Math teachers create multiple problems

75% of students will be proficient on the summative assessments (end of the unit tests). Department Goal:

What were our questions? (Hallway A)  What are the specific mannerisms and strategies that I use as a leader? (Schiller)  What impact will it have on the grades of my advisory students to enter any late grades into the grading program themselves? (Brandt)  Will building community increase students test scores?(Renner) (Hallway C)  Will extended class time increase students, summative assessment scores, if additional time is spent going over homework in detail? (Mileski)  Will consistent practice with kinesthetic manipulative help students increase accuracy with multiplication facts? (Faraci)

Our Results As of the Midterm…

Percent Proficient (68% or better on unit assessments) First Unit 5 th Grade 60% 6 th Grade 66% 7 th Grade 52% 8 th Grade 50% Second Unit 5 th Grade 79% 6 th Grade 27% 7 th Grade 72% 8 th Grade 65%

Not so good.

The New Question for 6 th Grade Will additional time on some investigations in Bits & Pieces III increase students’ understanding of number sense? (Mileski & Schiller)

Research “Struggling students are forced to move with the class and receive less time than they need to master the material.” Prisoner of Time “Teachers must find ways to spend a little more time each week planning how to implement a few problems to engage thinking about key math relationships.” Hiebert and Stigler

The New 6 th Grade Plan The unit will have formative assessments through out it, that evaluate the skills necessary to do well on the unit assessment. Lessons being taught will be planned by the team. Our new plan is being created in collaboration with Teresa Ballard, Tracy DeMars, Jane Berger, and others with multiple problems.

Bits & Pieces III Strategies Team Planning. A number of multiple hours!!!!! Extending Lessons as necessary. Collecting student self-perception of learning. Common assignments and assessments.

Bits & Pieces III Results

Brandt’s Strategies Talk with the students about their missing assignments. Students recalculated their first marking period grades, by giving themselves 50% on the missing assignments. It’s my second retirement prep, what’s the plan for Friday?

Brandt’s Results

Renner’s Strategies Started the year with a several team building activities. Revisited team building activities when they fit into the curriculum. The more of a community we have in my classroom the more productive our time on task will be.

Renner’s Results Yes: 48 Unsure: 31 No: 17 Hour 1 Hour 2 Hour 3 Hour 4 Hour 5

Renner’s Results

The Number of Referrals from A9

Mileski’s Strategies Have an extra 30 minutes every other day, with two classes. On those day students also receive additional math support using the computer lab. Use Classroom Performance System (CPS). Students peer-check each others work. Students will work through problems on the board.

Research All students will learn in the 180, 6 hour school day. But research has shown not learners learn this way. No matter how complex the subject they all get equal amounts of time. This doesn’t always work. Some students need more and some need lesson for the material. Prisoners of Time “In the Majority of classrooms, the amount of time allocated to a subject area is often different from the amount of time learners actually spend learning the subject.” Maribeth Gettinger

Mileski’s Results

Mileski’s Bibliography “Dimensions of the Time Challenge.” Prisoners of time. April 1994 “Effective strategies for Teaching Students with Difficulties in Mathematics.” National Council of Teachers of Mathematics: Research brief. “Flash Research Report #1: Analysis of Performance of Extended-time and Non-extended Time SURR schools.” Division of Assessment and Accountability. Sept. 14, Gettinger, Maribeth. “Time Allocated and Time Spent Relative to Time Needed for Learning as Determinants of Achievement.” Journal of Educational Psychology. 1985, vol. 77, n Hiebert, James and Stigler, James. “A World of Difference: Classrooms abroad Provide Lessons in Teaching Math and Science.” National Staff Development Council. JSD. Fall 2004, vol. 25, no. 4. “Math, Reading Time Increasing at U.S. Schools.” NewsMax.com wires. Thursday July 26, 2007 “Overview of Professional Development in Middle School Math.” Eisenhower National Clearinghouse. “Prisoners of Time.” Prisoner of Time. April Silver, Edward A. “Improving Mathematics in Middle School: Lessons from TIMSS and related Research.” School of Education and LRDC University of Pittsburg. March “The Practice: Effective Professional Development for Middle School Mathematics.” Eisenhower National Clearinghouse.

Faraci’s Strategies Play multiplication facts games twice a week. Assessments at the end of each unit. Around the world Tennis ball math Base Ball math WarTen Minute multiplication Thousands Chart

Faraci’s Results Kevin………Insert results of your strategies. (Kids comments, etc….not quarterly assessments. Any research you may want to add. That comes later.) Tammy is available 1 st hour

Percent Proficient (68% or better on unit assessments) Third Unit 5 th Grade 69% 6 th Grade 62% 7 th Grade 42% 8 th Grade72 % Forth Unit 5 th Grade 80 % 6 th Grade 71% 7 th Grade 15% 8 th Grade 75%

So what’s Next? The math Department cries as Patti leaves us!!!!  But for next year we must carry on………. School Improvement goal for Students, including students with IEP’s, will demonstrate achievement by increasing or maintaining the overall class average grades using 1 st quarter grades as a baseline.

Math teachers create multiple problems