Texas Mathematics Teacher Spring/Summer 2022 - 20

Fact Fluency and Young Mathematicians: One Campus's Journey
Step 5: Meet with Teachers. For this initiative to be
successful, we needed all our teachers to be on board.
I scheduled meetings with each team and during our
meetings, we discussed the daily schedule and the
importance of implementing fact fluency for twenty
minutes a day and the value of implementing these
efforts with consistency and fidelity. We explored the
sample strategy-based workstations and discussed the
importance of keeping the workstations consistent across
the strategies. Teachers participated in professional
development focused on the use of running records in
mathematics and how to record and monitor data using
running record documents. We discussed using " I Can "
statements (see Figure 4) to show students' commitment
and growth.
What Did Implementation Look Like?
There were numerous steps taken to facilitate the
implementation of this initiative. The teachers used
instructional videos and anchor charts to reteach the
number-based strategies. The teachers facilitated running
records with each student and entered each student's data
into Aware. The teachers used their data binders as tools
for recording student data and noting how to regroup
students according to strategies and needs. The teachers
used the data from the running records to create a
workstation schedule that identified activities for students
to complete based on individual needs (see Figure 5).
Figure 4. Example of an " I Can " statement
Figure 5. Running record for fact fluency
We developed a plan to teach each strategy using anchor
charts and videos. We discussed the importance of using
the correct academic vocabulary and the expectation that
students use the correct academic vocabulary during
small group instruction and workstations.
Step 6: Meet with Students. We were almost ready to
begin our fact fluency initiative, but first we needed
to meet with our most important stakeholders ... our
students! We met with our students to ensure that they
were familiar with all resources such as strategy-based
videos and anchor charts with the correct academic
vocabulary. We introduced running records and
workstations one at a time. To help promote success with
our first-grade students, we trained some of our fourthgrade
students with the skills to implement the Grade 1
workstations and these students served as mentors to our
first-grade students during their scheduled fact fluency
time.
" The students' proficiency with the
various strategies was evident through
their use of academic vocabulary
and their ability to recall facts with
automaticity when running
records were administered. "
20 | Spring/Summer 2022
The teachers introduced workstations and modeled how
students were to use the correct academic vocabulary
during their independent practice. The teachers started
facilitating these focused fact fluency efforts every
morning from 8:00 to 8:20 AM. During this time, students
participated in workstations focused on the strategies
for which they had yet to demonstrate proficiency while
their teacher used various tools to facilitate small group
instruction focused on " by student/by strategy " needs.
When students demonstrated understanding of a strategy,
the teachers facilitated a second running record to check
for mastery. When a student demonstrated mastery
with the facts on the second running record, the student
focused their efforts on the next strategy. If the student
was not successful, the teacher provided additional
intervention until the student demonstrated mastery.
What did Progress Monitoring of Initiative Look Like?
After four weeks of implementing our fact fluency
initiative and observing the efforts in the classrooms, I
met with the teams of teachers to discuss our progress
with the fact fluency plan and to determine if there were
any needed refinements to our plan. The teachers brought
their data binder and used the data from the running
records to discuss their students' strengths and the areas
in which their students had yet to develop proficiency.
Texas Mathematics Teacher

Texas Mathematics Teacher Spring/Summer 2022

Table of Contents for the Digital Edition of Texas Mathematics Teacher Spring/Summer 2022

Texas Mathematics Teacher Spring/Summer 2022 - 1
Texas Mathematics Teacher Spring/Summer 2022 - 2
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Texas Mathematics Teacher Spring/Summer 2022 - 36
http://www.brightcopy.net/allen/txmt/68-01
http://www.brightcopy.net/allen/txmt/67-01
http://www.brightcopy.net/allen/txmt/66-02
http://www.brightcopy.net/allen/txmt/66-01
http://www.brightcopy.net/allen/txmt/65-02
http://www.brightcopy.net/allen/txmt/65-01
http://www.brightcopy.net/allen/txmt/64-02
https://www.nxtbook.com/allen/txmt/64-1
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