Key elements attributed to the improved performance
of students in Math as indicated by school staff

Each paragraph below represents comments that were made from those schools in NYS who showed a significant improvement in NYS Elementary School Math from 2000 to 2002.

Our teachers are the key to our success.  We try very hard to keep up to date and bring resources to our kids.  We set up tutor time during the school day with F.B.I. volunteers and Literacy Volunteers to help.  We stress the importance of learning and practice and drill everyday. We are implementing Math Trailblazers this year.  It’s a totally different program and we look forward to seeing greater results!

The key elements attributed to the increased performance are studying data from formal and informal assessments to drive instruction, and the ability of teachers to identify learning modalities of students and adjust instruction accordingly.

The consistent emphasis on data to drive improved teaching strategies and staff development for teachers.  Math instruction has improved due to teacher content knowledge acquisition and on-going staff development in the use of manipulatives and alternate problem-solving strategies.

Staff development has played a major role.

Data Analysis in order to formulate plans to meet the needs of the students.

Providing staff development time to align curriculum with NYS learning standards, discussing item analysis and sharing classroom strategies.

The K-12 Math teachers also selected the same Math textbook series to provide consistency.

Math Labs have been incorporated into grades 5-8.  K-4 teachers have been trained in Math Their Way; Math Their Way of Thinking; a few have received training in Math Solutions.

AIS.
Off grade level testing.
Smaller class sizes.
Parallel tasks K-5.
Analysis of past test scores.
Having access to building on weekends Saturday.
Giving extra help Principals Pass Team (Extra teachers helping during prep   times/flexible hours).

 I believe that it is imperative that the Math program address student needs, target specific problem solving skills and be uniform throughout the school.  The entire school community must be using the same “vocabulary”.  In addition, there must be increased time on task.

 Identified needs
Small group instruction
Extra time
Tutoring
Special Education Inclusion Program

Math instruction has changed from a teacher delivery model to an inquiry-based model.  Students work in cooperative groups to solve real life problems involving a variety of methods to arrive at solutions, not rote, drill, and practice.  Work is assessed using rubrics based on standards.

Staff development based on “Thinking Math” strategies and America’s Choice core assignments guides teacher’s development.  A coaching model is used to have staff developers' team with classroom teachers to implement research-based strategies.

Staff at our school has worked together over the course of three years to identify the strengths and weaknesses of our students in the area of Mathematics.  They reviewed the New York State Standards, our City School District’s Mathematics Curriculum and our student’s past performance on the NYS Assessment.  As a district, we have adopted the Riverside Multiple Assessment Series (grade 3) and the Terra Nova Mathematics Assessment (grade 5) to give us more information on our student’s progress.      

Teachers used the information they gleaned from the assessment review to formulate plans to address our specific needs.  Each grade level looked at the fourth grade mathematics assessment and identified strands that needed to be taught.  Primary teachers at our school use “Investigations” by Scott Foresman and teacher-made activities to introduce basic textbooks.  At all levels, teachers use manipulatives to provide concrete representations of new concepts.  Cross grade level teams met and developed parallel tasks, which would address our students needs in the areas of computation and problem solving.  They also incorporated writing into their mathematics instruction requiring that students explain how they arrive at the answer.

Alignment of curriculum.
A focus on Math Literacy (includes Reading and Writing Math).
Consultant support from the local SUNY and Regional Support Center.
A program or series that builds continuity across grade levels.
A review of the data from TONYSS and NYS Math Test.
Small class sizes supported by class size reduction grant.
Time for curriculum review and staff development.
A focus on inquiry based learning.
A caring and dedicated staff.

Our low transient rate and high attendance percentages have provided student population stability.  Additionally our primary staff is stable and is a veteran staff.  As a magnet school, our parents choose to send their children to our school.  They must apply and are chosen through a lottery system. 

The availability of enough Math manipulatives in all classrooms aligning the district June exams with the format of the NYS assessment in grades 2-8.  Analysis of student testing data has affected the focus of instruction.

Additionally, last year we allotted two Math periods each May in grade 4 beginning in February until May.  One period was a continuation of the developmental program.  The other period focused upon questions and activities formatted to the NYS Assessment.  Additionally, the students had homework each night that was reinforcement of the material covered during the second period.     

Students practiced the format of the state assessment and become familiar with the rubrics scoring.
The students were given extra help during and after school to prepare them for the testing.
Teachers adhered to the standards and the 7 key ideas when writing lesson plans.
Building Math Teacher had a focus on improving student’s calculation skills, which improved performance of  “Level 2 students” to Level 3.

We targeted ‘students in need’ to attend extended day/week classes in an intensive program with small groups of up to 10 students.  A high performing teacher also helped to make the difference!

Using data from grade 2 and grade 3 Terra Nova testing an individual profile card was developed for each student and given to classroom and inclusion teachers, and instructional aides.  Emphasis was placed on what the students do not know instead of re-teaching math concepts students already mastered.  We also started noon hour small group instruction for designated at-risk students.  

Our teachers and staff have had numerous opportunities for professional development sessions targeted for K-5 math instruction and best teaching practices.

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