enVision MATH Professional Development Grant Proposal

FRIT 7232Spring 2014

Robin SkelleyBritton SpiveyLeslie Walbert

Abstract

enVision MATH is a math curriculum designed by Pearson. This program provides

traditional math books as well as online technology for both teachers and students. Through

Digital Courseware teachers have access to interactive lessons and differentiation ideas. They

can also keep track of students’ progress and needs through the online Math Diagnosis tool.

Mansfield Public Schools, located in Massachusetts, has recently adopted this program for its K-

5 math curriculum. The teachers and staff have previously received training in enVision MATH,

however a teacher survey reported that many teachers found the training was inadequate.  

The goal of this grant is to gain funds for another set of training sessions for K-5 math

teachers. The training session will be designed to increase teacher knowledge of the tools

provided by enVision MATH in order to increase the use of the technology. The expected

outcomes of the training will be an increased effective use of enVision MATH in the classroom

and a decrease in the proficiency gaps that certain student groups show in math.   

Proposal

Demonstrated Need

Although the teachers at Mansfield Public Schools have already received training in

enVision Math, teachers reported they felt the training they received was not enough to

effectively use the technology. When asked to give a grade to the quality of the training they

received, 45% of the respondents gave the training a C or lower (Professional development and

teacher education survey, 2011). In the same survey, 88% of the respondents said they are

interested in professional development training in “technology and instruction integration.”

Training in enVision Math would also help the district meet required state goals. Because

Massachusetts has received a waiver for certain aspects of the No Child Left Behind law, the

state has developed its own system for school and district accountability. This means that schools

must narrow proficiency gaps. According to the 2013 Accountability data (Appendix A),

Mansfield is failing to close the proficiency gaps in math for students with disabilities,

Hispanic/Latino students, and multiracial students (Massachusetts Department of Elementary and

Secondary Education, 2013). The same report shows no change in the proficiency gaps for high

need students, low income students, African American students, and white students. By using

enVision Math effectively in the classroom, teachers would be able to better track student

progress and provide differentiated instruction for these students. This would help increase

student proficiency and improve the district's accountability data.

Goals and Objectives

Goals

1. By April 2015, have 80% of teachers who teacher K-5 math attend enVision Math

professional development training.

2. By April 2015, have 80% of teachers using enVision Math software to track students’

progress.

3. By April 2015, have K-5 math teachers using enVision Math software in their math lessons at

least 3 times a week.

Objectives of Professional Development Class

After attending the professional development training, teachers will be able to:

1. Successfully register a class and understand how to manage students online.

2. Evaluate the digital tools in enVision MATH, which enhances topics found within the print

text.

3. Describe how the interactive digital tools can be used to engage learners. This includes virtual

manipulatives: games, songs, videos, and practice.

4. Demonstrate how to use the enVision MATH lesson planning tool and the test-generating

software.  

Plan of Operation

Educators will practice using enVision technology with a focus on a deep conceptual

understanding of how the software can be used to engage learners.  Through modeled lessons

and participation, educators will learn how to effectively blend enVision Math lessons using the

digital and print components.   

A full day training will be offered on three different occasions to ensure training be

provided for everyone. The training will take place in two locations: Robinson and Jordan

Elementary School.  The training will be conducted in the Media Center’s computer lab. This is a

central location and will accommodate all staff members involved in the training.  Each staff

member will have access to a desktop or laptop computer. A screen and screen projector will

need to be available for visual purposes. Due to the fact that MPSS (Mansfield Public School

System) has adopted enVisionMATH for the 2010-2011 school year training will not focus on

login procedures and outline design. Instead, the instructor will focus on SuccessNet a tracking

system used by teachers to monitor students’ progress and identify individual weaknesses.

SuccessNet is a component of enVisionMATH. Activities will consist of: setting up class

profiles, evaluating data on individual students/groups, and training on digital tools and test-

generating software.

Activities:

Padlet Activity: An instructional system coordinator will post the question: How are you

currently using enVisionMATH in your classroom. Teachers will respond using Padlet. Padlet is

a virtual wall where users can express themselves on a common topic easily. Teachers will visit

http://padlet.com/wall/qo0gey23ij and begin to interact with other professionals.  Teachers will

be encouraged to post more than one response as they read other faculty members’ replies.

Alignment with project goals and objectives: Introduction

Registering a class on enVisionMATH: The trainers will model how to set-up a class and

enroll students. Participates will have printed and digital text provided available online at

http://www.mypearsontraining.com/pdfs/TG_SNet12_Teachers_ClassSetup.pdf and

http://www.mypearsontraining.com/pdfs/TG_SNet12_Teachers_EnrollStudentsRoster.pdf.

Teachers will follow step by step instructions to create a class roster. Teachers may also use the

video tutorials located in the digital packet for additional use.

Alignment with project goals and objectives: Objective 1

Although this is a very basic activity it will be the foundational step in monitoring students and

identifying their weaknesses.

Managing student’s online progress: The instructor will briefly demonstrate login process of

lesson performance. Participates will have printed and digital text provided available online at

http://www.mypearsontraining.com/pdfs/TG_SNet12_Teachers_LessonProgress.pdf . Teachers

will walk through these steps as the instructor demonstrates on the screen. Using a faux class,

teachers will divide into groups. Teachers will make decisions about how to identify the problem

what the learner(s) is missing, what components of enVisionMATH can help the learner, and

what next steps must be taken. Teachers will have access to user guides and the knowledge of

fellow professionals and the Person instructor.

Alignment with project goals and objectives: Goal 2, Objective 1, Objective 2

Using the faux data will help teachers become more aware of the analysis process. The data will

be used to help teachers identify an individual student or a group of students that have achieved

or have not achieved specific standards as measured by enVisionMATH software.

Learning about Tools4Math

This tutorial provides orientation to Tools4Math so users develop an understanding of the tools

and think about how they might be used in the classroom. Users will also learn the login and

navigational procedures when using Tools4MATH. Teachers will be given time to practice these

step by step directions.Teachers will be given Tools4Math Introduction handout packet,

available online at http://www.mypearsontraining.com/pdfs/TG_ET4M_Intro11tools.pdf

Using the Web 2.0 tool SpicyNodes participates will collaborate to create a concept web of how

each tool could be used in the classroom.  This document will be given an URL for teachers to

use in the following activity.

Alignment with project goals and objectives:Goal 2, Objective 2, Objective 3

Using professional collaboration teachers will become familiar with ways to use interactive tools

and how these tools can engage students during the learning process.

Applying Tools4Math in the classroom: Teachers will watch a brief video of how one of the

eleven tools can be used in the classroom. The video is available online at

http://www.mypearsontraining.com/tutorials/t4m_primarylesson/index.html#chp2. Teachers will

divide into groups of 2 or 3 and be assigned 1 of the 11 tools( place value blocks, counters,

money, fractions, shapes and solids, measurement, time, geometry, graphs, probability,

scratchpad). Each group will create a lesson based upon their tool and present the lesson to the

group. Each group will use the following rubric to help create their lesson. Teachers will use

lesson planning tools to help construct their presentation.

Alignment with project goals and objectives: Goal 3, Objective 3, Objective 4

Using professional collaboration teachers will become familiar with the interactive tools and how

these tools can engage students during the learning process.

Presenting Lessons: Teachers will present lessons they have developed that incorporate

components of enVisionMath program.

Alignment with project goals and objectives: Goal 3, Objective 3, Objective 4

Timeline

Timeline will serve for all three training dates (Oct 7th, Dec. 10th, and Feb 18th)

Time Activities Instructor/ Participates Objective/Goal

8:30-9:00

Brainstorm Time: Post the question How are you currently using enVision Math in your classroom. Teachers will use padlet to post answers. Time will be given for group discussion.

Employee of MPS that is properly trained on enVisionMATH software will lead the training and be considered the instructor. Instructor will lead discussion. Teachers will participate in the Padlet activity.

Introduction

9:00-10:00

Registering a class: Teachers will set up classes and register students.

Instructor will demonstrate the process of setting up and registering students using enVision software. Teachers will set up and register classes.

Goal 2Obj.1

10:00-11:00

Managing students online: Using a faux class teachers will analyze  data in small groups

Instructor will briefly describe the login process and assist groups. Teachers will analyze data.

Goal 2Obj. 1&2

11:00-12:00

Learning about Tools4Math: Teachers will become more familiar with tools associated with

Instructor will present information and assist small groups.

Goal 3Obj. 2&3

enVisionMATH. Then teachers will create a concept web using SpicyNodes on how each tool could be used in the classroom.

Teachers will create a concept map as a group.

12:00-1:00

LUNCH Lunch will not be provided for participants

1:15-2:30

Applying Tools4MATH: teachers will view a brief video of one of the 11 tools being used in the classroom. Groups will be assigned a tool and create a lesson incorporating their assigned tool.

Instructor will assist small groups.

Teachers will create lessons

Goal 3Obj- 3&4

2:30-2:45

Break

2:45-4:00

Present Lesson Teachers will present standard based lessons using enVisonMATH software.

Obj-4

Evaluation Plan

All teachers will be required to sign-in when they attend the class. The attendance of each

session will be reported to the professional development administrative assistant, Laura

Hallamore. This log will allow the professional development team to keep track of the

percentage of teachers that have attended the training.

After the training session is complete, participates will be asked to fill out a short survey

about the experience. This survey will allow the professional development team to see if teachers

found the training helpful. This survey can be found in Appendix B.

At the end of the school year, the participants will be asked to fill out another short

survey. This survey is to see if teachers are using the skills they learned during the training. It

will also allow the professional development team to evaluate if the goals of the training were

met. This survey can be found in Appendix C.

Goal Evaluation

By April 2015, have 80% of teachers who teacher K-6 math attend enVision MATH professional development training.

An attendance log kept by professional development team and professional development administrative assistant.

By April 2015, have 80% of teachers using enVision MATHath software to track students’ progress.

Survey of K-5 math teachers.Appendix B

By April 2015, have K-5 math teachers using enVision MATH software in their math lessons at least 3 times a week.

Survey of K-5 math teachersAppendix C

BudgetThe following table provides an itemized budget for the enVision Math professional

development proposal. The first item of the budget is the instructors leading the professional

development.  These instructors will be 2 certified teachers who are highly experienced with

enVision Math. Each instructor will earn a stipend of $200 each day of the training equaling

$600 per instructor.  

Snacks will be provided at each session. The snacks listed below include variety packs of

crackers, variety packs of cookies, and packs of water. These items are priced based on Walmart

prices. Teachers will be responsible for bringing lunch or going out to get their own lunch during

each professional development session. According to the Mansfield Public Schools budget

document, the budget request for FY15 is $283,600 for professional development.  This is a

3.3% increase from the FY14 of $274,480 and should allow for enough money for this

professional development request at a total of $1247.72.  

Item #

Description of Item Quantity Individual Cost

Total Cost

1 Instructors leading professional development session.

2 (x3 sessions)

$200 $1200

2 Crackers (8 count variety pack) 4 (x3 $2.50 $10.00

sessions)

3 Cookies (12 count variety pack) 3 (x3 sessions)

$4.68 $14.04

4 Bottled Water (24 count) 2 (x3 sessions)

$11.84 $23.68

Total= $1247.72

References

1. (2012). Enrolling students. Person Inc., 1-4. Retrieved from

http://www.mypearsontraining.com/pdfs/TG_SNet12_Teachers_EnrollStudentsRoster.pdf.

2. Foresman, S., & Wesley, A. (2013). Phased professional development building skills: Teacher

confidence, knowledge, and skills. Retrieved from

http://assets.pearsonschool.com/asset_mgr/current/201332/Mansfield_EVM_casestudy.pdf

3. (2012). Introduction to eleven tools. Person Inc., 1-2. Retrieved from

http://www.mypearsontraining.com/pdfs/TG_ET4M_Intro11tools.pdf

4. Mansfield public schools: Fy15 budget. (2013). Retrieved from

http://www.mansfieldschools.com/pdf files/Budget/FY15/2015 InitialBudget V4b.pdf

5. Massachusetts Department of Elementary and Secondary Education (2013). 2013

Accountability Data - Mansfield. Retrieved from

http://profiles.doe.mass.edu/accountability/report/district.aspx?

orgcode=01670000&fycode=2013&report_mode=DETAIL

6. Professional development and teacher education survey. (2011). Retrieved from

http://www.mansfieldschools.com/pdf files/K12Insights/PD Engagement Survey Results

120412.pdf

7. (2012). Teacher-class setup. Person Inc, 0(0), 1-2. Retrieved from

http://www.mypearsontraining.com/pdfs/TG_SNet12_Teachers_ClassSetup.pdf   

8. Using the interactive tools [Web]. (2012). Retrieved from

http://www.mypearsontraining.com/tutorials/t4m_primarylesson/index.html

Appendix A: Accountability Data

Data pulled from Massachusetts Department of Elementary and Secondary Education. Table

shows 2013 Mathematics Proficiency Gap Narrowing and 2013 Mathematics Growth data for

Mansfield County Public Schools.

2013 Mathematics Proficiency Gap Narrowing

2013 Mathematics Growth

Appendix B: Teacher Survey I

Participates in the enVision MATH training classes will be asked to fill out this survey with 2

weeks after completing the class. This survey can be found online:

https://www.surveymonkey.com/s/NF78VD2

1. What grade level do you teach?

K1st

2nd

3rd

4th

5th

Other (please specify)

2. Which session of enVision Math training did you attend?

Session ISession IISession III

3. How confident do you feel using the enVision Math software?

Very confidentConfidentNot confident

4. What sections of the enVision Math training did you find most helpful?

5. What grade would you give for the quality of the Envision Math Training?ABCD

F6. What comments or suggest do you have about the training session? What would improve the training experience?

Appendix C: Teacher Survey IIThis survey will be given to participants at the beginning of April 2015. This survey will measure the participants use of enVision MATH after the training. This is survey can also be found online: https://www.surveymonkey.com/s/NFKR39N

1. What grade level do you teach?K1st

2nd

3rd

4th5th

Other (please specify)2. Which session of enVision MATH training did you attend?

Session ISession IISession III

3. How confident do you feel using the enVision MATH software?

Very confident

ConfidentNot confident

4. Do you use enVision MATH software to track student progress?

YesNo

5. If you answered yes to question 4, do feel comfortable analyzing and using the data provided to help struggling students?

YesNoN/A

6. During an average school week, how often do you use enVision MATH software in your math lessons?

54321I rarely/ never use enVision MATH

software

7. Do find that enVision MATH software improves math lessons? Why or why not?

8. Do you believe that enVision MATH software helps improves students math proficiency? Why or why not?