Atlanta International School Mathematics Strategic Plan

Transcription

1 Atlanta International School Mathematics Strategic Plan AIS Mathematics Strategic Plan 1

2 Table of Contents AIS Mission 3 AIS mathematics Vision and Mission 4 Stakeholders 5 Overarching Strategic Goals Tied to the School s Strategic Plan 6 Implementing the Plan 7 Mathematics Plan Strands Strand 1: Written Curriculum Development Strand 2. Assessed Curriculum Development Strand 3: Professional Development Strand 4: Aligning US and IB Requirements Strand 5: Communication Appendix A: Objectives and Project Goals from School Strategic Plan 18 Research 21 AIS Mathematics Strategic Plan 2

3 AIS Mission To meet the challenges and opportunities of our interdependent, fast-changing world as responsible citizens, young people require flexible intellectual competence, self-discipline, and a global outlook. To achieve these goals, they need rigorous academic preparation and a passion to become the best they can be. To thrive in and contribute to this world, they must have a solid sense of self and respect for others as individuals, as members of a group, as citizens of their nations, and as members of the global community. Extraordinary individuals will be called upon to shape the 21st century. The mission of Atlanta International School (AIS) is to develop such individuals. To fulfill this mission, AIS commits itself to the following goals: To sustain and grow the exemplary level of teaching and learning that has earned it a worldwide reputation for excellent standards in international and multilingual education within the framework of the International Baccalaureate; To develop each child fully by helping each one to live our core values: the joy of learning and purposeful effort as well as mutual respect and understanding in a diverse setting; To maintain an optimal size and composition of faculty and students to maximize the opportunities for learning and shared understanding that are necessary for a healthy community; To help shape and improve local and global communities through the committed participation of its multilingual students, alumni, parents, faculty, and staff. AIS Mathematics Strategic Plan 3

4 Vision Statement The Atlanta International School mathematics department will promote and support a comprehensive, innovative and dynamic learning environment that meets the changing needs of a diverse global student population, that will allow for all students to reach their fullest potential. We envision a world where everyone is enthused about mathematics, appreciates the value and power of mathematics as well as the beauty of mathematics, and is empowered by the opportunities mathematics affords. AIS Mathematics Mission In order to accomplish the vision statement, it is the mission of the Atlanta International School mathematics department to: Be a highly organized department of good humor who trust one another. Through collaborative planning, create effective, creative lessons that encourage genuine student problem solving and inquiry. Participate in professional development in research-based pedagogies specific to mathematics teaching and learning. Support students in building their mathematical skills to their highest potential by being caring, flexible, encouraging, and providing opportunities for extracurricular extensions. Align the curriculum vertically and differentiate instruction. Communicate the curriculum to all stakeholders involved. AIS Mathematics Strategic Plan 4

5 Stakeholders The development of this Strategic Plan takes into account the viewpoints of the following stakeholder groups: Students Faculty and Staff Administration Parents Board of Trustees External Organizations or Affiliates Sources Input from the following sources was incorporated into the formulation of this document: SWOT Analysis (AIS Community Focus Group) CIS and AdvancED Recommendations MYP Matters to Be Addressed Relevant research and books as cited at the end of this document. Please refer to AIS Strategic Goals Appendices and the Research section at the end of this document for additional details and information. AIS Mathematics Strategic Plan 5

6 Mathematics Plan Strands The following strands are the identified overarching strategic goals for Math at Atlanta International School Strand 1: Written Curriculum Development Strand 2. Assessed Curriculum Development Strand 3: Professional Development Strand 4: Aligning US and IB Requirements Strand 5: Communication Alignment to School Strategic Plan (For objective/project/goal column headings, please refer to Appendix E, Objectives and Project Goals from School Strategic Plan.) Mathematics Strategic Goal Strands Comm/Mkt Facilities Faculty and Staff Financial Programs O2 G1 G3 O1 G1 G2 G3 G4 G5 G6 G4 G1 G2 G5 G6 G7 G8 G2 Written and Assessed X X X X X X X Curriculum Professional Development X X X X X Aligning US Based and IB X X Requirements Communication X X X X X X X X X Stu/Par/ Comm AIS Mathematics Strategic Plan 6

7 Implementing the Plan Student learning is the aim of the school's mathematics strategic plan, which focuses on the department s long term ability to deliver and sustain excellent mathematics teaching for US based students in an IB framework. Sustainable funding must support the long-term mathematics vision, and strategic decisions must ensure that we make the best use of our human and physical resources. This plan is a five-year plan with overarching goals and a general set of timelines. It will be reviewed and updated annually. In order for implementation to be successful annual action plans will be crafted from this wider plan in the spring of the year prior to implementation. This document represents a five-year view by year. Annual plans will represent a monthly view by year. Both will follow the same organization structure by strand, goal and action step. Strand Goal Action Steps a. Each annual action plan will include: Strand and associated strategic goal Action Steps to achieve the goal Persons responsible Deliverable items/expected outcomes to measure success Date by which each action step will be achieved Those Responsible for managing the implementation of the plan: Lower Primary School: Head of Division with main support from the PYP Coordinator Upper Primary School: Head of Division with main support from the PYP Coordinator Secondary School: Head of mathematics with main support Head of Curriculum and Professional Development in conjunction with the Head of Secondary School, the MYP Coordinator and the Diploma Coordinator. Those responsible for carrying out the plan: All Faculty involved in a math teaching role from Pre-K through 12 th Grade. AIS Mathematics Strategic Plan 7

8 Rationale: Strand 1: The Written Curriculum A curriculum scope and sequence is essential to ensure that students are learning mathematics at a cognitively suitable level and that teachers are aligned in terms of what student s experiences are before they arrive in their class, as well as what is expected of them in subsequent grades. Consensus exists within the math department and community that the math curriculum should be: Vertically aligned from 3K-12 the mathematics scope (depth and breadth of content) and sequence (order of teaching). Clearly written down so that it is consistent K-12, and understood by all. Based on accepted/prescribed, age-appropriate standards of knowledge, skills and attitudes. Grounded and presented in real-world contexts. Motivating for students and faculty. Staged for inquiry through context-driven questions and problems to solve. Allowing for interdisciplinary connections thus capitalizing on the STEM perspective. Accessible to all Capable of stretching all students to their highest potential. The school s strategic plan states that: The Horizontal and Vertical articulation of the curriculum will be completed and published to Students, Parents, Faculty and the wider Community in a form and manner that is relevant and applicable to each audience, so that the outcomes and expectations are understood by all. (Project Goal 5. Programs) AIS Mathematics Strategic Plan 8

9 K-12 Written Curriculum Action Steps Vertically align the K-5 Curriculum a. Further develop the Scope and Sequence for mathematics in liaison with 6-12 team b. Document mathematics Scope and Sequence in the POI c. Document detailed learning outcomes by unit d. Document ways to assess learning of the outcomes e. Actively share taught, written and assessed curriculum with 6-12 team 2. Vertically align the 6-12 Content Curriculum a. Further develop the mathematics Scope and Sequence that builds on K-5 Scope and Sequence based on established national or international benchmarks. b. Incorporate scope and sequence into MYP unit planning documents. b. Document MYP Interim Objectives based on IB exemplars that clearly differentiate grade level expectations. c. Develop task specific assessment rubrics based upon interim objectives that clearly differentiate grade level expectations. 3. Horizontal Curriculum Connections a. Ensure all Secondary School mathematics faculty are familiar with the scope and sequence document for 21st century skills and Approaches to Learning, and incorporate these grade specific skills into unit plans. b. Review current mathematics curriculum connections with design and modify and build on as necessary AIS Mathematics Strategic Plan 9

10 Strand 2. The Assessed Curriculum How do we know that students have learned? How do we know they are progressing at their optimum pace? How do we know that our expectations are grade level specific and allow us to maximize the potential of all learners regardless of their level? (differentiation). Being able to measure the success of the K-12 mathematics Curriculum is key and thus investigating and utilizing appropriate assessment tools to assess student progress on the mathematics curriculum continuum from K -12, is key. There is consensus within the mathematics department and community that teachers should: Avoid assessing summatively (accounting for learning over a period of instruction) without assessing formatively (accounting for learning over a period of instruction) with feedback first. Modify teaching in light of the learning that has taken place using formative assessment data. Analyze assessment data to identify patterns of individual student performance and needs. Work in collaborative teams to design common assessments. Compare common assessment data with other teachers to assess where student learning has been strong and where it has been less strong (moderation) Show an awareness of the diversity of the learning styles of the class by using a variety of assessment and teaching strategies. Provide timely written and oral feedback on assignments so that students know how they are assessed and can set their own goals in collaboration with the teacher. Bear in mind the student s whole schedule and use only meaningful assessments. In Secondary School post assessments on the student outlook calendar (or the current whole school tool being used to collate assignments). Work with the Learning Specialist to design assessments that will effectively assess the learning of students with specific learning needs. Utilize student surveys that gauge student engagement in and enjoyment of the subject. Utilize annual surveys of parent satisfaction Where student assessment indicates that a student is not achieving their full potential within the regular framework of formal, welldifferentiated lessons, the mathematics department should be able to: Have access to opportunities available to offer enrichment to high performing students. Have access to a support system for students who need extra assistance. AIS Mathematics Strategic Plan 10

11 K-12 Assessed Curriculum Action Steps Assessment a. Use the school s Secondary School Assessment Policy to write mathematics assessment policies to include recommended numbers and types of formative and summative assessments. b. Use the school s Primary School Assessment Policies to write a 'Mathematics Assessment Policy' to include recommended numbers and types of formative and summative assessments 2. Assess Curricular Success a. Write, implement and use data from summative standardized grade level tests developed internally. b. Implement student surveys consistently in Secondary School. c. Implement parent surveys annually. d. Collect and analyze common assessment data in grade level teams. e. Collect and analyze summative assessment criterion scores at year end for MYP. f. Analyze Diploma exam and EE results. g. Analyze diploma course option choice data (Studies/SL/HL). h. Implement 6 stages of data analysis protocol at strategic times of the year. i. Implement a Pilot of the ISA and MAP testing programs. j. Collect ISA pilot data and analyze utilizing the 6 stages of data analysis. k. Make recommendation of grades it should be used in going forward. l. Implement an ISA or MAP testing program strategically based on recommendations (k.) m. Continue to collate SAT, SAT II and ACT data for mathematics. Utilize this data to ascertain the success of the SAT support classes now built into the schedule. n. Collect and analyze STEM related alumni college majors and job outcomes. 3. Placement a. Review and revise the 'Mathematics' Department's Placement Policy'. b. Implement the placement policy consistently 4. Enrichment and Learning Support a. Make an assessment of the current learning support framework for mathematics students and make recommendations for improvements b. Make an assessment of the current enrichment opportunities for mathematics students and make recommendations for improvements c. Write a proposal and build enrichment and support funding into the October 2012 Budget for any necessary additions in d. Implement support changes AIS Mathematics Strategic Plan 11

12 Strand 3: Professional Development Consensus exists within the mathematics department and community that professional development should: Impact the learning face. Be ongoing, and connected to practice. Be flexible and differentiated to individual faculty needs. Focus on student learning goals. Enable faculty to keep up-to-date with innovations in mathematics teaching. Allow faculty to build and reflect on their pedagogical repertoire. Build strong working relationships between faculty (faculty function as a professional learning community). Involve the sharing of pedagogies and ideas. Include training in the use of assessment and survey data to inform faculty of learning that has occurred. Be given ample time and money in the school year to execute. Receive feedback and mentoring to aid their professional growth from a variety of sources through the appraisal process. Allow for less experienced and inexperienced teachers to obtain extra support via the appraisal process. Ensure that timely planning, accounting for the whole departments needs, occurs to ensure that faculty are prepared for curricular changes that occur internally or within the IB programs. Develop mathematics Faculty skills in line with any revised appraisal process. Link to the School Mission: The AIS Mission demands that we prepare students for today s interdependent, fast-changing world and for the emerging 21 st century. A consistent set of expectations and a comprehensive professional development program are needed to ensure that faculty can best support our students in this endeavor. CIS recommendation: The Senior Leadership Team target Primary and Secondary faculty for professional development of best practice and workshops to expand upon the range of teaching methods. AIS Mathematics Strategic Plan 12

13 K-12 Professional Development Action Steps Identify Needs for each Division and Faculty Member a. Survey Primary School faculty by Lower Primary and Upper Primary to ascertain faculty professional development needs. b. Meet one-on-one with Secondary Faculty to identify professional development needs c. Ensure mathematics professional development needs are reflected in faculty goal setting at beginning of and onwards 2. Build and Sustain Professional Development Learning a. Develop a 'culture of coaching' b. Systemize a process of regular lesson observations c. Systemize regular peer-to-peer observations with timetable and proformas d. Systemize moderation sessions e. Build regular Peer-to Perr group led sessions into meeting times f. Primary School will continue to focus on developing faculty to teach PYP mathematics through Inquiry 3. Ensure the Necessary Funding and Time is in Place to Execute Identified Professional Development Needs a. Create mathematics professional development year planner with financial information to present to professional development committee for review and support. Utilize necessary discretionary funds. b. Ring-fence necessary funding via professional development committee to meet needs 4. Locate and Share External Professional Development Opportunities a. Early Learning Specific b. Upper Primary Specific c. National Council for Teachers of Mathematics (NCTM) Conferences and Online PD. d. SAT specific e. Inquiry based learning AIS Mathematics Strategic Plan 13

14 Strand 4: Aligning US and IB Requirements Balancing the teaching in an International School, IB framework with US standardized tests and college acceptances is a challenge, but one that can be surmounted. Consensus exists within the mathematics department and community that: SAT SAT is an aptitude test that requires students to develop test-taking skills that allow them to show their mathematics learning in a standardized test format. The goal of the AIS program is to maximize student learning within an IB framework that emphasizes mathematics investigation and higher order demonstrations of learning. The school must ensure that students are not precluded from a college, based on their SAT results, assuming a student has maximized their effort in this area. A framework will be put in place to support student s SAT preparation, within the school day, that does not compromise time spent preparing students within the IB framework. ERB The school also continues to administer the Comprehensive Testing Program 4 (CTP4) that is administered by the Educational Records Bureau (ERB). This is a test that allows Atlanta International School to compare the mathematics performance of its students with other Independent School test takers. Without compromising the AIS spiraling curriculum model we will ensure that students are prepared in terms of content knowledge for the ERB tests. Any simple changes will be made to scope and sequence to accommodate this. Students will be reasonably prepared within the scope of the curriculum to tackle ERB standardized tests by completing practice problems and engaging with mock tests prior to the exam itself. ERB analysis should be focused on students ability to perform at or above independent school norms for average and above average performance. AIS Mathematics Strategic Plan 14

15 Aligning US and IB Standards Action Steps SAT Exams and College Acceptances a. Implement new schedule to facilitate SAT Prep b. Professionally Develop Faculty to deliver lessons in SAT prep (cross reference with Professional Development 4.d) c. Identify opportunities within regular lessons 9-12 where natural connections exist between SAT test taking knowledge and test taking strategies. d. Analyze SAT data to ascertain the success of the SAT support classes now built into the schedule. 2. ERB Testing a. Analyze the ERB Scope and Sequence of knowledge and skills and compare it to AIS vertical scope and sequence. (Cross reference with Written Curriculum 1.a and 2.a) b. Analyze results with the goal of achieving independent school norms in average (4-6) and above average (7-9) stanines. c. Transition ERBs in 3/5/7 from paper testing to online electronic testing d. Prepare students to recognize and answer questions in an online standardized test format AIS Mathematics Strategic Plan 15

16 Strand 5: Communication Consensus exists within the mathematics department and community that mathematics communication growth should include: Wider Community: The improvement of current community web access to the K-12 curriculum s stable vertical scope and sequence, as opposed to it be hidden in more than one place in the course descriptions in Secondary School and the curriculum overview in Primary School. A consistent plan for messaging the Primary School mathematics curriculum, the Secondary School mathematics curriculum and the K-12 mathematics Continuum in parent meetings, on the website and in publications. Faculty proactively seeking to communicate the K-12 Curriculum in a consistent and knowledgeable way. Faculty: A plan to orient new mathematics faculty to ensure that they have access to, and a clear understanding of, the K-12 curriculum s stable vertical scope and sequence. A department policy pertaining to the structure of collaborative planning meetings and the use of Atlas to ensure that collaboration between faculty members while unit planning is enhanced. Clear understanding and consistent communication of the role of Atlas as the focal point for unit planning so that the planning is captured for subsequent years and subsequent team members. Mathematics department meetings are planned with faculty input, include an agenda and result in clearly defined deliverable outcomes based on the department s strategic plan. Where more than one faculty member teaches a unit, teachers will plan that unit in ATLAS in a collaborative process. Where one faculty member teaches a unit then they will be responsible for recording their unit planning and attaching their resources for future teachers teaching the course to draw on. Students: A clear department policy, which is consistently applied and communicated by faculty, that explains to students how they are assessed in the Secondary School AIS mathematics department. Communication of co-curricular enrichment opportunities so that they are equally accessible for all. Communication of support frameworks so that they are equally accessible by all. AIS Mathematics Strategic Plan 16

17 K-12 Communication Action Steps All Faculty will be knowledgeable about the K-12 math curriculum at AIS a. Ensure each faculty member is familiar with the basic elements of PYP, MYP and DP mathematics and can answer five key questions about mathematics at AIS that will form 'talking points'. b. Develop an 'AIS Mathematics Teacher Moodle' to include curriculum tools, locations of resources, systemized procedures and whole school policies (ex. Assessment). c. Ensure J drive (or similar) electronic resources are up-to-date, logically organized and can be located by all. d. Communicate the taught and assessed curriculum as it relates to the written scope and sequence via unit plans on ATLAS. 2. Departmental Communications a. Where more than one faculty member teaches a unit, teachers will plan that unit in a collaborative process utilizing ATLAS or Pilot documents as appropriate. b. In Secondary School professional development and meeting times will tie directly back to the mathematics strategic plan and will be in pursuit of specific outcomes. c. Identify the need (if any) for additional policies to guide facilities use, effective collaboration etc. d. See Assessment in the K-12 Assessed Curriculum Strand 3. Community Communication a. Plan two community sessions per Semester (to include 10th grade options night and a 5-6 transition meeting) that communicate K-12 mathematics at AIS. b. Add mathematics successes to student bulletin, globetrotter and Headmasters heads -up. c. out to students and add to student bulletin any mathematics related opportunities (ex. competitions, summer programmes and co-curricular programs) 4. Business Office and Budget a. Develop 1-5 year budgets with detailed line items b. Incorporate in budget projections timely replacement of resources to include textbooks, manipulatives etc. c. Liaise with IT department to ensure software and hardware are accounted for in IT budget AIS Mathematics Strategic Plan 17

18 Appendix A: Objectives and Project Goals from School Strategic Plan Communications and Marketing Objective 2: AIS is recognized as a leader in the realm of concept-driven, 21st century skills-based curriculum development and implementation that emphasizes critical thinking in a global context. Goal 4: AIS will continue to enhance its website and community-wide use of digital technology and social media to improve all facets of communication internally and externally. Facilities Objective 1: The facilities and infrastructure of AIS are designed to optimize student learning in a safe, sustainable and attractive environment. Campus-wide facilities master planning occurs annually to ensure that AIS will continue to meet the current and future academic and co-curricular needs of all stakeholders. Continuous Improvement Goal 1: AIS will conduct regular facilities and major systems audits, updating the current year, next year and five-year facilities development and maintenance plans annually inculcating revisions into five-year financial plan. Faculty and Staff Objective 3: AIS objective is excellent teaching with a focus on the process of student learning and on measuring, against clear standards, what students know and are able to achieve. Objective 5: AIS requires its faculty and staff to be IT literate. AIS Mathematics Strategic Plan 18

19 Project Goal 1: AIS continues to grow and implements a comprehensive, clearly articulated strategy and process for the recruitment, support, development and retention of its faculty to include each of the following: recruitment itself, on-boarding prior to arrival at AIS, orientation prior to the start of school, and a formal mentoring and support plan for the new faculty member s first year at AIS. Project Goal 5: Appraisals are explicitly linked to the job description and standards/skills required of that position, the employee s annual goals, the objectives of the school, the employee s professional development and will be used to inform employee s remuneration/placement upon salary scales and the award of performance bonuses in the case of operational staff. Financials and Operations Project Goal 4: Develop and maintain a five-year financial plan that will allow AIS to sustain its mission and values and to achieve its strategic objectives while ensuring funding for financial aid, maintenance and upgrades to AIS buildings and grounds as well as technology, and professional development and changes in compensation as outlined in the Littleford Reports. Programs Objective 1: Every student accepted into the AIS community is educated in a rich, balanced, culturally diverse and challenging academic setting distinguished by its coherent philosophy, curriculum and methods of assessment based upon exemplary, researchdriven international and US practices. Project Goal 1: The educational (academic and co-curricular) program of AIS will be clearly articulated and achievement goals to demonstrate excellence in each of these areas clearly defined beginning with Science, Mathematics and Technology. Action Plans for improvement and/ or continuous improvement will be developed and implemented. Project Goal 3: Faculty, staff and students are provided with the appropriate tools, time and educational resources to meet the curriculum goals for each grade level and for each subject area. Project Goal 4: Plans to complete the Matters to Be Addressed for the IB Middle Years Program will be developed, prioritized and implemented. Project Goal 5: AIS Mathematics Strategic Plan 19

20 The horizontal and vertical articulation of the AIS curriculum will be completed and published to Students, Parents, Faculty and the wider Community in a form and manner that is relevant and applicable to each audience, so that the outcomes and expectations of the curriculum are explicit and understood by all. Project Goal 13: AIS will develop the organizational structure that will maximize mission implementation and program delivery. Students, Parents, and the Community Objective 1: Students are prepared to complete successfully the International Baccalaureate (IB) Diploma Programme (DP), are wellprepared for admission to selective and distinguished colleges and universities worldwide and become at least communicatively proficient in two or more languages. Project Goal 1: The AIS Community Principles will continue to be reinforced as part of a school-wide educational effort so that these principles become fully understood and integrated into the curriculum and the day-to-day experience of students, faculty, staff, parents and the Board of Trustees. Project Goal 2: A review of appropriate external co-curricular programs for students, such as Robotics, Model United Nations, science and mathematics competitions, will take place, and these programs will be strengthened and used to promote a wide range of opportunities so that students achieve to their highest personal potential. AIS Mathematics Strategic Plan 20

21 Research The following research supports Atlanta International School s Mathematics Strategic Plan: DuFour, R, Eaker, R. Dufour, R. (2005) On Common Ground; The Power of Professional Learning Communities, Solution Tree. DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, Indiana: National Educational Services. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria Virginia: Association for Supervision and Curriculum Development. grantwiggins.org NCTM (National Council for Teachers of Mathematics) Resources (accessed Spring 2012), Powell, W. and Kusama-Powell, O (2007) Making The Difference: Differentiation in International Schools, Department of State, Washington, DC. Stiggins, R. Arter, J. Chappuis, S. and Cappuis, J. (2004) Classroom Assessment for Student Learning: Doing it Right and Using it Well. Portland, Oregon, Assessment Training Institute. Tomlinson, C. (2003) Deciding to Teach Them All, Educational Leadership, Association for Supervision and Curriculum Development. 61 issue 2, p Tomlinson C. (2003) The Differentiated Classroom: Responding to the Needs of All Learners, Alexandria, Virginia, Association for Supervision and Curriculum Development. Wiggins, G. and McTighe, J. (1998) Understanding by Design. Alexandria, Virginia, Association for Supervision and Curriculum Development. International Baccalaureate Organization (2009) The Middle Years Programme, From Principles into Practice, International Baccalaureate Organization, Cardiff, Wales. International Baccalaureate Organization (2009) The Diploma Programme, From Principles into Practice, International Baccalaureate Organization, Cardiff, Wales International Baccalaureate Organization (2010) The Continuum: Math in the IB from PYP to DP, International Baccalaureate Organization, Cardiff, Wales. AIS Mathematics Strategic Plan 21