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Do the Math: A Structured Approach to Elementary Math Extended Instruction Arlington Public Schools Fall Title I Statewide Conference November 5, 2014

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Massachusetts Department of Elementary and Secondary Education 2 Population 43,305 (US Census 2010-2012 American Community Survey 3-Year Estimates) DESE Poverty: 4.7% in 2012 – for FY15 Title I 5.1% in 2011– for FY14 Title I

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Arlington Public Schools Densely populated close-in suburb of Boston District enrollment - 5,012 Free & Reduced Lunch from 4.8% to 29.2% FY15 Title I - $174,770 Targeted Assistance Not including Germaine Lawrence & private schools Title I elementary schools Thompson – 360 students – 29.2% F&R Peirce – 268 students – 10.1% F&R Required reservation allocated to third elementary school Stratton – 382 students – 9.2% F&R Massachusetts Department of Elementary and Secondary Education 3

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Elementary student performance Title I information sources District-wide math assessments in grades 1 – 5 Beginning and End-of-Year Assessments Certain Unit Assessments Grades K-2 AMC Anywhere DDMs Classroom Developed and Additional Investigations Unit Assessments Math MCAS results for grades 4 and 5 Teacher Observations Massachusetts Department of Elementary and Secondary Education 4

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Teacher observations: students who struggle with mathematics Students who: Are determined to be “invisible” in class; Are reluctant to share their ideas or to ask questions in classroom; Often, lack fluency with small numbers/described as having no number sense; Cannot follow another’s argument or reasoning; Have had limited practice hearing themselves making sense of mathematics. Massachusetts Department of Elementary and Secondary Education 5

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Who are these students? (Grades 2 – 5) They include ELL students Some of whom have learned math as a set of procedures to be memorized Some of whom are having difficulties because of language issues They include SPED students Some of whom have a deficit that impacts their acquisition of mathematics Some of whom have learned that if they wait long enough, someone will solve the problem for them They include general education students Some of whom have yet to develop confidence in their own mathematical thinking Some of whom may not have been ready to understand the concept when it was taught or the way it was taught Massachusetts Department of Elementary and Secondary Education 6

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Intervention program: Do the Math from Math Solutions/ Marilyn Burns Massachusetts Department of Elementary and Secondary Education 7

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Additional information Why this Program? Common Core Aligned Aligns with TERC Investigations, our district curriculum Its positive PD Impact on teachers Nearly all teachers have been classroom teachers or SpEd teachers Weekly meeting with teachers to answer questions about the curriculum or particular children’s needs Comes with all materials needed for successful implementation Communication with Parents Each school establishes its letter from a sample that I send to principals. Program comes with “Community News” – a newsletter that can be sent home to parents or to classroom teachers Teachers inform parents and classroom teachers about the change from beginning to end of module assessments Massachusetts Department of Elementary and Secondary Education 8

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How are students chosen? Teachers look across a grade at student performance information They identify students who are at a similar level of understanding or skill Decide how small the groups should be. This is an important consideration. Six students is the upper limit to insure that every student has many opportunities to participate in the group discussions. Massachusetts Department of Elementary and Secondary Education 9

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How do we implement the program? 15 weeks beginning in January Teacher Prep Time Teachers must be available to meet with me to debrief and to discuss problems students may be having Instructional Time Most often - 1 hour each day during two days a week after school Sometimes - 1 hour each day during two days a week before school Once - four mornings a week for 30 minutes each day. Massachusetts Department of Elementary and Secondary Education 10

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Fractions A Fractions B Fractions C Massachusetts Department of Elementary and Secondary Education 11

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Structure of a module Massachusetts Department of Elementary and Secondary Education 12

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Lesson support Massachusetts Department of Elementary and Secondary Education 13

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#20 on pre/post-tests Massachusetts Department of Elementary and Secondary Education 14

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#18 on pre/post-tests Massachusetts Department of Elementary and Secondary Education 15

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Pre- test 1. Shade 3/8 2. ID shaded area 3. How many halves in 1 whole 4.1/4+1/4+_ = 1 5. Find sum: 3/8+2/8+3/8 6. Compare 3/8 1/2 7. Compare 9/16 1/28. Compare 3/8 9/16 9. Compare 1/2 4/8 10. 3/4 = ?/811. 2/8 = 1/? 12. 1/2+1/8+?/8 13. 13/8=8/8+?/8 14. 7/4 to mixed number 15. irder fractions 16. order fraction 17.WP- share pizzas 18. ID greater: mxd# improper fraction 19. ?/12 = 1/4 20. Compare fractions to 1/2 total pts 11111111111111111111 20 Name 0 A 11111101111001001100 13 B 11100101011000001100 9 C 11110100111110001000 11 D 11100001110000000000 6 E 11110111111010011100 14 F 11100001011000001100 8 Total Pts 1.00 0.500.170.670.170.830.671.000.830.170.330.170.000.170.830.670.00 10.2 Massachusetts Department of Elementary and Secondary Education 16

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Post- Test 1. Shade 5/6 2. ID shaded area 3. How many quarters in 1 whole 4.1/8+1/8+ 1/4 +_ = 1 5. Find sum: 5/16+11/16 = 6. Compare 1/4 1/2 7. Compare 5/16 1/2 8. Compare 3/8 5/16 9. Compare 3/4 4/8 10. 1/4 = ?/811. 2/8 = 1/? 12. 1/2+1/8=?/8 13. 10/8=8/8+?/8 14. 9/8 to mixed number 15. order fractions 16. order fraction 17.WP- share pizzas 18. ID greater: mxd# improper fraction 19. ?/12 = 1/4 20. Compare fractions to 1/2 total pts 11111111111111111111 20 Name A 11111111111111101110.5 18.5 B 11111111111111111111 20 C 11111101111111110111 18 D 11111111111111101110.5 18.5 E 11111111111111111110.5 19.5 F 11111111111111011110.5 18.5 Total Pts. 1.00 0.831.00 0.830.670.831.00 0.67 18.8 Massachusetts Department of Elementary and Secondary Education 17

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