Curriculum Audit

EL 560

Danielle Jacobs

Oakland University – Master of Education in Educational Leadership

Introduction and Purpose

The School Improvement Plan of Miami Elementary School in the Chippewa Valley School

District references the notable achievements of focused improvement in the area of

mathematics. The adoption of a new core math program in September 2014, known as the

Bridges Math Program, is credited as having increased student growth in math at all grade

levels. The purpose of this curriculum audit is to review the NWEA fall math data that exits for

2nd grade students at Miami Elementary over the last several years, identify the strengths,

weaknesses, and/or gaps in the program. In addition, an understanding of the enhanced

instructional alignment obtained by this curriculum shift and a perspective of how the teachers

have incorporated the changes into their classrooms is critical for this audit evaluation.

Bridges in Mathematics:

The Math Learning Center developed the Bridges in Mathematics Program, an inquiry-based

elementary instructional program. The Bridges Math Program is a comprehensive K–5

curriculum that equips teachers to fully implement the Common Core State Standards for

Mathematics in a manner that is rigorous, coherent, engaging, and accessible to all learners.
The curriculum focuses on developing students’ deep understandings of mathematical concepts,

proficiency with key skills, and ability to solve complex and novel problems. Bridges blends

direct instruction, structured investigation, and open exploration. It taps into the intelligence and

strengths of all students by presenting material that is as linguistically, visually, and

kinesthetically rich as it is mathematically powerful.

Miami Elementary School Demographic & Socioeconomic Details:

The demographic breakdown of Miami Elementary School is similar to that of a typical school in

the state of Michigan, which is made up of 68.0% Caucasian students, on average. Miami

Elementary School continues to see gradual increases in the bilingual student population.

Students speaking Spanish, Albanian, or Arabic for example require consistent bilingual services

to allow for communication between home and school. Attendance problems can present

challenges, according to MI School Data, 29.7% of the economically disadvantaged students are

chronically absent, this is an area of contemplation as identified in the School Improvement Plan.

At Miami Elementary School 4 out of every 10 students receive free or reduced lunch. 36.9% of

K-12 public school students at Miami Elementary School participate in the National School

Lunch Program (NSLP). To qualify for free lunch, children's family income must be under

$15,171 in 2015 (below 130% of the poverty line). 33.1% of students at Miami Elementary

School receive free lunch. To qualify for reduced lunch, children's family income must be below

$21,590 annual income in 2015 (185% of the poverty line). 3.8% of students at Miami

Elementary School receive reduced lunch.

 School Improvement Plan:

In describing the school's notable achievements and areas of improvement in the last three years

and areas striving to achieve in the next three years, Bridges Math and English Language Arts

(ELA) curriculum are both referenced, respectively, in the School Improvement Plan. Effective

2014, Miami Elementary shifted its focus to improvement in the area of mathematics. The

adoption of the new core math program, Bridges Math in September 2014, has already shown to

be effective based on NWEA data for the past two years. ELA will be an area of focus going

forward into the 2017/2018 school year. This significance of focusing on a comprehensive ELA

program to consistently build readers, can been seen with the 3rd grade NWEA results

highlighted in the next section.

Data Collection & Analysis

Curriculum Overview:

Students focus intensively on the four critical areas specified by the Common Core State

Standards for Mathematics in Grade Two:

 Extending understanding of base-ten notation

 Building fluency with addition and subtraction

 Using standard units of linear measurement

 Describing and analyzing shapes

Unit 1 revisits and extends addition and subtraction within 20, helping to ensure that second

graders operate with understanding and fact fluency from the start of the school year. Units 2, 3,
5, and parts of Unit 7, are devoted to place value and multi-digit addition and subtraction. During

these units, students learn to count by fives, tens, and multiples of hundreds, tens and ones; read,

write, and compare numbers to 1,000; and develop fluency with addition and subtraction to 100

as they solve and pose a wide variety of word problems. Later in the year, the children use

concrete models and sketches, as well as strategies based on place value, properties of

operations, and the relationship between addition and subtraction, to add and subtract to 1,000.

Unit 6 revolves around geometry, building foundations for understanding area, volume,

congruence, similarity, and symmetry as students investigate, describe, build, draw, combine,

decompose, and analyze two- and three-dimensional shapes. Unit 4, and the first part of Unit 7,

focus on linear measurement, as students construct their own rulers; estimate and measure in

inches, feet, yards, centimeters, and meters; and solve problems that involve adding, subtracting,

and comparing lengths.

Unit 8 revisits linear measurement in the context of science and engineering as students make

and test cardboard ramps of different kinds to investigate some of the factors that cause marbles

to roll farther and faster. In the process, they generate data by measuring marble roll distances

multiple times, pool their data, and enter it on line plots to better see, understand, and analyze

how manipulating the different variables affects the outcomes. (See Appendix A for Unit

Content Outlines).
2nd Grade NWEA Data:

The graph in Appendix B shows NWEA fall data for the 2014/2015, 2015/2016, and 2016/2017

school years. The 2014/2015 school year was the 1st year of implementation of the Bridges Math

Program. Noticeably, there is a dip in test results from the 2014/2015 to the 2015/2016 school

year, this is a typical shift that occurs with curriculum change. There was also a significant

decrease in student count from the 2014/2015 to the 2015/2016 school year. The student count

in years 2015/2016 and 2016/2017 are very comparable and provide an accurate picture of the

achievement level improvements.

The graph identifies three tiered grouping percentiles, Tier 3 identifies students scoring at 1 –

25%, Tier 2 identifies students scoring at 26 – 40%, and Tier 1 identifies students scoring above

41%. In the 2015/2016 school year, the NWEA results highlighted 27% of students in the Tier 3

category, while the 2016/2017 NWEA results identified only 4%, a significant decrease in this

category. The 2015/2016 data assigns 47 students to the Tier 1 grouping, which is 64% of the

population tested. The 2016/2017 data assigns 64 students to the Tier 1 grouping, 83% of the

population tested. Students in the Tier 1 category are placed into enrichment math programs to

further enhance and accelerate. Results for students in the Tier 2 category are evaluated by goal

area to allow for targeted instruction to supplement weaker skill sets. Students in the Tier 3

category are placed into specific Bridges Intervention organized by content with focused

programming matched to student needs.

3rd, 4th & 5th Grade NWEA Data:

Data from fall 2015 to spring 2016 shows a negative trend in performance for third grade

students in math. Students have shown notable growth in second grade, while failing to show

consistent, notable growth in third grade. One significant factor believed to contribute to this

trend is the change in testing format third grade students experience while transitioning through

third grade with NWEA. The test is no longer read to them for the spring evaluation, which

makes it imperative that they are fluent readers while testing in both reading and math. Data

throughout 4th and 5th grade, continues to support growth in math proficiency when comparing

against the levels achieved in 3rd grade.

Teacher Data:

Teacher absences can be attributed to professional learning in the Bridges Math program and will

subsequently continue with the implementation of a cohesive ELA curriculum. This will

continue to have a positive impact on student achievement. However, Miami does experience

some extended absences due to the fact that that they are a younger staff, many of which are

starting families. In order for these absences to not impact student achievement, Miami

Elementary works hard to find substitute teachers who collaborate with existing team members.

The 2nd grade teachers at Miami Elementary adhere to the lessons and content outlines for

instruction provided with the Bridges Math program which allows substitute staff to effectively

collaborate during teacher absences.

Student Perception Data:

Perception data is information collected that reflects the opinions and views of stakeholders.

Miami Elementary School completed the Stakeholder Feedback Diagnostic for the AdvancED

External Review that occurred during the 2015/2016 school year. Student satisfaction with

lower elementary students was highest in regards to knowing that their teachers want what's best

for them and want them to learn. Students believe that the school has books and other materials

for them and that help is available for all boys and girls. They also believe the school has many

places for them to learn.

Extended Student Learning Opportunities:

Parents are notified at spring conferences if their child has been recommended for the Summer

Success program. Students who have tested in the bottom 25% of NWEA are eligible for a

scholarship to the Summer Success program. The Summer Success program strives to provide

the additional instruction necessary for those students struggling to achieve in math and/or

reading. Students who are exceling are invited to participate in various extra-curricular clubs

such as Lego Robotics, Science Olympiad and Destination Imagination. Parents are invited and

encouraged to attend informational meetings regarding these programs.

 Description of the Data

Instructional Alignment:

The examined NWEA data of Miami Elementary School supports a successful transition with the

Bridges Math curriculum. Since this is only the third year of using this curriculum, the full

effects of this program are yet to be seen. Future students will not be part of the “dip” that exists

with a shift in curriculum and will have the benefit of being taught with the Bridges Math

program as incoming Kindergartners and continuing to grow with this form of instruction.

It is clear that that Bridges Math program along with the fall NWEA assessment for 2nd grade

identifies strengths and weaknesses for students and supports targeted focused instruction.

NWEA helps pinpoint instruction, build educator and leadership capacities, and see where to

make systemic improvements. Chippewa Valley Schools uses NWEA effectively to provide

such independent validation of learning. At Miami Elementary School, the Bridges Math and

NWEA assessment coexist to do the following:

 Assess – Providing the measurement aligned to math standards

 Inform – Supporting with tools to help teachers communicate with students and parents

 Guide – Creating individualized student learning paths are created

 Transform – Interpreting and acting upon data to improve student performance

Principal leadership in the building emphasizes the importance of closely monitoring student

progress and the importance of early intervention.

Data Analysis:

There are a few key areas that stand out when auditing the gathered facts surrounding the

program. As seen in Appendix B, the number of students in the Tier 3 and Tier 2 performance

categories decreased from 27 to 13 students in the 2015/2016 and 2016/2017 school years,

respectively. Also noteworthy, the number of students in the lowest performing Tier 3 category

in math decreased from 20 to 3 students in respective school years 2015/2016 and 2016/2017. It

should be mentioned that none of the students in the Tier 3 and Tier 2 categories of the

2016/2017 are identified as having a disability.

Additional inquiry of the data proves 9 out of the 13 Tier 3 and Tier 2 students for the 2016/2017

school year are boys. Upon further review of the results, as grouped by teacher, 7 out of the 13

lowest achieving students in math were with the same teacher. Three teachers are currently

instructing 2nd grade at Miami Elementary, the teacher with the greatest number of Tier 3 and

Tier 2 students recently changed positions from having previously taught 3rd grade.

Summary of Findings

The findings of this curriculum audit support improved student performance in the area of math

and weakness identification for successful interventions. Common core math standards are

being taught utilizing the Bridges Math program and evaluated through the NWEA assessment

and subsequent data analysis. Although, a significant amount of growth is illustrated with this
assessment data, further investigation displays a gap and a horizontal alignment discrepancy

amongst the 2nd grade teachers.

An unexpected result of the data was the emphasis on lower NWEA math scores in 3rd grade due

to the change in testing format. The data highlights the struggles for 3rd grade students no longer

having the test read to them and the difficulties with having to incorporate underdeveloped

reading skills into a math assessment. As a result of this, there is not a fully aligned evaluation

assessment with NWEA for 3rd grade math. The significance of a comprehensive standards-

based ELA curriculum being fully adopted into the 2017/2018 school year is imperative.

The data presents a slight gap in achievement for 2nd grade boys, based on the most recent

NWEA math scores for Tier 3 and Tier 2 students. Targeted learning materials and opportunity

for growth can be a focus for instructional strategies to engage these 2nd grade boys. Additional

concentration on developing the horizontal alignment amongst the 2nd grade teaching staff will

effectively assist to smooth any incongruent instruction that currently exists. The newest 2nd

grade teacher will develop professionally within this grade level improve the proficiency of

students in math.
 Appendix A

Bridges to Mathematics – 2nd Grade Unit Content Outlines

Unit 1 Figure the Facts

 Sorting & Graphing

 Number Facts with the Number Rack
 Introducing Addition & Subtraction Strategies
 Fluency with Addition Facts to Twenty

Unit 2 Place Value & Measurement with Jack's Beanstalks

 Counting & Modeling Two- & Three-Digit Numbers

 Measuring Jack’s Giant Beans with Tens
 Adding on the Open Number Line
 Thinking in Twos

Unit 3 Addition & Subtraction Within One Hundred

 Tens & Ones

 Adding & Subtracting on the Number Line
 Present & Parcel Story Problems with Two-Digit Numbers
 Data & the Many Colors Project

Unit 4 Measurement

 Inches & Feet

 Inches, Feet & Yards
 Proportion & Fractions with a Giant
 Thinking in Threes

Unit 5 Place Value to One Thousand

 Counting to One Thousand

 Place Value with Money
 Multiples of Ten, One Hundred & One Thousand
 Sequences & Patterns

Unit 6 Geometry

 Attributes of Two-Dimensional Shapes

 Exploring Area & Arrays
 Composing & Decomposing Patchwork Shapes
 Patchwork Fractions

Unit 7 Measurement, Fractions & Multi-Digit Computation with Hungry

Ants

 Army Ants: Length in Metric Units

 Ant Treats: Division & Fractions
 Adding & Subtracting Three-Digit Numbers
 Writing & Solving Story Problems

Unit 8 Measurement, Data & Multi-Digit Computation with Marble Rolls

 Revisiting Place Value & Three-Digit Computation

 Building Marble Rolls & Collecting Data
 Collecting & Analyzing More Marble Roll Data
 Student-Conducted Surveys

Number Corner

 Calendar Grid
 Calendar Collector
 Daily Rectangle
 Computational Fluency
 Number Line
 Appendix B

Y-Axis = Student Count, X-Axis = NWEA Test Year Tier Groups

Tier 3: 1 – 25% Achievement Level

Tier 2: 26 – 40% Achievement Level

Tier 1: over 41% Achievement Level

 References

NWEA evaluation tool. Retrieved from

https://www.nwea.org/

MI School Data. Michigan Department of Education. Retrieved from

https://www.mischooldata.org/

Bridges in Mathematics. The MATH LEARNING CENTER. Retrieved from

https://www.mathlearningcenter.org/bridges

School Improvement Plan. Miami Elementary School. Retrieved from

Miami Elementary School principal

NWEA Data. Miami Elementary School. Retrieved from

Miami Elementary School principal