Stone-Robinson

Math Information Night

Dr. Nicholas King, PrincipalDecember 9, 2014

Goals for this Session

Provide community members with the opportunity to learn what Stone-Robinson

faculty and staff are doing to address student performance especially in the area

of mathematics.

Tonight's Agenda

•Table Activity Led by Teachers• Looking at a Standard• Looking at Assessment Items

•Data Sharing•Plan Sharing

School Improvement Goals

• Goal 1: Improve student performance in math and reading by increasing student access to high quality classroom instruction and effective intervention support.• Strategy 1:Use student performance data

(common assessments, teacher made tests, Past SOL performance data) throughout the year to evaluate and modify pacing guides and plan instruction on a daily and quarterly basis.

• Strategy 2: Provide Instructional staff with Professional Development focused on Mathematics.

School Improvement Goal

• Goal 2: Improve the Stone-Robinson school culture by significantly reducing the number of incidents of students reported bullying.• Strategy 1: Track bullying incidents in order

to ascertain where incidents are taking place within the school.• Strategy 2: Utilize existing school structure

and programs to engage SRES students in anti-bullying activities.

Student OutcomesSRE vs. ACPS

Student Outcomes SOL’s by Year and Subject

Student Outcome Math SOL 2011-2014

Student Outcomes MAP Data vs SOL Data

Table Activity 1: Looking at A

Standard

Work at your Table

Lets Unpack A Standard

Here is the Standard: 3.17 The student will:a) collect and organize data, using observations, measurements, surveys, or experiments; b) construct a line plot, a picture graph, or a bar graph to represent the data; and c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

Work at your table!

Table Activity 2:

Looking at Assessment Items

Work at your Table

The Way Forward

Assess Improvement Needs

Provide Professional Development

Track Student Performance and Make Adjustments

Seek Assistance and Provide Support

The Way Forward(Assess Improvement Needs)

• Completed our annual stop light analysis process • Completed in September• Performance of each grade level is

reviewed and areas of specific difficulty are identified.• Analysis conducted at the standard level.• Analysis based on the state provide SPBQ

document. • Analysis and the raw data used to complete

that analysis provided for each grade level via their grade level Blackboard page.

The Way Forward(Assess Improvement Needs)

• School Academic Review• Evidence based review of school practices in

the following specific areas: • teacher lesson planning, • grade level pacing/curriculum guides, • professional development plans,• assessment, and • teacher evaluation.

• Review is conducted by a state provided contractor in collaboration with district level administrative personnel and the school principal.

The Way Forward(Assess Improvement Needs)

Preliminary Outcomes for Stone-Robinson

Improve instructional alignment

Increase rigor of learning experiences for students

Improve the quality of assessments

Improve Professional Development follow-up

The Way Forward(Provide Professional Development)

• State Provided Professional Development • Focused on ensuring curriculum to instruction to

assessment alignment and increasing cognitive demand;

• Specifically designed for schools experiencing SOL difficulty• Analysis of Assessment • Analyzing SOL Alignment and Level of Cognitive

Demand

• Connecting Assessment to Instruction • Doing the Mathematical Task

The Way Forward(Provide Professional Development)

• Used the state provided PD to develop a school wide expectation for teaching and/or activities that require higher levels of cognitive demand (rigor). • Included High Level Cognitive Demand as a

school-wide look for on the school learning walk. • Professional Development for all teachers about

the most effective uses of Reflex Math for Stone-Robinson Students.

The Way Forward(Provide Professional Development)

• Continuing Curriculum Alignment Work• Teachers working to “unpack” Standards• Process has proven useful for schools facing

similar challenges• Connected to areas of poor performance • Additional training planned for this month

The Way Forward(Track Performance and Make Adjustments)

• Instituted a monthly grade level data review meeting in addition to the two monthly required PLC meetings at each grade level.• Established for each grade level a number of grade level specific student achievement challenges/goals focused on that grade level’s past performance. • Challenges address specific student achievement

goals and/or strategic school wide needs. • Work towards these goals is reviewed and

documented on a monthly basis in the grade level data meetings addressed above.

The Way Forward(Track Performance and Make Adjustments)

• Instituted a more robust quarterly common assessment expectation in grades three through five. • Teachers have been provide with time frames for

when common assessments must be done and were provided with several options for developing those assessments including having developed by the grade level team and shared, or being developed by the administrative team in Illuminate.

• After completion of the first common assessments each grade level has worked to adjust instruction and grouping based on the initial outcomes during the grade level data meetings.

The Way Forward(Seek Assistance and Provide Support)

• Dr. King was invited and has accepted the invitation to participate in meetings and activities with the Focus Title I school principals & regular consultation with Focus School principals to develop an understanding of the activities and tasks that had the greatest positive impact on their improvement from last school year to this school year.

• Principal participation in district wide “Math Conversations” activity with district personnel and other ACPS Principals.

• Providing additional TA support for grades three, four and five to provide for smaller class sizes during math instruction and or extended learning time during the second semester.

What Parents Can Do to Help• Talk with your child’s teachers about specific needs.• Play math related games at home (card games, dice

games).• Maintain an openness to new and different ways of

thinking about and doing math.• Volunteer to work in classrooms. • Take advantage of online math programs that allow

your students to gain valuable math practice time• IXL (www.ixl.com) Standards based math practice• Reflex Math (www.reflexmath.com) Math fluency

practice