Support for Single Plan for Student
• Provide guidance and support with
completing 5 critical areas for the
Mathematics section of the SPSA.
• 1) Data Resources
• 2) Determine Findings
• 3) School Goal
• 4) Key Strategies
• 5) Actions/Tasks
Guiding Principles for Mathematics
• Guiding Principle 1: Learning
• Mathematical ideas should be explored in ways that stimulate curiosity,
create enjoyment of mathematics, and develop depth of understanding.
• Guiding Principle 2: Teaching
• An effective mathematics program is based on a carefully designed set of
content standards that are clear and specific, focused, and articulated
over time as a coherent sequence.
• Guiding Principle 3: Technology
• Technology is an essential tool that should be used strategically in
mathematics education.
• Guiding Principle 4: Equity
• All students should have a high quality mathematics program that
prepares them for college and career.
• Guiding Principle 5: Assessment
• Assessment of student learning in mathematics should take many forms to
inform instruction and learning.
From CA Math Framework
Indicate all student data used to determine
Findings and School Goal
Examples of Data Sources
• Elementary: CST Data (2012-2013), CORE
Waiver Data Report, Curriculum-Based Data
(Envision Chapter Tests, Benchmark Tests),
Student Work Samples
• Secondary: Student Grades, CAHSEE data,
CORE Waiver Data Report, MyData, CST Data,
Student Work Samples, Curriculum-Based
Use the guiding questions
to help determine Findings
Sample Findings
During the last three years, our Saturday School Math Intervention
Academy focused on students performing at proficiency levels of Basic,
Below Basic and Far Below Basic. Data analysis supports the finding that
60% of participating students increased proficiency in mathematics.
Despite these efforts, the school did not meet AYP targets and students
with disabilities in grades 3rd – 5th showed only a 1% improvement.
•MyData content strand analysis indicates that students in grades 3-5
need additional instructional support in Number Sense (Fractions).
•Continuous monitoring of student performance using data charts,
weekly assessments, and district assessments has led to progress being
made in targeted content standards.
•The percentage of students scoring proficient or advanced on the CST
increased 14.1% over the last five years, but only increased 1% last year.
Further analysis revealed that 3-5th grade students with disabilities in
particular demonstrated the lowest proficiency %.
The School Goal sets a measurable target for improvement
based upon the LEA Goal and Findings from student data
[limit: one (1) School Goal per each Goal Matrix section]
Writing SMART School Goals – See Resource
Guide pp. 75-76
Sample School Goal
By ________ (e.g., June 2016), students will
improve/gain ___% in the area of _________
(e.g., Number and Operations-Fractions) as
measured by ____________ (e.g., curriculum
assessments, performance tasks data.)
Sample School Goal
* By June 2016, 75% of students in grades 3-5 who
participate in intervention will improve their
proficiency in the area of Number and OperationsFractions as measured by our curriculum based
assessments from the enVison Diagnostic and
Intervention program.
• Students in the general population will improve
10% in proficiency.
• Students with Disabilities will show accelerated
growth with a 15% increase in proficiency.
Determine Key Strategy(ies) needed to achieve the
School Goal
Sample Key Strategy
• Implement a Tier 2 intervention mathematics
program (enVision Diagnostic and
Intervention System) in the classroom for
grades 3 through 5 to address the needs of
students not meeting proficiency levels in the
content area of Number and OperationsFractions, and accelerate the growth of
students with disabilities.
Determine Actions/ Tasks needed to execute Key Strategy(ies)
3 Focus Areas
• Effective Instructional Program (Professional
Learning and Classroom Instruction)
• Maximizing Instructional Time
• Interventions to Close Achievement Gaps
Effective Instructional Program
(Professional Learning and Classroom Instruction)
Questions to Surface Thinking:
1) What training will we need in pedagogy and/or
2) What will we learn as a school about effective
teaching for students with disabilities?
3) What training and/or coaching is necessary to
successfully implement our intervention (Tier 2)
program in the classroom?
4) Who is going to support teachers in their
Maximizing Instructional Time
Questions to Surface Thinking:
1) How will we apply our professional learning
to maximize our instructional impact on
students with disabilities?
2) In what ways will we provide support and
promote effective learning to address the needs
of our students with disabilities?
Interventions to Close Achievement Gaps
Questions to Surface Thinking:
1) What will we do for our students with disabilities
who need more than good first instruction?
2) How will we implement our intervention
program and conduct ongoing evaluations to
determine student and program outcomes and
inform ongoing program needs?
3) How will we ensure that our Tier 2 intervention
program is flexible and dynamic?
• Jose Dorado—Specialist, Elementary Mathematics
Office of Curriculum, Instruction, and
School Support
(213) 241-6444
email: [email protected]

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