I would like to continue my work during math. I made a lot of growth last year and I want to continue that momentum. Especially because I’m with a new grade level. Specifically I would like to address what they are doing during independent work time. I want to be less seat work based and more task/project based. I would like to use technology to help me identify instructional gaps for re-teaching as well as use of Level 4 tasks during student’s independent time.
Step 1: Develop learning tasks for independent math work along with implementing math software.
Step 2: Address behavior/expectations/routines as needed
Step 3: Change routines for groups - use data to inform instruction as well as BOE pieces.
Step 4: Look at scales and add level 4 tasks as appropriate. Really look at how I can better differentiate their independent tasks.
I currently check data almost daily with Lexia. I’d like to do the same with math software. I’d like to get out of the “daily 5” model in math with rigid station rotation and more into flexible groups that are pulled when needed. MAP data could be used to measure growth.
Reflection & Findings:
Reflection 1: February 16, 2017
My students' Observed Growth on the MAP Assessment from fall to spring was –9. If I remove my special education students from the data, the growth was 16 points. I haven't yet implemented the adaptive software, Dreambox, because we are still waiting on them to give us access. This part of my Trailblazer plan has been frustrating. I have been using Front Row to get my students into a routine of knowing how and when to use technology in math. I am optimistic moving forward that my students will be engaged and excited to use this new software. I really believe that using an effective adaptive software like Dreambox will pay off in the MAP data in the spring.
Reflection 2: April 20, 2017
My students haven't taken their final MAP test yet this year so I don't have any "official" data. However, I have data from Dreambox as well as from my own observations. According to Dreambox my students have met 1.6 standards since we began Dreambox back in February. I have also really appreciated the new application that Dreambox provides. I may teach something one or two ways and then Dreambox provides an additional model for them to interact with.
We have established routines and expectations for using Dreambox. My class splits in half and half use computers while the other half works with me. I have enjoyed how they've adapted to begin using each other as their resource when they are stuck.
I have several students who are still struggling with basic multiplication facts. I am going to start an intensive intervention in the next week with them. I'm working to get my students who are working on CGI problems more independent to free me to meet with my students that need that one on one attention.
The things they learn on the computer are transferring into the classroom. Some of them will relate concepts back to the models they saw in Dreambox and it has helped expand their understanding.
Reflection 3: May 31, 2017
This year, I did not get the adaptive software I was using as part of my Trailblazer plan until February. So, my students only used Dreambox for 3 1/2 months before we did our final MAP test of the year. My students had an average RIT score of 204 for both the Fall and Winter testing sessions. When we took the test in the spring, my class RIT score average jumped to 210. I really feel like I was more effective in my teaching when I could use the data from Dreambox to really target instruction for my students. I really attribute this growth to what they were able to do in Dreambox as well as the information I was able to get from it which then informed how I was going to teach my class.
For example, 2 weeks before we did our geometry unit I was able to assign a 4th grade geometry standard on Dreambox as a review for my students. When we started the geometry unit we were able to dive right into what we needed to accomplish for 5th grade. I was able to use the data from Dreambox to see who still needed some practice with 4th grade skills and created a small group around that. Without the technology, that process would have eaten days of instructional time.
I am so excited that I have Dreambox right off the bat for next year. I plan to continue the process of using Dreambox not only as an adaptive software that meets my students right where they need to be but also as a pre-assessment tool so that I can spend more of my time teaching instead of reviewing. I also liked that the software often used different models or examples than I did in my teaching, it pushed my students to really understand the concept rather than just procedures.