McBride Elementary School Profile November, 2013 1 Morris R. McBride Elementary School Phyllis Parker, Principal 700 Custer Road Ft. Benning, Georgia 706-544-9411 http://www.am.dodea.edu/benning/mcbride DoDEA Mission Statement: Educate, Engage, and Empower Each student to succeed in a dynamic world. DoDEA Vision Statement: To be among the world’s leaders in education, enriching the lives of military-connected students and the communities in which they live. McBride Elementary School Vision Statement: To enable students to achieve their personal best, become responsible and productive citizens, and embrace lifelong learning in a safe and positive environment.
Transcript
McBride Elementary School Profile
November, 2013
1
Morris R. McBride Elementary School Phyllis Parker, Principal
DoDEA Mission Statement: Educate, Engage, and Empower Each student to succeed in a dynamic world.
DoDEA Vision Statement: To be among the world’s leaders in education, enriching the lives of military-connected students and the communities in which they live.
McBride Elementary School Vision Statement:
To enable students to achieve their personal best, become responsible and productive citizens, and embrace lifelong learning in a safe and positive environment.
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Motto
We Excel!
Student Version Vision Statement
We have a job! We do it well! Safe and happy! We excel!
Overview of Community and School
McBride Elementary School is located at Ft. Benning, Georgia. Since 1918, Fort Benning has served as the “Home of the Infantry.” Under the 2005 Base Realignment and Closure (BRAC) report, the U.S. Army Armor School will relocate from Fort Knox to Fort Benning, which has become the Maneuver Center of Excellence. All students attending school in the Ft. Benning Schools live on the post and are sponsored by a parent or guardian currently serving in the military. These conditions make Department of Defense schools unique. The Department of Defense Education Activity (DoDEA), located in Arlington, Virginia, is the headquarters for schools located on military installations, both in the United States and around the world. The Area Service Center for Dependent Domestic Elementary and Secondary Schools (DDESS) is located in
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Rededication Ceremony, 2006
Family of CPT Morris R. McBride
Pictured left to right:
Daughter, Kirsten McBride Carpenter
Grandson, Craig Carpenter
Widow, Ann McBride Henderson
Peachtree City, Georgia. Curriculum standards and supporting instructional materials used by McBride School originate from DoDEA.
McBride Elementary School was built in 1966 and dedicated to the memory of CPT Morris R. McBride who gave his life in Vietnam and was posthumously awarded the Distinguished Service Cross for his heroic actions. A rededication ceremony was held in 2006 to renew awareness of CPT McBride’s service and to re-establish ties to the McBride family.
Enrollment at McBride remained relatively steady from 2010 – 2013, with the current school year having the highest enrollment of that period. Today McBride’s enrollments maintains at about 452. All classroom areas are in use, and two portable buildings housing four classrooms have been added to one area of the grounds. Since the last AdvancEd External Review, there has been some turnover in staff; however, the changes have been gradual and primarily related to retirements and military spouse transitions.
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Unique Local Insights
As is true of all DoDEA schools, McBride has a high mobility rate. Students and staff transfer due to military assignments. McBride’s mobility rate for school year 2012-13 was 51%. In October, 2013, our mobility rate figures at 25.11%. At any time, students in our school have parents deployed for training or service. One way that the school seeks to provide stability for children whose family members may be deployed or in training away from the family has been to maintain a strong partnership presence. In the summer of 2013, the 192D Infantry Brigade, our long-time partners, was deactivated, and new partnerships are being forged with the 2d Battalion 47th Infantry Regiment and the Warrior Transition Battalion. Our partnership has historically been very strong, and since some military personnel remain in place, it is expected that the new partnerships will continue this tradition. We are thankful for the many hours that our Soldiers so willingly give to our students and our school. Our program focuses on four main initiatives: PALs (Partners and Adopted Learners), Leadership Academy, Army Values Instruction, and a Selfless Service component with a focus on honoring and supporting Veterans. We are an award winning partnership, having been named the Elementary Partnership of the year for 2006-2007 and 2009-2010, Project of the Year 2010 – 2011 and 2011-2012, and a Top Ten partnership each year from 2000-2013.
Additional elements are unique to McBride, as demonstrated in the information to follow. Charts in this section represent data collected on different dates. Differences in numbers of students are due to the aforementioned mobility rate of the school.
Following the Rededication Ceremony, McBride students made a
commitment to tend the grave of Morris R. McBride to continually honor
his memory.
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Teachers New to McBride, October, 2013
Count Percentage
Returning Teachers
29 85%
New Teachers 5 15%
Total 34
Findings: The information was collected through personnel information gathered from the school office. One new teacher replaced a teacher who retired after 31 years of teaching at McBride School, one replaced a teacher who had moved to the middle school, one replaced a teacher whose spouse left the military and returned to their home state, one replaced a teacher who decided to become a stay at home mom, and one was hired to open a new classroom. Analysis:
The low turnover rate and an analysis of the reasons for turnover indicate that McBride has a stable staff which allows continuity of programs for students.
15%
85%
New Teachers
Returning Teachers
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Student Racial Group Enrollment
The military was one of the first sectors of American society to successfully integrate. Today, students in military schools are born in many countries and come from families with many multicultural traditions and customs. The chart below illustrates the current racial group enrollment at McBride School.
DoDEA Race Categories Count Percentage
American Indian/Alaskan Native, Asian, White 2 0%
American Indian /Alaskan Native, White 3 1%
Asian 6 1%
Asian, Black/African American, White 1 0%
Asian, Hawaiian/Other Pac Island 1 0%
Asian, Hawaiian/Other Pac Island, White 2 0%
Asian, White 13 3%
Black/African American 70 16%
Black/African American, Hawaiian/Other Pacific Island
2 0%
Black/African American, White 29 7%
Decline to State 43 10%
Hawaiian/Other Pac Island 8 2%
Hawaiian/Other Pac Island, White 4 1%
White 264 59%
Grand Total 448
Findings:
This information was collected through DoDEA’s student management system, Aspen, in October, 2013. Sponsors volunteer this information; as noted, 10% of the sponsors chose not to declare.
Analysis:
Since McBride is a neighborhood school, the racial breakdown mirrors the community. According to district information, McBride is similar in racial construction to other schools at Ft. Benning.
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Ethnicity Group Enrollment
Federal Ethnicity Categories Count Percentage
Decline to State 6 2%
Hispanic or Latino 100 22%
Not Hispanic or Latino 342 76%
Grand Total 448
Findings:
Approximately one-fourth of the school population is of Hispanic or Latino descent. This information is requested at registration and is used by DoDEA for disaggregation of student data.
Analysis:
McBride is a neighborhood school, and the ethnicity group enrollment mirrors the community population.
Student Enrollment by Grade Levels
Grade Level Count Percentage
1 85 19%
2 73 16%
3 55 12%
4 60 14%
5 60 13%
K 69 16%
PK 46 10%
Grand Total 448
Findings:
Class sizes are larger in the lower grades.
Analysis:
A Kindergarten class was added early in the 2013 – 2014 school year due to class size.
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Free and Reduced Lunch, October 2013
Program Count Percentage
Free Lunch 57 12%
Reduced Lunch 157 35%
Regular Lunch 238 53%
Grand Total 452
Findings:
This data was collected from DoDEA Student Management System, Aspen, in October, 2013.
Analysis:
The number of students who receive free and reduced lunches is an indicator of economic status of the community served by McBride School which can have an impact on the resources and experiences of the students.
12%
35% 53% Free Lunch
Reduced Lunch
Regular Lunch
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Male/Female Student Population Comparison
Gender Count Percentage
Female 223 50%
Male 225 50%
Grand Total 448
Findings: This information was obtained from DoDEA student management system, Aspen, in October, 2013. The data shows that 50% of the students are female and 50% of the students are male. Analysis: As we progress with data collection related to the interventions, it will be beneficial to research the different needs of male and female students with regard to instructional strategies.
The Proposed New McBride School
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Students Receiving Special Services
Student Receiving Special Services Count Percentage
Flagged (Includes Resource and Speech)
61 14%
Gifted 29 6%
Read180 53 12%
Regular Education 309 68%
Grand Total 452
Findings: This information was obtained through DoDEA student management system, Aspen, in October, 2013. Aspen identifies as “flagged” those students who receive any type of special education services or monitoring. Approximately 14% of McBride’s student population is flagged and approximately 6% are identified as gifted. Analysis: Because of the number of students identified to receive special education services in the 2013-14 school year, McBride now has two full-time special education teachers and a full-time speech-language pathologist. Students at McBride with Developmental Delay, Specific Learning Disability, Other Health Impairment, Vision Impaired, Orthopedically Impaired, Emotionally Impaired, Intellectually Disabled, and Speech/Communication needs also receive services by District support services as prescribed in the IEP.
14% 6%
12%
68%
Flagged (IncludesResource and Speech)
Gifted
Read180
Regular Education
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Students Identified As English as a Second Language
Student Identified as ESL at Registration
Students Identified as ESL 97 21%
Non-ESL 355 79%
Grand Total 452
Findings: A new process is in place for identifying student who may benefit from ELS services. The DoDEA Questionnaire for Student Race/Ethnicity and Home Language survey is filled out at registration. If there is a yes on either of the following questions, the parent is asked to fill out the ESL Home Language Questionnaire form:
1. Does an adult in the household speak a language other than English at home? If yes, what language?
2. Does the child you are registering speak a language other than English at home? If yes, what language?
Based on the ESL Home Language Questionnaire, a determination is made as to whether the child is to be assessed using the Language Assessment System, unless the parent signs a waiver to decline testing. In the current school year, 21% of students have been tested for ESL services. A part-time ESL teacher is currently providing services to these students.
21%
79%
Students Identified as ESL
Non-ESL
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Analysis: The number of students identified as benefitting from ESL services is higher than anticipated prior to the implementation of the new process. An investigation into resources and training needed to meet the needs of students will be completed to best provide services throughout the school. Current Sponsor Military Ranks (Reported in Numbers)
Pay Grades Count Percentage
Enlisted E-4 5 1%
Enlisted E-5 18 4%
Enlisted E-6 297 66%
Enlisted E-7 109 25%
Enlisted E-8 13 3%
N/A 3 1%
Officer O-2 1 0%
Officer O-3 1 0%
Warrant Officer W-2 1 0%
Findings: This information was obtained through DoDEA student management system, Aspen, in October, 2013. Over 90% of sponsors are of the rank of SGT and above. Analysis: Most sponsors have been in the military sufficient years to achieve the rank of SGT or SSG. This indicates a level of stability within the military career.
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McBride Elementary School Scorecard
Stu
de
nt A
ch
ieve
me
nt
Terr
aN
ova
3 (
% a
bo
ve
sta
nda
rd)
Subject Student Group
Categories 2011 2012 2013 DoDEA
Standard
Math
All Students 60% 73% 73% 75%
Race
Black Students
54% 73% 65%
White Students
61% 75% 77%
IEP IEP na na 39%
Non-IEP na na 77%
SES
Free/Reduced Lunch
na na 79%
Full-Pay Lunch
na na 68%
Ethnicity Hispanic na na 63%
Non-Hispanic na na 76%
Reading
All Students 58% 68% 71% 75%
Race
Black Students
51% 58% 67%
White Students
60% 71% 72%
IEP IEP na na 33%
Non-IEP na na 76%
SES
Free/Reduced Lunch
na na 74%
Full-Pay Lunch
na na 69%
Ethnicity Hispanic na na 69%
Non-Hispanic na na 72%
Data derived from TerraNova3 Standardized Test Score is percentage of students above standard, which is defined as the normed
group’s median.
Findings:
Gaps exist in all groups at McBride School. The largest gap is between IEP and non-IEP students in both math and reading. This gap has been identified by DoDEA as a concern throughout many schools in the DoDEA system.
Analysis: A change in delivery of services has been made. Full inclusion is now being practiced at McBride for all students who would benefit from that delivery system. Limited pull-out remains in place. This new system is being monitored closely at the school and district
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level during the 2013 – 2014 school year, and all staff members have been trained in the referral process. Implications Derived from Findings and Analyses: From the data available, it appears that programs that have been implemented at McBride have met with success for most students. The demographics of the population of the school is typical for the district. The school scorecard indicates that most subgroups are near or meeting the DoDEA standard. The greatest area of need appears to be in the area of closing the gap between IEP and non-IEP student achievement. Recognizing the gap between IEP and non-IEP students is a first step toward closing the gap. Additional disaggregation of formative assessment and classroom data will be beneficial as the Inclusion model continues to be used. At the same time, it is important to ensure rigor in the total school program to ensure that the DoDEA standard is met or exceeded in all areas.
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School Data
0102030405060708090
2013 2012 2011
60 55 53
TerraNova3 Median NCE - 3rd Grade Language
0102030405060708090
2013 2012 2011
55 51 61
TerraNova3 Median NCE - 4th Grade Language
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2013 2012 2011
TerraNova3 Median NCE - 3rd Grade Language
60 55 53
TerraNova3 Median NCE - 4th Grade Language
55 51 61
TerraNova3 Median NCE - 5th Grade Language
56 60 53
Total Number Students
Tested 2013
Total Number Students
Tested 2012
Total Number Students
Tested 2011
3rd 61 64 59
4th 55 58 55
5th 50 53 56
Findings: An increase in the Median NCE score at 3rd grade has been noted from 2011 – 2013. A decline in 2012 and an increase in 2013 has been noted in 4th grade. An increase in 2012 and a decline in 2013 have been noted in 5th grade Language on the TerraNova3. Analysis: Growth has been inconsistent in the area of Language. There is an expectation that focused instruction in the area of Language would result in improved scores.
Scores indicate the average of each subskill per grade level. OPI scale score range: 0-100 (average percent of questions answered correctly by subskills)
Findings: An increase in the OPI Writing Strategies scores was noted in Grade 3 from 2011 – 2013. Inconsistent growth was noted in grades 4 and 5 in the OPI Writing Strategies scores. Analysis: There is an expectation that focused instruction in the area of Writing Strategies would result in improved scores.
0102030405060708090
2013 2012 2011
57 61 55
TerraNova3 OPI Writing Strategies - 5th Grade
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McBride Local Writing Assessment McBride Local Writing Assessment Scores by Year and Grade-level
Findings: The vertical axis represents the percent of McBride students at or above standard. The graph shows that student performance increased in all but the 1st grade. Magnitude of Change in Expository Writing Skills between 2009 and 2013
Instructional Data Related to Writing: The Continuous School Improvement Plan has focused on the same goals since 2009. Although there has been growth in some areas, the skills addressed are considered foundational. The School Improvement Team and school staff believe that continued focus on these skills would be beneficial, especially with a highly mobile population. New Language Arts curriculum materials were adopted in 2011. These materials helped to improve the standardization of teaching strategies and student activities. A focus in the school Action Plan has been to implement the curriculum with fidelity. At the time of the QAR Visit, it was found that there appeared to be a level of inequity among classrooms regarding traditional vs. innovative practice. Over the past five years, there has been a concentrated effort to ensure the protection of instructional time, encourage technology integration, and implement innovative practice. Training has been provided for teachers in the use of the “Blue Book,” the TerraNova 3 Teacher’s Guide, particularly with regard to depth of knowledge questions. Additional training has been provided related to differentiated instruction, new technologies introduced to the school (SmartTable, Slates, Smart Response System), and vertical alignment of the curriculum. To ensure that individual needs are met, the school determined to use the Data Team Process. A book study was conducted during the 2012-2013 school, based on the book The Data Team Experience by Angela Peery. The study was conducted over the course of the entire year, with Leadership Team members facilitating grade level/special area groups. Preliminary plans were made at the close of the school year for implementation of data teams in the current school year, 2013-2014. At the beginning of the current school year, new teachers were provided basic training in Data Teams, and a review of the process was held for all teachers. Having done an analysis of the TerraNova 3 data from the 2012-2013 school year and considering past trends, it was determined that the school would keep its current goals, but individual grade levels would have the autonomy to develop individual strategies depending on specific needs within the school goals. The school strategies would remain in place, and it is expected that grade levels will accomplish goals through data team work.
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Environmental Scan: Writing Core principles of the National Writing Project explain that teachers at every level, kindergarten through college, are “agents of reform” and that writing should be taught, not just assigned, at every grade level (http://www.nwp.org/cs/public/print/doc/about.csp# ). Using the Writing Process in conjunction with teaching 21st century skills is a natural fit. Students should be moving beyond traditional curricular elements, delving into civic engagement projects, honing their critical thinking and collaboration skills, harnessing technology to produce better work products, and demonstrating the cultural awareness and leadership needed to be successful in this century. In this fast-paced, digital world there is often a lack of time or opportunity for students to reflect on their learning. Reflection and critical thinking enable students to learn from their experiences; therefore, time must be built into classroom instruction for both processes to occur. Twenty-first century skills, nonlinear thinking skills, and the need for student reflection through the writing process serve as an essential foundation for digital-age teaching of today’s learners. (http://www.nwp.org/ ) According to the Michigan Department of Education, writing across the curriculum offers opportunities to practice writing in a variety of contexts. Writing promotes learning; and the integration of writing and the writing process promotes student participation, a diversity of student voices, and engages students as critical thinkers. In addition, the Michigan DOE states that writing across the curriculum (WAC) promotes effective writing instruction that integrates disciplines because by practicing the thinking and writing conventions of an academic discipline aids students in communicating effectively within that discipline. In addition, through WAC, students are able to take small pieces of content and analyze it looking for patterns and connections, develop better organizational skills, and develop richer understanding (http://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf). According to Dr. Angela Peery (The Data Teams Experience, 2011), Data Teams provide a vehicle for providing specific, targeted instruction and strategies to meet specific needs of students. By collaborating with other teachers and using a specific plan which focuses on using data for decision making, individual grade levels can develop effective strategies to raise achievement levels of students. Research articles, studies, and other trend data was presented in faculty meetings, professional development settings, and weekly collaboration sessions through school year 2007 to the present.
Implications Derived from Findings and Analyses: Although McBride has a highly mobile population, the teaching staff has remained relatively stable. The new Language Arts curriculum has been in place for two years, and the staff is now more able to engage in looking at student work and identify strategies for improvement than concentrating on learning the curriculum. With the inconsistency in the data, it is important to look at individual student work and identify strategies to meet needs. It was determined that the total school could benefit from learning about the Data Team Process and strategies used by Data Teams. A book study was provided for all teachers during the 2012 – 2013 school year. The study was facilitated by the School Leadership Team, and teachers were given the opportunity to earn college credit for participation. The introduction of Data Teams has facilitated the process of identifying and targeting skills needing improvement. Each grade level comprises a Data Team. Regularly scheduled meetings are held during which teachers have an opportunity to look at student work, analyze data, and devise strategies to be implemented in the grade level.
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QUANTITATIVE DATA: TN2 Language '06, '07, 0'8
TN2, OPI, Writing TN3, Language '09, '10,
'11, '12, '13 TN3, OPI, Writing
Strategies '09, '10, '11, '12, '13
ENVIRONMENTAL SCAN: Research on writing
process, 21st Century Skills, Data Teams, Trait Writing, Writing Across
the Curriculum
GOAL: All students will
improve expository (informational)
writing across the curriculum.
QUALITATIVE DATA: District Writing
Assessment 2007-09 McBride
Baseline/Summative Assessment '09-'13
QAR Report '09 APR '10
Triangulation of Data-Writing Student Goal for Writing: All students will improve expository (informational) writing across the curriculum. We chose this goal based on triangulating the following data sources, as evidenced in the diagram below:
Findings: While some gains are seen in Math scores, growth is inconsistent between years and among grade levels. Analysis: There is an expectation that focused instruction in the area of Math would result in improved scores.
0
10
20
30
40
50
60
70
2013 2012 2011
55 64
52
TerraNova3 Median NCE - 5th Grade Math
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TerraNova3, Objectives Performance Indicator - Problem Solving and Reasoning-2011-2013
Scores indicate the average of each subskill per grade level. OPI scale score range: 0-100 (average percent of questions answered correctly by subskills)
0102030405060708090
2013 2012 2011
81 79 72
TerraNova3 OPI Problem-Solving and Reasoning - 3rd Grade
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2013 2012 2011
58 60 62
TerraNova3 OPI Problem-Solving and Reasoning - 4th Grade
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Objective Performance Indicator 2013 2012 2011
TerraNova3 OPI Problem-Solving and Reasoning - 3rd Grade
81 79 72
TerraNova3 OPI Problem-Solving and Reasoning - 4th Grade
58 60 62
TerraNova3 OPI Problem-Solving and Reasoning - 5th Grade
54 63 51
Total Number Students
Tested 2013
Total Number Students
Tested 2012
Total Number Students
Tested 2011
3rd 61 64 59
4th 55 58 55
5th 50 53 56
Findings: While some gains are seen in Problem Solving and Reasoning scores, growth is inconsistent between years and among grade levels. Analysis: There is an expectation that focused instruction in the area of Problem Solving and Reasoning would result in improved scores.
0102030405060708090
2013 2012 2011
54 63
51
TerraNova3 OPI Problem-Solving and Reasoning - 5th Grade
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TerraNova3, Objectives Performance Indicator – Math Communication - 2011-2013
Scores indicate the average of each subskill per grade level. OPI scale score range: 0-100 (average percent of questions answered correctly by subskills)
0102030405060708090
2013 2012 2011
78 73 64
TerraNova3 OPI Math Communication - 3rd Grade
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2013 2012 2011
49 51 51
TerraNova3 OPI Math Communication - 4th Grade
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2013 2012 2011
TerraNova3 OPI Math Communication - 3rd Grade
78 73 64
TerraNova3 OPI Math Communication - 4th Grade
49 51 51
TerraNova3 OPI Math Communication - 5th Grade
53 60 48
Total Number Students
Tested 2013
Total Number Students
Tested 2012
Total Number Students
Tested 2011
3rd 61 64 59
4th 55 58 55
5th 50 53 56
Findings: While some gains are seen in Math Communication scores, growth is inconsistent between years and among grade levels. Analysis: There is an expectation that focused instruction in the area of Math Communication would result in improved scores.
0102030405060708090
2013 2012 2011
53 60
48
TerraNova3 OPI Math Communication - 5th Grade
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McBride Local Problem Solving Assessment McBride Selected Problem-Solving Tasks Scores by Year and Grade-level
The table above illustrates the findings regarding the amount of change in student performance in the area of math reasoning skills between 2009 and 2013. The data show that student performance increased in most grades on most assessments. Magnitude of Change in Math Reasoning Skills between 2009 and 2013
Assessment Grade
K Grade
1 Grade
2 Grade
3 Grade
4 Grade
5
McBride Selected Problem-Solving Tasks
Large + Large - Large + Large + Large - Large -
20%
71%
41%
11%
42%
53%
9%
51%
3%
15%
37% 32%
64% 62%
72%
35%
47%
63% 70%
61%
75%
32%
22%
45%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Pe
rce
nt
at S
tan
dar
d
2010
2011
2012
2013
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Instructional Data Related to Problem Solving and Math Communication: The Continuous School Improvement Plan has focused on the same goals since 2009. Although there has been growth in some areas, the skills addressed are considered foundational. The School Improvement Team and school staff believe that continued focus on these skills would be beneficial, especially with a highly mobile population. New Math curriculum materials were adopted in 2011. These materials helped to improve the standardization of teaching strategies and student activities. A focus in the school Action Plan has been to implement the curriculum with fidelity. At the time of the QAR Visit, it was found that there appeared to be a level of inequity among classrooms regarding traditional vs. innovative practice. Over the past five years, there has been a concentrated effort to ensure the protection of instructional time, encourage technology integration, and implement innovative practice. Training has been provided for teachers in the use of the “Blue Book,” the TerraNova 3 Teacher’s Guide, particularly with regard to depth of knowledge questions. Additional training has been provided related to differentiated instruction, new technologies introduced to the school (SmartTable, Slates, Smart Response System), and vertical alignment of the curriculum. To ensure that individual needs are met, the school determined to use the Data Team Process. A book study was conducted during the 2012-2013 school, based on the book The Data Team Experience by Angela Peery. The study was conducted over the course of the entire year, with Leadership Team members facilitating grade level/special area groups. Preliminary plans were made at the close of the school year for implementation of data teams in the current school year, 2013-2014. At the beginning of the current school year, new teachers were provided basic training in Data Teams, and a review of the process was held for all teachers. Having done an analysis of the TerraNova 3 data from the 2012-2013 school year and considering past trends, it was determined that the school would keep its current goals, but individual grade levels would have the autonomy to develop individual strategies depending on specific needs within the school goals. The school strategies would remain in place, and it is expected that grade levels will accomplish goals through data team work.
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Environmental Scan: Problem Solving and Math Communication According to Mayer (Richard E. Mayer, 2003, Learning and Instruction. Pearson Education, Inc.), it is beneficial that problem-solving skills be taught directly and/or included in the curriculum areas to ensure that students have acquired and are able to apply problem-solving ability across the curriculum. (http://wik.ed.uiuc.edu/index.php/Problem_solving-Elementary_level ) According to “Teaching Today,” an online publication of McGraw-Hill, it is essential to promote discourse during which teachers and students talk through each step of the process. Since students may have little context to understand why a step is taken, it is helpful to use visuals and manipulatives to demonstrate processes when applicable. (http://teachingtoday.glencoe.com/howtoarticles/promoting-problem-solving-skills-in-elementary-mathematics ) Stover (2009) suggests that “teaching problem solving strategies takes time, patience and commitment but results in skills that students can apply throughout their educational career and life.” She emphasizes the importance of teaching these strategies early so that students develop a logical way to think about solving problems. Stover states, “The logical thinking they develop grows with them as their skills develop and they apply it to problems that are more difficult. Without an early start, students begin to form bad habits, blindly muddling through problem solving.” (http://www.ehow.com/how_4914462_teach-elementary-problem-solving-strategies.html# ) John Van de Walle asserts that math problem solving is the activity through which students develop true understanding. Van de Walle (2006) explains that problem solving requires that students reflect on mathematical content inherent in the problem and that emerging ideas will be likely integrated with existing ones, thereby improving understanding. Van de Walle’s model (Before, During, After) provides a structure through which teachers can help students become independent problem solvers so that the problem solving process is deeply ingrained. (Van de Walle, J. 2006. Teaching Student Centered Mathematics. Boston: Pearson Education; http://www.ascd.org/publications/educational_leadership/nov07/vol65/num03/Problem-Solving_Time.aspx) Passmore (2007) suggests that the ability to solve problems develops over a very long period of time and that success depends on more than just mathematical content knowledge. Passmore further suggests that for children to understand problem solving requires well-structured opportunities for students to work with tasks that are interesting and which encourage reflection and monitoring. (http://eprints.usq.edu.au/3625/1/Passmore.pdf) In Understanding Multimedia Learning: Integrating Multimedia in the K-12 Classroom, conducted by SEG Research (2008), evidence was reported regarding the manner in which the brain processes information; and the implication presented is that effective
multimedia uses both auditory and visual channels in working memory to deliver content. Using multiple channels increases the overall amount of information the brain can process. Multimedia provides opportunity for long-term memory to organize information into meaningful chunks or schema. The research findings indicate that effective multimedia encourages active engagement of learners and that interactive multimedia under the control of the learner increases effectiveness (http://s4.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Paper-20090426.pdf). Prince (2004) suggests that Problem Based Learning (PBL) develops more positive student attitudes, “fosters a deeper approach to learning, and helps students retain knowledge longer than traditional instruction. Prince also states that PBL provides an environment where life-long learning skills can be developed. Additionally, coupling PBL strategies with explicit instruction in problem solving has been shows to further improve skills (http://74.125.155.132/scholar?q=cache:p-hYl7nVxfkJ:scholar.google.com/+active+engagement+in+education&hl=en&as_sdt=4000000&as_vis=1). Smart Technologies (2006) provides a rationale for Interactive Whiteboard use to engage students and to make learning a social activity. According to Smart Technologies’ “The Interactive Whiteboard in Education,” “current education theories are grounded in the notion of the social learner and position student engagement as a key component of knowledge construction.” A common thread in Constructivist theory, Whole Class Teaching, and Active Learning is the understanding that student engagement is crucial to learning (http://downloads01.smarttech.com/media/research/whitepapers/int_whiteboard_research_whitepaper_update.pdf). According to the National Education Association (2010), teaching that emphasizes active engagement helps students process and retain information. It leads to self-questioning, deeper thinking, and problem solving. Engagement strategies like repetition, trial and error, and posing questions move the brain into active and constructive learning and can lead to higher student achievement (http://www.nea.org/tools/16708.htm). According to Dr. Angela Peery (The Data Teams Experience, 2011), Data Teams provide a vehicle for providing specific, targeted instruction and strategies to meet specific needs of students. By collaborating with other teachers and using a specific plan which focuses on using data for decision making, individual grade levels can develop effective strategies to raise achievement levels of students. Research articles, studies, and other trend data were presented in faculty meetings, professional development settings, and weekly collaboration sessions through school year 2007 to the present.
Implications Derived from Findings and Analyses: Although McBride has a highly mobile population, the teaching staff has remained relatively stable. The new Math curriculum has been in place for two years, and the staff is now more able to engage in looking at student work and identify strategies for improvement than concentrating on learning the curriculum. With the inconsistency in the data, it is important to look at individual student work and identify strategies to meet needs. It was determined that the total school could benefit from learning about the Data Team Process and strategies used by Data Teams. A book study was provided for all teachers during the 2012 – 2013 school year. The study was facilitated by the School Leadership Team, and teachers were given the opportunity to earn college credit for participation. The introduction of Data Teams has facilitated the process of identifying and targeting skills needing improvement. Each grade level comprises a Data Team. Regularly scheduled meetings are held during which teachers have an opportunity to look at student work, analyze data, and devise strategies to be implemented in the grade level.
McBride Elementary School Profile
November, 2013
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QUANTITATIVE DATA: TN2 Math '06, '07, '08
TN2, OPI, Problem Solving, Communication '06 '07 '08 TN3, Math '09, '10, '11, '12,
'13 TN3, OPI, Problem Solving,
Communication '09, '10, '11, '12, '13
ENVIRONMENTAL SCAN: Open-ended Tasks in
Math, Problem-Solving Process,
21st Century Skills, Active Engagement in
Instruction, Data Teams
GOAL: All students will improve math
reasoning skills to solve open-ended
problems.
QUALITATIVE DATA: McBride
Baseline/Summative Assessment '09-'10
QAR Report '09 APR '10
Triangulation of Data-Problem Solving Student Goal for Problem Solving: All students will improve math reasoning skills to solve open-ended problems. We chose this goal based on triangulating the following data sources, as evidenced in the diagram below:
• QUANTITATIVE DATA: TerraNova2 Math ‘06, ‘07, ‘08 TerraNova2, Objective Performance Indicators- Problem Solving & Reasoning, Communication ‘08 TerraNova3, Language '09, '10, ’11, ’12, ‘13 TerraNova3, Objective Performance Indicators- Problem Solving & Reasoning, Communication '09, '10, ’11, ’12, ‘13
• ENVIRONMENTAL SCAN: Open-Ended Tasks in Math, Problem-Solving Process, 21st Century Skills, Active Engagement in Instruction
Summary The Leadership Team periodically gathers data from Aspen, formative assessments, TerraNova 3, and teacher input. This data is analyzed and used for decision-making purposes. AdvancEd Standards Committees meet to discuss quality indicators and prescriptions for improvement. Since each Standards Committee is chaired by a member of the Leadership Team, the team is able to incorporate findings from committees into the Action Plan, which is then approved by the total staff. Monitoring of the plan by the school leadership ensures that the process is followed and the goals are accomplished.
