Action Plan Example 7th Grade Math Goals

The example below shows how the same action plan can be used for each of two
goals that are closely aligned.
Student Learning: At least 90% of seventh grade students will demonstrate at
least 2% progress toward reaching mastery (80%) on their overall ANet Math scores
within each instructional cycle as measured by ANet #1-2-3-4. This will contribute to
the school goal of reaching 58 CPI on the end-of-year MCAS Math.
Professional Practice: I will assess students using a wide range of formal/informal
assessments including at least three of the following each week: homework,
teacher-made quizzes, TERC assessments, end of unit assessments, observation,
reflections and/or conversations with students. I will use the results of these
assessments to develop and modify small group, whole group and one-on-one
instruction to meet the needs of individual students.
Standard I, Indicator C. Analysis

Student Learning Goal: 90% of seventh grade students will demonstrate at least
2% progress toward reaching mastery (80%) on their overall ANet Math scores within
each instructional cycle as measured by ANet #1-2-3-4. This will contribute to the
school goal of reaching 58 CPI on the end-of-year MCAS Math.
Action Text:
1. Work with colleagues and ANet coach to identify
and prioritize skills on each ANet assessment.

2. Create & deliver lessons to teach, activities to

practice, and systematic ways to review these
skills.

3. Give homework assignments, reflection

activities, quizzes, and end-of-unit assessments
that measure student skills and understandings.

4. Record and analyze student score on

assignments, quizzes, and tests. Record
observations of each student, focusing on a
specific group each week based on recent
performance.
5. Provide targeted review and intervention for

Supports/
Resources:
Math teacher
colleagues,
ANet coach

Math teacher
colleagues,
TERC
curriculum, BPS
curricular
materials
Math teacher
colleagues,
TERC
curriculum, BPS
curricular
materials
Excel
spreadsheets

Framework

Timeline (or)
Frequency:
Prioritize skills
by the end of
September,
revisit once
per
instructional
cycle.
Daily

Daily

Weekly

Weekly

students in whole-group, small group, and one-onone settings depending on the percent of the class
not demonstrating mastery of a prioritized skill.

developed w/
7th gr team to
determine
appropriate
levels of
intervention,
re-teach
materials
created w/
math teacher
colleagues

Professional Practice Goal:

I will assess students using a wide range of formal/informal assessments including at least three of the
following each week: homework, teacher-made quizzes, TERC assessments, end of unit assessments,
observation, reflections and/or conversations with students. I will use the results of these assessments to to
develop and modify small group, whole group and one-on-one instruction to meet the needs of individual
students.
Standard I, Indicator C. Analysis
Action Text:

Supports/Reso
urces:

1. Work with colleagues and ANet coach to identify

and prioritize skills on each ANet assessment.

Math teacher
colleagues,
ANet coach

2. Create & deliver lessons to teach, activities to

practice, and systematic ways to review these
skills.

Math teacher
colleagues,
TERC
curriculum, BPS
curricular
materials
Math teacher
colleagues,
TERC
curriculum, BPS
curricular
materials
Excel
spreadsheets

3. Give homework assignments, reflection

activities, quizzes, and end-of-unit assessments
that measure student skills and understandings.

4. Record and analyze student score on

assignments, quizzes, and tests. Record
observations of each student, focusing on a
specific group each week based on recent
performance.
5. Provide targeted review and intervention for
students in whole-group, small group, and one-on-

Framework
developed w/

Timeline (or)
Frequency:

Prioritize skills
by the end of
September,
revisit once
per
instructional
cycle.
Daily

Daily

Weekly

Weekly

one settings depending on the percent of the class

not demonstrating mastery of a prioritized skill.

7th gr team to
determine
appropriate
levels of
intervention,
re-teach
materials
created w/
math teacher
colleagues

Action Plan Example Elementary Literacy Goals

The example below shows how the same action plan can be used for each of two
goals that are closely aligned.
Student Learning: Based on the fact that 60% of my students currently score 0 on the
Practice MCAS Open Response rubric and the remaining 40% score 1, my goal is that by
January 2013, 50% of that same group will improve by 2 points on the same assessment and
that by May 2013, 90% will score a 3 or higher. I will measure progress toward these goals
through biweekly assessments.

Professional Practice: To achieve this goal, I will provide students with literacy
instruction that includes writing opportunities on a daily basis, including skill-directed
literacy centers, daily whole and small group, and one-on-one instruction. I will monitor my
literacy instruction by tracking the type and frequency of work students do, and collecting a
sample of the feedback that I provide.
Standard I, Indicator A. Curriculum & Planning

Student Learning Goal: Based on the fact that 60% of my students currently score 0 on
the Practice MCAS Open Response rubric and the remaining 40% score 1, my goal is that by
January 2013, 50% of that same group will improve by 2 points on the same assessment and
that by May 2013, 90% will score a 3 or higher. I will measure progress toward these goals
through biweekly assessments.

Action Text:
1. Work with colleagues to share resources and
plan instruction based on the literacy program
Reading Street/Reach

2. Explicitly model the components of a high

quality open response and build opportunities to
practice these into class at least once per week,
in addition to daily writing activities
3. Provide students with explicit feedback on
their open responses and have them revise their
work. Give student opportunities to read and
revise each others work.
4. Monitor student progress and adjust literacy
instructional groups as needed

5. Provide targeted review and intervention for

students in whole-group, small group, and oneon-one settings depending on the percent of the
class struggling to demonstrate improvement.

Professional Practice Goal:

Supports/
Resources:
Team colleagues,
curricular
materials

Timeline (or)
Frequency:
Weekly

Exemplars and
strategies
developed with
colleagues,
Skillful Teacher
Chpt. 19
Assessment,
colleagues to
give input
Excel
spreadsheets
Framework
developed w/
team to
determine
appropriate
levels of
intervention, reteach materials

Daily writing,
Weekly formal
open response
Weekly

Weekly
Weekly

To achieve this goal, I will provide students with literacy instruction that includes writing
opportunities on a daily basis, including skill-directed literacy centers, daily whole and small
group, and one-on-one instruction. I will monitor my literacy instruction by tracking the type
and frequency of work students do, and collecting a sample of the feedback that I provide.
Standard I, Indicator A. Curriculum & Planning
Action Text:

Supports/Reso
urces:

1. Work with colleagues to share resources and

plan instruction based on the literacy program

Team
colleagues,
curricular
materials
Exemplars and
strategies
developed with
colleagues,
Skillful Teacher
Chpt. 19
Assessment,
colleagues to
give input
Excel
spreadsheets
Framework
developed w/
team to
determine
appropriate
levels of
intervention,
re-teach
materials

Reading Street/Reach

2. Explicitly model the components of a high

quality open response and build opportunities to
practice these into class at least once per week, in
addition to daily writing activities
3. Provide students with explicit feedback on their
open responses and have them revise their work.
Give student opportunities to read and revise each
others work.
4. Monitor student progress and adjust literacy
instructional groups as needed

5. Provide targeted review and intervention for

students in whole-group, small group, and one-onone settings depending on the percent of the class
struggling to demonstrate improvement.

Timeline (or)
Frequency:

Weekly

Daily writing,
Weekly formal
open response
Weekly

Weekly
Weekly

Action Plan Example High School Science Goal

Professional Practice Goal: In order to improve my ability to teach argumentation in

science as it relates to Elements I-A-1. Subject Matter Knowledge, II-A-1. Quality of

Effort and Work, and II-A-3. Meeting Diverse Needs, I will embed the language and
practices of argumentation within each unit of science instruction during the
academic year. I will measure my progress toward these goals with evidence
presented in lesson plans and during classroom instruction.
Standard I, Indicator A. Curriculum & Planning
Standard II, Indicator A. Instruction
Standard III, Indicator A. Engagement
Action Text:

Supports/Reso
urces:

Timeline (or)
Frequency:

1. Design objectives and instructional

activities for each unit that support
argumentation through reading, writing,
speaking and listening in science
2. Develop lesson plans that incorporate
varieties of tasks requiring reading of
appropriately complex informational texts
and authentic observation and
experimentation.
3. Provide opportunities in each unit that
require students to gather data through
authentic science observation and
experimentation to be used as evidence to
build arguments, as well as the use of
informational texts to strengthen and
support first-hand data
4. Teach the CER/R framework and administer
the CWA prompts for each unit.

Science
Coaches

Once per unit

Librarian,
Science
Coaches

Weekly

District unit
plans, science
coaches,

N times per unit

Attend district
PD offering on
teaching the
CER/R
framework

5. Incorporate literacy development strategies

in science.

Attend PD
opportunity on
literacy in
content areas

Attend PD once
administer CWA
writing prompts
2x per month
use CWA rubric
in grading all
written
assignments
once

Action Plan Example: High School Guidance Counselor Goal

Based on the fact that 60% of the 2012 senior class

submitted a complete application for a college or post-secondary program,
80% of the 2013 senior class students will have submitted a complete
application for a college or post-secondary program by the end of January
2013 and 100% will have done so by the end of April 2013.

Student Learning Goal:

Action Text:

Supports/
Resources:

Timeline (or)
Frequency:
By Oct 1

1. Conduct career interest surveys of students

to collect information on their hopes and plans
for after graduation.

Homeroom
teachers

2. Meet with each senior in small groups to map

out plans based on survey response and
academic qualifications.

Homeroom
teachers

By Nov 15

3. Provide differentiated support for students

based on post-secondary plans
Group 1: 4 year college Application, FAFSA
support
Group 2: community college - Application,
FAFSA support
Group 3: no college plans Partners
(Collegebound, Jumpstart, Bunker Hill
Community College)
Group 4: at risk of not graduating

Teachers to
help with
essays;
partners like
Collegebound
, Jumpstart,
Bunker Hill;
resources like
fafsa.ed.gov

Groups 1 & 4:
plans
developed by
Dec 1; Groups
2 & 3: plans
developed by
Jan 15

4. Form a focus group for students from groups

3 & 4 to discuss aspirations and concrete
options

Time & space

to meet

Form by
Thanksgiving,
meet weekly

5. Provide opportunities and interventions for

groups 3 & 4, including:
-pulling students from classes to work on
essays & aid applications
-trips to BHCC to take a tour / hand in
application
-following up with students individually
throughout the winter & spring

Partners,
teachers

Monthly