Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of Needs Assessment
April 29, 2013
Kim Ferguson, 5th Grade Educator
Daphne Harwood, 2nd Grade Educator
Suzy Peterson, 3rd Grade Educator
Cindy Srijayanta, Curriculum Coach Needs Assessment Brush Creek Elementary
Succeed Student Performance Data A Closer Look at our School Three Year Data including growth with comparison of groups from one year to the next:
For the 2011-2012 School Year, the school performed well on 3rd, 4th and 5th grade N. C. End of Grade Testing. The school was awarded a N.C. Highly Performing School Award for 2012.
The concern is that collectively, growth expectations were not met. The group of students that went from third to fourth grade made growth in proficiency level in both reading and math. The group that went from fourth to fifth grade did not make growth proficiency in reading nor math.
Let's look at data derived from End of Grade test scores over three years including growth with comparison of groups from one year to the next. Student Performance Data - Five Year Averages with Analysis of Gain/Loss Trends
(School Improvement Plan, 2012-2017)
Overall scores in math reflected a proficiency average of 90.39% in third grade, 90.11% in fourth grade, and 85.73% in fifth grade. In math, 89% of students were passing the EOGs over the past five years. There was growth in all areas from year one to year two, but there has been a decline in math scores over the last three years in all grades
The Number of Students at Level III and above:
07-08 08-09 09-10 10-11 11-12
3 89.19 93.42 85.70 93.42 90.20
4 88.73 93.67 94.70 90.14 83.30
5 84.72 96.39 92.00 85.14 70.40 What AIMS Says: The Three R's
Roles, Responsibilities and Resources
Curriculum Director- Will implement quarterly trainings for all K-5 teachers.
Trainer from Terc - 5 days - Will train all teachers and K-5
math leads at each grade level:
This trainer will help support and lead the grade level teachers, meet monthly to problem solve, and ensure vertical alignment.
Furthermore, fidelity checks with the principal will also occur.
Engage fully during every math session
Support students with homework, attend Parent Nights to become more familiar with math investigations, ask questions, meet with teachers, and watch demonstration lessons provided by the lead teacher. Procedure for Implementation Our children will have a positive learning environment that stimulates curiosity and imagination, creates citizens of good character, and challenges students to become life-long learners.
1. We will provide a safe school environment.
2. Our school community will be of good character.
3. We will have high expectations for the achievement of each individual student preparing them for success in the changing world of the 21st century.
4. We will provide quality teaching, planning, and professional growth in a collaborative environment that is continually improving.
5. The education of our children is the responsibility of the
entire school community.
6. We will communicate effectively among all stakeholders.
7. Working together, our staff, parents, and students, will make Brush Creek Elementary School a unique and special place – a place where we want to be. Madison
School Performance Data 2011-2012 Total Composite Score
(School Improvement Plan, 2012-2017)
Third Grade Reading =82.6 Math = 90.2
Fourth Grade 73.1 not met growth 83.3 not met growth
Fifth Grade 73.2 not met growth 70.4 not met growth
School Performance Data 2010-2011 Total Composite Score
Third 81.5 93.42
Fourth 74.65 met growth 90.14 not met growth
Fifth 81.09 not met growth 85.14 not met growth
School Performance Data 2009-2010 Total Composite Score
Third 74 85.7
Fourth 86.7 94.7
Fifth 86.7 92
Three-Year Total Composite Comparison
2011-2012 81.0 Highly Performing School
2010-2011 86.0 School of Distinction
2009-2010 87.7 School of Distinction Student Demographics
(NC Report Card, 2012)
The percentage of students living in disadvantaged situations has increased over the last five years, which is indicated by an increase from 57% to 63% qualifying for free and reduced lunch.
Total number of students at the school (kindergarten to fifth grade) was 454 in 2012 with 418 being white, 24 being Hispanic, 6 being multiracial, 2 Asian, 2 black and 2 American Indian. What Teachers Say Our Objectives Literature Review on Proposed Math Program
Investigations in Number, Data, and Space
published by Pearson-Scott Foresman, is an activity-based K–5 mathematics curriculum designed to help students understand number and operations, geometry, data, measurement, and early algebra.
Each instructional unit focuses on a particular content area and lasts from two to five-and-a-half weeks. The curriculum encourages students to develop their own strategies for solving problems and engage in discussion about their reasoning and ideas. Students work in a variety of situations, including as individuals, in pairs, in small groups, and as part of the whole class. (What Works Clearinghouse, 2013) Literature Review An interview with Asheville City School's Curriculum Coach, ___________. What the research shows: Literature Review:
The Investigations Program has been developed using scientific, evidence-based methods over the course of seven years. Pearson has collaborated with regional educational laboratories, universities and private research companies to independently evaluate its effectiveness. These studies are designed to meet the rigorous standards of the What Works Clearinghouse. Research is ongoing with continual feedback to inform product revisions that meet teacher and student needs.
Let's take a closer look!
(Pearson Research Overview, 2010). References Pearson Research Overview (2010).
School Improvement Plan, 2012-2017.
NC Report Card, 2012.
Brush Creek Elementary Web page http://eduweb.unca.edu/bces/
What Works Clearinghouse, Department of Education, Feb. 2013http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_investigations_021213.pdf
AIMS web Administrative and Technical Manual(2010). NCS Pearson. We thank you for your consideration of our proposed changes! What Investigation looks like in the classroom (Pearson Education, 2012). Literature Review:
Alignment with Common Core Common Core
Operations and Algebraic Thinking 30-35% (3) 12-17% (4) 5-10% (5)
Number and Operations in Base Ten 5-10% (3) 22-27% (4) 22-27% (5)
Number and Operations - Fractions 20-25% (3) 27-32% (4) 47-52% (5)
Measurement and Data 22-27% (3) 12-17% (4) 10-15% (5)
Geometry 10-15% (3) 12-17% (4) 2-7% (5) "While the CCSS Content Standards describe what mathematics students should be able to understand and do, the mathematical practices in Investigations describe how students should engage with these mathematical concepts and skills. The Investigations curriculum is intentionally designed to promote a deep understanding of mathematics and develop mathematically proficient students who can think, reason, model, and solve problems."
(Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6) Literature Review:
The Ideal Components of a Math Program
(NCTM Standards, 2013) Problem Solving
Instructional programs from prekindergarten through grade 12 should enable all students to—
•Build new mathematical knowledge through problem solving
•Solve problems that arise in mathematics and in other contexts
•Apply and adapt a variety of appropriate strategies to solve problems
•Monitor and reflect on the process of mathematical problem solving
Organize and consolidate their mathematical thinking through communication.
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
Analyze and evaluate the mathematical thinking and strategies of others.
Use the language of mathematics to express
mathematical ideas precisely.
•Make and investigate mathematical conjectures.
•Develop and evaluate mathematical arguments and proofs.
•Select and use various types of reasoning and methods of proof. Literature Review: Connections
•Recognize and use connections among mathematical ideas
•Understand how mathematical ideas interconnect and build on one another to produce a coherent whole
•Recognize and apply mathematics in contexts outside of mathematics
•Create and use representations to organize, record, and communicate mathematical ideas
•Select, apply, and translate among mathematical representations to solve problems
•Use representations to model and interpret physical, social, and mathematical phenomena
1. To adopt a mathematics program that aligns with Common Core including assessments.
2. To adopt a math program that is vertically aligned.
3. To adopt a math program that includes a "hands on" (constructivist) approach to teaching math in grades K-5. AIMSweb is a benchmark and progress monitoring system based on direct, frequent, and continuous student assessment.
Schools use AIMSweb benchmark assessments to universally screen all students three times a year to identify at-risk students early. This enables educators to align and differentiate instructions according to each student's instructional need.
(AIMSweb Administration and Technical Manual, 2010)
1. Have teachers do studio observations this year of other master teachers in systems that are currently implementing Investigations.
2. Funds will be budgeted through Central Office for a Terc Trainer, leads, and materials.
3. Hire a TERC Trainer and schedule five training days.
1st day - Terc Trainer will train leads, the principal, and curriculum director.
2nd, 3rd, 4th and 5th day - Terc trainer will have 1/2 days with K-2, and 3-5 teachers before every quarter. Literature review:
Reasoning and Proof Literature Review: Communication
4.Fidelity checks will be created with leads and teachers.
5. Principals and leads will do fidelity checks monthly, and address teacher needs and concerns.
6. One PLC per month will be dedicated to Math and focused on analyzing student data from Investigation assessments and DPI assessments.
7.The principal will be the instructional leader in this process, along with the math leads.
8. Math leads will give after-school monthly professional development based on teachers and student needs.
Two math nights per year will be held to acquaint parents with investigations, and to train them on how to best help their child. Food will be provided to ensure high attendance.
A drawing will also be held for a gift certificate from Wal-Mart as an incentive for parents to attend and stay.
Math leads will also be responsible for training tutors and parent volunteers after school.
Teachers will embrace and implement Investigations with fidelity.
They will provide two math nights per year allowing parents and caregivers a chance to learn about Investigations and how it benefits their children.
To attend all Investigations trainings.
To be a curriculum leader with Math Investigations.
Will meet with math leads regularly.
Do fidelity checks with math leads.
Terc Trainer -$500 per day, 5 days =$2500
Lead Teacher Stipends =$1500 per year =6 leads =$9000
Core Curriculum Package Estimated Cost
K-$350 - 3 classrooms=$1050
1st-5th $445 per classroom=$9345
Student Handbooks $ 19.47 per student 454 students= $8839.00
Total Cost of Materials:$ 19,234.38
Total Cost of Training : $11,500
Cost of Implementation: $30,734