Yesterday, three of our math teachers graciously opened their doors so three colleagues from a neighboring school could observe and learn more about Everyday Math Counts. Everyday Math Counts is a supplementary program that our district adopted last year to use in addition to our core math program, TERC Math Investigations. EDC is taught everyday in Kindergarten-Grade 5 for approximately 15 minutes in an effort to preview, review, practice, or discuss math skills and build mathematics number sense.
The visiting teachers observed two EDC lessons, one in Grade 4 and one in Grade 5. The Grade 4 EDC lesson was done in a co-teach classroom, so after the lesson, one of the teachers had the opportunity to debrief with the visitors. They asked questions about the parts of the EDC lesson, how we got started, the process of implementing the program school-wide, and how the curriculum was different across grade levels.
After the Grade 5 EDC lesson, which I watched with them, they asked to walk through math classrooms on multiple grade levels. As we walked, and talked, they noticed that every math teacher had a bu
lletin board with EDC artifacts which were up to date, that each classroom taught the same elements, and that each student had a recording system for taking notes whether it was a sheet made up by the teacher (Grade 4) or a composition notebook (Grade 2,3,5). In addition, they were very interested in the EDC quizzes our teachers created to hold students accountable for their learning during this time. They also asked me about last year's math results. Had we seen an increase in scores due to EDC implementation, they wondered. I shared our data with them--92% of all our students scored 3 or better in 2008 on the Math FCAT, a one point increase over 2007. 78% of the students in the lowest quartile made a year’s worth of learning gains, an increase over previous years, and student achievement for Students With Disabilities rose significantly from 74% to 84%. The variable that changed last year was EDC for all students.
Though EDC could not stand on its own as a math curriculum, it certainly fills the gap as a supplemental program. And, I noticed yesterday as I walked rooms that our teachers have done an outstanding job implementing this program. I sincerely appreciate that our teachers have embraced this program wholeheartedly, implemented authentically, and are always willing to open their classrooms to other educators. I know they are impacting student achievement far beyond their classroom walls.
lletin board with EDC artifacts which were up to date, that each classroom taught the same elements, and that each student had a recording system for taking notes whether it was a sheet made up by the teacher (Grade 4) or a composition notebook (Grade 2,3,5). In addition, they were very interested in the EDC quizzes our teachers created to hold students accountable for their learning during this time. They also asked me about last year's math results. Had we seen an increase in scores due to EDC implementation, they wondered. I shared our data with them--92% of all our students scored 3 or better in 2008 on the Math FCAT, a one point increase over 2007. 78% of the students in the lowest quartile made a year’s worth of learning gains, an increase over previous years, and student achievement for Students With Disabilities rose significantly from 74% to 84%. The variable that changed last year was EDC for all students.
Though EDC could not stand on its own as a math curriculum, it certainly fills the gap as a supplemental program. And, I noticed yesterday as I walked rooms that our teachers have done an outstanding job implementing this program. I sincerely appreciate that our teachers have embraced this program wholeheartedly, implemented authentically, and are always willing to open their classrooms to other educators. I know they are impacting student achievement far beyond their classroom walls.
I appreciate all you do for us!! We could not do this without YOU!!
ReplyDeleteSherrie