Oklahoma Excel Math NIC


Introduction

Our 2021-2022 Math NIC districts all returned from last year. We are privlidged to work with: McAlester, Norman, OK Connections Academy, and OK Virtual Charter Academy. Each district team will be led by an Improvement Fellow and build upon the work established the past two years.   

Background

The Math NIC, like all NICs is grounded in a working theory of improvement. The theory of improvement outlines the aim, or goal that is trying to be reached, the levers in the system that need to be addressed, and specifically what instructional strategies or interventions (called change ideas) could be employed. In 2021-2022 our Math NIC will continue to increase the percentage of students who provided rationale/justification to their answers in math. To do that, our teachers will learn how to incorporate mathematical modeling to identify the different levels of sophistication in their students' thinking and increase their academic achievement. Mathematical modeling tasks are designed to provide students with opportunities to engage in critical thinking as they support their mathematical reasoning and justification. 

2021-2022 Math NIC Theory of Improvement

                                               

Professional Learning

One of the hallmarks of Oklahoma Excel is the tailored professional development and instructional coaching offered to our participants.  During the course of the NIC, our math teachers will engage in approximatly fiftty hours of sustained, job-embedded, data-driven and classroom focused professional learning.  In addition, each teacher will participate in several instructional coaching cycles with the Oklahoma Excel Math Instructional Specialist.  

     

2020-2021 Student Results

Teachers who participate in Oklahoma Excel collect two kinds of data to analyze the impact the new instructional strategies are having on their students. The first kind of data is an academic achievement measure of how well they are providing mathematical reasoning and justification. The second kind of data is a student survey, which measures students' perceptions, attitudes and experiences related to their math classrooms. Even with the challenges of this particular school year, the students made incredible gains in these two areas. 

Academic Achievement Measure

                                                                                  The above academic achievement measure uses a four point rubric to assess students' ability to reason and justify their mathematical thinking.  The highest possible score on the rubric is a four, but our learning target was a 3.  The above graph shows an increase in students' scores over the course of several months while learning occured through different modalities.   

Student Survey Measure                                  

This particular student survey measure explores the mathematical mindsets of students. The blue data reflects how students' feel their teacher perceives their ability to do hard math. The red data shows students' thoughts that there is more than one way to get an answer to a math problem. This graph shows that students gained incredible growth in their mindsets towards math, as guided by their teacher's classroom culture. 

Back to Top
Share This Page!
Last updated on July 9, 2021