Iowa Support System for Schools and Districts in Need of Assistance
Title I Schools in Need of Assistance (SINA) Action Plan for the Academic Years: 2009-2010 – 2010-2011
District: Westlake Community Schools Building: Westlake Middle School Draft Date: October 30, 2009
Area of Identification: Math
Year of Identification: Year 1
Reading/Math
(Year 1, 2, 3, 4, 5, 5+)
Building Contact: Susan Jorgensen, Principal E-mail/Phone: sjorgensen@wlcsd.k12.ia.us, 515.555.5678
Building Principal
E-mail address and phone number of principal
Building Address: 5678 Beach Lane, Westlake, IA 12345
Street
City
State/Zip
Please check (√ ) all that apply; these are required to meet federal expectations:
 Actions for Reading
√ Actions for Math
√ Actions for Parent
Engagement
√ Actions for
√ Mentoring of New
and Experienced
Teachers
√ Actions for
Evaluability of Plan
√ Choice
 Choice and Supplemental
Educational Services
 Corrective Action
 Planning for Restructuring
 Restructuring
 “In Delay” Status
√ Letter of Notification Attached
√ 10% Allocation of
Title I Dollars
√ One-Year Budget
√ Evidence-Based
Research
√ Evidence of Outside
Technical Assistance
(e.g., Iowa Support
Team)
√ Reasons for Lack of
Success in Past
√ Peer Review
 Elementary
√ Middle School
 High School
District LongRange CSIP Goal
for Identified Area: All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school.
Persons writing the Contact Person: James Kelley, Westlake Curriculum Coordinator
plan
Building Leadership Team Members: Susan Jorgensen, Building Principal; Kerry Whitfield, District Math
(* while not required
by law, best practice
would include parent
involvement)
Specialist; Stacy Munoz, Grade 8 math teacher; Brad Thomas, Grade 7 math teacher; Kelly Woods,
Grade 6 math teacher; John Monroe, teacher of special education; Rick Gronlund, AEA School
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Iowa Support System for Schools and Districts in Need of Assistance
Improvement consultant and Support Team Lead; Kevin Williams, AEA building representative; Carol
Bogdonavich, math expert; Pat Hirsh, parent; and others as necessary
Diagnosis
Summary:
CCQ 1. What do
data tell us about
student learning
needs?
Building Goal
Statement for
SINA to support
prioritized learning
needs
This area should include information about why previous interventions were unsuccessful as well as our
learnings from other data:
As a result of the audit and diagnosis processes, the following data sources/points were organized and
analyzed:
1. ITBS: Grades 5-8 showed deficits in area of mathematics, particularly in the areas of multistep math problems, estimation methods, and interpreting data from graphs and charts for all
students. Students as a whole are strong in computation. Subgroups that were of particular
concern in the identified areas were Low SES, African-American, Hispanic, and special education
students. In addition, trend data over the past 4 years indicated that mathematics scores were
maintaining, not increasing among all students.
2. ICAM: Grade 8 showed deficits in the area of multi-step math problems. These data validate
the general analysis of ITBS results.
3. Alignment of standards/benchmarks with instruction and assessments: There appears to be no
district/building/ grade-level assessments (i.e., formative, summative) aligned with the math
standards and benchmarks, nor is there a mapping of the curriculum with the standards and
benchmarks to assure that the students are provided the necessary instruction to achieve the
standards and benchmarks for their grade level.
4. Professional Development: There has been no focused professional development of the
instructors of mathematics for the past 10 years. Individual teachers have participated in
various math workshops and classes, but there has been no follow-through nor support for
implementation of the new learning, nor articulation across grade levels.
5. Parent Involvement: There has been no focus on providing parents information on how they can
support learning of mathematics at home.
By the end of the 2011-2012 school year, 80% of students at grades 6, 7, and 8 will be performing at
the proficient level and above in mathematics as measured by the mathematics assessment of ITBS
using the national norms and with 95% participation. Identified subgroups’ achievement will be
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Iowa Support System for Schools and Districts in Need of Assistance
proportionately higher each year as well.
Indicators of
Progress:
CCQ 3: How
will/do we know
student learning
has changed?
Summative Evaluation Question(s)
with Indicators of Progress and Measurement Tools
for Summative Data Indicating Student
Achievement of District Goal(s)
 What percent of students at grades 6, 7, and 8 are
performing at the proficient level and above in
mathematics?
 The percentage of students who score at the proficient level
or above (41st percentile or above using national norms) on
the ITBS Mathematics Test. (ITBS Scores)
 The proportional increase of identified sub-groups (i.e., Low
SES, African-American, Hispanic, special education students)
proficient in mathematics. (AYP Trajectory)
 The percentage of sixth, seventh, and eighth grade students
who participated in the ITBS Test of Mathematics.
(Participation)
 The percentage of students who score at the proficient level
or above on the Westlake Middle School Math Assessment.
(Middle School Criterion-Referenced Math Assessment
Scores)
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Formative Data Questions
Aligned
to Summative Evaluation
Question(s)
with Indicators of Progress and
Measurement Tools for Formative Data
Indicating Progress toward District Goal(s).
 What percent of students at grades 6,
7, and 8 are performing at the
proficient level and above on formative
assessments for mathematics?
 The periodic individual student scores;
the percentage of students proficient.
(Middle School Formative Math
Assessment Scores)
 Individual student scores on
unit/chapter tests. (Teacher-developed
Assessment Scores)
 Summary of teacher observations of
individuals and groups of students.
(Anecdotal Records)
 Percentage of students proficient.
(LtoJ Progress Monitoring Charts)
 Individual student scores. (Measurement
of Academic Progress Scores)
 Individual student scores; percentage of
students proficient. (ALEKS Scores)
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Scientifically
Based Research
Source (SBR)
(Be sure to cite the
specific research
aligned to areas of
concern.)
Content for the
professional
development
identified through
research:
CCQ 2. What will
be done to meet
student learning
needs?
Strategies and implementation methods included in the action plan are based on the research identified
in the Iowa Content Network and other resources from the National Council of Teachers of Math
(NCTM) and the Iowa Department of Education’s Every Student Counts. The content of the
professional development was selected to directly impact student achievement (proximal) in
mathematics. The MAPPS content of the professional development for parents is based on the research
at the University of Arizona.
Based upon the results of the audit and diagnosis processes, the building leadership team completed the
research to determine the strategies and programs to impact student needs in mathematics.
o The teachers will map their teaching to align with the standards and benchmarks and articulate
across grade levels.
o In addition, formative and summative assessments will be developed that align with the standards
and benchmarks as well as the instruction.
o The math teachers will study and implement strategies and tools that focus on developing their
students’ skills in multi-step problem solving and interpreting data using charts and graphs. Time
will be allocated for the mentoring of all teachers, including the state-mandated mentoring and
induction program for new teachers, and peer coaching, collaboration, and looking at student work
for both new and experienced teachers.
o Once developed, formative assessments will be administered and analyzed to monitor progress,
with a focus on multi-step problem solving and interpretation of data using charts and graphs.
The formative and summative data will also assist in identifying additional student needs as well
as informing decisions regarding the professional development of the teachers.
o Each unit taught by the math teachers will have included opportunities for parents to assist in
the learning of mathematics at home, especially in the areas of problem solving and
interpretation of data using charts and graphs.
o Parents will have the opportunity to participate in MAPPS workshops, focused on problem solving
and interpretation of data using charts and graphs.
o All teachers in the building will make math connections with their content, especially in the areas
of problem solving and interpretation of data using charts and graphs.
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o 10% of regularly allocated Title I funds were withheld to support the articulated professional
development.
Peer Review
Process
All four bulleted
items must be
completed.
(* Best practices
include parent
involvement)
Implementation:
How will the
goal be
achieved?
CC2f. What
actions/ activities
will we use to
address prioritized
needs, established
goals, and any gaps
between current
and research-based
practice?
 Date Planned for Peer Review: October 10, 2009
 Schools/AEA/Individuals Involved in Peer Review: Building Leadership Team, including parents and
members of Iowa Support Team; building leadership team of Hills Middle School.
 Process for Peer Review: Configuration Map for Design during development of the plan and in
preparation of the review; Tuning Protocol as the process for the peer review
 Date Peer Review Actually Completed: October 10, 2009, with revision of action plan on October 15.
Changes/Impact on Stakeholders (e.g.,
Students, Teachers, Administrators, Parents,
and Other Stakeholders)
Identification of changes:
1. Knowledge
2. Skills
3. Attitudes
4. Aspirations
5. Behaviors.
Data Collected to Inform Change
How will we collect the information about
the change (e.g., tests, surveys, focus
groups, interviews, logs, observations,
rating scales)? What data sources/points
would best answer our formative and
summative questions?
Note: Where appropriate, include description
of mentoring and or collaborative (e.g., peer
coaching) activities for both new and
experienced teachers.
Alignment and
Responsibilities
1. Iowa Professional
Development
Model Component
2. Person(s)
Responsible
3. Time (when and
how much)
4. Resources
The data collected
from stakeholders
and decisions made
help continually
monitor, adjust, and
evaluate key actions
and activities and the
overall plan. How
have we measured or
depicted change in
the information
collected (e.g.
describing, counting,
clustering,
comparing, trends,
patterns)?
Alignment and
Responsibilities
Monitoring &
Adjustment
Include description
of parent
involvement in each
action step or as a
separate action as
appropriate.
Changes/Impact on Stakeholders
Design: Mathematics Action Plan of Westlake Middle School
Data Collected to Inform Change
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Monitoring and
Adjustment
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Action #1:
Notification of
Parents and
Community
 Activity:
Letter of
notification
following
guidelines
provided by
Iowa
Department
of Education
 Activity:
Informational
meetings with
parents
regarding
choice.
 Activity:
Press release
developed and
distributed to
newspaper
 Activity:
Interviews
held with local
television and
radio stations
Parent: Use information provided to
make decision regarding choice.
Number of students whose parents
received letter.
Number of parents selecting choice
out of /in building.
Community: Increased awareness of the
identification and steps of the planning
process to meet the students’ needs
Design: Mathematics Action Plan of Westlake Middle School
Copies of press releases and
radio/television interview dates and
times.
©2009
 Principal: Letter
of notification
following
guidelines
provided by Iowa
Department of
Education
Letter sent to
parents on August
15 (see
attachment); 5
students opted to
move to Hills MS
and 520 chose to
remain at
Westlake.
 Principal:
Informational
meetings with
parents
regarding choice
 Principal: press
release and
interviews with
radio and
television
stations
3 large-group
opportunities
provided on
August 22;
meetings
especially for ELL
parents and
parents new to
building were held
on August 23;
individual meetings
held with 10
families with 5
students moving to
Hills MS and 520
remaining at
Westlake.
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Principal also held
television and
radio interviews
during week of
August 22.
Changes/Impact on Stakeholders
Data Collected to Inform Change
Alignment and
Responsibilities
Monitoring &
Adjustment
Date of
Presentation to
Building Leadership
Team: September
25
Audit team led
review of audit
profile on
September 25, as
planned.
Action # 2:
Audit, Diagnosis,
and Design
 Activity:
Completion of
Audit
Building Leadership Team: increased
knowledge of “current reality” based on
review of Audit Profile provided by Iowa
Support Team
Completed Audit Profile
 Activity:
Completion of
Diagnosis
Building Leadership Team: Increased
understanding of areas of concern and
the gap with the desired state through
completion of diagnosis on those areas,
including prioritization based on “if . . .
then statements” and a theory of
change.
Completed diagnosis worksheet (with
“if . . then” statements and theory of
change
 Activity:
Completion of
Action Plan
Building Leadership Team: Commitment
to action plan based on needs of
students and addressing KASAB and
logic model.
Completed action plan, including plan
for evaluation.
 Activity:
Communication
Staff: Demonstrated knowledge of the
building action plan
Design: Mathematics Action Plan of Westlake Middle School
Number of staff members who
participated in the communication of
©2009
Dates of Work on
Diagnosis by
Building Leadership
Team: September
25 – October 2
Building Leadership
Team - Work on
Action Plan
October 3 - 9
Dates of
Presentations of
Action Plan to staff
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Building
Leadership Team
completed the
diagnosis
worksheet on
October 2 with
assistance by Iowa
Support Team.
Building
Leadership Team
completed the
action plan and
Iowa Support System for Schools and Districts in Need of Assistance
of Action Plan
the action plan; survey of
understanding
Changes/Impact on Stakeholders
Action #3:
Formation of
math leadership
team to provide
leadership in
design and
implementation
of the action
plan.
Data Collected to Inform Change
Teachers of math and principal:
Demonstrate skills in facilitating and
participating on leadership team.
Approved action plan
Teachers of math and principal:
Increase knowledge in diagnosis, design,
implementation, and evaluation of action
plans.
Completed evaluation of action plan
Minutes of meetings
Quarterly self-monitoring survey
 Activity:
Determination
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members by
Building Leadership
Team: October 9
peer review and
mailed the plan to
DE on October 30
Alignment and
Responsibilities
Building
Leadership Team
presented the
action plan to
staff on
November 1;
revised plan and
“cheat sheet”
summaries were
also provided on
November 1.
Updates on
progress will be
provided
quarterly.
Monitoring &
Adjustment
Action plan aligns
with fundamental
tenets of the Iowa
Professional
Development Model.
Building principal is
responsible for
development of
leadership team.
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Iowa Support System for Schools and Districts in Need of Assistance
of math team
 Activity:
Regular
meetings to
address
design of
action plan as
well as
implementation and
evaluation of
plan.
Action #4:
Mapping of
teaching with
math standards
and benchmarks
for Grades 6-8
to assure
alignment of
teaching with
standards and
benchmarks and
across grade
levels.
Meetings are held
monthly after the
audit, diagnosis,
and design are
completed.
Identified agenda
frameworks for
meeting (e.g., roles,
responsibilities),
team time.
Changes/Impact on Stakeholders
Data Collected to Inform Change
Math Teachers: Demonstrate increased
skills in aligning curriculum, teaching, and
assessment with standards and
benchmarks.
Math: Completed mapping that shows
alignment and articulation.
Math Teachers: Demonstrate improved
knowledge of what is taught across
grade levels.
Content-Area Teachers: Demonstrate
increased use of math (especially
problem solving and use of graphs and
charts) in content areas.
Math: Summary of collaboration time
focused on implementation of mapped
curriculum.
Content Area: Summary of math
activities used in content areas,
focusing on problem solving and use
of graphs and charts.
Teachers of math,
AEA math
consultant, district
math specialist, and
district curriculum
coordinator.
Bi-weekly meetings
in November –
January for
development and biweekly meetings in
January – May of
 Activity:
Math team –
bi-weekly
meetings in
November –
Design: Mathematics Action Plan of Westlake Middle School
Alignment and
Responsibilities
Data collection and
analysis, including
implementation
data of math
teachers.
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Monitoring &
Adjustment
Iowa Support System for Schools and Districts in Need of Assistance
January with
AEA math
consultant to
review
purpose of
and map
curriculum
 Activity:
Math team –
collaboration
time from
January – May
of Year One
and August –
May in Year
Two to assure
mapping is
being
implemented
as planned in
the classroom
and adjusted
where needed.
 Activity:
Staff
members who
teach other
content areas
will identify a
minimum of
one activity
per unit in
which math
Design: Mathematics Action Plan of Westlake Middle School
year One and
August – May of
Year Two for
collaboration and
peer coaching.
Resources available
through school
district.
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concepts are
integrated
(e.g., graph
and charts in
social studies,
multi-step
problem
solving in
science and
technology)
Changes/Impact on Stakeholders
Action # 5:
Development and
piloting of
formative and
summative
assessments in
grades 6, 7, and
8
 Activity:
Introduction
of formative
and summative
assessments
(including
purpose,
importance of
consistency,
use for
adjustment of
instruction to
Parents: Increased knowledge in
purpose of formative and summative
assessments; increased knowledge of
students’ progress in math in a timely
manner.
Data Collected to Inform Change
Anecdotal records
Other Stakeholders (e.g., board of
education, community): Increased
knowledge in purpose of formative and
summative assessments.
Board minutes; newspaper accounts
Students: Increased knowledge in
purpose of formative and summative
assessments.
Anecdotal records
Students: Increase in student
achievement in math.
Student achievement data based on
formative and summative
assessments.
Teachers: Increased knowledge of
Summary of formative and summative
Design: Mathematics Action Plan of Westlake Middle School
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Alignment and
Responsibilities
Data collection and
analysis of
formative
assessments.
Teachers of math,
AEA math
consultant, AEA
assessment
consultant, district
math specialist,
district curriculum
coordinator.
Development of
assessments during
February – May of
Year One,
administering
summative
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Adjustment
Iowa Support System for Schools and Districts in Need of Assistance
meet student
needs in
achieving
intended
outcomes) to
teachers of
math by
content and
assessment
experts.
 Activity:
Assist
students in
understanding
the purpose
and expected
outcomes of
formative
assessments
(e.g., impact on
grade,
additional
tutoring or
learning
opportunities,
alternate
strategies for
learning,
acceleration of
learning).
 Activity:
Assist
parents/
students’ mathematical strengths and
weaknesses in individual math classes
and across the building, based on
formative and summative data.
data from piloted and implemented
formative assessments.
Teachers: Increased knowledge of
needed on-going professional
development for teaching math.
Summary of discussion at team
meetings based on student needs
Design: Mathematics Action Plan of Westlake Middle School
assessment in May,
Year 1; piloting of
formative
assessments in
Year 2 and
adjusted as
necessary
Resources available
through AEA or
ordered through
district office;
allocation in budget
to the DE
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Iowa Support System for Schools and Districts in Need of Assistance
families in
understanding
the purpose,
impact, and
expected
outcome of
formative and
summative
assessments.
(Back-toSchool Night in
Years 1 and 2)
 Activity:
Collaborative
development of
formative and
summative
assessments
for each
gradelevel/math
course. (Year 1:
February –
May)
 Activity:
Implementatio
n of summative
( May, Year 1,
and May, Year
2) and piloting
and adjustment
of formative
assessments
Design: Mathematics Action Plan of Westlake Middle School
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Iowa Support System for Schools and Districts in Need of Assistance
for each
gradelevel/math
course. (Year
2)
 Activity:
Collaborative
analysis of
data from
piloting of
formative
assessments in
order to adjust
the
assessments
and/or the
teaching
toward those
assessments may address
student work
as well as the
assessments
themselves.
(Year 2)
 Activity:
Professional
development
related to
results of
formative
assessments
and their
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impact on
students'
learning; may
result in
strategies/acti
vities for
core/suppleme
ntal/ intensive.
(Focus in Year
2 and 3)
 Activity:
Communication
to the board of
education as
well as
community/cen
tral office of
purpose, use,
and results of
formative
assessment
(Year 1 and 2)
Changes/Impact on Stakeholders
Action #6:
Determination of
future
professional
development
based on
formative and
summative
assessments.
Teachers: Increased collaboration
among instructors at middle school.
Teachers: Increased skills in data
analysis.
Teachers: Increased knowledge of data
sources and data points.
Design: Mathematics Action Plan of Westlake Middle School
Data Collected to Inform Change
Summative and formative assessment
data – aggregated and disaggregated
by sub-groups, grade level, and
teacher.
Minutes of leadership team meetings
focused on professional development
discussions based on data.
©2009
Alignment and
Responsibilities
Data collection and
analysis – and goal
setting (Content
provider)
Math instructors,
content-area
teachers, district
math specialist,
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Iowa Support System for Schools and Districts in Need of Assistance
 Activity:
Administration
of formative
and summative
assessments
(See Action 5 –
Years 1 and 2)
 Activity:
Collaborative
analysis by
staff of
formative and
summative
assessment
results (Upon
completion of
formative
assessments
during Year 2)
 Activity:
Determination
of professional
development
for staff in
following years
based on
interpretation
of formative
and summative
data (Spring,
Year 2)
Teachers: Increased knowledge of
student strengths and weaknesses in
individual classroom and building.
district content
specialist, district
curriculum
coordinator with
assistance from
AEA consultants
and assessment
specialists.
Teachers: Identification of
professional development based on gap
analysis of current reality at end of
2007-2008 and desired state (Year 2:
Use of summative assessment, ICAM,
and ITBS data; Year 2: Use of
summative and formative assessment
data as well as ICAM and ITBS data)
Changes/Impact on Stakeholders
Design: Mathematics Action Plan of Westlake Middle School
Administration of
formative
assessments in
Year 2 and
summative
assessments in May
of Years 1 and 2;
ITBS assessment in
February of Year 1
and Year 2; ICAM
assessment in
spring of Years 1
and 2. Gap analysis
completed
immediately
following
assessments.
Data Collected to Inform Change
©2009
Resources available
through AEA or
ordered through
school district;
team time.
Alignment and
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Monitoring &
Iowa Support System for Schools and Districts in Need of Assistance
Action #7:
Intense
professional
development for
math instructors
and teachers of
special
education,
including
strategies and
tools for multistep problem
solving and
interpretation of
data using charts
and graphs with
a focus on those
especially
effective with
low-SES,
AfricanAmerican,
Hispanic, and
special education
students.
Students in grades 6-8: Increased
knowledge and skills in multi-step
problem solving and interpretation of
data using charts and graphs.
Formative assessment data
Summative assessment data
ITBS data
Teacher observation logs
Walk-throughs and peer observations
Student surveys
Collaborative assessment of student
work
Teachers: Increased knowledge and
skills in implementation of instructional
strategies and tools to support multistep problem solving and interpretation
of data using charts and graphs.
Frequency of implementation of data
Quality of implementation data
Classroom walk-throughs
Teacher observations
Responsibilities
Design and
implementation;
learning
opportunities;
collaboration;
ongoing data
collection.
Principal, teachers,
AEA consultants,
district content
specialists,
Schedule provided
below
Teachers: Increased knowledge and
skills in peer coaching and/or teacherto-teacher mentoring.
Technical
assistance from
AEA consultants,
materials and
handouts, team
time.
Additional
professional
development for
other staff
members
regarding
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Adjustment
Iowa Support System for Schools and Districts in Need of Assistance
appropriate use
of multi-step
problem solving
and
interpretation of
data using charts
and graphs.
 Activity:
Development
of professional
development
focus for early
and late starts
as well as allday workshops
(Immediately
and in spring
of Year 1 for
following year)
 Activity:
Professional
development
opportunities
in multi-step
problem solving
and
interpretations
of graphs and
charts (Years 1
and 2)
 Activity:
Analysis of
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Iowa Support System for Schools and Districts in Need of Assistance
implementation
data by
building
leadership
team with
adjustments in
professional
development
activities
based on
formative and
implementation
data (On-going
and between
professional
development
opportunities
in Years 1 and
2)
 Evaluation of
Professional
development
(May of Years
1 and 2)
Changes/Impact on Stakeholders
Action # 7:
Parent
engagement in
mathematics
 Activity:
Design and
Data Collected to Inform Change
Parents: Demonstrate increased
knowledge and skills in helping their
students learn at home, especially in
areas of multi-step problem solving and
charts and graphs.
Surveys of parents regarding
“learning at home math” and MAPPS
opportunities
Students: Demonstrate increased skills
Interactive homework summary
Design: Mathematics Action Plan of Westlake Middle School
Anecdotal records
©2009
Alignment and
Responsibilities
On-going data
collection
Teachers of math,
district math
specialist, AEA
math specialist,
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Adjustment
Iowa Support System for Schools and Districts in Need of Assistance
implementation
of “learning at
home” math
activities
focused on
multi-step
problem solving
and
interpretation
of data using
charts and
graphs.
 Activity: 4
workshops
annually using
MAPPS format
for parents,
focusing on
multi-step
problem solving
and
interpretation
of data using
charts and
graphs (Years
1 and 2) at
community
center.
in using multi-step problem solving and
interpretation of data using charts and
graphs outside the classroom.
Anecdotal records
principal, PIRC
consultant (Karen
Willis)
Students: Recognize “real-life” use of
strategies and tools with family
members.
Interactive homework summary
Anecdotal records
Student reflections
Surveys
Teachers: Increased communications
with parents about the use of math in
students’ daily life, focusing on multistep problem solving and interpretation
of data using charts and graphs (Years 1
and 2)
Examples of communications with
“learning at home” math activities
Parent meetings at
least 4 times
annually to
introduce “learning
at home” math
activities and
MAPPS workshops;
may use “back-toschool” night and
“math nights” to
assist parents;
development of
“learning at home”
activities;
assessment of
feedback
information from
parents
Surveys, activities;
Parent information
Resource Center
(iowaparents.org);
team time
Changes/Impact on Stakeholders
Data Collected to Inform Change
Alignment and
Responsibilities
Year 2 and
Beyond
Design: Mathematics Action Plan of Westlake Middle School
©2009
Design - 172
Monitoring &
Adjustment
Iowa Support System for Schools and Districts in Need of Assistance
Sustaining
Actions:
 Review and
analyze
previous year’s
formative and
summative
data.
 Determine
focus of
adjustments as
indicated by
data.
 Identify plan
of action to
sustain
successful
programming.
 Begin adjusted
or new
professional
development
actions based
on information
from the above
described
activities.
 Provide oneyear budget to
achieve
updated two-
Design: Mathematics Action Plan of Westlake Middle School
©2009
Design - 173
Iowa Support System for Schools and Districts in Need of Assistance
year plan.
 Complete
evaluation of
the program
Projected Professional Development for Staff - Dates, Times, and Focus for 2009-2010:
Date
Time
Thursday, September 3, 10, 17, and 24
Thursday, October 1, 8, 15, 22
Thursday, November 5 and 19
1:30 – 3:45 P.M.
1:30 – 3:45 P.M.
1:30 – 3:45 P.M.
Thursday, November 12 and Wednesday, Novemer
25
Thursday, December 3 and 17
All Day
Thursday, December 10
Thursday, January 7 and 21
All Day
1:30 – 3:45 P.M.
Friday, January 15and 29
Thursday, February 4 and 18
All Day
1:30 – 3:45 P.M.
Thursday, February 11 and 25
Thursday, March 4 and 18
All Day
1:30 – 3:45 P.M.
Thursday, March 11 and 25
Thursday, April 2, 16, and 30
All Day
1:30 – 3:45 P.M.
Thursday, April 9 and 23
All Day
Thursday, May 7 and 21
1:30 – 3:45 P.M.
May 14
All Day
1:30 – 3:45 P.M.
Focus
Audit, Diagnosis, and Design
Audit, Diagnosis, and Design
Professional Development in multi-step problem solving/interpretation of
graphs and charts
Curriculum Mapping
Professional development in multi-step problem solving/interpretation of
graphs and charts
Curriculum Mapping
Professional development in multi-step problem solving/interpretation of
graphs and charts
Curriculum Mapping
Professional development in multi-step problem solving/interpretation of
graphs and charts, including learning-at-home activities
Creation of formative and summative assessments in content areas
Professional development in multi-step problem solving/interpretation of
graphs and charts, including learning-at-home activities
Creation of formative and summative assessments in content areas
Professional development in multi-step problem solving/interpretation of
graphs and charts, including learning-at-home activities
Creation of formative and summative assessments in content areas;
finalization of plans for implementation of summative assessments in all
content areas
Professional development in multi-step problem solving/interpretation of
graphs and charts, including learning-at-home activities – with celebration
of accomplishments in professional development
Analysis of data from summative assessments
Building Leadership Team Membership for 2009-2010:
Design: Mathematics Action Plan of Westlake Middle School
©2009
Design - 174
Iowa Support System for Schools and Districts in Need of Assistance
Name
Role
James Kelly
Susan Jorgensen
Kerry Whitfield
Stacy Munoz
Brad Thomas
Kelly Woods
John Monroe
Rick Gronlund
Kevin Williams
Westlake curriculum coordinator
Building principal
District math specialist
Grade 8 math teacher
Grade 7 math teacher
Grade 6 math teacher
Teacher of special education
AEA school improvement consultant and Iowa Support Team Lead
AEA building representative
Building Leadership Team Meeting Dates and Times for 2009-2010:
Date
Time
Wednesday, August 26
1:00 – 4:00 P.M.
Wednesday, September 23
1:00 – 4:00 P.M.
Wednesday, October 28
1:00 – 4:00 P.M.
Wednesday, November 18
1:00 – 4:00 P.M.
Wednesday, December 16
1:00 – 4:00 P.M.
Wednesday, January 27
1:00 – 4:00 P.M.
Wednesday, February 24
1:00 – 4:00 P.M.
Wednesday, March 24
1:00 – 4:00 P.M.
Wednesday, April 23
1:00 – 4:00 P.M.
Wednesday, May 14
1:00 – 4:00 P.M.
Design: Mathematics Action Plan of Westlake Middle School
Focus
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Impact of communication of plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Monitor progress of implementation of action plan
Evaluate implementation of Year 1 of action plan and determine focus of Year 2
©2009
Design - 175