A much needed AR update

This post is necessary for a few reasons...I need to sort my whole AR out and put it in writing.  It's more for me than anything else.  Crossing my t's and dotting my i's....making sure it all fits into place.
Secondly, I shared my blog with fellow learners at the fall conference.  I said that I would upload some of the things I am doing...so in this blog you will find links to some of the data collection pieces I am using, as well as a link to the 'I Can...' statements I am using with the students in math. 

I am very excited about the changes I see in my classroom.  The implementation of my AR is going well, and I am seeing some very positive development in the students.  It is great to see the learning and academic progress in math, as well as a better overall environment.  I attribute a lot of the growth to the small groups for learning.  It has also been nice having DESCA as a foundation for how our classroom functions.

How will the implementation of guided math stations affect students' academic performance?  

DESCA in Math Groups-

When we work in small groups for math, there is an emphasis on DESCA (Dignity, Energy, Self-management, Community, Awareness) .  These themes blend so well as a building block for how the groups are implemented.

• Dignity
• We promote dignity by showcasing two people each day in math.  At the end of the math block, two kids (they know when it will be their day to be showcased) share one positive thing they accomplished that day in math.  They also share one thing they would like further learning on.  I feel this sharing has helped build the students dignity, for they are proud to share something they accomplished, and comforted to share a struggle because there are often many kids that chime in and agree they need more practice in that area, too. 
• Energy
• The new schedule in math definitely brings a lot of energy to the classroom.  It is a very loud environment, but generally the students are having good discussion about math.  It is great to see kids teaching one another and moving around the room.  I usually try to incorporate some sort of movement activity in the morning before math.  I feel they really need the opportunity to participate in some sort of activity out of their chairs.  
• Self-management
• This is something the students are still working on.  There are two groups that work very diligently the entire time they are working without me.  They accomplish all of the goals, and have time for extra activities.  However, there are two groups that need many reminders to stay on-task.  I am going to try splitting the group into two smaller groups to see if that makes a difference.  I am also going to start introducing more activities to do at stations.  Hopefully the higher engagement activities will keep the students more focused.  When they are with me, they will all come together.  I think dignity in their work and true awareness of the learning targets plays a large role in the students' ability to self-manage.  
• Any ideas how to improve this with students?
• Community
• As a group, we are participating in morning meeting activities at least twice per week.  The students are working together to accomplish goals, and it's neat to see them cooperate.  I'm also trying to incorporate more 'Think-Pair-Shares' into our day, as an opportunity for the students to chat and get to know one another.  Also trying different ways of randomly pairing the kids up.   There is a cool sense of sincerity in many of their actions when they work together. 
• Awareness
• I am using my districts 'I can..' statements as a way of making the students more aware of the learning targets.  As a staff, we have taken all of the MN state math and reading standards and simplified the language so it is 5th grade friendly and put the words 'I can' in front of them.  For example, I can add multiply whole and decimal numbers.  I can solve real world math problems using addition and subtraction.  I was skeptical of these at first, but after showing them to students at the beginning of each lesson, and telling them that is is their goal to be able to say "I can find perimeter of a rectangle" by the end of today, has made a significant difference in their learning.  It is improving their dignity and ability to self-manage when working independently. 
• Link to I can... statements

Math Groups

• Review - 5 minutes 
• multiplication drills
• review mathbox homework from previous day
• Inquiries/Clarifications - 5 or 10 minutes
• Students ask questions/clarifications
• homework review, random thought, real-world math encounter
• Mini-Lesson - 20 minutes
• Announce 'I can" for the day
• All teacher modeling of how to problem solve and work through the day objective.  
• Fast-paced and minimal student interaction
• Groups - Two - 20 minute blocks
• ability grouped based on pre-assessment per unit
• some days, new groups are formed based on previous nights homework
• Group responsibilities include: completing journal pages, game/activity, leveled/targeted practice, helping/teaching one another.
• I see two (of four) groups each day.  

Data Collection

• engagement
• My Observations:  weekly records being kept. 
• link to blank Observation Log  
• Peer Observation:  Janet observed 10.6.  Observing again 11.?
• Students' DESCA evaluation:  Taken 9.30, 10.7, 10.28
• link to blank Student DESCA Evaluation
• homework completion
• using grade book to monitor missing and late work.  (overall HUGE improvement from unit one!)
• end of unit assessments
• "Preview the Year" unit scores and 'I can...' evaluations (student/teacher) completed.
• "Addition/Subtraction/Multiplication" unit assess. will be given on 11.2
• NWEA assessment. 
• Given again in January.
• Can do survey test if needed before then.