HISTORY
My capstone project was centered around a group of 6th grade students that were in my WIN (Whatever I Need) group. The elementary school in which I work had 399 students with a 62% Free/Reduced lunch rate. We had 16% English Learners and 9% considered gifted. My school was also able to offer a level 1 and 2 resource program, meaning students received partial and full-day special education services. My school was unique in the sense that we have an open concept school, which means we don’t have doors or walls. This design encouraged collaboration, co-teaching, and effective professional learning. In my 6th grade class, I had 25 students, 13 male and 10 female. Two of my students (a boy and a girl) were in the level 2 program where they were in the special education room for the majority of the day besides science and social studies. Four students in my class were on IEPs (Individualized Education Programs) and received alternative curriculum for mathematics.
NEED
The data I collected from my students showed a need in mathematics as the 2017-2018 The Nebraska Student-Centered Assessment System (NSCAS) scores showed that 31% of my students were proficient and 65% were not proficient. Our entire elementary school showed a need in mathematics, so we implemented WIN time during the 2019-2020 school year to benefit the students who were not proficient in math. We call the designated study time Bobcat time, since our school mascot is the Bobcats. According to the fall 2019 MAP (Measures of Academic Progress) data, 29% of the students were on the low/low average of geometry skills, 38% were on the low/low average for data skills, 29% were on the low/low average for Algebra skills and 24% were on the low/low average for number skills. Each skill is assessed together and separately. I noticed these students also struggled a lot with confidence in their math abilities. My students would groan when they heard it was math time, and would second guess themselves on tests. With me they could work problems out with minimal help, but when they saw a test, my students would second guess their abilities. Some of my students really hated math and would even shut down, and put their heads down and not participate in the math lesson. So that told me I need Math to be a big focus for my students, and I need to help them foster confidence in math class.
IMPORTANCE
This data was important because it allowed me to really understand which skills my students lack and on which ones they might need more explicit instruction. In my district we work toward priority standards. These are hand picked standards from Nebraska standards that the district wants to focus on, and standards students need to master before they move onto 7th grade. We then take a common assessment that is aligned with the priority standard. We teach our regular math curriculum during math class, and we focus on the priority standard for Bobcat time each day. We focus on a specific standard each time. Until students master it, we proceed to give them the common assessment. As an educator, I want to see first hand the growth that students may achieve from participating in Bobcat time, and the effect it has on MAP and NSCAS scores throughout the year, along with throughout the common assessments.