Instructional Goals-Action Plan

Chevy Chase Elementary School Grades 3-6 Team Action Plans for 2008 – 2009 Team: __3rd Grade______

CCES Math Goals: As a result of analyzing disaggregated math MSA data ,even though the school scored 94.6%, it was found that the Hispanic (60.9%), FARMS (61.0%) and LEP (52.2%)subgroups have not met the AMO of 66.5%. A majority of the students in all three categories are members of our METS program. In order to attain the 100% proficiency on the Math MSA, the above subgroups will need to meet the 2009 AMO of 72.1.

The African American (76.6%) and Special Education (72%) subgroups met the AMO in 2008 but are at risk for not meeting the 2009 AMO of 72.1%.

The percentage of students scoring advanced in math will increase from 62.9% to 65%.

The percentage of fifth grade African American (33%) and Hispanic (50%) students in Math A or higher will increase to the 2009 MCPS target of 41.1% or higher.

Math Lotus: Differentiation…Communication…Instructional Resources…Human Resources

Action Timeline Evidence Resources Person/s Update/Review How will the Needed Responsible & Updated February 2, 2009 action be Contact monitored? Differentiation: October 2008-  At least one  Unit  Joan November 2008- Problem June 2009 anchor activity Overviews O’Brien Solving anchor activity used by completed per and will create Rosena’s math class. Every quarter objectives the anchor student completed at least one of  Monitored by activities the 4 folder activities. class checklist within a 3 and work week December 2008- Fraction anchor submitted by period after activity used by Mathers’ and students our initial Kleiner’s math classes. discussion on content/ We did not meet the target of topic with one new anchor activity per her quarter. The anchor activities we  3rd Grade did use carried over from the end Team of quarter one into quarter two. Communication:    Human Resources:   

Instructional   Resources:

CCES Writing Goals: Goal: Students will demonstrate increased proficiency across the writing traits by building individual repertoire of target skills as measured by movement from emergent and developing to competent and excelling categories according to MCPS Reading/LA Curriculum Guide.

Our goal is to meet or exceed the grade level standards of competent or excelling as measured by:

 Writing stages indicators  Formative Assessments on all three intents  Daily writing activities based on 6 Traits rubric of 3 or better  Final Yearly Assessments on all three intents Baseline  Increase # of students at the competent or excelling stage in writing from baseline to end of year assessment  # of students reaching proficiency or advanced level reading on MSA  # of parent surveys with a satisfactory in student progress results for writing

Rubrics October 2008- Use of common  Rubric  3rd Grade Ideas rubric from Six Traits book June 2009 grade level rubric from 6 Plus Team used to score school-wide for each trait; 5 One Traits Hershey Kiss prompt (October), point scale; looking Book and school-wide Best Day at trends for report prompt(January) card grades Idea rubric used to score realistic fiction stories, poetry, and descriptive writing pieces, such as Messy Room, Mystery Object, Most Important Thing, History of Chocolate, (October-January) Word Choice rubric used to score school-wide Missing Dog prompt (January) Word choice rubric used to score descriptive writing pieces- Bat poems, Holiday poems, Original candy bars , Inanimate object dialogue, Fractured fairy tales (November-January) 6 Plus One Traits October 2008- Use of mentor texts  Texts from 3rd Grade Team Texts used from Six Traits Crate- June 2009 to create writing trait crate The Hickory Chair lessons  Instruction The Secret Knowledge of At least one lesson guides Grown-Ups per quarter will be  Writing Fix The Important Book shared by each Website Tuesday teacher during The Three Questions team meetings Lessons shared from The Hickory Chair, The Secret Knowledge of Grown-ups, and The Important Book during November and December team meetings  

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CCES Reading Goals: Goal: Chevy Chase students in the following subgroups: Hispanic, FARMS, and LEP, will meet or exceed the 2009 Reading AMO of 76.8% scoring proficient or advanced level.

Increase the percentage of students at the Advanced Level in the reading portion of the 2009 administration of the MSA from:

. Total School: Reading 71.4% to 73% Intervention: October 2008- Weekly Amy Utterback Written notes from Mrs. June 2009 Communication via Maria York Utterback, Mrs. Berger, and Ms. email or Friday 3rd grade team York received in January only. Folder comments Bonnie Berger An email was sent out to the between Bess Lehman intervention teachers in intervention December reminding them that teacher, parents, communication was a part of our and classroom action plan. teacher Weekly informal conversations Progress will be took place when intervention based on teachers picked up small groups. observations/anec- dotal notes Parents were informed through emails and Friday folder comments about students’ participation in the various groups at the beginning of the intervention. Parents were only contacted through email and Friday folder if the student was not showing any progress, or if behavior was an issue. Parents received feedback from classroom and intervention teachers through report card comments in January. Intervention October 2008- 2-3 week  BCR Maria York Maria York worked with June 2009 Intervention prompts, Amy Utterback students from Kleiner’s and program to help reading Rosena’s classes for 3 weeks, and students raise BCR passages then she pulled a group from scores from 1s to 2s collected Cox’s and Mather’s classes. Each or higher. from group consisted of 5-6 students. Baldrige This intervention began in Training December.

Mrs. Utterback worked with a Junior Great Books group from Kleiner’s and Rosena’s classes for a 2 week period and then switched to Cox’s and Mathers’ classes. Each group consisted of 5 students. This intervention began in October.

Mrs. Utterback conducted a Jacob’s Ladder group for a 2 week period from Kleiner’s and Rosena’s classes, and then switched to Cox’s and Mathers’ classes. Each group consisted of 4 students. This intervention began in October. Training:  

Differentiation: October 2008-  At least one  Genres  Joan Global Warming Learning June 2009 anchor activity studied, O’Brien Contract created by Mathers- completed per varied texts  3rd grade Completed by students in quarter team December  Monitored by Human Body Tic Tac Toe Menu class checklist created by Rosena- Started at the and work end of January and currently in submitted by use (January) students Reduce, Reuse, Recycle Tic Tac Toe Menu created by Kleiner- beginning use in (February)

Chocolate anchor activity currently being created by Joan for Cox’s class.