Action Plan Example – 7th Grade Math Goals



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Action Plan Example – 7th Grade Math Goals

The example below shows how the same action plan can be used for each of two goals that are closely aligned.



Student Learning: At least 90% of seventh grade students will demonstrate at least 2% progress toward reaching mastery (80%) on their overall ANet Math scores within each instructional cycle as measured by ANet #1-2-3-4. This will contribute to the school goal of reaching 58 CPI on the end-of-year MCAS Math.

Professional Practice: I will assess students using a wide range of formal/informal assessments including at least three of the following each week: homework, teacher-made quizzes, TERC assessments, end of unit assessments, observation, reflections and/or conversations with students. I will use the results of these assessments to develop and modify small group, whole group and one-on-one instruction to meet the needs of individual students.

Standard I, Indicator C. Analysis


Student Learning Goal: 90% of seventh grade students will demonstrate at least 2% progress toward reaching mastery (80%) on their overall ANet Math scores within each instructional cycle as measured by ANet #1-2-3-4. This will contribute to the school goal of reaching 58 CPI on the end-of-year MCAS Math.

Action Text:

Supports/ Resources:

Timeline (or) Frequency:

1. Work with colleagues and ANet coach to identify and prioritize skills on each ANet assessment.

Math teacher colleagues, ANet coach

Prioritize skills by the end of September, revisit once per instructional cycle.

2. Create & deliver lessons to teach, activities to practice, and systematic ways to review these skills.

Math teacher colleagues, TERC curriculum, BPS curricular materials

Daily

3. Give homework assignments, reflection activities, quizzes, and end-of-unit assessments that measure student skills and understandings.

Math teacher colleagues, TERC curriculum, BPS curricular materials

Daily

4. Record and analyze student score on assignments, quizzes, and tests. Record observations of each student, focusing on a specific group each week based on recent performance.

Excel spreadsheets

Weekly

5. Provide targeted review and intervention for students in whole-group, small group, and one-on-one settings depending on the percent of the class not demonstrating mastery of a prioritized skill.

Framework developed w/ 7th gr team to determine appropriate levels of intervention, re-teach materials created w/ math teacher colleagues

Weekly



Professional Practice Goal:

I will assess students using a wide range of formal/informal assessments including at least three of the following each week: homework, teacher-made quizzes, TERC assessments, end of unit assessments, observation, reflections and/or conversations with students. I will use the results of these assessments to to develop and modify small group, whole group and one-on-one instruction to meet the needs of individual students.



Standard I, Indicator C. Analysis


Action Text:

Supports/Resources:


Timeline (or) Frequency:

1. Work with colleagues and ANet coach to identify and prioritize skills on each ANet assessment.

Math teacher colleagues, ANet coach

Prioritize skills by the end of September, revisit once per instructional cycle.

2. Create & deliver lessons to teach, activities to practice, and systematic ways to review these skills.

Math teacher colleagues, TERC curriculum, BPS curricular materials

Daily

3. Give homework assignments, reflection activities, quizzes, and end-of-unit assessments that measure student skills and understandings.

Math teacher colleagues, TERC curriculum, BPS curricular materials

Daily

4. Record and analyze student score on assignments, quizzes, and tests. Record observations of each student, focusing on a specific group each week based on recent performance.

Excel spreadsheets

Weekly

5. Provide targeted review and intervention for students in whole-group, small group, and one-on-one settings depending on the percent of the class not demonstrating mastery of a prioritized skill.

Framework developed w/ 7th gr team to determine appropriate levels of intervention, re-teach materials created w/ math teacher colleagues

Weekly

Action Plan Example – Elementary Literacy Goals

The example below shows how the same action plan can be used for each of two goals that are closely aligned.



Student Learning: Based on the fact that 60% of my students currently score 0 on the Practice MCAS Open Response rubric and the remaining 40% score 1, my goal is that by January 2013, 50% of that same group will improve by 2 points on the same assessment and that by May 2013, 90% will score a 3 or higher. I will measure progress toward these goals through biweekly assessments.
Professional Practice: To achieve this goal, I will provide students with literacy instruction that includes writing opportunities on a daily basis, including skill-directed literacy centers, daily whole and small group, and one-on-one instruction. I will monitor my literacy instruction by tracking the type and frequency of work students do, and collecting a sample of the feedback that I provide.

Standard I, Indicator A. Curriculum & Planning

Student Learning Goal: Based on the fact that 60% of my students currently score 0 on the Practice MCAS Open Response rubric and the remaining 40% score 1, my goal is that by January 2013, 50% of that same group will improve by 2 points on the same assessment and that by May 2013, 90% will score a 3 or higher. I will measure progress toward these goals through biweekly assessments.

Action Text:

Supports/ Resources:

Timeline (or) Frequency:

1. Work with colleagues to share resources and plan instruction based on the literacy program Reading Street/Reach


Team colleagues, curricular materials

Weekly

2. Explicitly model the components of a high quality open response and build opportunities to practice these into class at least once per week, in addition to daily writing activities

Exemplars and strategies developed with colleagues,

Daily writing, Weekly formal open response

3. Provide students with explicit feedback on their open responses and have them revise their work. Give student opportunities to read and revise each other’s work.

Skillful Teacher Chpt. 19 Assessment, colleagues to give input

Weekly

4. Monitor student progress and adjust literacy instructional groups as needed

Excel spreadsheets

Weekly

5. Provide targeted review and intervention for students in whole-group, small group, and one-on-one settings depending on the percent of the class struggling to demonstrate improvement.

Framework developed w/ team to determine appropriate levels of intervention, re-teach materials

Weekly




Professional Practice Goal:

To achieve this goal, I will provide students with literacy instruction that includes writing opportunities on a daily basis, including skill-directed literacy centers, daily whole and small group, and one-on-one instruction. I will monitor my literacy instruction by tracking the type and frequency of work students do, and collecting a sample of the feedback that I provide.



Standard I, Indicator A. Curriculum & Planning


Action Text:

Supports/Resources:


Timeline (or) Frequency:

1. Work with colleagues to share resources and plan instruction based on the literacy program Reading Street/Reach


Team colleagues, curricular materials

Weekly

2. Explicitly model the components of a high quality open response and build opportunities to practice these into class at least once per week, in addition to daily writing activities

Exemplars and strategies developed with colleagues,

Daily writing, Weekly formal open response

3. Provide students with explicit feedback on their open responses and have them revise their work. Give student opportunities to read and revise each other’s work.

Skillful Teacher Chpt. 19 Assessment, colleagues to give input

Weekly

4. Monitor student progress and adjust literacy instructional groups as needed

Excel spreadsheets

Weekly

5. Provide targeted review and intervention for students in whole-group, small group, and one-on-one settings depending on the percent of the class struggling to demonstrate improvement.

Framework developed w/ team to determine appropriate levels of intervention, re-teach materials

Weekly

Action Plan Example – High School Science Goal




Professional Practice Goal: In order to improve my ability to teach argumentation in science as it relates to Elements I-A-1. Subject Matter Knowledge, II-A-1. Quality of Effort and Work, and II-A-3. Meeting Diverse Needs, I will embed the language and practices of argumentation within each unit of science instruction during the academic year. I will measure my progress toward these goals with evidence presented in lesson plans and during classroom instruction.

Standard I, Indicator A. Curriculum & Planning

Standard II, Indicator A. Instruction

Standard III, Indicator A. Engagement


Action Text:

Supports/Resources:


Timeline (or) Frequency:

  1. Design objectives and instructional activities for each unit that support argumentation through reading, writing, speaking and listening in science

Science Coaches


Once per unit

  1. Develop lesson plans that incorporate varieties of tasks requiring reading of appropriately complex informational texts and authentic observation and experimentation.

Librarian, Science Coaches

Weekly

  1. Provide opportunities in each unit that require students to gather data through authentic science observation and experimentation to be used as evidence to build arguments, as well as the use of informational texts to strengthen and support first-hand data

District unit plans, science coaches,

N times per unit

  1. Teach the CER/R framework and administer the CWA prompts for each unit.




Attend district PD offering on teaching the CER/R framework

Attend PD once

administer CWA writing prompts 2x per month

use CWA rubric in grading all written assignments


  1. Incorporate literacy development strategies in science.

Attend PD opportunity on literacy in content areas

once



Action Plan Example: High School Guidance Counselor Goal

Student Learning Goal: Based on the fact that 60% of the 2012 senior class submitted a complete application for a college or post-secondary program, 80% of the 2013 senior class students will have submitted a complete application for a college or post-secondary program by the end of January 2013 and 100% will have done so by the end of April 2013.





Action Text:

Supports/ Resources:

Timeline (or) Frequency:

1. Conduct career interest surveys of students to collect information on their hopes and plans for after graduation.

Homeroom teachers


By Oct 1

2. Meet with each senior in small groups to map out plans based on survey response and academic qualifications.

Homeroom teachers


By Nov 15

3. Provide differentiated support for students based on post-secondary plans

Group 1: 4 year college – Application, FAFSA support

Group 2: community college - Application, FAFSA support

Group 3: no college plans – Partners (Collegebound, Jumpstart, Bunker Hill Community College)

Group 4: at risk of not graduating


Teachers to help with essays; partners like Collegebound, Jumpstart, Bunker Hill; resources like fafsa.ed.gov


Groups 1 & 4: plans developed by Dec 1; Groups 2 & 3: plans developed by Jan 15

4. Form a focus group for students from groups 3 & 4 to discuss aspirations and concrete options

Time & space to meet



Form by Thanksgiving, meet weekly

5. Provide opportunities and interventions for groups 3 & 4, including:

-pulling students from classes to work on essays & aid applications

-trips to BHCC to take a tour / hand in application

-following up with students individually throughout the winter & spring




Partners, teachers


Monthly


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