Math Lab
Debbie Butterworth in the Pond Cove math LabResponding to the pressing need of assessment and support in mathematics, CEEF awarded Pond Cove major-impact funding for the creation of a Math Lab in 2007, to be run by its own Math Lead Teacher. Students identified as needing additional instruction receive skill-specific targeted help until skills are mastered. Reinforcement of tools taught in the classroom, and collaboration with the classroom teacher, will be foundations to the success of each student.
A letter from Math Lab Lead Teacher, Debbie Butterworth:
March, 2010
Dear CEEF friends,
I apologize for the late arrival of this letter! Our gratitude for your generosity in funding this professional development opportunity is by no means reflected in my negligence in getting this out to you in a timely manner.
As you know, Kathleen Pitvorec’s much-anticipated visit was in December, and the experience of meeting and working with an author of our math program was one that none of us will ever forget.
Her visit was preceded by months of planning, discussions, and some unexpected and in-depth conversations across grade levels about the comprehensive way that we teach math in Cape Elizabeth. The planning committee consisted of several representatives from each grade, K-5, as well as administrators. Brainstorming and collecting questions and topics to discuss with Kathleen led to some interesting discussions, and we all left those meetings with a much better understanding of mathematical strands as they develop in each grade level within the Everyday Math program.
Despite the cancellation of school on her first day due to a snowstorm, we still made the most of every minute that she was here. I was able to meet with her all day on December 9, and learned so much, not only about our math curriculum, but also about the rationale behind the creation of the components of the program. We took breaks to meet colleagues for lunch and dinner, but other than that, it was MATH all day and into the night!!
One topic of great interest to all teachers was to define the essential skills that should be mastered at each grade level, and Kathleen developed such a list for Grade 1 with me. She continued with this project after she left and provided us with similar lists for other grade levels, all designed in draft form, with the intention that grade level teams would discuss and make changes to the list based on their classroom experiences with the program.
These lists of essential skills have been reviewed at our Monday afternoon curriculum meetings, and will result in changes to report cards as well as some changes with instruction as teachers have collectively decided which skills need greater focus.
On the second day of her visit, following a well-attended welcoming breakfast in the Math Lab, she met with every grade level team, K-5, at which time she addressed questions developed by the planning team representatives. Sub coverage was arranged for all teachers by Tom and Shari to facilitate these meetings.
We cannot thank you enough for giving us this once-in-a-lifetime opportunity. We cannot imagine a more comprehensive and relevant professional development presentation that was so directly related to what we all do in our classrooms every single day. Many questions were answered, philosophies explained, and skills assessed, all of which will continue to impact the quality of our math instruction for years to come.
Additionally, we have maintained communication with Kathleen, and her expertise is available to us and we continue to fine-tune our teaching practices.
Thank you again and again for your generosity and vision for an experience that really will positively improve our school.
With our sincerest thanks,
Debbie
An Update from Math Lab Lead Teacher, Debbie Butterworth ~
In October of 2008, second-grade teachers noticed that a large number of their students had difficulty with telling time to the quarter hour, both with reading the correct time and drawing clock hands to indicate a given time. I designed a diagnostic assessment, and teachers administered it to the entire second grade. That assessment revealed that only 45% of the students were able to tell time with 80% accuracy, and together we analyzed the reasons for their errors.
We set a goal of increasing that percentage in a two-month period.
To meet that goal, I created three activities and some practice worksheets for all the second-grade teachers to use for whole-group lessons, and I brought small groups of students into the Math Lab for additional practice and targeted instruction.
When the post-assessment was administered in December, results showed that 87% of the students could now tell time with 80% accuracy, and the students who did not meet the benchmark of 80% accuracy were only off by one or two problems.
Second-Grade Teacher Lisa Derman's Thoughts on the Math Lab ~
My students think of Math Club as a special treat. They continually ask when it will be their turn to go! As a teacher, I can see the benefits every day. Before Math Club, I may have recognized the need to go back over concepts for certain students but because of time restraints, was unfortunately not always able to do so. I currently have one student who has some math anxiety and he now regularly goes to Math Club to give him that needed boost to improve his confidence and skill level. With the wide variety of student abilities that we see ina classroom, it is crucial that these more vulnerable students get this added support at an early age. Our first-grade teachers do a wonderful job preparing their students for second grade. Even so, there are usually a handful of students who still struggle with a few specific first-grade skills. This year has been different. This year -- the first year that students have entered second grade having participated in Math Lab in first grade -- virtually every second grader in my class has a solid understanding of the skills and concepts taught in first grade and is prepared to learn the second-grade math curriculum. Fewer students need additional work in the Math Lab (including those who visited the Math Lab frequently in first grade), and those who do visit the Math Lab are soon secure in the skills and concepts they practice there. In my view, the Math Lab has made a world of difference.
-Lisa Derman, Grade-Two teacher