Improving Math Achievement Gap for Latino 3rd Graders

IMPROVING THE ACHIEVEMENT GAP IMPROVING THE ACHIEVEMENT GAP EDU 545 Final Project Part II Kim Walsh- Southern New Hampshire University

Achievement Gap The achievement gap that is present is in the Latino students in Grade 3. Specific focus: Math fluency

SMART GOAL • Below Basic- Growth of 15% • Basic or proficient- Growth of 8% • Advanced- growth of 5% • Growth by end of the 4 th marking period • Fluency Categories: addition, subtractions, multiplication, and division

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Teachers Role in Smart Goal Student Expectation 3 rd grade students will improve their math scores to surpass the loss they had from the previous year. Teacher Expectation Use standards-based units and standards to provide intervention for all students (including Latino students).

SMART GOAL • Below Basic- Growth of 15% • Basic or proficient- Growth of 8% • Advanced- growth of 5% • Growth by end of the 4 th marking period • Fluency Categories: addition, subtractions, multiplication, and division

Data Findings • The Latino students were the lower-performing students when compared to other ethnic backgrounds • Number of Latinos in the below basic in 3 rd grade is much higher than that of Latinos in the other grades. • In 3 rd grade there were a total of 14 students below basic, while 4 th and 5 th grade both have a total of 6 • Almost one-third of Latinos in U.S. public schools are • known to be living at poverty level or below (Gaytán, 2014).

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Math Comprehension & Fluency • Comprehension vital to mathematics • Teaching students to understand and comprehend the meaning of numbers. • Fluency is the ability to recall facts and concepts • Number sense, accuracy and understanding the math concept

DIVERSITY & STRATEGIES • Before you tackle the achievement gap, we must learn who our students are and how they learn. • Students come from diverse backgrounds, which means we need to ensure that our classroom is welcoming and all students are treated fairly.

Ways we can provide fairness in the classroom & give diverse groups equal chance to succeed:  Create lessons that are easily presented yet taught is different ways  Acknowledge the different learning styles in the classroom  Give all students equal opportunity with technology and hands-on lessons  Provide early screening for students to determine if any learning disabilities exist.

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Interventions to improve Fluency • Meant to be used to “increase student access to academic content standards through instruction in the general curriculum by using accomodations” (Appelbaum, 2009) Types of Interventions:  Cooperative learning  Hands-on learning activities  Use of visual aids & manipulatives  Use of technology

Cooperative Learning • After the teacher has given whole group lesson, modeled, and given direct instruction, students can break into small groups for more independent practice. • Encouraging students of different abilities to work together is a great way for students to see other perspectives and learn together (Bromley, 2010). • Example: Groups could rotate through station work (1 station doing multiplication flashcards, 1 station working on long division, 1 station doing an activity with manipulatives)

Manipulatives and Visual Aids • Helps students from different backgrounds be successful. (Seefeldt & Wasik, 2006) • Firsthand experiences related to math • Explain properly how to use the manipulative & monitor students • Example: Students learning fractions will use fraction towers to physically manipulate the different relationships between fractions

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Incorporating Technology • In small groups, students can use various technology aids to help through the lessons. • The use of calculators when appropriate can help students • Pictures (virtual/paper) can provide a visual aid for students to help them figure out what the problem is asking. • Accelerated Math- an online program to help with fluency and math facts • Teachers can set different assignments for different students.

Professional Learning Communities The main goal of PLC groups is to “influence the school’s learning goal, and with the use of data to support these goals, the group can continue to practice coming together and then allowing for reflection to constantly improve” (Rentfro, 2007) What we need for successful PLC’s to meet learning goal: 1. Instruction for the teachers 2. Collaborative curriculum 3. Observation 4. Self-evaluation for teachers (teaching ability and student engagement) Teachers will need to meet with colleagues to review and discuss student data. Using the data and what they see in the classroom, they will plan together to implement necessary strategies or interventions to ensure success for students.

PLC’s and how they can help… • Need to look at the data and figure out what interventions are needed. • When students are struggling in one subject, they are likely struggling in another. Therefore, all subject area teachers working together to help students will better assist the needs. • The PLC is able to continuously examine how the interventions are working and what changes need to be made. • PLCs can focus on certain achievement gaps, for example the Latino group that is the focus of this project.

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Progress Monitoring Should be progress monitoring throughout Benefits:  Classify at-risk students  Adapt and adjust instruction to benefit students  Determine how effective a curriculum is  Track progress (positive and negative)  Encourage students to take accountability for learning

References Appelbaum, M. (2009). The One-Stop Guide to Implementing RTI : Academic and Behavioral Interventions, K-12. Corwin. Bromley, K. (2010). Picture a world without pens, pencils, and paper: The unanticipated future of reading and writing. Journal of College Reading and Learning, 41(1), 97-108. Rentfro, E. (2007). Professional Learning Communities Impact Student Success. Leadership Compass, 5(2), 1–3.https://www.naesp.org/sites/default/files/resources/2/Leadership_Compass/2007/ LC2007v5n2a3.pdf Seefeldt, C., & Wasik, B.A. (2006). Early education: three-, four-, and five-year-olds go to School (2nd ed.). Upper Saddle River: Pearson Education.

545-Final ProjectPresentation-Powerpoint

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