Hucrest Elementary

OMLI ADVENTURE

2005-2008

Hucrest Elementary Team Members:

Cary Cermak- Rudolf, Third Grade Instructor

Lee Chavez (’05-’07), Fourth Grade Instructor

Jeff Plummer, Principal

Roseburg

Hucrest Elementary Demographics

School Enrollment: 392 District Enrollment: 6221

School Area: Rural

Third Grade

Math Ave. RIT % Nearly Meets Meets Exceeds Meet/Exceeds

Hucrest 212 6% 56% 28% 84%

District 208 10% 56% 16% 72%

State 210 7% 51% 27% 78%

Spring 2008 Preliminary OAKS

Fourth Grade

Math Ave. RIT % Nearly Meets Meets Exceeds Meet/Exceeds

Hucrest 219 9% 49% 30% 79%

District 214 9% 57% 13% 70%

State 217 9% 55% 22% 77%

Fifth Grade

Math Ave. RIT % Nearly Meets Meets Exceeds Meet/Exceeds

Hucrest 222 11% 58% 16% 74%

District 220 11% 57% 14% 71%

State 223 9% 50% 27% 77%

Student Population

Native American 1.27%

Asian 1.53%

White 80.87%

African American 1.02%

Multi-Racial 4.59%

Hispanic/Latino 2.04%

Not Specified 8.67%

Hucrest Elementary Kindergarten

The most important thing for me has been the review/reminder of effective teaching practices…things we’ve all known. It’s been a valid-action of things we do well, and I’ve appreciated the modeling and practice of Cary and Lee on such techniques as think time, go-around-1 protocol, etc.

-Kindergarten teacher- Mrs. Biethan

Mrs. Nelson, Mrs. Biethan

Hucrest Elementary First Grade

Although many of us resisted change, I feel that my teaching has improved in several areas. I see great benefit in the private think time. This is a strategy I’ve always used and I appreci-ated the acknowledgment. The group discourse is something I resisted mostly because it can send 1st graders off in so many directions. However, I have experienced good results using this strategy this year. Going through the lesson-planning framework forced me to pre-think a lesson that is so scripted that I don’t usually put a lot of thought into the outcome I want. The information I received from the lesson was more than usual.

-1st grade teacher Mrs. Lindbloom

Mrs. Lindbloom

, Mrs. Phelps

Hucrest Elementary Second Grade

I really focus no on giving students time to think and share ideas. I celebrate ideas and value ideas even if they are off track. I also try to make students feel safe in making mistakes. I have learned a lot about selecting lessons, sequencing them and making sure I have a clear goal for my lesson.

-2nd Grade teacher, Mrs. Price

Mrs. Holborow, Mrs. Price, Mrs. Rudolf

Hucrest Elementary Third Grade

*Private Think time-Organize Share Time*Teaching Protocols is so important so that discourse is productive*Incorporating core mathematical ideas before teaching*Doing the Math

-3rd grade teacher Mrs. Ferraz

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Hucrest Elementary Fourth Grade

I think the thing that most impacted my teaching is the go-around protocols. I really like the way it involves all the students. They each have to participate, but if they are really stuck they can get help from others’ ideas instead of being put o n the spot. The kids also each have a particular job to do, which gives them more ownership in the whole process. It can also be used in all subject areas, not just math. Another thing I appreci-ated about the OMLI experience was focusing on the actual goal for each lesson. I think we all instinctively know where we are going, but if I am purposefully sequencing with an outcome in mind I think my lesson is more productive.

-4th grade teacher, Mrs. Byrd

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Hucrest Elementary Fifth Grade

For me, OMLI has made teaching math more meaningful. I now understand that creating discourse amongst the students is important in order for them to thoroughly understand a concept. Asking genuine questions of students is helpful.

-5th grade teacher, Mrs. Cooper

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Things that have made an impact on me over the years were:

• Honoring diversity and student answers, even if they went about things differently or had the wrong answer.

• Introducing vocabulary and using it so they understand those terms when they hear them in other classes.

• Love the way this enables students to share with others without much nervousness, they like it. It really extends their thinking.

-Special Education Teacher- Mrs. Jenkins

Hucrest Elementary Special Education

Sub Goal #1

Implement strategies to further develop an effective professional learning community in the area of mathematics.

Actions:

+continue deprivatization of practice.

+analyze student work and further develop instructional strategies

+develop an understanding of the newly adopted state standards and align adopted curriculum with those standards

+increase teachers’ knowledge in all strands of mathematics

Hucrest Elementary Action Plan

Hucrest Elementary Action Plan

» Sub Goal #2

Increase student mathematical knowledge and problem solving.

Actions:

+Increase quality and quantity of student discourse

+Provide professional development focused on student learning

Documentation:

+Increase in percentage of students meeting or extending state standards.

+Increase in percentage students meeting targeted growth in MAP testing.

+Increase quality and quantity of student discourse as measured by data snaps.