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Strategic Math Warfare - Fighting to Help our Students Understand the Math they Need to Know

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Learn how Rocky Ridge Elementary Principal, Michelle Fox, was able to help Rocky Ridge students make significant gains in math by working with teachers to implement a system of standards-based math assessments and interventions.

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Strategic Math Warfare - Fighting to Help our Students Understand the Math they Need to Know

1. 1. Strategic Math Warfare Fighting to help our students understand the math they need to know Michelle Fox Principal Rocky Ridge Elementary Bethel School District
2. 2. By Sun Tzu
3. 3. Lieutenant General Michelle Fox • Who am I? – Teacher of Grades 3-10 – Instructional Math Coach/Math Enthusiast – Administrator • Assistant Principal in the Puyallup School District • Math Improvement Administrator Assigned to Three Schools in Improvement in Puyallup • Principal at Rocky Ridge Elementary in the Bethel School District – 2nd Year
4. 4. “Now the general who wins a battle makes many calculations in his temple ere the battle is fought. The general who loses a battle makes but few calculations beforehand. Thus do many calculations lead to victory, and few calculations to defeat: how much more no calculation at all! It is by attention to this point that I can foresee who is likely to win or lose.” – Sun Tsu
5. 5. Fighting Alongside our Troops
6. 6. The Art of Math Warfare 1. 2. 3. 4. Laying Plans (Giles, 1910) Waging War (Giles, 1910) The Plan of Attack (Wing, 1988) Military Disposition (Chow Hou-wee, 2003)
7. 7. Laying Plans ~ Our Challenge How do we help ALL of our students: 1. Learn the essential math content in the standards 2. Develop conceptual understanding and procedural proficiency 3. Employ the use of multiple strategies 4. Develop mastery of concepts and skills
8. 8. Begin with the End in Mind
9. 9. Welcome to Rocky Ridge Elementary Where Tomorrow’s Dreams Inspire Today’s Actions • Changing the Culture – Positive Behavioral Interventions • Schoolwide Classroom Management and Discipline Plan • Master Scheduling – Block Scheduling – Focus on Reading and Math – Weekly Collaboration/Common Planning • Reshaping RTI – Data Based Decision Making
10. 10. Essential Components of RTI http://www.rti4success.org/
11. 11. Data-Based Decision Making Data-based decision making is very important in the RTI framework. One could be implementing all the other components: screening, progress monitoring, and multi-level prevention system, but without data-based decision making, RTI is not really being implemented. http://www.rti4success.org/categorycontents/databased_decision_making
12. 12. Lieutenant Jane Hatzinger • • • • • • • 5th Grade Master Teacher at Rocky Ridge One of three members of the 5th Grade Team Team Leader 25 students 5 Special Education 3 ELL 66% Free and Reduced Lunch
13. 13. Initial Impressions of Last Year’s Class • Lacked Number Sense and Computational Fluency • No Real World Connections • Lack of Math Vocabulary • Lack of Math Skill • Huge Gaping Holes
14. 14. Seeking Wise Counsel – What Does Research Tell Us?
15. 15. Keys to Success! • Formed a professional learning community • Focused on student work (through assessment) • Changed their instructional practice accordingly to get better results • Did all of this on a continuing basis M. Fullan, “The Three Stories of Education Reform,” Phi Delta Kappan, April 2000. 16
16. 16. The POWER of Common Assessments “Schools with the greatest improvements in student achievement consistently used common assessments.“ Douglas Reeves, Accountability In Action (2004) 17
17. 17. How Much of a Difference Can Formative Assessments Make? • Black and Wiliam (1998) examined 250 research studies on classroom assessment that focused on the question, does formative assessment improve learning? • Through this examination, they discovered that the achievement gains are “among the largest ever reported for education interventions.” • Black and Wiliam concluded that if mathematics teachers were to focus their efforts on formative classroom assessment, student learning gains would be 18 significant.
18. 18. The POTENTIAL of Common Assessments "There is a body of firm evidence that formative assessment is an essential component of classroom work and that its development can raise standards of achievement. We know of no other way of raising standards for which such a strong prima facie case can be made." Black, P., & Wiliam, D. (1998, October 1). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 19
19. 19. Waging War • A Five-Pronged Attack – Computational Fluency – Conceptual Understanding – Procedural Proficiency – Strategic Competence – Adaptive Reasoning National Research Council, Adding it Up, 2001
20. 20. Adding it Up (1) Conceptual understanding refers to the “integrated and functional grasp of mathematical ideas”, which “enables them [students] to learn new ideas by connecting those ideas to what they already know.” A few of the benefits of building conceptual understanding are that it supports retention, and prevents common errors. (2) Procedural fluency is defined as the skill in carrying out procedures flexibly, accurately, efficiently, and appropriately. (3) Strategic competence is the ability to formulate, represent, and solve mathematical problems. (4) Adaptive reasoning is the capacity for logical thought, reflection, explanation, and justification. (5) Productive disposition is the inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. (NRC, 2001, p. 116)
21. 21. A Case Study: 51% Improvement on MSP 100 90 80 70 60 50 40 30 20 10 0 Not Meeting Meeting 2012 2013
22. 22. On the Front Lines of the Battle Grade 5 at Rocky Ridge: • Signed up for duty from day one – early adopters • Began using the MBSP and explicitly taught basic math computation in small groups • Transitioned into Standards-Based Formative Assessment using Common Formative Assessments and Diagnostic Unit Assessments
23. 23. Contributing Factors to 56% Increase in Percent of Students Meeting Standard • From 16% Meeting Standard to 72% Meeting Standard – Same Cohort of Students • Commitment to Collaboration • Weekly PLC Meetings • Focus on Data • Consistently Followed the Assessment and Intervention Plan • Taught Math a Minimum of 6075 Minutes/Day • 30 Minutes of Small Group Intervention Daily
24. 24. The Plan of Attack
25. 25. Three Types of Assessments 1. Math Computation Assessments – Fuchs & Fuchs MBSP Computation Screeners/Progress Monitoring – MBSP as a Diagnostic Computation Assessment 2. Common Formative Assessments – Used throughout units of instruction to assess learning and inform teaching 3. Diagnostic Unit Assessments/Interim Assessments – Aligned to to the Washington State Core Content Standards in Math – Used to identify students needing intervention and inform instruction 27
26. 26. Math Computation Assessments Basic Training for the First 6-8 Weeks
27. 27. Monthly Computational Assessments • Computational Fluency Timed Assessments • Gave a Snapshot of the Class • Guided Interventions • Identified Students lacking in Conceptual Understanding • Monthly Progress Monitoring
28. 28. MBSP Computation Screeners and Progress Monitoring Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Ben An Ramone Canley Alex Conley Jacob Eidson Zoe Felies Hanna Hansen Tristin Jones Connor Kaczkowski Alondra Moreno Lopez Dakota Morris Lizann Naputi Jared Pecheos makenna Reiman Victor Renteria Corbin Robinett Janissa Sawyer Derek Scott Kaitlyn Shaffer Rebecca Shchelgokov Caitlyn Shepard Kaydra Silva David Stoops Lilyann Flores Kyndal Thomas Alyssa Stoner Brayden Cook Will Moore Average Monthly Score Average Monthy Increase/Decrease Sept - Screener 2 6 5 0 16 2 9 9 8 3 15 8 14 5 21 4 5 17 10 6 9 7 3 October November 2 1 3 4 6 6 6 5 7 0 6 4 8 3 16 3 1 4 3 2 4 4 1 2 8.00 4.21 3 6 4 8 11 7 10 9 9 5 10 7 8 2 21 5 0 6 8 8 10 7 6 9 December January February March 3 4 13 8 14 10 9 6 12 4 16 8 11 4 18 6 1 7 11 10 14 10 4 7 7 7.46 3.25 6 16 10 7 14 11 18 12 14 4 17 10 16 4 22 6 5 9 17 17 20 13 7 N/A 11 10 8.68 1.22 11.84 3.16 April Screener May June #DIV/0! #DIV/0! #DIV/0! #DIV/0! 3 4 absent 20 19 21 11 14 13 8 11 17 20 23 20 10 8 13 17 16 19 12 20 24 12 17 19 7 10 9 24 22 23 12 13 13 15 16 19 3 3 6 25 25 25 withdrew withdrew withdrew 4 6 6 10 10 12 20 21 21 11 11 9 23 25 25 13 18 17 10 11 9 withdrew withdrew withdrew 14 12 13 22 17 24 24 21 13.58 1.74 15.04 1.46 16.58 1.54
29. 29. MBSP as a Diagnostic Computation Assessment 4th Grade Computation - September Screener (3rd Grade Standards) Student Names Addition with Regrouping (3) Subtraction with Subtract Regrouping (no with Regroup zeros) (with zeros) (2) (3) Mult with Regroup (2) Multiplication Basic Facts (9) Division Basic Facts (5) K ANGELINA ANTHONY BRANDEN CADEN CARSON CONNOR DAMIEN DANIEL ETHEN GRACIE HAILEY HUNTER IVAN JAIDEN KADE KASSIDY KAYLEE KAYLEEONNA KAYLYNN KENDRA LILY LOGAN MONTESSA ROBERT RUVIM THANE TRISTON S W C M P G X E F H J Q R T U V I N A B D L O Y 1 0 0 1 0 1 0 1 1 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 1 0 1 1 0 1 0 0 1 0 0 0 1 0 0 1 0 0 0 0 1 1 1 0 0 1 0 1 0 0 1 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 1 0 0 1 1 1 0 0 1 0 0 1 0 0 0 0 0 1 0 0 1 1 1 0 0 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 0 1 0 0 0 1 0 1 1 0 0 1 0 1 1 0 1 1 1 0 0 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 1 1 0 0 1 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 1 0 0 1 1 1 0 0 1 0 1 0 1 0 0 1 1 1 0 0 1 0 0 0 0 0 0 0 0 1 1 0 0 1 0 0 0 1 1 0 1 1 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 1 0 1 1 1 1 0 1 1 1 0 1 1 0 0 0 1 1 0 0 1 1 1 0 0 1 1 1 1 0 0 1 0 1 1 1 0 0 0 0 1 0 1 1 0 0 0 1 0 0 1 0 1 0 0 1 0 1 1 1 0 0 1 0 0 0 0 1 0 0 0 1 1 1 0 1 1 1 1 0 1 0 1 1 1 0 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 1 0 1 0 0 1 0 0 0 1 1 0 0 1 0 1 0 0 1 0 1 1 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 1 0 0 0 0 1 0 1 1 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 1 0 1 0 1 0 0 0 1 0 0 1 1 0 0 0 0 1 0 1 0 1 1 0 0 1 0 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 1 1 1 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 1 1 0 1 1 0 1 0 0 1 0 0 0 1 1 1 1 0 1 0 1 0 0 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 0 0 1 0 1 0 0 1 0 1 1 0 0 0 1 0 0 0 0 1 0 0 0 1
30. 30. Building Conceptual Understanding • Fill in the “holes” • Extensive use of Manipulatives • Bridge the Gap from Numbers to their Meaning • Lots of Manipulatives, Drawings and Whiteboards • Concrete Objects to Help Build Understanding
31. 31. Developing Procedural Proficiency • • • • Conceptual Framework Needed to be in Place First Bridge the Gap from Concrete Objects, Manipulatives, Drawi ngs and Visual Representations to Procedural Move to Abstract by Relating Concepts to Procedures and Algorithms Fewer Problems – More Concrete to Conceptual
32. 32. Using Standards-Based Common Formative Math Assessments 34
33. 33. After Giving a Common Formative Assessment Use the data to drive instruction PROVIDE INTERVENTION: Explicit, targeted and focused instruction in concepts and skills not yet mastered 35
34. 34. Common Formative Assessments • Used almost daily to Guide Instruction and Intervention • 3 Legged Stool • 1st – Computational Fluency • 2nd – Students on a Path to Standards Mastery • 3rd – The Standards Themselves • Told us What Students Knew • Drove Small Group Interventions • Identify Trends before Diagnostic Unit Assessments and State Assessments
35. 35. Interim Assessments The Diagnostic Unit Assessments 37
36. 36. The Design of the Diagnostic Assessments • Each unit assessment is 10-18 questions in length • Each unit corresponds to the Core Content for the grade level (e.g. 3.1 Addition, Subtraction and Place Value) • Each item on the assessment is aligned to the math performance expectations (P.E.’s) • Most assessments have two items written for each P.E. assessed on MSP 38
37. 37. The Design of the Unit Assessments • Test questions match the item format that they will be assessed on the MSP »Multiple Choice »Completion »Short Answer • Scoring Rubrics are provided on the answer key that correspond to cut scores on the MSP 39
38. 38. Multiple Choice & Completion - 1 Point 40
39. 39. Short Answer – 2 points 41
40. 40. Answer Keys and Scoring Rubrics 42
41. 41. Collecting the Data – Using an Electronic Scoring Roster 43
42. 42. How Data was Used from Diagnostic Unit Assessments • A Finish Line – Line in the Sand • Formed Tiered Groupings of Students • Met in PLCs to Analyze the Data and Identify Students Needing Intervention • Formed Intervention Groups and RTI Strategies
43. 43. MATH INTERVENTION NOTEBOOK ð Ro cky R idge Elementary School Graham, W ashingt on ð • Lessons aligned to each standard • Intensive Level of Intervention (Reteaching) • Strategic Level of Intervention (Additional Practice)
44. 44. The Math Intervention Notebooks • Fully Aligned to Standards • Provided Extra Practice to Students Needing It • Used Data from Diagnostic Unit Assessments to Identify Trends • Used Binder to Find Lessons and Practice Pages Aligned to Standards
45. 45. Military Disposition “Security against defeat implies defensive tactics; ability to defeat the enemy means taking the offensive.” ~Sun Tsu
46. 46. Final Thoughts and Take Aways • • • • • My task to get students to standard seemed to be an insurmountable task Anything can be accomplished through teamwork This is not an add-on The Plan Works ~ Use it Consistently Students can make Astronomical Gains by Using a Systems-Approach to Math
47. 47. Our First Year Results
48. 48. Math RTI - The “System” Works 1. Begin with a Computation Focus for first 6-8 Weeks of School 2. Use Common Formative Assessments Aligned to Standards Daily to Drive Instruction and Intervention Efforts 3. Administer Diagnostic Unit Assessments after Mastery Should be Achieved – Disaggregate Data by Concept or Skill 4. Interventions Continue using Diagnostic Data Until all Students Achieve Mastery
49. 49. The Spoils of War Please email mfox@bethelsd.org if you would like any of the following materials: • MBSP Computation Spreadsheets for Grades 1-6 • MBSP Diagnostic Spreadsheets • Common Formative Assessments Grades 3-6 • Diagnostic Unit Assessments Grades 3-6 • Electronic Excel Scoring Rosters for Diagnostic Assessments 51