Washington - Kansas City, Kansas Public Schools
Washington - Kansas City, Kansas Public Schools Washington - Kansas City, Kansas Public Schools
Formative Assessments for Mathematics For each target selected, identify the formative assessments that will be used to monitor effectiveness and success of strategy. Target A. Conceptual Understanding, Computational and Procedural Fluency, Strategic Competence (Problem Solving), Adaptive Reasoning, Postive, Productive Reasoning B. Other Formative Assessment NWEA Map Survey 6.2 + KS; Benchmark Assessments; Walk Through Observations by Principal & Instructional Coach;Walk Through Observations by Math Consultant; District Scrimmage Tests; Online formative assessments Results-Based Staff Development Plan For Mathematics (Complete for each target selected) A. Conceptual Understanding, Computational and Procedural Fluency, Strategic Competence(Problem Solving), Adaptive Reasoning, Postive, Productive Reasoning B. Other Staff Development Resources Needed Knowledge Level Activities (for example: workshops, study groups, classes, professional reading) Weekly Content Team Study around Mike Schmoker Model - planning a lesson, implementing a lesson, sharing results and refining to re-teach lesson Work with KU Gear Up program on graphic organizers to aid in instruction of math Modeling and/or Demonstration Activities (for example: jobembedded sample lessons, observations) Practice with Feedback Activities (for example, jobembedded walkthru, peer observations and conferences) Follow-up Activities (for example, jobembedded studying student work, data analysis) Dates Dates Dates Dates On Going Lesson plans created during weekly content study time Graphic organizers constructed with help from Gear Up On Going Time Support from KU Gear Up Personnel Observation by instructional coaches, principal and vice-principals Benchmark assessments with item analysis done by student to further understand weaknesses in instruction On Going Data analysis of student work to identify remediation as well as other methods of instruction On Going -- Kansas City, Washington High School -- Page 28 of 50
Describe what your school will implement to support the identified teaching and learning needs of students in each content area to bring about increased academic achievement. Multi-Tiered System of Supports (MTSS) RtI Third Tier Intensive Support Second Tier Differentiated – Flexible Group First Tier High Quality – Whole Group 5 – 10% 20 – 30% 100% RESEARCH Bureau of Exceptional Education and Student Services: Florida Department of Education. (2006). The response to intervention (RtI) model (Technical assistance paper No. 12740). Tallahassee, FL. Christ, T. J., Burns, M. K., & Ysseldyke, J. E. (2005). Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. NASP Communiqué, 34 (3), 1-8. Denton, C. A. (Ed.). (2006, Winter). Responsiveness to Intervention as an Indication of Learning Disability [Theme Issue]. Perspectives. 32(1). Fletcher, J. M., Lyon, G.R., Fuchs, L..S., & Barnes, M.A. (2007). Learning disabilities: From identification to intervention. New York: Guilford Press. Jimerson, Shane R.; Burns, Matthew K.; VanDerHeyden, Amanda (Eds.) (2007). Handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer. National Association of State Directors of Special Education (2005). Response to intervention: Policy considerations and implementation Walpole, Sharon; McKenna, Michael C., Differentiated Reading Instruction Strategies for Primary Grades, 2007. The Guilford Press, NY -- Kansas City, Washington High School -- Page 29 of 50
- Page 1 and 2: HIGH SCHOOL Please submit to: Conni
- Page 3 and 4: Part IA. COLLABORATION AND PLANNING
- Page 5 and 6: IB. DATA ANALYSIS READING Compare h
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- Page 21 and 22: F. Motivation G. Other SCIENTIFICAL
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- Page 43 and 44: X. ASSISTANCE TO STUDENTS IN NEED
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Describe what your school will implement to support the identified teaching and learning<br />
needs of students in each content area to bring about increased academic<br />
achievement.<br />
Multi-Tiered System of Supports (MTSS)<br />
RtI<br />
Third Tier<br />
Intensive Support<br />
Second Tier<br />
Differentiated – Flexible Group<br />
First Tier<br />
High Quality – Whole Group<br />
5 – 10%<br />
20 – 30%<br />
100%<br />
RESEARCH<br />
Bureau of Exceptional Education and Student Services: Florida Department of<br />
Education. (2006). The response to intervention (RtI) model (Technical<br />
assistance paper No. 12740). Tallahassee, FL.<br />
Christ, T. J., Burns, M. K., & Ysseldyke, J. E. (2005). Conceptual confusion within<br />
response-to-intervention vernacular: Clarifying meaningful differences. NASP<br />
Communiqué, 34 (3), 1-8.<br />
Denton, C. A. (Ed.). (2006, Winter). Responsiveness to Intervention as an Indication of<br />
Learning Disability [Theme Issue]. Perspectives. 32(1).<br />
Fletcher, J. M., Lyon, G.R., Fuchs, L..S., & Barnes, M.A. (2007). Learning disabilities:<br />
From identification to intervention. New York: Guilford Press.<br />
Jimerson, Shane R.; Burns, Matthew K.; VanDerHeyden, Amanda (Eds.) (2007).<br />
Handbook of response to intervention: The science and practice of assessment<br />
and intervention. New York: Springer.<br />
National Association of State Directors of Special Education (2005). Response to<br />
intervention: Policy considerations and implementation<br />
Walpole, Sharon; McKenna, Michael C., Differentiated Reading Instruction Strategies<br />
for Primary Grades, 2007. The Guilford Press, NY<br />
-- <strong>Kansas</strong> <strong>City</strong>, <strong>Washington</strong> High School --<br />
Page 29 of 50
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