Exploring the

Implementation of
Math Structures at
Washington GT
Elementary

Erica Everett
Washington
GT
Elementary
School

Washington GT Elementary
is a K-5 Magnet school in
downtown Raleigh, NC.
Washington has about 556
students who are 35% Asian,
28% Black, 21% White, and
about 12.5% Hispanic.
Washington has a rich
history, and has been in
downtown Raleigh for almost
96 years.
Washingto It has been identified as a Target Support Intervention (TSI) school,
which means that it has to address a specific low performing
n GT subgroup, students with disabilities. This year the county included
Elementar Dreambox as a county-wide online program to be implemented.

y School In order to implement Dreambox, a new math structure was

proposed by our Math Coach. The structure includes small group
instruction, Dreambox online program, and independent practice.

My Problem of Practice will focus on a school level intervention for

teachers in grades 3-5 regarding the math structures impact on
student achievement, especially for students with disabilities.
 The Problem
The proposed Math structure is not being implemented with fidelity, and/or the
overall structure may be ineffective in meeting the needs of students.

Through observations, learning rounds, and assessment data, we will assess the
effectiveness of the math structures in comparison to the proposed math structure
and to determine effects on student achievement and growth, make
recommendations for the math structure for next year, and implement necessary
changes in real time
 Assumptions
Teachers understood Teachers are able to Dreambox is an
the original design of recognize effective tool for math
the math structure inconsistencies with instruction
the original design of
the math structure
 Inputs Outputs
What we will invest Activities
Grades 3-5 teachers Teachers will participate in
learning rounds to compare
Academic data math structures across
grades 3-5
Use of technology
During Math PLT, teachers
Teacher interviews will compare current math
structure to proposed
Teacher observations structure; teachers will
examine scores of the
Extended Planning pretests and post tests
Teacher Learning Rounds
Teachers will participate in
interviews to reflect on the
effectiveness of their math
structures
Empirical data
Outcomes
Short Term Long term
Staff will be able to Increased capacity in
determine if math structures teaching staff to recognize
were effective and best practices and effective
implemented with fidelity math instruction
based on test scores and in
comparison to expectations Overall increase of student
proficiency with improved
Teachers will use the data math structures
from learning rounds to
improve math structures in
their own classroom Staff will have current,
empirical data to improve
Teachers will make their math instruction and
recommendations for math become experts at their own
structures for the following craft
year based on the data from
current models
Essential feedback on the
implementation of the
county wide program
Dreambox
Resources
● Teachers in grades 3-5
● Teacher interviews
● Teacher observations
● Extended Planning
● Teacher Learning Rounds
● Instructional Facilitator
● Math Coach
● Dreambox
● Technology
● Observation tools
Activities/
Interventions
Learning Rounds

Teacher Interviews

Data Analysis of Pre/Post

Tests
Desired
Outputs
Teachers will build capacity through participation in learning
rounds to compare math structures across grades 3-5

Teachers will provide feedback to the school regarding the

implementation of the new math structure and its effectiveness
based on student achievement and proficiency data

Teacher feedback on the Dreambox learning program

Desired Outcomes

Short Term Outcomes: Long Term Outcomes:

● Staff will be able to determine if math structures ● Increased capacity in teachers to recognize best
were effective and implemented with fidelity practices and effective math instruction
based on test scores and in comparison to ● Overall increase of student proficiency with
expectations improved math structures
● Teachers will use the data from learning rounds to ● Staff will have current, empirical data to improve
improve math structures in their own classroom their math instruction and become experts at
● Teachers will make recommendations for math their own craft
structures for the following year based on the
data from current models
● Teachers will provide essential feedback on the
implementation of the county wide program
Dreambox
Desired Reveal discrepancies in proper implementation
of math structures
Impact
Utilize teacher feedback to implement missing
elements of the proper math structures

Provide opportunities for real time feedback

on student achievement within the current
math structure

Ultimately improve student learning and

achievement through quality instruction
examined through a critical lens
Evaluation

Teachers will answer questions Teachers will compare and

through interviews for qualitative contrast the proposed math
feedback on the implementation structure with the current math
of the proposed math structure. structure of their classroom
through interview questions.
Evaluation Continued
Teachers will review pre- and post-
assessments to determine
effectiveness of current instruction
on student learning
The Principal Resident will perform
3-5 observational walk throughs in
each of the 13 classrooms with a
checklist and low inference notes to
determine the regular math practices
during math instruction in grades 3-
5.
Evaluation Questions

What are the differences between What were the ways that teachers
the proposed math structure and the changed their math structure to
implemented math structure in each meet the needs of students?
classroom?

What is student performance on Does student proficiency on

universal screenings or common Dreambox translate to proficiency on
formative assessments? in class assessments or standardized
assessments?
What are
your
questions
?