Action Plan: Part I

Student-Learning Goal: By June 2024, fifth grade students will improve their Math performance in operations and algebraic thinking and
achievement gaps between White and African-American students will narrow as evidenced by:
 An overall increase of 5 percentage points in all students meeting or exceeding standards on the Math Georgia Milestones exam
 A 3% increase in the number of questions answered correctly on the operations and algebraic thinking domain of the Math Georgia
Milestones exam
 A narrowing of the achievement gap between White and African-American students by 6 percentage points in the percentage of
students who are proficient or advanced on the Georgia Milestones exam

Monitoring
Tools/ Person(s)
Research-based
Person Resources/ Expected Assessments: Responsible for
Strategies Actions
Responsible/By Budget Outcomes Short-Term Monitoring/
When Medium-Term By When
Long-Term
Strategy 1: a)Professional Instructional Lead Printed materials Teachers will be Short Term Classroom
development for Teacher to train for training $100 able to incorporateDaily assignments teachers will
Provide research- teachers about the during pre- (school based the math evaluate daily
based, data driven operations and planning (August) professional workshop model Common assignments,
tier1 instruction algebraic thinking learning budget) into daily assessments with student
and interventions domain of instruction problem solving explanations,
to all students. mathematics. Teachers plan component common
during common Resources for Teachers will be assessments, —
b)Teachers planning time on classroom use able to diagnose Student ongoing
collaborate to Wedmesdays (manipulatives, student explanations of throughout the
incorporate (weekly) software, teacher misunderstandings problem solving year
research – based workbooks) -- of steps in
strategies and $400(instructional problem solving Classroom Teachers will
design a common Teachers to budget for grade and modify observations of work with
assessment and provide level and Title I instruction to instruction in students to self-
rubric opportunities funds) increase student problem solving assess—ongoing
(daily, weekly) understanding of through the year
c)Teachers provide Printing for operational and Medium-Term
opportunities for common algebraic thinking Growth Measure
students to work assessment--$100 Math assessment Administrators
together to solve (instructional Teachers will be (pre and post) will conduct
problems and budget for grade able to design classroom
explain steps used level) differentiated Review of teacher observations,
to solve the Monthly assignments to lesson plans administer
problem help students surveys, and
increase their Review of student review lesson
d)Students use the problem solving exemplars plans quarterly
problem solving abilities
rubric to self-assess Review of student Classroom
their ability to solve Weekly Students will be written teachers will
problems able to explain explanations for administer
their thinking problem solving Growth Measure
e)Teachers more adequately in curricular areas assessments, unit
incorporate beyond math tests, Georgia
problem solving Milestones and
experiences in Students will Long Term will review and
independent work quarterly accurately self- Georgia post results for
assignments, online assess their ability Milestones math student in their
simulations, and to solve problems exam (overall and classrooms
across the by domain) annually or semi-
curriculum to Student annually
reinforce problem Teachers will performance on Student feedback
solving steps have a planning daily assignments Teachers will
period set aside to requiring problem review student
f)Common analyze data and solving will exemplars and
assessment is regroup students increase written
administered to based on progress explanations of
students and needs every 3 problem solving,
weeks. and will gather
g)Teachers feedback from
collaboratively students quarterly
score common
assessment, analyze
student
performance, and
 regroup students for
additional
instruction,
enrichment, or
acceleration

h) teachers will
work with students
small group to
bridge gaps and
address common
misconceptions.

Strategy 2: a)Train teachers in Principal and Stipends for Teachers will be Short term Administrators
the data team Assistant teacher training able to implement Data team logs will review team
Implement the process principal will train ($150 day for data teams with and protocols logs and protocols
data team process during the each teacher) from fidelity to the monthly
identifying b) Establish the summer break school based staff process Pre and post test
struggling roles, development results for Teachers and
learners at the responsibilities, and Principal will budget and Title I Teachers will be students administrators
grade level to decision making create master able to design pre will review
modify authority of the schedule to Printed materials and post common Observation of results of post-test
instruction to team accommodate for training ($50) assessments in a team meetings to determine
meet student common planning from the Georgia variety of formats growth
needs in c)Develop common (ready for pre- Numeracy Project Observation of
operations and planning schedule planning) Teachers will problem solving Administrators
algebraic for the school year identify student teaching will observe
thinking. needs based on strategies in teachers quarterly
d)Determine Team to data and plan classrooms for 30 mins.
meeting schedule determine tiered instruction
for the year meeting schedule Medium term Administrators
(during pre- Teachers will be Observation of will sit in on team
e)Develop protocol planning) able to identify team meetings meetings once per
for data team to use and implement focused on quarter and
Principal and Printing costs for best practices for effectiveness review results of
f)Create technology instructional lead data team problem solving indicators district
structures to teacher to develop protocols or benchmarks
support electronic data team protocol development of Teachers will Results of district
data collection for (ready for summer electronic increase benchmarks
common training) versions ($150) collaboration and
assessments will become more Individual teacher Administrators
Assistant IT work for aligned with assessments about will review lesson
g) Teachers design principal to work electronic instruction in data team work plans weekly and
and administer with technology collection of data math and provide feedback
common pre-test to division to —included in implementation of to teachers about
students establish district budget Students will instructional differentiation of
workspace for receive instruction practices instruction for
h)Team scores data collection targeted to their students
pretest, analyzes (ready for pre- specific Review of lesson
results, and groups planning) instructional need plans for tiered Team will review
students into 3 assignments common
categories Teachers Students will and/or flexible assessment and
implement and accelerate their groups benchmark results
i)Team plans evaluate on a unit learning in math for students
instructional by unit basis problem solving participating in
modifications to throughout the Long Term extended
address identified year. Students needing Results of instruction
needs and additional support Georgia opportunities to
determines Teachers will will be identified Milestones and determine
effectiveness identify bubble early and provided SLO exams effectiveness of
indicators students who have with additional (overall and by interventions
a chance at interventions domain)
j)Teachers becoming Teachers and
implement agreed proficient or Teachers will be Teacher and administrators
upon actions in advanced based able to adequately student feedback will review
their classrooms on previous data group students about results of
and instruct and push these based on data and instructional Milestones and
students students individualized practices Growth Measure
academically to needs every 3
k)Post test raise their score. weeks. Increase in TKES
administered by and LKES scores
teachers for the school.

l)Team evaluates
post test results and
determines growth
of students using
simple calculations,
evaluates
effectiveness of the
actions/instructional
modifications, and
determines
remedial
interventions for Extended day
students still not costs for teachers
meeting standards to provide
remedial
m)Team shares instruction ($500)
results with from extended day
administration funding
along with plan to
remediate students
Purchase of one-
n) Team to-one technology
implements ( provided by the
remedial plan for district budget)
underperforming
students

o)Team repeats the

cycle

p)Team evaluates
the effectiveness of
the data team
process for meeting
 student needs and
makes
recommendations
for continued
implementation

Data team and

administrators –
end of each
semester

Parent & Parents will be given a survey as the plan is finalized at the beginning, middle, and end of the year as it will be adjusted as
Community the year goes on due to the progress of student data. Resources will be provided to parents on the school website to
Involvement: specifically target and practice operational and algebraic thinking skills. Parents will be provided with an overview of each
Describe how you math unit prior to implementation of the lessons and will be encouraged to ask questions to help their child with homework
will communicate the and general understanding. The action plan will be presented to the Partners in Education to gain financial support for
action plan to parents
and the larger
resources and mentoring for students.
community. Include
how you might
involve them in its
implementation.