Math PDSA 2005-2006 Pierce Elementary School Cedar Rapids Community Schools.
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Math PDSAMath PDSA2005-20062005-2006
Pierce Elementary SchoolCedar Rapids Community
Schools
Plan, Do, Study, Act!Plan, Do, Study, Act!
Background InformationBackground Information
Area of Opportunity: Math computation is an area of
emphasis in our current school improvement plan. Analysis of data from district level and ITBS assessments show that math computation is an area in need of improvement. As a school we feel that our district level math and ITBS scores are not as high as they could be.
Background InformationBackground Information
Reasons for Selection: Math computation plays a key role
in understanding math concepts. Math is an important everyday life skill. Data collected indicates a need for additional emphasis in this area.
System DefinitionSystem Definition
1.) SYSTEM NAME: Math Computation
6.) CUSTOMER EXPECTATIONS: Improvement in math computation scores
MATERIALS INFORMATION AIDS Everyday Math curriculum & materials ITBS Math cart Fuchs Computation Tests Thinking with Numbers District Assessments Thinking MatheMentally Everyday Math Assessments Nimble with Numbers
22-28 students Overhead Students Self contained Computers Teachers 60 minutes/day Calculators Parents Small group pull-outs White Boards Volunteers
Paraprofessionals ENVIRONMENT EQUIPMENT PEOPLE
3.) CUSTOMER NEEDS: Increased math computation fluency
2.) CUSTOMER(S) Pierce Students Parents
4.) PURPOSE: Help students become more knowledgeable in math computation
5.) OUTPUT: Variable math computation skills P R O C E S S
DeploymentDeploymentFlow ChartFlow Chart
Flow Flow ChartChart: We made a flow chart of the current process.
No
No No
Yes
Yes
Yes
NoNo
Need computation
skills
Parents Teachers Students VolunteersPara-
professional
Teach skills
Give homework
Practice skill
through
Complete homework
Assist with homework
Does student understand/
informal assessments?
Practice skills
More practice Practice
skills
Challenge/ enrichment
Give assessment
Take assessment
Grade assessment
New unit
Does student understand/
formal assessments?
Supplemental support
Supplemental support
Problems, Omissions, or DisconnectsProblems, Omissions, or Disconnects
After examining our flow chart we found no obvious problems, omissions, or disconnections in our current system.
Project StatementProject Statement
To improve math computation in grades k-5 as measured by:Fuchs and Fuchs computation probesDistrict math assessmentsITBS
Data Gathering PlanData Gathering Plan
Measure 1:Percentage correct on weekly Fuchs and Fuchs computation probes (Baseline Data)Measure 2:District math assessments, 3 times per yearIowa Test of Basic Skills (grades 3-5)Measure 3:Time spent in daily math instructionTime spent playing math games per weekMeasure 4:Student attitude survey
Weekly Computation DataWeekly Computation Data 4th grade
Percent Correct by Week
Math
4 6 . 7 %5 1. 3 %
5 4 . 6 %
6 0 . 6 % 6 1. 7 % 6 2 . 4 %5 9 . 0 %
0. 0%
10. 0%
20. 0%
30. 0%
40. 0%
50. 0%
60. 0%
70. 0%
80. 0%
90. 0%
100. 0%
Oct 3rd Oct. 10th Oct. 17th Oct. 24th Oct. 31st Nov. 7th Nov. 14th
District Math AssessmentDistrict Math Assessment
Count & % at benchmark
Data and Probability
GeometryNumber & Operation
Measurement Algebra Computation
Constructed Response: Problem Solving
Constructed Response:
Computation
Test 1: 1 55 66 68 - - 65 57 64
Test 1: 0 15 4 2 - - 5 13 6
Test 1: Total 70 70 70 - - 70 70 70
Test 1 % Proficient 79% 94% 97% 93% 81% 91%
Test 2: 1 - - 0 0 0 0 0 0
Test 2: 0 - - 70 70 70 70 70 70
Test 2: Total - - 70 70 70 70 70 70
Test 2: % Proficient 0% 0% 0% 0% 0% 0%
Test 3: 1 - 0 0 0 0 0 0 0
Test 3: 0 - 70 70 70 70 70 70 70
Test 3: Total - 70 70 70 70 70 70 70
Test 3 % Proficient 0% 0% 0% 0% 0% 0% 0%
Time Spent in Daily Math Instruction and GamesTime Spent in Daily Math Instruction and Games
October week 1 Math games week 2 Math games week 3 Math games week 4 Math games
Monday 60 0 no school itbs 60
Tuesday 70 0 60 30 60 0 60 30
Wednesday 60 15 60 0 60 0 60
Thursday 60 20 60 0 30 0 60
Friday 90 0 60 0 60 30 60
Total 340 35 240 30 210 30 300 30
Ave per day 68 60 52.5 60
M ath T i me
0
200
400
600
800
1000
1200
1400
September October November December J anuary February March April May
Math Minutes
Math Games
Student Math Attitude SurveyStudent Math Attitude SurveyStudent Math Attitude Survey
1. My grade is: 1st, 2nd, 3rd, 4th, 5th 2. I am a: Boy Girl 3. Mathematics is one of my favorite subjects.
1 2 3 Yes most of the time In Between No-Not-Usually
4. I don’t think mathematics is fun. 1 2 3
Yes most of the time In Between No-Not-Usually
5. I enjoy learning new things in mathematics. 1 2 3
Yes most of the time In Between No-Not-Usually
6. I would like to spend more time in school working mathematics. 1 2 3
Yes most of the time In Between No-Not-Usually 7. Mathematics is easy for me.
1 2 3 Yes most of the time In Between No-Not-Usually
Assess the Current SituationAssess the Current SituationMeasure 1: The Fuchs and Fuchs computation probes were administered for seven consecutive weeks. The most students showed growth for approximately the first five weeks and then the scores leveled out. We felt the initial increase was to the natural progression of the learning skills introduced in the math curriculum.
Measure 2: A large percentage of students showed proficiency on the district math assessments of basic skills. However our goal is to have 100% proficiency.
Measure 3: We concluded that our teachers were spending sufficient time (approximately 60 minutes a day) in daily math instruction.
Measure 4: We administered the math attitude survey to students in grades 1-5. We plan to repeat this survey again in the Spring and compare the results.
Cause and EffectCause and Effect
MaterialsMethods
Concern with lower math
computation scores.
Curriculum (timing)does not match assessment.
Supplemental materials – not everyone is aware of all materials (central location)
Lack of test taking skills
Lack of real authentic applications
Amount of
Student Teacher/
Admin.
Inefficient strategies
Low skill fluency does not allow student to accurately portray knowledge on timed assessment.
Vocabulary (not familiar)
Comfort level
Inconsistent use of math vocabulary
Lack of supplemental/ remedial plan/ materials
Need more time to familiarize with curriculum.
Analyze Causes Analyze Causes (Relations Diagram)(Relations Diagram)
3/0 2/2
3/1 0/2 0/3
Lack of test taking skills
Lack of supplemental/remedial
plan
Inefficient Strategies
Teacher inconsistently using specific math
vocabulary
Students lack of vocabulary understanding
Math Computation
error
Root CausesRoot CausesBased on our Relations Diagram, we came to the conclusion that our students lacked the knowledge of math vocabulary which may have contributed to low computation scores. As a team, we assessed the situation and developed a list of terms to be utilized by classroom teachers and students on a daily basis. We are in the process of creating grade level posters to be displayed in all classrooms to aide students in becoming secure with crucial math vocabulary.
Improvement TheoryImprovement Theory
If Students and teachers use a standard set of math vocabulary while practicing computational skills, then students will consistently apply and understand computational skills when computing answers.
Try Out the Improvement TheoryTry Out the Improvement Theory
What Who When
Use standard math vocabulary relating to math computation
Teachers and
Students
Hard Hat needed from this point due to construction zone.
Study the ResultsStudy the Results
Hard Hat needed from this point due to construction zone.
Standardized ImprovementsStandardized Improvements
Hard Hat needed from this point due to construction zone.
Plan for Continuous ImprovementPlan for Continuous Improvement
Hard Hat needed from this point due to construction zone.
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