Erin Robbins

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

Internship Project Objectives
Objective Objective Objective Objective A. Teacher instructional practices consistently include the Math Stations component of Guided Math B. Positive changes in mathematical practices for students engaged in the use of Math Stations C. Teacher use of math stations as an RtI tiered intervention for students identified at-risk in Mathematics D. 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 Training Minutes provide effective strategies on implementation? (Quantitative)
To what degree did the teacher find useful the training sessions? (Qualitative) 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) Teacher Interview & Survey

Planning Minutes Teacher Interview & Survey, Teacher Weekly Reflection Log 1

Erin Robbins Strategy 2 How many math station activities were developed per Common Core priority standard? (Quantitative) To what extent did the Teacher find these stations manageable to create, maintain, and alter as necessary? (Qualitative) Strategy 3 On average, how often and for how long did students spend working with Math 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) 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) Objective B What did the students like best and like least about the math station activities? (Qualitative) What percentage of students agreed or strongly agreed that the Math Station activities were helping them become better mathematicians? (Quantitative) Math Station Index

Teacher Interview & Survey, Teacher Weekly Reflection Log Math Station Weekly Log

Classroom Schedule & Teacher Weekly Reflection Log

Classroom Schedule & Teacher Weekly Reflection Log Teacher Weekly Reflection Log & Teacher Interview & Survey

Student Weekly Reflection Log, Post-program OpenEnded Survey Questions & Focus Group Post-program Survey

Erin Robbins 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 as a means of assessing progress and identifying points to confer with students upon? (Qualitative) PEP Index of Math Interventions

Weekly Conferring Sheets, Rubric of Student ProblemSolving Behaviors, Teacher Weekly Reflection Log, Teacher Interview & Survey

Decisions (Guiding Questions: What do the results mean? What are you going to do now?) Summary of Results (Interpretation of Data): Next Steps (Action Steps):

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, Teacher Weekly Reflection Log 3 Results What were the results?

Erin Robbins Teacher Interview & Survey 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? (Qualitative) Outcome II What percentage increase did the students achieve over the course of the math station implementation? (Quantitative) Outcome III What percentage of students scored proficient or above proficient in the identified problem-solving behaviors? (Quantitative)

Student Grades on Various Formative Assessments, Pre & Post Assessment Scores Rubric of Student ProblemSolving Behaviors

Decisions (Guiding Questions: What do the results mean? What are you going to do now?) Summary of Results (Interpretation of Data): Next Steps (Action Steps):