Negotiations, AVMR, SOCP, Summer Contacts, Thank You

Negotiations: We held our first formal negotiations meeting with district negotiators last Thursday.  The teams introduced themselves and shared their main objectives for this round.  We did not discuss large financial items like steps and lanes as the legislature has not come to agreement on what our funding will be for next year.  Our next meeting with district negotiators will be June 16^th. You can follow our progress over the summer by listening to the Negotiations Hotline at 651-695-2029 or visiting our website at ahem.locals.educationminnesota.org.  If you would like us to send updates directly to your home email account, send us your home email address at ahem@anoka.k12.mn.us.

AVMR Survey Results:  We had a great response to our survey of elementary teachers who work with the Advantage Math Recovery intervention curriculum.  The survey yielded some interesting results and showed our members have a thoughtful, nuanced understanding of how to improve this program.  Check out a summary and the results at http://tinyurl.com/3u8zl6o.

Sexual Orientation Curriculum Policy: You may have seen in the media that there are groups considering legal action against our district based on the policy about being “neutral” when it comes to homosexuality.  From a teacher’s perspective, we have heard significant confusion around how this policy actually plays out in a classroom.  AHEM has been working to clarify the specific classroom implications of this policy for our members throughout this past year.  Over the summer, we will put together what we have learned so you can better understand what the district expects of us and decide what our next steps should be to create safe and welcoming classrooms for all of our students.

Summer Contacts:  The AHEM office is open throughout the summer.  If you need to contact us, call us at 763-421-9110, email us at ahem@anoka.k12.mn.us, follow us on Twitter at 7007, join our page on Facebook at Anoka Hennepin Education Minnesota, or check out our website at ahem.locals.educationminnesota.org.

Thank you!  During back to school workshops last August, we shared national survey results showing that the public respected and trusted educators.  We have recent local survey results that show that our public’s respect and trust in you has grown. Despite all of the changes and turmoil this past year, you all have clearly exceeded “adequate yearly progress”. You have done right by your students and maintained the trust of our community.  I hope you are as proud of that as we are of you.  On behalf of all of us at AHEM, thank you for all your work and have a restful, rejuvenating summer.

AVMR Survey Results

Summary: We offered a survey to our members who work with AVMR from April 19 to April 29.  Over that period, 333 members responded, which is a very high response rate compared to other surveys we have offered over the years.

Some clear trends emerged.  Our members see AVMR as helping them see students understanding of mathematics on a more specific and individual level.  They also generally see that AVMR has improved their instruction in mathematics.  The biggest concern about AVMR was the increase in independent time for the students not participating, followed by the time and workload needed to implement it in its current form.  When given one choice about changing the program, most members want to see AVMR modified in some way with input from those directly involved with program, including classroom teachers who teach it.  There was most support for focusing the program on students performing below grade level, followed by extending the program to all students.

We disaggregated the data a number of ways to see if there were concentrations or trends in opinion among respondent sub groups.  There seemed to be some variation based on the number of years a teacher has worked with AVMR, but not necessarily correlated with the length of time (first, third and fifth year respondents had similar responses for instance, but different from second and fourth year respondents). We also saw some differences from site to site, but given the small numbers of respondents at each site (between seven and twenty-five), trends were not as clear.

We saw the biggest differences in opinion between classroom teachers using AVMR, non-classroom teachers using AVMR, and teachers on special assignment (TOSA’s).  In general, classroom teachers had more concerns about time and workload than non-classroom teachers or TOSA’s.  Two-thirds (66%) of classroom teachers disagreed or very much disagreed that the time and workload to implement AVMR was reasonable, while 30% agreed or agreed strongly that it was reasonable.  Among non-classroom teachers, 59% found it reasonable and 36% found it unreasonable. TOSA’s found the workload reasonable 92% of the time and no respondents indicated it was unreasonable.

Another area where opinions differed by assignment was in the area of which improvements respondents supported (question 12).  Classroom teachers picked having AVMR groups run by Math Recovery teachers at a rate of 63%, while non-classroom teachers only choose it at a 19% rate, and no TOSA’s chose it as an option.  Non-classroom teachers chose increased staff development most (41%) and TOSA’s chose video examples most (65%).  That is not surprising given differences in responses to the question about biggest concerns where classroom teachers choose amount of independent time for students most (75%), non-classroom teachers chose more time needed to understand the activities most (45%) and TOSA’s choose amount of time for data collection most (50%).

As we go forward with AVMR, based on this survey, we may want to work to preserve the improvements to instruction and understanding of our students learning, while addressing workload and high amounts of independent work time concerns.  Most importantly, any changes to AVMR should be made with significant input from classroom, non-classroom, and TOSA teachers who implement the program.  

We include also the overall results, followed by the results cross tabulated by assignment.

Overall Results:

1. Which best describes your assignment? Choose one.
answered question / skipped question	330	3
Classroom Teacher	64.80%	214
Non-Classroom Teacher (ESL, Special Ed, Title, etc.)	27.90%	92
Teacher on Special Assignment (TOSA)	7.30%	24
2. Where do you do a majority of your AVMR work?
answered question / skipped question	331	2
Adams Elementary	3.00%	10
Andover Elementary	3.60%	12
Champlin Brooklyn Park Academy	4.50%	15
Crooked Lake Elementary	2.70%	9
Dayton Elementary	2.10%	7
Eisenhower Elementary	4.20%	14
Evergreen Park Elementary	5.10%	17
Franklin Elementary	3.60%	12
Hamilton Elementary	3.90%	13
Hoover Elementary	3.30%	11
Jefferson Elementary	4.50%	15
Johnsville Elementary	2.40%	8
Lincoln Elementary	2.10%	7
Madison Elementary	2.40%	8
McKinley Elementary	4.50%	15
Mississippi Elementary	3.90%	13
Monroe Elementary	4.50%	15
Morris Bye Elementary	5.40%	18
Oxbow Creek Elementary	7.60%	25
Ramsey Elementary	7.30%	24
Rum River Elementary	5.40%	18
Sand Creek Elementary	3.30%	11
University Elementary	5.10%	17
Wilson Elementary	3.00%	10
Other	2.10%	7
3. How long have your worked with AVMR? This is your…
answered question / skipped question	331	2
First Year	31.10%	103
Second Year	20.80%	69
Third Year	20.80%	69
Fourth Year	14.50%	48
Fifth Year or more	10.90%	36
I do not implement AVMR at this time	1.80%	6
4. How do you feel about the following statement? AVMR has been an effective  intervention tool for my students.
answered question / skipped question	328	5
Very much agree	40.90%	134
Agree	36.60%	120
No opinion/Neutral	11.60%	38
Disagree	9.10%	30
Very much disagree	1.80%	6
5. How do you feel about the following statement? AVMR has helped me gain a better understanding of effective ways to teach math.
answered question / skipped question	330	3
Very much agree	42.40%	140
Agree	39.40%	130
No opinion/Neutral	9.10%	30
Disagree	7.00%	23
Very much disagree	2.10%	7
6. How do you feel about the following statement? The time and effort needed
for me to implement AVMR is reasonable.
answered question / skipped question	330	3
Disagree	32.40%	107
Agree	24.80%	82
Very much disagree	20.90%	69
Very much agree	17.30%	57
No opinion	4.50%	15
7. Which of the following do you believe are the most positive aspects of AVMR?  Choose up to five.
answered question / skipped question	328	5
AVMR provides a deeper understanding of student assets and deficits	66.50%	218
AVMR provides teachers a better understanding of how students learn math	43.00%	141
Learning goals for intervention groups are clear and explicit	42.40%	139
AVMR is a data driven program	40.90%	134
AVMR provides personal contact with students	38.10%	125
AVMR provides a time for intervention	36.00%	118
The support provided by Math Recovery teachers reduces the planning time to implement the program	34.50%	113
Student grouping is flexible	32.60%	107
Students are grouped by ability	32.30%	106
AVMR gives teachers a common language to discuss math	22.90%	75
AVMR meets the needs of my students	22.00%	72
The activities are relevant and engaging	14.90%	49
AVMR increases students’ math test scores	7.00%	23
Skills taught line up with those taught in EveryDay Math	5.50%	18
The time and effort to implement AVMR is reasonable	4.90%	16
8. What other benefits are not listed above?
answered question / skipped question	68	265
9. Which of the following are the biggest concerns you have about AVMR?
Choose up to five.
answered question / skipped question	297	36
Students not in AVMR groups have too much independent time	61.60%	183
There are classroom management issues during AVMR intervention time	49.50%	147
Due to AVMR, there is less support as students work independently	48.10%	143
The time and effort to implement AVMR is extensive	43.80%	130
Assessment data becomes outdated as the year progresses	42.40%	126
Time to teach the core EDM lessons have been reduced due to AVMR.	37.40%	111
The amount of time needed for data collection at the beginning of the year delays the start of the program	27.30%	81
It is not clear whether it is AVMR or Every Day Math that is increasing math test scores	26.90%	80
More time needed to learn the activities to become proficient with instruction	25.90%	77
Students do not receive my individual time and attention	17.20%	51
Students in AVMR groups miss out on EDM activities	12.80%	38
Class size increases due to AVMR groups	5.40%	16
10. What other concerns are not listed above?
answered question / skipped question	127	206
11. Which students should participate in AVMR? Choose all that apply.
answered question / skipped question	329	4
Students who are performing below grade level should participate	52.90%	174
All students should participate	46.20%	152
Students who rank lowest on the AVMR assessments by strand	40.70%	134
Students who are closest to moving from behind to proficient in a strand should participate	38.00%	125
Students in programs like Special Education, ESL, or Supplemental programs	30.40%	100
Students who have average math performance should participate	15.20%	50
Students who perform above average in math should participate	12.20%	40
No students should participate	2.40%	8
12. Which of the following ideas do you believe would improve our
implementation of AVMR? Choose all that apply.
answered question / skipped question	313	20
Have all AVMR instruction done by full time Math Recovery and supplemental teachers while classroom teachers work with those not receiving that instruction	47.60%	149
Have all data work done by full time AVMR and supplemental teachers	40.30%	126
One AVMR group per day for classroom teachers	34.50%	108
Align AVMR groups to supplemental schedule	24.00%	75
Provide staff development opportunities based on streamlining implementation of AVMR	23.60%	74
Create video examples of lessons and offer training on specific differentiation techniques	22.70%	71
Administer AVMR strand assessments based on EDM units	22.00%	69
Increase flexibility when choosing activities for students working independently	20.40%	64
Math Recovery will provide a list of supports for implementing AVMR	17.60%	55
Improve communication about what is and is not required with AVMR	12.10%	38
Increase AVMR to whole class instruction	11.80%	37
Use other formative assessments we already have instead of the one on one AVMR assessments	7.30%	23
Increase group size to more than six	0.60%	2
13. Do you have other ideas not listed here?
answered question / skipped question	97	236
14. Which statement do you agree with most about implementing AVMR? Choose one.
answered question / skipped question	326	7
Make modifications to the current AVMR structure based on teacher feedback	40.20%	131
Continue with the present AVMR structure	26.40%	86
Use full time Math Recovery teachers to provide instruction in a pull out model	19.90%	65
Integrate AVMR instruction into the Every Day Math and Daily Routines instruction	8.30%	27
Discontinue AVMR in our district	2.80%	9
Make AVMR voluntary (left to the individual teacher’s discretion)	1.50%	5
Replace AVMR with a different math intervention program	0.60%	2
Change AVMR to a one on one intervention	0.30%	1
15. What else would you like us to know about AVMR in our district?
answered question / skipped question	140	193

Results By Assignment, In Percentages Followed by Actual Numbers:

Answered Survey Classroom TOSA Non-Classr Totals 214 24 92 330 2. Where do you do a majority of your AVMR work? Adams Elementary 3.70% 4.20% 1.10% 3.00% -8 -1 -1 -10 Andover Elementary 3.30% 4.20% 4.40% 3.60% -7 -1 -4 -12 Champlin Brooklyn Park Academy 5.10% 8.30% 2.20% 4.60% -11 -2 -2 -15 Crooked Lake Elementary 2.80% 0.00% 3.30% 2.70% -6 0 -3 -9 Dayton Elementary 2.30% 0.00% 2.20% 2.10% -5 0 -2 -7 Eisenhower Elementary 2.80% 8.30% 6.60% 4.30% -6 -2 -6 -14 Evergreen Park Elementary 4.20% 0.00% 8.80% 5.20% -9 0 -8 -17 Franklin Elementary 4.70% 0.00% 2.20% 3.60% -10 0 -2 -12 Hamilton Elementary 3.70% 0.00% 5.50% 4.00% -8 0 -5 -13 Hoover Elementary 3.30% 4.20% 3.30% 3.30% -7 -1 -3 -11 Jefferson Elementary 5.60% 0.00% 3.30% 4.60% -12 0 -3 -15 Johnsville Elementary 2.80% 0.00% 2.20% 2.40% -6 0 -2 -8 Lincoln Elementary 2.30% 0.00% 2.20% 2.10% -5 0 -2 -7 Madison Elementary 1.40% 0.00% 5.50% 2.40% -3 0 -5 -8 McKinley Elementary 5.10% 8.30% 2.20% 4.60% -11 -2 -2 -15 Mississippi Elementary 1.90% 0.00% 9.90% 4.00% -4 0 -9 -13 Monroe Elementary 4.70% 4.20% 3.30% 4.30% -10 -1 -3 -14 Morris Bye Elementary 5.10% 4.20% 6.60% 5.50% -11 -1 -6 -18 Oxbow Creek Elementary 8.40% 8.30% 5.50% 7.60% -18 -2 -5 -25 Ramsey Elementary 7.90% 8.30% 4.40% 7.00% -17 -2 -4 -23 Rum River Elementary 7.00% 4.20% 2.20% 5.50% -15 -1 -2 -18 Sand Creek Elementary 2.80% 8.30% 3.30% 3.30% -6 -2 -3 -11 University Elementary 5.60% 8.30% 3.30% 5.20% -12 -2 -3 -17 Wilson Elementary 2.30% 4.20% 4.40% 3.00% -5 -1 -4 -10 Other 0.90% 12.50% 2.20% 2.10% -2 -3 -2 -7 3. How long have your worked with AVMR? This is your… Classroom TOSA Non-Classr Totals First Year 33.60% 4.20% 31.90% 31.00% -72 -1 -29 -102 Second Year 22.90% 8.30% 18.70% 20.70% -49 -2 -17 -68 Third Year 19.60% 41.70% 18.70% 21.00% -42 -10 -17 -69 Fourth Year 12.10% 29.20% 16.50% 14.60% -26 -7 -15 -48 Fifth Year or more 9.80% 12.50% 13.20% 10.90% -21 -3 -12 -36 I do not implement AVMR at this time 1.90% 4.20% 1.10% 1.80% -4 -1 -1 -6 4. How do you feel about the following statement? AVMR has been an effective intervention tool for my students. Classroom TOSA Non-Classr Totals Very much agree 28.40% 91.70% 57.10% 41.10% -60 -22 -52 -134 Agree 44.10% 8.30% 27.50% 36.80% -93 -2 -25 -120 No opinion/Neutral 13.70% 0.00% 9.90% 11.70% -29 0 -9 -38 Disagree 10.90% 0.00% 5.50% 8.60% -23 0 -5 -28 Very much disagree 2.80% 0.00% 0.00% 1.80% -6 0 0 -6 5. How do you feel about the following statement? AVMR has helped me gain a better understanding of effective ways to teach math. Classroom TOSA Non-Classr Totals Very much agree 29.00% 95.80% 61.10% 42.70% -62 -23 -55 -140 Agree 47.70% 4.20% 28.90% 39.30% -102 -1 -26 -129 No opinion/Neutral 11.70% 0.00% 5.60% 9.10% -25 0 -5 -30 Disagree 8.40% 0.00% 4.40% 6.70% -18 0 -4 -22 Very much disagree 3.30% 0.00% 0.00% 2.10% -7 0 0 -7 6. How do you feel about the following statement? The time and effort needed for me to implement AVMR is reasonable. Classroom TOSA Non-Classr Totals Very much agree 8.40% 62.50% 26.70% 17.40% -18 -15 -24 -57 Agree 21.50% 29.20% 32.20% 25.00% -46 -7 -29 -82 No opinion 3.70% 8.30% 5.60% 4.60% -8 -2 -5 -15 Disagree 38.30% 0.00% 26.70% 32.30% -82 0 -24 -106 Very much disagree 28.00% 0.00% 8.90% 20.70% -60 0 -8 -68 7. Which of the following do you believe are the most positive aspects of AVMR? Choose up to five. Classroom TOSA Non-Classr Totals AVMR provides personal contact with students 46.90% 12.50% 23.90% 37.80% -98 -3 -22 -123 AVMR provides a deeper understanding of student assets and deficits 62.70% 87.50% 71.70% 67.10% -131 -21 -66 -218 AVMR gives teachers a common language to discuss math 18.70% 29.20% 30.40% 22.80% -39 -7 -28 -74 Learning goals for intervention groups are clear and explicit 43.50% 33.30% 42.40% 42.50% -91 -8 -39 -138 AVMR is a data driven program 34.40% 66.70% 47.80% 40.60% -72 -16 -44 -132 Skills taught line up with those taught in EveryDay Math 2.90% 25.00% 6.50% 5.50% -6 -6 -6 -18 Students are grouped by ability 34.00% 12.50% 34.80% 32.60% -71 -3 -32 -106 Student grouping is flexible 35.40% 20.80% 30.40% 32.90% -74 -5 -28 -107 AVMR increases students’ math test scores 3.80% 33.30% 7.60% 7.10% -8 -8 -7 -23 AVMR provides teachers a better understanding of how students learn math 36.40% 79.20% 50.00% 43.40% -76 -19 -46 -141 The time and effort to implement AVMR is reasonable 3.80% 8.30% 6.50% 4.90% -8 -2 -6 -16 AVMR meets the needs of my students 17.20% 37.50% 29.30% 22.20% -36 -9 -27 -72 AVMR provides a time for intervention 37.80% 33.30% 33.70% 36.30% -79 -8 -31 -118 The support provided by Math Recovery teachers reduces the planning time to implement the program 37.80% 50.00% 23.90% 34.80% -79 -12 -22 -113 The activities are relevant and engaging 13.90% 12.50% 17.40% 14.80% -29 -3 -16 -48 9. Which of the following are the biggest concerns you have about AVMR? Choose up to five. Students not in AVMR groups have too much independent time 74.90% 0.00% 35.10% 61.40% -155 0 -26 -181 There are classroom management issues during AVMR intervention time 58.00% 7.10% 33.80% 49.50% -120 -1 -25 -146 Time to teach the core EDM lessons have been reduced due to AVMR. 48.80% 0.00% 10.80% 36.90% -101 0 -8 -109 It is not clear whether it is AVMR or Every Day Math that is increasing math test scores 30.90% 7.10% 20.30% 27.10% -64 -1 -15 -80 Assessment data becomes outdated as the year progresses 43.50% 42.90% 37.80% 42.00% -90 -6 -28 -124 The time and effort to implement AVMR is extensive 48.30% 7.10% 37.80% 43.70% -100 -1 -28 -129 Students do not receive my individual time and attention 23.70% 7.10% 1.40% 17.30% -49 -1 -1 -51 Students in AVMR groups miss out on EDM activities 14.00% 7.10% 10.80% 12.90% -29 -1 -8 -38 Due to AVMR, there is less support as students work independently 56.00% 14.30% 33.80% 48.50% -116 -2 -25 -143 The amount of time needed for data collection at the beginning of the year delays the start of the program 20.30% 50.00% 43.20% 27.50% -42 -7 -32 -81 More time needed to learn the activities to become proficient with instruction 19.30% 28.60% 44.60% 26.10% -40 -4 -33 -77 Class size increases due to AVMR groups 6.80% 0.00% 1.40% 5.10% -14 0 -1 -15 11. Which students should participate in AVMR? Choose all that apply. Classroom TOSA Non-Classr Totals All students should participate 40.80% 83.30% 48.90% 46.20% -87 -20 -44 -151 No students should participate 2.30% 0.00% 2.20% 2.10% -5 0 -2 -7 Students who are performing below grade level should participate 55.90% 37.50% 51.10% 53.20% -119 -9 -46 -174 Students who have average math performance should participate 13.10% 29.20% 16.70% 15.30% -28 -7 -15 -50 Students who are closest to moving from behind to proficient in a strand should participate 41.80% 25.00% 33.30% 38.20% -89 -6 -30 -125 Students who perform above average in math should participate 10.80% 25.00% 12.20% 12.20% -23 -6 -11 -40 Students who rank lowest on the AVMR assessments by strand 40.40% 33.30% 43.30% 40.70% -86 -8 -39 -133 Students in programs like Special Education, ESL, or Supplemental programs 28.20% 25.00% 36.70% 30.30% -60 -6 -33 -99 12. Which of the following ideas do you believe would improve our implementation of AVMR? Choose all that apply. Classroom TOSA Non-Classr Totals Administer AVMR strand assessments based on EDM units 24.50% 20.00% 16.90% 22.20% -51 -4 -14 -69 Have all AVMR instruction done by full time Math Recovery and supplemental teachers while classroom teachers work with those not receiving that instruction 63.00% 0.00% 19.30% 47.30% -131 0 -16 -147 Have all data work done by full time AVMR and supplemental teachers 51.00% 0.00% 22.90% 40.20% -106 0 -19 -125 One AVMR group per day for classroom teachers 42.30% 10.00% 21.70% 34.70% -88 -2 -18 -108 Align AVMR groups to supplemental schedule 24.00% 20.00% 24.10% 23.80% -50 -4 -20 -74 Provide staff development opportunities based on streamlining implementation of AVMR 13.90% 55.00% 41.00% 23.80% -29 -11 -34 -74 Increase group size to more than six 0.50% 0.00% 1.20% 0.60% -1 0 -1 -2 Increase AVMR to whole class instruction 12.50% 10.00% 9.60% 11.60% -26 -2 -8 -36 Math Recovery will provide a list of supports for implementing AVMR 15.90% 15.00% 22.90% 17.70% -33 -3 -19 -55 Create video examples of lessons and offer training on specific differentiation techniques 15.40% 65.00% 31.30% 22.80% -32 -13 -26 -71 Increase flexibility when choosing activities for students working independently 22.60% 30.00% 13.30% 20.60% -47 -6 -11 -64 Improve communication about what is and is not required with AVMR 9.10% 25.00% 16.90% 12.20% -19 -5 -14 -38 Use other formative assessments we already have instead of the one on one AVMR assessments 9.10% 0.00% 4.80% 7.40% -19 0 -4 -23 14. Which statement do you agree with most about implementing AVMR? Choose one. Classroom TOSA Non-Classr Totals Continue with the present AVMR structure 17.10% 82.60% 34.40% 26.50% -36 -19 -31 -86 Make modifications to the current AVMR structure based on teacher feedback 43.10% 13.00% 40.00% 40.10% -91 -3 -36 -130 Change AVMR to a one on one intervention 0.50% 0.00% 0.00% 0.30% -1 0 0 -1 Use full time Math Recovery teachers to provide instruction in a pull out model 28.00% 0.00% 6.70% 20.10% -59 0 -6 -65 Integrate AVMR instruction into the Every Day Math and Daily Routines instruction 6.60% 4.30% 13.30% 8.30% -14 -1 -12 -27 Make AVMR voluntary (left to the individual teacher’s discretion) 1.90% 0.00% 1.10% 1.50% -4 0 -1 -5 Replace AVMR with a different math intervention program 0.00% 0.00% 2.20% 0.60% 0 0 -2 -2 Discontinue AVMR in our district 2.80% 0.00% 2.20% 2.50% -6 0 -2 -8