Please answer the following questions by posting to your group's topic page. You can either post by editing
your group's topic page or typing your answers in a word document and downloading the file into your group's
topic page.

1. What CSIP goal is your action research targeting? Justify how your action research will support this CSIP.

– Goal 2: All K-12 students will achieve at high levels in mathematics, prepared for success beyond high school.
– Indicators: A. Percentage of students who score at the proficient level (41%) or above using national norms on the ITBS Mathematics Total Test in grades 3-8, including data disaggregated by subgroup.
B. Percentage of students in grades 4, 8, and 11 who achieve at 60% or above on the district developed math assessment.

[We probably need to look at grades 3-5 “math problems & data interpretation” subtest scores for all students as well as for low SES students and for our various ethnic groups using the HEART database. We may also need to look at curriculum based measurement tests for grades 3-5, mathematics benchmark testing for grades K-5, Cognitive Abilities mathematics (quantitative) data for grade 3, trend line data, etc.]

2. What does your data say to justify needing to pursue this action research? List the specific sources of data.
ITBS Problem-solving scores show that improvement is needed in this area.

CGI is a research-based problem solving strategy.

3. Explain how your action research will meet the criteria of the Five Characteristics of Effective Instruction from the Iowa Core.
Provide information that supports all of the characteristics that apply to your action research topic.

– Teaching for Understanding -- Each activity presents an opportunity for the students learn and discover answers in their own way.
– Teaching for Learner Differences -- It is basically differentiated instruction. Allowing students to work at their level of understanding.
– Rigorous and Relevant Curriculim -- There are a variety of problem types. Number Choice Options are given to challenge students and problems are created to make it relevant to what they are learning and to activate prior knowledge.
– Student Centered Classroom -- Students are in charge of their learning. Students learn from each other -- share out.
– Assessment for Learning -- Anecdotal notes and informal assessments are used on a regular basis.