MATHEMATICS Support for Single Plan for Student
Achievement
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OBJECTIVE Provide guidance and support with completing 5
critical areas for the Mathematics section of the SPSA. 1) Data
Resources 2) Determine Findings 3) School Goal 4) Key Strategies 5)
Actions/Tasks
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Guiding Principles for Mathematics Guiding Principle 1:
Learning Mathematical ideas should be explored in ways that
stimulate curiosity, create enjoyment of mathematics, and develop
depth of understanding. Guiding Principle 2: Teaching An effective
mathematics program is based on a carefully designed set of content
standards that are clear and specific, focused, and articulated
over time as a coherent sequence. Guiding Principle 3: Technology
Technology is an essential tool that should be used strategically
in mathematics education. Guiding Principle 4: Equity All students
should have a high quality mathematics program that prepares them
for college and career. Guiding Principle 5: Assessment Assessment
of student learning in mathematics should take many forms to inform
instruction and learning. From CA Math Framework
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Indicate all student data used to determine Findings and School
Goal
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Examples of Data Sources Elementary: CST Data (2012-2013), CORE
Waiver Data Report, Curriculum-Based Data (Envision Chapter Tests,
Benchmark Tests), Student Work Samples Secondary: Student Grades,
CAHSEE data, CORE Waiver Data Report, MyData, CST Data, Student
Work Samples, Curriculum-Based Data
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Use the guiding questions to help determine Findings
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Sample Findings During the last three years, our Saturday
School Math Intervention Academy focused on students performing at
proficiency levels of Basic, Below Basic and Far Below Basic. Data
analysis supports the finding that 60% of participating students
increased proficiency in mathematics. Despite these efforts, the
school did not meet AYP targets and students with disabilities in
grades 3 rd 5 th showed only a 1% improvement. MyData content
strand analysis indicates that students in grades 3-5 need
additional instructional support in Number Sense (Fractions).
Continuous monitoring of student performance using data charts,
weekly assessments, and district assessments has led to progress
being made in targeted content standards. The percentage of
students scoring proficient or advanced on the CST increased 14.1%
over the last five years, but only increased 1% last year. Further
analysis revealed that 3-5 th grade students with disabilities in
particular demonstrated the lowest proficiency %.
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The School Goal sets a measurable target for improvement based
upon the LEA Goal and Findings from student data [limit: one (1)
School Goal per each Goal Matrix section]
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Writing SMART School Goals See Resource Guide pp. 75-76
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Sample School Goal By ________ (e.g., June 2016), students will
improve/gain ___% in the area of _________ (e.g., Number and
Operations-Fractions) as measured by ____________ (e.g., curriculum
assessments, performance tasks data.)
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Sample School Goal * By June 2016, 75% of students in grades
3-5 who participate in intervention will improve their proficiency
in the area of Number and Operations- Fractions as measured by our
curriculum based assessments from the enVison Diagnostic and
Intervention program. Students in the general population will
improve 10% in proficiency. Students with Disabilities will show
accelerated growth with a 15% increase in proficiency.
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Determine Key Strategy(ies) needed to achieve the School
Goal
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Sample Key Strategy Implement a Tier 2 intervention mathematics
program (enVision Diagnostic and Intervention System) in the
classroom for grades 3 through 5 to address the needs of students
not meeting proficiency levels in the content area of Number and
Operations- Fractions, and accelerate the growth of students with
disabilities.
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Determine Actions/ Tasks needed to execute Key
Strategy(ies)
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3 Focus Areas Effective Instructional Program (Professional
Learning and Classroom Instruction) Maximizing Instructional Time
Interventions to Close Achievement Gaps
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Effective Instructional Program (Professional Learning and
Classroom Instruction) Questions to Surface Thinking : 1)What
training will we need in pedagogy and/or content? 2)What will we
learn as a school about effective teaching for students with
disabilities? 3)What training and/or coaching is necessary to
successfully implement our intervention (Tier 2) program in the
classroom? 4)Who is going to support teachers in their
instruction?
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Maximizing Instructional Time Questions to Surface Thinking :
1) How will we apply our professional learning to maximize our
instructional impact on students with disabilities? 2) In what ways
will we provide support and promote effective learning to address
the needs of our students with disabilities?
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Interventions to Close Achievement Gaps Questions to Surface
Thinking : 1) What will we do for our students with disabilities
who need more than good first instruction? 2) How will we implement
our intervention program and conduct ongoing evaluations to
determine student and program outcomes and inform ongoing program
needs? 3) How will we ensure that our Tier 2 intervention program
is flexible and dynamic?
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Jose DoradoSpecialist, Elementary Mathematics Office of
Curriculum, Instruction, and School Support (213) 241-6444 email:
[email protected]
