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

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

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

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

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

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

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

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

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

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

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

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

Lesson support Massachusetts Department of Elementary and Secondary Education 13

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

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

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/ /4 = ?/811. 2/8 = 1/? 12. 1/2+1/8+?/ /8=8/8+?/ /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 Name 0 A B C D E F Total Pts Massachusetts Department of Elementary and Secondary Education 16

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/ /4 = ?/811. 2/8 = 1/? 12. 1/2+1/8=?/ /8=8/8+?/ /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 Name A B C D E F Total Pts Massachusetts Department of Elementary and Secondary Education 17