A continuing series by former teacher and current FIM Implementation Specialist Shawn Collier
In my role as a First In Math Online Program Implementation Specialist, I am often asked ‘what is the correct way to deploy the program in a classroom setting?’ Although I have used First In Math as a third-grade teacher with inner city students, a math specialist with suburban students, and now as an employee with many different types of students, the question still makes me pause because there is no definitive answer.
Asa Packer teachers use FIM certificates and other incentives to highlight and recognize student achievement. (Certificates and other bulletin board materials can be downloaded at the FIM site.)
Because I have never been in your school, in your classrooms or with your students, I usually suggest a general path for teachers to follow, but also convey the fact that they will need to read the signs along the way—and possibly adjust course to meet the exact need of their students. In today’s high-stakes-testing educational landscape, it is rare to find administrators and teachers who are confident enough to do this. Among them is Asa Packer Elementary School.
During the past two years, Asa Packer has seen growing success in First In Math. This year they ranked #22 in the nation among approximately 5,000 schools—up significantly from their spot just outside the top 100 last year. As I studied their growth, I wanted to know how it was happening. What was their ‘correct way’? I decided to go to the source for the answer, Principal Jonathan Horvath.
As I spoke with Horvath—hoping to unearth some ultimate First In Math secret—I quickly realized there was a beautiful simplicity to his process. His secrets? Recognition. Autonomy. Trust. And, a lot of hard work.
Horvath takes the lead in announcing FIM Players and Teams of the Week, and awarding corresponding symbols of recognition, such as trophies, flags or badges. How, when, and why teachers use the program is a decision made by each teacher. So, while two fifth-grade classes engage with FIM over the course of a week, they may be partaking in separate activities, determined by the needs of the classroom.
The trust Horvath has in his staff and students to act autonomously—coupled with the high expectations set forth in his weekly recognitions—create an environment where students want to excel in math and begin to see themselves as lifelong learners.
While it may be easier to focus solely on grade-level standards, schools like Asa Packer have found ways to also focus on the attitude and ability of the student concerning academic achievement. In doing this, not only are they producing some great scores on tests, they produce students that have a belief in themselves and their own abilities. This is BIG. Sole focus on grade-level content only applies to one subject, one year. Affecting students’ attitudes will color all curricular objectives in a school for years to come. It will affect the culture of a school, not just the test scores of a school.
Horvath recognizes students and empowers teachers because he sees the bigger picture. Our test-driven environment often overlooks the ‘caring’ aspects of the school community because it is tough (if not impossible) to find data related to soft skills. It is also difficult to show change over time. But there is hope.
Like seedlings in springtime, schools across the country are sprouting a new focus: affecting student’s attitudes. Using programs like First In Math, schools such as Asa Packer have a staff and students who are leading the way and have been planting those seeds for years, producing healthy, intelligent, well-prepared students who appreciate the learning process.