Numeracy Goal

For our second spiral of inquiry focused on Math, we started to refine our goals into more grade specific targets. There are still some overall focuses in our primary and intermediate groups. Both groups are still focused on improving the Numeracy performance of all students and increasing the number of students meeting proficiency at their grade level.

TARGET: All students

SCANNING: What’s going on for your learners in relation to our goal? How are we supporting the diverse learning needs of our school population in relation to our goal?

  • Performance standards and FSA data indicate many Cameron students require more targeted and explicit instruction in numeracy. Our results mirror the districts in that although it appears we make gains in literacy between grades 4 to 7, the same gains are not noticed in our math results.
  • Diverse population with a high ELL population (55%) that needs consideration for word problems of using more visuals and small group challenges that allow for scaffolding of abilities.

WHAT DOES OUR FOCUS NEED TO BE? What evidence identifies the focus? What targeted groups are addressed? Where will concentrating our energies yield the greatest effect?

  • FSA Data, Performance Standards, Report Card data
  • Teachers identified the following areas to initially focus on:

Primary teachers would like to focus on strategies, games, real world challenges, and resources that further support the understanding of number sense as well as computational fluency. The focus in the early years on number and computational fluency is imperative to build a strong number sense foundation for later mathematical understanding.

Ks

Focus on recognizing and representing numbers 1-10, A/B patterns, and subitizing, but are noticing the need for scaffolding within their diverse group

Grade 1

Focus on generating a love of playing with numbers with hands on activities and fun games, but are noticing a need for repetition to also help confidence

Grade 2/3

Increasing number sense using common language, visual, manipulatives, collection jars, dice, cards, ten frames

  • ipad practice: IXL, Number Rocks, Scratch Garden (songs)
  • Considering ELL population using more visuals for word problems
  • Also group solving on whiteboards
  • number talks
  • relationship of addition/subtraction and multiplication/division

Intermediates would like to focus on strategies, games, real world challenges, and resources that help address the gaps in understanding, as well as support and scaffold the diversity of abilities noticed in math groups.

Grade 4/5

Managing the diversity of abilities with math fluency

Integrating more random small group challenges on vertical surfaces allowing for scaffolding, seeing alternative thinking and solutions; noted students stay more engaged for longer periods with this method as well as math games

Grade 5/6/7

Also focused on the greater diverse abilities of learners at this level and the need to still solidify the foundational math skills and fluency of multiplication and division

  • group challenges and math projects using random groupings
  • challenge problems of the week
  • identifying math in other subject areas

Our staff during professional development days:

  • Explored/Re-visited The Coast Metro Math Project site
  • Explored Math Fact Fluency site
  • Shared many games that allow practice even with partners of diverse abilities
  • Had a presentation from the District Math Lead
  • Gathered more Math texts featuring math fluency and adapting to diverse abilities
    • Peter Liljedahl’s “Buidling Thinking Classrooms”
    • Jo Boaler’s “Mathematical Mindsets”
    • Jessica F. Shumway “Number Sense Routines”
    • Marian Small “Good Questions-Great Ways to Differentiate Mathematics”
    • Carol Fullerton “Algebraic Thinking”
    • Carol Fullerton “Proportional Thinking”
    • Jennifer Moritz – Learning Ladder
  • We explored again the manipulative resources that we have and purchased wipe envelopes, dice, stackable counters
  • Collected math websites, resources, and games in our Teams Files

Past Focus and Development that has also been continued:

Grades K – 5

Grade 6-9

SPECIFIC GOAL YOU ARE ADDRESSING: How does your data inform the next steps? How will students benefit academically, personally, socially?

  • We are currently investigating other forms of assessment but will rely on teacher feedback and FSA data in the meantime.

HOW AND WHERE CAN WE LEARN MORE? What professional learning has taken place and what is needed/planned? What resources and school/district supports are we using?

  • Teachers have identified a number of resources to look to for guidance:
    • Peter Liljedahl’s “Buidling Thinking Classrooms”
    • Jo Boaler’s “Mathematical Mindsets”

TAKING ACTION/WHAT ARE WE DOING DIFFERENTLY? What is your implementation plan? Roles of key stakeholders? How are all 3 tiers supported? How will your monitor progress?

IMPLEMENTATION PLAN:

Year One:

  • Refining Goal specific to grade groupings
  • Seeking support from District via workshops/in-service
  • District Workshops
  • Exploring different assessment options for the purpose of collecting data
  • Identify strategies for in-class instruction

Year Two:

  • Begin to implement in-class instructional strategies
  • Continue with workshops/in-service
  • Begin collecting data
  • Provide feedback based on data collection

Year Three:

  • Review student progress and revise interventions as needed
TIER 1

(universal interventions)

 TIER 2

(targeted interventions)

 TIER 3

(intensive interventions)
§  School wide use of common language

§  Instructional Strategies

§  In class support for numeracy by both LSS & ELL teacher

 §  Identify students that require support in a small group setting (select best options for strategies, programs, groupings  for these students) §  Multiple opportunities to use technology to enhance and assist numeracy

§  Individualized Programs

§  1:1 support from LSS team & Education Assistants to modify/adapt lessons

§  Oral lessons (movies, voice recognition)

PROGRESS MONITORING:

  • Beginning and end of year School Wide Assessment
  • Report Card Data
  • Curriculum based assessment (formative & summative)
  • School Based Team Meetings
  • IEP and IEP Review Meetings
  • Student Learning Plans
  • Year End/District Data
  • Report Cards, Performance Standards
  • FSA Data

CHECKING: Have we made enough of a difference? Feedback, data collection, data sharing, data analysis. How is the data informing/modifying practice? What has changed for our target groups?

NEXT STEPS: What requires further attention? Where to next?

Math Videos & Resources: