Section 1: Academic Achievement - National Center for School ...

Chapter 5
IN WHAT WAYS CAN I ADJUST MY TEACHING STYLE TO PROVIDE
MEANINGFUL ENTRY POINTS INTO TITLE MATH LAB FOR MY
HOMELESS AND HIGHLY MOBILE STUDENTS?
By
Tobey Cho Bassoff, Title One Math Lab Teacher
Columbine Elementary
Longmont, Colorado
Abstract: An experienced, participatory action researcher tracks her efforts to improve educational
instruction and math assessment for English Language Learners in transition. Included are her
reflections, frustrations, and successes. Features use of Calendar Math and compliance with the
Family Education Rights Protection Act (FERPA.)
Keywords: Confidentiality, Elementary School, English Language Learners, Flexible Instruction,
Math Assessment, and Welcoming School Culture
Background
I teach Title One Math Lab at Columbine Elementary School in Longmont, CO, which is 37
miles northwest of Denver at the foot of the Rocky Mountains. Longmont is home to roughly
90,000 people. The major employer of our students’ families is the turkey plant.
Columbine’s ethnic breakdown is 56% Hispanic, 39% Caucasian, 3% African American, and
2% Asian. Due to Columbine’s high number of homeless and highly mobile students, our
population varies. Free or reduced lunch applies to 88.9% of our student population.
I participated in Colorado’s first attempt at using Participatory Action Research (PAR) for the
improvement of educational practices and I knew how rewarding a critical and deliberate
reflection could be. Participation in a web-based national PAR project focusing on homeless
and highly mobile students would be particularly valuable as I started in a new role as the
bilingual Title One Math teacher. Title One Math programs are a new concept. Similar to
Title I Literacy programs, which have been around for many years, math programs use federal
funds to support students who are more than two years behind in mathematics. Our program
Action Research to Study Homelessness and High Mobility in School Communities 66