Hubbard has always made AYP, but with the ever increasing demands required by NCLB and the rigor of the newly implemented Georgia Performance Standards for math, our strong teaching staff was struggling. When the new standards were implemented for grades K-2, our scores dropped . As a result, the K-2 teachers began rethinking their teaching structures and phased in use of Guided Math. The teachers in grades 3 -5 chose to continue teaching the way they always had. As the new math standards were implemented in 2007-2008, we came close to not meeting AYP last year. Our first and second grade scores were much improved, however. Consequently, this year all teachers were trained in Guided Math and were expected to use it in their classrooms.
First grade 06: 96%, 07: 86%, 08: 99% (only one student failed to meet grade level standards), 09: 96%. Second Grade: 06: 93%, 07:90%, 08: 93% (students from the first grade cohert in 07), 09: 94%
What has been really encouraging is the increase in the percentage of students scoring in the exceeds range on the state tests. First Grade: 08: 50%, 09: 52% Second Grade: 08: 27%, 09: 36% Third Grade: 08: 28%, 09: 39% Fourth Grade: 08: 21%, 09: 25% Fifth Grade: 08: 28%, 09: 36% While this is only data from one school, certainly not a scientific study, we are confident enough about the positive effects of using Guided Math that we are making it the instructional model we use for teaching math. Our middle schools are considering implementing it as well.
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Guided Math A Framework for Math Instruction Laney Sammons
Why Implement the Guided Math Framework? First and second grades had experienced gains in the percentage of students exceeding in 2008 when they implemented Guided Math. In 2009, the percentage of students exceeding standards continued to increase.
allow more opportunities for observation and communication by students
encourage active engagement by students
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How can we effectively teach math when we have a classroom of students at many different levels of achievement?
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The Guided Math framework offers a daily menu of instruction from which teachers can choose based on the needs of their students and upon the standards being taught.
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Daily Framework for Solving a Problem of the Week from Action Packed Problem Solving by Michelle Windham and Beth Pollock Available through Action Packed Publications
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Create and display of class-made charts tell of math processes and activities .
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Create and display of class-made charts tell of math processes and activities.
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Creating Math Rich Classroom Environments Frequently use graphing activities based on classroom activities. Provide instruments of measurement (thermometers, rulers, scales, measuring cups).
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Turn and Talk What are some other ways to create an environment of numeracy ?
Provides opportunities for communication through turn and talk, math journals, and cooperative group work.
Helps students deepen understanding and develop mathematical reasoning because concepts are filtered through conversation (speaking, listening, reflecting, and refining).
Reinforce comprehension by having students explain concepts or procedures in their own words as a follow-up to a whole class or small group lesson.
Encourage use of illustrations and sketches for visual learners and to promote the use of multiple representations.
Can be used for documentation of research and experimentation during investigations and to record processes, strategies, and solutions for the problem of the week.
Occurs throughout the day with individual students in any of the components
Sometimes used to “trouble shoot”
Prompts self-assessment by students
Assists teacher in monitoring comprehension and identifying teaching points
Increases communication
Provides descriptive feedback for students
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Structure of Conferences (based on Lucy Calkins’ writing conferences)
Conferences should be brief and conducted in a conversational tone.
Research: The teacher asks about a student’s work and listens for evidence that the child understands the concepts being taught. From this, she determines additional teaching points both for the individual student and the class as a whole.
Compliment: The teacher gives an authentic compliment based on some aspect of the child’s work.
Teaching Point : The teacher presents a teaching point emphasizing that this is something “really good mathematicians” do.
Link : Finally, the conference ends with the teacher encouraging the students to always think about this idea and use it in similar situations.
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Sample Guided Math Schedule Day Activity Component Monday Activating Strategy Problem Solving Think-Aloud Prep for independent work Whole Class Tuesday Read-aloud Independent work/conferencing Guided Math Group 1 Whole Class Workshop Conferencing Small Group
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Sample Guided Math Schedule Day Activity Component Wednesday Problem challenge minilesson Independent work/conferencing Guided Math Group 2 Whole Class Workshop Conferencing Small Group Thursday Independent work/conferencing Guided Math Group 3 Guided Math Group 1 Workshop Conferencing Small Group
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Sample Guided Math Schedule Day Activity Component Friday Math Huddle Create class chart to post in classroom for reference Whole Class
Systematically assessing the child’s strengths and knowledge
Finding out what a child can do, both independently and with teacher support
Documenting progress for parents and students
Summarizing achievement and learning over a given period
Reporting to administrators, school board, and various stakeholders
Fountas and Pinnell
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Balanced Assessment Observation Communication Product Balanced assessment provides a “photo album” of student achievement rather than just a “snapshot.”
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