                 Standards Based Learning Environment.
                                         *Teacher Reflection                                Utilize Math Looks For based on L-E-S                   2. Administration will Utilize Highland Developed
                                                                                                                                                   Math Looks For to support teachers by providing
                                         *Student Centered Instruction                        developed by MAT Team
                                                                                                                                                   feedback and to identify necessary professional
                                         *Four Square                                    *Teacher Observation Reflection and                       development T2
                                         *Increase Teacher Mathematical              Feedback                                                       3. Teachers will utilize Highland’s Math Look Fors for
                                             Knowledge                                   *Student Centered Instruction                             Observation, Reflection, Feedback, and Lesson
                                          *Use End of Unit Pre Assessment to plan        *Four Square/ ACE                                         Planning/Refinement
                                             by design.                                 *Increase Teacher Mathematic al                            4. Develop Problem Solving Strategies K-5 such as
                                                                                           Know ledge through Unit planning and                    ACE, Protocol to show work independently before
                                                                                              lesson development                                   working collaboratively.
                                     Grades K-5 U tilizing SBA Breakdown to plan     Grades 3-5 Utiliz ing SBA Breakdown to plan instruction and
                                     instruction and professional development        professional dev elopment                                     5. Grades 3-5 Utilize SBA Breakdown to plan
        Identify Strategy to be                                                                                                                    instruction and professional development
       used with Target group                                                             To continue MATTH Day planning K-5                      6. Use PLC/Grade Level meeting times, K-5, to
Plan




            to rem edy AYP           RtI                                                                                                           Identify gaps in Standards and Benchmarks in
                                                                                          3-5 receiv ing 20/week Destinations Math time in
         (1.8,2.3,2.8,2.9, Process   Identify non profici ent students                      Computer Lab                                           Investigations Units and to externally score and
          Management) (What)         based on N MSBA for possible                                                                                  discuss Unit Assessments as a team. T4
                                     extended day math RtI                           RtI                                                           7. Utilize Technology support 20/minutes per week
                                                                                                                                                   Destinations Math time in Computer Lab
                                                                                     SPED                                                          8. Explore various uses of technology in math
                                     SPED                                            Small group instruction based on DNA data                     instruction (Mimeos, In Focus, etc.)
                                     Pre-teach Investigation unit in small           (2-230) based on NMSBA standards and
                                                                                                                                                   9. Pilot 10/minute per day Math Vocabulary
                                     groups (2-230) based on NMSBA                   benchmark scores
                                                                                                                                                   instruction emphasizing both fluency and
                                     scores                                          K-2 and 3-5
                                                                                                                                                   comprehension utilizing technology
                                                                                     Utilize Investigation curriculum based on:                    RtI
                                     K-2 and 3-5                                       NMSBA Scores and/or                                         Study ways to provide small group instruction during
                                                                                         Determination of IEP teams                                the Math Block (Guided Math) & focus on Math in
                                     Replacement Core based on:                                                                                    After School Program
                                        NMSBA scores and/or                          ELL                                                           SPED
                                        Determination of IEP teams                   Utilize ELL strategies embedded in                            Small group instruction based on DNA data (2:00-230) based
                                                                                     Investigations curriculum. Assess students in                 on NMSBA standards and benchmark scores
                                                                                     nativ e language.                                             K-2 and 3-5
                                     ELL                                                                                                           Utilize Inv estigation curric ulum based on:
                                     Utilize ELL strategies embedded in                                                                               NMSBA Scores and/or
                                     Investigations curriculum. Assess                                                                                 Determination of IEP teams
                                                                                                                                                   ELL
                                     students in native language.                                                                                  Utilize ELL strategies embedded in Investigations curric ulum.
                                                                                                                                                   Assess students in nativ e language.
                                                                                                                                                   SIOP
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                               ALL- All Staff                        ALL- All Staff                         ALL- All Staff

                               SPED- Sped Staff and Administration   SPED- Sped Staff and Administration    SPED- Sped Staff and Administration
       Person(s) Responsible
Plan




                               ELL- ELL Staff and Administration     ELL- ELL Staff and Administration      ELL- ELL Staff and Administration
       for carrying out Plan
                               MAT- Math Advisory Team               MAT- Math Advisory Team                MAT- Math Advisory Team and PDT



                               Investigations curriculum             ALL                                    ALL-SPED-ELL
                               Manipulatives K-5                     Investigations curriculum               Investigations curriculum K-5
                                                                     Manipulatives K-5                       New Mexico Standards &
                               MAT will be available to model                                                   Benchmarks
                               and share strategies with their       ALL staff will be available to model    Investigations Vocabulary Power
                               grade level.                          and share strategies with grade            Points, by grade level and Unit
                                                                     levels and receive feedback.            ALL staff will be available to
                               Destinations Math                                                                model and share strategies with
        Resources Available                                          Destinations Math                          grade levels and receive
Plan




              (4.5,4.6,4.7)                                              District Benchmark                    feedback.
                                                                            Assessments                      Investigation Unit Study Guides
                                                                         Assessment Rubrics for             Destinations Math
                                                                            Investigation Units              Assessment Rubrics for
                                                                                                                Investigation Units
                                                                     SPED                                    Highland Developed Math Look
                                                                     Investigations Curriculum based on         Fors
                                                                     IEP                                     Investigations Curriculum based
                                                                                                                on IEP
                               ALL                                   ALL                                    ALL-SPED-ELL T4
                                        District Formative          Sub days to plan and implement            Sub days and Extra Hours
                                         Assessments                 Investigations units and lessons.            agreem ents to plan and
                                        Assessment Rubrics for         About 36 Full day subs                    implement Investigations units
                                         Investigation Unit                                                       and lessons.
Plan




         Resources Needed                                                                                      Technology (mimeos &
                               SPED                                                                               document readers)
                               Core Replacement                                                             RtI
                                                                                                               Math materials/program to be
                                                                                                                  used in Aft er school Program




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                                         MAT/PDT will lead Numeracy PLCs               MAT/PDT will lead Numeracy PLCs                   MAT/PDT will lead Numeracy PLCs & day-long
                                         2x/month. Topics to include:                  2x/month. Topics to include:                      Math Days on Unit Study Guides (before Unit)
                                           *Big Ideas                                     *Big Ideas                                     and Unit Assessments (during/after Units).
                                           *Lesson Sequence: Launch, Explore,             *Lesson Sequence: Launch, Explore,             Topics to include: ( T4 & T8)
                                               And Summarize/Reflect                          And Summarize/Reflect                        External Scoring of Unit Assessments to
                                           *Teacher Reflection                            *Teacher Reflection                                  address differentiation (mid Unit) and to
                                           *Student Centered Instruction                  *Teacher Observation Reflection and                  analyze the effectiveness of curriculum
                                           *Four Square                                Feedback- plans developed by grade level. First         and instruction (End of Unit)
                                           *Increase Teacher Mathematical              observations due by Feb 26.                         Grades K-5 U tilizing SBA Breakdown to
             Professional                      Knowledge                                  *Student Centered Instruction                        plan instruction and professional
            Developm ent                    *Use End of Unit Pre Assessment to plan       *Four Square/ACE                                     development
       (provide date, content                  by design.                                 *Increase Teacher Mathematical
       and trainer scheduled                                                                  Knowledge- by planning together.            MAT team w ill deter mine next steps based on
Plan




         for this strategy or            Grades K-5 U tilizing SBA Breakdown to plan     MAT team w ill deter mine next steps based      unit assessments and team planning.
              associated                 instruction and professional development            on district benchmark assessments and
        activities)(1.6,1.10,2.1,                                                            post unit assessments
       2.4,2.5,2.6,2.7, Faculty /Staff   K-5 Teachers will be afforded the                                                               K-5 Teachers will be afforded the oppor tunity to
            Stakeholder Focus)           opportunity to meet with their                Grades K-5 U tilizing SBA Breakdown to plan       meet w ith their grade level for one full day to
                                         grade level for one full day to plan          instruction and professional development          plan for instruction, review/discuss lessons, and
                                         for instruction and review/discuss                                                              to review videotaped lessons (4xs/year)
                                         lesson to review video taped                  K-5 Teachers will be afforded the
                                         lesson (3xs/year)                             opportunity to meet with their grade
                                                                                       level for one full day to plan for
                                                                                       instruction and review/discuss lesson
                                                                                       to review video taped lesson
                                                                                       (3xs/ year)

                                             Investigations Family Letter will            Investigations Family Letter will                Investigations Family Letter will be sent
                                               be sent home at the                           be sent home at the beginning                     home at the beginning of each unit
                                               beginning of each unit                        of each unit                                    Primary and Inter mediate
                                             Grade Level Numeracy Event                   Grade Level Numeracy Event                         Literacy/Numeracy event to model
                                               (one/year)                                    (one/year)                                        integration of SS & Science example-
       Parent and Community                                                                                                                    Mathematical Wizard of Oz -Primary
Plan




       Involvement (3.1,3.2,3.3)                                                                                                               Mission Possible-(spy theme) Inter mediate
                                                                                                                                             Provide parents websites to access
                                                                                                                                               mathematical information and student
                                                                                                                                               practice
                                                                                                                                             Provide parents with Investigations
                                                                                                                                               Handbooks




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                                                                                                                                    MAT Math Advisory Team (T2)
                                     MAT Math Advisory Team                        MAT Math Advisory Team                           1) School w ide Non-negotiables:
                                     1) Identify goals to provide school-wide      1) School w ide Non-negotiables:                   1 ½ Hour Math Block
                                     direction and Non-negotiables:                  One Hour Math Block                             Day-long Grade Level planning
                                                                                     Investigations Curriculum-                      Investigations Curriculum- Highland Math
                                         One Hour Math Block                           Launch/Explore/Summarize                         Look Fors
                                         Math Routines/Ten Minute Math              Math Routines/Ten Minute Math                   Math Routines/Ten Minute Math
                                         Consistent use of Four Square              Consistent use of Four Square/ACE               Consistent use of ACE
                                                                                                                                      Grade level pacing of Units in order to give
                                     2) Numeracy PLCs to address:                  2) Numeracy PLCs to address:                          Assessments together and to complete all
                                       Teaching session Big Ideas (end results)     Teaching session Big Ideas (end results)           Investigations Units
                                       Use End of Unit Pre Assessment to plan       Grades K-5 U tilizing SBA Breakdown to          External scoring of Investigations
       Identify the teaching               by design.                                   plan instruction and professional                Assessments by grade level using Unit
      sequence or activity to          Grades K-5 U tilizing SBA Breakdown to          development                                      Rubrics
Do




        implement strategy                plan instruction and professional          Student Centered Instruction-                   Unit Rubrics turned in by grade level reps
        (1.9,2.1,2.8,2.12, Process
          Management) (How)               development                                   Highland Investigations Math Look Fors
                                       Student Centered Instruction                 Identify and address gaps in Investigations   2) Numeracy PLCs to address:
                                                                                        and Grade Level Standards and                 Investigations Unit Study Guides for
                                     3) Develop Observation “Look Fors” and             Benchmarks                                       planning
                                     provide Professional Development for:                                                            Grades K-5 U tilizing SBA Breakdown to
                                       Lesson Sequence: Launch, Explore,                                                                plan instruction and professional
                                            And Summarize/Reflect                                                                        development
                                                                                                                                      Standards-Based Learning Environments
                                                                                                                                      Highland Investigations Math Look Fors
                                                                                                                                      Identify and address gaps in Investigations
                                                                                                                                         and Grade Level Standards and
                                                                                                                                         Benchmarks




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2008-2009 EPSS
                                            Undetermined- Developed
                                            standardized End of Unit rubrics in   District Benchmark Assessm ents
                                            order to collect data                 indicated students overall
                                                                                  proficiency-EOY
                                            District Benchmark Assessm ents       K- 17%
                                            indicated students overall            1st -56%
                                            proficiency- MOY                      2nd- 36%
                                            K- 43%                                3rd-26%
                                            1st - 18%                             4t h- 25%
                                            2nd- 10%                              5t h- 28%
                                            3rd- 3%
                                            4t h- 36%                             After examining at the MOY and
           State and Compare the            5t h- 6.5%                            EOY Math scores we noticed:
           results with the target                                                     Grades 3-5 MOY, 4t h grade
Study




            goal (4.3, Measurement,            Unit 4 questions will be                  scores much higher and
             Analysis and knowledge
                 management)                     assessed again after Unit 4 is           was the only grade that
                  (How much)                     taught.                                  finished Units 1-4, at EOY
                                               Questions will be used to re-             there was no difference in
                                                 teach/reviewed skills not                scores 3-5 and all grade
                                                 learned                                  levels did not finish Units 8-9
                                                                                       For this reason, we will
                                                                                          develop a pacing schedule
                                                                                          so Investigations instruction
                                                                                          next year: Unit 4 is finished 1st
                                                                                          semester and Unit 9 (7 for
                                                                                          Kinder) is finished 2nd
                                                                                          semester.


            If target met, change              Data on End-of Unit                  Collected End-of-Unit Post
               target and chose                 Assessments (Pre- and Post-)          Assessment Rubrics from Units 4-7
Act/Plan




           another benchm ark; if               will be collected to study and        to use as benchmark proficiency
           not revise lesson plans              analyz e progress and                 scores for SY 2009-2010
                  and reteach                   determine next steps
           (1.7,2.11,3.5,4.3,4.4, Process
                   Management)




DEFINITIONS:
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Data analysis: The process where all available data (NMSBA results, short cycle assessment results, teacher made assessments, demographic data, etc.) are
reviewed to determine the target group of students and the specific needs of those target students that demonstrate less than proficient academic skills and
knowledge.
Instructional Strategy: the plan of action designed to intentionally teach students the necessary skills and knowledge they need to be academically proficient
Intensive Intervention: The program, practice or activity that is chosen as the tool to provide the actual standards based content or skill needed by the students
to be successful academically. This program, practice or activity is beyond what is already provided to all students in the r egular core curriculum.
Target Goal: A target goal that identifies the specific group of students who must demonstrate academic gain.

STRATEGIC PLANNING CRITERIA:
   1. The school’s EPSS planning process focuses on continually improving school performance to enhance learning for all students.
   2. The district/school has specific student learning goals that are consistent with the mission, beliefs, and core values; are a ppropriate in terms of rigor and
      equity; meet student needs; and are aligned with state and federal mandates and standards where applicable.
   3. The district/school EPSS planning process:
       Involves representative stakeholders from the district/school;
       Includes an analysis of student and stakeholder needs, demographics, and current performance levels;
       Identifies a challenging set of goals and measures that focus on enhanced learning for all students;
       Develops a continuous improvement approach that identifies the changes that will be made so that growth in student performanc e can be
          documented and replicated;
       Facilitates alignment of department level and classroom level improvement plans, including transitions across grade levels;
       Provides systematic assessment designed to document student performance and growth toward district/school goals;
       Identifies strategies, interventions, and action plans;
       Provides internal analysis of the system; and
   4. There is a designated district/school level EPSS steering co mmittee that is responsible for initiating, planning, and co ordin ating improvement efforts.
   5. Budget priorities are based upon an assessment of human and fiscal resources needed to accomplish the mission, goals, and EPSS plan.
   6. Leaders use the analysis of student performance results: short cycle assessments, standardized tests, CRT, etc.
   7. Leaders consider the strength and weakness of faculty and staff, competitive environment, educational reform, and technological inno vations when
      establishing the priorities for the school.
   8. The district/school conducts staff development activities to support the district/school’s EPSS.


REQ UIREMENTS FOR D ISTRICT EPSS:
    1.   The district EPSS must be revised to emphasize priorities that address student learning needs. The desired result of the rev ision is to develop a single,
         comprehensive EPSS that synthesizes information from the several existing plans reflective of the district’s instructional priorities (the current EPSS, the
         corrective action plan, the five year action plan, district wide Title I plan, etc.) and includes the major goals and/or refe rences to the documents that deal
         with non-instructional district priorities (such as the safety plan, parent and community involvement plan and others). Alignment, clarity an d simplicity
         should be the aims of this complex undertaking. Input from stakeholders is a necessary aspect of the revision process . The district’s EPSS goals must
         align, but are not limited to, the district’s EPSS target areas.
    2.   The district must provide professional development activities designed to initiate/expand the utilization of a systems approa ch to continuous district
         improvement as evidenced in the EPSS. In addition, professional development should reflect an emphasis on the use of data to infor m instruction.

    3.   The district is required to fully implement the use of short cycle assessments in order to assess student progress toward EPSS academic goals and
         provide the basis for adjusting instruction/programs prior to receiving the results of the end -of-the-year New Mexico criterion references test (NMSBA).

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2008-2009 EPSS
   4. The district must maintain and analyze all basic and comparative data to drive district performance, with an emphasis on selection, management,
       analysis, and the use of information as the basis for decisions and improvement.
   5. The district plan is an overall view of district initiated actions that affect the district as a whole, as a district wide adoption of a strategy as tutoring,
       summer school, etc.
   6. The district’s EPSS must articulate new initiatives for the district year, align across the systems to support the strategy a nd the goals that comply with the
       following criteria:
             student centered,
             supports student academic progress,
             measurable using a data baseline,
             data evidences by a standardized assessment,
             assessed regularly for progress of implementation,
             supported by an articulated strategy/activity, and
             a collaborative effort with stakeholders participating in the develop ment.




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