School Improvement Action Plan
Cassingham Elementary - Math Committee 11/6/2012
Aim: Students will improve math performance in line with Common Core expectations.
Supporting Goals:
Supporting Evidence:
1. Students will work to a newly-developed
rubric for assessing extended responses on
math problems.
1. Improved performance on extended
response questions in the Ohio
Achievement Assessment scores.
2. All students will leave Cassingham with
documented proof of basic math fact mastery.
2. Evidence will accumulate in the
white student binder.
3. Every teacher will receive professional
development designed to help understand and
implement the CCSS standards effectively.
3a. Immediate: documentation of PD.
3b. Future: performance results on new
PAARC tests.
4. All students will have access to
differentiated math instruction.
4a. Each teacher and grade level will
be able to provide evidence of
differentiated instruction.
4b. A defined and working RtI model for
math will be implemented by 2013/14.
V-Drive > Cassingham > Building Math Committee
SUB-COMMITTEE TASKS
Committee Members:
1. Extended Response Rubric
Working Goal: Research and develop a 4-point rubric that defines a model extended math
problem response.
Actions:
a. Define “extended response”.
b. Identify components of a benchmark / standard extended response to a math problem.
c. Develop a rubric/s that can be trialed.
Follow-up:
SUB-COMMITTEE TASKS
Committee Members:
2. Basic Math Fact Mastery
Working Goal: Put in place supports for students, teachers, and parents that will help all
students achieve basic math fact mastery by the time they leave Cassingham.
Actions:
a. Define “basic math fact mastery.”
b. Write up a short policy statement outlining what is expected from each teacher/grade in
Cassingham in terms of helping students achieve basic math fact mastery.
c. Develop a page of resources for teachers, students, and parents to draw on to help achieve
mastery.
d. Organize an actual on-line and/or physical “toolbox” that teachers can quickly access for help.
Follow-up:
SUB-COMMITTEE TASKS
Committee Members:
3. Professional Development for Math
Working Goal: Organize professional development opportunities related to the Common Core
math standards for every teacher prior to the start of the 2012/13 academic year.
Actions:
a. Identify areas of math practice, especially those associated with implementing the
Common Core State Standards, in which Cassingham teachers could benefit from professional
development.
b. Identify possible sources of professional development.
Follow-up:
SUB-COMMITTEE TASKS
Committee Members:
4a. Differentiated Math Instruction
Working Goal: Put in place a support system that consistently enables every student to receive
math instruction that meets their needs.
Objective 1: Create a Differentiation “Toolbox” for teachers.
Actions:
a. Define “differentiation.”
b. Document the efforts already being undertaken in Cassingham to differentiate
for our students.
c. Organize a “toolbox” (on-line and/or physical) that teachers can regularly
contribute to, and access for ideas.
Follow-up:
SUB-COMMITTEE TASKS
Committee Members:
4b. Differentiated Math Instruction
Working Goal: Put in place a support system that consistently enables every student to receive
math instruction that meets their needs.
Objective 2: Define and propose a working RtI model for math instruction that
can be implemented by 2013/14.
Action: Envision what an RtI model for math would look like in Cassingham.
a. Define broad statements that would define 4 performance bands: above grade-level, at grade-level, can meet grade-level
with assistance, has substantial difficulty meeting grade level performance. (Feel free to tweak!)
b. Discuss how a teacher could/should think about this model when planning and delivering instruction.
c. Discuss when a teacher should expect to receive external support.
d. Dream up a model that could accommodate all four levels of learner.
e. Document the resources that would be needed to adequately serve Bands 4, 2, and 1.
Follow-up: