EDLD 5301: Week 3 Assignment--Part 2 SIP

Part 2: SIP

SCHOOL VISION:
Race to Recognized: To close the achievement gap of all learners to obtain recognized/exemplary status.


GOAL:
As an extension to our campus grade level Professional Learning Communities, will vertical teaming K-5 Math improve instructional practices for conceptual understanding and improve overall student assessment performance?

Will vertical teaming encourage the use of academic math language with more
consistency and frequency for students and teachers at all grade levels?

Will vertical teaming increase the "ownership" of responsibility and degree of
shared accountability for conceptual, foundational TEKS instruction for all K-5 Math teachers?

OUTCOMES: (1 of 4)

1. New Vertical Math Team: Extend PLC’s to include recommended (K-5) Math
representatives for vertical teaming.

ACTIVITIES:
1. Vertical teaming: Math Share Sessions

RESOURCES/RESEARCH TOOLS NEEDED:
1.
*District Curriculum
*Scope and Sequence (vertical alignment)
*Grade level specific data
*Access to Math Specialist
*Academic Math Language (K-5)

RESPONSIBILITY TO ADDRESS ACTIVITIES:
1.
Lead: Terri Ferrell
Collaborators:
One teacher from each grade level (Math Liaisons)
Support Staff: Math Specialist

TIMELINE
1.
Once a week
(30 minutes)
(Beginning in January)

BENCHMARKS/ASSESSMENT:
1.
*Review Data
*Discuss specific areas of concern per grade level
*Pre-survey to establish culture and climate
*Post- survey to identify growth or change in culture and climate
*Interviews with Math Liaisons to gain insights into need, purpose, and direction.

OUTCOMES: (2 of 4)
2. Grade Level Math Liaisons Role and Responsibilities: Initial and Weekly

To facilitate the dissemination of information and implementation of best teaching practices and use of academic math language

ACTIVITIES:
2. Math Share Sessions-
Define Role and Responsibilities: Initial and Weekly

RESOURCES/RESEARCH TOOLS NEEDED:
2.
*Strategy, Lesson Activity, and/or Action Vocabulary of interest or importance to
share
*Laptop computers-note-taking
*blog posts to share with grade level member during PLC’s
*Flashdrives per Math Liaison for any shared ppts, resources.

RESPONSIBILITY TO ADDRESS ACTIVITIES:
2.
Lead: Terri Ferrell
Collaborators:
One teacher from each grade level
(Math Liaisons)

TIMELINE:
2.
Once a week
(30 minutes)

BENCHMARKS/ASSESSMENTS:
2.
*Shared Lesson Planning—looking for academic vocabulary
*Snapshot observations to listen for verbal use of academic language
*Field Observation of student journals before and after
*Post open-ended questions to stimulate inquiry (action research) on created blog
site to monitor culture and climate from vertical team math liaisons and all other
K-5 math teachers.

OUTCOMES: (3 of 4)
3. Increased "ownership" of responsibility and degree of shared accountability for
conceptual, foundational TEKS instruction for all K-5 Math teachers

ACTIVITIES:
3. (TBD)
Pre-Survey
Post-Survey

RESOURCES/RESEARCH TOOLS NEEDED:
3.
Survey Monkey
Support:
Ms. Barrett

RESPONSIBILITY TO ADDRESS ACTIVITIES:
3.
Lead: Terri Ferrell
Collaborators:
All K-5 Math Teachers

TIMELINE:
3. (TBD)
Before and After

BENCHMARKS/ASSESSMENTS:
3.
*Pre-survey using open-ended questions to determine current culture, climate,
instructional practices, perceptions, comfort, expertise, depth of need...
*Post-survey using open-ended questions to evaluate progress and degree of
implementation


OUTCOMES: (4 of 4)
4. Improved Student Academic Performance

ACTIVITIES:
4.
Assessments
Student Journals
Teacher and Student Interview

RESOURCES/RESEARCH TOOLS NEEDED:
4.
Math Specialist
Ms. Rachal, AP
Ms. Barrett, AP

RESPONSIBILITY TO ADDRESS ACTIVITIES:
4.
Lead: Terri Ferrell
Collaborators:
Math Liaisons

TIMELINE:
4.
Monitor Data—every three weeks
(Team Analysis)

BENCHMARKS/ASSESSMENTS:
4.
*Benchmarks
*Common Assessments
*Journals
*Interviews