Exemplary Investment Plans - Sanford Inspire

Exemplary Investment Plans

I.

How to Use These Resources

II.

Pre-Kindergarten – Letters and Sounds (Reading)

III.

Early Elementary – Math

IV.

Middle School – Math (I)

V.

Middle School – Math (II)

VI.

Middle School - Science

Copyright © 2017 Arizona Board of Regents, All rights reserved  SanfordInspire.org

How to Use These Resources (Back to Table of Contents)

Before viewing these investment plan artifacts, there are a couple of clarifications to note. First, all investment plans and accompanying artifacts are different and there was not a consistent template used across all plans in the bank. Second, all of the investment plans and artifacts you find in the Investment Plan Bank are considered to be of high quality. While they are different, they each accomplish the goal of motivating students and tracking their progress toward academic goals. The Sanford Inspire Program has collected several different investment plans and artifacts to demonstrate the various ways to invest students in learning. Exemplar Investment Plan Uses Brief Description Allow this investment plan artifact and others in the bank to serve as idea generators for yourself and your unique setting. Idea Generation

Implementation

Uses 

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Take and use the investment plan artifact in your specific setting. Confirm with administrators and instructional support staff that the plan fulfills the needs your classroom has.

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Pick and choose components of the investment plan artifact which serve you well and use them as you see fit. Adopt the format of the artifact while replacing all of the components with more appropriate material for your specific setting. Implement this artifact in your classroom as it is planned in the document.


Pre-Kindergarten – Letters & Sounds (Reading) (Back to Table of Contents)

Teacher Name:

Date:

Grade Level: Pre-Kindergarten

Subject: Literacy

Time: 10:00-10:45

Meeting Days: 2-3 days a week

Students in Group:  Toby  Lucas  Aria  Ezra

Semester Goal: By the end of the 15 weeks each of the students in the small group will be accurately able to use, identify, and sound out all 26 of the letters of the alphabet as measured by our tracking system.

Grouping Tracking Systems Where will you post this? What will it look like? When and how will you reference this visual throughout your work with the small group? Our investment plans will not be posted in the classroom. This is because the children in this classroom are highly focused on the progress of their other classmates, which does not motivate their learning but instead causes many problems. The investment plans are going to be in individual file folders for only the specific child to see. It will look like a file folder with the child’s name on the tab. Once you open it up, there will be a “Go for the Gold” treasure chest themed tracking sheet. The tracking system is made like a bar graph. It will have the child’s name on the xaxis and the weekly letter groupings on the y-axis. As the children complete working with each chunk of letters we will meet with the individual child, refer to their tracking sheet, discuss their progress and add the jewel and treasure themed stickers to the bar graph as they master each chunk. Once the stickers on their bar graph are filled all the way to the top, they have reached the “Gold” or treasure chest, which is the ultimate goal.

Individual Tracking Systems Who will maintain this (teacher or student)? When will it be updated? Where will it be stored? The teacher will maintain the individual tracking system. It will be updated weekly with the child, when they complete the weekly group of letters being worked on. The child will be included in updating and adding their sticker to their tracking sheet so that the teacher and student can discuss progress. It will be stored in the classroom with the few other children involved in this small group activity.

Communicate System to Students and Families What information will you share with students and their families? What will the format be? How often will you communicate with students and families? We will share all of the information with the students and their families. It is very important that our children learn their alphabet and it is a very rewarding thing once this is mastered. Both the children and their families will be interested in their child’s progress as they begin to identify and work with the letters. The format that we will show their parents is the same as the tracking system. If the parents request to conference, we will invite them in to view the file folder investment plans together. If they chose to communicate via email or phone, I will inform the parents each time that their child adds a sticker to their bar graph, which means they have mastered yet another set of letters. I will communicate progression on a weekly basis or as often as the parents request.


Building in Time for Students to Reflect on Their Learning When will you do this? What will it look like? What preparation is needed? The children will work in a small group two or three times each week. During these small group times they will focus on working with that week’s chunk of letters through several learning activities. When the children master a set of letters by completing all of the learning and assessment for that chunk, the teacher and the child will meet to update their tracking sheet by adding a sticker. During this time, the teacher and the student will discuss everything that the child mentions about those particular letters. We will then discuss strengths and other aspects that may still need work, and while discussing parts that need work, we will figure out how to give them more opportunity to work at home with these letters. The preparation needed would be to think of questions that will prompt the children to talk about the letters that they have just mastered. Also, to be prepared with more opportunities of activities that require using those letters at home and places outside of school.


Early Elementary - Math (Back to Table of Contents)

Investment Plan What is the big goal in which you will invest your students? -

Big Goal -

We will each meet our individual growth goals on the math post-tests throughout the school year. Individual growth goals are determined based on pre-test scores and students’ past performance levels in math. If the goals have not been reached more than two times in a row the students will have a conference with the teacher to decide on a goal that suits them and the steps they will need to take to reach that goal. As a class we will reach our average growth goal on the math post-tests throughout the remainder of the school year. The class goal is created by a class discussion that takes into consideration the pre-test average and past performances.

Where will you post this? What will it look like? When and how you will reference this visual throughout the unit? -

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Class-wide Tracking Systems

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Class average growth goal will be posted on the “Become a Math Wiz” bulletin board. After each pre-test I will average the class scores and post them on the graph. Then, as a class we will decide how much we should grow, based on our pre-test average. Become a Math Wiz is a wizard themed bulletin board that includes a double bar graph of pre-and post-test data. There is also a “Wall of Wizards” next to the “Become a Math Wiz” board. This is where students who have met or surpassed their individual growth goals will be recognized. If they meet or surpass their goal their name goes on a wand and is placed on the “Wall of Wizards”. Meeting the individual goal earns students a brown wand and passing the individual goal earns students a golden wand which indicates that the students have “special academic math powers”. The wall is referenced on a daily basis to refocus and re-motivate students. After pre-tests the class average is graphed and the goal is made/posted for the posttest. After the post-test the same is repeated. Each student that meets or exceeds gets to post his/her wand on the wall with applause from the class.


Who will maintain this (teacher or student)? When will it be updated? Where will it be stored? -

Individual Tracking Systems

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Individual tracking systems (attached) are kept in sheet protectors in each student’s individual data folder. The data sheet has their goal at the top and a list of each of the concepts on the pre- and post-test. To distribute the students’ goals, each students pre-test score will be written on their pre-test and the goal will be written on it as well. By doing this, students will analyze their pre-tests and will also learn about their goal, allowing them to see how much they have to work to reach that goal. It is updated after the pre-test and after the post-test to check that each student met their goal.

What information will you share with families? What will the format be? How often will you communicate with families? -

Communicate with students’ families

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This plan will be sent home in a letter to parents to explain this fun new way to track our progress in math. To ensure that the parents have read the information, the letter will have a sign and return slip on the bottom. Each time the student meets his or her goal, a letter will go home praising the student on meeting their goal and explaining what will be working on next time. If the student passes his/her goal, a phone call will be made home to talk about this great accomplishment. Phone calls will also be made home to students who have made great strides but may be falling short of their goals. Also, each week a letter will go home showing ways parents can work with their children to help them reach their goals.

When will you do this? What will it look like? What preparation is needed?

Building in time for students to reflect on their learning.

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The reflection time is built into the individual tracking system. The students will have to write about whether or not they met their goals and why. They will also get a chance to see where their problem areas are by breaking down how many problems were missed on pre-test and post-test. This also allows for the teachers to see what re-teaching needs to be done and create small groups.


Mastery Chart (Elementary Math Investment Plan)

Test score (%)

My Big Goal: I can show that I’ve mastered math concepts by scoring 80% or better on the unit tests.

Math Skill and Test Type (Pre/Post)


Middle School - Math (I) (Back to Table of Contents)

Investment Plan The big goal that my students will be invested in is… “By the end of the geometric unit, I will receive an 80% or higher on the end of the unit test to show I have mastered 7th grade standards!” BIG GOAL BUILDING DAY: There is a big poster in the room with the big goal written on it. The students will all sign it – them signing it is them saying they are committed to the big goal. The students are given the OPTION to sign the big goal. They are now in control of their education and it is up to them to make the commitment.

Big Goal

*Big Goal Poster

*Big Goal Plan Of Action Contract

The students will also fill out individual goal achieving sheets. After committing to the BIG GOAL, they will make a plan of action for reaching the goal. They will write up a contract of actions they can do at school and at home to help them reach their goal; as well as what they would like me to do to help them reach the goal. *ALL TRACKING SYSTEMS WILL TRACK PRE- and POST-TEST SCORES

Class-wide Tracking Systems

The class-wide tracking system will actually be two different systems. The first system is a giant line graph at the back of the room. It tracks the total number of correct answers the entire seventh grade has received as a whole. Each week, they get a circle with the total number of correct answers written on it and it is plotted on the graph. If the number is an “alltime best” (the highest score the seventh grade has received at that point in time) the place the circle on a star background. On this graph is a line for 50% and a line for 80% so the students constantly see what they are aiming for. There will also be separate tracking systems for each block class. It is a small version of the large graph in the back of the room, but only tracks the students in the separate blocks.


Each student will maintain their own personal tracking system. It will be updated every Monday (after the pre-test) and Friday (after the post-test). It is a bar graph. For each week, the students write the number of correct answers on the pre-test in the box below the bar for that week. On Friday, they actually draw the bar graph for what they got on the post-test. This way they can see the trend they are performing on the post test, and also have reference to what they received on the pre-test.


*Student’s own tracking system students

*Teacher’s tracking of individual

I will always collect all the pre- and post-tests so I can track the students’ progress. I will just keep this on a spreadsheet. Friday evenings, I will review the scores for each student. For students that receive 4s or 5s (80%, 100%), I highlight them in yellow. For students that received 0s, 1s or 2s (0%, 20%, 40%), I highlight them in pink. This gives me an automatic visual of how the students performed on the week’s standards. The following week’s small groups will be based on this data. Yellow students will be pulled into a small group during independent time and will work with Ms. Rose on intervention strategies to help them master the standard. Pink students will also be pulled into a small group but given some enrichment practices.


The communication will be done through the students themselves. At the beginning of the unit, the students will sign “contracts”. They are to take it home and discuss with their family and “get them on board.” It is also something that goes into the student-led conference file to revisit with their parents at teacher conferences. I will also make weekly phone calls to parents. The pre- and post-test spreadsheet will help me quickly decide the parents that should be contacted that week – for positive messages and to communicate some concerns.


The students will reflect on their learning during the big goal building day. They will reflect on strategies that will personally help them to reach their big goal. The exit ticket on Fridays will be reflecting on their academic and behavior performance that week. I will use the “Student Reflect Following Formative Assessments”. Outcomes

Building in time for students to reflect on their learning

Strengths

Areas For Improvement

Causes

What objectives did you master?

What did you do to make these your strongest? (Think about your behavior in class that day, your HW completion, if you asked questions. “It was easy” isn’t acceptable!)

Which objectives were your lowest?

What made these your lowest objectives? (Think about your behavior in class that day, your HW completion, if you asked questions. “It was hard” isn’t acceptable!)

Solutions What specific things do you need to do in the next week to put more objectives in the “Strengths” column after our Friday quiz?

Each week, I want to plan lunch meetings where students can make an appointment to see me to talk about their progress to the big goal. We can review their reflection card and talk about how we can work together to get them to success.


Middle School - Math (II) (Back to Table of Contents)

Whole-Class Tracking System What system will you use? (e.g. tracking number/percentage of the class above 80% on assessments, tracking the overall class average on assessments, tracking the number of students increasing by x% between pre- and posttest) Each student will have an individual growth goal from a pre- and post-test which is their ultimate goal. Students will also receive recognition when they receive an 80% or higher on a test by marking their initials on a class chart. When students completely master each standard (the mastery level is called the “Genius” level) meaning they got all answers correct that had to do with the performance objective on the quiz. Students may also receive “Genius” status by correcting the problems they got wrong on their quiz and turning all their work in on a separate sheet of paper by Wednesday of that week since quizzes will be handed back on Mondays. The goal is for students to have as many markings on the class poster because at the end of the quarter prizes will be raffled off much like in the game battleship. Ex. A1, C9, etc… What will the system look like? Where will it be posted? The poster will be hung at the front of the room each class period. When students reach a grade percentage where they can mark out a box for their name, they will initial anywhere on the chart. The goal is to have as many initials on the poster as possible because the more initials on the poster, the more likely they will win a prize at the end of the quarter. How will the tracking toward the big/unit goal be referenced? (e.g. at the beginning/end of each lesson, before each assessment, etc.) The tracking will be referenced every day. Monday at the beginning of class when quizzes are handed back, students will be reminded to fill out their individual tracking system and then if they are able to, mark on the whole group tracking chart. Tuesdays, I will remind students at the beginning and end of class that if anyone is going to do corrections to make sure to turn them in by the next day, Wednesday. I will collect any corrections on Wednesday to give back to students on Thursday if there was any improvement. Fridays, students will be reminded of what their goal is on their quizzes for their tracking. How will you plan to update the system? Students will be given class time to update the class poster as it is needed.


Individual Tracking Systems hat system will you use? (e.g. students/teacher tracking objective mastery, students/teacher tracking pre-test/posttest scores, students/teacher tracking overall quiz score) The students will be tracking a little bit of everything. They will be tracking their mastery on performance objectives and their quiz scores which will all ultimately help them improve their improvement on the post test. Who will maintain the system (students or teacher)? The students will maintain the system and the teacher will monitor. The students will be given time each Monday to look over their quiz and determine if they are going to make corrections to improve their scores. If the students choose to make corrections, they must show all their work on a separate sheet of paper and turn it in Wednesday. When students earn an 80% or higher on a test and also when they are a genius in a performance objective, they get a sticker to put in that column on their tracker. Getting a sticker also reminds them to claim a spot on the class tracking poster. What is your plan for updating the system? (e.g. after each assessment allowing 10 – 15 minutes for students to update their tracking system) Students will be given an allotted amount of time each Monday to update the system. If students make corrections to the previous week’s test, they will be able to update their trackers as well as the class tracker if there is time in class; otherwise, they will be given time to finish updating their information Friday. NOTE: if students are going to be updating their tracking system, be sure to plan for a good chunk of time the first day of tracking if this is new to them.

Communicate System to Students and Families What information will you share with students and their families? Students will take their individual tracking sheet home to show their parents every Monday night since that is when students will fill out their sheet from the week before. How will you plan to keep families continuously informed of their students’ progress toward the big goal? Students must have their parents initial next to their quiz score every week. This way parents will constantly know where their student’s progress is in the class. How often will you communicate with students and families? On a weekly basis, every Monday.

Building in Time for Students to Reflect on Their Learning When will you do this? On Mondays when their quizzes are handed back from the previous Friday. What will it look like? (e.g. what specific questions will students need to reflect on) This will be part of their bell work. Students will be asked if they feel the grade they got was what they earned and why or why not? Students will also decide in this time if they are going to correct their quiz or not. What preparation is needed? I will need to ensure to set aside class time for students to complete their tracking system. I will also need to have student quizzes graded and their performance objective percentages for the ones on the quiz they took so that students are able to fill in these scores on their sheet.


Sample Student Tracker (Middle School Math II)

Solve problems involving circumference and area of a circle by calculating and estimating.

PO3

Draw and classify 3D figures with appropriate labels showing specified attributes of parallelism, congruence, perpendicularity, and symmetry. Create a net to calculate the surface area of a given solid.

PO4 Calculate the area and perimeter of composite 2D figures. PO5

PO6

Model the result of a double transformation of a 2D figure on a coordinate plane using all four quadrants. Identify corresponding parts of congruent figures.

PO7 Identify polygons having the same perimeter or area. PO8 Determine actual lengths based on scale drawings or maps. PO9

PO10

Identify the appropriate unit of measure to compute the volume of an object and justify reasoning. Key Genius .…………………90% - 100% Master ………………….80% – 89% Almost There ………….60% – 79% Needs Practice ………..0% - 59%


Genius

PO2

Master

Recognize the relationship between central angles and intercepted areas; identify arcs and chords of a circle.

Almost There

PO1

Needs Practice

3rd Quarter Performance Objectives

Quizzes 1 2 3

Dates Jan. 20 Jan. 27 Feb. 3

Parent Initials

Score

Corrected Score 4 5 6

Dates Feb. 10 Feb. 17 Feb. 24

Parent Initials

Score

Corrected Score

How do I fill out my tracker?     

The Monday after I take my quiz, I will get it back with two scores written on it. The 1st score is my quiz score. I will record this on my tracker. The 2nd score is my performance objective(PO) score. There will be more than 1 PO on each quiz. I will look at each PO’s score and compare it to the key located on the front of this page. I will then check off where my performance score is in the correct column for that PO. Example: PO1 – 58% PO3 – 91% o I will mark “Needs Practice” for PO1 and “Genius” for PO3 I may choose to correct my quiz by solving any missed problems on a separate sheet of paper. If I do this, I have until Wednesday to turn in my corrections showing all my work. This can improve my quiz score and my PO score.

When do I get stickers?   

I get an 80% or higher on my quiz I reach “Genius” status. When I get a sticker on my tracker, I will be able to put my initial on the class grid. The more stickers I get, the more likely I will be able to win a prize at the end of the quarter. I will also be more likely to get an awesome grade on my 3rd quarter benchmark test.

Student Contract I, _________________________________, will take care of this paper. I will not bend it, tear it, spill anything on it, destroy or deface it in any other way. I will treat this paper as if it were my __________________. I will update this paper accurately and when I am asked to. I will put forth my best effort, attitude, and participation in class because I am striving to become a Math “Genius!”


Middle School – Science (Back to Table of Contents)

Investment Plan What is the big goal in which you will invest your students?

Big Goal

By the end of the year, 100% of my students will become scienteers by: 1. Achieving 80% or higher on post tests and vocabulary quizzes. 2. Individually track daily agenda and objectives, record weekly grades, view their placement, and explain vital reasons for current placement 3. Being responsible and held accountable for discussing placement and ways to increase placement with parent/guardians 4. Parent/guardian must write and sign, “My child , and I discussed their current placement of , and strategized steps to increase their placement to .” Where will you post this? What will it look like? When and how you will reference this visual throughout the rest of the year?

Class-wide Tracking A whole group tracking system will be posted in classroom and it will have the title, “Are you a Scienteer??” It will list the BIG goal’s objectives and requirements as well as the Systems reward of earning a scienteer cord to wear at promotion. As each student masters 80% or higher proficiency of vocabulary quizzes and post unit tests, each student will earn die cuts. These die cuts will be placed in the corresponding quiz/test slot with the student’s name printed on the die cut. Who will maintain this (teacher or student)? When will it be updated? Where will it be stored? At the beginning of each week, each student will receive a weekly tracker (This will be kept by the student in their personal binder, (student must keep each week’s tracker); this tracker will include space to complete a daily agenda and objective for each day of the week. This space will need to be completed by the end of the first 15 minutes by the student.


At the end of each week, by printing out an updated grade report containing: bell work, vocabulary homework and quizzes, investigations, projects and post tests/content covered that week; students will be held personally accountable to record their percentage grade and their placement on the scienteer scale, by the end of each Friday class. Scienteer scale: Low (0-69) – I need to see the teacher for help to improve my placement. Approaching (70-79) – I have the possibility of needing extra help, I need to see teacher or a mastery student for extra help. Mastery (80-89) - I understood the week’s objectives, but can I teach it to a peer? Genius (90-100) - I completely understand and can successfully teach content to a peer.


What information will you share with families? What will the format be? How often will you communicate with families?


In order to successfully prepare students for high school, it will be the student’s responsibility to communicate their current grade and weekly scienteer placement with their parents/guardians. During this discussion the student and family must discuss the student’s current grade & placement, reasons of how they earned their grade/placement and ways to increase their grade, which will also increase their scienteer placement. When will you do this? What will it look like? What preparation is needed?

Building in time for students to reflect on their learning.

Rewards

While the student is recording their weekly grade and placement they will be reflecting and explaining 1. Content covered that week (objectives) 2. Reasons for their current placement 3. Steps to increase their placement Each student who achieve BIG goal will receive “scienteer” cords, etc to wear during their 8th grade promotion.


Sample Student Progress Tracking Materials

Monday

Objective: Agenda:

Wednesday

Tuesday

Objective: Agenda:

Objective: Agenda:

Thursday

Objective: Agenda:

Friday

Objective: Agenda:

Weekly grade update:

Scienteer placement:

GOAL:

After recording your weekly progress, reflect and explain: 1. The content covered that week (objectives) [summarize] 2. Reasons for your current grade/placement 3. Steps to increase their grade/placement


Sample Student Investment Materials (cont.) Are you a Scienteer?? Why??? In order to successfully prepare for high school, it is important to know how to: 1. Be held accountable for your own academic progress 2. Learn new time management skills and how to prioritize the essentials 3. Be your own person and learn you have independence – but it’s what you choose to do with this responsibility 4. Communicate academic progress with yourself, teachers, and family Our goal: By the end of the year, 100% of the 8th grade will become scienteers by: 5. Achieving 80% or higher on post tests and vocabulary quizzes. 6. Individually track daily agenda and objectives, record weekly grades, view their placement and explain vital reasons for current placement 7. Being responsibility and held accountable for including, discussing placement and ways to increase placement with parent/guardians 8. Parent/guardian must write and sign, “My child , and I discussed their current placement of , and strategized steps to increase their placement to .” How will you be keeping record of your academic success? 1. Weekly trackers will be kept in the ‘weekly tracker’ folder located on the scienteer board a. It is your (student) responsibility to keep this tracker in your personal binder the entire week and to record the daily objective & agenda 2. One successful scienteer progress chart a. This will be kept by Teacher, but you will update this once a week. What’s the purpose of a weekly tracker?  

Reinforces your efforts and steps to increase/maintain your grade Helps you visually see your weekly progress or decline of effort

What is the Scienteer scale?? Weekly grade update

Scienteer Placement

0-69

Low

70-79

Approaching

80-89

Mastery

90-100

Genius

Explanation I need to see the teacher for help to improve my placement. I have the possibility of needing extra help; I need to see teacher or a mastery student for extra help. I understood the week’s objectives, but can I teach it to a peer? I completely understand and can successfully teach content to a peer
