Artifact 3: BOY/MOY District Math Assessment Growth
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement and data analysis and probability.
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
The final piece of evidence that supports Standard I, is a document showing growth from the Beginning of the Year District Math Assessment to Middle of the Year District Math Assessment. The beginning of the year District Math Assessment was given in October 2016. Out of 12 chapters in a year, we were at Chapter 4 when the test was given. The Middle of the Year assessment was given in January 2017. By the January assessment, 33% of students moved from red to yellow. 16% were greens and stayed greens. 11% went from yellow to green and 38% went from red to green. There was no drop in scores from any student. The math strategy song is displayed to help students pick one of the strategies we have learned to solve their math problem.
This evidence supports Standard 1, element A, C and E. First, students demonstrated knowledge of mathematics aligned to the 1st grade Common Core State Standards and the district's plan of instruction. Elaborating on why students need to understand math concepts and supplying them with tools to apply it to their daily lives. Students interact with challenging content and perform at expected levels. They make connections between all content areas and apply their math skills to reading, science and social studies. Students collaborate and problem solve together in groups. Opportunities to act out math problems in class, gives students a different learning perspective and aides in cognition. Incorporating song and movements to understand math strategies has been a successful instructional tool this year.
I have found that students are engaged with the singing and movement parts of instruction to help in retention of the lessons. I am very proud of my student’s math gains from the Beginning of the Year to the Middle of the Year as the students have worked hard and apply their background knowledge to each lesson. Incorporating technology and resources from our math curriculum has helped students fully develop their math skills. Differentiating for higher performing students and lower performing students using an "enrich and re-teach" has helped target these students and aides in their academic achievement.
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement and data analysis and probability.
ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.
The final piece of evidence that supports Standard I, is a document showing growth from the Beginning of the Year District Math Assessment to Middle of the Year District Math Assessment. The beginning of the year District Math Assessment was given in October 2016. Out of 12 chapters in a year, we were at Chapter 4 when the test was given. The Middle of the Year assessment was given in January 2017. By the January assessment, 33% of students moved from red to yellow. 16% were greens and stayed greens. 11% went from yellow to green and 38% went from red to green. There was no drop in scores from any student. The math strategy song is displayed to help students pick one of the strategies we have learned to solve their math problem.
This evidence supports Standard 1, element A, C and E. First, students demonstrated knowledge of mathematics aligned to the 1st grade Common Core State Standards and the district's plan of instruction. Elaborating on why students need to understand math concepts and supplying them with tools to apply it to their daily lives. Students interact with challenging content and perform at expected levels. They make connections between all content areas and apply their math skills to reading, science and social studies. Students collaborate and problem solve together in groups. Opportunities to act out math problems in class, gives students a different learning perspective and aides in cognition. Incorporating song and movements to understand math strategies has been a successful instructional tool this year.
I have found that students are engaged with the singing and movement parts of instruction to help in retention of the lessons. I am very proud of my student’s math gains from the Beginning of the Year to the Middle of the Year as the students have worked hard and apply their background knowledge to each lesson. Incorporating technology and resources from our math curriculum has helped students fully develop their math skills. Differentiating for higher performing students and lower performing students using an "enrich and re-teach" has helped target these students and aides in their academic achievement.
Below is a grading sheet used to measure math standards on a Math Chapter 2 assessment. Differentiation was then determined for students scoring unsatisfactory or partially proficient, in order reach mastery.