I am the Math Instructional coach for my district. For this assignment, I chose to use one of the Title 1 intermediate schools. Intermediate campus in my district are for 5th and 6th grade students. My district has 6 intermediate campuses, 2 of which that have an over 70% economically disadvantage and Title 1. Cross Timbers scored lower than the other 5 campuses in math in both 5th and 6th grade. I originally chose to focus only on 6th grade; however, after reviewing the school report card I decided to focus on math overall for the campus. My concern with the campus is that students are passing the state assessment at the minimum score. In the state of Texas passing with score between 34 and 61 means that shows that students have some knowledge of course content but may be missing critical elements and will also need additional support in the coming year. The 2017 data showed that 59% of the students at Cross Timber either did not meet the minimum passing score or scored below a 61%. Math is a subject that builds and without strong content knowledge from the grade before leads to larger gaps. Taking this into consideration, I decided that my goal would be to focus on moving more students to the post-secondary and advanced standard level to ensure their success in the next grade level.
After completing the force field analysis, I identified barriers to students not performing at the post-secondary level or higher. Those barriers are: student not retaining the content, poor computation and problem-solving skills, lessons not engaging (more sit and get), and time to teach everything. The next step is now to identify research based strategies that will break these barriers to success.
The top barrier that is believed to hindering students from better performance in math is student learning retention. Students just simply do not remember the information by the end of the year. This is a problem not only for state assessment, but also for the next grade level. One research strategy that teachers can implement to help minimize how much student forget overtime is the spacing effect. Spacing is when “learning is spread out over time rather than being concentrated in shorter periods” (Thalhiemer, 2006). If you want to store information in the long-term memory, you must repeat this with certain intervals. “Space repetition promotes efficient and effective learning” (Kang, 2016, p12). Looking over the data, the lowest standard on the state assessment were from the standards that were given the least about of time to teach or standards that were taught at the beginning of the year. This means that teachers would focus on a concept at the given time in the curriculum, but then not revisit the concept again until weeks before state assessment. Unfortunately, most students at that time would needed more than just a review. There must be time throughout the year to spiral in previously taught concept. Implementing the spacing...