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393 students took the number sense common formative assessments this school year.

This presentation showcases the implementation of intervention strategies for improving number sense skills in students. The data analysis highlights the progress made by students and emphasizes the need for continued support and individualized instruction.

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393 students took the number sense common formative assessments this school year.

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  1. 393 students took the number sense common formative assessments this school year. These are their stories. (Please view as a slide show)

  2. In the beginning…

  3. All grade level teams delivered instruction followed by post-tests in the fall… A total of 22.6% of our students did not demonstrate proficiency. We took a closer look at these students.

  4. Non Proficient Analysis (22.6% of tested students building wide as of Fall 2010) But how does this knowledge help us? Next, we looked at this population by the need for intervention:

  5. Building-wide COMMON Strategies • Building-wide daily reviews will take the overall format suggested during the workshop Five Easy Steps to a Balanced Math Program. • Teachers will select the appropriate number sense topics to emphasize during daily reviews based on their students’ needs. • Teachers will also expose students to a greater number of problems in a word problem format. Will this be enough for ALL students?

  6. NEW Intervention Strategiesto be implemented in the fall of 2011: • Teachers will complete a “Fast Track” referral form for each student who scores BELOW the “close to proficiency” cutoff on the FALL number sense post-test. (In other words: referrals will be generated for our students who have “far to go” in order to reach proficiency.) • The IST team will meet with teachers and the AIS Math teacher to consider each of these students’ current performance levels and discuss appropriate support structures for improved growth. • Students who scored “close to proficiency,” but demonstrated no growth or a decline from pre-test levels will be considered for a referral by teachers on a case by case basis.

  7. All students participating in our special education programs, (except those who will take alternate assessments to demonstrate proficiency in mathematics,) will take the number sense pre-tests and post-tests for their current grade level. This will allow us to: • better gage each student’s progress with regard to mathematics, • identify weak areas with regard to test taking skills, • and quickly identify those in need of greater support.

  8. Though new intervention strategies are not yet in place, we did see further growth in the spring: Spring – ADDITIONAL Growth

  9. Spring – ADDITIONAL Growth

  10. 18% of our students are still not demonstrating proficiency… But perhaps there was still significant growth…

  11. Individualized growth data was provided for 331 out of the 393 students who took the number sense common formative assessments this school year. • The following two graphs show growth information for the 68 non-proficient students from this group followed by growth information for the 331 students as a whole. The term ALL students on the 2nd graph refers to the 331 students described above. • As this population represents 84% of the total population of students taking the number sense CFAs, the graphs are fairly representative of number sense growth throughout our building.

  12. Some conclusions: • While we have not yet implemented our new intervention strategies, 82% of our students demonstrated proficiency regarding number sense by the spring of 2011. • Of students who were unable to demonstrate proficiency, 38% demonstrated growth with 29% of those students demonstrating significant growth from the fall to the spring. • Some teachers on the 2010/2011 math committee attributed a portion of their students’ growth to the following strategy: Daily reviews were graded the same morning that they were taken. Students received immediate feedback on their level of proficiency with the daily review tasks. Students who were not successful attended that day’s AIS session at recess time to discuss errors and make corrections. Could this strategy be used to help more students?

  13. With thanks to all the data teams… …for the prompt collection of both fall and spring data, we are now ready to move into the next school year with a clear plan to further support ongoing growth in mathematics! +

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