CP Blog Entry #10 Did your projected plan on your Proposal Template (M1.4) develop naturally or was the process in need of rearranging?

My projected plan on my proposal template needed some rearranging since I had changed my project at the last minute.  I had a plan all set with desired outcomes about the LESRA model.  My lesson plans for the project changed after only a few weeks of trying the LESRA model and realized I needed to switch gears.  The focus (of increasing math scores) was the same but implementing it was off to a slower than expected start.  I also had to re-plan for this new method.  The MFAS assessments have helped to group the students and the small group instruction is working out great too!

On a separate note, we are beginning to take our MOY (middle of year) diagnostic test for i-ready.  This will be more accurate than the progress monitoring results.  All of my students' scores increased for reading so I am hoping they should have increased for math as well.  Next week will be the math test.

CP Blog Entry #9 Is your current data supporting or not supporting your Change Project goal?

My current data appears to be supporting my change project goal.  My goal was to increase at least 36.5 points in numbers and operations on the math i-ready assessments by the end of the year.  So far the students have taken a beginning of year and two mini progress monitoring tests.  The overall average at the beginning was a 350.  This number has slightly changed since I have a new student who replaced another student's data.  The class average, according to their progress monitoring, is now a 370.  They have already increased 20 points!!!  This formative assessment does not break it down into numbers and operations at this time of the year.  I will have to wait for the mid year assessment to access more specific data.

Overall, the project is going well.  It still takes time to assess using the MFAS assessments but I like the change.  I'm also using small group instruction which takes additional time.  The transitions from rotating groups is still a process.  This method makes is easy to see exactly when a student makes a mistake or doesn't understand the concept.

CP Blog Entry #8 "What feedback are you getting from your powerful team?"

My powerful team is so helpful with all of my questions.  The communication provided is definitely meeting the needs of the project!  I have changed the project slightly which meant more communicating with several new people.  I have always been working with Shana and Keli and they have always made time for my many questions and/or problems.  I have also met with Nick to discuss how to implement and understand the MFAS assessments.  The latest and newest person would be Laura Lang herself!!!  I sent her an email and to my surprise she actually responded and wanted me to call her!  She helped implement and test the MFAS assessments in real school settings.  She is now retired but made time to talk with me and said to call or email her with any problems or questions.  I am super excited that the project is now up and running.  It's not as scary as I first thought and the kids are responding well.

CP Blog Entry #7 What are the "official" Goal/s and Objectives of your Change Project'? (SMART)

My goal for my change project would be to increase the knowledge of the students in the area of math (specifically in numbers and operations).  I want this method to work for all grade levels and not just kindergarten.  I want to increase our scores to fit within the i-ready norm with a year’s growth of 36.5 points in numbers and operations (in math) by the end of the year.  My beginning of year i-ready scores are as follows:  Overall is 346, numbers and operations is 343, algebra and algebraic thinking is 339, measurement and data is 360, and geometry is 348.

CP Blog Entry #6.5 Change Project Summary

My project has recently changed and is going in a new direction.  Instead of using the LESRA model (since there was not much to research), I am just using the MFAS assessments.  MFAS stands for Mathematics Formative Assessment System.  My goal will stay the same by increasing math scores particularly in numbers and operations.

My change project consists of improving the math concepts in kindergarten by using the MFAS assessments to see the misconceptions of the students.  It will also drive my instruction and increase more teaching time.  I anticipate the benefits should include improved math scores in my kindergarten class.  If these methods are successful, I plan to suggest them to my kindergarten team as well as the district.  I also believe this will provide much needed information on what areas and why the students struggle with math.  Identifying and understanding these misconceptions will improve my teaching.

CP Blog Entry #5 What compelling information have you found during your research?

During my research, I was beginning to not find much more information than I originally found.  This made me question my project and how to go about implementing it.  In fact, while researching, my own research of the LESRA model was appearing as a new resource to use!  This method may not be backed by the research I was looking for.  After speaking with several other colleagues, I decided that the LESRA model may not be beneficial at this time.  I was originally going to use both the LESRA model and the MFAS assessments and I now plan to just use the MFAS assessments.  I have found more information on using the MFAS assessments and this method would still meet the needs of the students as well.  One of the best websites is CPALMS.  This method is to check the students' understanding before instruction and again after to see their misconceptions of a concept.

Just Some Thoughts

Okay, so I tried to jump right into the LESRA model Change Project!  Well, that did not go so well the first week of school, nor did the second week of school!  Yikes!  My class (being lower than expected) and a very young group, we needed (and still need) to practice routines and procedures longer than my regular routine.  We are taking things slow.  Before I let them "explore" we need to know the proper way to "explore" without having major chaos.  When I thought of using this method, I was at the end of the kindergarten year and those students were well on their way to understand the dynamics of my rules and expectations.  So, like I said, we are taking things very slow.  Once I have them in order with how to use the manipulatives, workmats, voice levels, etc. then the LESRA model will run much smoothly!  :)

Is your initial data supporting or not supporting your Change Project goal?

Hello!  I have been back to school since July 2015 because we are a year round school.  My class this year is lower than my previous year as for data.  The data I have for this year definitely supports a need.  Even though we divided up the classes evenly by levels (and I requested an average class) our overall "average" is well below last year's group of students.  My group is showing the average scale score from I-ready as 339 for Algebra & Algebraic Thinking and the 2nd lowest is Numbers and Operations as 343.  I am excited to begin the LESRA model but my routines are important to model first.  I'll explain more in my next post. 

After viewing your data from the SY14-15, has your Change Project's "sense of urgency" been validated? Why or why not?

Since reviewing my end of year results, I am a bit disappointed.  I know overall, the need for urgency, is not quite validated.  All year long, most grade levels were low in numbers and operations, especially kindergarten and first grade which is what prompted my project.  Plus, just everyday observations demonstrated the need as well.

The end of year results showed an increase in numbers and operations but they scored lower in measurement and data.  Here is some data below:

For kindergarten, 30 students were below grade level in measurement and data, 22 students were below level in algebra and algebraic thinking, and 21 students were below level in numbers and operations.

Even though the need is not validated for the end of year results, I know for both the beginning of the year and the middle of year results, the students scored lowest in numbers and operations.  The end of year results varied for almost all grade levels too.  Also, this same trend was in the previous year's results.

Has the concept of your initial Change Project been altered? Please share your thoughts on why or why not?

My initial Change Project has been slightly altered due to the fact that I was trying to make it too large.  The basis of the project involved three major aspects and each could possibly affect the outcome.  It would be hard to measure which area really helped the students.  I decided to take out a portion which involved parents and a homework activity.  I am still using the main focus of the LESRA model and also still using the MFAS assessments with my bottom students.  I think focusing on a smaller scale and possibly adding later would be more beneficial for the project.

By the way, my project was APPROVED by the CAPE committee back in May 2015! (I forgot to post about it!)

Change Project Vision

My change project consists of improving the math concepts in kindergarten through a combination of more explored learning methods such as the LESRA model, along with using the MFAS assessments to see the misconceptions of the struggling students, and adding fun math activities for weekly homework.  I anticipate the benefits should include improved math scores in my kindergarten class.  If these methods are successful, then I plan to suggest them to my kindergarten team as well as the district.  I also believe the MFAS will provide much needed information on what areas and why the students struggle with math.  The math activities will provide more parent involvement and will encourage students to become excited about math.

What is my Change Project Research Question?

How will using the LESRA model increase math scores in kindergarten?

The most valuable resources are:

1.  Author, Unknown.  “Mathematics Instruction.”  Livebenders.  Dpiccss.  n.d.  Web.  25 March 2015.  < http://www.livebinders.com/play/play?id=930809#anchor>.

This webpage has numerous presentations by “Prezi” that include all stages and explanations of the LESRA model.  It includes detailed ways to launch, explore, summarize, reflect, and apply math lessons.  It also provides “hooks” to use or launch a topic to make learning fun.  These “hooks” or ideas will be useful when designing my lessons.

   

2.  Author, Unknown.  “Mathematics Instructional Framework Launch – Explore- Summarize – Reflect - Apply (LESRA).”  Wisconsin RTI Center.  n.d.  Web.  25 March 2015 <http://www.wisconsinrticenter.org/assets/files/Math_Resources/3.1%20LESRA%20Handout.pdf>.

This document provides a description of how to implement the LESRA model and mathematical framework.  It provides a step by step way to use the model and questions to guide the lessons.  This document is useful for designing my math lessons for the next school year.

3.  Author, Unknown.  CPALMS.  Florida State University.  2013. Web. 25 March 2015.   <http://www.cpalms.org/Resource/mfas.aspx>.

This webpage provides videos about using the MFAS assessments in math.  It has lesson plans to use when a student is struggling and it provides assessments to use for each standard for all grade levels.  I plan on using the kindergarten version to start.