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Welcome. Scientifically Based Math Interventions June 16, 2009 Alabama SPDG Ms. Abbie Felder, Director Curtis Gage, Education Specialist Alabama Department of Education. Georgia SPDG Dr. Julia Causey, Director Georgia Department of Education Dr. Paul Riccomini

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Scientifically Based Math Interventions

June 16, 2009

Alabama SPDG

Ms. Abbie Felder, Director

Curtis Gage, Education Specialist

Alabama Department of Education


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Georgia SPDG

Dr. Julia Causey, Director

Georgia Department of Education

Dr. Paul Riccomini

National Dropout Prevention Center for Students with Disabilities

Clemson University


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Drs. Judy and Howard Schrag

Third Party Evaluators

Alabama and Georgia


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Our

Agenda


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  • What does the research say?

  • Overview - Alabama SBR Math Interventions

  • Evaluation of Alabama SBR Math Interventions

  • Overview – Georgia SBR Math Interventions

  • Evaluation of Georgia SBR Math Interventions

  • Summary

  • Open Discussion



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Let’s examine the evidence:

SBR Math Interventions


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Foundations for Success National Mathematics Advisory Panel

Final Report, March 2008


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Presidential Executive Order April 2006

The Panel will advise the President and the Secretary of Education on the best use of scientifically based research to advance the teaching and learning of mathematics, with a specific focus on preparation for and success in algebra.

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Basis of the Panel’s work

Review of 16,000 research studies and related documents.

Public testimony gathered from 110 individuals.

Review of written commentary from 160 organizations and individuals

12 public meetings held around the country

Analysis of survey results from 743 Algebra I teachers

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Two Major Themes

  • “First Things First”

  • - Positive results can be achieved in a reasonable time at accessible cost by addressing clearly important things now.

  • - A consistent, wise, community-wide effort will be required.

  • “Learning as We Go Along”

  • - In some areas, adequate research does not exist.

  • - The community will learn more later on the basis of carefully evaluated practice and research. - We should follow a disciplined model of continuous improvement.

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    Curricular Content

    Streamline the Mathematics Curriculum in Grades PreK-8:

    • Follow a Coherent Progression, with Emphasis on Mastery of Key Topics

    • Focus on the Critical Foundations for Algebra

      • - Proficiency with Whole Numbers

      • - Proficiency with Fractions

      • Particular Aspects of Geometry and Measurement

    • Avoid Any Approach that Continually Revisits Topics without Closure

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    Curricular Content

    An Authentic Algebra Course

    All school districts:

    Should ensure that all prepared students have access to an authentic algebra course, and

    Should prepare more students than at present to enroll in such a course by Grade 8.

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    Curricular Content

    What Mathematics Do Teachers Need to Know?

    For early childhood teachers:

    Topics on whole numbers, fractions, and the appropriate geometry and measurement topics in the Critical Foundations of Algebra

    For elementary teachers:

    All topics in the Critical Foundations of Algebra and those topics typically covered in an introductory Algebra course

    For middle school teachers:

    - The Critical Foundations of Algebra

    - All of the Major Topics of School Algebra

    15


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    Learning Processes

    • Scientific Knowledge on Learning and Cognition Needs to be Applied to the Classroom to Improve Student Achievement:

    • Most children develop considerable knowledge of mathematics before they begin kindergarten.

    • Children from families with low incomes, low levels of parental education, and single parents often have less mathematical knowledge when they begin school than do children from more advantaged backgrounds. This tends to hinder their learning for years to come.

    • There are promising interventions to improve the mathematical knowledge of these young children before they enter kindergarten.

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    Learning Processes

    • To prepare students for Algebra, the curriculum must simultaneously develop conceptual understanding, computational fluency, factual knowledge and problem solving skills.

    • Limitations in the ability to keep many things in mind (working-memory) can hinder mathematics performance.

      • Practice can offset this through automatic recall, which results in less information to keep in mind and frees attention for new aspects of material at hand.

      • Learning is most effective when practice is combined with instruction on related concepts.

      • Conceptual understanding promotes transfer of learning to new problems and better long-term retention.

    17


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    Learning Processes

    • Children’s goals and beliefs about learning are related to their mathematics performance.

      • Children’s beliefs about the relative importance of effort and ability can be changed.

      • Experiential studies have demonstrated that changing children’s beliefs from a focus on ability to a focus on effort increases their engagement in mathematics learning, which in turn improves mathematics outcomes.

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    Instructional Practices

    All-encompassing recommendations that instruction should be student-centered or teacher-directed are not supported by research.

    Instructional practice should be informed by high quality research, when available, and by the best professional judgment and experience of accomplished classroom teachers.

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    Instructional Practices

    Research on students who are low achievers, have difficulties in mathematics, or have learning disabilities related to mathematics tells us that the effective practice includes:

    • Explicit methods of instruction available on a regular basis

    • Clear problem solving models

    • Carefully orchestrated examples/ sequences of examples.

    • Concrete objects to understand abstract representations and notation.

    • Participatory thinking aloud by students and teachers.

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    For More Information

    Please visit us online at:

    http://www.ed.gov/MathPanel

    21


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    Mathematical Proficiency Defined

    • National Research Council (2002) defines proficiency as:

    • Understanding mathematics

    • Computing Fluently

    • Applying concepts to solve problems

    • Reasoning logically

    • Engaging and communicating with mathematics


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    • Grous and Ceulla (2000 ) reported the following can increase student learning and have a positive effect on student achievement:

    • Increasing the extent of the students’ opportunity to learn (OTL) mathematics content.

    • Focusing instruction on the meaningful development of important mathematical ideas.

    • Providing learning opportunities for both concepts and skills by solving problems.

    • Giving students both an opportunity to discover and invent new knowledge and an opportunity to practice what they have learned.

    • Incorporating intuitive solution methods, especially when combined with opportunities for student interaction and discussion.


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    • Using small groups of students to work on activities, problems, and assignments (e.g., small groups, Davidson, 1985; cooperative learning, Slavin, 1990; peer assisted learning and tutoring, Baker, et al., 2002).

    • Whole-class discussion following individual and group work.

    • Teaching math with a focus on number sense that encourages students to become problem solvers in a wide variety of situations and to view math as important for thinking.

    • Use of concrete materials on a long-term basis to increase achievement and improve attitudes toward math.


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    Let's turn to Alabama and Georgia problems, and assignments (e.g., small groups, Davidson, 1985; cooperative learning, Slavin, 1990; peer assisted learning and tutoring, Baker, et al., 2002).


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    Alabama SBR Math SPDG-Supported Activities problems, and assignments (e.g., small groups, Davidson, 1985; cooperative learning, Slavin, 1990; peer assisted learning and tutoring, Baker, et al., 2002).


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    GOAL 1: Through the implementation of SBR instructional strategies within the framework, there will be a 20 percent reduction in the achievement gap between students with and without disabilities in the area of math and age appropriate progress in pre-literacy/reading and math.


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    MATH INITIATIVE strategies within the framework, there will be a 20 percent reduction in the achievement gap between students with and without disabilities in the area of math and age appropriate progress in pre-literacy/reading and math.

    2008-2009

    Alabama State Department


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    Overview strategies within the framework, there will be a 20 percent reduction in the achievement gap between students with and without disabilities in the area of math and age appropriate progress in pre-literacy/reading and math.

    • 12 school districts participated in 2007-2008. An additional 4 school districts participated in 2008-2009 (16 total).

    • 31 schools participated in 2007-08, and 42 schools participated in 2008-2009—including 11 new schools.

    • 170 teachers participated in 2007-08, and 281 participated during 2008-2009—including 68 new teachers.

    • Over 7700 students were entered into VPORT, with 4,659 students having two data points in at least one Vmath assessment so far in the 2008-2009 school year.

    • Of those with two data points, 838 were indicated as special education students.


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    • Voyager Expanded Learning Math Intervention Program: strategies within the framework, there will be a 20 percent reduction in the achievement gap between students with and without disabilities in the area of math and age appropriate progress in pre-literacy/reading and math.

    • A targeted, systematic program that provided students more opportunity and support to learn mathematics.

    • Vmath is informed by Curriculum-Based Measurement and provides daily, direct, systematic instruction in essential skills needed to reduce achievement gaps and accelerate struggling math students to reach and maintain grade-level performance.

    • V-math is designed to complement all major math programs by providing an additional 30-40 minutes of daily, targeted concept, skill, and problem-solving development.


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    • 5 Keys to Successful VMath Implementation: covering the basic strands of elementary mathematics.

    • Amount of Instruction

    • 5 days per week; 40 minutes per day

    • One lesson per day (some lessons will be l l/2 to 2 days, if time is less than 40 minutes or students need extra time).

    • Start within 4 weeks of school start data.

    • Use of Assessments

    • Initial Assessment prior to instruction at the beginning of the year

    • Computational Fluency Benchmark Assessments 3 times per year.

    • Computational Fluency Progress Monitoring Assessments mid-module.


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    • Pre-Tests and Post Tests: Beginning and end of each module.

    • Final Assessment after instruction at the end of the year.

    • Quality of Instruction

    • 3 hours of initial training on using scripted dialogue to scaffold instruction implementing small-group instruction, administering assessments, using VmathLive, and using VPORT.

    • Principal/Coach reviews teacher instruction, teacher completes self-analysis.


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    • Differentiation module.

    • Small group instruction

    • Use Initial Assessments and PRE-Tests to identify strengths and weaknesses in math content.

    • Differentiate instruction using VmathLive.

    • Classroom Management

    • Small group area identified; Vmath scheduled.

    • Overhead projector; Smartboard or teacher computer with projector available to teach lessons.

    • Web-accessible computers for VmathLive designated.


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    • Evaluation of VMath module.

    • I. Process Evaluation

    • 1. Classroom visitations to gather on-going implementation data during Year 2 of the SPDG.

    • 88% of the Classrooms implemented VMath 5 days a week (12% - Not Available)

    • Number of minutes per day of VMath: 30 minutes: 59%; 37.5 – 4%; 45 minutes – 18%; less than 45 minutes – 8% (11% - Not Available)

    • Group size: 1-6 – 65%; 7-12 – 14%; 13 – 7% (Not Available – 13%)

    • Delivery Approach: 55% - In-class; 21% - Pull-Out; Specialist pull/push – 13% (11% - Not Available).


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    • Progress Monitoring module.

    • Initial Assessment prior to instruction at the beginning of the year

    • Computational Fluency Benchmark Assessments 3 times per year.

    • Computational Fluency Progress Monitoring Assessments mid-module.

    • Pre-Tests and Post Tests: Beginning and end of each module.

    • Final Assessment after instruction at the end of the year.


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    II. Outcome Evaluation module.

    Student Math Achievement Scores on State Testing – Statewide

    Longitudinal Assessment of Participating Students with Disabilities


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    Third Grade Computational Fluency module.

    • On average, Third Grade students increased their Computational Fluency scores from 18.9 to 51.7.

    • The percent of students needing intensive focus on computational fluency decreased from 92% to 44%.



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    Third Grade Computational Fluency module.Special Education Students

    • On average, Third Grade students increased their Computational Fluency scores from 15.7 to 37.7.

    • The percent of students needing intensive focus on computational fluency decreased from 96% to 72%.


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    Third Grade Modules module.Special Education Students


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    Fourth Grade Computational Fluency module.

    • On average, Fourth Grade students increased their Computational Fluency scores from 37.5 to 56.4.

    • The percent of students needing intensive focus on computational fluency decreased from 35% to 19%.



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    Fourth Grade Computational Fluency module.Special Education Students

    • On average, Fourth Grade students increased their Computational Fluency scores from 25.6 to 40.2.

    • The percent of students needing intensive focus on computational fluency decreased from 62% to 51%.


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    Fourth Grade Modules module.Special Education Students


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    Fifth Grade Computational Fluency module.

    • On average, Fifth Grade students have increased their Computational Fluency scores from 31.9 to 37.9.

    • The percent of students needing intensive focus on computational fluency increased from 3% to 6%.



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    Fifth Grade Computational Fluency module.Special Education Students

    • On average, Fifth Grade students increased their Computational Fluency scores from 29.5 to 35.6.

    • The percent of students needing intensive focus on computational fluency increased from 5% to 12%.


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    Fifth Grade Modules module.Special Education Students


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    Sixth Grade Computational Fluency module.

    • On average, Sixth Grade students increased their Computational Fluency scores from 41.5 to 51.5.

    • The percent of students needing intensive focus on computational fluency decreased from 23% to 16%.



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    Sixth Grade Computational Fluency module.Special Education Students

    • On average, Sixth Grade students increased their Computational Fluency scores from 39.2 to 42.6.

    • The percent of students needing intensive focus on computational fluency increased from 31% to 34%.


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    Sixth Grade Modules module.Special Education Students


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    Seventh Grade Computational Fluency module.

    • On average, Seventh Grade students increased their Computational Fluency scores from 33.3 to 47.

    • The percent of students needing intensive focus on computational fluency decreased from 65% to 47%.



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    Seventh Grade Computational Fluency module.Special Education Students

    • On average, Seventh Grade students increased their Computational Fluency scores from 34.1 to 46.8.

    • The percent of students needing intensive focus on computational fluency decreased from 57% to 48%.


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    Seventh Grade Modules module.Special Education Students


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    Eighth Grade Computational Fluency module.

    • On average, Eighth Grade students increased their Computational Fluency scores from 28.8 to 35.4.

    • The percent of students needing intensive focus on computational fluency decreased from 11% to 7%.



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    Eighth Grade Computational Fluency module.Special Education Students

    • On average, Eighth Grade students increased their Computational Fluency scores from 28.8 to 35.4.

    • The percent of students needing intensive focus on computational fluency decreased from 20% to 14%.


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    Eighth Grade Modules module.Special Education Students


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    Transitional Math module.

    Four school improvement schools were selected during Year 2 for implementation of Transitional Math:

    One high school in Butler County - Greenville

    One high school in Elmore County - Stanhope

    Two high schools in Montgomery County – Jefferson

    Davis and Robert E. Lee

    The four participating schools received eight days of technical assistance a month from two consultants from SOPRIS West.


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    • Transitional Mathematics is designed to help students understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40th percentile on national math tests.

    • Transitional Mathematics is based on three broad design principals;

    • Ensuring that students have relevant background knowledge.

    • Using a balanced approach in computational practice.

    • Addressing the need for careful time management.


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    • I. Process Evaluation understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • The Transitional Math program uses curriculum based student progress monitoring, which services as a fidelity tool. In August 2009, the TransMath Online Assessment System will be launched as:

    • Individualized student placement based on student’s mastery of foundational math skills.

    • Ongoing assessment to inform instruction and measure student progress


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    Jefferson Davis High School Comparison Comparison (Dec/May) understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40


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    Greenville High School Comparison Comparison (Dec/May) understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40


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    Robert E. Lee High School Comparison Comparison (Dec/May) understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40


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    II. Outcome Evaluation understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Student Math Achievement Scores on State Testing – Statewide

    Longitudinal Assessment of Participating Students


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    Lessons Learned/Next Steps understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • The value of teacher coaching/support to ensure fidelity of instruction and data gathering.

    • The importance of providing data driven instruction based on individual student needs.


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    Georgia SBI Math SPDG-Supported Activities understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40


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    Math in Georgia understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • SPDG Context

      • Georgia Performance Standards rollout

      • Dropout Prevention/Graduation Project


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    Georgia Performance Standards: Math understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Georgia Performance Standards

      • Integrated math curriculum: algebra, geometry, statistics

      • Aligns with recommendations from the National Math Panel

      • New Math Standards

        • Phase-in statewide: 2005-2011

          • Grade 6 in 2005 --K-2 and 7 in 2006;

          • Grades 3-5 and 8 in 2007 --Grade 9 began last year

          • Full implementation: 2011

        • Intensive statewide training for all math teachers

          • standards-based math instruction

      • Implementation of the Student Achievement Pyramid of Interventions (RTI)


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    Georgia SPDG Goals understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Improve reading and math achievement

    Increase the number of students with disabilities who graduate with a general education diploma

    Decrease the number of students with disabilities ho dropout

    Improve Postsecondary outcomes

    Increase recruitment of fully certified special education teachers

    Increase parent support of pre-literacy, math, and social skills development for young children with disabilities

    Embed parent engagement within each goal


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    Georgia’s SPDG understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Focus is dropout prevention and increasing the graduation rate for students with disabilities

    • Partnering with the National Dropout Prevention Center for Students with Disabilities

      • Year 1: Data Analysis and Individualized Plans

      • Year 2: Training and Implementation


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    Georgia SPDG understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Cohort 1 (2007-2009)

      • 34 schools (15 HS, 18 MS)

        • High School with one or two feeder middle schools

        • Geographically distributed throughout the state

    • Content

      • Research-based dropout prevention strategies

      • Partnership with the National Dropout Prevention Center for Students with Disabilities


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    Project Strands understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

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    Project Strands understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

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    Collaboration Coaches’ Duties understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Attend to Essential Implementation Tasks

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    Essential Tasks to Facilitate In-school Implementation understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Identify team members for the school

    Participate in overview training

    Participate in data training

    Collect and analyze data


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    Essential Tasks to Facilitate In-school Implementation understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Examine causes and prioritize needs based on school and system data

    Participate in overview of effective practices that increase student engagement and school completion

    Select intervention framework that best matches prioritized need

    Develop a reasonable action plan


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    Essential Tasks to Facilitate In-school Implementation understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Provide training for appropriate school staff on the selected intervention

    Develop a timetable for coaching and feedback to ensure fidelity of implementation

    Establish checkpoints to evaluate implementation of intervention

    Communicate results of implementation


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    Schools Implementing SRB Math understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Improving math achievement priority = 10 schools

      • Lewis Frazier Middle School

      • Midway Middle School

      • Henry High School

      • Henry Middle School

      • Rutland Middle School

      • Coffee High School

      • Coffee Middle School

      • Cook Middle School

      • Manchester Middle School


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    Cohort 1 Baseline Data understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Georgia High School Graduation Test

      • Percent Passing Math

        • 5-20 % = 6 High Schools

        • 25-40% = 5 High Schools

        • > 40 % = 2 High Schools

    • Georgia Criterion Referenced Competency Test

      • Percent Passing Math

        • < 20% = 1 Middle School

        • 25-40% = 10 Middle Schools

        • > 40% = 7 Middle Schools


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    Expanding the Training understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Ten targeted schools: math teachers and collaboration coaches trained

    • Demand spread beyond SPDG schools

    • Expanded training beyond SPDG schools

      • Open to any school stateside

      • Trained several hundred math teachers on strategies for teaching students struggling in math

      • Follow-up webinars for interested participants

      • 2010-2011 school year: Follow-training will be offered to participants from last school year


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    Components of Effective Mathematics Programs understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Mathematics Curriculum & Interventions

    Assessment & Data-Based Decisions

    100% Math Proficiency

    Teacher Content & Instructional Knowledge


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    Teachers and Teacher Education understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Mathematically Knowledgeable Classroom Teachers Have a Central Role in Mathematics Education.

      • Evidence shows that a substantial part of the variability in student achievement gains is due to the teacher.

      • Less clear from the evidence is exactly what it is about particular teachers—what they know and do –that makes them more effective.

      • National Mathematics Advisory Panel (2008)

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    Basis for Math Instruction understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Engaged Time**

    Student Success Rate

    Content Coverage & Opportunity to Learn

    Grouping for Instruction**

    Scaffolded Instruction**

    Addressing Forms of Knowledge

    Activating & Organizing Knowledge**

    Teaching Strategically**

    Making Instruction Explicit**

    Making Connections


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    Specific Instructional Strategies understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Space learning over time

    Interleave worked example solutions and problem-solving exercises

    Connect and integrate abstract and concrete representations of concepts

    Use quizzes to re-expose students to information

    IES Practice Guide (2007). Organizing Instructional and Study to Improve Student Learning


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    Specific Areas Targeted understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Computational Fluency

    Conceptual Development

    Basic Fact Automaticity

    Problem Solving & Application

    Essential Vocabulary

    Student Success


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    Instructional Practices understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Research on students who are low achievers, have difficulties in mathematics, or have learning disabilities related to mathematics tells us that the effective practice includes:

    • Explicit methods of instruction available on a regular basis

    • Clear problem solving models

    • Carefully orchestrated examples/ sequences of examples.

    • Concrete objects to understand abstract representations and notation.

    • Participatory thinking aloud by students and teachers.

    • National Mathematics Advisory Panel (2008)

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    Evaluation of SBR Initiatives understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40


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    Formative Data understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Formative Data

      • Individualized based on each school’s focus priority

      • Used to guide implementation of the action plan

      • Collected for targeted at-risk student group

        • Discipline Referrals

        • Reading Achievement

        • Math Achievement

        • Social Studies Achievement

        • Science Achievement

        • Attendance

        • English/Language Arts

        • Discipline Referrals


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    Summative Data understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • All Cohort 1 Schools

      • Graduation Rate for Students with Disabilities and All Students (Collected Oct. 09)

      • Dropout Rates for Students with Disabilities and All Students (Collected Oct. 09)


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    Summative Math Data understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • For the 10 project schools with a math focus

      • CRCT Math Scores for Middle Schools

      • GHSGT Math Scores for High Schools

    • Scores will be available late summer


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    Formative Data understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Specific to each school’s plan and interventions

    • Examples:

      • Lewis Frazier Middle School: Transmath

        • 18 % of targeted students passed CRCT Math 2008

        • 44% of the same targeted students passed CRCT Math 2009

      • Liberty County High School: Transmath

        • All targeted students with pre/post test data improved


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    Formative Data Examples understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Midway Middle School:

      • 59 % of students with both pre/post test scores improved.

    • Rutland Middle School: SuccessMaker Math Labs

      • 59% of targeted students improved math grade level scores, ranging from .54 to 3.07


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    Formative Results Examples understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    COMPUTATION

    Of the targeted group of students:

    57% were SWD

    71% of all students progressed from the Frustration to Instructional or Mastery Level

    66% of SWD progressed from the Frustration to Instructional or Mastery Level

    CONCEPTS/ESTIMATION

    Of the targeted group of students:

    28% were SWD

    56% of all students progressed from the Frustration to Instructional or Mastery Level

    45% of SWD progressed from the Frustration to Instructional or Mastery Level

    • Cook County Middle School: ASCEND Math Lab


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    Formative Data Examples understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Coffee County Middle School:

      • Saturday school with math focus

        • Math vocabulary and fluency

      • AIMSWeb for progress monitoring 6th and 8th gr.

      • Numeracy coaches

      • Strategies from SPDG training

      • Results for 24 sections of 6th grade math

        • 79% of the sections had >50% of students with matched scores from January to March improved


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    Coffee County: Examining Teacher Practices understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Pilot Survey of 6th Grade Teachers

      • Use of 12 targeted strategies from Riccomini’s training on differentiating in math

      • Six teachers participated in the survey

      • Twelve strategies/methods from the training were identified on the survey


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    Instruction Methods/Strategies on Survey understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Grouping

    Scaffolded Instruction

    General Learning Strategies (Ex. RIDE)

    Math Vocabulary

    Spaced Instructional Review (SIR)

    Interleave Worked Example

    • Writing about Math

    • Graphic Organizers for Math

    • Mnemonic Strategy

    • Fluency

    • Explicit Methods of Instruction

    • Memory Strategies

      • Chunking & Keyword


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    Survey Results understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40


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    2009 Statewide CRCT Results understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    6th Grade All Students

    75 % met/exceeded the standard

    6 percentage point increase from 2008

    15 percentage point increase since 2006

    Exceeded state target

    7th Grade All Students

    84 % met/exceeded the standard

    4 percentage point increase from 2008

    14 percentage point increase since 2006

    Exceeded state target

    8th Grade All Students

    70 % met/exceeded the standard

    8 percentage point increase from 2009

    Exceeded target


    Students with disabilities l.jpg
    Students with Disabilities understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • CRCT Math Scores ‘08 to ‘09

      • More than a five percentage point increase in math scores for grades 6, 7, and 8 for SWD


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    Students with Disabilities understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    • Georgia High School Graduation Test

      • Grade 11, first-time test takers

      • ‘08 to ‘09 for SWD

        • 63 % met/exceeded standards

        • 4 percentage point increase from 2008


    Lessons learned next steps l.jpg
    Lessons Learned/Next Steps understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40

    Review of requirements for data collection to better ensure uniformity

    Importance of continuing connection with general education statewide math initiatives

    Selection of new cohort of schools for Year 3

    Continued follow-up for cohort 1

    other


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    Open Discussion understand operations on whole numbers conceptually and addresses the needs of struggling students who have scored at or below the 40


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