Mathematics Vertical Teams
ACTION PLAN
Glen Oaks High School
Coordinator: Trey Earle
1. What does our Mathematics Vertical Team want to accomplish?
a. The primary visions that I have for our school are as follows:
· increasing the number of students who take AP Calculus,
· developing and implementing a progressive math program that begins in the middle schools that feed into my high school and ultimately results in students who are capable of handling the rigors of higher-level mathematics courses, namely AP Calculus,
· developing an Advanced Mathematics II and AP Statistics course
· developing and managing a new mathematics laboratory,
· increase overall mathematics sub-score on the ACT as a school,
including overall composite score (5-year goal – 21 composite;
10-year goal – 25 composite).
b. For students, students will be taught in such a way that they will gain the
necessary prerequisite skills for each subsequent mathematics course in the
general mathematics sequence (AP Calculus track).
c. For other mathematics teachers in our school(s), I intend on creating the
kind of team network necessary such that all teachers on the team can assist in educating not only students of other teachers, but also the teachers themselves (a peer review).
d. For me, I want others on my team to share my vision. I envision my school in the not-so-distant future as a premier math and science gifted school. I see my students teaching each other difficult concepts, discussing new ideas and technologies with each other, and working collectively to improve our school in such a manner that my school will have become one of the “top” three high schools (public or private) in Baton Rouge rather than one of the “bottom” three. I also see students have opportunities that most may never have were it not for this action plan. I see students who will be able to survive and successfully complete a degree program in college.
2. There are three overall issues that we must address. First, we must design a
working plan that progresses students in such a manner that they have the opportunity to take AP Calculus. Second, we must have every teacher on our team committed to this action plan every day of every week of every month of every year. Finally, we must design our plan such that other core programs, namely science, may choose to follow our framework.
3. THREE specific goals for my vertical team this year are:
a. Teach concepts required for students to be successful in the next math
course. For now, we will start with the sixth grade and move up from
there.
b. Promote Advanced Placement programs and encourage teachers on
my team to attend AP professional development workshops.
c. Develop a method for each grade level/subject that addresses how a concept not commonly covered until AP Calculus can be solved through
different mathematical operations.
4. What specific plans do I have for accomplishing each of the goals listed
above?
a. Each teacher on the team must know the Comprehensive Curriculum and
must be able to cover the concepts listed in it along with those items
necessary to be successful in the math class the following year. A pre-test
of prerequisite skills will be administered the first day of school for all
classes (grade 6 through AP Calculus). Each will test skills that a student
must have learned by his/her entrance into that specific class.
b. Find AP workshops for teachers to attend in the summer of 2006. Have each teacher on my team attend one of my AP Calculus classes at least once a semester (two visits per year).
c. Develop several problems that can be addressed and solved using each of the levels/subject areas/grade levels of mathematics. I will solve the problems for my team and will then have each teacher on the team show these problems in his/her class when the correct subject matter arises.
5. How will we measure our degree of success in attaining each of these goals?
--All teachers on the team will be required to attain data from prerequisite tests, chapter tests, diagnostics, LEAP 8 and GEE-21 results for his/her students, compile the data and place into team-made templates and have biweekly discussions on how to improve student achievement and understanding.
6. My intention is to have the Mathematics Vertical Team for Glen Oaks High
School to meet at least once a month, but more likely twice a month.
7. Meetings will be held after school in my classroom at Glen Oaks High School,
on agreed upon dates, at least 1-2 times monthly.
8. Each meeting will be about 45-60 minutes. We will begin at 3:00 PM.
9. I will show the members of the team the MVT Toolkit and will photocopy the
pages for each member. We will discuss chapter by chapter that which will
make our Vertical Alignment Team successful.
10. Each teacher on the team will distribute results to all other teachers on the
team (those in compiled data templates). We will have mandatory meetings
and we will provide a list to Dr. Frank Neubrander of Louisiana State University and Dr. Joseph Meyinsse of Southern University at the beginning of the summer of 2006. I will have access to all data and progress of all students under the direction of members of my team.
11. I will handle all secretarial/management duties for the team. If necessary, I
will ask for assistance from one of the upper-level mathematics teachers at
Glen Oaks High School.
12. I intend for all mathematics teachers in Glen Oaks High School and its
feeder middle schools to be on this team and knowledgeable about what
a MVT is and the protocol by which we will make ours successful.
13. It is absolutely vital that administration support this endeavor. If possible,
the principals of the high school and the feeder middle schools need to attend at least once every two months to keep abreast of activities, progress,
and accomplishments.