2.+Needs+Assessment

[|Math Facts.ppt] [|needs assessment paper.doc]

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 The assessment model we chose for this task is the Problem-Finding-Problem Solving assessment. We felt this model was particularly relevant to our instructional problem because it is precisely that- a problem. As evidenced by student achievement scores and classroom teacher concerns, primary level elementary students are struggling in their ability to recall the basic math facts required by the Office of the Superintendent of Public Instruction’s (OSPI) performance expectations (PE).  Upon review of the literature, student achievement scores, and in collaboration with fellow teachers, we have realized that students at the primary level (K-3) are failing to achieve fluency and automaticity in recalling the basic math facts pertaining to their grade level expectations. This problem was first identified while working in collaborative grade level teams. Teachers identified a lack in mastery of the basic math facts needed by students as they enter the next grade. It was discovered that teachers had to spend valuable time in the beginning of the year trying to catch students up and get them ready for the upcoming performance expectations for their grade. Further research of the literature found that, “American students’ math achievement [was] “at a mediocre level” compared with that of their peers worldwide”. (Lewin, 2008). This is a concern in all grades, however, failure to master basic math facts will inevitably hinder further development as future skills will need to build off of past. (Burns, 2007) A 2006 report put out by the National Council of Teachers of Mathematics found that it “is important for students to master their basic math facts well enough that their recall becomes automatic, stored in their long-term memory, leaving room in their working memory to take in new math processes.” (Lewin) It is widely known that American students are failing in comparison to students in other countries in many academic areas; including math. Perhaps the first time this was brought to the attention of the public was in 1983 with the publication of //A Nation At Risk//. Since then, many studies have been conducted to further investigate this situation. Results from the Third International Mathematics and Science Study (TIMSS) showed that by grade 4, American students’ rank 14th out of 26 industrialized nations. By the eighth grade, they fall into the bottom third in performance indicating this problem persists and continues to worsen as students move through the educational system. In order to address the problem at hand, a few of instructional needs on the part of both the teacher and the student are apparent. We propose a program is needed that would supplement the district curriculum and assist teachers in helping students reach standards. In creating this program, we aim to make it as flexible as possible so that it may be used in a variety of classroom settings from kindergarten to third grade. The focus specifically, will be on mastery of first grade performance expectations. __Student Instructional Training Needs __ ü Have a solid understanding of numbers/number sense ü Understand the meaning of addition and subtraction __Teacher Instructional Training Needs __ ü Have a grade appropriate knowledge of material (PEs for the selected grade) ü Minimal training on program materials  In order to successfully use our program to solve our instructional problem, several non-instructional resources need to be addressed. Our non-instructional needs are: ü Time (to develop the program, set materials up, and implement alongside the general curriculum) <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Materials <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Parent support <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Collaborative time for teachers <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Administration approval <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> In order to appropriately solve the instructional problem we must first understand the environment in which we are working. Our environment includes the following: <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Classroom teachers at the elementary level (K-3) will be using this program. <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">The existing curriculum consists of Washington State Performance Expectations and district specific curricula designed to meet these. <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Hardware such as computers may not be readily available in the classroom, however not all aspects of the program will require it. There will be portions of the program that provide the potential for students to access the internet and use websites to practice math facts. <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">The facilities in which this program will be used are public school elementary classrooms (K-3). The performance expectations in these classrooms focus on fluency in addition, subtraction and simple multiplication. <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">The program will be a supplement to the standard curriculum used in a public school setting. <span style="font-size: 12pt; line-height: 200%; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore; msobidifontfamily: Wingdings;">ü <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Students at each of these grade levels are expected to master the basic facts pertaining to their performance expectations prior to promotion to the next grade. If these facts are not mastered, it is the responsibility of the next teacher to bring students up to grade level. <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> In the typical primary elementary classroom there will be between twenty and twenty-five students. Student characteristics will vary on several components including gender, ability, SES, motivation, family support, and the presence or lack of IEPs and 504s.
 * <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Needs Assessment Model **
 * <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Problem Finding **
 * <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Instructional Training Need **
 * <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Non-Instructional Needs **
 * <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Learning Environment **
 * <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Learner Characteristics **

<span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Burns, M. (2007). //Nine ways to catch kids up. //Educational Leadership. V65, 3, //p. 16-21.// Lewin, Tamar. (March, 14 2008). Report urges changes in teaching math. New York Times. Retrieved from: http://www.nytimes.com/2008/03/14/education/14math.html?_r=1. Office of the Superintendent of Public Instruction (2008). Washington K-8 Mathematics Standards. Retrieved July 7, 2009 from: (http://standards.ospi.k12.wa.us/ResourcesOfPE.aspx?subject=7,PE&gl=2&content=102&pe=602).
 * <span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">References **