River Woods Elementary
I would like to be able to differentiate my math instruction. I would like to be able to initiate a rotation model for my math instruction. My school has math set up in delivery model of whole and small group instruction, but it doesn't differentiate and individualize learning enough. As a personal goal, I would like to implement problem based learning for STEM and writing instruction.
Step 1: Define what I would like to do within my rotation model as choices. Observe someone already implementing rotation model and plan rotation model to incorporate quickly.
Step 2: Begin utilizing software with students for differentiating math instruction.
Step 3: Use data to then build flexible grouping.
Step 4: Review data implementing GoFormative along the way to check over evidence from learning.
Reflection & Findings:
Reflection 1: February 7, 2017
The data shows multiple students are below grade level in both reading and math. The students are having difficulty with various items in math that are second grade learning, as well as with first grade concepts. Within reading skills, the students scored far below on MAP assessment.
I have been utilizing adaptive software for reading to help target student needs. Using this information as much as I can, I have been taking this information for doing additional instruction. This has also been a good opportunity to target skills that I may not need to do for all students. As far as math goes, I have tried to adapt instruction, but do not have the opportunities to affect the most needs of my students as I am looking to implement software. The first adjustment that I did that seemed to make better gains was to change all instruction from whole group and small group instruction to mostly small group targeted instruction with an initial exploratory for the whole group.
The initial roadblocks were varied levels of learners that I couldn't serve due to a lack of software and devices. Also, the schedule and the times that students were being pulled by others for instruction was getting in the way.
As students are engaging with adaptive software and working in more small group opportunities, they are making more progress with motivation and catching up to previous skills not mastered. In addition, they are working towards being more independent in activities.
Reflection 2: April 20, 2017
Data shows that my students are making gains in reading comprehension due to the amounts of time and effort being placed in small group instruction responsive to Lexia. Math instruction is more targeted to students due to the initial information gained from adaptive software from Dreambox. Students are motivated to complete lessons so that they can show improvements that we highlight as a class. In mathematics, I have been able to use the data to make more responsive lesson plans for small group or whole group discoveries and explorations. This has allowed for connecting science, math, and writing more tightly.
Initially, I began with using small group instruction as a consistent routine. Data helped me to adapt how and when I utilized small group instruction. This occurred when I began to make flexible groups everyday without a particular schedule. I have begun to investigate go formative and SEE SAW as recording tool for gathering evidence. I am definitely in the beginning stages, but am interested in using more fully with students and parents. The last part of the school year will be implementing both tools to determine which one I like best.
The school schedule limits the amount of instruction that I am able to do with small group and the amount of assistance that I can provide for students. Title assistance pulls students from my class and then I am not able to work with students on particular goals. Another roadblock is being able to efficiently work with Dreambox to get specific data that I can use to make efficient groupings. I would like to work towards using MAP assessments and dive down further in.
Student successes are in motivation for taking on more difficult math through Dreambox and in more targeted small group instruction. I have made a couple of GoFormative activities to help me with getting math evidence. I foresee using this in the future as it was not as difficult as I thought.
Reflection 3: May 31, 2017
2016-2017 was a productive year for growth in my classroom. I implemented new practices like more responsive math instruction for my students. This was due to the Dreambox program and refined small group instruction using data from Lexia. In addition, I incorporated many STEM practices that forced students to do more problem solving in real-life settings and situations. Including GoFormative as a tool for collecting evidence also seemed to help my instruction.
Data showed positive results for many students. Behavior data showed a 75% decrease of referrals for students after implementing some of the above changes reflected above. As I was able to have more accurate math instruction and problem solving opportunities, more students were engaged and less behavior concerns occurred in the afternoon which was originally when difficulties were occurring. Using technology to gather evidence also reduced the amount of time needed to do evidence collection, which led to more time for instruction which led to less time for students to be off task.
MAP data showed growth for students in both reading and math. Within reading, 9 students met and exceeded the RIT growth. Also, 88% of the percent of projected growth was met. Regarding math, 10 students met or exceeded their projected RIT score. As a class, 109% of the projected growth was met. Additional growth might have been met by three more students, but they moved prior to the spring map testing.
Using software to assist with small group instruction in both reading and math allowed for more prescriptive instruction. Changing more of my math instruction to be small group instead of whole group was very much advantageous for growth. This could be done by other teachers, especially using the adaptive software. Online evidence collection was easy to do and presented opportunities to have students show their various knowledge levels. It was easier to implement than I thought it might be.
One of the major barriers to implementing some of my actions from my plan were the schedule as many students would be pulled from classroom for ELL or title math. Those students were less able to work on evidence or adaptive software. I did the best I could to create opportunities for these students, but it did not always work out like I would have liked to.
Knowing what I know now, I would like to start the year utilizing Dreambox and Lexia for my prescriptive teaching and create my classroom schedule to work on more blended learning opportunities. I think that with units being more theme based as a district, I won't be limited by the scheduling concerns that the building presents. I will use the theme based instruction to continue to implement STEM activities and problem solving opportunities. I will continue to use go-formative and other web-based evidence collection and would like to create many more student centered opportunities utilizing technology as the tool.