DISTRICT IMPROVEMENT PLAN 1 General Improvement Plan Information
3. DISTRICT IMPROVEMENT GOALS 2 OverarchingNeed # 2
Overarching Need
Overarching Need as identified in CNA Section 3.2
JCSS students are scoring below state average in mathematics according to CCRPI Content Mastery data.
Is Need # 1 also an Equity Gap? Yes
Root Cause # 1 Classroom mathematics tasks and lessons lack the rigor intended by Georgia Standards of Excellence.
Root Cause # 2 Improvement focus and professional learning opportunities have concentrated on literacy rather than mathematics for several years.
Root Cause # 3 Parents do not understand the mathematics standards enough to help students at home, even for students in early grades.
Root Cause # 4 Students do not have a full understanding of numeracy.
Root Cause # 5 Teachers and students do not consistently use the Language of the Standards in the instructional setting.
Root Cause # 6 Teachers have not been provided with adequate time or structure to collaboratively build instructional units.
Goal Increase by 2 percentage points the number of students performing at or above Proficient in Mathematics in grades 3-12 as measured by Milestones assessment scores.
3.2 OverarchingNeed # 2 51
Equity Gap
Equity Gap Student achievement identify subgroups, grade level span and content area(s)
Content Area(s) Mathematics
Grade Level Span(s) K
1 2 3 4 5 6 7 8 9 10 11 12
3.2 OverarchingNeed # 2 51
Equity Gap
Subgroup(s) Economically Disadvantaged
Race / Ethnicity / Minority
Equity interventions EI-1 Provide targeted teacher development on content, pedagogy and student supports and interventions
3.2 OverarchingNeed # 2 52
Action Step # 1
Action Step Mathematics intervention tools with strong evidence will be utilized to meet the needs of learners during intervention times.
K-5: Dreambox Math 6-8: Classworks
9-12: Odysseyware Individualized Learning Paths
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Race / Ethnicity / Minority Student with Disabilities
Systems Coherent Instruction
Professional Capacity
Supportive Learning Environment Method for Monitoring
Implementation
Classroom observation; lesson plan review Method for Monitoring
Effectiveness
Assessment data analysis from each intervention tool; MAP growth data Position/Role Responsible Curriculum Directors, Instructional Coaches, School administrators, Teachers Evidence Based Indicator Strong
Timeline for Implementation Weekly
3.2 OverarchingNeed # 2 52
Action Step # 1
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
3.2 OverarchingNeed # 2 53
Action Step # 2
Action Step Number Talks will be used as in instructional best practice in all mathematics classes, grades K-12, at least 3 days per week. Training was provided for all mathematics teachers, K-12, during the FY19 school year. A plan is in place to train math teachers new to Jones County Schools in Fall FY20.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Race / Ethnicity / Minority Student with Disabilities
Systems Coherent Instruction
Professional Capacity Method for Monitoring
Implementation
Classroom Observation; Audit of Lesson Plans Method for Monitoring
Effectiveness
IKAN assessment used as formative assessment to monitor effectiveness and analyze progress and growth
Position/Role Responsible Curriculum Directors, Instructional Coaches, School Administrators, Teachers Evidence Based Indicator Strong
Timeline for Implementation Weekly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
3.2 OverarchingNeed # 2 53
3.2 OverarchingNeed # 2 53
Action Step # 3
Action Step Professional Learning and guided collaboration led by district curriculum directors provided to create, implement, evaluate, and revise instructional units, including mathematical tasks from GaDOE frameworks. Teachers will include two tasks per unit.
PL will include unpacking/understanding depth of Georgia Standards of Excellence.
Standard-specific PL will be provided based on assessment and student performance data to strengthen instructional strategies and improve student learning. Teachers will participate in RESA PL opportunities (i.e. Math Toolkit, Numeracy Project) and
conferences including the Georgia Council of Teachers of Mathematics annual conference in October and GaDOE-sponsored mathematics PL opportunities.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Race / Ethnicity / Minority Student with Disabilities
Systems Coherent Instruction
Professional Capacity Method for Monitoring
Implementation
Classroom observation; Instructional Observation Blitz data; Lesson Plans Method for Monitoring
Effectiveness
Analysis of common assessment data
Position/Role Responsible Curriculum Directors, Instructional Coaches, Teachers Evidence Based Indicator Strong
Timeline for Implementation Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
Instructional Observation Blitzes are similar in structure to GSAPS classroom visits, using criteria established by Curriculum Directors and based on district-wide improvement initiatives. Blitzes are conducted 3 times during the school year, and cumulative data is shared and analyzed at the district and school levels.
3.2 OverarchingNeed # 2 54
3.2 OverarchingNeed # 2 54
Action Step # 4
Action Step Standards-based classroom (SBC) instructional practices will be strengthened through continued monitoring, modeling, and support with implementation in all mathematics classrooms. Attention will be focused on increase in rigor and academically challenging classroom environment. Key SBC components being monitored include: Word Walls, Essential Questions, Learning Targets, Posted GSE in grades 6-12, Following the GaDOE Mathematics Standards-Based Classroom Instructional Framework (particularly in dedicating adequate time for the Work Session), Student Work with Commentary, Exemplars, and Anchor Charts. Teachers have added key unit vocabulary to instructional units as a helpful guide and reminder to use the Language of the Standards.
Funding Sources Title I, Part A
Subgroups Economically Disadvantaged
Race / Ethnicity / Minority Student with Disabilities
Systems Coherent Instruction
Professional Capacity Method for Monitoring
Implementation
Classroom observation; Instructional Observation Blitz data; Lesson Plans; K-5 GSAPS in Fall FY20, Professional Learning Visits (PLVs)
Method for Monitoring Effectiveness
MAP growth data analysis; common assessment data analysis
Position/Role Responsible Curriculum Directors, Instructional Coaches, School Administrators, Teachers Evidence Based Indicator Strong
Timeline for Implementation Monthly
What partnerships, if any, with IHEs, business, Non-Profits, Community based organizations, or any private entity with a demonstrated record of success is the LEA implementing in carrying out this action step(s)?
Professional Learning Visits (PLVs) are used to give all teachers opportunities to observe student learning in each other's classrooms within the same school, in other schools within the district, and in schools in other school districts.