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Growth Mindset Through Intervention          
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Measuring Success

As included on the Learn More home page slide show, we set out multiple Success Indicators we would use to substantiate if we were meeting the "what" of our maths revamp plan. It ended up looking like this:

For Planning and Scheduling

1. The content/topics for week by day,
   1. 1.During departmental collaboration, establish weekly/daily content schedule
2. Intervention teacher’s role, e.g., coteach, work w/ group to backfill gaps, work w/ individual student, general review/tutoring
   1. 1.Identify, on aforementioned schedule, the role of the intervention teacher.
3. Location of intervention, e.g., primary or intervention teacher’s room
   1. 1.Again, includes location on schedule.
4. Goal, i.e., an understanding of what success looks and sounds like at the close of the intervention
   1. 1.Google doc completed by intervention teacher that captures reflection on how he/she fulfilled his/her role, noting successes and challenges
5. What hard and soft data we need to capture to gauge our success and utilize to refine our work as we progress in time
   1. 1.Grade distribution, grade improvement, MAP, individual examples of success and improvement

For Weekly Structure with Instructional Shifts
General weekly plan that pays tribute to our professional learnings, particularly the work of Jo Boaler, and the unanimous recognition that we must back-fill pre-existing and developing gaps in the areas of conceptual understanding, reasoning, calculation, etc.

• Monday – Topic of the week with the heaviest explicit direct instruction with content objective and success indicators
  • M: Each departmental Friday contains time to establish and fine tune content objective and success indicators for each course.
• Tuesday – Group work with “traffic lighting,” green = got it, yellow = missing something, red = lost
  • T: Are students reflecting on their learning and able to identify their place (G, Y, R). If there are no Y, we need to reassess clarity of success indicators.
• Wednesday/Thursday – Continued groupwork with an end of class formative assessment/performance task – low floor high ceiling (rubric based)
  • W/Th: Students are working collaboratively and teachers are prompting, cuing and questioning, not giving answers.
• Friday – Formative assessment/PT returned with rubric feedback and no grade (5-10 min.), group remediation/self-reflection based on missed concepts within formative assessment supported by a template that captures new understanding – run like AVID tutorial (30 minutes), individual reassessment, graded (10 minutes)
  • F: Students use feedback to address misconceptions, work collaboratively to developing understanding, and ultimately succeed on individual task.

For Grading
60 percent: Participation quiz, Nightly reflections, exit tickets, projects
40 percent: Midterm & Final

• Improved grade distribution and understanding.
• Emphasis on learning over grading via grade weights thereby reducing internal and external pressure.
• Better and increased use of formative assessment practices, again, paying tribute to learning over grading.

For Data
Soft and hard data we need to capture for continual refinement and ultimate success of students and teachers

• Change in grade distribution, particularly for IM1
• Quarterly student survey of intervention support
• Department meeting notes that agendize our work around intervention
• Student engagement via work completion
• Growth measured by formative assessment

To the left is a Google Forms self-assessment we administered at various times throughout the school year. Through this we were able to garner how our students we "feeling" about maths overall, in relation to other subjects, and from the standpoint of it being a subject in which they could succeed. This survey is the truncated version as there was another that allowed students to answer the open-ended question, "Write one thing you like or dislike about having access to an extra math teacher." This enabled us to determine what was liked and disliked about the intervention model.

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