Three Strikes and I am OUT!!!

I have hit a few roadblocks this week in my goal to update and infuse technology into my fourth grade math teachers’ lessons.  First, we were unable to hold our weekly meeting today.  One of the teachers had to use her preparation time to go pick up her son.  The meeting is postponed until tomorrow.  Another roadblock is that at a math meeting yesterday I learned that our scheduling next year will tell us specifically which lesson we are to teach on exactly which day.  How in the world will that work with problem-based learning?  Teachers will have to teach the math series each day according to this new schedule.  Administrators should be able to walk into any math class on any day and know exactly what is being taught.  The only positive outcome I view with this is that when students transfer from one school to another in the district (which happens daily), they should be at the same spot in math as our school.  In addition, I learned that there is going to be a template for each daily math lesson.  Specific times will be allocated to specific sections of the lesson.  There is NO ROOM in this template or this schedule for any flexibility in math.  This template lists the sections and time frames per section for each daily math lesson.  So, now when administrators walk into the room they will not only know exactly what lesson is being taught but exactly which section of the lesson will be taught at which time.  The final kink in the plan is that I met with my principal yesterday and she told me she is reassigning many teachers to different grades next year.  The fourth grade team that I have been working with all year is now going to have only one of the teachers the same next year.  Should I still plan with them as if they are teaching fourth grade next year (they do not know they are being moved)?  Should I modify the entire plan now that the math department has squelched my dreams?  I really do not know how to progress or if I should progress from here.  The only idea I have at this point is to talk to the head of the math department and ask if we could pilot a problem-based math curriculum next year.  The only problems with that are that we have spent a ton of money on our current series, and I have no idea if the teachers who will be teaching fourth grade next year will go this route with me.  I am trying to be flexible and remain positive about this, but it is difficult.  Any advice??

My second goal is going well.  We have eight new students this week.  I have ordered bubble sheets for them so I can test them.  I have only gotten to one so far.  Also, the newest benchmark data is now available in the computer for me (Laureate Education, 2009).  I can add the data from this assessment to teacher’s data charts so we can look for trends in student data and performance (Cennamo, Ross & Ertmer, 2009).  Then I will schedule my final data meetings of the year where we will review data (Laureate Education, 2009).  In addition this is the meeting where I will model how to assign specific assignments for Compass Odyssey.  My schedule is now lighter than usual, so I can use the extra time to begin researching and developing activities for each anchor for anchor folders.  I will then be a resource person for the teachers and students.  I have not yet had a chance to research additional differentiation sites.  That task remains on my list. 

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach.  (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2009). Integrating Technology Across the Content Areas [Motion Picture].  Assessing Student Learning with Technology.  Baltimore: Author.  

It's the Name of the GAME

First NETS – T (2008) standard chosen to strengthen: Facilitate and Inspire Student Learning and Creativity
Resources Needed: I will need the Internet to research types of authentic problems I could use for mathematics in fourth grade.  My colleagues will work closely with me to develop a more authentic mathematics curriculum for the fourth graders.  We will use our Everyday Math textbooks, our district Course of Study and our state (Pennsylvania) standards to guide us.  We will use teacher resource books, teacher magazines, and my Walden University materials to assist our planning.  Sample rubrics will serve as models when we write them with our students.  Together we will also create a form to self-assess what we did and how we did it.  Also, we are going to develop a pre-assessment to more closely guide our instruction and differentiation.  We will need input from our ELL teachers and our special education teachers.

Additional information needed:  It is possible our state standards may be revised for next year.  If that is the case we need the new standards to make sure we are covering what should be taught in order for students to perform well on state testing.  Input from third grade teachers on students’ individual needs would be helpful.  Which students have IEPs?  What adaptations work with them?  Which students do not speak English?  What skills are third graders weak in that need reinforcement in fourth grade?  Which students need enrichment in math?  Which math topics are students most interested in?  Which sites do we want to use that are blocked by the district filters?  Can we get the block removed from them?

Steps taken so far:  The fourth grade teachers and I met for the first planning session today.  We decided to begin with a daily math schedule.  After that was agreed upon, we decided which skills needed to be reviewed daily or weekly in the daily math routine.  Much discussion occurred around specific methods and materials for daily routine practices.  Some specific methods and materials were agreed upon.  We made the next meeting date for next Wednesday.  The goals we set to accomplish before next Wednesday were to create a poster of math strategies and another of key vocabulary words that indicate specific operations.  The goals we set for our next meeting are to iron out more daily routine details and to begin specific plans for September.  It is so exciting to implement what we are learning!



Second NETS – T (2008) standard chosen to strengthen: Design and Develop Digital-Age Learning Experiences and Assessments
Resources Needed:  I will need the Internet to search for various differentiation tools and sites.  I just handed in bubble sheets for our latest benchmark assessment.  It is the final benchmark for this year.  I will use our Performance Tracker tool to analyze the data.  Using the data I can determine overall and individual mathematic needs of our students.  I can preprogram Compass Odyssey with lessons each individual student needs practice with as early as next week.  If it is all set up now students will have assignments in their folders ready at the beginning of next year.  I am going to introduce Anchor Folders to the teachers next year.  Students will be provided with an Anchor Folder for math.  This folder will contain practice worksheets, games, and Internet sites for students to use to improve on, or be enriched with, their math skills when they need assistance with.  Also, I need to coordinate with our ELL teachers to find resources for our students who speak very little English, and with our special education teachers to differentiate instruction for our IEP students.  Finally, I will need to meet with the previous teachers to analyze individual students needs and determine strategies to begin using at the beginning of next year.

Additional information needed:  What other programs are available to enable our students to practice skills they are having trouble with?og  In addition, what resources are available (other than Compass Odyssey) to enrich our high achieving students?  How can I improve the data gathering process for new students?  Our population is very transient and we keep starting over with each new student.  Are there other programs similar to Compass Odyssey that will benefit our students?

Steps taken so far:  I am almost finished testing every first and second grade student, one-on-one, on math early numeracy.  I have created data charts for each grade, for each class and for each student.  The data charts are color coded by proficiency level and show, at a quick glance, individual student achievement.  I share these charts at grade level math data meetings I run monthly.  At my next data meeting (June) I am going to model how to assign specific assignments on Compass Odyssey for students.  As soon as the latest data is in the computer, the charts will need to be updated again.  I have the ability to break down individual scores by eligible content.  I have done this for each benchmark assessment so far.  I am going to do this by class for each teacher.  I will review with teachers the overall grade level trends and also the ones in their individual classes.  I am going to have each teacher use a form I developed to analyze their class weaknesses.  On this form they will list their classes’ three most obvious weaknesses, reflect upon and write down why they feel they were weaknesses and how that could be prevented for next year.  As an instructional leader I need to make teachers aware of good instruction and how to improve it when and where necessary.  I can offer suggestions, strategies and my assistance in this endeavor.

References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
 

Get a Glove and Get in the GAME

First NETS – T (2008) standard chosen to strengthen: Facilitate and Inspire Student Learning and Creativity

Goal:  One of my goals this summer is to rewrite the fourth grade math curriculum.  I am going to create authentic problems that students will use mathematics to solve (Cennamo, Ross & Ertmer, 2009).  In the problem solving process students will need to use technology resources to research, plan and solve a real world problem.

Actions:  I am going to meet with the fourth grade teachers to work with them to create a more meaningful math curriculum for next year.  In the next few weeks I am going to give them a choice for the first date to meet.  I can also begin to look for problem based learning sites on the Internet and gather and synthesize resources from which to get ideas.

Monitoring:  Most of the monitoring will occur before, during and after the research is complete.  Are students learning what I want them to learn?  Are the actions helping me reach my goal (Cennamo, et. al., 2009)?  If not, how can I refocus their learning?

Evaluating:  To evaluate the students I will have them help me develop a rubric.  To evaluate myself and my teaching I will reflect upon whether or not I met my goal.  Did students learn what I wanted them to learn?  If not, what can I change for next time?  What went really well?  Why did it go so well?  To intentionally improve my practice I need to use reflection to repeat what went well and to improve what did not work well (Cennamo, et. al., 2009).  I will self-assess and have students and teachers assess how the teaching and learning of this new methodology went.  Formative assessment will supply me with information about student learning (Cennamo, et. al., 2009).  Since the problem based learning lessons will be written on the computer it will be very easy to add a section of notes to improve my teaching for next year.  Also, by the next time I teach this lesson I may have learned about a new technology tool that may be applied to problem solve.

Second NETS – T (2008) standard chosen to strengthen: Design and Develop Digital-Age Learning Experiences and Assessments

Goal:  I will continue to explore ways to differentiate instruction to meet student needs and talents using technology tools.  Technology is an excellent alternative to provide different leveled assignments for students.  I also want to differentiate for our growing population of ELL students (Cennamo, et. al., 2009).  My district uses a program called Compass Odyssey.  Currently our administration building assigned students all grade level appropriate work.  I am learning how to select reinforcement or challenge level activities for students all on the same topic.  I am able to manipulate assignments for individual students.  Next year I am going to analyze our data to determine best fit assignments for our students.  I will also research different ways to use technology to differentiate lessons for students.

Actions:  I will continue to explore ways to use technology to differentiate lessons for my students.  In my first data meeting with teachers next year I am going to go through the data and get input from the teachers for leveling assignments on Compass Odyssey.  I am going to model and use the think aloud approach with the teachers as I demonstrate how to assign different levels on the same skill (Cennamo, et. al., 2009). 

Monitoring:  In addition to having the ability to alter assignments, I can also monitor student performance.  It is possible for me to check what was completed, how much time was spent on task, what the student did well with and what needs additional work.  Learning pathways are automatically assigned for students when they need additional practice on a skill.  If students are doing well, however, the program will not provide more challenging work for a student.  I will need to monitor when a student is not in his/her Zone of Proximal Development.  Are the actions I am taking helping me to reach my goal (Cennamo, et. al., 2009)?  If not, what can I do differently?

Evaluating:  Compass is only one of many programs that exist to help differentiate lessons.  Is this program best meeting student needs?  If not I may need to research other programs to better meet my goal of differentiating lessons using technology.  I will reflect upon my actions and add notes on my digital lesson plan to improve my teaching the following year.  When I reflect on my goal I will think about what went well and what needs to change to improve student achievement for the following year.

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm