Math PDSAMath PDSA2005-20062005-2006

Pierce Elementary SchoolCedar Rapids Community

Schools

Plan, Do, Study, Act!Plan, Do, Study, Act!

Background InformationBackground Information

Area of Opportunity: Math computation is an area of

emphasis in our current school improvement plan. Analysis of data from district level and ITBS assessments show that math computation is an area in need of improvement. As a school we feel that our district level math and ITBS scores are not as high as they could be.

Background InformationBackground Information

Reasons for Selection: Math computation plays a key role

in understanding math concepts. Math is an important everyday life skill. Data collected indicates a need for additional emphasis in this area.

System DefinitionSystem Definition

1.) SYSTEM NAME: Math Computation

6.) CUSTOMER EXPECTATIONS: Improvement in math computation scores

MATERIALS INFORMATION AIDS Everyday Math curriculum & materials ITBS Math cart Fuchs Computation Tests Thinking with Numbers District Assessments Thinking MatheMentally Everyday Math Assessments Nimble with Numbers

22-28 students Overhead Students Self contained Computers Teachers 60 minutes/day Calculators Parents Small group pull-outs White Boards Volunteers

Paraprofessionals ENVIRONMENT EQUIPMENT PEOPLE

3.) CUSTOMER NEEDS: Increased math computation fluency

2.) CUSTOMER(S) Pierce Students Parents

4.) PURPOSE: Help students become more knowledgeable in math computation

5.) OUTPUT: Variable math computation skills P R O C E S S

DeploymentDeploymentFlow ChartFlow Chart

Flow Flow ChartChart: We made a flow chart of the current process.

No

No No

Yes

Yes

Yes

NoNo

Need computation

skills

Parents Teachers Students VolunteersPara-

professional

Teach skills

Give homework

Practice skill

through

Complete homework

Assist with homework

Does student understand/

informal assessments?

Practice skills

More practice Practice

skills

Challenge/ enrichment

Give assessment

Take assessment

Grade assessment

New unit

Does student understand/

formal assessments?

Supplemental support

Supplemental support

Problems, Omissions, or DisconnectsProblems, Omissions, or Disconnects

After examining our flow chart we found no obvious problems, omissions, or disconnections in our current system.

Project StatementProject Statement

To improve math computation in grades k-5 as measured by:Fuchs and Fuchs computation probesDistrict math assessmentsITBS

Data Gathering PlanData Gathering Plan

Measure 1:Percentage correct on weekly Fuchs and Fuchs computation probes (Baseline Data)Measure 2:District math assessments, 3 times per yearIowa Test of Basic Skills (grades 3-5)Measure 3:Time spent in daily math instructionTime spent playing math games per weekMeasure 4:Student attitude survey

Weekly Computation DataWeekly Computation Data 4th grade

Percent Correct by Week

Math

4 6 . 7 %5 1. 3 %

5 4 . 6 %

6 0 . 6 % 6 1. 7 % 6 2 . 4 %5 9 . 0 %

0. 0%

10. 0%

20. 0%

30. 0%

40. 0%

50. 0%

60. 0%

70. 0%

80. 0%

90. 0%

100. 0%

Oct 3rd Oct. 10th Oct. 17th Oct. 24th Oct. 31st Nov. 7th Nov. 14th

District Math AssessmentDistrict Math Assessment

Count & % at benchmark

Data and Probability

GeometryNumber & Operation

Measurement Algebra Computation

Constructed Response: Problem Solving

Constructed Response:

Computation

Test 1: 1 55 66 68 - - 65 57 64

Test 1: 0 15 4 2 - - 5 13 6

Test 1: Total 70 70 70 - - 70 70 70

Test 1 % Proficient 79% 94% 97% 93% 81% 91%

Test 2: 1 - - 0 0 0 0 0 0

Test 2: 0 - - 70 70 70 70 70 70

Test 2: Total - - 70 70 70 70 70 70

Test 2: % Proficient 0% 0% 0% 0% 0% 0%

Test 3: 1 - 0 0 0 0 0 0 0

Test 3: 0 - 70 70 70 70 70 70 70

Test 3: Total - 70 70 70 70 70 70 70

Test 3 % Proficient 0% 0% 0% 0% 0% 0% 0%

Time Spent in Daily Math Instruction and GamesTime Spent in Daily Math Instruction and Games

October week 1 Math games week 2 Math games week 3 Math games week 4 Math games

Monday 60 0 no school itbs 60

Tuesday 70 0 60 30 60 0 60 30

Wednesday 60 15 60 0 60 0 60

Thursday 60 20 60 0 30 0 60

Friday 90 0 60 0 60 30 60

Total 340 35 240 30 210 30 300 30

Ave per day 68 60 52.5 60

M ath T i me

0

200

400

600

800

1000

1200

1400

September October November December J anuary February March April May

Math Minutes

Math Games

Student Math Attitude SurveyStudent Math Attitude SurveyStudent Math Attitude Survey

1. My grade is: 1st, 2nd, 3rd, 4th, 5th 2. I am a: Boy Girl 3. Mathematics is one of my favorite subjects.

1 2 3 Yes most of the time In Between No-Not-Usually

4. I don’t think mathematics is fun. 1 2 3

Yes most of the time In Between No-Not-Usually

5. I enjoy learning new things in mathematics. 1 2 3

Yes most of the time In Between No-Not-Usually

6. I would like to spend more time in school working mathematics. 1 2 3

Yes most of the time In Between No-Not-Usually 7. Mathematics is easy for me.

1 2 3 Yes most of the time In Between No-Not-Usually

Assess the Current SituationAssess the Current SituationMeasure 1: The Fuchs and Fuchs computation probes were administered for seven consecutive weeks. The most students showed growth for approximately the first five weeks and then the scores leveled out. We felt the initial increase was to the natural progression of the learning skills introduced in the math curriculum.

Measure 2: A large percentage of students showed proficiency on the district math assessments of basic skills. However our goal is to have 100% proficiency.

Measure 3: We concluded that our teachers were spending sufficient time (approximately 60 minutes a day) in daily math instruction.

Measure 4: We administered the math attitude survey to students in grades 1-5. We plan to repeat this survey again in the Spring and compare the results.

Cause and EffectCause and Effect

MaterialsMethods

Concern with lower math

computation scores.

Curriculum (timing)does not match assessment.

Supplemental materials – not everyone is aware of all materials (central location)

Lack of test taking skills

Lack of real authentic applications

Amount of

Student Teacher/

Admin.

Inefficient strategies

Low skill fluency does not allow student to accurately portray knowledge on timed assessment.

Vocabulary (not familiar)

Comfort level

Inconsistent use of math vocabulary

Lack of supplemental/ remedial plan/ materials

Need more time to familiarize with curriculum.

Analyze Causes Analyze Causes (Relations Diagram)(Relations Diagram)

3/0 2/2

3/1 0/2 0/3

Lack of test taking skills

Lack of supplemental/remedial

plan

Inefficient Strategies

Teacher inconsistently using specific math

vocabulary

Students lack of vocabulary understanding

Math Computation

error

Root CausesRoot CausesBased on our Relations Diagram, we came to the conclusion that our students lacked the knowledge of math vocabulary which may have contributed to low computation scores. As a team, we assessed the situation and developed a list of terms to be utilized by classroom teachers and students on a daily basis. We are in the process of creating grade level posters to be displayed in all classrooms to aide students in becoming secure with crucial math vocabulary.

Improvement TheoryImprovement Theory

If Students and teachers use a standard set of math vocabulary while practicing computational skills, then students will consistently apply and understand computational skills when computing answers.

Try Out the Improvement TheoryTry Out the Improvement Theory

What Who When

Use standard math vocabulary relating to math computation

Teachers and

Students

Hard Hat needed from this point due to construction zone.

Study the ResultsStudy the Results

Hard Hat needed from this point due to construction zone.

Standardized ImprovementsStandardized Improvements

Hard Hat needed from this point due to construction zone.

Plan for Continuous ImprovementPlan for Continuous Improvement

Hard Hat needed from this point due to construction zone.