Most
Improved Elementary Schools in Math
Survey Results
Indications of Effective Change Practices in rank order include:
1. Practice: Focusing on Math Instruction per se (details of change levels)
|
|
% of
Schools Implementing |
%
indicating change in past 3 years |
|
Consistently implementing specific instructional strategies in all classrooms |
94% |
72% |
|
Implementing a consistent
math program in all classrooms |
83% |
56% |
|
Formally reviewing and
aligning curriculum w/NYS standards |
78% |
67% |
|
Integrating math in
content area curriculum and instruction |
60% |
39% |
2. Practice: Using Assessments to Guide Math Instruction (details of change levels)
|
Effective
Strategies |
%
of Schools Implementing |
%
indicating change in past 3
years |
|
Teachers
using results regularly to improve instruction |
94% |
22% |
|
Using multiple standardized and locally developed
instruments |
89% |
61% |
|
Providing students w/regular and systematic feedback
on their learning |
72% |
17% |
3. Practice: Meeting the Diverse Needs of All Students (details of change levels)
|
Effective
Strategies |
%
of Schools Implementing |
%
indicating change in past 3
years |
|
Implementing
differentiated instruction as a consistent practice in math classes |
83% |
33% |
|
Supporting an
inclusion policy and collaborating w/spec ed staff |
78% |
22% |
|
|
61% |
33% |
| Using computers/technology as integral parts of math activities | 50% | 39% |
4. Practice: Providing Professional Development Activities (details of change levels)
|
Effective
Strategies |
%
of Schools Implementing |
%
indicating change in past 3
years |
|
Basing PD on an analysis of student data |
72% |
44% |
| Basing PD on a formal needs assessment of staff needs/interests |
61% |
33% |
|
Providing follow-up training (w/in 6 mos. of program implementation) |
56% |
22% |
5. Practice: Expanding Information for Math Design/Revision Decision-making (details of change levels)
|
Effective
Strategies |
%
of Schools Implementing |
%
indicating change in past 3
years |
|
Using data
analysis routinely to design/revise the math program |
89% |
28% |
|
Including
administrators in program design/revision decisions |
94% |
17% |
6. Practice: Involving Parents in Their Child’s Education (details of change levels)
Effective Strategies
|
%
of Schools Implementing |
%
indicating change in past 3 years |
| Having formal activities in place to increase parent participation in their child’s learning |
67% |
33% |
7. Practice: Grouping Students for Instruction (details of change levels)
|
Effective Strategy |
%
of Schools Implementing |
%
indicating change in past 3 years |
|
Providing some ability grouping for math instruction in Gr. 3-6 |
72% |
22% |
| Providing some ability grouping for math instruction in Gr. K-2 | 44% | 17% |
8. Practice: Reducing Class Size for Instruction (details of change levels)
|
Effective Strategy |
%
of Schools Implementing |
%
indicating change in past 3 years |
|
Providing class size on average of 16-20 students in Gr K-2 |
61% |
22% |
9. Practice: Providing Support and Technical Assistance (details of change levels)
|
Effective Strategy |
%
of Schools Implementing |
%
indicating change in past 3 years |
|
Providing external consultants |
39% |
22% |
Back to High Performing Summary