WTS 1 & 2

Increasing Math Fluency in Special Education Students

Rebecca Odden
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 1& 2
EDUW 691 Professional Skills Development
Caroline Hickethier, Instructor
February 27, 2015

page 1 of 15

WTS 1 & 2

page 2 of 15

Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 1: Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of
the discipline(s) he or she teaches and can create learning experiences that make these aspects of
subject matter meaningful for students.
Knowledge. The teacher understands how students conceptual frameworks and their
misconceptions for an area of knowledge can influence their learning.
Dispositions. The teacher realizes that subject matter knowledge is not a fixed body of
facts but is complex and ever evolving. S/he seeks to keep abreast of new ideas and
understandings in the field.
Performances. The teacher effectively uses multiple representations and explanations of
disciplinary concepts that capture key ideas and links them to students' prior understandings.

Wisconsin Teacher Standard (WTS) 2: Teachers know the subjects they are teaching.
The teacher understands how children with broad ranges of ability learn and develop, and
can provide instruction that supports their intellectual, social, and personal development.
Knowledge. The teacher is aware of expected developmental progressions and ranges of
individual variation within each domain (physical, social, emotional, moral, and cognitive), can
identify levels of readiness in learning, and understands how development in any one domain
may affect performance in others.
Dispositions. The teacher is disposed to use students strengths as a basis for growth, and
their errors as an opportunity for learning.

WTS 1 & 2

page 3 of 15

Performances. The teacher assesses individual and group performance in order to design
instruction that meets learners current needs in each domain (cognitive, social, emotional,
moral, and physical) and that leads to the next level of development.
Danielson Domains
Domain1: Planning and Preparation
Component 1a: Knowledge of prerequisite relationships
Component 1b: Knowledge of students skills and knowledge
Component 1e: Designing Coherent Instruction
Component 1f: Assessing Student Learning

Domain 3: Instruction
Component 3a: Communicating Clearly and Accurately
Component 3c: Engaging Students in Learning
Component 3d: Providing Feedback to Students

WTS 1 & 2

page 4 of 15

Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective(s)
For Wisconsin Teacher Standards (WTS) 1 & 2, I want focus on how I can better meet
the needs of special education students in the area of math instruction in a small group setting.
Each special education student that is in my group is at a different ability level and currently in
fifth grade. To provide each student with the best education, I need to have a wide knowledge
base of mathematics and how to teach it.
The knowledge descriptor about understanding that teachers are disposed to use
students strengths as a basis for growth, and their errors as an opportunity for learning. Taking
this position on my lessons allows me to help the students grow and learn no matter where they
are. Special education students often have a low self-esteem, but when you are able to find
strength it can turn behaviors around and help students start trying.
The dispositions descriptor, the teacher realizes that subject matter knowledge is not a
fixed body of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas
and understanding in the field. As a special education teacher I feel that I receive e-mail every
other day for a new training that will help my students grow and learn. While this is a benefit I
often ask the question, How do I pick the best? Is one curriculum best for all children? With
these questions I meet quarterly with our math interventionist for the district to discuss specific
students, while looking at star data and discussing the best option for each student. Also, I meet
weekly with grade level math teachers to discuss grade level math curriculum questions. These
options do not help all my students there are always Cooperative Educational Service Agency
(CESA) trainings, other special education teachers, or the Internet.

WTS 1 & 2

page 5 of 15

The performance descriptor regarding assessment states the teacher assesses individual
and group performance in order to design instruction that meets learners current needs in each
domain (cognitive, social, emotional, moral and physical) and that leads to the next level of
development. In special education progress monitoring for IEP purposes allows me to assess
individual students weekly in reading, math, and writing. The student might be assessed for
reading fluency or reading comprehension using a timed test. For math fluency my students are
assessed with a pre-test and then a posttest daily. This allows the students and me to see their
growth, which is a real motivator. This assessment also allows me to determine if the
intervention is working or if I need to try a different one. A few of the children have social and
emotional situations that inhibit them from performing the best on written assessments. When
this occurs I read the test orally or I write for them. It is my job to assess their knowledge in a
different way than the same aged peer.
Assessment of Student Performance Related to Targeted Student Learning Objective(s)
The students within my groups are labeled as Emotional and Behavioral Disability,
Learning Disability, and Cognitive Disability. All of the students receive alternate curriculum in
my classroom and return to their classroom with ability-leveled work.
The students that come into my rooms are in two groups that are leveled into a high
group and a low group based on ability. The students come five days a week for 30 minutes per
group for direct instruction. Then the students stay for another 30 minutes to complete Moby
Max, which is an on-line computer program, which increases fluency or specific learning topics
assigned by the teacher. It is during the direct instruction time that I work with the students on
each of their specific math deficits.

WTS 1 & 2

page 6 of 15

Assessment of Learning Environment While Learning Targeted Objective(s)

My four math groups consist of one to four students in a special education/ resource
room. While I am teaching math, another special education teacher is working with reading
students. Our room is a busy room. As teachers we try to keep an environment where students
feel respected and can ask questions. Twice this year I have given my students surveys to
determine if they feel the work is too hard, if they are respected, and if they feel I help them learn
as a teacher. (Artifact A) After the first survey, I implemented the changes I felt needed to be
changed which were more respect between students. This was accomplished by providing a time
for students to share before and after each weekend, discussing what good body basics look like
and practicing it daily, and being prepared for all lessons which showed respect for the students.
These changes have showed positive impacts within my groups. While I try to create a steady,
positive environment within my classroom, there are still students who need breaks that come in
and the room needs to be cleared. This is very disruptive to all learning. The students handle it
very well, but nothing prepares them for it.
When students do enter my class for direct instruction math lesson, the groups consist of
one to three students. While working with these groups, I have one to three students working on
computer lesson waiting to rotate to me for their math lesson. The students are grouped by ability
ranging from first grade to beginning fourth grade, but also by schedule. During this time I have
one student who comes to me during a four student-reading group and then gets direct instruction
in math. To determine placement on Rocket Math, I looked at the students current skills sets and
their weekly star data. The star data will tell me grade equivalency and skills that need to be

WTS 1 & 2

page 7 of 15

worked on. If that student had mastered addition and subtraction, then the student will begin
multiplication.
Assessment Conclusion and Essential Question to Guide Research
The self-assessment, assessment of student performance, and learning environment
assessment show After further evaluation of the self-assessment, assessment of student
performance, and learning environment assessment show that I need to spend more time on math
fluency daily to increase basic math skills. This approach will help my students make gains
toward making IEP goals and getting closer to getting back into the regular education classroom.
This goal will be reached by implementing a fluency program, but also daily fluency into their
math curriculum through both academic and instructional needs. My essential question comes
from the ideas in WTS 1 & 2: How does math fluency influence basic math skills in special
education students?
Research Summary
Math fluency is the backbone to mathematics for all students. As agreed upon by the
Arwood, Houchins, Jolivette, Lingo & Shippen (2006), and Golightly & Rave (2007),
mathematical fluency of basic facts involves both the rate and accuracy at which students answer
problems. In fact, basic math fluency is a significant predictor for future complex problem
solving. Lack of fluency can impact the ability of a student to acquire more complex skills and
conceptual understanding by increasing the amount of time consumed in learning, the potential
of error. If students are able to increase their basic facts and overall basic mathematics skills,
then the students will be meeting IEP goals and common core state standards. According to
Golightly & Rave (2007),

WTS 1 & 2

page 8 of 15

Fluency is generally acquired in a three-phase process: simple counting, critical thinking

and calculation, and finally automatic retrieval of responses. Since skill proficiency and
conceptual knowledge are linked, fluency then facilities the development of subsequent
skills. Building fluency will help students in school, but also in their daily lives (538).
Math fluency is a good intervention to start with when trying to increase math skills. In
2009, Golightly and Rave reviewed a case study that performed on a fifth grade classroom with
special education and regular education students over nine weeks being tested three times per
week. The students saw an improvement of 93% of students had made positive advancements in
the number of problems they could accurately complete in two minutes (p. 544).
While this math intervention was implemented with paper and pencil, another popular
option is iPad. Todays students are so driven and able to manipulate technology that some
students are more successful on iPad than others. Research by Donehower, Jenkins, Lewis,
OMalley, Rabuck & Wesley in 2013 found that the majority of their special education students
made gains in fluency on a one minute timing using an iPad versus paper and pencil method.
This study shows that there is options available to students to make gains in fluency in teachers
are willing to take the time to prepare and students are willing to try.
Research Implications
The essential question to guide my research was: How does math fluency influence basic
math skills in special education students? Fluency is the predictor to more complex areas of
mathematics beginning in first grade. It affects all ages of students. It is especially beneficial in
helping all students become more confident in math and in them. What I was able to take away
from the research is that it building math fluency is important for all students not, just special
education students.

WTS 1 & 2

page 9 of 15

In a 2006 article written by Arwood et. al., they state that math knowledge is daily skill
that all people use. It is a valuable life skill that is used in every profession. It is important for our
students to recognize. That even if you are going to use your cell phone, you must still
understand the concept of mathematics to solve the problem.
Research-based Action Plan
Action Plan Summary Outline
1. The special education teacher will review students star data and current lessons to
determine current placement on Rocket Math level, so that frustration does not occur.
2. Each student will complete daily pre test to pre teach the daily objective and reinforce
the fluency of individual level. (Artifact B) By completing the pretest the student will have the
fluency to refer to when being tested on the assessment.
3. Student will take one minute timing at the current fluency level. If the student earns
80% or higher the student will move on to the next level, such as B to C and so on. After all the
subtraction is completed the student will move on to the multiplication level A.
4. Progress monitoring will be completing weekly to determine if fluency is impacting
their overall math skills.
Targeted Student Learning Objective(s)
1. Standardized goal: The objective is that each student is working to add or subtract
factors 0-10 with 80% or better even if the student is in 5th or 6th grade. Once this objective has
been met, the student begins multiplying or dividing factors 0-10 with 80% or better.
2. Targeted learning objective: same for #2

WTS 1 & 2

page 10 of 15

Task(s) and Essential Proficiency Criteria for Targeted Learning Objective(s)

1. Students will complete a math fluency pre and post assessment at current level.
2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective(s)
a. Correct Answers (demonstrated by earning 80% or higher)
Method(s) to Assess Progress of Proficiency for Targeted Learning Objective(s)
1. Students will be assessed daily using the post-test of the daily specific skill.
(Artifact B)
2. Students performance determines if reassessment on same objective (Lesson
B) or if the student will move on to the next objective (Lesson C).
Post-assessments
Instructional Insights Related to WTS and Targeted Student Learning Objective(s)
As a special education teacher, I feel I am always recreating the wheel and finding
something new. Implementing the daily math fluency practice has brought my students
confidence and success! It helped me become a better teacher because I had to plan, assess, and
understand my student strengths and weaknesses.
Comparison of Student Performance Related to Targeted Student Learning Objective(s)
The student-learning objective focused on students increasing their fluency at their current level
with 80% accuracy in the skill being assessed (adding, subtracting, multiplying, dividing). Both
groups started in the area of subtraction due to their star data and other current assessments. The
goal was for students to increase in their fluency by mastering the daily assessments.
The results are as positive as I expected, but are dependent upon the attitude of the
student. In the high group the students passed a level a day for two weeks straight with 80%
accuracy. At the end of the two weeks is when I started to see individual students start working

WTS 1 & 2

page 11 of 15

at different paces. The students all became confident and enjoyed the rocket math daily. In the
lower group from the first day students have been at different levels and struggle with
assessment. They are gaining confidence, but their fluency is not as concrete as that of the high
group. To reinforce the fluency, I will play math games on Friday with the low group in hopes to
build self esteem and enjoyment of math.
Beginning my lessons daily with Rocket Math allows my students a constant to my
classroom. Many of my students seem, so unsure of their day or of their day-to-day if they can
have one-day thing that is the same it provides a reassurance. By competing fluency assessment
daily, student confidence and relationships within the classroom have both improved. It allows
the students to engage in a positive manner and take pride in their work. It also allows them to
mentor a partner or neighbor who is struggling. It provides them a time to work at their own pace
and not feel overwhelmed. These are just a few of the positive that I have found with this
program.
Comparison of Learning Environment While Learning Targeted Objective(s)
Reflection of Entire Learning Process
What Worked and Why
1. It worked to identify the students placement level, so that frustration would not occur.
2. To create time in the lesson and explain why this is beneficial to do daily.
3. Play games on Friday that engaged the students, but also reinforced fluency.

What Did Not Work and Why

1. Having students at multiple levels posing a bit of a challenge until the students know
the routine and are able to get the next level daily.

WTS 1 & 2

page 12 of 15

2. Keeping students motivated if they dont pass a level is also an issue for a short time,
but students usually are motivated due to graphing and confidence they feel from the growth in
math skills.
My Next Steps
1. I would like to start all of my math students on a level of Rocket Math, so that their
math skills can benefit.
2. Discuss using this fluency intervention with other students who are struggling with
their math skills in 5th and 6th grade using our schools ILA time.

WTS 1 & 2

page 13 of 15

References:

Jolivette, K., Houchins, D. E., Shippen, M. E., Lingo, A. S., & Barton-Arwood, S.
M. (2006). Building Math Fluency for Students with Developmental
Disabilities and Attentional Difficulties Using Great Leaps Math. Education
& Training In Developmental Disabilities,41(4), 392-400.
O'Malley, P., Jenkins, S., Wesley, B., Donehower, C., Rabuck, D., & Lewis, M.
(2013). Effectiveness of Using iPads to Build Math Fluency. Online
Submission.
Rave, K., & Golightly, A.F. (2014). The Effectiveness of The Rocket Math
Program For Improving Basic Multiplication Fact Fluency in Fifth Grade
Students: A Case Study. Education, 134(4), 537-547.

WTS 1 & 2

page 14 of 15

Artifact A
This is a copy of the student survey that I have given twice this year. It has allowed me to reflect
on different aspects within my classroom: such as respect, body basics, and if my students feel
successful.

WTS 1 & 2

page 15 of 15

Artifact B
This is a student sample of Rocket Math at the subtraction level. The top part is the 40
problems is the pre-assessment. The student is not timed on this section. After they have
completed this section I then complete the assessment on the bottom and are timed for one
minute. For the student to move on to the next level they need to have 80% correct. In this
example the student would not move onto the next level and would complete this level again
tomorrow.