Title I Schools in Need of Assistance (SINA) Action Plan for the Academic Years 2008-2009 and 2009-2010

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: 2008-2009 and 2009-2010 District: Westlake Community School District Building: Westlake Middle Schools Draft Date: October 31, 2008 Please check all that apply: Actions for Reading X Actions for Math X Actions for Parent Engagement X Mentoring of New and Experienced Teachers X Choice Choice and Supplemental Services Corrective Action Plan for Restructuring Restructuring “In Delay” Status X Letter of Notification Attached X 10% Allocation of Title I Dollars X One-Year Budget X Scientifically Based Research Elementary X 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 Building Leadership Team Members: Susan Jorgensen, Building Principal; Kerry Whitfield, District plan (* while not required by law, best practice would include parent involvement) Diagnosis Summary: CCQ What Math Specialist; Stacy Munoz, Grade math teacher; Brad Thomas, Grade math teacher; Kelly Woods, Grade math teacher; John Monroe, teacher of special education; Rick Gronlund, AEA School Improvement consultant and Support Team Lead; Kevin Williams, AEA building representative; Carol Bogdonavich, math expert; Pat Hirsh, parent; and others as necessary This area should include information about why previous interventions were unsuccessful as well as our learnings from other data: Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 143 Iowa Support System for Schools and Districts in Need of Assistance data tell us about student learning needs? Building Goal Statement for SINA to support prioritized learning needs Indicators of Progress: CCQ 3: How will/do we know student learning As a result of the audit and diagnosis processes, the following data sources/points were organized and analyzed: ITBS: Grades 5-8 showed deficits in area of mathematics, particularly in the areas of multi-step 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 years indicated that mathematics scores were maintaining, not increasing among all students ICAM: Grade showed deficits in the area of multi-step math problems These data validate the general analysis of ITBS results 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 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 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 2009-2010 school year, 75% of students at grades 6, 7, and 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 proportionately higher each year as well Summative Evaluation Question(s) with Indicators of Progress and Measurement Tools for Summative Data Indicating Student Achievement of District Goal(s) Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Formative Data Questions Aligned to Summative Evaluation Question(s) Design - 144 Iowa Support System for Schools and Districts in Need of Assistance has changed?  What percent of students at grades 6, 7, and 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) Evidence-Based Research Source (Be sure to cite the specific research aligned to areas of concern.) Content for the professional development identified through 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 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 (Teacherdeveloped 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) 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 Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 145 Iowa Support System for Schools and Districts in Need of Assistance research: o CCQ What will be done to meet student learning needs? o o o o o o o Peer Review Process All four bulleted items must be completed (* Best practices include parent involvement) Implementation: How will the The teachers will map their teaching to align with the standards and benchmarks and articulate across grade levels In addition, formative and summative assessments will be developed that align with the standards and benchmarks as well as the instruction 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 statemandated mentoring and induction program for new teachers, and peer coaching, collaboration, and looking at student work for both new and experienced teachers 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 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 Parents will have the opportunity to participate in MAPPS workshops, focused on problem solving and interpretation of data using charts and graphs 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 10% of regularly allocated Title I funds were withheld to support the articulated professional development  Date Planned for Peer Review: October 24, 2008  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 24, 2008, with revision of action plan on October 25, 2008 Changes/Impact on Stakeholders (e.g., Students, Teachers, Administrators, Parents, Design Phase: Mathematics Action Plan of Westlake Middle School Data Collected to Inform Change ©2008 Alignment and Responsibilities Monitoring and Adjustment Design - 146 Iowa Support System for Schools and Districts in Need of Assistance 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? and Other Stakeholders) Identification of changes: Knowledge Skills Attitudes Aspirations Behaviors 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? Iowa Professional Development Model Component Person(s) Responsible Time (when and how much) 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)? Data Collected to Inform Change Alignment and Responsibilities Monitoring & Adjustment Number of students whose parents received letter  Principal: Letter of notification following guidelines provided by Iowa Department of Education Note: Where appropriate, include description of mentoring and or collaborative (e.g., peer coaching) activities for both new and experienced teachers Include description of parent involvement in each action step or as a separate action as appropriate Changes/Impact on Stakeholders Action #1: Notification of Parents and Community  Activity: Letter of notification following guidelines provided by Iowa Department of Education  Activity: Informational Parent: Use information provided to make decision regarding choice Design Phase: Mathematics Action Plan of Westlake Middle School Number of parents selecting choice out of /in building Letter sent to parents on August 15 (see attachment); students opted to move to Hills MS and 520 chose to remain at Westlake large-group ©2008 Design - 147 Iowa Support System for Schools and Districts in Need of Assistance meetings with parents regarding choice  Activity: Press release developed and distributed to newspaper  Activity: Interviews held with local television and radio stations Community: Increased awareness of the identification and steps of the planning process to meet the students’ needs Copies of press releases and radio/television interview dates and times  Principal: Informational meetings with parents regarding choice  Principal: press release and interviews with radio and television stations 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 students moving to Hills MS and 520 remaining at Westlake 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 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 Building Leadership Team: Increased Completed diagnosis worksheet Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Date of Presentation to Building Leadership Team: October Audit team led review of audit profile on October 5, as planned Design - 148 Iowa Support System for Schools and Districts in Need of Assistance  Activity: Completion of Diagnosis  Activity: Completion of Action Plan 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 (with “if then” statements and theory of change) 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 Staff: Demonstrated knowledge of the building action plan Number of staff members who participated in the communication of the action plan; survey of understanding  Activity: Communicati on of Action Plan Changes/Impact on Stakeholders Design Phase: Mathematics Action Plan of Westlake Middle School Data Collected to Inform Change ©2008 Dates of Work on Diagnosis by Building Leadership Team: October 6- 13 Building Leadership Team Work on Action Plan October 1325 Dates of Presentations of Action Plan to staff members by Building Leadership Team: October 23 Alignment and Responsibilities Building Leadership Team completed the diagnosis worksheet on October 13 with assistance by Iowa Support Team Building Leadership Team completed the action plan and peer review and electronically mailed the plan to DE on October 31 Building Leadership Team presented the action plan to staff on October 23; revised plan and “cheat sheet” summaries were also provided on October 24 Updates on progress will be provided quarterly Monitoring & Adjustment Design - 149 Iowa Support System for Schools and Districts in Need of Assistance Action #3: Formation of math leadership team to provide leadership in design and implementation of the action plan 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: Determinatio n of math team  Activity: Regular meetings to address design of action plan as well as implementation and evaluation of plan Building principal is responsible for development of leadership team 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 Action #4: Mapping of teaching with math standards and benchmarks for Grades 6-8 to assure alignment of teaching with standards and Action plan aligns with fundamental tenets of the Iowa Professional Development Model 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 Math: Summary of collaboration time focused on implementation of mapped curriculum Content-Area Teachers: Demonstrate increased use of math (especially Content Area: Summary of math activities used in content areas, Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Alignment and Responsibilities Data collection and analysis, including implementation data of math teachers Monitoring & Adjustment Teachers of math, AEA math consultant, district math Design - 150 Iowa Support System for Schools and Districts in Need of Assistance benchmarks and across grade levels problem solving and use of graphs and charts) in content areas focusing on problem solving and use of graphs and charts  Activity: Math team – bi-weekly meetings in November – 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 Design Phase: Mathematics Action Plan of Westlake Middle School specialist, and district curriculum coordinator Bi-weekly meetings in November – January for development and bi-weekly meetings in January – May of year One and August – May of Year Two for collaboration and peer coaching Resources available through school district ©2008 Design - 151 Iowa Support System for Schools and Districts in Need of Assistance other content areas will identify a minimum of one activity per unit in which math 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 • Activity: Introduction of formative and summative assessments (including purpose, importance of consistency, Data Collected to Inform Change Parents: Increased knowledge in purpose of formative and summative assessments; increased knowledge of students’ progress in math in a timely manner 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 Students: Increase in student achievement in math Design Phase: Mathematics Action Plan of Westlake Middle School Anecdotal records Student achievement data based on formative and summative ©2008 Alignment and Responsibilities Monitoring & Adjustment 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 – Design - 152 Iowa Support System for Schools and Districts in Need of Assistance use for adjustment of instruction to meet student needs in achieving intended outcomes) to teachers of math by content and assessment experts • Activity: Assist students in understandin g 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/ families in understandin g the assessments Teachers: Increased knowledge of students’ mathematical strengths and weaknesses in individual math classes and across the building, based on formative and summative data Teachers: Increased knowledge of needed on-going professional development for teaching math Design Phase: Mathematics Action Plan of Westlake Middle School Summary of formative and summative data from piloted and implemented formative assessments Summary of discussion at team meetings based on student needs May of Year One, administering summative assessment in May, 2007; piloting of formative assessments in 2007-2008 and adjusted as necessary Resources available through AEA or ordered through district office; allocation in budget to the DE ©2008 Design - 153 Iowa Support System for Schools and Districts in Need of Assistance purpose, impact, and expected outcome of formative and summative assessments (Back-toSchool Night in Years and 2) • Activity: Collaborative development of formative and summative assessments for each gradelevel/math course (Year 1: February – May) • Activity: Implementati on of summative ( May, 2009, and May, 2010) and piloting and adjustment of formative assessments for each gradelevel/math course (Year Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 154 Iowa Support System for Schools and Districts in Need of Assistance 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 impact on students' learning; may result in strategies/acti vities for core/supplem ental/ intensive (Focus in Year Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 155 Iowa Support System for Schools and Districts in Need of Assistance and 3) • Activity: Communicatio n to the board of education as well as community/ce ntral office of purpose, use, and results of formative assessment (Years and 2) Changes/Impact on Stakeholders Action #6: Determination of future professional development based on formative and summative assessments  Activity: Administratio n of formative and summative assessments (See Action – Years and 2)  Activity: Collaborative analysis by staff of Teachers: Increased collaboration among instructors at middle school Teachers: Increased skills in data analysis Teachers: Increased knowledge of data sources and data points 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 Teachers: Increased knowledge of student strengths and weaknesses in individual classroom and building Teachers: Identification of professional development based on gap analysis of current reality at end of 2008-2009 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) Design Phase: Mathematics Action Plan of Westlake Middle School Alignment and Responsibilities Data collection and analysis – and goal setting (Content provider) Monitoring & Adjustment Math instructors, content-area teachers, district math specialist, district content specialist, district curriculum coordinator with assistance from AEA consultants and assessment specialists Administration of formative assessments in Year and summative ©2008 Design - 156 Iowa Support System for Schools and Districts in Need of Assistance formative and summative assessment results (Upon completion of formative assessments during Year 2)  Activity: Determinatio n of professional development for staff in 2009-2011 based on interpretation of formative and summative data (Spring, 2010) assessments in May of Years and 2; ITBS assessment in February of Year and Year 2; ICAM assessment in spring of Years and Gap analysis completed immediately following assessments Resources available through AEA or ordered through school district; team time Changes/Impact on Stakeholders Action #7: Intense professional development for math instructors and teachers of special education, including strategies and tools for multistep problem solving and interpretation Students in grades 6-8: Increased knowledge and skills in multi-step problem solving and interpretation of data using charts and graphs Teachers: Increased knowledge and skills in implementation of instructional strategies and tools to support multi-step problem solving and interpretation of data using charts and graphs Design Phase: Mathematics Action Plan of Westlake Middle School Data Collected to Inform Change Formative assessment data Summative assessment data ITBS data Teacher observation logs Walk-throughs and peer observations Student surveys Collaborative assessment of student work Frequency of implementation of data Quality of implementation data Classroom walk-throughs Teacher observations ©2008 Alignment and Responsibilities Design and implementation; learning opportunities; collaboration; ongoing data collection Monitoring & Adjustment Principal, teachers, AEA consultants, district content specialists, Schedule provided Design - 157 Iowa Support System for Schools and Districts in Need of Assistance of data using charts and graphs with a focus on those especially effective with low-SES, AfricanAmerican, Hispanic, and special education students 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 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 all-day workshops (Immediately Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 158 Iowa Support System for Schools and Districts in Need of Assistance and in spring of 2008 for 2008-2009)  Activity: Professional development opportunities in multi-step problem solving and interpretation s of graphs and charts (Years and 2)  Activity: Analysis of implementati on data by building leadership team with adjustments in professional development activities based on formative and implementati on data (Ongoing and between professional development opportunities in Years and 2)  Evaluation of Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 159 Iowa Support System for Schools and Districts in Need of Assistance Professional development (May of Years and 2) Changes/Impact on Stakeholders Action # 8: Parent engagement in mathematics  Activity: Design and implementati on of “learning at home” math activities focused on multi-step problem solving and interpretation of data using charts and graphs  Activity: workshops annually using MAPPS format for parents, focusing on multi-step problem solving and interpretation of data using charts 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 in using multi-step problem solving and interpretation of data using charts and graphs outside the classroom Interactive homework summary Anecdotal records Students: Recognize “real-life” use of strategies and tools with family members 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 and 2) Design Phase: Mathematics Action Plan of Westlake Middle School Anecdotal records Interactive homework summary Anecdotal records Student reflections Surveys Examples of communications with “learning at home” math activities Alignment and Responsibilities On-going data collection Monitoring & Adjustment Teachers of math, district math specialist, AEA math specialist, principal, PIRC consultant (Karen Willis) Parent meetings at least 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, ©2008 Design - 160 Iowa Support System for Schools and Districts in Need of Assistance graphs (Years and 2) at community center Changes/Impact on Stakeholders Data Collected to Inform Change activities; Parent information Resource Center (iowaparents.org); team time Alignment and Responsibilities Monitoring & Adjustment Year and Beyond 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 Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 161 Iowa Support System for Schools and Districts in Need of Assistance above described activities  Provide oneyear budget to achieve updated twoyear plan  Complete evaluation of the program Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 162 Iowa Support System for Schools and Districts in Need of Assistance Projected Professional Development for Staff - Dates, Times, and Focus for 2008-2009: Date Time Thursday, September 4, 11, 18, and 25 Thursday, October 2, 9, 16, and 23 Thursday, November and 20 1:30 – 3:45 P.M 1:30 – 3:45 P.M 1:30 – 3:45 P.M Thursday and Friday, November 13 and 14 Thursday, December and 18 All Day 1:30 – 3:45 P.M Thursday, December 11 Thursday, January and 22 All Day 1:30 – 3:45 P.M Friday, January and 23 Thursday, January 29 and February 12 All Day 1:30 – 3:45 P.M Thursday, February and 19 Thursday, February 26 and March 12 and 26 All Day 1:30 – 3:45 P.M Thursday, March and 19 Thursday, April and 16 All Day 1:30 – 3:45 P.M Thursday, April and 23 All Day Thursday, May and 14 1:30 – 3:45 P.M May 21 All Day 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 2008-2009: Name James Kelly Design Phase: Mathematics Action Plan of Westlake Middle School Role Westlake curriculum coordinator ©2008 Design - 163 Iowa Support System for Schools and Districts in Need of Assistance Susan Jorgensen Kerry Whitfield Stacy Munoz Brad Thomas Kelly Woods John Monroe Rick Gronlund Kevin Williams Building principal District math specialist Grade math teacher Grade math teacher Grade 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 2008-2009: Date Time Wednesday, August 27, 2008 1:00 – 4:00 P.M Wednesday, September 24, 2008 Wednesday, October 22, 2008 1:00 – 4:00 P.M Wednesday, November 19, 2008 Wednesday, December 17, 2008 Wednesday, January 28, 2009 1:00 – 4:00 P.M Wednesday, February 25, 2009 Wednesday, March 25, 2009 1:00 – 4:00 P.M Wednesday, April 22, 2009 1:00 – 4:00 P.M Wednesday, May 24, 2008 1:00 – 4:00 P.M 1:00 – 4:00 P.M 1:00 – 4:00 P.M 1:00 – 4:00 P.M 1:00 – 4:00 P.M Focus                     Design Phase: Mathematics Action Plan of Westlake Middle School 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 of action plan and determine focus of Year ©2008 Design - 164 ... 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... System for Schools and Districts in Need of Assistance  Activity: Completion of Diagnosis  Activity: Completion of Action Plan understanding of areas of concern and the gap with the desired state... implementation of the action plan Teachers of math and principal: Demonstrate skills in facilitating and participating on leadership team Approved action plan Teachers of math and principal: Increase