Erin Robbins

NELA Evaluation Plan Stovall-Shaw Elementary School: Grade 5 Math Stations

Internship Project Objectives
Objective Objective Objective Objective A. B. C. D. Teacher instructional practices consistently include the Math Stations component of Guided Math Positive changes in mathematical practices for students engaged in the use of Math Stations Teacher use of math stations as an RtI tiered intervention for students identified at-risk in Mathematics Teacher interprets formative data to inform individual student conferring and measure student progress

Internship Project Strategies

Strategy 1: PI will support the teacher through training & collaborative planning sessions on the implementation of Math Stations. Strategy 2: Teacher & PI will develop Math Stations for identified students to engage in during Math Workshop. Strategy 3: Teacher will incorporate the use of Math Stations when designing math lessons.

Activities: Facilitates training sessions for teacher on Math Stations to focus on strategies of successful implementation. Collaboratively plan with teacher to identify areas of improvement in the implementation process and to develop math stations for students based on curricular areas of need. Monitor teacher use of Math Stations to ensure they are being implemented weekly. Evaluation Questions Measures/Data Sources Results What do you need to know? How will you find out? What were the results? Strategy 1a How many training sessions were held to Training Minutes 2 training sessions were held provide effective strategies on Each training was 45 minutes in length for a implementation? (Quantitative) total of 90 minutes (1 hours)
To what degree did the teacher find useful the training sessions? (Qualitative) Teacher Survey The teacher responded, strongly agree on 2 out of 2 questions in regards to the usefulness of the initial meetings in preparing for the implementation of the math stations.

Erin Robbins
Strategy 1b How many collaborative planning sessions were held throughout the implementation of the Math Stations? (Quantitative) To what degree did the teacher find useful the collaborative planning sessions? (Qualitative) Planning Minutes 3 collaborative planning sessions were held Each planning session was 45 minutes in length for a total of 135 minutes (2 hours) The teacher responded, strongly agree to the survey question concerning the usefulness of the collaborative planning sessions.

Teacher Survey, Teacher Weekly Reflection Log

Strategy 2 How many math station activities were developed per Common Core standard? (Quantitative)

Math Station Index

A total of 30 math station activities 5.NBT.1 1 activity 5.NBT.2 4 activities 5.NBT.3 5 activities 5.NBT.4 1 activity 5.NBT.5 2 activities 5.NBT.6 6 activities 5.NBT.7 11 activities The teacher responded, agree to the survey statement, Managing the math stations was reasonable. The teacher responded, neither agree nor disagree to the survey statement, Planning time for the math station work was manageable. The teacher responded, neither agree nor disagree to the survey statement, I was able to alter stations when necessary. 1 day per week for 6 weeks An average time of 38 minutes

To what extent did the Teacher find these stations manageable to create, maintain, and alter as necessary? (Qualitative)

Teacher Survey, Teacher Weekly Reflection Log

Strategy 3 On average, how often and for how long did students spend working with Math

Math Station Weekly Log

Erin Robbins
Station activities each week? (Quantitative) To what extent did the teacher consistently implement her schedule for the use of Math Stations in her instruction? (Quantitative) Classroom Schedule & Teacher Weekly Reflection Log The original intention was to schedule the students to work in math stations 2 days per week. The teacher was able to implement math stations about half of the time. Changes in plans were often due to the instructional needs of students or scheduling conflicts. See Strategy 3.

Objective A To what extent did the teacher consistently implement her schedule for the use of Math Stations in her instruction? (Quantitative) What did the teacher find challenging and manageable in implementing the use of Math Stations in her instruction? (Qualitative)

Classroom Schedule & Teacher Weekly Reflection Log

Teacher Weekly Reflection Log & Teacher Survey

Challenging: Time and scheduling as a limiting factor (6 out of 6 log entries) Manageable: Focus on standards and decisionmaking based on student data (4 out of 6 log entries) The teacher responded, neither agree nor disagree to the survey statement, I was able to consistently implement the planned schedule for math stations. The open-ended survey question regarding the difficulty of implementation response was, It seemed like something always got in the way of trying to implement the math stations. I ran into several scheduling conflicts. 3 out of 5 students responded that collaboration was what they liked best about math stations.

Objective B What did the students like best and like least about the math station activities? (Qualitative)

Post-program Open-Ended Survey Questions

Erin Robbins
2 out of 5 students responded that content learning was what they liked best about math stations. 2 out of 5 students responded that the limited time in stations is what they liked least. 2 out of 5 students responded that the complexity of the stations and lack of help were what they liked least.

What percentage of students agreed or strongly agreed that the Math Station activities were helping them become better mathematicians? (Quantitative) What percentage of students agreed or strongly agreed that they liked working in math stations every week? (Quantitative)

Post-program Survey 100% of students (5 respondents) agreed or strongly agreed with the statement, Math stations help me be a better math student.

Post-program Survey 80% of students (4 out of 5 respondents) agreed or strongly agreed with the statement, I enjoy working in math stations. 80% of students (4 out of 5 respondents) agreed or strongly agreed with the statement, I like working in math stations every week. Of the 6 students being closely monitored during the math station implementation, the teacher used math station activities with individual conferring on 4 out of 6 PEPs.

Objective C To what extent did the teacher use Math Station Activities as an RtI intervention as part of the Personal Education Plan (PEP) process for at-risk students? (Quantitative) Objective D To what extent did the teacher find useful the information gained from her students work in Math Station activities

PEP Index of Math Interventions

Weekly Conferring Sheets, Rubric of Student ProblemSolving Behaviors, Teacher

The teacher answered strongly agree on 3 out of 3 statements concerning the usefulness of information gained from her

Erin Robbins
as a means of assessing progress and identifying points to confer with students upon? (Qualitative) How many conferences was the teacher able to have with individual students during math station activities? (Quantitative) Weekly Reflection Log, Teacher Survey Conferring Log students work in Math Stations. The teacher was able to conduct individual conferring sessions 4 out of the 6 weeks of implementation. The teacher was able to conduct 11 individual conferring sessions with the 6 students identified at-risk. (It is important to note, this is not reflective of conferring with the other 25 students in the classroom.) 80% of students (4 out of 5 respondents) strongly agreed with the statement, I learn math best when my teacher works with me one on one.

What percentage of students agreed or strongly agreed that working one on one with their teacher was beneficial? (Quantitative) Post-program survey

Decisions Summary of Results: The teacher responses to the survey indicate that the training and collaborations sessions prior to and throughout the implementation of the math stations were useful. When asked questions regarding the usefulness of the sessions, the teacher responded strongly agree 3 out of 3 times. The teacher responses to the survey indicate that the stations were not especially easy to create, maintain, and alter. When asked questions regarding the manageability of the math stations, the teacher responded neither agree nor disagree 2 out of 3 times. These responses were particularly aimed at the planning and altering of math stations as needed during implementation. Based on the log of math station use and text analysis of the teachers weekly reflection log, the stations were difficult to implement at the rate originally intended. The teacher indicated that time and scheduling were a limiting factor on 6 out of 6 reflection entries. Students were only able to work in math stations approximately one time a week; this is half of the originally intended time. The difficulty in time and scheduling was often due to school-wide schedule changes or the instructional needs of the students. Through text analysis of the teachers weekly reflection log entries there was found to be a strong focus on standards and decision=making based on student data. These themes were found in 4 out of 6 log entries and indicate a positive

Erin Robbins
connection to intentional work on the Common Core standards based on classroom needs. Student responses on the post-program survey indicate that collaboration was a positive element of the math stations (3 out of 5 comments), however, students also indicated that they were not given much help in the completion of stations (2 out of 5 comments) and would have liked more time to work in stations each week (2 out of 5 comments). Student responses to the Likert scale survey questions indicate that math stations are a positive component of math instruction in the classroom that is not only enjoyable (4 out of 5 respondents), but helps them do better in math (5 out of 5 respondents). The teacher indicated that the information gained during math stations was significant to determining specific teaching points during individual conferring sessions. The teacher was able to confer with individual students or work with small groups of students 4 out of 6 weeks. These other two weeks were spent facilitating the stations themselves. This time was necessary to explicitly teach expectations were both academic and social behavior during math stations.

Action Steps: Continue to conduct training sessions and collaborative planning sessions, but increase the collaborative planning session frequency to allow more time for the creation and maintenance of the math stations. Develop lessons to be taught prior to full implementation for the teacher to facilitate and explicitly teach the expectations of both academic and social behavior. Develop a comprehensive math station index to more appropriately target all math standards while taking into consideration the 8 mathematical practices students must demonstrate. Continue to use math stations as an effective means of supporting individual and small group needs after the intentional analysis of data gathered through whole group instruction and math station work. Expand the use of math stations to the entire grade 5 team and encourage collaborative planning that includes conversations on how to flexibly group students across classrooms based on individual and small group needs. Continue to encourage the use of differentiated math stations and conferring sessions as an RtI strategy for students struggling in the area of mathematics. Develop creative scheduling solutions for adaption to unforeseen schedule changes to ensure math stations are implemented each week with fidelity.

Erin Robbins
Internship Project Outcomes:
Outcome I: Creation of an exemplar math classroom for teachers to see Math Stations used effectively during math instruction. Outcome II: Increased proficiency for students on formative assessments in math given by the classroom teacher. Outcome III: Increased proficiency in student display of problem-solving behaviors. Evaluation Questions What do you need to know? Outcome I To what extent does the teacher display proficiency in the use of Math Stations? (Qualitative) Measures/Data Sources How will you find out? Principal Intern Observation Notes, Collaborative Planning Session Minutes, Teacher Weekly Reflection Log Results What were the results? Based on observation and planning sessions, the teacher understands the importance of small group instruction and individual conferring sessions, which are two of the main drivers of math station work. Planning and scheduling are areas of needed improvement. Text analysis of the teachers weekly reflection log showed several themes: o Focus on standards (5 out of 6 log entries) o Time as a limiting factor (6 out of 6 log entries) o Collaboration (3 out of 6 log entries) o Decision-making based on student data and observation (4 out of 6 log entries) o Positive student engagement (4 out of 6 log entries) The teacher responded neither agree nor disagree to the statement, I feel prepared to have other teachers observe my use of math stations.

To what extent does the teacher feel prepared to open her classroom during her math instruction for peer observation of the math station workshop model?

Teacher Survey

Erin Robbins
(Qualitative) The teacher stated in an open-ended survey question, I would like more time implementing math stations prior to others observing in the classroom. 5 out of 6 students scores increased from the pre-assessment to the post=assessment (the 6th students score stayed the same) Student 1: Score remained the same Student 2: +43% Student 3: +43% Student 4: +57% Student 5: +15% Student 6: +14%

Outcome II What percentage increase did the students achieve over the course of the math station implementation? (Quantitative)

Student Pre & Post Assessment Scores

Outcome III What percentage increase did the students achieve over the course of the math station implementation in each of the identified problem-solving behaviors? (Quantitative)

Rubric of Student ProblemSolving Behaviors

5 out of 6 students had at least a 20% increase in the rubric scores for problemsolving behaviors in math (The 6th students rubric scores did not change from the pre- to the post- rubric scoring) Student 1: 2 out of 5 pre-program, 2 out of 5 post-program (stayed the same) Student 2: 2 out of 5 pre=program, 3 out of 5 post-program (20% increase) Student 3: 2 out of 5 pre-program, 3 out of 5 post-program (20% increase) Student 4: 2 out of 5 pre=program, 3 out of 5 post=program (20% increase) Student 5: 3 out of 5 pre-program, 5 out of 5 post=program (40% increase) Student 6: 0 out of 5 pre-program, 2 out of 5 post-program (40% increase)

Erin Robbins
Decisions Summary of Results: Observations, teacher reflection log entries, and teacher survey results indicate that more time is needed to implement math stations with consistency prior to the invitation for peer observation to be extended to other teachers. The teacher neither agreed nor disagree with the survey question regarding her readiness to have other teachers observe the use of math stations in her classroom. The results of the students pre- and post-assessment scores indicate that math stations and teacher conferring positively impact student performance on targeted mathematics standards. Out of 6 students, 5 saw at least a 14% increase in assessment scores. It is interesting to note, that the one student who answered neither agree nor disagree on 2 out of 2 questions regarding the enjoyment of math station work was the only student whos score did not increase. This indicates that a students academic and social attitudes toward math station work may impact overall achievement. The results of the students pre- and post-problem-solving behavior rubrics indicate that math stations and teacher conferring positively impact student problem-solving behaviors in mathematics. Out of 6 students, 5 saw at least a 20% increase in rubric scores. Again, the student who answered neither agree nor disagree on 2 out of 2 questions regarding the enjoyment of math station work was the only student whos score did not increase. This indicates that a students academic and social attitudes toward math station work may impact problem-solving behaviors. Action Steps: Continue the use of math stations and determine a long-term plan for peer observation of teacher implementation of math stations during mathematics instruction when consistency and proficiency in implementation are attained. Develop a positive behavior system in regards to student work in math stations to encourage more positive attitudes towards math station work. Develop a system by which students evaluate themselves on the 8 mathematical practices identified as significant to student achievement in mathematics. Include conversations during teacher conferring on the positive student academic and social behaviors observed during math station work.