Campus+Action+Plan

**Overview** So far in the Comprehensive Needs Assessment of your selected campus, you have evaluated the various Academic Excellence Indicator System (AEIS) reports and selected a target area of weakness. You have written a measurable goal and objective for the target area, and you have researched strategies and activities, including specific professional development, to address the target area and meet the goal and objective.
 * Week 4: Action Planning and Personal Growth **

This week, you will complete a campus action plan and an agenda for a one-day professional development that addresses the target weakness.

Use the following rubric to guide your work.
 * Rubric **
 * **Tasks ** ||  || **Accomplished ** ||   || **Proficient ** ||   || **Needs Improvement ** ||   || **Unacceptable ** ||


 * ** Week 4 Assignment: Action Planning and Professional Growth ** ||


 * ** Part 1: Create a campus action plan ** ||  || Completes action plan with all critical elements from the lecture and PowerPoint addressed. Includes a minimum of three strategies/activities to address the objective in the action plan.
 * (10 points) ** ||  || Completes action plan with five to six critical elements from the lecture and PowerPoint addressed. Includes two strategies/ activities to address the objective in the action plan.
 * (8 points) ** ||  || Completes action plan with one to four critical elements from the lecture and PowerPoint addressed. Includes one strategy/activity to address the objective in the action plan.
 * (7 points) ** ||  || Does not complete an action plan.
 * (0 points) ** ||


 * ** Part 2: Complete an agenda for one professional development day. ** ||  || Develops a professional development agenda that connects directly to the goal and objective stated in the action plan and includes the topic, subtopic, and strategies/activities for the agenda’s delivery. Completes a detailed timeline and evaluation plan for follow-up professional development to ensure implementation.
 * (10 points) ** ||  || Develops a professional development agenda that addresses the goal/objective cited in the action plan but does not specify strategies/activities to deliver professional development. Creates a follow-up plan that lacks sufficient detail for timeline and/or evaluation plan.
 * (8 points) ** ||  || Develops a professional development agenda that fails to address one of the following: the goal/objective cited in the action plan or a follow-up plan for professional development and implementation.
 * (7 points) ** ||  || Does not tie the professional development agenda to the goal/objective stated in the action plan or state strategies/activities for professional development delivery. Does not create a timeline or follow-up professional development.
 * (0 points) ** ||

Responses lack clarity and depth.
 * ** Responses and Mechanics ** ||  || Few errors in grammar, spelling or punctuation.
 * (5 points) ** ||  ||   ||   ||   ||   || Multiple errors in grammar, spelling or punctuation.
 * (0 points) ** ||

For a campus to make lasting change, school improvement must be an ongoing, continuous process. In Part 1, you will demonstrate your understanding of continuous improvement by creating an action plan for an area of weakness that you identified in an analysis of AEIS data. Your budget for the plan is $10,000.
 * Part 1: Campus Action Plan **** (ELCC 1.1 s-ii;1.2 s-i, 1.3 s-ii; 1.4 k-i, ii, iv; 2.1 k-i, s-i, ii, iii, iv; 2.2 k-i; 2.3 k-I, s-i, ii, iii; 2.4 k-i, ii, s-I, ii, iii; 2.5 k-i, s-I, ii, iii; 2.6 k-i, ii; 2.7 k-i, s-i; 2.8 k-i, s-i, ii; 2.9 k-i, s-i, ii, iii, iv) **

Directions: · In Resources, locate and view the PowerPoint, //District and Campus Planning and Decision Making//, from Education Service Center XV. This PowerPoint provides information that will help you successfully complete the action plan for your Application assignment.
 * Review the Friend ISD Action Plan, and use it as an example for creating the action plan for your selected campus.
 * Complete the action plan for your selected campus. Remember your budget is $10,000.
 * This sample plan is “very” minimal. Research scientifically based strategies and programs including technology strategies and programs and professional development. (See Resources: Helpful Websites-Weeks 3 & 4). Be creative in your action plan.

**Sample Action Plan**


 * **Goal** : Friend ISD will have an Exemplary rating by 2013. ||


 * **Objective** : By May 2010, 86% of all students and student groups*, including special education students tested, will pass all portions of the state assessment, and the performance gap will be reduced by 10% between student groups. ||


 * **Activity Strategy** ||  || **Person(s) Responsible** ||   || **Timeline** ||   || **Resources/Estimated Cost** ||   || **Formative Evaluation** ||

Jan. – April 2011 ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">SCE Funds Materials: $2038 .4 FTEs: $11,480 ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Students at-risk for failure will demonstrate improvement on six-week exams and benchmark tests, per disaggregated data reports. ||
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Provide after-school tutorials for students at-risk for failure. ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Sonia Jones ||   || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Oct. – Nov. 2010

(140 students, 5 math teachers, 70% at-risk Need 2 additional teachers to reduce the ratio to 20:1 Calculation: 2 teachers hired at $30,000 each; 70% of $60,000 charged SCE)*
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Hire two additional math teachers to reduce the student-teacher ratio from 28:1 to 20:1 to meet the needs of students at-risk for failure in math. ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Edward Goodwin ||   || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Aug. 2010 – May 2011 ||   || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">SCE 1.4 FTE: $42,000
 * Not included in the plan ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Improved six-week grades for all students, especially those at-risk for failure in math. ||

<span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">
 * Campus Action Plan**
 * <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">**Goal:** <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">By the 2010-2011 school year, 97% of the 5th grade students will meet the passing standard on the mathematics section of the Texas Assessment of Knowledge and Skills. ||


 * <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">**Objective:** <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Teacher will give a diagnostic mathematics assessment at the beginning of the school year of 5th Grade to all students. Based on this data, teachers will work together to create common lesson plans and common assessments to analyze student achievement. Intervention will be in place for students who are at risk before, during and after school via small group instruction. Every six weeks the students will have a benchmark to evaluate their learning progress. ||


 * <span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">**Target Group(s):** ||


 * **Activity/ Strategy (Include 3)** ||   ||  **Person(s) Responsible**  ||   ||  **Timeline**  ||   ||  **Resources/Estimated Cost**  ||   ||  **Formative Evaluation**  ||

<span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Materials $500 ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Algebra Planning Template for Working with Schools ||
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">1. Professional development program that will track, evaluate, and reset goals to achieve success using the National Math Panel: Foundations for Algebra Planning with Schools ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Nestor Londono ||   || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Four sessions every 9 weeks after benchmark data is released. ||   || //<span style="color: windowtext; font-family: Arial; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic;">National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools //


 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">2. Teachers will work together to create common lesson plans and common assessments to analyze student achievement. ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Grade level teachers ||   || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Weekly lesson planning, and every nine weeks assessments and data analysis ||   || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Materials $200 ||   || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Weekly progress of the student’s learning ||

//<span style="color: windowtext; font-family: Arial; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic;">Brainpop.com subscription and other Math web licenses $4,800.00 // ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Formative assessment every nine weeks four times per year ||
 * <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">3. Intervention will be in place for students who are at risk before, during and after school via small group instruction ||  || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Individual teachers with the lead of the instructional coordinator. ||   || <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">All year long to define groups for intervention and developing learning through small group instruction. ||   || //<span style="color: windowtext; font-family: Arial; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic;">Instructional materials: $ 4,200.00 //

Summative Evaluation: Explain the summative evaluation process for the campus action plan.
 * This Campus Action Plan addresses each of the components of the TEA learning system (to varying degrees) in order to help Lyons’ faculty and staff close achievement gaps and provide a stronger foundation for their students’ growth in mathematics beyond elementary school. Consideration of the first component, learning goals (or the TEKS), drives efforts for improvement. Participants reflect on how students’ mastery levels for these learning goals correspond to national recommendations. Another TEA learning system component, measurement, is just as crucial to the session’s decision making process. The TAKS (the TEA’s primary instrument for measuring the success of schools) provides a major data source for comparing levels of mastery among student groups and grade levels from year to year. The extended alignment project introduced in the session aims to eliminate deficits and ensure long-term achievement by requiring the school to examine multiple aspects of the school’s framework for mathematics learning, all of which represent other TEA learning system components: the curriculum resources, the instructional strategies, and administrative support and policies. The tool that Lyons Elementary will use to develop this plan is the // National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools //// that // identifies eight areas of school responsibility. Finally, this Campus Action Plan supports ongoing professional development, which is also an important component of the TEA learning system. In addition to initiating a systematic quest for improving the effectiveness of all aspects of math teaching and learning at Lyons Elementary, the extended project is designed to generate short and long term goals for a systematic campus improvement. ||

<span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Professional growth is an integral part of a Campus Improvement Plan. In professional learning communities, staff members understand that continuously honing one’s skills is necessary for ongoing school improvement. In Part 2 of this week’s Application, you will develop an agenda for a professional development day that addresses the targeted campus need and include a timeline for follow-up professional development. Directions: <span style="color: windowtext; font-family: Symbol; font-size: 11pt; font-weight: normal; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· In Resources, locate and view the PowerPoint, //Professional Development Planning: Matching Trainings to Teacher and Student Learning Needs//, from the School Improvement Resources Center (SIRC) of Region XIII Educational Service Center. This PowerPoint provides information that will help you successfully complete the professional development portion of this assignment. - Connects directly to the goal/objective cited in the action plan. - Includes the topic and subtopics for the professional development day. - Includes strategies/activities from Week 3 research that are directly related to the goal/objective stated in the action plan.
 * Part 2: Professional Development Agenda **** (ELCC 2.3 k-I, s-i, ii, iii; 2.4 k-i, ii, s-I, ii, iii; 2.6 k-i, ii, iii, s-i, ii, iii) **
 * Develop a one-day professional development agenda that does the following:
 * Develop a timeline and plan for follow-up professional development to ensure implementation. Follow-up can include coaching, classroom observations with feedback, staff meetings, lesson plan reviews, and other appropriate activities.


 * Professional Development Agenda **

The session will address mathematics instruction in K-Grade 5, with emphasis on Grades 3-5 for improvement of TAKS results. || <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Facilitator: Nestor Londono |||| <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Location:Lyons Elementary Library 800 Roxella Houston, TX 77076 Phone: (713) 696-2870 || <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Start Time: 8:00 AM |||| <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">End-Time: <span style="font-family: Times New Roman; font-size: 6pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">3:30 PM || Providing a Foundation for Algebra and Beyond |||| The opening activity reviews The National Math Panel’s findings and engages participants in reflection regarding observed student performance and national goals. The activity also promotes consensus among participants regarding the need to examine student achievement data, along with the national recommendations, more closely in order to gauge students’ preparation for continued growth in mathematics. |||||| Consistently outstanding TAKS results have earned Lyons recognition as an exemplary campus for the past several years. Passing rates in all subject areas, including math, have exceeded district and state levels. However, the Campus Improvement Committee has identified (in the CIP for 2009-2010) mathematics as an area needing additional attention and resources. National data shows that students experience a decline in math achievement levels as they advance from the elementary to the middle and high school grades. // Foundations for Success: The Final Report of The National Mathematics Advisory Panel // (2008) recommends three mathematics practices (preparation for algebra, comprehensive instruction, and a mastery framework), along with grade-level benchmarks to help educators improve the long-range effectiveness of mathematics instruction. At least one week prior to the start date of this staff development session, participants will have received // The Final Report of The National Mathematics Advisory Panel //<span style="font-family: Arial; font-size: 9pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-style: italic;"> via email, along with the URL for the U.S. Department of Education’s website, //Doing What Works in Mathematics Education//. In the email, participants will have been instructed to review the report and peruse the website in preparation for this meeting. After viewing a multimedia presentation on the findings of The National Math Panel regarding critical foundations for algebra, participants reflect on their students' progress toward the grade-level benchmarks and share these reflections with a colleague at a different grade level. __Resources__: multimedia presentation [] visual diagram, Critical Foundations for Algebra (PDF) [|http:dww.edu.gov/topic/topic_landing.cfm?PA_ID=8&T_ID=20&Tab=1] The U.S. Department of Education’s website, Doing What Works in Mathematics Education [] Foundations for Success: The Final Report of The National Mathematics Advisory Panel (PDF) [] 2. The facilitator seats participants at tables grouped by grade level, with special education team members distributed among these. 3. The facilitator greets participants and introduces focus for the session. The sign-in sheet is passed around during introduction. 3. Participants view the multi-media presentation. 4. Participants reflect on their students' progress toward math foundation benchmarks, listing at least one area of strength and one area of weakness. Participants label reflections by grade level, but names are unnecessary. 5. Participants exchange written reflections with colleagues from different tables. || 45 min. || How Do We View Math Progress at Lyons? |||| Sharing reflections allows participants to assess collective perceptions. The diversity of responses confirms consensus that data is needed to provide a more complete picture of students’ math foundation. |||||| After reading reflections of colleagues from different grade levels, participants (one per grade level team) share their reactions with the whole session group. Though time does not allow vocal participation of all members, all are instructed to record comments or questions for discussion in grade-level team meetings. Grade-level team leaders will collect these response pages. |||||| 1. Participants read reflections. 2. Representatives from each grade-level team share reactions. 3. Participants record additional comments and questions. || 40 min. || Revealing Variation in Achievement and Areas of Weakness Among Groups by Grade-Level |||| Data analysis requires participants find concrete evidence that may support or conflict with daily observations regarding students’ progress. |||||| Teams for Grades 1-3 review previously prepared analysis of AEIS data (2007/2008) and TAKS results for 2009, noting yearly fluctuations and differences in passing rates among subgroups. Using TAKS item analysis documents (or item analysis data from locally administered TAKS format assessments), teams also identify objectives associated with most frequently missed items. Team members work cooperatively to fill out a chart listing percentage point passing rate differences among subgroups and ranking specific math objectives (from highest to lowest) in terms of incorrect responses. Teams for Grades K-2 analyze math data from the Stanford 10 achievement test and other local, grade-appropriate assessments which measure the TAKS identified objectives. Team members will work cooperatively to chart available data (subgroup data may be less extensive) as described above. <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Most data analysis from AEIS and the 2009 TAKS has been previously prepared by the Campus Improvement Committee in preparing the CIP, analysis of supplementary data. |||||| 1. Team leaders delegate data analysis and charting tasks among members. 2. Teams review and analyze data from multiple sources. 3. Teams chart data as directed. || 60 min. || Comparing Achievement Across Grade-Levels |||| Comparing data across grade-levels helps participants see campus-wide patterns of student achievement as well as deficits. |||||| Representatives from each grade-level team present findings to session participants. The facilitator or a participant records the most significant findings from each group on a whiteboard or overhead projector (as best suits room arrangement or facility). Once the presentation of data is complete, members of each grade-level team contribute to a summary of major concerns, which the facilitator records for viewing (see methods above). The facilitator collects data charts to copy, compile, and distribute to participants via email after the close of the session. |||||| 1. Representatives present findings. 2. The facilitator records significant findings. 3. Participants summarize major concerns. 4. The facilitator or a participant collects data charts. || 60 min. || Examining Alignment of Campus Mathematics Support with National Recommendations |||| This activity will build motivation and establish expectations for participation in the extended project. The results of the alignment examination project will generate topics for future staff development as well as help participants work toward closer campus alignment with national recommendations for math instruction. |||||| <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Despite Lyons’ overall exemplary performance, data analysis reveals areas of concern in mathematics achievement, particularly among certain populations (special education and limited English proficiency students) and students who have previously failed the math section of TAKS. Aligning Lyons’ curriculum and mathematics support structure with the recommendations of The National Math Panel’s 2008 report will help close achievement gaps and ensure that all students are prepared for continued growth in mathematics. On their website Doing What Works in Math and Science Education, the U.S. Department of Education provides resources and planning guides to help schools implement these recommendations. As an extended project, grade-level teams (during their designated meeting times) will use the National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools to identify supports and instructional strategies that are already in place and those that need further development. Teams will report their findings during the second scheduled faculty meeting after the holiday break. Team input from the planning template will not only suggest ways to achieve better alignment with national recommendations, but also generate ideas for future staff development. __ Resources __ : <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools (PDF) []
 * <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Action Plan Goal: Participants will begin examining alignment of campus support for mathematics instruction with national recommendations in order to strengthen students’ foundation for successful mathematical learning beyond the elementary grades. Work toward this goal will continue within grade-level team meetings and through future campus faculty meetings and staff development sessions. ||
 * <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Action Plan Objective: By analyzing and comparing data across grade levels from various measures of student achievement (TAKS, other standardized tests, and local assessments) and examining recommendations from The National Mathematics Advisory Panel's 2008 report, participants will discover ways of improving teaching strategies and campus policies that will enhance mathematics instruction, an area identified in Lyon’s SIP (2009-2010) as requiring increased focus. ||
 * <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">TOPIC ||||||||||||||||  ||
 * <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">SUBTOPICS ||||||||||||||||  ||
 * <span style="font-family: Times New Roman; font-size: 6pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt; msobidifontfamily: Arial; msobidifontsize: 11.0pt;">Grade Level:
 * <span style="color: white; font-family: Times New Roman; font-size: 14pt; mso-bidi-font-size: 6.0pt; msobidifontsize: 6.0pt;">Strategy/ Activity |||| <span style="color: white; font-family: Times New Roman; font-size: 14pt; mso-bidi-font-size: 6.0pt; msobidifontsize: 6.0pt;">Purpose |||||| <span style="color: white; font-family: Times New Roman; font-size: 14pt; mso-bidi-font-size: 6.0pt; msobidifontsize: 6.0pt;">Description |||||| <span style="color: white; font-family: Times New Roman; font-size: 14pt; mso-bidi-font-size: 6.0pt; msobidifontsize: 6.0pt;">Steps || Estimated Time ||
 * Introduction and Session Focus:
 * Introduction and Session Focus:
 * Resource URLs will be emailed to faculty and staff in advance of the session start date. |||||| 1. The facilitator supplies library tables with paper, pencils, handouts, and planning templates. In addition, each table is supplied with a basket of fruit, granola bars, and containers of juice and water.
 * Transitional Activity:
 * Data Analysis:
 * Break ||||  |||||| <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Coffee and water will be provided. ||||||   || <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">15 min. ||
 * Data Integration:
 * Lunch ||||  |||||| <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">Lunch will be provided ||||||   || <span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">45 min. ||
 * Guidelines for Extended Project:
 * Since planning templates will be completed in grade-level teams, participants will initial their individual contributions and be able to discuss or explain their ideas during future meetings.

As they work through this activity, participants should return to the Doing What Works in Math and Science Education website to find helpful links to resources and record these on the planning template. []

*Though copies of the planning template will be provided during the session, all resource URLs will be emailed (again) to faculty and staff with evaluation forms. |||||| 1. The facilitator explains the rational and instructions for the extended project. 2. The facilitator guides brief discussion of the “Areas of School Responsibility” identified on the planning template and shares examples of types of information participants should record. 3. Grade-level teams discuss briefly among themselves tentative strategies for completing the project within group planning periods. || 60 min. || Preparation for Follow-up |||| Participants will be notified to expect session evaluations in email and that they are due before the holiday break. |||||| Session evaluations will be distributed to participants via email. Participants will type in evaluation responses and print copies. Most items require responses on a continuum (strongly agree to strongly disagree). Two items require an open-ended response, with an additional space for optional comments. Grade-level team leaders will collect evaluations before the Summer break begins (1:00 PM, May 28, 2010). The campus math specialist and the principal will review evaluations and use feedback to improve the effectiveness of future math staff development sessions.
 * Closing:

The first email will inform participants that they may expect two to three follow-up evaluations as the extended alignment project progresses. |||||| 1. The facilitator will thank participants for their attention and contributions during the session and encourage them to bring their completed planning templates and fresh ideas to the next meeting.

2. The facilitator informs participants of evaluation method. || 60 min. ||

<span style="color: windowtext; font-style: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">**Professional Development Follow-up** <span style="color: windowtext; font-style: normal; font-weight: normal; mso-bidi-font-family: Arial; mso-bidi-font-size: 11.0pt;">Explain in a paragraph how you would follow up your professional development agenda. Include the strategy/activity and a timeline.
 * This professional development is designed to analyze data, evaluate student progress, and redefine goals along the school year. This wonderful tool from the National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools defines timelines that our school will follow every year to make it a systematic analysis that will ensure success to our students. Every nine weeks students will be assessed in Mathematics, and the data will define different groups with different learning objectives to be achieved in the next nine weeks cycle. Therefore, it will give a consistent monitoring of formative assessment for every objective that will promote Math learning. ||

//<span style="color: windowtext; font-family: Arial; font-style: normal; font-weight: normal; mso-bidi-font-size: 11.0pt; mso-bidi-font-style: italic;">National Math Panel: Critical Foundations for Algebra Planning Template for Working with Schools //

__ **E-portfolio assignment:** __ Complete II-007 “Decision Making and Problem Solving” Course-Embedded Internship Log 2. Continue to complete and post Campus-Supervised internship reflection logs in the e-portfolio. All Course-Embedded and Campus-Supervised logs must be completed by your 11th course in the program prior to the EDLD 5398 Internship course.
 * __ E-portfolio assignment: __** Complete “III-008 Budgeting, Resources Allocation, and Financial Management” Course-Embedded Internship Log 2.