What do the What do the data tell us?data tell us?

Loess Hills E2T2Loess Hills E2T2www.aea13.org/technology/e2t2/E2T2.htmwww.aea13.org/technology/e2t2/E2T2.htm

Thanks to JuliaThanks to Julia

E2T2E2T2Goal…

to increase student achievement at middle level mathematics through high quality professional development of teachers based on the Iowa Professional Development Model.

Professional Development Professional Development FocusFocus

• To encourage teachers to think about teaching mathematics in different ways

• To increase teachers’ skills through effective instructional strategies

• To utilize the power of individual teacher’s expertise to share with others

• To utilize technology as a tool to support instruction and student learning

Participating DistrictsParticipating DistrictsYear One

• AHST• CAM• IKM• Missouri Valley• Riverside• Shenandoah• Sidney• Walnut

Year Two• Atlantic• Farragut• Fremont-Mills• Hamburg• Harlan• Logan-Magnolia

Internal SurveyInternal Survey

We use the written responses and the rest of the survey data to provide information for the ICN professional development and for individual consultants to use.

Internal SurveyInternal SurveyComment from a Teacher Comment from a Teacher

• To Joan Phillips:  I haven't forgotten our conversation at Harrison Co. Staff Dev about integers.  In fact, my 7th graders start them next week.  I would appreciate you getting your stuff together and making the trip up sometime soon.  Let me know what could work out for you next week or early the week after. 

Internal SurveyInternal SurveyComment from a TeacherComment from a Teacher

Still doing L to J's and doing problem solving activities 3-4 times each month. During the problem solving activities, students work in cooperative groups and then write their solutions and how they arrived at them to present to the rest of the class.

L to J Class Run Chart

L to J Charts

L to J Histogram

Scatterplot

Quote about L to JQuote about L to J

Just a quick note to tell you that we are on the 25th week of L to J and the upward trend is showing on our charts. I made transparencies of each class scatter diagrams. The kids were pretty impressed at how the scatter plot shows quite a few dots in the lower left at the beginning of the year and not very many dots in the upper left. As we get to the right side of the scatter plot, there are very few dots at the bottom of the chart and a lot more at the top. Very visual for them to see how they have improved over the course of the year.

Internal Survey Comment Internal Survey Comment from a Teacherfrom a Teacher

Kids continue to show improvement with L to J results....although we still have a lot of peaks and valleys.  Kid are still not very good at explaining how they solve their problems.  The writing still needs a lot of work.

Internal SurveyInternal SurveyComment from a TeacherComment from a Teacher

My 5th grade group finally got a 100% on their L to J weekly probe today. I have one 5th grader and one 6th grader who have gotten their six sixes in a row, so they've tested on to the next level.

ICAM DATA (Algebra)

Data from ICAM Data from ICAM • We did an item analysis of the ICAM

test. • We determined the benchmarks that

were missed the most often. • The math consultants presented

strategies that our teachers could use to address those benchmarks via the ICN sessions.

Comparison of the ITBS Results for the E2T2 Schools

E2T2 Districts / 8th Grade ITBS Math Data

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AHST C&M IKM Mo. Valley Riverside Shenandoah Sidney

District

Per

cen

t P

rofi

cien

t

2001-2003

2002-2004

Iow a - 72.2%

AEA 13 -

Nation - 60%

Reference Points

Sidney ITBS ChartSidney Community Schools

ITBS/ITED Problem Solving Data Grades 3-12 2004-2005

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100

Per

cen

t o

f S

tud

ents

2003-2004

2004-2005

2003-2004 77 68 35

2004-2005 78 71 45

All Students Low SES IEP

SustainabilitySustainabilityThe sustainability of this project lies in the investment in professional development of the participating teachers. The resources that have supported teachers in implementing the instructional strategies will empower them to continue improving their instructional practices. AEA administration and consultants will continue to support the strategies and to give classroom support over time. While there will be no financial support for equipment, materials or for professional development, the skills taught to teachers have the potential to sustain best practices.

SustainabilitySustainability• Web Portal• Quick Topic Discussion Board• Video Conferencing• Graphing Calculators• Math Consultants• Technology Consultants• Telecommunications Consultant• Exemplars• Navigations