District: Building: Draft Date

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 Choice X 10% Allocation of  Elementary

X Actions for Math  Choice and Supplemental Services Title I Dollars X Middle School
X Actions for Parent  Corrective Action X One-Year Budget  High School
Engagement  Plan for Restructuring X Scientifically Based
X Mentoring of New  Restructuring Research
and Experienced  In Delay Status
Teachers X Letter of Notification Attached
District Long-
Range 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
plan Building Leadership Team Members: Susan Jorgensen, Building Principal; Kerry Whitfield, District Math
(* while not required
Specialist; Stacy Munoz, Grade 8 math teacher; Brad Thomas, Grade 7 math teacher; Kelly Woods,
by law, best practice
would include parent Grade 6 math teacher; John Monroe, teacher of special education; Rick Gronlund, AEA School
involvement) Improvement consultant and Support Team Lead; Kevin Williams, AEA building representative; Carol
Bogdonavich, math expert; Pat Hirsh, parent; and others as necessary
Diagnosis This area should include information about why previous interventions were unsuccessful as well as our
Summary: learnings from other data:
CCQ 1. What do
data tell us about
Design Phase: Mathematics Action Plan of Westlake Middle School ©2008 Design - 143
student learning As a result of the audit and diagnosis processes, the following data sources/points were organized and
needs? analyzed:
1. 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 4 years indicated that mathematics scores were
maintaining, not increasing among all students.
2. ICAM: Grade 8 showed deficits in the area of multi-step math problems. These data validate
the general analysis of ITBS results.
3. 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.
4. 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.
5. Parent Involvement: There has been no focus on providing parents information on how they can
support learning of mathematics at home.
Building Goal
Statement for By the end of the 2009-2010 school year, 75% of students at grades 6, 7, and 8 will be performing at
SINA to support the proficient level and above in mathematics as measured by the mathematics assessment of ITBS
prioritized learning using the national norms and with 95% participation. Identified subgroups achievement will be
needs proportionately higher each year as well.
Indicators of Formative Data Questions

Progress: Summative Evaluation Question(s) Aligned
CCQ 3: How with Indicators of Progress and Measurement Tools to Summative Evaluation
will/do we know for Summative Data Indicating Student
student learning Achievement of District Goal(s)
Question(s)
with Indicators of Progress and
has changed?
Measurement Tools for Formative Data
Indicating Progress toward District Goal(s).
 What percent of students at grades 6, 7, and 8 are  What percent of students at grades 6,
performing at the proficient level and above in 7, and 8 are performing at the
mathematics? proficient level and above on formative
 The percentage of students who score at the proficient level assessments for mathematics?
or above (41st percentile or above using national norms) on  The periodic individual student scores;
the ITBS Mathematics Test. (ITBS Scores) the percentage of students proficient.
 The proportional increase of identified sub-groups (i.e., Low (Middle School Formative Math
SES, African-American, Hispanic, special education students) Assessment Scores)
proficient in mathematics. (AYP Trajectory)  Individual student scores on
 The percentage of sixth, seventh, and eighth grade students unit/chapter tests. (Teacher-developed
who participated in the ITBS Test of Mathematics. Assessment Scores)
(Participation)  Summary of teacher observations of
 The percentage of students who score at the proficient level individuals and groups of students.
or above on the Westlake Middle School Math Assessment. (Anecdotal Records)
(Middle School Criterion-Referenced Math Assessment  Percentage of students proficient. (LtoJ
Scores) Progress Monitoring Charts)
 Individual student scores. (Measurement
of Academic Progress Scores)
 Individual student scores; percentage of
students proficient. (ALEKS Scores)
Evidence-Based
Research Source 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
(Be sure to cite the
(NCTM) and the Iowa Department of Educations Every Student Counts. The content of the
specific research
professional development was selected to directly impact student achievement (proximal) in
aligned to areas of mathematics. The MAPPS content of the professional development for parents is based on the research
concern.) at the University of Arizona.
Content for the
professional Based upon the results of the audit and diagnosis processes, the building leadership team completed the
development research to determine the strategies and programs to impact student needs in mathematics.
identified through o The teachers will map their teaching to align with the standards and benchmarks and articulate
research: across grade levels.
o In addition, formative and summative assessments will be developed that align with the standards
CCQ 2. What will
be done to meet and benchmarks as well as the instruction.
student learning o The math teachers will study and implement strategies and tools that focus on developing their
needs? 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 state-mandated mentoring and
induction program for new teachers, and peer coaching, collaboration, and looking at student work
for both new and experienced teachers.
o 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.
o 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.
o Parents will have the opportunity to participate in MAPPS workshops, focused on problem solving
and interpretation of data using charts and graphs.
o 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.
o 10% of regularly allocated Title I funds were withheld to support the articulated professional
development.
Peer Review
Process  Date Planned for Peer Review: October 24, 2008
All four bulleted  Schools/AEA/Individuals Involved in Peer Review: Building Leadership Team, including parents and
items must be members of Iowa Support Team; building leadership team of Hills Middle School.
completed.  Process for Peer Review: Configuration Map for Design during development of the plan and in
(* Best practices
preparation of the review; Tuning Protocol as the process for the peer review
include parent
involvement)  Date Peer Review Actually Completed: October 24, 2008, with revision of action plan on October 25,
2008
Implementation: Changes/Impact on Stakeholders (e.g., Data Collected to Inform Change Alignment and Monitoring and
How will the Students, Teachers, Administrators, Parents, Responsibilities Adjustment
and Other Stakeholders)
goal be Identification of changes: How will we collect the information about 1. Iowa Professional The data collected
achieved? 1. Knowledge the change (e.g., tests, surveys, focus Development from stakeholders
2. Skills groups, interviews, logs, observations, Model Component and decisions made
CC2f. What 3. Attitudes rating scales)? What data sources/points 2. Person(s) help continually
actions/ activities 4. Aspirations would best answer our formative and Responsible monitor, adjust, and
will we use to 5. Behaviors. summative questions? 3. Time (when and evaluate key actions
address prioritized how much) and activities and the
needs, established Note: Where appropriate, include description 4. Resources overall plan. How
goals, and any gaps of mentoring and or collaborative (e.g., peer have we measured or
between current coaching) activities for both new and depicted change in
and research-based experienced teachers. the information
practice? collected (e.g.
describing, counting,
Include description clustering,
of parent comparing, trends,
involvement in patterns)?
each action step or
as a separate
action as
appropriate.
Changes/Impact on Stakeholders Data Collected to Inform Change Alignment and Monitoring &
Responsibilities Adjustment
Action #1:
Notification of
Parents and
Community
 Activity: Parent: Use information provided to Number of students whose parents  Principal: Letter Letter sent to
Letter of make decision regarding choice. received letter. of notification parents on August
notification following 15 (see
following Number of parents selecting choice guidelines attachment); 5
guidelines out of /in building. provided by Iowa students opted to
provided by Department of move to Hills MS
Iowa Education and 520 chose to
Department remain at
of Education Westlake.
 Activity:
Informational  Principal: 3 large-group
meetings with Informational opportunities
parents meetings with provided on
regarding parents August 22;
choice. regarding choice meetings
 Activity: Community: Increased awareness of the Copies of press releases and  Principal: press especially for ELL
Press release identification and steps of the planning radio/television interview dates and release and parents and
developed and process to meet the students needs times. interviews with parents new to
distributed to radio and building were held
newspaper television on August 23;
 Activity: stations individual meetings
Interviews held with 10
held with local families with 5
television and students moving to
radio stations Hills MS and 520
remaining at
Westlake.
Principal also held

television and
radio interviews
during week of
August 22.
Action # 2:
Audit, Diagnosis,
and Design
 Activity: Building Leadership Team: increased Completed Audit Profile Date of Audit team led
Completion of knowledge of current reality based on Presentation to review of audit
Audit review of Audit Profile provided by Iowa Building Leadership profile on October
Support Team Team: October 5 5, as planned.
 Activity: Building Leadership Team: Increased Completed diagnosis worksheet (with Dates of Work on
Completion of understanding of areas of concern and if . . then statements and theory of Diagnosis by Building
Diagnosis the gap with the desired state through change) Building Leadership Leadership Team
completion of diagnosis on those areas, Team: October 6- completed the
including prioritization based on if . . . 13 diagnosis
then statements and a theory of worksheet on
change. October 13 with
assistance by Iowa
Support Team.
 Activity: Building Leadership Team: Commitment Completed action plan, including plan Building Leadership Building
Completion of to action plan based on needs of for evaluation. Team - Work on Leadership Team
Action Plan students and addressing KASAB and Action Plan completed the
logic model. October 13-25 action plan and
peer review and
electronically
mailed the plan to
DE on October 31
 Activity: Staff: Demonstrated knowledge of the Number of staff members who Dates of Building
Communication
of Action Plan building action plan participated in the communication of Presentations of Leadership Team
the action plan; survey of Action Plan to staff presented the
understanding members by action plan to
Building Leadership staff on October
Team: October 23 23; revised plan
and cheat sheet
summaries were
also provided on
October 24.
Updates on
progress will be
provided
quarterly.
Action #3:
Formation of Teachers of math and principal: Approved action plan Action plan aligns
math leadership Demonstrate skills in facilitating and with fundamental
team to provide participating on leadership team. Minutes of meetings tenets of the Iowa
leadership in Professional
design and Teachers of math and principal: Completed evaluation of action plan Development Model.
implementation Increase knowledge in diagnosis, design,
of the action implementation, and evaluation of action Quarterly self-monitoring survey Building principal is
plan. plans. responsible for
development of
 Activity: leadership team.
Determination
of math team Meetings are held
 Activity: monthly after the
Regular audit, diagnosis,
meetings to and design are
address completed.
design of
action plan as Identified agenda

well as frameworks for
implementa- meeting (e.g., roles,
tion and responsibilities),
evaluation of team time.
plan.
Action #4: Math Teachers: Demonstrate increased Math: Completed mapping that shows Data collection and
Mapping of skills in aligning curriculum, teaching, and alignment and articulation. analysis, including
teaching with assessment with standards and implementation
math standards benchmarks. data of math
and benchmarks teachers.
for Grades 6-8 Math Teachers: Demonstrate improved Math: Summary of collaboration time
to assure knowledge of what is taught across focused on implementation of mapped Teachers of math,
alignment of grade levels. curriculum. AEA math
teaching with consultant, district
standards and Content-Area Teachers: Demonstrate Content Area: Summary of math math specialist, and
benchmarks and increased use of math (especially activities used in content areas, district curriculum
across grade problem solving and use of graphs and focusing on problem solving and use coordinator.
levels. charts) in content areas. of graphs and charts.
Bi-weekly meetings
 Activity: in November
Math team January for
bi-weekly development and bi-
meetings in weekly meetings in
November January May of
January with year One and
AEA math August May of
consultant to Year Two for
review collaboration and
purpose of peer coaching.
and map
curriculum Resources available

 Activity: through school
Math team district.
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 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)
Action # 5:
Development and Parents: Increased knowledge in Anecdotal records Data collection and
piloting of purpose of formative and summative analysis of
formative and assessments; increased knowledge of formative
summative students progress in math in a timely assessments.
assessments in manner.
grades 6, 7, and Teachers of math,
8 Other Stakeholders (e.g., board of Board minutes; newspaper accounts AEA math
education, community): Increased consultant, AEA
 Activity: knowledge in purpose of formative and assessment
Introduction summative assessments. consultant, district
of formative math specialist,
and summative Students: Increased knowledge in Anecdotal records district curriculum
assessments purpose of formative and summative coordinator.
(including assessments.
purpose, Development of
importance of Students: Increase in student Student achievement data based on assessments during
consistency, achievement in math. formative and summative February May of
use for assessments. Year One,
adjustment of administering
instruction to Teachers: Increased knowledge of Summary of formative and summative summative
meet student students mathematical strengths and data from piloted and implemented assessment in May,
needs in weaknesses in individual math classes formative assessments. 2007; piloting of
achieving and across the building, based on formative
intended formative and summative data. assessments in
outcomes) to 2007-2008 and
teachers of Teachers: Increased knowledge of Summary of discussion at team adjusted as
math by needed on-going professional meetings based on student needs necessary

content and development for teaching math.
assessment Resources available
experts. through AEA or
 Activity: ordered through
Assist district office;
students in allocation in budget
understanding to the DE
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
understanding
the purpose,
impact, and
expected
outcome of
formative and
summative
assessments.
(Back-to-
School Night in
Years 1 and 2)
 Activity:
Collaborative
development of
formative and
summative
assessments
for each
grade-
level/math
course. (Year 1:
February
May)
 Activity:
Implementatio
n of summative
( May, 2009,
and May, 2010)
and piloting
and adjustment
of formative
assessments
for each
grade-
level/math
course. (Year
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/suppleme
ntal/ intensive.
(Focus in Year
2 and 3)
 Activity:
Communication
to the board of
education as
well as
community/cen
tral office of
purpose, use,
and results of
formative
assessment
(Years 1 and 2)
Action #6: Teachers: Increased collaboration Summative and formative assessment Data collection and
Determination of among instructors at middle school. data aggregated and disaggregated analysis and goal
future by sub-groups, grade level, and setting (Content
professional Teachers: Increased skills in data teacher. provider)
development analysis.
based on Minutes of leadership team meetings Math instructors,
formative and Teachers: Increased knowledge of data focused on professional development content-area
summative sources and data points. discussions based on data. teachers, district
assessments. math specialist,
Teachers: Increased knowledge of district content
 Activity: student strengths and weaknesses in specialist, district
Administration individual classroom and building. curriculum
of formative coordinator with
and summative Teachers: Identification of assistance from
assessments professional development based on gap AEA consultants
(See Action 5 analysis of current reality at end of and assessment

Years 1 and 2008-2009 and desired state (Year 2: specialists.
2) Use of summative assessment, ICAM,
 Activity: and ITBS data; Year 2: Use of Administration of
Collaborative summative and formative assessment formative
analysis by data as well as ICAM and ITBS data) assessments in
staff of Year 2 and
formative and summative
summative assessments in May
assessment of Years 1 and 2;
results (Upon ITBS assessment in
completion of February of Year 1
formative and Year 2; ICAM
assessments assessment in
during Year 2) spring of Years 1
 Activity: and 2. Gap analysis
Determination completed
of professional immediately
development following
for staff in assessments.
2009-2011
based on Resources available
interpretation through AEA or
of formative ordered through
and summative school district;
data (Spring, team time.
2010)
Action #7: Students in grades 6-8: Increased Formative assessment data Design and
Intense knowledge and skills in multi-step Summative assessment data implementation;
professional problem solving and interpretation of ITBS data learning
development for data using charts and graphs. Teacher observation logs opportunities;
math instructors Walk-throughs and peer observations collaboration;

and teachers of Student surveys ongoing data
special Collaborative assessment of student collection.
education, work
including Principal, teachers,
strategies and Teachers: Increased knowledge and Frequency of implementation of data AEA consultants,
tools for multi- skills in implementation of instructional Quality of implementation data district content
step problem strategies and tools to support multi- Classroom walk-throughs specialists,
solving and step problem solving and interpretation Teacher observations
interpretation of of data using charts and graphs. Schedule provided
data using charts below
and graphs with Teachers: Increased knowledge and
a focus on those skills in peer coaching and/or teacher- Technical
especially to-teacher mentoring. assistance from
effective with AEA consultants,
low-SES, materials and
African- handouts, team
American, time.
Hispanic, and
special education
students.
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
and in spring
of 2008 for
2008-2009)
 Activity:
Professional
development
opportunities
in multi-step
problem solving
and
interpretations
of graphs and
charts (Years 1
and 2)
 Activity:
Analysis of
implementation
data by
building
leadership
team with
adjustments in
professional
development
activities
based on
formative and
implementation
data (On-going
and between
professional
development
opportunities
in Years 1 and
2)
 Evaluation of
Professional
development
(May of Years
1 and 2)
Action # 8: Parents: Demonstrate increased Surveys of parents regarding On-going data
Parent knowledge and skills in helping their learning at home math and MAPPS collection
engagement in students learn at home, especially in opportunities
mathematics areas of multi-step problem solving and Teachers of math,
charts and graphs. Anecdotal records district math
 Activity: specialist, AEA
Design and Students: Demonstrate increased skills Interactive homework summary math specialist,
implementation in using multi-step problem solving and Anecdotal records principal, PIRC
of learning at interpretation of data using charts and consultant (Karen
home math graphs outside the classroom. Willis)
activities
focused on Students: Recognize real-life use of Interactive homework summary Parent meetings at
multi-step strategies and tools with family Anecdotal records least 4 times
problem solving members. Student reflections annually to
and Surveys introduce learning
interpretation at home math
of data using Teachers: Increased communications Examples of communications with activities and
charts and with parents about the use of math in learning at home math activities MAPPS workshops;
graphs. students daily life, focusing on multi- may use back-to-
 Activity: 4 step problem solving and interpretation school night and
workshops of data using charts and graphs (Years 1 math nights to
annually using and 2) assist parents;
MAPPS format development of
for parents, learning at home
focusing on activities;
multi-step assessment of
problem solving feedback
and information from
interpretation parents
of data using
charts and Surveys, activities;
graphs (Years Parent information
1 and 2) at Resource Center
community (iowaparents.org);
center. team time
Year 2 and
Beyond
Sustaining
Actions:
 Review and
analyze
previous years
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 above
described
activities.
 Provide one-
year budget to
achieve
updated two-
year plan.
 Complete
evaluation of
the program
Projected Professional Development for Staff - Dates, Times, and Focus for 2008-2009:
Date Time Focus

Thursday, September 4, 11, 18, and 25 1:30 3:45 P.M. Audit, Diagnosis, and Design
Thursday, October 2, 9, 16, and 23 1:30 3:45 P.M. Audit, Diagnosis, and Design
Thursday, November 6 and 20 1:30 3:45 P.M. Professional Development in multi-step problem solving/interpretation of
graphs and charts
Thursday and Friday, November 13 and 14 All Day Curriculum Mapping
Thursday, December 4 and 18 1:30 3:45 P.M. Professional development in multi-step problem solving/interpretation of
graphs and charts
Thursday, December 11 All Day Curriculum Mapping
Thursday, January 8 and 22 1:30 3:45 P.M. Professional development in multi-step problem solving/interpretation of
graphs and charts
Friday, January 9 and 23 All Day Curriculum Mapping
Thursday, January 29 and February 12 1:30 3:45 P.M. Professional development in multi-step problem solving/interpretation of
graphs and charts, including learning-at-home activities
Thursday, February 5 and 19 All Day Creation of formative and summative assessments in content areas
Thursday, February 26 and March 12 and 26 1:30 3:45 P.M. Professional development in multi-step problem solving/interpretation of
Thursday, March 5 and 19 All Day Creation of formative and summative assessments in content areas
Thursday, April 2 and 16 1:30 3:45 P.M. Professional development in multi-step problem solving/interpretation of
Thursday, April 9 and 23 All Day Creation of formative and summative assessments in content areas;
finalization of plans for implementation of summative assessments in all
content areas
Thursday, May 7 and 14 1:30 3:45 P.M. Professional development in multi-step problem solving/interpretation of
graphs and charts, including learning-at-home activities with celebration
of accomplishments in professional development
May 21 All Day Analysis of data from summative assessments
Building Leadership Team Membership for 2008-2009:
Name Role
James Kelly Westlake curriculum coordinator
Susan Jorgensen Building principal
Kerry Whitfield District math specialist
Stacy Munoz Grade 8 math teacher

Brad Thomas Grade 7 math teacher
Kelly Woods Grade 6 math teacher
John Monroe Teacher of special education
Rick Gronlund AEA school improvement consultant and Iowa Support Team Lead
Kevin Williams AEA building representative
Building Leadership Team Meeting Dates and Times for 2008-2009:
Date Time Focus

Wednesday, August 27, 2008 1:00 4:00 P.M.  Impact of communication of plan

Wednesday, September 24, 1:00 4:00 P.M.  Monitor progress of implementation of action plan
2008 
Wednesday, October 22, 2008 1:00 4:00 P.M.  Monitor progress of implementation of action plan

Wednesday, November 19, 1:00 4:00 P.M.  Monitor progress of implementation of action plan
2008 
Wednesday, December 17, 1:00 4:00 P.M.  Monitor progress of implementation of action plan
2008 
Wednesday, January 28, 2009 1:00 4:00 P.M.  Monitor progress of implementation of action plan

Wednesday, February 25, 1:00 4:00 P.M.  Monitor progress of implementation of action plan
2009 
Wednesday, March 25, 2009 1:00 4:00 P.M.  Monitor progress of implementation of action plan

Wednesday, April 22, 2009 1:00 4:00 P.M.  Monitor progress of implementation of action plan

Wednesday, May 24, 2008 1:00 4:00 P.M.  Evaluate implementation of Year 1 of action plan and determine focus of Year 2


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Iowa Support System for Schools and Districts in Need of Assistance

Please check all that apply:

 Actions for Reading X Choice X 10% Allocation of  Elementary

Indicators of Formative Data Questions

Principal also held

action plan as Identified agenda

curriculum Resources available

math by needed on-going professional meetings based on student needs necessary

(See Action 5 analysis of current reality at end of and assessment

math instructors Walk-throughs and peer observations collaboration;

data using charts

Date Time Focus

Building Leadership Team Membership for 2008-2009:

Stacy Munoz Grade 8 math teacher

Building Leadership Team Meeting Dates and Times for 2008-2009:

Date Time Focus

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