Accelerated Math in the Classroom:

Grades K-6















Submitted to: Dr. Thompson
Submitted by: Catherine Holthaus, Boise State M.E.T. Student
Date Submitted: Spring, 2014
2
Table of Contents
Summary .............................................................................................................. 3
Description of Accelerated Math Program ............................................................ 4
Program Objectives ................................................................................... 4
Program Components ................................................................................ 5
Evaluation Method ................................................................................................ 6
Participants ................................................................................................ 6
Procedures ................................................................................................. 6
Data Sources ............................................................................................. 6
Results .................................................................................................................. 7
Discussion ............................................................................................................ 8
Project Cost ........................................................................................................ 10
Appendix A ......................................................................................................... 11
Appendix B ......................................................................................................... 12


3
Summary

For the past five years, Accelerated Math has been available to all grade levels at All
Saints Catholic School. Accelerated Math provides students with practice on math
concepts being taught in class, remediation, and/or enrichment. Grades 3-6 are the only
grades using the program. Teachers in grades K-2 cite the need for excessive
supervision and student abilities as the reason to not use the program. Wanting a
supplemental math program, the staff at All Saints Catholic School reviewed several
other programs before selecting Accelerated Math. The intent was to use this program
to provide students with skills practice in math concepts being taught in class,
remediation and/or enrichment.

The purpose of this report is to provide detailed results from the following evaluation of
the Accelerated Math program published by Renaissance Learning. With only half of the
teachers in grades K-6 using this program at All Saints Catholic School, the intent of this
evaluation was to determine why. Another reason for this evaluation was to identify how
the program was being used in Grades 3-6 and student attitude.

Prior to the dissemination of the surveys, the principal evaluator met with the
stakeholders. During this meeting it was explained how the evaluation of the
Accelerated Math program would be conducted and that no changes were to be made
on how it was currently being used or not used in the classroom. Electronic surveys
were distributed to the teachers and students in grades 3-6. One week was given for the
responses to be returned. Upon receipt of all responses, data was compiled and
analyzed.

The findings of this evaluation indicate an overall positive attitude toward Accelerated
Math however the program is not fulfilling the intended objectives, therefore not being
used to its fullest potential. The effectiveness of this program is questionable due to the
lack of use across all grade levels with much of this due to the lack of professional
development. Leaving the integration of the program up to the discretion of the teachers
has resulted in a lack of use. Student attitude is positive although this decreases
steadily by sixth grade. Of the teachers using Accelerated Math, fifty percent find it to be
user friendly with the remainder not using the program, having limited experience,
and/or finding it difficult for the students to understand the language. Due to the lack of
historical data, no correlation between student performance in math and Accelerated
Math has been able to be documented.


4
Description of the Program Evaluated

The Accelerated Math program, implemented five years ago at All Saints Catholic
School, is being used as a supplement to the existing math curriculum. Teachers in
grades 3-6 utilize the program in a variety of ways to provide additional practice to all
students for concepts being taught in the classroom, remediation of at-risk students,
and enrichment. Grades K-2 do not currently use the program due to the need for
extensive supervision and large number of students experiencing difficulty reading the
problems.

Accelerated Math is a highly flexible program, allowing the teacher to scaffold the
assignment of student objectives. Assignments are easily customized according to
student abilities and immediate progress monitoring is available. Aligning with the
Common Core State Standards, the individualized assignments also compliment
concepts being taught as a whole class. A wide variety of reports are available to the
teacher to monitor individual and/or whole class progress. Diagnostic data assists
teachers in assigning objectives or in initiating intervention.

Integration of the Accelerated Math program is dependent upon the teachers however
the basic principle is the same. Teachers using the program dedicate a block of time for
students to practice assigned math objectives. During this time students will complete
assigned objectives in one of two methods. The first method is for teachers to print
worksheets containing the objectives on which students complete the problems, and
record answers on scan cards. Scan cards are then recorded using small, desktop
scanners. The second and more efficient method is for the students to submit
responses electronically. This method requires students to read the problem displayed
on the computer, write and solve the problem on a separate piece of paper, and the
select the answer. When all questions have been answered, students receive
immediate feedback displaying correct and incorrect answers.

Program Objectives

The implementation of Accelerated Math at All Saints Catholic School occurred five
years ago. The intended goal was to improve overall student performance in math. The
following objectives were discussed during staff meetings prior to the implementation of
the Accelerated Math program however were never formally documented:

All teachers are expected to actively use the Accelerated Math program in the
classroom on a regular basis
Provide practice for math concepts being taught whole class, remediation for
at-risk students, and enrichment for those needing a challenge
Build student confidence in math as they progress through the program
Integrate a user friendly math skills practice program


5
Program Components

Accelerated Math, a technology based practice tool, used to customize and monitor
student progress. Distributed by Renaissance Learning and intended for use in grades
1-12, the program is designed to individualize student assignments, provide immediate
results, and allow students to work at their own pace.

The teacher generates four types of assignments, which consist of practice, regular test,
exercise, and a diagnostic test by selecting objectives along with the number and type
of problems. The practice may include problems on new objectives reflecting concepts
being taught whole class, older objectives the student may not have yet mastered, or a
review of previously mastered objectives. Accelerated Math will notify the teacher when
a student is ready to test, at which time the teacher will create a regular test. In order to
proceed, the student must prove mastery of an assigned objective. Exercises are
generated for re-teaching, intervention, homework and any other additional practice on
specific objectives. A diagnostic test is also manually created, often used as a pre-test
to determine what the student knows and areas needing attention. This test is used to
place students in an appropriate level of work enabling students to quickly show
mastery of objectives. Grade level objectives are maintained in a library located in the
assignment book.

A Standardized Test for the Assessment of Reading (STAR) Math test is also available
to assist teachers in determining the students level of math proficiency, areas for
growth, and the assignment of objectives. STAR Math is a computerized assessment in
which the questions adjust to the student responses. The level of difficulty increases
with correct responses and is reduced when incorrect responses are given. Students
have four answer choices to select from and the test normally takes approximately 15-
20 minutes. The STAR Math assessment provides accurate reports which may be used
for year-to-year comparisons of student performance.

Math Facts in a Flash software, is another component of Accelerated Math providing
timed skills practice at all levels. Students are assigned objectives from existing grade
level libraries, completing the pre-determined number of questions in a set period of
time. Timed tests at the appropriate skill level accurately measure students practice
and mastery, while immediate feedback identifies concepts students are struggling with
the most. Depending on the classroom, this component may or may not be being used.



6
Evaluation Method

Participants

Participants in the evaluation of the Accelerated Math program include the teaching staff
and students in grades 3-6 at All Saints Catholic School. All teachers in grades K-6
completed the teacher survey with the exception of the fourth grade teacher who is the
principal evaluator of the program. Teachers surveyed have between 12-40 years of
teaching experience. Sixty-eight of the seventy-seven students in grades 3-6 completed
the student survey. Grades K-2 did not participate in the student survey since
Accelerated Math is not currently being used in those grades.

Procedures

During a staff meeting, the principal evaluator provided a brief presentation on the
pending evaluation explaining that no changes on how or when the program was being
used were to change. The program continued to operate under normal conditions
throughout the duration of the evaluation. Online surveys were sent to all teachers in
grades K-6 and students in grades 3-6. Students in grades 3-6 are assigned an email
account at the beginning of the school year, so access to the online survey did not
present a problem. Students in grades K-2 did not participate in the student survey
since the program is not utilized in those grades. Participants were given one week to
complete the survey.

After the online surveys were collected, the results were analyzed to determine whether
or not Accelerated Math was meeting the objectives. The intent of the teacher surveys
was to confirm whether or not the program was actively being used and how. Student
surveys were administered to gauge student attitude toward the program and to help
decide if the program was meeting the objectives as stated.

Data Sources

Data for this evaluation was collected through online surveys distributed to all teachers
in grades K-6 and students in grades 3-6 using Survey Monkey. Students in grades K-2
did not participate in the survey since the program is not being used in those grade
levels. Teacher surveys consisted of ten multiple-choice and open-ended questions
focusing on how the program is integrated and used in the individual classrooms.
Student surveys were based on the Likert scale ranging from strongly disagrees to
strongly agree. The four-question student survey focused on student attitude toward the
program. Refer to Appendices A and B to view the teacher and student survey
questions.
Results

7
After analyzing the data collected from the
surveys, it is noted a wide gap exists
between the classrooms using Accelerated
Math and those not. The amount of time
students are provided to use the program
differs greatly, 17% are given 10-15
minutes, 33% 15-30 minutes, and 50%
either do not use the program, or do it at
home as enrichment for advanced students.

Eighty-three percent of the teachers assign
questions based upon 5-10 objectives using
the current lesson being taught, the STAR Math assessment or the grade level of the
student. The remaining 17% do not use the program in class or assign no more than 5
objectives.

The data representing the frequency of use
exhibits an equal distribution. None of the
teachers use the program daily. Of the
classrooms where the program is actively
engaged, 83% teach math five days per week
with 33% using Accelerated Math 3-5 times per
week, 33% using the program depending on
teaching schedule, and 33% do not use the
program or send it home as enrichment.

Fifty percent of the teachers view the program as
user friendly with the other fifty percent finding
the language difficult for students to understand,
having limited experience using the program, or
do not use the program at all. None of the
teachers have ever received professional training. A complete list of the teacher survey
results is located in Appendix A.

Sixty-eight students in grades 3-6 participated in the student survey. The intent of the
student survey was to determine student attitude toward the Accelerated Math program.
The data indicates as the students progress from grades 3-6 their attitude toward the
program decreases. Grade 3 has the most positive outlook on the program with 54%
strongly agreeing that the program is used to give them practice on concepts being
learned in class. By the time the students reach the sixth grade, only 6% strongly agree
that Accelerated Math is used to give them practice on concepts being learned in class.
The percentages steadily decreased as the grade level increased.

The table below reflects an average of the student surveys. Although the survey results
show students find the program easy to use, 20% say Accelerated Math is used to give
them practice on math concepts being taught in the classroom. Only 18% strongly
0%
20%
40%
60%
10-15
minutes
15-30
minutes
Not used or
sent home as
enrichment
How much time are students
provided to use Accelerated
Math?
Frequency of Use
Daily
3-5 times
per week
Depends on
teaching
schedule
Not used
8
agree that they do better on chapter tests when the program is used with 46% agreeing.
Individual survey results according to grade level are located in Appendix B.



Discussion

All Saints Catholic School implemented the Accelerated Math program five years ago to
supplement the existing math curriculum. This evaluation was initiated to determine
whether or not the Accelerated Math program is meeting the intended goal of improving
overall student performance in math, the four objectives, and if the results justified the
continued renewal of the program.

The results of this evaluation exhibit differing opinions of those surveyed. In general, the
Accelerated Math program is viewed upon favorably according to the survey data
collected from the teachers however the program does not meet the first objective.
Teachers in grades K-2 do not use the program. They have found the program to be
difficult to manage with students having a wide range of reading and math abilities. This
results in the need for extensive guidance and supervision for students using the
program. In the absence of a classroom aide, these teachers are unable to devote the
time needed to integrate and use the program. Of the teachers using the program, it is
being utilized differently in each classroom and not to its fullest potential. None of the
teachers are using the program daily.

The second objective is based upon students receiving access to Accelerated Math for
practice on concepts being taught in the class. Only 20% of the students strongly agree
that they are receiving practice using the program. Survey results indicate a more
positive attitude in the grades using Accelerated Math more regularly than those not.

More emphasis is being placed on using the program for skills practice than it is for
remediation or enrichment. None of the teacher surveys indicated that at-risk students
were receiving increased access to the program. Only one mentioned using it for
enrichment purposes.

Although measuring student confidence is difficult, student survey results indicate the
program does help them in this area. Eighteen percent strongly agree Accelerated Math
0%
10%
20%
30%
40%
50%
60%
70%
80%
Strongly Disagree Disagree Agree Strongly Agree
Accelerated Math gives me practice on
math concepts I am learning about in
class.
I do better on chapter tests when I use
Accelerated Math.
Accelerated Math helps me understand
math concepts I have trouble
understanding.
Accelerated Math is easy to use.
9
helps them to do better on chapter tests, 46% agree. Taking this data into
consideration, student attitude toward Accelerated Math is positive. Student surveys
show 20% of the students strongly agree that using the program gives them practice on
math concepts being taught in class with 68% agreeing. This favorable response
indicates that with regularly scheduled use, students would have the opportunity to
receive more skills practice in math, potentially leading to higher proficiency levels.

Professional development is the first step necessary in order to meet the objectives.
Once all teachers have received professional training and are actively using the
program, continuity will be established at all grade levels. The training should
encompass not only how to use the software, but ideas on ways to best integrate
Accelerated Math into the daily schedule. Students in grades K-2 should be introduced
to the program, learning how to use it. As students progress through the grades, less
teacher support and guidance will be required. In order to experience the benefits of
Accelerated Math, all students should have regular access to the program. It is
suggested the program be used to provide skills practice for concepts being taught in
the classroom, remediation for at-risk students, and those needing additional
challenges.

Accelerated Math, when used, is a valuable supplement to the existing math curriculum.
Due to the lack of historical data, no direct correlation can be made linking the use of
Accelerated Math to an increase of student math scores. Quarterly administration of the
STAR Math test needs to occur in order to establish historical data, which may be used
for future trend analysis of student performance. Teachers will be responsible for
submitting this data quarterly to the principal. It is being recommended all teachers
attend a professional development workshop specifically focusing on the integration and
use of Accelerated Math in grades K-6. Greater emphasis needs be placed on using the
program to meet the needs of all students ensuring continued regular use throughout all
grades. Daily scheduling should include a block specifically set aside for Accelerated
Math. Students should be provided access to the program with a minimum of 10
minutes dedicated daily. The number of objectives assigned should not exceed five with
fewer being given to students in the lower grades. Looked upon favorably by teachers
and students alike, continuity across all grade levels appears to be a key point in the
success of the program. Continued use of the Accelerated Math program is
recommended only if the changes stated above are implemented immediately.



10
Project Cost


Personnel
Catherine Holthaus, Principle Evaluator
10 days x $250/day $2,500



Materials
Printing/Postage

$20




Total Cost $2,520

The total budget costs were kept to a minimum since the principle evaluator was on-site
and no additional travel costs were incurred. Material costs were limited since the
surveys were disseminated electronically. The only cost was for copies of the nine final
evaluation report and the cost of mailing a copy to the Diocese of Boise. The total cost
for this evaluation is $2,520.





11
Appendix A

Accelerated Math - Teacher Survey:

1. How often do you teach math each week?

Less than 3 times per week
3-4 times per week
5 days per week
Other (please specify)

2. How long are the lessons?

30 minutes
45 minutes
60 minutes
Other (please specify)

3. Do you use Accelerated Math in the classroom?

Yes
No

4. How do you select student objectives?

Based upon STAR math test
Based upon level
Based upon the current lesson being taught
Other (please specify)

5. How many of the course objectives are assigned to the students?

5-10
10-15
12
20 or more
Other (please specify)

6. How many times per week is Accelerated Math used in the classroom?

Daily
3-5 times
Depends on teaching schedule
Other (please specify)

7. How much time are students provided to use Accelerated Math?

10-15 minutes
15-30 minutes
Other (please specify)

8. Do you assign Accelerated Math as homework?

Yes
No
Other (please specify)

9. Is Accelerated Math user friendly?

Yes
No
Other (please specify)
13

10. Have you ever received formal training or professional development in using Accelerated Math?

Yes
No
Other (please specify)


Teacher Results:

How often do you
teach math each
week?
17% 3-4 times per
week
83% 5 days per
week

How long are the
lessons?
17% 30 minutes 33% 45 minutes 33% 60 minutes 17% 3 groups with
30 minutes per
group
Do you use
Accelerated Math in
the classroom?
50% yes 50% no
How do you select
student objectives?
83% based upon
current lesson being
taught
17% based upon
STAR, level, and
current lesson being
taught

How many course
objectives are
assigned?
67% 5-10 objectives 33% have not used
STAR or AM and
assign no more than
5 objectives

How many times per
week is Accelerated
Math used in the
classroom
33% 3-5 times per
week
33% depends on
teaching schedule
33% not used
How much time are
students provided to
use Accelerated
Math?
17% 10-15 minutes 33% 15-30 minutes 50% not used or
sent home as
enrichment

Is Accelerated Math
assigned as
homework?
100% no
Is Accelerated Math
user friendly?
50% yes 50% not used,
limited experience,
and/or difficult to
understand the
language

Have you ever
received formal
training or
professional
development in
using Accelerated
Math?
100% no





14
Appendix B

Student Survey:




Average of Student Survey Results:


Strongly
Disagree Disagree Agree Strongly Agree
Accelerated Math gives me practice on math concepts I
am learning about in class. 5% 18% 68% 20%
I do better on chapter tests when I use Accelerated
Math. 13% 32% 46% 18%
Accelerated Math helps me understand math concepts I
have trouble understanding. 10% 34% 30% 31%
Accelerated Math is easy to use. 9% 9% 40 % 49%


3
rd
Grade Survey Results:



15
4
th
Grade Survey Results:



5
th
Grade Survey Results:




16
6
th
Grade Survey Results: