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various courses in the math pathways to make curricular and instructional
recommendations K-12; (3) Fully integrate the new math resources with fidelity and
consistency in both Compacted/Extended and Current pathways which are aligned to the
PA Core (e.g. Real World Problem Solving Readers); and (4) Create guidelines for the
best use of self-paced, computer-adaptive resources across the K-8 grade span (e.g.
Splash Math, Red Bird).

2. Continue using STAR 360 math as a predictor of student performance on the PSSA given a year
of data to start correlations to standardized testing scores and ensure alignment and integration
with the MTSS resources and process.
○ Key Personnel: Administration, ALCs, District Data Team, MTSS Building Teams,
Teachers
○ Timeline (Anticipated Start/Finish): November 2019 - June 2020
○ Major Action Steps: (1) Re-examine benchmark criteria; (2) Determine most effective
instructional planning tools and reports within the system; (3) Ensure integration of the
STAR 360 math data with the MTSS decision trees and instructional programming; and
(4) Utilize the PA-Core Standards aligned norms to begin predicting student
performance.

3. Continue to refine MTSS processes for mathematics to determine next steps for a systematic
approach to interventions for enrichment and/or remediation through differentiation in the
classroom.
○ Key Personnel: Principals, ALCs, Intervention Specialists, School Psychologists,
Director of Special Education
○ Timeline (Anticipated Start/Finish): November 2019 - June 2020
○ Major Action Steps: (1) Identify math interventions and resources in addition to ALEKS
and Red Bird to embed in the decision trees and MTSS process; (2) Include Splash Math
as part of the decision trees and MTSS to enhance computational skills; (3) Train
personnel in the use of the new instructional materials and online resources, as well as the
data analysis and integration process to design instructional opportunities for students
across Tiers 1 through 3; and (4) Ensure time during the school day for interventions to
take place at each grade span (e.g. RAM Time); (5) Determine effectiveness of
interventions based on students’ formative and summative performance and growth data.

Grade 3: Additional Next Steps:

1. Enhance and embed a systematic and explicit manner of teaching fractions that includes
additional repetition through spiraling and real-world connections to help students master
application of the concept.

○ Key Personnel: Principals, Third Grade Teachers, Fourth Grade Math Teachers, Learning
Support Teachers
○ Timeline (Anticipated Start/Finish): November 2019 - June 2020

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