1. Strategic Math WarfareFighting to help our students understand the math they need to know Michelle Fox Principal Rocky Ridge Elementary Bethel School District

2. By Sun Tzu 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. 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. Fighting Alongside our Troops 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. 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. Begin with the End in Mind 9. Welcome to Rocky Ridge Elementary Where Tomorrows Dreams Inspire Todays 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. Essential Components of RTIhttp://www.rti4success.org/ 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. 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. Initial Impressions of Last Years Class Lacked Number Sense and Computational Fluency No Real World Connections Lack of Math Vocabulary Lack of Math Skill Huge Gaping Holes 14. Seeking Wise Counsel What Does Research Tell Us? 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. 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. 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. 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 Kappan19 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. 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 ones own efficacy. (NRC, 2001, p. 116) 21. A Case Study: 51% Improvement on MSP100 90 80 70 60 50 40 30 20 10 0Not Meeting Meeting20122013 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. 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. The Plan of Attack 25. Three Types of Assessments 1. Math Computation Assessments Fuchs & Fuchs MBSP Computation Screeners/Progress Monitoring MBSP as a Diagnostic Computation Assessment2. Common Formative Assessments Used throughout units of instruction to assess learning and inform teaching3. 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. Math Computation Assessments Basic Training for the First 6-8 Weeks 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. 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 31Ben 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 MooreAverage Monthly Score Average Monthy Increase/DecreaseSept - Screener2 6 5 0 16 2 9 9 8 3 15 8 14 5 21 4 5 17 10 6 9 7 3October November 2 1 3 4 6 6 6 5 7 0 6 4 8 3 16 3 1 4 3 2 4 4 1 28.004.213 6 4 8 11 7 10 9 9 5 10 7 8 2 21 5 0 6 8 8 10 7 6 9December 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 77.46 3.256 16 10 7 14 11 18 12 14 4 17 10 16 4 22 6 5 9 17 17 20 13 7 N/A 11 108.68 1.2211.84 3.16April ScreenerMayJune#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 2113.58 1.7415.04 1.4616.58 1.54 29. MBSP as a Diagnostic Computation Assessment 4th Grade Computation - September Screener (3rd Grade Standards)Student NamesAddition 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)KANGELINA 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 TRISTONSWCMPGXEFHJQRTUVINABDLOY10010101100100010000100011001011010010001001000011100101001001000100001000010011100100100000100111001011011111110111011110011110111101000101100101101110010000100100000000110011011011011011011101110011100101010011100100000000110010001101100010000100011001011110111011000110011100111100101110000101100010010100101110010000100011101111010111011001011011101101011111010101001000110010100101100010000100011001000010110000001010000100101010001001100001010110010100101100000000100000001001110111000000000001100101101101001000111101010010111101110111010100111001010010110001000010001 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. 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. Using Standards-Based Common Formative Math Assessments34 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 mastered35 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. Interim Assessments The Diagnostic Unit Assessments37 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. 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 MSP39 38. Multiple Choice & Completion - 1 Point40 39. Short Answer 2 points41 40. Answer Keys and Scoring Rubrics42 41. Collecting the Data Using an Electronic Scoring Roster43 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. MATH INTERVENTION NOTEBOOK Ro cky R idge Elementary School Graham, W ashingt on Lessons aligned to each standard Intensive Level of Intervention (Reteaching) Strategic Level of Intervention (Additional Practice) 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. Military Disposition Security against defeat implies defensive tactics; ability to defeat the enemy means taking the offensive. ~Sun Tsu 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. Our First Year Results 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. 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