December, 2013

Part A:  Statements, Teacher Responses by Percent, and Percent of Usage

Statement 1: 

Student engagement has increased as a result of Math in the Fast Lane strategies I have used.

Results:

99% of teachers strongly agreed or agreed with this statement.

Statement 2:  

The scaffolding devices, such as bookmarks and foldables, have provided greater curriculum access to more students.

Results: 

100% of teachers utilizing these resources strongly agreed or agreed with this statement.
Rate of use:  91.55% of teachers have utilized Math in the Fast Lane scaffolding devices.

Statement 3: 

The Math in the Fast Lane formative assessments I have implemented, such as bowties, sticky notes, and menus, have provided ongoing access to student understanding and created opportunities for real-time feedback and differentiation.

Results:  

100% of teachers utilizing these resources strongly agreed or agreed with this statement.
Rate of use:  93% of teachers have utilized Math in the Fast Lane formative/work period resources.

Statement 4:  

The Math in the Fast Lane vocabulary tools I have used, such as TIP’s, sorts, and games, have increased my students’ understanding of math terms.

Results:

92% of teachers utilizing vocabulary resources strongly agreed or agreed with this statement.
94% of teachers have utilized Math in the Fast Lane vocabulary resources.

Statement 5: 

The standards walls provided for each Math in the Fast Lane unit have increased my students’ understanding of explicit learning goals they need to meet.

Results:

96% of teachers utilizing Math in the Fast Lane standards walls strongly agreed or agreed with this statement.
89% of teachers have utilized standards walls from the resource.

Statement 6:

My students are doing better in math as a result of utilizing the Math in the Fast Lane instructional tools.

Results:

93% of teachers strongly agreed or agreed with this statement

Statement 7: 

The assessment bank has been valuable in exposing students to “Next Generation” test questions.

Results:

97% of teachers utilizing the assessment bank strongly agreed or agreed with this statement.
While just 61% of teachers are currently utilizing these assessments, this is expected, since many districts utilize internally created assessments.

Part B:  Summary 

Summary of Teacher Approval Rates per Item

99%	Student engagement in math has increased as a result of Math in the Fast Lane
100%	Scaffolding devices have provided greater access to the curriculum.
100%	Formative assessments have provided access to student understanding & created real-time opportunities for feedback and differentiation.
92%	Vocabulary resources have increased student understanding of math terms.
96%	Standards Walls have increased student understanding of explicit learning goals.
93%	Students are doing better in math as a result of my utilization of the MFL resource.
97%	The assessment bank has been valuable in exposing students to “Next Generation” assessments.

 

Part C:  Teacher Comments (Around 200 comments were received.) 

Teachers were asked to respond to what they perceived as the best thing about the resource:

Over half of the participants mentioned ease of use/accessibility as a positive.  In addition, Common Core correlation, rigor of activities, ease of differentiation, and positive student responses to activities were included by many teachers.

Teachers were asked to comment on how the resource supported their instruction:

Many teachers wrote comments about “loving the resource.” Others commented about how the resource moved student thinking upward, increased student motivation, and added variety to their lessons.  In addition, Common Core alignment and increased rigor were mentioned.  Some teachers also commented that the resource gave them new ideas they created on their own for lessons.

Teachers were asked to comment about what would make the resource better:

The most common response was their desire for answer keys.  (This will be added to the resource as a response to their feedback.)  Some responded that they would like to be able to modify or edit activities.