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Math Goal Team. Team/Strategy Report Out. PLAN – EPSS Goal. The percentage of students scoring proficient in Math will increase as measured by the NMSBA.
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Math Goal Team Team/Strategy Report Out
PLAN – EPSS Goal The percentage of students scoring proficient in Math will increase as measured by the NMSBA. • Although our copy of the EPSS plan did not include a specific % increase, our ultimate goal is to make AYP in Math. If we do that, we will should meet any % increase established.
DO- Our Strategies for Achieving our Goal • Students in grades Pre-K-5th will use manipulatives to improve understanding of mathematical concepts. • Students in grades Pre-K-5th will use mental math for computation of basic facts under the Number and Operations Strand. • Students in Pre-K-5th will use the ACE rubric (in ALL Content Areas, including Math) when responding to constructive response questions.
DO – Implementation of ACE • The Math Goal team presented a training PowerPoint on the Use of the ACE rubric in Math on October 9th to all staff. • The Math Goal team also provided ACE scattergram posters, created from District Training materials, and Overhead materials developed during staff training, to support teachers as they begin implementation of the Math ACE procedures. • The Math Goal team collected baseline data so that progress in the weekly use of the ACE rubric can be assessed at a later date.
DO – Manipulatives • A survey was given to teachers during the week of Sept. 8th to generate baseline data for evaluating current levels of use for manipulatives and mental math strategies in the classroom. • We have established criteria for our first in-service on manipulatives as a make-it/take it and internet resources session, but have been unable to schedule a date for this presentation due to other district and school demands.
DO- Mental Math Strategies • We have selected a resource material as indicated in our EPSS plan and we have submitted the ISBN #’s to the School Leadership for ordering. • The Math Goal team feels that it is important to have this resource available to teachers prior to conducting the in-service, so that teachers can readily refer to specific identified strategies during training, and have them readily available to support the immediate implementation of these strategies in their classrooms. For this reason, no training has yet occurred on this strategy.
STUDY - Manipulatives • In many cases, teachers had the manipulative, but did not know the name of the item. • Many times, teachers indicated they did not have the manipulatives and/or felt they did not have the resources to create them. • When resources were available, teachers did seem to have a positive interest/outlook in using them in the classroom. • We also identified internet resources as a means of supporting the use of “interactive manipulatives” in place of actual manipulatives in the classroom.
STUDY – Mental Math • We selected a large number of strategies for the survey such as partitioning, doubling, doubling doubles, use of hundreds chart, etc. but the list was too large to fit in the PowerPoint. However, the feature that was most obvious to use was the large number of teachers responding “not familiar with.” • The team feels that the reason for this is two-fold: • Teachers again may be familiar with the strategy but using a different label or title. • This is a significant “need” area which will require the use of resource materials for teacher support and implementation.
STUDY- ACE RubricSampling of Grade Level Baseline Data • The data clearly indicates that this is an area of need, especially in the lower grades. • The majority of students at all grade levels are at the “emerging” stages of development in their use of the Rubric, the only exception being at 4th grade where the number “developing” exceeds the number “emerging” by 5 students. • 5th Grade data that was sampled would seem to indicate that the majority of students are in the proficient range, however the data does not include all 5th graders in the sample. Additional follow-up is needed, especially since STAR data from this same sample group indicates that the 70% of the students score below the 25th percentile.
ACT • The Math Goal team will provide training on the use of manipulatives as soon as our schedule will accommodate it. • We will provide training in Mental Math strategies when resource materials identified on EPSS plan can be obtained. If they cannot be obtained, we will begin planning based on immediate needs after providing the manipulatives training. • A number of excellent suggestions were made at the ACE training on how to adapt ACE problem solving strategies to most effectively meet the needs of our students. We will be continuing to follow up on the data during the next quarter, and hopefully utilize staff recommendations and procedures that seem to have the greatest success by scheduling opportunities for teachers to share their implementation successes. • We have also recommended to the School Leadership Team, that the Math Goal Team be responsible for scoring the EDUTEST Math CR portions using representatives from each grade level. We hope this will generate a more consistent interpretation of the rubrics while also allowing the Math Goal team to identify specific areas of need at each grade level for future support.
Challenges • Without a school site principal, team members have also been engaged in the Principal search process which has impacted on planning and implementation time. • Without a Principal, items requiring budget review are impeded. • The District has made a number of scheduling changes, assessment changes, etc. on short notice. This has made it difficult to schedule meetings and trainings in a timely and efficient manner.
Successes • We have a very cohesive team that works very well together. • We have a team with excellent communication and sharing of duties. • We have a team that is that is highly motivated and committed to success!
