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Math Committee
 
Middle school math teachers and Office of Teaching and Learning staff met regularly throughout
the year to improve middle level math instruction.

Department of Defense Grant Funds Math Improvement

Summary...
 
Yelm Community Schools received a $353,750 three-year competitive grant from the Department of Defense Education Activities (DoDEA) to improve middle school student achievement in math. This year, 7th – 9th grade math teachers and staff from the Teaching and Learning office met regularly to plan and build “infrastructure” for an improved approach to teaching mathematics using the Response to Intervention (RTI) model. Energetic exchanges and laughter punctuated the monthly meetings while they created a framework for consistent and effective implementation of the new teaching model.
 
Early results ….
  • Student improvement from fall to spring on MAP math tests (grades 7-9) almost doubled the typical growth rate.
  • Students show increased engagement in their math classes.
  • Teachers report the professional development offered through the DoDEA grant has resulted in a stronger team approach to math instruction, uniting both middle schools and making a positive impact in the classroom.
Grant Purpose ...
 
The focus of this grant is to increase mathematics achievement for military students in grades 7-9. Through the support from DoDEA grant funding, Yelm Community Schools has been able to fully implement Response to Intervention (RTI) at both Ridgeline and Yelm middle schools. Within the system of RTI, teachers identify students at risk for mathematical difficulties, an essential part of effective individualized instruction. The grant enabled YCS to purchase and align instructional programs and methodologies to meet a variety of student learning needs, recognizing that struggling students have different learning styles and needs than students who are typically successful in mathematics. Motivational strategies are employed to engage struggling students and develop their responsibility and ownership in their learning. Teachers have participated in focused, on-going professional development which directly impacts classroom practices and student learning. The grant also monitors student and teacher progress to ensure program effectiveness.
 
Grant Strategies ...
  1. Identify and sequence content considered essential
  2. Screen all students to identify those at risk for potential mathematics difficulties
  3. Select and provide focused instructional materials to students identified as at risk
  4. Ensure intervention instruction is explicit and systematic
  5. Regularly monitor the progress of students with general outcome and curriculum embedded measures 
  6. Include motivational strategies for students at risk for mathematical difficulties
These strategies incorporate evidence-based recommendations outlined in the report prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences by the What Works Clearinghouse entitled, Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.
 
Grant Structure ...
  • $353,750 available over 3 years (June 2010 – October 2013)
  • 2010-2011 – Building the infrastructure for consistent and effective implementation of RTI, including the
    • Development of screening and placement criteria to meet the needs of every math learner, including students identified as at-risk
    • Establishment of scope, sequence and pacing guides for each mathematics course 
    • Construction of standards-based summative assessments for every math class
    • Incorporation of progress monitoring tools, including standards-based formative assessments, into daily mathematics instruction
  • 2011-2012 – Improving mathematics instruction through peer observation and coaching
  • 2012-2012 – Refining systems and instructional strategies to maximize effectiveness
 
Grant Activities 2010-2011 ...
  • 1,301 students at RMS and YMS
  • 351 military students at RMS and YMS
  • 15 mathematics teachers participated in professional development focusing on the DoDEA grant strategies
  • 115.5 hours of professional development utilized
  • All professional development has been teacher directed and teacher created in alignment with the collaborative model outlined in YCS’s mission and vision
Grant Activities 2011-2012 ...
  • 1355 students at RMS and YMS
  • 394 military students served at RMS and YMS
  • 12 mathematics teachers participated in professional development focusing on the DoDEA grant strategies
  • 211.5 hours of professional development utilized, including peer observations to identify and strengthen effective instructional strategies
  • Math placement process identified incoming 7th graders at risk in mathematics, enabling them to immediately get additional support in math at RMS and YMS
  • Created additional advanced mathematics classes in order to meet the instructional needs of students
    • Increased enrollment in Algebra in both 7th and 8th grade at RMS and YMS
    • 94% of 7th and 8th graders in Algebra at RMS and YMS passed the EOC
    • 100% of 8th and 9th graders in Geometry at RMS and YMS passed the EOC
Grant Goals ...
 
Project Outcome (State Assessments):
By June of 2013, 79.3% of students in grades 7-9 in the target schools will meet or exceed state standard on the Measurement of Student Progress (MSP) and/or End of Course Exam (EOC), an increase of 28% over the SY08-09 level.
 
Interim Outcomes (MSP):
By the end of SY10-11, 60.6% of students in grades 7-8 in the target schools will meet or exceed state standard on the MSP, an increase of 9.3% over the SY08-09 level.
 
Project Outcome (MAP):
By June of 2013, 79.3% of students in grades 7-9 in the target schools will meet or exceed the 50th percentile on a norm-standardized, state-aligned computer based testing system, Measures of Academic Progress (MAP), an increase of 18.7% over the Fall 2009 level.
 
Interim Outcomes (MAP):
By the end of SY10-11, 66.8% of students in grades 7-9 in the target schools will meet or exceed the 50th percentile on Measures of Academic Progress (MAP), an increase of 6.2% over the Fall 2009 level.