Malone Math Improvement Plan

MISSION: Malone Elementary/Intermediate School exists to provide a safe,

engaging, and nurturing environment where all students become lifelong
learners.

VISION: Educating today’s students for tomorrow’s world.

2016-17 Individual School Results

Elementary School Middle School High School

2015-16 Results 2015-16 Results 2015-16 Results

Malone Math Improvement Plan

 Year: 2017-2018 Date of Plan: 8/10/2017
School/District: Malone Elementary and Intermediate Schools School or District
Administrator:
Insert Representative Data Picture as Basis for the SMART goal Leadership Team
Members:
● Jamie McD
● Vicki Schmidt
● Lauren Fagrelius
● Emma Brennan
● Becky Fortney
● Kyle Rundquist
● Jenny Wazlawik
● Katie Saucier
● Meghan Smith
● Sue Kirt
● Trent Probst
● Deanne Edlefsen
● Erica Keezer
● Data Retreat- Kevin
Haglund, Beth
Dodge, Colleen
Ready
School SMART Goal:
We will increase the number of students scoring in the proficient range on the Schedule for Leadership
2016-2017 Wisconsin Forward Math Exam by an average of 5% at grades 3-5, as Team Meetings
measured by the 2017-2018 Wisconsin Forward Exam.
Dates
Outcome Assessment Measure in the SMART Goal:

Progress Monitoring Assessment: (Include short, medium, and long-term progress

indicators)
Dates for Progress Monitoring
● STAR Math assessments will be given 3x/year in September, January, and May.
(Grades 3-5)
● Fastbridge Math (Grades K-2)
● Math “AYP” will be given 3x/year in September, February, and May. (Grades K-
5)
Shared Leadership Strategies:
●

Improvement Actions. Describe specific actions and how they will be implemented with names of lead
responsibility. What specific best practices and effective teaching strategies will we emphasize during this
teaching/learning cycle?

Action: Teachers will identify students in need of improvement by Lead Responsibility: Start Date: End Date:
using the data from the beginning of the year math test, Pre and Post Kindergarten
Topic assessments and Benchmark assessments. We will also use our
CFA’s to help those individual students who did not understand the
material and have a day to review the material when needed with them.
● Planning and preparing collaboratively math centers that will
help enforce the Topic we are working on.
● Look at data after each Topic and look at teaching to help
students if needed to reach the standard desired.-Utilizing
Kindergarten aides during the 12:20-12:40 time to help with
numbers 0-20.
● Try to use MobyMax during cardinal time for intervention and
extension.
● Using hands on developmentally appropriate materials during
in class instruction and at home practice.
● New math homework sheets that are interactive tic tac toe
boards that is having the students work with their parents on
their topic.

Action: Analyze assignments and tests (ex: pre, post, beginning of the Lead Responsibility: 1st Grade Start Date: End Date:
year, benchmark tests) to guide instruction in intervention and
extension. Small groups will be used in classes during our math time (if
time permits) and during Cardinal time. We will be having push in
method (utilizing Title 1 staff and extra aides) to help students who
need reteaching, intervention, and extension. *Look into Reflex Math
for building on foundational addition and subtraction and other critical
skills.

Action: Small group targeted instruction will be used through rotations, Lead Responsibility: 2nd Grade Start Date: End Date:
the push in model is being used as all 2nd grade classrooms have an
additional adult in the room to help meet with groups / student needs,
Moby Max will be used to help extend and intervene. We will use pre
tests to help form targeted groups for small group instruction.
Formative and Summative assessments will inform us of the students
who are proficient and who need additional instruction.

Action: Lead Responsibility: 3rd Grade Start Date: End Date:

Small groups with emphasis on skills that these groups need with Mrs.
Kirt, Ms. Petre; using our post-test results to form reteaching groups
(possibly Mrs. Kirt as lead with this group); use of Daily Common Core;
ABCya with skill focus and/or Moby Max depending on needs;
increasing math games that review skills already taught; pre and post
test goal setting sheet (results will be graphed with potential to make it
digital); journaling (aka: problem solving through writing) about math
using math vocabulary and showing their work both through words as
well as pictures (writing to explain); math workshop with flex grouping
(based on our pre/post test results)
Action: 1. Using our PLC time to analyze data and form skill Related Lead Responsibility: 4th Grade Start End Date:
Cardinal Time Groups. 2. Using Daily Common Core each day for Date:9/6/17 6/18
morning work. 3. Self Graphing Pre and Post Tests. 4. During Cardinal
Time Math Days 4-5, based off of pretest results, each classroom
teacher will be keeping the students who need the most help, the
remaining students will go on Moby Max. 5. Identifying our Priority
Standards, and creating our assessments/lessons based off of these. 6.
Using STAR test results to progress monitor. We will also be sharing
these results with students, allowing them to make goals. Basic Fact
Refreshers, - Times Tables the Fun Way Book, - Exposure to more tools
and visuals, - some classes will be trying Daily 3 Math, - Utilizing our
Interventionists, - Increasing our D.O.K. in our everyday lessons and
assessments, - Ongoing Enrichment Project, - Using Common
Vocabulary

Action: Lead Responsibility: 5th Grade Start Date: End Date:

1. All students (with the exception of those in 6 days of reading
intervention or GT) will receive 1-2 Moby Max math sessions
in each 6 day cycle. This will address deficits, as well as extend
kids who are at/beyond grade level. We will give the
placement test as a method of progress monitoring as this
allows students to show growth once they have mastered
missing standards.
2. Small group math work during cardinal time focused on
specific/targeted standards. (This is possible due to Libby
monitoring the Moby Max students in the computer lab - we
have fewer kids and can work with more kids directly each
day.)
3. Tracking math priority standards throughout the year will
allow us to focus our small group and reteaching on specific
standards. We have common assessments that are used for
reassessing and giving students the opportunity to show
mastery after additional practice.
4. Increasing depth of knowledge and adjusting scope/sequence
- we are working on creating a more challenging math
curriculum that will better align with the types of problems we
are seeing on the WI Forward. We have also created a scope
and sequence that allows us to teach all priority standards
prior to state testing. We have regrouped standards to allow
more in-depth understanding (no longer following enVision
curriculum but supplementing and creating our own based on
standards).
5. STAR Math will be used as a progress monitoring tool. Graphs
will be shared with students during individual conferences to
discuss progress/set goals. (2 progress monitoring tests in
addition to the 3x/year screeners)

Action: Lead Responsibility: Start Date: End Date:

Action: Lead Responsibility: Start Date: End Date:
Method for Monitoring Action Steps (Be specific: How will me monitor our progress? What will we use? What
indicators will we have? Who is responsible? When?)

Roll-Out Plan:
Roll-Out Plan: How will you “roll out” this School
Improvement Plan to all staff to create commitment and “buy
in”?
Notes:

District Mission: The mission of the School District of Prescott is to prepare people to lead
fulfilling and productive lives in our society. The primary commitment is to their positive
development and to enable them to have a successful experience every day.

Education is not filling of a pail but the lighting of a fire.

-William Butler Yeats
My Reflection:
This is our Malone Elementary Improvement Plan for this year. We are working on
improving our formative and summative assessments along with implementing more rigor into
the classroom for our students. This year is a year of focusing is on our depth of knowledge
(DOK) levels to have our students ready for higher level thinking. Using higher level DOK of
questioning will to take our students to the next level. Teachers need to understand the different
levels and what these levels are asking for in the questions they are using class and on
assessments. Looking at the data for the Wisconsin Forward Math Exam, we were above the
state average both in 2016 and 2017. We must not be satisfied with those scores. We need to
improve our scores looking at where there are dips and increases to help us understand why we
have them and what we could do to improve them. I can see a dip in the scores from 3rd grade
into 4th grade then from 4th grade into 5th grade. I can not wait to see what the scores will show
from 2016-2018 with three different data points for the Wisconsin Forward Math Exam.
As a district, we are meeting monthly as a district Professional Leadership Team (PLC)
to collaborate about very important objectives for the whole school district. It is great to have a
select few at these meetings to make sure everyone is hearing the same message and have a voice
in this process. Our school PLCs meet monthly to collaborate and work vertically with the other
grade levels. It is so important to know what is needed from the grade below or above to make
sure we do not have holes in our educational system here in Prescott. Then our grade level PLC
teams are meeting two times a week to collaborate about student data, learning strategies, and
about how to reach every student where they are at. These meetings are helpful in so many ways
to improve student learning and increase instructional practices.
It is so important for everyone to know what the School SMART Goal is to improve our
math achievement. Everyone has a role in improving our students in math from kindergarten
through 5th grade. Teachers need to keep this goal at the front of their planning to guide these
students to achieve the smart goal. Another key component is knowing what the progress
monitoring assessment are for math. It is important that everyone is on the same page to move
our students forward.
Lastly, the improvement actions by each grade level is awesome to see from a teacher
perspective and instructional leadership lens. It is great to see what other grade levels are
implementing to reach the School SMART Goal. As an instructional leader, it is valuable to go
back to this improvement plan to discuss how the action steps are working to improve student
learning in math.