North Carolina Department of Public Instruction – Responsiveness to Instruction/Multi-Tier System of Supports

School: Sunshine School Date: 01/15/2013

Student Name(s)/Grade Level: 4th Grade

Pick One: X Tier I Tier II Tier III
Tier II or Tier III only: Has the student had excessive absences/tardies/transience in their school career (if yes, attach relevant attendance history)? Yes No

Student Strengths:

What should our students know and be able to do?

Identify the Problem: Fifty percent (50%) of all 4th grade students met the target score on the winter math benchmark.

RIOT – Review, Interview, Observe, Test

Develop and Test Hypotheses (Why is the problem occurring?)
Instruction: Instruction did not include enough opportunities for modeling and representing numbers in order for students to apply place value knowledge when performing multi-digit arithmetic in multiple ways.
Observe across math blocks Interview teachers / Curriculum: Students have not been exposed in previous years to concepts in the curriculum that are expected this year and the mapping was too compacted for students to master material.
Item analysis of test results
Review curriculum mapping. / Environment: Math blocks are not long enough to cover the expected material.
Review schedule / Learner (Tiers II and III):
Instruction Assessment Plan/Results: Instruction included students experimenting with representing numbers in multiple ways. Teachers also used scaffolding and flexible grouping within their classrooms to differentiate instruction. / Curriculum Assessment Plan/Results: An item analysis of the benchmark test revealed that students demonstrated good performance on Measurement/Data, Fractions and Geometry but lacked consistent skills in Operations and Algebraic Thinking. In skills requiring Number and Operations in Base Ten, most students demonstrated consistent weaknesses. In addition, teachers reported most students are still having some difficulty with place value / Environment Assessment Plan/Results: Math block is too short for the amount of material the teachers need to cover and also to give students sufficient individual attention and practice to master concepts. The curriculum mapping is rapid in areas that students need additional time to master. / Learner Assessment Plan/Results:
Precise Problem Statement: Only fifty percent (50%) of all 4th grade students met the target score on the winter math benchmark because of deficits in Number and Operations in Base Ten and in Operations and Algebraic Thinking. Compacted time (schedule and mapping) and difficulties in understanding place value appear to be the main reasons for these performance deficits.
Discuss and Select Solutions:
Teachers will incorporate activities using base ten blocks to model and compare whole numbers and use the Build a Number activity to read, write and compare whole multi-digit numbers. This will occur during flexible grouping across the grade level during the last 30 minutes of the math block and later in partners and math stations.
Teachers revisit the curriculum mapping for the remainder of the year and find times to infuse the concepts students are lacking in their lesson planning.
Teachers embed questions about number sense in all math instruction, asking questions such as "which is most/ greater/least/smallest? How do you know? How else can we express these numbers? Is there another way?”
Teachers infuse these math concepts into their science and social studies lessons.
Develop and Implement Action Plan:
Who? / What? / Where? / How Often?
All 4th Grade Teachers
All 4th Grade Teachers
All 4th Grade Teachers (Instructional Coach will provide activities) / Teachers will incorporate activities using base ten blocks to model and compare whole numbers and use the Build a Number activity to read, write and compare whole multi-digit numbers.
Teachers embed questions about number sense in all math instruction-asking questions such as "which is most/ greater/least/smallest? How do you know? How else can we express these numbers? Is there another way?
Practice missing skills in Number and Operations (base ten / Flexible grouping across grade level—in classrooms
Classroom transitions and math block
Classroom during Science and Social Studies / Daily during last 30 min of math block and later in partners and math stations
Daily
At least 2 times per week
How will we know students are learning? / Baseline Score: 50% of the 4th grade students are at or above the target score
Short Term Goal: - By the spring benchmark assessment, 70% of students in fourth grade will reach the target score.
Long Term Goal: By the winter benchmark assessment next year, 80% of this group of students will reach target score. Also by winter benchmark next year, 80% of students in fourth grade will reach target score.
Measurement Strategy: Who? Classroom teachers With What? Common Formative Assessments How Often? Every 2 weeks
Data-Based Decision Making Rules: If the percentage of students achieving the target score does not increase by at least 5 percentage points on each CFA, then plan will be revisited
Instructional coach will conduct walk-throughs every two weeks to ensure teachers are using the strategies correctly and effectively
Review Date: 04/17/2013
Evaluate and Revise the Plan – Date: April 17, 2013 / How will we respond when
students don’t learn? / How will we respond when
students have already learned?
Results:
72% of students scored at or above target / Next Steps:
Continue curriculum change throughout the duration of the school year
Continue monitoring students
Determine curriculum changes for the following school year, include third grade and fifth grade teams
Participants (Name and Title):
Amy Jones, 4th grade teacher
Sally White, 4th grade teacher
John Bell, 4th grade teacher
Lynn Franks, 4th grade teacher / Jennifer Miller, Instructional Coach
Juan Carlos, 4th grade teacher
Parent Involvement in Plan Development: Conference Phone Call Signed letter returned from home Other:
Parent Signature (if applicable): ______Date:
Meeting Notes (Optional):
Evaluate and Revise the Plan – Date: / How will we respond when
students don’t learn? / How will we respond when
students have already learned?
Results: / Next Steps:
Participants (Name and Title):
/
Parent Involvement in Plan Development: Conference Phone Call Signed letter returned from home Other:
Parent Signature (if applicable): ______Date:
Meeting Notes (Optional):
Evaluate and Revise the Plan – Date: / How will we respond when
students don’t learn? / How will we respond when
students have already learned?
Results: / Next Steps:
Participants (Name and Title):
/
Parent Involvement in Plan Development: Conference Phone Call Signed letter returned from home Other:
Parent Signature (if applicable): ______Date:
Meeting Notes (Optional):