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Goal

As a result of implementing a very similar project a few years ago, the evidence concluded that student motivation for mathematics learning shifted tremendously. Student achievement increased beyond just our Hispanic ELL students. It is my goal to improve methodologies that I use to teach mathematics, specifically using various activities including technology to increase student engagement and excitement for learning. This project will help students improve in mathematics by immersing them in technology and activities that will require them to plan, communicate, coordinate, and solve problems.

Objective 1: To increase student achievement in mathematics, particularly in the English Language Learner (ELL) population, as evidenced by increased scores on the STAR Math Enterprise Assessment.

Desired outcome: At least 50% of the target population (students who are both low-achieving and ELL) will achieve an SGP of 45 or greater on the STAR Math Enterprise Assessment.


Objective 2: To increase student mastery in the Mathematics Florida Standards (MAFS), as evidenced through achievement on teacher-created, curriculum-based measures in the domains of Operations and Algebraic Thinking, Numbers and Operations in Base Ten, Measurement and Data, and Geometry. Primary benchmarks on this measure include MAFS standard MAFS.1.OA.1.1, in which students will demonstrate their ability to add and substrate within 20 using multiple strategies, standard MAFS.1.NBT.2.2, in which students will demonstrate ability to decompose numbers in multiple ways, standard MAFS.1.MD.3.4, in which students will demonstrate ability to organize and interpret data, and standard MAFS.1.G.1.1, in which students will demonstrate their ability to build and draw shapes with particular defining attributes.

Desired outcome: At least 50% of the target population will demonstrate mastery of the MAFS, demonstrated by a score of at least 80% on the aforementioned teacher-created, curriculum-based measure.
 

What will be done with my students

Through the use of the grant funds, students will engage in small group math for one hour per school day, a minimum of three days per week. Each small group consists of 6-7 students, depending on needs and class size. Twenty minutes will be spent at each of three workstations in the classroom.
The first workstation will be cooperative learning based, and rely on the use of the games developed by Lakeshore Learning Materials and teacher made games already in the classroom. These games focus on the use of concrete manipulatives and real-world problem solving situations, to engage students in mathematics tasks dealing with operations and algebraic thinking, and operations in place value and the base ten system, thus mirroring the domains discussed in objective 3 above. Each game requires students to think critically about the task at hand, and communicate clearly with their peers to solve the given problems. This is where students will truly engage with one another in order to gain those real-world skills that are so important to foster in the classroom.
The second workstation will utilize a set of Apple iPads to allow students to further engage with the MAFS standards through the use of adaptive, exploratory applications in the same domains mentioned above. Students will work with free exploratory applications in the areas of number sense, operations, place value, measurement, data interpretation, and geometry. These applications are research-based and recommended by the National Council of Teachers of Mathematics. Students will also engage in formative assessments using the district provided program, Compass Learning. This program assesses student knowledge of all the Mathematics Florida Standards.
Data gained from the second workstation will be used for planning purposes at workstation three. At this workstation, students will work with the teacher, using concrete manipulatives already available in the classroom, to deepen their understanding of concepts in which they did not prove mastery through the Compass Learning program. The teacher will be able to pull up student data from the Apple iPad applications, and discuss progress and goal setting with the students. This use of student data will ensure that students are receiving instruction that is particularly tailored to their individual needs, in an efficient and succinct manner.
 

Benefits to my students

A total of 18 students will participate in the project, through their participation in the small group math structure. It should be noted however, that only the lowest quartile will be specifically tracked for purposes of the grant. This is in line with my school’s School Improvement Plan, which focuses efforts on subgroup populations. While I hope that all 18 students will benefit from the materials purchased from the grant, I will focus my attention on determining whether the new small group math classroom structure, created through the purchase of grant materials, can have a particular positive effect on my low-achieving, Hispanic ELL students.
In order to determine if desired outcomes have been met for objective 1, I will administer the STAR Math Enterprise Assessment on a quarterly basis to track progress towards the Student Growth Percentile goal of 45 for low-achieving Hispanic ELL students. In order to determine if desired outcomes have been met for objective 2, I will administer the teacher-created, curriculum-based measure on a quarterly basis to check for mastery (80% score or higher).
 

Budget Narrative

Apple iPads are on the approved technology list and will be implemented in small group instruction and independent practice to boost student engagement.

ipad Case-These will be purchased from Amazon.com and will be used to protect the Apple iPads
 

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