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Improving Number Sense in Fourth Grade Female Students

By

Cassie M. Blase

SCHOOL IMPROVEMENT PROJECT

Presented to the Graduate Faculty of

Doane University

In Partial Fulfillment of Requirements

For the Master of Education Degree

In

Educational Leadership

Under the Supervision of Sue Rasmussen

Lincoln, Nebraska

May 2017

Improving Number Sense in Fourth Grade Female Students

Cassie M. Blase

Lincoln Elementary School, Grand Island Public Schools

Advisor: Sue Rasmussen

With rigorous standards and district curriculum, students without a foundational

set of skills regarding number sense will continue to struggle meeting grade level

expectations in the area of the math without interventions. The driving questions that

were asked were: Where are the biggest learning gaps for students? What interventions

will have the greatest effect on students’ understanding of number sense?

The team chose Origo Math Education Resources as the intervention. The team

selected to target all female students in the fourth grade, based on district data. Both

classroom teachers would implement interventions with support from the instructional

coach and researcher. Students showed growth from increasing their unit assessment

scores from an average of 55% to 75%. The students also maintained an average of 98%

accuracy when assessed utilizing Origo checkouts. Students were also asked to complete

self-reflections based on personal perception of math. The intervention was successful

because of positive gain in student achievement and student perception, however

additional refinement and research is needed to verify results.

It takes an ample amount of time and opportunities to practice for students to

build number sense and understand how to use their knowledge of relationships with

numbers across multiple settings. The recommendation includes continuing the

intervention to the end of the school year as well as each grade level will begin the

following school year utilizing the intervention.

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Table of Contents

Chapter Page(s)

Chapter 1: Introduction………………………………………………………...5

Chapter 2: Problem Analysis………………………………………………….23

Chapter 3: Review of Best Practices………………………………………….29

Chapter 4: Plan of Action …………………………………………………….34

Chapter 5: Results……………………………………………………………..36

Chapter 6: Conclusions/Recommendations…………………………………..42

References…………………………………………………………………….48

Appendices……………………………………………………………………50

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Acknowledgements

“Alone we can do so little, together we can do so much.”- Helen Keller. I would

like to thank the ongoing support and collaboration of the School Improvement Team:

Whitney Flower, Savannah Kok, Maureen Oman, Michael Shively, and Kelly Zeckser. It

is an honor to work with passionate educators and leaders who share the common goal of

guiding students to reach their fullest potential.

I would also like to thank my family and friends who embarked on this journey

with me, and continue to do so. It has been transforming and could not have been

achieved with out your ongoing mental, physical, and spiritual support. “Be the change

you wish to see in the world.”- Mahatma Ghandi

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Chapter One: Introduction

Description of the School Community

The city of Grand Island, Nebraska is an expanding community of 51,440 people.

That is a 5.7% increase in the previous 5 years. Of the total population, 80% of citizens

are White alone, Hispanic are 26.7%. African American, American Indian, Native

Hawaiian, and two or more races make up 6.9% of the total population. The median

household income is $46,527. In Grand Island, 17.2% of persons are in poverty. (United

States Census Burearu, 2016).

This expansion can be contributed to Grand Island recently becoming the home of

the Nebraska State Fair. According the Grand Island Independent (2015) the most recent

fair brought 352,000 people from the city and state into the community. With this

exposure to the community, many new businesses are being built, creating many more

jobs. More jobs create population growth. JBS corporation is the top employer,

employing close to 3,400 people in the community of Grand Island. Other businesses that

employ over 500 community members each are: Case New Holland, Chief Industries,

Hornady Manufacturing, Grand Island Public Schools, and St. Francis Medical. (Grand

Island Area, 2016)

Grand Island is also currently home to the Veterans Affair (VA) Nebraska-

Western Iowa health care systems. They provide medical attention (both long and short

term) for veteran’s residing in the area as well as providing housing and living needs.

Also located in Grand Island is Nebraska Veterans Home Cemetery. In the previous five

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years, over 3,000 United States Veterans were residing in Grand Island ((United States

Census Burearu, 2016).

Grand Island Public Schools (GIPS) is one of two public school systems in the

city. The two systems are Grand Island Public Schools and Northwest Public Schools.

Grand Island Public Schools serves, preschool through 12th grade, over 9,000 students

each day. The district consists of fourteen elementary schools, three middle schools, and

one high school. Close to half of the student body in Grand Island Public Schools is

Hispanic. This is a unique demographic considering the National Center for Education

Statistics (2015) reported that in 2012 only 24% of the national student body was

Hispanic. Currently, 69% of students are eligible for free or reduced priced meals, which

has been a steady increase in the past five years. The percentage of English Language

Learners is 15%, which is a decrease from 2012-2013, which was an average of 21%.

Although there is an apparent decrease, the district is still currently 9% higher than the

state percentage. The average mobility rate for students attending Grand Island Public

Schools is 17%, which is 2% higher than the state average. High ability learners consist

of 4% of the student body population, which is 10% less than the state percentage.

(Nebraska Department of Education, 2015)

In the past Grand Island Public Schools has been criticized for its large size,

especially within the High School. But a recent campaign highlighting the opportunities

students have in a large district has been beneficial. Heading that campaign was the

Marketing and Communication Director for GIPS, Jack Sheard. This campaign can be

considered successful based on a recent Marketing Survey. According to the Grand

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Island Public Schools Marketing Survey (2015), 76% of those surveyed believed GIPS

students have opportunities to be career and college ready.

Additionally, Grand Island Public Schools recently passed a $69.9 million bond,

which will allow for continued growth of the school district. The money will fund four

school expansions and renovations and three new school buildings. No new school sites

will be created, but the expansion, renovation, and new buildings will allow for an

additional 750 students to be potentially served (Grand Island Public Schools, 2015).

Lincoln Elementary School

Lincoln Elementary School was built in 1911 to help with the vastly growing

enrollment in a nearby neighborhood, Howard Elementary. The school was named after

president Abraham Lincoln to match his values and beliefs in equality for all, bravery,

and hope for the future. Continuous gains in the areas population growth caused

necessary additions to be built in 1913, 1920, and 1931. In 1996 a bond campaign was

initiated to address the needs of structural deterioration and modern educational

requirements. A new school was built and opened doors in 1998 to 220 students.

(Nebraska Department of Education, 2015)

Lincoln Elementary School does not have playground equipment to call their

own. Right next door to the school is the Lincoln City Park. Students use the equipment

during morning and afternoon recess sessions. Due to the park being on city property, the

area is open to the public during school hours. Teachers must use professional judgment

to deem the area safe before allowing students to participate on the equipment. Behind

the school is a black top area equipped with basketball hoops. Next to that is an open

grass area that just recently got two soccer nets paid for by the Parent Teacher

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Association. Lincoln Elementary staff, students, families, and communities have been

fundraising to raise money to purchase playground equipment that will replace the

blacktop area. The construction is set take place in the summer of 2017.

Lincoln Elementary School educated 311 students in grades pre-kindergarten

through fifth grade in 2014-2015. Over the past three years, Lincoln’s enrollment has

remained between 311-335 students (See Appendix B). In 2014-2015 demographic data

shows that 89% of students are Hispanic. White students make up 6% of the student

population while African America, Asian, and American Indian represent the remaining

5% of students. (See Appendix C).

Lincoln Elementary School had a student mobility rate between 10% and 20% in

the past three years. In 2012-2013 Lincoln Elementary School had a mobility rate of

20%. This is a higher mobility percent than the state, which was 11.35% and the district

rate which was 16%. The 2013-2014 school year the mobility rate decreased by 10%

placing the rate at 10%. In the 2014-2015 the mobility rate increased to 16% (See

Appendix D).

At Lincoln Elementary School, 93% of students received free and reduced

lunches during the 2014-2015 school year. The number of students receiving free and

reduced lunches has remained between 92% and 94% over the last three years. This

percentage is more than doubled the percentage at the district and state level, which has

been between 66%-69% at the district, and 44% at the state (See Appendix E).

The exceptionalities of students who received additional services and

programming during 2014-2015 included English Language Learners (ELL). At Lincoln

Elementary, 36% of student population participated in the ELL program. This is six times

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larger than the state percentage, which is 6% and double the district percentage which is

16%. The percentage has decreased over the previous five years from 59% of students

participating in the program (See Appendix F). The decrease in numbers is contributed to

a change in state policy of qualifications for those receiving ELL services. Special

education students make up 7% of the Lincoln Elementary population.

During the 2014-2015 school year, Lincoln Elementary consisted of 26

certificated staff members. This includes 25 females and 1 male. Out of the 26 certified

staff members, 4% is Hispanic, 96% is White (Nebraska Department of Education, 2015).

The leadership team is composed of a principal and a Learning Facilitator. Sixty-six

percent of teachers have their master’s degree. The average years of teaching experience

at Lincoln Elementary is 13 years. This is less years of experience compared to the state,

which is 14 years (See Appendix G). Staff members that are shared with a neighboring

school include certified staff in the area of music, physical education, social work, school

psychologist and counseling. The school has a speech pathologist that is just at Lincoln

Elementary four days a week. The media specialist is a full time position at Lincoln.

There are two full time special education teachers and one half time. There are two

custodians, four kitchen staff members, one full time secretary, one half time secretary,

one nurse, and six paraprofessional educators. Lincoln has three volunteer grandmas that

come on a daily basis to assist their assigned grade level.

Lincoln Elementary has various sections of each grade level. It is home to a pre-

school classroom, which is part of the Early Learning Center program. For the 2016-2017

school year there are three sections of kindergarten through third grade. There are two

sections for fourth and fifth grade. One of the teachers is considered a “floating” teacher.

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Lincoln Elementary uses part of their title funds to have an extra educator to reduce

classroom size. Her classroom varies year to year pending on the need of the grade.

There have been some major curriculum and scheduling changes in the past year.

Grand Island Public Schools has shifted their vision and action plans to align with 21st

teaching and learning beliefs. The four C’s that drive all literacies in all standards are

collaboration, critical thinking, creativity and innovation, and communication (See

Appendix H ).

In October of 2015-2016 elementary schools could apply to the district to be a

pilot school, which would implement a new reading curriculum and schedule created by

District Management Council (DMC) during that current school year. Lincoln

Elementary was one of the four schools selected. In February, Lincoln stopped using

Literacy by Design and implemented the McGraw Hill Wonders curriculum. McGraw

Hill representatives trained Lincoln Elementary teachers, utilizing one full professional

development day. Every grade level in each of the four pilot schools completed a detailed

rubric of the program they were implementing. A Literacy Leadership team was designed

to help with the planning, preparation, and transition for the pilot schools. Along with the

English Language Arts task force, the teams then selected the resource they deemed the

best fit for GIPS, which was McGraw Hill Wonders. The decision to utilize new

resources stemmed from low assessment scores.

The pilot schools also implemented a new schedule that was created by DMC.

After numerous surveys completed by classroom teachers, results showed that classrooms

spent various times dedicated to reading instruction. The district’s vision to help improve

reading scores was to mandate a set amount of time that every teacher would dedicate to

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Language Arts instruction. DMC created schedules that fulfilled the reading block

request from the district and matched all other guidelines of GIPS. The Literacy

Leadership team then developed a break down of time and activity requirements within

the scheduled reading block (See Appendix I). This was a second order change

experienced by the four pilot schools and will occur in 2016-2017 for the remaining

elementary schools.

Math Expressions is the math resource utilized at Lincoln Elementary. The math

task force met for one week this summer to align new Nebraska State standards with the

curriculum. A team at each grade level created assessments to pair the standards and

curriculum. The team also developed a pacing guide and added additional resources or

activities where needed.

New to the school will be a curriculum in the area of writing. Lincoln Elementary

will be utilizing the writing component embedded into McGraw Hill Wonders

curriculum. The district also decided to integrate technology. This will be an additional

second order change Lincoln Elementary will experience. In 2016, every classroom

grades second through fifth will be receiving a Chrome Book cart. Every classroom in

grades kindergarten through first will have their own iPad cart. The new writing

curriculum includes ways to integrate technology.

Lincoln Elementary School is focused on ongoing learning and improving

instructional practices. Teachers had the option of attending sessions within a two-week

period, called the Summer Reading Institute. This event was sponsored by GIPS, which

included training on the new reading curriculum and presentations on reading instruction.

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Lincoln Elementary had 100% of staff report to at least one session of the Summer

Reading Institute.

In the 2015-2016 school year, three staff members attended the annual conference

for the National Council of Teachers of English (NCTE) in Minneapolis, Minnesota. The

focus of the event was professional educators guiding others through topics in literacy,

English Studies, and Language Arts. This attendance was intentional in preparation for

the new implementations during the pilot.

Four members of Lincoln Elementary attended a Marzano conference in the

summer of 2016. A team was sent to attend workshops to better understand the

framework. They attended various sessions that focused on best instructional practices.

Lincoln Elementary also had 10 staff members attending a Pat Quinn workshop

focused on the process of Response to Intervention (RTI) strategies. The school

recognizes its label as a low achieving school and is focused on strengthening the RTI

process.

All of these curriculum and schedule changes can be considered as second order

changes for Lincoln Elementary. The new curriculum requires additional growth and

understanding of the content as well as the instructional models and use of technology.

The new scheduling system requires teachers to adhere to new timing guidelines, vision,

and philosophy of serving students.

Grand Island Public Schools adopted a teacher evaluation method based on the

framework of Marzano. This is the second year of implementation for GIPS. The

framework is designed around elements that are categorized into four domains. These

domains include classroom strategies and behaviors, planning and preparing, reflecting

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on teaching, and professionalism. For the first year of implementation the district focused

solely on the high impact elements. Teachers completed a self-assessment survey at the

beginning of the school year and created a goal based on an area that needs improvement.

For non-tenured staff members or those on their 3-year cycle, evaluators are required to

complete 7 observations a school year. Three of those observations must be formal, 4

informal such as walkthroughs or teacher participation in activities. Marzano framework

consists of pre and post conferences for the observation. GIPS uses a portal called

iObservation as a “storing house” for observation notes, ratings, communication, goals,

and conferencing.

Lincoln Elementary School has strong relationships with community and

volunteer programs. The school is a part of the Backpack Program, which provides food

for families in need each week. Lincoln Elementary has many students who participate in

the Big Brother/Big Sister program. Junior Achievement is a program that Lincoln

Elementary participates in which brings community members into the classrooms to

focus on work-readiness, entrepreneurship, and financial literacy skills for a 10-session

program.

Danger Football is a professional indoor football team, located in Grand Island

that has adopted Lincoln as their partnership school. The team provides memorabilia to

the school to offer as incentives for various activities. Both players and coaches hold

assemblies addressing the importance of work ethics, responsibility, and making good

choices to succeed in all areas.

A program that is unique to Lincoln Elementary is “Moms’ Group.” A volunteer,

who is a mother at the school, teaches the English language to other non English-

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speaking moms every Tuesday morning in the school cafeteria. The group spends 2 hours

each week collaborating during their session. The Moms’ Group also spends hours

volunteering for Lincoln Elementary. They sponsor a session during our winter

celebration, assist in preparing food for school events, and other various activities.

School Culture

Lincoln Elementary School has a wide variety of rituals, ceremonies, and

traditions that create its unique school culture.

Rituals are procedures or routines infused with a deeper meaning that occur on a

regular basis. Each morning all students and staff assemble in the gym for the Pledge of

Allegiance, announcement of birthdays as well as students who earned a Most Valuable

Player (MVP) award from the previous day. This sets the tone for a positive and

successful day.

Students who are showing exemplary respect, responsibility, or good character is

honored with an MVP award. The student then gets to turn their MVP award to the

principal who writes a positive message for the student to take home proudly to show

their family. That student is recognized the following morning for their character.

Lincoln Elementary strives to focus on celebrating academic success. In the

school cafeteria is a “Proud Board.” Teachers select a piece of work that displays hard

work and growth for that student. That piece of work is displayed on the board for a week

to be recognized and celebrated. Teachers are encouraged to change the work out weekly.

Traditions are annual events that are significant to the Lincoln community. Each

year, Lincoln School has an Open House for students and families before the school year

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starts. There is also an annual Skate Night and Lincoln Field Day. Two English Language

Learner nights are held throughout the year focusing on academic games for families.

Running Club is a program that has the highest membership for Lincoln students. It

focuses on healthy lifestyles and staying active. The club costs $5.00, which covers the

cost for their team shirt and entry fee into the district 5k race. Students spend every

Monday and Thursday for two months training for the race, learning about healthy

lifestyles, and doing team-building activities. At the end of every year, Lincoln hosts an

End of the Year event. This brings in Lincoln families for an affordable meal with ample

amounts of activities planned for families to enjoy together.

Ceremonies celebrate success, communicate what the school values, and

recognize special contributions. To start the beginning of every school year, every GIPS

staff member (certified is mandatory to attend, classified is invited to attend) meets at the

high school auditorium to set the positive tone for the year. The superintendent delivers

success stories from the previous year and shares the vision for the upcoming year. Also

at this ceremony, awards for Staff Member of the Year, Teacher of the Year, and

Administrator of the Year are awarded to three GIPS employees. At Lincoln Elementary,

a ceremony is held at the end of the year to recognize students in various ways. Countless

awards are distributed to recognize things such as attendance, achievement scores,

participation in extra curricular events, MVP awards, character council, and many more.

This brings closure to the year and helps staff and students reflect on the growth and

success that occurred through out the year.

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Lincoln Mission, Vision, and Purpose

Lincoln Elementary School’s mission is “Develop life long learners. Lincoln

Elementary will provide students with a quality foundation for academic success.” This

mission statement has been the same for numerous years, and was not changed when the

current principal arrived at Lincoln Elementary in 2014-2015. The mission was just

stated differently by the School Improvement Process (SIP) team. The mission statement

is communicated to families in the welcome packet that is sent home at the beginning of

the school year.

Lincoln’s daily action plan aligns more clearly with the vision statement, which

is “Every student will contribute and become a responsible member of society. Every

child will be provided a successful educational experience. Teachers provide

multicultural experiences to enrich learning. Parent involvement is an important link to

learning.” The SIP team recognizes the urgent need for a mission and vision statement

that aligns with one another. It is vital that a mission is created using common language

that can be used among staff, students, and families. Not only does the wording need to

be adjusted, but the meaning behind each statement. With the new leadership, the SIP

team is hopeful that the mission and vision statement will act as a driving force behind

the school’s goals, action plans, and purpose.

Description of Current School Improvement Process:

Lincoln Elementary School’s 2015-2015 SIP team is composed of the school

principal, Learning Facilitator, Response to Intervention chairman, 1 special education

teacher, 1 first grade teacher, and 1 fifth grade teacher. The team believes in collaborating

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as a small group to analyze student assessment data to help drive school goals to improve

student achievement. Then sub committees, with a SIP member being the chairman, meet

to discuss the action plan to achieve those goals.

The SIP team meets for two dates prior to the start of school to analyze NeSA,

Measure of Academic Progress (MAPS), Children’s Progress Academic Assessment

(CPAA) scores, and perceptual data from staff and student surveys that is gathered from

the previous school year. As a group, the team decides what current goals they have in

place, and monitor and adjust as needed. Lincoln Elementary has goals in three areas:

reading, problem solving, and climate.

The reading goal is “Lincoln students will show yearly growth as measured by the

Lexile proficiency bands, defined by the district and state assessments. Using a

comprehensive cross-curricular language arts framework, Lincoln students will reach

their final goal of 85% mastery by May of 2019.” The goal was supported by the

rationale of the need of proficient readers and writers along with three assessment data

points that show the need of improvement. The sub reading committee then reviews the

listed strategies and interventions and selected 4 to be a part of the action plan. These

included utilizing writing conferences to reinforce written communication with the Six

Traits, implementing summarization techniques, using vocabulary enrichment activities,

and strengthening the Sheltered Instruction Observation Protocol (SIOP) model.

The problem-solving goal is “Lincoln students will show yearly growth in

mathematics by using problem solving strategies through communication, collaboration,

and critical thinking. Implementing these strategies, students will reach a final goal of

85% mastery by May 2019, as measured by achievement data. The rationale for this goal

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is to allow students to have a variety of means when problem solving as well as low

achievement scores from three assessment data points. The three strategies selected from

the math committee included developing mathematical fluency, using multiple problem

solving strategies, and differentiated instruction using lesson preparation and use checks

for understanding to monitor students progress.

The last goal for the Lincoln SIP is focused on the climate of the school. It states

“The Lincoln School community will be responsible for treating themselves and others

with respect and dignity measured annually by perception data. The rationale states that

Lincoln Elementary supports the mission of Grand Island Public schools to model

positive citizenship skill and healthy lifestyles. The data collected was average monthly

bucket filler slips, number of office referrals (positive and negative), and the

implementation of Well Managed Classroom procedures. Improvement strategies and

interventions included the use of Professional Interaction Guidelines (PIGS),

implementation of Well Managed Schools with intention and integrity, Bucket Filler

model, and promote and educate Lincoln staff, students, and families to lead healthy

lifestyles.

Profesional Learning Communities take place weekly and monthly both at the

school and district level for Grand Island Public Schools. Every Wednesday students are

released from school at 2:00 p.m. This provides collaboration among grade levels,

specialists, and school wide. Each elementary building in GIPS is accountable for two

staff meetings a month. At Lincoln Elementary, one of these meetings is always based on

monitoring and evaluating our school wide growth towards the SIP goals. The Lincoln

SIP team meets an additional time monthly to collaborate to help support, prepare, and/or

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adjust any action steps to meet each of the goals. An additional one time a month,

certified staff member in the district meets as a grade level. Specialists select a grade

level they work closely with and attend that grade level meeting. These collaboration

sessions are facilitated by various Learning Facilitators and are used as a time to disperse

information, work collaboratively to plan and prepare, as well as analyze data and

assessment to assist in making informed input.

Description of Interventions

Lincoln Elementary will be going through a second order change for the 2016-

2017 school year. With the change in schedule, each classroom is now guaranteed thirty

minutes daily of What I Need (WIN) time. This time is to be utilized for reteach and

enrichment activities. Due to the new schedule, all grade levels are on the exact same

schedule throughout the day. This also opens the door for fluid grouping within grade

levels. During WIN time, each grade level will have RTI paraprofessionals in the

classroom for support to assist in re-teaching, facilitating academic games, support

classroom management, or how the classroom teacher sees appropriate. Along with the

paraprofessional support, classrooms will have the media specialist in their environment

to assist with the use of technology, learning based projects, or assisting high achieving

students. The Learning Facilitator will also be available to provide in class support

through “student centered learning.” The Learning Facilitator will work closely with

classroom teachers to plan purposeful interventions for struggling learners. Due to

strategic scheduling, WIN time is backed up against Flextime. This creates an hour time

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frame that students receiving Special Education support or are English Language

Learners are allowed to be pulled from their classroom.

The supports provided from the various staff members to students during the

grade level WIN time is recorded by the classroom teachers as a part of the Response to

Intervention (RTI) protocol. Grade level teachers meet with the RTI team every fifth

week to monitor and adjust the level of support and intervention based of the progress the

student is making.

In previous years, students who need interventions were a part of a pull out

program that had students constantly moving between support classrooms and

interventions. This will provide consistency for students, in a least restrictive

environment. This scheduling matches the newly stated vision for GIPS, that our highest

qualified teachers are instructing and providing the interventions for low achieving

students.

Another intervention that has been implemented for two years is for Special

Education students receiving Language Arts services. If the student is two grade levels or

more below, they are placed in a Reading Mastery or Corrective Reading program. Both

programs follow a direct instruction framework that provides students content area at

their instructional level and a delivery model that provides consistent language and

expectations for the student.

English Language Learners may be supported with in class supports, pull out

services, or a combination of both. The Lincoln English Language Learner program

facilitates a newcomer program for students Kindergarten and first grade. To qualify for

this specific program, the ELL team looks at the students’ PreLas oral language,

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preliteracy levels, and the reports from the Welcome Center. Students who receive pull

out services will utilize McGraw Hills ELL support resource for Wonders. Students

interventions are based upon a team decision that analyzes factors such as their English

Language Development Assessment (ELDA) scores, classroom performance, and teacher

input.

Description of the Project Team

The Project Team will include Lincoln Elementary School Psychologist, Learning

Facilitator, and 3rd grade classroom teacher. Savannah Kok is the School Psychologist for

both Lincoln Elementary and Newell Elementary. She has been at her position for three

years. Savannah is highly involved in both school’s RTI process and leads the Special

Education team at both schools. Whitney Flower is starting her second year as

Instructional Coach for Lincoln Elementary. Her job title includes student center

coaching for the whole staff, planning and leading staff meetings, and collecting and

analyzing school wide data. Prior to that she taught first grade at Lincoln Elementary for

six years. Kelly Zeckser has been in education for 16 years. She has been a third grade

classroom teacher for 8 years at Lincoln Elementary and prior to that she was an English

Language Learner instructor for 8 years. Kelly has stayed very active in the district

participating in numerous taskforces and committees such as calendar committee, social

studies task force, leader of PTA, and previous member of the SIP team. Lastly, Michael

Shively is the fourth grade teacher representative for the team. This is his first year at

Grand Island Public School. Michael has taught total for seven years ranging in grades

from third through eighth. He graduated in May of 2016 with his masters in Educational

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Administration. This team works well together and communicates on a daily basis. They

are flexible, dedicated teachers whose growth mindset helps drive student-based

decisions. They are eager to be a part of the team to help students grow in problem

solving.

Questions about Student Learning:

1. What areas are glows and grows for the 2015-2016 school year?

2. How many students no longer received pull out support in the area of problem

solving when the pilot started in February?

3. With WIN time being focused for content area of reading only, when will

math interventions be held?

4. What ways can our team help provide Tier 2 support to ensure students

receiving support in the area of problem solving?

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Chapter Two: Problem Analysis

Data Analysis Process

District and Building School Improvement Goals

There are seven district improvement goals for Grand Island Public Schools.

These goals are:

Culture Goal: Grand Island Public Schools embraces dynamic ongoing improvement by engaging staff and the community in a free and safe exchange of ideas. All individuals are united by a greater sense of purpose, in an environment where all are essential to the mission and valued for their strengths.

Curriculum goal: Create a dynamic system of comprehensive supports to overcome barriers to teaching and learning while developing 21st Century Skills to ensure individual student success.

Leadership goal: Our leadership will be guided by a strategic vision; strengthened by innovation, collaboration, transparency & reflection in a fiscally responsible manner, while actively developing our human resource talent pool.

Technology Goal: GIPS will provide a robust and secure information technology infrastructure as well as relevant resources to ensure a 21st century learning atmosphere.

Facilities Goal: GIPS will provide a healthy, comfortable, safe and inviting teaching and learning environment for students, staff and the community.

Transportation Goal: GIPS will provide students the opportunity to attend school via transportation that is safe and dependable.

GIPS District wide Teaching and Learning Goals for 2014-15: Use Backward Planning and the Formative Assessment Process to improve student learning. Use reading, writing and problem solving strategies across the curriculum. Enhance district/school climate/culture.

Each school within Grand Island Public develops their own goals and action steps

that are individual to that particular setting. The School Improvement Team analyzed

classroom, district, and state assessments. The results drove identifying the school’s

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strengths and weaknesses to creating the SIP plan. Lincoln Elementary will be focusing

on the following for the 2016-2017 school year:

By May of 2019, 75% of Lincoln Elementary students will be reading at or above grade level measured by Lexile proficiency bands and district/state formative assessments as supported by research and best practices.

By May of 2019, Lincoln Elementary students will be proficient at solving authentic problems through application of the 4 C’s at or above grade level as supported by research and best practices.

By May of 2019, all members of the Lincoln Elementary school community will treat themselves and others with dignity and respect as measured by annual perception data.

Staff members analyzed data from the Nebraska State Accountability (NeSA),

Measures of Academic Progress (MAP) for grades 3-5, and Children’s Progress

Academic Assessment (CPAA) for grades K-2.

The team discovered an significant need for third grade students, especially in the

content area of mathematics. Over the last three years, Lincoln Elementary School’s data

has shown percentage of proficiency is below the district and state percentage. In the

2014-2015 school year, 40% of third grade students were proficient, compared to 65%

proficiency at the district level and 79% of the state (See Appendix J). The following

assessments were analyzed in the area of mathematics.

In the 2015-2016 school year, 60% of third grade students at Lincoln Elementary

were below meeting the state standards when given the Nebraska State Accountability

assessment (NeSA). Forty percent of Lincoln Elementary students met the standards,

compared to 51% of students at both the state and district level (See Appendix K).

To investigate further, the team analyzed the break down of the four categories

each math question relates to: number sense, geometric/measurement, algebraic, or

24

data analysis/probability. The two highest areas of need were number sense and

geometic/measurement. Lincoln Elementary students achieved 47% of questions

regarding number sense correctly compared to the state average of 67% correct.

Students achieved 45% of questions regarding geometric/measurement correctly

compared to the district average of 58% and state average of 63% correct. (See

Appendix L).

The next data that was analyzed was the Measure of Academic Progress (MAP)

assessment. This assessment was given two times through out the year. In the

2015-2016 school year, third grade students at Lincoln Elementary achieved an

average RIT score of 193, which is 5 points less than the norm grade level RIT of 198

(See Appendix M).

The team continued to analyze which sub group of students who struggled the

most with number sense concepts. The team discovered female students showed

less growth and lower scores compared to male students. In the 2015-2016 school

year, 72% of female students were below meeting the standards for the math

portion of the NeSA, compared to the 48% of male students. Also, 28% of female

students met the standards while 52% of male students met the standards (See

Appendix N). Out of the 20 female students, 8 of the students are at a tier 2

interventions in the RTI process.

School Improvement Project Focus

For the School Improvement Project, the team will focus on math number sense

for the third grade female students in 2015-2016 who achieved the assessment

scores from above. These students are in fourth grade for the 2016-2017 school

25

year. This focus is related directly to the School Improvement problem-solving goal.

This group of students has struggled with number sense on state, district, and

classroom assessments. The project team determined that an intervention based on

number sense is vital in creating the foundational skills needed to be successful in

problem solving.

Project Data Analysis/Classroom-Based Data

Grand Island Public Schools has utilized Math Expressions as their guiding

math curriculum for five years. To best align standards and curriculum GIPS math

task force has been working on creating math maps. This process pairs the

standards to the various parts of the curriculum and identifies which areas are weak

in the curriculum and need supplemental support. Every grade level map suggests

including additional fact fluency work within each unit.

At the start of the 2016-2017 each grade level participates in a Fluency Unit,

which is a review from the previous year. When given the unit assessment, the

average score obtained from fourth grade females was 67%. When students were

given a pre test on Unit 2, Perimeter and Area, the average score was 73%. After

explicit instruction and practice, the average score increased to 88% among female

students.

MAP testing is a district requirement that all students grade 3-5 complete.

However, it is optional for each school to utilize MAP as formative assessment. MAP

features a breakdown report of student’s progress within various strands. From the

results, it generates activity suggestions as well as an online learning resource.

26

Think Central provides online structured activities aimed to target areas of

weakness. The results are stored and graphed to show progress.

Statement of Problem

According to Number Sense Series: Developing Early Number Sense number

sense lays the foundation for advanced skills in mathematics. The article states that

strong number sense in students often leads to proficiency in mental calculation,

computational estimation, judging the relative magnitude of numbers, recognizing

part-whole relationships and place value concepts, as well as problem solving.

Students who do not have proficient number sense skills are likely to struggle with

many of these concepts

After analyzing classroom data, which included student self-reflections, Origo

checks, daily assignments, and chapter tests, it was evident that numerous students

at Lincoln Elementary struggle with number sense. With rigorous standards and

district curriculum, these students will continue to struggle meeting grade level

expectations in the area of the math. Through the analysis of student self-reflections,

Origo checks, daily assignments, and chapter tests fourth grade female students who

were not meeting expectations will need an intervention to show growth and

success in math.

Description of Current Reality

A student fully grasping the concept of number sense has been a challenge

for many years. To help align curriculum with GIPS reality, the math task force met

this summer to help align and pinpoint areas of need for resources for students.

27

Many of the struggles discovered include but are not limited to: high mobility rates,

high ELL students, and students entering the school system with limited to no

number sense skills.

For the 2016-2017 school year, the School Improvement Project team

decided it was necessary to provide intensive intervention to provide foundational

skills to female, fourth grade students. The team discussed numerous questions

regarding our findings.

Do we target known struggling students (continuing from third to fourth

grade) or students in third grade for the 2016-2017 school year?

What factors are impacting student’s lack of achievement in number sense?

Best Practice Focus Questions

Is this an issue due to lack of resources for third grade level?

What strategies or interventions can be flexible and viable for each student?

Would this intervention be practical to use school wide to assist all struggling

leaners?

Project Questions

What interventions will best help build number sense and pinpoint missing

gaps in student knowledge?

How will the project team track data?

How will the project team know if the intervention is effective?

28

Chapter Three: Review of Best Practices

Introduction


checks, daily assignments, and chapter tests, it was evident that numerous students

at Lincoln Elementary struggle with number sense. With rigorous standards and

district curriculum, these students will continue to struggle meeting grade level

expectations in the area of the math. Through the analysis of student self-reflections,

Origo checks, daily assignments, and chapter tests fourth grade female students who

were not meeting expectations will need an intervention to show growth and

success in math.

The target group of students in need of a math intervention with a focus on

number sense will be implemented during math instruction. In this chapter, there will be

an introduction, research summary, and strategy analysis. Three possible strategies to be

implemented were selected by the SIP project team. Each of these strategies is a way to

help improve number sense skills in fourth grade female students. These strategies and

interventions include:

Origo Education Math Resources

Project-Based Learning

Flex grouping among fourth grade students

29

Strategy Review 1

Title: Origo Education Math Resources

Citation:

Fuson, K.C. (2003). Developing Mathematical Power in Whole Number Operations, in J.Kilpatricks, W.G. Martin, & Schifter, A research Companion to Princpials and Standards for School Mathematics, National Council of Teachers and Mathematics. Reston, VA, pp.68-94

Thornton, C.A. (1990). Strategies for the Basic Facts . In J.N. Payne (ed), Mathematics for the Young Child, National Council of Teachers in Mathematics. Reston, VA, pp. 135-151

Research Summary:

Origo Education provides supplemental math resources for all elementary grade levels. The Book and Box of Facts reflect current understandings about the content that helps students learn all the important skills in computation and how to best teach those skills. The first significant step for calculating involves learning basic number factors associated with each operation. These facts form the basis for all future number work.

The Book of Facts series develops each strategy following a proven sequence of stages: introduce, reinforce, and practice (Fuson, 2003; Thornton, 1990). During the introduction stage, pictorial materials are used to move students away from counting individual objects to add, subtract, multiply, or divide. The reinforcement stage connects the picture to the appropriate number sentence and encourages students to use each strategy without the visual aid. The skills of recall and recording are developed through meaningful practice that eventually leads to understanding. Practice is important and beneficial is planned and used frequently, and gradually introduces new skills to be learned as each new strategy is introduced. Students are then encouraged to apply the strategy to numbers beyond the range of the basic number facts further strengthening their number sense.

Analysis of Strategy:

This program fits well with Lincoln Elementary’s School Improvement plan. The plan includes growing number sense skills in students in every grade level. The school has already purchased the materials for every grade level but is an optional resource for teachers use at this time. The research shows it is a program that students of all instructional levels would benefit to match the school wide goal of strengthening number sense skills in all students.

30

Strategy Review 2

Title: Project-Based Learning

Citation:

Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Educations, 33(4), 239-258

David, J. (2008). What Research Says About Project-Based Learning. Teaching Students to Think. 65(5), 80-82

Wolk, S. (1994). Project-Based Learning: Pursuits with a Purpose. Strategies for Success. 52(3), 42-45

Research Summary:

The core idea of project-based learning is how real world problems capture students’ interests and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context (David, 2008). Projects help students succeed because they allow students to use multiple forms of intelligences, just as projects in day-to-day life (Wolk, 1994). One of the most beneficial factors according to Wolk is learning through projects serves as an outlet for every child to experience success. By trusting children and allowing them to choose what to explore, they become intrinsically motivated. In other words, they are more than happy to work hard for the highest quality.

Due to the broad and varied definition of project-based learning it is difficult to identify a distinct body of research on its practice. In fact, only a few studies have measured the effects of project-based learning on student achievement. Boaler (2002) compared student mathematics achievement in two similar British secondary schools, one using traditional instruction and the other using project-based instruction. After three years, students in the project-based learning school significantly outperformed the traditional-school students in mathematical skills as well in conceptual and applied knowledge. In the project-based learning school, three times as many students passed the national exam. Beyond the academic outcome, the project reduced student math anxiety and resulted in a more positive attitude toward math.


Project-based learning is a way for students to take ownership and exploration in their learning. It allows for students to have a true interest in their projects, which results in quality work and growth. Project-based learning would provide real world learning opportunities for Lincoln Elementary students. However, the lack of clear definition and expectations it would be difficult to measure student growth in the area of number sense.

31

Strategy Review 3

Title: Flex Grouping

Citation:

Allan, S. & Goddard, Y. (2010). Differentiated Instruction and RTI: A Natural Fit. Interventions that Work. 68(2)

Huebner, T. (2010). What Research Says about Differentiated Instruction. Meeting Students Where They Are. 67(5), 79-81

Tomlinson, C. (2008). Differentiation of Instruction in the Elementary Grades. ERIC Digest. Retrieved from www.eric.ed.gov

Research summary:

To maximize students’ individual potential, it is vital teachers attend to the differences of each child. There is ample evidence that students are more successful in school and find it more satisfying if they are taught in ways that are responsive to their readiness levels, interests, and learning profiles. Flex grouping can consist of grouping students with like abilities, learning styles, interests or many other commonalities to differentiate high quality curriculum and instruction to fit the needs of the students. With proper grouping and appropriate differentiation, research has shown significant improvement in students who are especially gifted or struggling learners. Teachers usually differentiate instruction by adjusting one or more of the following: the content, the process, or the product. Again, this allows for students to be instructed in a smaller setting that best matches their academic needs.


Flex grouping would be a very beneficial way to differentiate math instruction for the wide range of learners at Lincoln Elementary. There are currently two fourth grade classrooms who have the same math time during the day. Therefore, both fourth grade teachers could organize flex grouping among all fourth grade students. In addition, fourth grade has a Special Education teacher available to utilize during that time. Flex grouping would allow each group of students to receive an appropriate education that matches their academic needs. This would also allow for teachers to include number sense activities based on the group’s needs.

32

http://www.eric.ed.gov/

Summary

After analyzing the three strategies, the school improvement project team

concluded that utilizing Origo Education Math resources would be the most effective

strategy to meet the needs of Lincoln Elementary fourth grade female students. This

intervention provides research-based strategies for helping students gain number sense

understanding and skills.

The team recognized the extreme need of the target students needing an

intense intervention to assist in understanding and applying the strategies gained.

Origo provides purposeful strategies and resources. The resources are available

for all areas of basic operations: addition, subtraction, multiplication, and division

to best meet the needs of learners in growing understanding and application in

number sense.

33

Chapter Four: Plan of Action

Introduction


checks, daily assignments, and chapter tests, it was evident that numerous students at

Lincoln Elementary struggle with number sense. With rigorous standards and district

curriculum, these students will continue to struggle meeting grade level expectations in

the area of the math. Through the analysis of student self-reflections, Origo checks, daily

assignments, and chapter tests fourth grade female students who were not meeting

expectations will need an intervention to show growth and success in math.

This math intervention focused on number sense and was implemented for the

first ten minutes of the math block, three to four days a week. Three possible strategies,

Origo Math, project-based learning, and flex grouping were compared. Each of the

strategies was an attempt to improve the number sense in female, fourth grade students.

The team selected the program, Origo, to utilize as an intervention. This program fit with

Lincoln Elementary’s School Improvement Plan with a focus on number sense. The

school already had the materials and provided training to teachers, so no new materials

needed to be purchased.

Analysis

The project team was led by the researcher and included the school principal,

instructional coach, school psychologist, third grade classroom teacher, and fourth grade

classroom teacher. The team discussed and concluded three possible strategies. The

researcher and instructional coach researched all possibilities and presented the options to

the team. Team members chose Origo as the best intervention option for students. The

34

intervention would be held in both fourth grade classrooms, for all students. Classroom

room teachers administered the Origo placement test to all students. Majority of the

students placed in high need of additional multiplication support, requiring the team to

instruct from the third grade materials.

The researcher and instructional coach prepared the materials for both the

teachers and students. For the first two weeks of implementation, the researcher,

instructional coach, and classroom teacher worked together to present the intervention to

each fourth grade class. With a routine established, the implementation shifted to the

researcher and classroom teacher. With the intervention including classrooms of an

average of 22 students, it was vital to have two educators leading the group to provide

additional support to struggling students. Each classroom devoted three to four days a

week, ten minutes each, to provide intervention (See Appendix O). Classroom teachers

also utilized the fundamental resources, one day a week during Flex block, which

provided academic games to match the practiced skill. The researcher provided

additional practice with the fundamental resources when available (See Appendix P).

Using Origo helped provide concrete understanding of number sense especially in

multiplication and division. It provided conceptual understanding of the relationship of

fact families. Students were making clear progress with their computation accuracy and

skills, but showed the need of ongoing support and practice opportunities.

35

Chapter Five: Results

Introduction
















This chapter reports the data collected from the pre and post self reflective

assessments, classroom unit tests, Origo check outs, and daily classroom assignments.

The effects and results have been analyzed, themes have been identified, and additional

information and recommendations for the future have been assessed.

36

Results

The researcher decided to review data from Origo checkouts as guiding tool for

intervention decisions. It was also important to look at daily assignments and chapter

tests throughout algebraic units. Self-reflection assessments were given and reviewed

between algebraic units.

Before the intervention was implemented, assessment data was collected from the

unit 1 math assessment. This unit was focused on solving multiplication and division

word problems. The researcher and classroom teacher read aloud the test to all students,

eliminating errors due to reading, which assessed math skills solely (See Appendix Q). In

classroom 1, the female students achieved an average of 60% on the assessment. In

classroom 2, the female students achieved an average of 45% on the assessment, both

below proficient standards (See Appendix R). The researcher gathered daily assignment

scores. Female students in classroom 1 averaged 80% on their assignments while

classroom 2 averaged 65% on daily assignments (See Appendix S). The discrepancy

between classroom scores and assessment scores shows that students had not met

proficiency levels while working independently.

The intervention then began the next unit. The researcher only collected unit

assessment scores of those units focusing on algebraic concepts. The next algebraic unit

focused on place value as well as solving perimeter and area. Classrooms focused on

teaching the concept of area and perimeter first, and then focused on place value.

Students spent numerous lessons solving for area and perimeter utilizing numbers one

through ten only (See Appendix T). Students in classroom 1 averaged a score of 85% and

classroom 2 averaged a score of 70%. Both classrooms increased their daily assignment

37

average by 5% from unit 1 to unit 3 (See Appendix S). The team believes the increase

was impacted by the combined factor of the intervention being in place as well as

additional opportunities and practice with multiplication. Female students in classroom 1

averaged a score of 75% on the unit 3 assessment, meeting proficiency standards.

Students in classroom 2 achieved an average of 55% on the unit 3 assessment. Classroom

1 increased their average score by 15% from unit 1 to unit 3, while classroom 2 increased

their average by 10% from unit 1 to unit 3 (See Appendix R).

The next algebraic unit focused on multi digit multiplication. Students from

classroom 1 averaged 90% on their daily assignments and classroom 2 averaged 78% on

their daily assignments. Unit 5 was the first unit that both classrooms met proficiency

levels on daily work (See Appendix S). The unit 5 assessment also showed growth

among both classrooms. Classroom 1 averaged a score of 83% and classroom 2 averaged

a score of 73%. Classroom 1 increased their average score by 8% from unit 3 to unit 5.

Classroom 2 increased their average score by 18% from unit 3 to unit 5 (See Appendix

R).

In addition to utilizing daily assignments and unit assessments, the researcher

gathered scores from Origo checkouts. These checkouts were administered after each

concept had been taught through all three stages designed by Origo: introduce, reinforce,

and practice. The checkouts are designed to be five minutes or less, and are designed as

checks for understanding of fluency (See Appendix U). Students in both classrooms have

utilized three of the checkouts thus far. The first check out focused on multiplying by 5

and 10. Students in classroom 1 averaged a score of 97% and classroom 2 averaged a

score of 96%. The second check out focused on finding products by halving one of the

38

factors. Students in classroom 1 averaged a score of 99%, and students in classroom 2

averaged a score of 96%. Classroom 1 increased their average while classroom 2

remained the same. The third check out focused on multiplying by 2 and 4. Students in

both classrooms averaged a score of 99% (See Appendix V). Due to the scores of the

checkouts, the team felt re-teaching any of the concepts is not needed at this time and will

continued to the next lessons.

The researcher felt that it was vital to also include perceptual data of student’s

self-reflections of their personal math abilities. Students were given three statements to

rank themselves. The three statements included: I enjoy learning new concepts in math, I

persevere when math is hard, and I am growing in math. Students had a linear scale

which ranged from 1: being not at all to 4: being all the time (See Appendix W). Students

were given the self-reflection three times. Students from both classrooms averaged a rank

of 2.5 to the statement of I enjoy learning new concepts in math at the beginning of the

year. The team felt it was vital to increase the will for these students to impact their skill.

When given the assessment again in January, the students increased their self-rating to a

3.5 (See Appendix X). Students self-rating for the statement regarding persevering when

math is hard increased from a 3 to a 3.5. A celebration for the team was that every student

who took the survey in January ranked themselves at 4 (all the time) with the statement of

I am growing in math (See Appendix X).

39

Themes

Based on the data, students in general showed growth in both classrooms. It takes

ample amount of time and opportunities to practice for students to build number sense

and understand how to use their knowledge of relationships with numbers across multiple

settings.

It was evident that many times students were successful with guided practice

during daily assignments, but could not perform as well when required to do so

individually. The researcher and classroom teachers worked together to restructure daily

assignments to allow for more independent opportunities to occur after guided practice.

When that change took place, the gap between daily assignment scores and unit

assessment scores began to close.

Students began to show growth with multiplication abilities throughout each unit.

Each unit added a layer of multiplication complexity. The students were able to apply

number sense skills gained from the intervention and/or previous opportunities to

continue growing multiplication skills.

Number sense is a concept that requires layers of understanding. A strong

foundation is essential for students to continue learning and growing in their math

abilities. It is vital to meet students where their strongest layer is and fill in the

educational gaps in-between. This will help provide consistency in math skills shown by

the students as well as expanding abilities built on prior knowledge and understanding.

Additional Information of Data Sources

The team will continue to meet, collect, and review data to monitor progress of

the students. MAPS data was gathered and reviewed to view progress. Collecting

40

Nebraska State Accountability (NeSA) data will also be helpful in understanding these

students needs and abilities.

41

Chapter Six: Conclusion/Recommendations

Introduction:
















Conclusion

When the data uncovered that one of the greatest area of need was for fourth

grade students, the team was very eager recognizing the wonderful growth mindset the

fourth grade classroom teachers possess and would play a large role in implementing an

42

intervention. These teachers show exemplary passion for meeting their students at their

ability level and utilizing that to grow students. The SIP team knew these teachers would

be dedicated and flexible to implement an intervention that would benefit their students.

Another positive the team had was Lincoln Elementary purchasing Orgio materials prior

to the intervention. The Instructional Coach had composed a grant to obtain materials

school wide. Prior to the intervention, utilizing the materials was teacher choice to use

materials. Having the fourth grade team use the materials routinely, helped gather data

for the positive impact it has on our student demographics. One factor we did not

anticipate was the difference in grade level and instructional level needed for the

students. Although the students we were serving were in fourth grade, their instructional

level placed them needing third grade materials. This caused a ripple effect in need of

materials.

Questions composed by the SIP team regarding the project were: What

interventions will best help build number sense and pinpoint missing gaps in

student knowledge, how will the project team track data, and how will the project

team know if the intervention is effective? After research of the possible

interventions, the team felt Origo was the best selection for pinpointing missing

gaps as many of the resources provide for ongoing practice of multiple concepts

across many settings. The team also felt confident in the selection of this

intervention to continue to build conceptual understanding of number sense in our

students. The team tracked data utilizing unit assessments, daily assignments, Origo

checkouts, and self-reflections. The team agreed this was a good balance of data in

multiple settings to display the positive growth of understanding number sense.

43

The main conflict with the fourth grade students was the lack of

understanding of number sense. This intervention sets students on a successful

path to filling educational gaps and continuing to expand number sense skills. It

allows for consistent, multiple opportunities to practice skills. The impact of the

intervention has shown to grow student’s ability to utilize number sense in various

settings as well as increase student attitude and perception of mathematics.

This intervention is deemed as successful results for fourth grade students

and various other students at Lincoln Elementary. Due to fourth grade utilizing the

resources and seeing such a positive impact, many other educators have

implemented the intervention within their own classrooms. Data on those grades

have not been yet gathered. However, we know the positive impacts students gain

from multiple opportunities to practice skills fourth grade has shown positive gains

in multiple settings.

Origo resources focus on creating math skills with a very practical approach

that students will utilize in the real world. Teachers who are implementing the

intervention are impressed with various strategies taught to students that create

deep conceptual understanding. Many have stated these strategies will become part

of their practices in main instruction. It has also provided teachers with a research-

based resource that provides not only lessons as well as academic games to be

utilized during flex time.

A math goal set by the Lincoln Elementary SIP team is that students will be able

to “solve authentic problems through application of the 4 C’s at or above grade level as

supported by research and best practices.” Origo provides students with strategies and

44

tools to solve authentic problems in multiple settings. With being a research based

supplemental resource, it is known to provide best practices for students. The Lincoln

Elementary SIP team agreed that all teachers would utilize Origo fluency plan as a part of

their weekly routine in accordance with the SIP plan.

Recommendations

With combined research from the team on Origo and results of the fourth grade

classroom data, Origo will be implemented by all classroom teachers as a part of their

weekly fluency plan. Special Education teachers also received a set of resources for the

Fundamental academic games to utilize. For the following school year, teachers will have

to collaborate with other grade levels and the Instructional Coach to instruct appropriate

resources based on students’ abilities at instructional level. The team understands

instructional level and grade level may not match, but foresees this to be a short-term

issue as the more consistent exposure students have to Origo year to year, the educational

gaps will lessen. A possible suggestion for implementation next year will be flex

grouping within Origo to best meet students range of abilities.

Learning Reflection

Leading such a strong team of growth mindset, passionate, educators was very

exhilarating. It was vital to have a common vision and mission, knowing every member

of the team was driven to guide students in succeeding. As a leader, it was vital to utilize

the strengths of each member. This allowed for members to contribute to the team in their

element, creating great collaboration.

45

Using data has to be the driving force behind creating goals for our students. Data

provides baselines and identifies areas of need. It is then used to create purposeful goals.

Whether it be individual, classroom, grade level, or whole school, data is an objective

tool to create a realistic plan. As a leader I learned the need for multiple sources of data:

broad to specific. Researching, implementing, and measuring best practices can be timely

with ample options existing. It is vital to have a clear understanding of what the

population of the school is in most need of and finding a great match. It is also important

to understand the process of ordering the resources and providing teachers with adequate

training to best utilize the materials for what they are intended.

As a member of the Lincoln Elementary SIP team, as well as a leader of the SIP

committee, it is vital to see that all staff is a part of the common vision and mission. To

get true results it is important that all members are working towards the same goals with

fidelity. As a leader of the SIP committee, we all trusted one another to be a collaborative

member with best intentions. This made the process transparent and kept everyone

accountable in achieving a common goal. When carrying out school wide school

improvement plans, it is necessary that the plan is clearly communicated and is visible

and active in every setting.

As a leader, I learned which balanced leadership traits came more natural and

which ones I had to work at to contribute. Communication is second nature for me, which

I felt was strongly displayed from beginning and continues to be ongoing. As a leader

with strong open communication this assisted in being transparent, organized, and clear

with the group. Affirmation is another balanced leadership trait that is very natural for me

as a leader. Providing affirmation from growth mindsets to the implementation provided

46

teachers encouragement and value in their role with students. Due to the strong

relationships created, input was displayed, well received, and utilized among all

members. Focus was a reoccurring balanced leadership trait through many of our SIP

meetings. It was vital to begin and end on our focus target: improving number sense

abilities. Keeping that thought in the forefront allowed for purposeful planning and

discussions. Utilizing resources was a very important role needed to equip teachers with

the resources needed to properly implement the intervention. This could not have been

achieved without the support of the proper personnel that can utilize funding.

Field notes are a great way of reflecting on the meetings and actions of the SIP

team. Composing them immediately after the event allowed for detailed descriptions. It

was important to record notes not only of actions of the leader but the whole team.

Keeping track of the balanced leadership traits displayed in each meeting allowed for

great reflection for what would be needed in following meetings as well as uncovered

common themes. Focus, input, and affirmation were three traits displayed more than once

throughout the process showing strong positivity, purpose, and openness of the group.

Field notes are also a way of recording information and holding the team accountable as a

tool to make sure staying on track to reach our goal.

To continue growing as a leader, I believe it is vital to continue to step outside of

my comfort zone and stretch myself. In doing so, many traits of personal leadership

emerge that allow for great reflection and growth. Staying true to your disposition allows

for servant leadership in any position.

47

References

Allan, S. & Goddard, Y. (2010). Differentiated Instruction and RTI: A Natural Fit.

Interventions that Work. 68(2)

Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform

curriculum and equity. Journal for Research in Mathematics Educations, 33(4),

239-258.

David, J. (2008). What Research Says About Project-Based Learning. Teaching Students

to Think. 65(5), 80-82

Fuson, K.C. (2003). Developing Mathematical Power in Whole Number Operations, in

J.Kilpatricks, W.G. Martin, & Schifter, A research Companion to Princpials and

Standards for School Mathematics, National Council of Teachers and

Mathematics. Reston, VA, pp.68-94.

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http://www.census.gov/

http://www.eric.ed.gov/

https://reportcard.education.ne.gov/Default.aspx?AgencyID=40-0002-000

http://nces.ed.gov/programs/coe/indicator_cge.asp

Appendix A

Project Timeline for School Improvement Plan 2016-2017

July 2016 Studied School Improvement Process Collected and analyzed school and district data Gathered and analyzed perceptual data for Lincoln Elementary SIP team Created data displays Completed a draft of Chapter 1 of the School Improvement Plan

August 2016 Revised Chapter 1

September 2016 Analyzed broad school data Met with SIP committee Completed a draft of Chapter 2 of the School Improvement Plan

October 2016 Revised Chapter 2 Met with SIP committee to select three possible intervention strategies Researched strategies Completed a draft of Chapter 3 of the School Improvement Plan

November 2016 Completed draft of Chapter 4 Planner of the School Improvement Plan Met with Instructional Coach to gather and organize materials for

intervention Met with SIP committee to distribute materials to team Created Implementation plan and goals

December 2016 Team Implemented intervention in both 4th grade classrooms

Janaury 2017 Continued intervention returning from Winter break Team attended additional training for Origo Math Met as SIP committee to address any areas of needs/support from teachers

February 2017 Met as committee to review data Committee recommendation is to continue intervention until end of school

year

Appendix A Continued

March 2017 Completed chapters 4, 5, and 6 of the School Improvement Plan

April 2017 Finalized School Improvement Project

Appendix B

Lincoln Elementary Total Enrollment

The graph indicates the total number of enrolled students at Lincoln Elementary from the 2012-2013 school year to the 2014-2015 school year. This information was taken from the Nebraska Department of Education State of the Schools Report.

2012-2013 2013-2014 2014-20150

50

100

150

200

250

300

350

Nu

mb

er o

f Stu

den

ts

In 2014-2015, three hundred eleven students were enrolled at Lincoln Elementary.

There was an increase of six students from the 2012-2013 year to the 2013-2014 year.

In 2014-2015, the student enrollment decreased by 24 students from the previous year.

Appendix C

Lincoln Elementary Student Membership by Race and Ethnicity (2014-2015)

The graph indicates the ethnic distribution for Lincoln Elementary for the 2014-2015 school year. This information was taken from the Nebraska Department of Education State of the Schools Report.

0.32% 1.29%3.22%

89.07%

6.11%

American Indian/ Alaskan Native AsianBlack or African American HispanicWhite

In 2014-2015, the Hispanic population made up 89 % of students of Lincoln Elementary.

In 2014-2015 American Indian/Alaskan Native, Asian, and Black or African American students made up 5% of Lincoln Elementary School.

In 2014-2015 the White population made up 6% of students at Lincoln Elementary.

Appendix D

Lincoln Elementary School Mobility Rate

The graph indicates the percentage of student’s mobility rate. This information was taken from the Nebraska Department of Education State of the Schools Report.

2010-2011 2011-2012 2012-2013 2013-2014 2014-20150

10

20

30

40

50

60

70

80

90

100

StateDistrictLincoln Elementary

Nu

mb

ers

in P

eren

tage

In 2012-2013, Lincoln Elementary School’s mobility rate was at 20%, which was 9% higher than the state and 4% higher than the district of Grand Island.

In 2013-2014 Lincoln Elementary School decreased its mobility rate by 10%.

In 2014-2015 Lincoln Elementary School’s mobility rate was 16% resulting in a 6% increase from the previous year.

Appendix E

Lincoln Elementary Free/Reduced Priced Meals (2014-2015)

The graph indicates the percentage of students receiving free or reduced priced meals at Lincoln Elementary for the 2014-2015 school year. This information was taken from the Nebraska Department of Education State of the Schools Report

2012-2013 2013-2014 2014-20150

10

20

30

40

50

60

70

80

90

100

StateDistrctLincoln Elementary

Nu

mb

er in

Per

cen

tage

In 2014-2015, the percentage of students receiving free or reduced priced meals at Lincoln Elementary was 93% of students.

From 2012-2015 Lincoln Elementary maintained a free or reduced priced meals rate between 93% and 95%.

In 2014-2015 Lincoln Elementary had 27% more students receiving free or reduced priced meals compared to the district of Grand Island.

In 2014-2015 Lincoln Elementary had 49% more students receiving free or reduced priced meals compared to the state of Nebraska.

Appendix F

Lincoln Elementary English Language Learners Percentage

The graph indicates the percentage of students who are receiving English Language Learner services. This information was taken from the Nebraska Department of Education State of the Schools Report.

2010-2011 2011-2012 2012-2013 2013-2014 2014-20150

10

20

30

40

50

60

70

80

90

100

StateDistrictLincoln Elementary

Per

cen

tage

of S

tud

ents

Lincoln Elementary had over 50% of students receiving English Language Learner services from 2010-2013.

The number of English Language Learners decreased by 16% in the year of 2013-2014.

In 2014-2015 Lincoln Elementary had 36% of English Language Learners compared to the state of Nebraska, which had 6%.

Appendix G

Average Years of Teaching Experience (2014-2015)

The graph indicates the average years of teaching experience for teachers in Nebraska, Grand Island Public Schools, and Lincoln Elementary. This information was taken from the Nebraska Department of Education State of the Schools Report.

State District Lincoln Elementary0

2

4

6

8

10

12

14

16

Nu

mb

er in

Yea

rs

In 2014-2015, the average years of experience was 13 years for teachers at Lincoln Elementary.

In 2014-2015 Lincoln Elementary had 0.52 year less average years in teaching experience than the district of Grand Island at 13.83 years of experience.

In 2014-2015 Lincoln Elementary had 1 year less average years in teaching experience than the state of Nebraska at 14.34 years of experience.

Appendix H

Grand Island Public Schools (GIPS) 21st Century Teaching and Learning Beliefs

The visual indicates the visual of the four Cs that are applied to all literacies and all standards that are the driving force behind the vision and action plan for GIPS. This information was taken from the Grand Island Public School website.

The four C’s that drive all literacies in all standards are collaboration, critical thinking, creativity and innovation, and communication.

A 21st Teaching and Learning Belief is that technology is a skill that must be explicitly taught.

A 21st Teaching and Learning Belief is that it is responsibility of the educational system to instill curiosity and excite learners to continue learning outside of the regular school day.

Appendix I

Schedule Visual for Reading Block

The visual indicates the percentage of time allotted for each component that piece together to make the reading block that will be in each elementary school in Grand Island Public School. This information was taken from the Grand Island Public School website.

Every elementary classroom in Grand Island Public School will be expected to dedicate 120 minutes to reading activities daily.

The only time a student maybe excused from attending the reading block is if he/she qualifies for Alternate Assessment according to the State of Nebraska.

Thirty minutes of What I Need (WIN time) has been built into the schedule for small group instruction.

Appendix J

Lincoln Elementary Nebraska State Accountability (NeSA)

The graph indicates the percent of third grade students proficient on the NeSA math assessment over the last three years along with the district and state percentage. This information was taken from the Nebraska Department of Education State of the Schools Report.

2012-2013 2013-2014 2014-20150

10

20

30

40

50

60

70

80

90

100

Lincoln Elementary GIPSState

Pec

enta

ge o

f Pro

fien

cy

In the 2012-2013 school year, 46% of students were proficient compared to 73% at GiPS and 76% of the State.

In the 2014-2015 school year, 40% of students were proficient compared to 65% of GIPS and 79% of the State.

In the 2014-2015 school year 40% of students were proficient which is a decreased amount of 24% from the previous school year.

Appendix K

Mathematics Performance Level Distribution

The graph indicates the percent of third grade students who scored below, meet, or exceeded state standards on the NeSA math assessment at the state, district, and school level for the 2015-2016 school year. This information was taken from the Nebraska State Accountability (NeSA) School Performance Level summary retrieved in the DRC insight portal.

Below the Standards

Meets the Standards

Exceeds the Standards

0

10

20

30

40

50

60

70

80

90

100

Lincoln Elementary GIPSState of NE

Per

cen

tage

of S

tud

ents

When third grade students at Lincoln Elementary participated in the 2016-2017 NeSA math assessment, 60% of students were below meeting the required standards.

Forty percent of Lincoln Elementary students met the standards, compared to 51% of students at both the state and district level.

Zero percent of Lincoln Elementary students exceeded meeting the standards.

Appendix L

Breakdown of Math Strands (NeSA)

The graph indicates the percent of questions answered correctly according to which math strand the question correlated with in the NeSA assessment taken by third grade students at Lincoln Elementary in the 2015-2016 school year. This information was taken from the Nebraska State Accountability (NeSA) School Performance Level summary retrieved in the DRC insight portal.

Number

Sense

Geom

etric/

Mea

surm

ent

Algebra

ic

Data A

nalysis

/Pro

babili

ty0

102030405060708090

100

State AverageGIPS AverageLincoln Elementary Average

Per

cen

tage

of Q

ues

tion

s Co

rrec

t

Lincoln Elementary students achieved 47% of questions regarding number sense correctly compared to the state average of 67% correct.

Lincoln Elementary students achieved 45% of questions regarding geometric/measurement correctly compared to the district average of 58% and state average of 63% correct.

The highest percentage of questions answered correctly by Lincoln Elementary students were in the data analysis/probability strand answering 52% of the questions correctly.

Appendix M

3rd Grade MAP Math Rasch Unit (RIT) Scores

The graph indicates the RIT scores achieved by third grade students who were assessed using Measures of Academic Progress (MAP) in the 2015-2016 school year. This information was taken from the Northwest Evaluation Association school’s summary.

Winter 2015 Spring 2016175

180

185

190

195

200

205

Lincoln Elementary RIT District Grade Level RIT Norm Grade Level RIT R

IT S

core

Lincoln Elementary students achieved an average RIT score of 5 less (14%) than the Norm Grade Level RIT over the 2015-2016 school year.

In the Winter 2015 MAP assessment, Lincoln Elementary students achieved a RIT score of 3 less (12%) than the District Grade Level RIT score.

In the Spring 2016 MAP assessment, Lincoln Elementary students achieved a RIT score of 1 less (10%) than the district Grade Level RIT score.

Appendix N

Gender Comparison Nesa Assessment

The graph indicates the percent of third grade students according to gender at Lincoln Elementary who scored below, meet, or exceeded state standards on the NeSA math assessment at the school level for the 2015-2016 school year. This information was taken from the Nebraska State Accountability (NeSA) School Performance Level summary retrieved in the DRC insight portal.

Below the Standards Meets the Standards Exceeds the Standards 0

10

20

30

40

50

60

70

80

90

100

FemaleMale

Per

cen

tage

of S

tud

ents

In the 2015-2016 school year, 72% of female students were below meeting the standards for the math portion of the NeSA, compared to the 48% of male students.

In the 2015-2016 school year, 28% of female students met the standards while 52% of male students met the standards.

Zero perecent of students at Lincoln Elementary were exceeding the standards for the 2015-2016 math portion of the NeSA.

Appendix O

Plan of Action Planner

NAME: Cassie Blase EDL SIP PLAN OF ACTION PLANNER CADRE : 32 Date: 11/06/2016Current building/district goal project aligns to: (from Chapter 2)By May of 2019, Lincoln Elementary students will be proficient at solving authentic problems through the application of the 4 C’s at or above grade level as supported by research and best practices.SIP Problem Statement: (As written in Chapter 2)

After analyzing classroom data, which included student self-reflections, Origo checks, daily assignments, and chapter tests, it was evident that numerous students at Lincoln Elementary struggle with number sense. With rigorous standards and district curriculum, these students will continue to struggle meeting grade level expectations in the area of the math. Through the analysis of student self-reflections, Origo checks, daily assignments, and chapter tests fourth grade female students who were not meeting expectations will need an intervention to show growth and success in math.

Target Population: (from Chapter 2)Fourth grade female students at Lincoln Elementary for the 2016-2017 school year.

Project (Learning) Goal: (from Chapter 2)

For the School Improvement Project, the team will focus on math number sense for the third grade female students in 2015-2016 who achieved the assessment scores from above. These students are in fourth grade for the 2016-2017 school year. This focus is related directly to the School Improvement problem-solving goal. This group of students has struggled with number sense on state, district, and classroom assessments. The project team determined that an intervention based on number sense is vital in creating the foundational skills needed to be successful in problem solving. It will also be critical to build foundational skills for current and future success in the area of mathematics for these students.

Data Points (used to support problem statement – from Chapter 2)

1. Student self-reflections

2. Origo checks

3. Daily assignments

4. Chapter tests

Best Practice Strategies/Interventions (from Chapter 3) Origo Math Education Resources

EDL SIP Target Project (Intervention) Period: December 2016 to May 2017

EDL SIP Target Measurement Period: December 2016- March 2017

Research (Best Practice) supporting intervention & citation (from Chapter 3):



“Local Measures” – (report the process in Planner/Report and the results in Chapter 5) How will intervention strategies be measured? Avoid NRT. Use classroom-based & other measures that can be used frequently. Ideally, use measures already in place. Focus on identifying ways to describe the

impact of the implementation. Impact on: Learner, Teachers, Curriculum, Classroom. Consider quantitative and qualitative data; summative and formative sources. Include a minimum of 3 data sources for triangulation. Strategy/Sub-Strategy Local Measurement/Data Source &

descriptionLocal Measurement Data Source & description

Local Measurement Data Source & description

Small group instruction using Origo Math Education Resources.

Review Origo checks at the end of each strategy that is taught.

Daily assignments Unit Chapter tests in classroom curriculum.

Provide opportunity for student self- reflection weekly.

Student self-reflection

Will multiple measurements that describe the impact be used? Yes Do you provide for a minimum of three different data sources? Yes Save any samples created to be included as appendices. (surveys, pre/post tests, observation protocols, etc.)Specific Activities to Implement the Strategy/Interventions & Measure

(Detailed description of steps to take to implement and measure. Be detailed enough that others could

follow this plan without your leadership…)

Person (s) Accountable

Time-lineBegin

(Be specific!)

Time-lineEnd

(Be specific!)

Resources Staff Dev. NeedsTraining needs for best practice, measurement

procedures; other

1. Prepare materials from Origo Resources for both teachers and students.

2. Teachers look through materials and plan daily intervention.

3. Students take placement Origo placement assessment.

4. Implement the Origo intervention program.

5. Students take checks for understanding at end of each strategy.

6. Students continue to complete daily assignments, Chapter tests, and complete self-reflections.

Cassie BlaseWhitney Flower

Michael ShivelyBrenda Huff




Michael Shively

Brenda HuffCassie Blase

11-09-2016

11-11-2016

11-14-2016

11-16-2016

end of each strategy

continuously through out each

unit. Unit test only at end of unit.

11-09-16

11-11-16

11-14-2016

11-16-2016

end of each strategy

continuously through out each

unit. Unit test only at end of unit

Origo resources

Origo resources

Pre-assessment form

Origo materials

Origo checks

District curriculum

Training of program was provided from Origo

representatives in August.

Ethical Considerations: Explain…How will provide for confidentiality? How will you safeguard participants?How will you share results? With what audience? (school site, Cadre)How project complies with current SIP initiatives?How is project consistent to school policy/guidelines?Any district forms needing completion for your project?Have you completed the EDL IRB Exemption Form? (if appropriate)

Students will be identified using letters. Results will be shared with the fourth grade team, Lincoln School Improvement team, and Doane

Educational Leadership Cadre 32. The project follows Lincoln School’s Improvement Plan goals and Grand Island Public School’s

goals. The project is focused on research-based intervention program that will focus on improving

achievement and closing the achievement gap. No district forms or EDL IRB Exemption Forms are needed for this project.

NOTE: Keep in-depth field notes to document all steps and decisions made.

Appendix P

Plan of Action Report

NAME: Cassie Blase EDL SIP PLAN OF ACTION REPORT CADRE : 32 Date: 03/07/2017Current building/district goal project aligns to: (from Chapter 2)By May of 2019, Lincoln Elementary students will be proficient at solving authentic problems through the application of the 4 C’s at or above grade level as supported by research and best practices.SIP Problem Statement: (As written in Chapter 2)

After analyzing classroom data, which included student self-reflections, Origo checks, daily assignments, and chapter tests, it was evident that numerous students at Lincoln Elementary struggle with number sense. With rigorous standards and district curriculum, these students will continue to struggle meeting grade level expectations in the area of the math. Through the analysis of student self-reflections, Origo checks, daily assignments, and chapter tests fourth grade female students who were not meeting expectations will need an intervention to show growth and success in math.

Target Population: (from Chapter 2)Fourth grade female students at Lincoln Elementary for the 2016-2017 school year.

Project (Learning) Goal: (from Chapter 2)

For the School Improvement Project, the team will focus on math number sense for the third grade female students in 2015-2016 who achieved the assessment scores from above. These students are in fourth grade for the 2016-2017 school year. This focus is related directly to the School Improvement problem-solving goal. This group of students has struggled with number sense on state, district, and classroom assessments. The project team determined that an intervention based on number sense is vital in creating the foundational skills needed to be successful in problem solving. It will also be critical to build foundational skills for current and future success in the area of mathematics for these students.

Data Points (used to support problem statement – from Chapter 2)

1. Student self-reflections

2. Origo checks

3. Daily assignments

4. Chapter tests

Best Practice Strategies/Interventions (from Chapter 3) Origo Math Education Resources

EDL SIP Target Project (Intervention) Period: December 2016 to May 2017

EDL SIP Target Measurement Period: December 2016- March 2017

Research (Best Practice) supporting intervention & citation (from Chapter 3):



“Local Measures” – (report the process in Planner/Report and the results in Chapter 5) How will intervention strategies be measured? Avoid NRT. Use classroom-based & other measures that can be used frequently. Ideally, use measures already in place. Focus on identifying ways to describe the impact of the implementation. Impact on: Learner, Teachers, Curriculum, Classroom. Consider quantitative and qualitative data; summative and formative sources. Include a minimum of 3 data sources for triangulation. Strategy/Sub-Strategy Local Measurement/Data Source &

descriptionLocal Measurement Data Source & description

Local Measurement Data Source & description

Small group instruction using Origo Math Education Resources.

Review Origo checks at the end of each strategy that is taught.

Daily assignments Unit Chapter tests in classroom curriculum.

Provide opportunity for student self- reflection weekly.

Student self-reflection

Will multiple measurements that describe the impact be used? Yes Do you provide for a minimum of three different data sources? Yes Save any samples created to be included as appendices. (surveys, pre/post tests, observation protocols, etc.)

Specific Activities to Implement the Strategy/Interventions & Measure

(Detailed description of steps & activities to take to implement and measure. Be detailed enough that

others could follow this plan without your leadership…)

Person (s) Accountable

Time-lineBegin

(Be specific!)

Time-lineEnd(Be

specific!)

Resources Staff Dev. NeedsTraining needs for best practice, measurement procedures; other

7. Initial meeting with School Improvement project team to discuss the group of students needing extra support and interventions.

8. Researched three strategies and shared with team. Team selected Origo as the intervention to be utilized, targeting number sense.

Cassie BlaseWhitney FlowerSavannah Kok

Maureen OmanKelly Zeckser

Cassie BlaseWhitney FlowerSavannah Kok

Maureen OmanKelly Zeckser

Michael Shively

08-31-2016

10-20-2016

08-31-16

10-20-16

District dataUnit Assessments

Origo resources Training of program was provided from Origo

representatives in August.

9. Students take placement Origo placement assessment.

10. Prepare materials from Origo Resources for both teachers and students.

11. Implement the Origo intervention program.

12. Students take checks for understanding at end of each strategy.

13. Team attended district “refresher” training with Origo creator, James Burnett. Started utilizing Fundamental academic games.

14. Students continue to complete daily assignments, Chapter tests, and complete self-reflections.


Cassie BlaseWhitney Flower

Michael ShivelyBrenda HuffCassie Blase


Cassie BlaséWhitney Flower

Brenda HuffMichael Shively

Michael ShivelyBrenda HuffCassie Blase

11-11-2016

11-14-2016

.11-16-2016

11-22-2016

01-18-2017

11-11-2016

11-14-2016

.Present

Ongoing

01-18-2017

Ongoing

Pre-assessment form

Origo materials

Origo materials:Box of Facts

Fundamental

Origo checks

District curriculum

Ethical Considerations: Explain…How will provide for confidentiality? How will you safeguard participants?How will you share results? With what audience? (school site, Cadre)How project complies with current SIP initiatives?How is project consistent to school policy/guidelines?Any district forms needing completion for your project?Have you completed the EDL IRB Exemption Form? (if appropriate)

*Students will be identified using letters.*Results will be shared with the fourth grade team, Lincoln School Improvement team, and Doane Educational Leadership Cadre 32.*The project follows Lincoln School’s Improvement Plan goals and Grand Island Public School’s goals.*The project is focused on research-based intervention program that will focus on improving achievement and closing the achievement gap.*No district forms or EDL IRB Exemption Forms are needed for this project.

NOTE: Keep in-depth field notes to document all steps and decisions made.

Appendix Q

Student Example of Unit 1 Assessment

This shows an example of the unit 1 assessment students took prior to Origo intervention. The assessment focused on solving multiplication and division word problems. The assessment was read out loud to students, eliminating errors due to reading.

Students were asked to list multiples of a specific number.

Students were expected to understand the difference between multiples and factor pairs.

Students had to show and explain understanding of what characteristics make a prime number.

Appendix R

Unit Test Results

The graph indicates the averaged scores gathered from the algebraic units within Math Expressions, Lincoln Elementary School’s primary math resource. The data was collected from the assessments of female students in the fourth grade classrooms. Unit 1 assessment was administered before Origo Math intervention was in place. Intervention was implemented at the beginning of Unit 3.

0%

20%

40%

60%

80%

100%

Classroom 1Classroom 2

Students in either classrooms did not average a proficient score of 75% or higher on the Unit 1 assessment.

Students in both classrooms increased their overall average score from Unit 1 to 3 and Unit 3 to 5.

Students in classroom 1 averaged a score of 83% on Unit 5, placing the students in proficiency range.

Appendix S

Daily Assignment Results

The graph indicates the averaged results from daily assignments gathered during algebraic units. The assignments ranged from homework and remembering pages from Math Expressions, online activities utilizing Think Central, and stations created from the classroom teacher.

0

20

40

60

80

100

Classroom 1Classroom 2

Students in classroom 1 increased their average by 5% each unit.

Students in classroom 2 increased their average by 5% from unit 1 to unit 3 and 3% from unit 3 to unit 5.

Students in both classrooms averaged above the proficiency level of 75% in unit 5.

Appendix T

Student Example Daily Assignment

The student example of daily assignment shows a homework page requiring students to solve area and perimeter using numbers 1-10. Students had time in class to finish the assignment. Students also were able to utilize a sheet that has the formulas for area and perimeter.

This student achieved 14 out 15 questions solving perimeter.

This student achieved 13 out of 15 questions solving area.

This student achieved a combined score of 27 out of 30.

Appendix U

Student Example of Origo Checkout

Below shows an example of a student’s checkout utilizing Origo. The students were required to solve basic multiplication facts with a factor of 10. They then had to compose and solve the multiplication fact using the factor of 5. The concept taught focused on calculating a product when a factor is halved.

Students completed check out after the concept of halving a factor results in halving the product

Each problem provided a visual that had an array with a line that divided the array in half

Students were required to compose a number sentence when halving the factor and product.

Appendix V

Origo Checkout Results

The graph indicates the averaged results of the checkouts given after each concept taught in Origo materials. The three lessons taught focused on multiplication by 5, 10, and 2. Within the unit, also focused on being able to half or double an answer knowing the inverse of your facts with 5 and 10.

Check Out 1 Check Out 2 Check Out 30

10

20

30

40

50

60

70

80

90

100

Classrom 1Classroom 2

Students in classroom 2 averaged 96% in the first two checkouts and 99% in the third check out.

Students in classroom 1 maintained an average of 99% in the last two checkouts.

Students in both classrooms scored an average of 99% on checkout 3.

Appendix W

Student Example of Self-reflection

Below is an example of a student’s self-reflection taken in January 2017. Students were asked to rank themselves from 1 (not at all)-4 (all the time). The three statements include: I enjoy learning new concepts in math, I persevere when math is hard, and I am growing in math.

Student ranked themselves as a 3 reflecting the statement I enjoy learning new concepts in math.

Student ranked themselves as a 3 reflecting the statement I persevere when math is hard.

Students ranked themselves as 4 (all the time) reflecting the statement I am growing in math.

Appendix X

Student Self Evaluation Results

The graph indicates the averaged results of self-reflection assessment female fourth grade students completed from both classrooms. The reflection asked students to rate themselves on a scale from 1-4 (1 being not at all, 4 being all the time) for the following statements: I enjoy learning new concepts in math, I persevere when math is hard, and I am growing in math.

August, 2016 November, 2016 January, 20170

0.5

1

1.5

2

2.5

3

3.5

4

I enjoy learning new concepts in math I preserve when math is hardI am growing in math

Fourth grade female students averaged rating was 2.5 of enjoying learning new math concepts in August and increased to an average of 3.5 in January.

Students averaged rating of persevering when math is hard at a 3.0 in November and increased to an averaged rating of 3.5 in January.

Students averaged a rating of 4.0 when stating they are growing in math in January.

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