Embed Size (px)
Citation preview
Upson-Lee South Elementary School
Kindergarten – 3rd Grade 1262 students 13 to 15 classes per grade level 76% economically disadvantaged 13% special education 2% ELL 28% EIP 3% Gifted
Focus School designation due to large gap between SWD’s and white students in the areas of Math, Language, Science and Social Studies
Consistently large gap found in mathematics based on 3rd grade CRCT longitudinal data
5 Whys Analysis
Began consulting with Griffin RESA regarding professional learning opportunities
Internal discussions regarding SPED services
& needs Adopted a school-wide plan to include
professional development & purchase of manipulative supports
Leadership Team meeting to discuss the plan ◦ Redelivery of information school-wide
Initial numeracy training provided by Griffin RESA staff ◦ Follow up training and modeling scheduled
Data collection plan ◦ Pre-assessments disseminated & discussed ◦ Post assessment dates scheduled
Basically, we developed a solid plan with appropriate supports in place to implement
& sustain the plan.
Project LEAP-Teaching Project Numeracy Training - Mathematics K-3 (2012-13)
Upson Lee South Elementary (K-3) Griffin RESA/GLRS Math Consultant
Goals and Expectations: All K-3 students in the co-teaching setting will increase their number sense and
computational fluency at least >=20% gain on pre/post tests All teachers will utilize effective “number talks” involving manipulatives and
technology tools to give a platform for students to make sense of the mathematics by demonstrating, communicating, reasoning, justifying, and writing about their flexible base-10 thinking, mental computational strategies, fractional understanding/application, and fractional computation strategies
All teachers implement at least 3 “ number talks” per week All teachers will use the “productive talk moves ” and “self-monitoring
implementation” rubric to improve teacher quality. Co-teaching teams will receive on-loan training materials, manipulatives, and
software licenses.
Teacher Demonstration Rekenreks
Student Rekenreks – small group sets
Ten Frames – small group sets
Self Implementation Rubrics – Quarterly
Pre- and Post Assessment Data – Numeracy Specific
Grade level benchmark assessments
3rd Grade CRCT data
Pre- Test
Post Test SWD Gen. Ed.
SWD Gen. Ed.
SWD Gen. Ed.
K #1 Building & Decomposing #5 K #2 Building &
Decomposing #8 K #3 Building & Decomposing #14
0 0.3 4 8
0
21
27
51 47
66
25
53
Kindergarten Numeracy Data 2012-2013
SWD Gen. Ed. SWD Gen. Ed. SWD Gen. Ed.
K #1 Building & Decomposing #5 K #2 Building & Decomposing #8 K #3 Building & Decomposing #14
27
51 43
58
25 32
Kindergarten % Increase by Test
Pre- Test
Post Test SWD Gen. Ed.
SWD Gen. Ed.
SWD Gen. Ed.
1st Grade #1 Modeling 6+8 in multiple ways 1st Grade #2 Modeling
16-7 in multiple ways 1st Grade #3 Modeling 58+9 in multiple ways
5 5
0 1 5 11
24
47
23
54
33
55
1st Grade Numeracy Data 2012-2013
Pre- Test
Post Test
SWD Gen. Ed. SWD Gen. Ed. SWD Gen. Ed.
1st Grade #1 Modeling 6+8 in multiple ways
1st Grade #2 Modeling 16-7 in multiple ways
1st Grade #3 Modeling 58+9 in multiple ways
19
42
23
53
28
44
1st Grade % Increase by Test
Pre- Test
Post Test SWD Gen. Ed.
SWD Gen. Ed.
SWD Gen. Ed.
2nd Grade #1 Modeling 60-47 in multiple ways 2nd Grade #2 Modeling
434+78 in multiple ways 2nd Grade #3 Modeling 103-19 in multiple ways
0 0.7 0 0.3 3
0.4
9
52
19
58
18
58
2nd Grade Numeracy Data 2012-2013
Pre- Test
Post Test
SWD Gen. Ed. SWD Gen. Ed. SWD Gen. Ed.
2nd Grade #1 Modeling 60-47 in multiple ways
2nd Grade #2 Modeling 434+78 in multiple ways
2nd Grade #3 Modeling 103-19 in multiple ways
9
51
19
57.7
15
57.6
2nd Grade % Increase by Test
Pre- Test
Post Test SWD Gen. Ed.
SWD Gen. Ed.
SWD Gen. Ed.
3rd Grade #1 Modeling 327-149 in multiple ways 3rd Grade #2 Modeling
825-185 in multiple ways 3rd Grade #3 Modeling 14x9 in multiple ways
0 6
0
13
8
21 7
25
19
31 33
39
3rd Grade Numeracy Data 2012-2013
Pre- Test
Post Test
SWD Gen. Ed. SWD Gen. Ed. SWD Gen. Ed.
3rd Grade #1 Modeling 327-149 in multiple ways
3rd Grade #2 Modeling 825-185 in multiple ways
3rd Grade #3 Modeling 14x9 in multiple ways
7
19 19 18
25
18
3rd Grade % Increase by Test
83 80 82
90
0
87 83
87 93
70
52 59
40
71
0
10
20
30
40
50
60
70
80
90
100
2009-2010/CRCT 2010-2011/Mock 2011-2012/Mock 2012-2013/OAS Benchmark
1st Grade Gap Comparison - Math
All
White
SPED
90 84 86
82
93 90 91 87
58
46 43
35
0
10
20
30
40
50
60
70
80
90
100
2009-2010/CRCT 2010-2011/Mock 2011-2012/Mock 2012-2013/OAS Benchmark
2nd Grade Gap Comparison - Math
All
White
SPED
CCGPS
Math White
Math SPED 0
10
20
30
40
50
60
70
80
90
2008-2009 2009-2010
2010-2011 2011-2012
2012-2013
82 83 85 87 90
51 52
39 45
73
Focus School Gap Data – 3rd Grade Math CRCT
Math White
Math SPED
92 84
74 75 78
95 90
79 86 84
97 92
80 84 83
95 92
79 87 84
98 92
83 79 82
0
20
40
60
80
100
120
Reading Language Math Social Studies Science
3rd Grade CRCT Percent Meets/Exceeds
3rd Grade CRCT 2008-2009
3rd Grade CRCT 2009-2010
3rd Grade CRCT 2010-2011
3rd Grade CRCT 2011-2012
3rd Grade CRCT 2012-2013
Allow flexibility in your plan. Modeling for the teachers is key! Ensure teachers and students understand
various strategies prior to attempting number talks.
Be selective in the strategies for each grade level.
Mrs. Kim Hill– 3rd grade teacher Mrs. Pam McKinley – 2nd grade teacher Mrs. Yodie Ellerbee – 3rd grade teacher
Dr. LaSharon McClain – Principal ◦ [email protected]
Mrs. Tracy Wainwright – Instructional Coach ◦ [email protected]
