School Board Update Creating a Balanced Elementary Math Program

Goal Statement To provide a balanced elementary mathematics program that includes rigor in number systems and operations, particularly in fact fluency and the early introduction of US algorithms in the four major operations, combined with a conceptual understanding of the mathematical concepts at each grade level K-5 delivered consistently across all elementary buildings.

5 Strands of Mathematical Proficiency Adding It Up: Helping Children Learn Mathematics The National Research Council

Action Plan Focus Areas 1)Fact Fluency 2)Algorithms 3)Assessment 4)Differentiation to Meet Student Needs 5)Math Instruction Time 6)Professional Development 7)Parent Component

Lesson Plan √ Fact Fluency √ Assessment √ Algorithm √ Sample Check List optional

Fast Facts re. Fact Fluency Timeline: Nov ‘09: Add. & Multipli. banks opened Dec ’09: Sub. & Div. banks opened Future: Extended banks In all operations Expectations: Answer each fact correctly 4 x’s in 4 sec. Practice at least once a week Teacher-based expectations Students may choose from all banks Factors Influencing Data: Computer availability Frequency of use Computer skills Familiarity of tool

Teacher Reports Individual Report The red band indicates which facts have been answered incorrectly. Asked: #of facts attempted Correct: # of facts answered correctly within 4 sec. Class Report

Teacher Reports End-of-Unit District Key: Total Possible=20 A = 19, 20B = P = 16-18BB = 12 or less District Key: Total Possible=25 A = 24, 25B = P = 20-23BB = 14 or less Pre- Mid- Post-

Measuring Student Success Pre- & Mid-Year Assessment Comparison Data Gr. 3 Gr. 4 Gr. 5  Each dot plot shows the number of points correct out of 25.  Each dot represents up to 2 students.  The top dot plot in each grade level shows pre-assessment results.  The bottom dot plot in each grade level shows mid-assessment results.

Measuring Student Success Pre- & Mid-Year Assessment Results

Measuring Student Success AIMSweb Probe - January 2010 Second Probe – May 2010 Concepts & Applications Computation Fuchs & Fuchs Assesses Problem Solving Skills Results show~ Grades 3, 4, & 5: Area of strength district-wide Assesses Computation Skills Results show~ Grade 3 & 5: Area of strength across buildngs Grade 4: Area of need

Instructional Time for Mathematics 60 minutes daily & add’l time Grades 3-4 (minimum 20 min. 3 x’s week) Title I Math Intervention Grade 5 (minimum 20 min. 3 x’s week) Add’l instruction provided by IST’s

Professional Development

Reaching Out to Parents Parents ~ Students ~ Teachers

Parents Elementary Fact Practice Parent Handbook

Parents

LINK

Parents

Past ~ Present ~ Future ☛ Continue With Action Plan ☛ Collect Additional Data ☛ Hold on Expansion of 2 nd Edition Investigations ☛ Conduct Program Review

Past ~ Present ~ Future

RtII Math: The 3-Tier Approach

Responders Group Questions & Comments 1.Where was the update on children’s mathematical understanding? 2.Why was the math review process not done this school year? 3.Where is the validity and reliability in the locally created assessments? 4.Why isn’t the AIMSweb results compared to local criteria? 5.Is the emphasis on facts and algorithms at the expense of childrens’ mathematical understanding? 6.Are we really looking carefully at all five strands of mathematical proficiency? 7.Will there be a pilot of alternative math materials next year? 8.Is it too early to do a review of materials because of the limited time we have used Investigations II? 9.Are our assessments measuring what we want students to learn? 10.Where is the data to show what has happened with the implementation of the Action Plan?

Responders Group Questions & Comments 1.The Action Plan has had positive results in the classroom resulting in students becoming more proficient in fact fluency. 2.My daughter loves the fact fluency application and has been very proud of her growth and accomplishments. 3.You need to be careful of the emphasis that is placed on state assessments, as they do not assess many important aspects of learning. 4.There are differences of opinion about what is the best instructional appoach for teaching mathematics. 5. Investigations does not support explicit instruction. 6.The added emphasis on fact fluency and algorithms does not seem to be hindering the development of conceptual understandings. 7.There has been a large amount of work and investment made on behalf of the children this year. 8.Teachers have participated in a significant amount of professional development this year. 9.Direct instruction is not a cure-all. It does not work with all students. 10.We need a common goal to work towards in the future. 11.IES Program Guide for students struggling with mathematics (RtI model) calls for explicit instruction in the core curriculum. 12.There is currently insufficient research to support specific strategies for math instruction at Tier II and Tier III of the RtII Model.

Questions/Comments Thank You!