enVision MATH Professional Development

Grant Proposal
FRIT 7232
Spring 2014
Robin Skelley
Britton Spivey
Leslie 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 K5 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 MATH 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 Centers 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 testgenerating 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 students 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
the learner is missing, what components of enVisionMATH can help the learner, and what next
steps should 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 employed 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 2
Obj.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 2
Obj. 1&2

11:00-12:00 Learning about Tools4Math:

Teachers will become more familiar
with tools associated with
enVisionMATH. Then teachers will
create a concept web using
SpicyNodes on how each tool could
be used in the classroom.

Instructor will present

information and assist
small groups.
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.

2:30-2:45

Break

2:45-4:00

Present Lesson

Goal 3
Obj. 2&3

Goal 3
Obj- 3&4

Teachers will create

lessons

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 MATH 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 teachers

Appendix C

Budget
The following table provides an itemized budget for the enVision Math professional
development proposal. The first item of the budget are 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

Instructors leading
professional development
session.

2 (x3 sessions)

$200

$1200

Crackers (8 count variety

pack)

4 (x3 sessions)

$2.50

$10.00

Cookies (12 count variety

pack)

3 (x3 sessions)

$4.68

$14.04

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?

K
1st
2nd
3rd
4th
5th
Other (please specify)
2. Which session of enVision Math training did you attend?

Session I
Session II
Session III
3. How confident do you feel using the enVision Math software?

Very confident
Confident
Not 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?

A
B
C
D
F
6. What comments or suggest do you have about the training session? What would
improve the training experience?

Appendix C: Teacher Survey II

This 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?

K
1st
2nd
3rd
4th
5th
Other (please specify)
2. Which session of enVision MATH training did you attend?

Session I
Session II
Session III
3. How confident do you feel using the enVision MATH software?

Very confident

Confident
Not confident
4. Do you use enVision MATH software to track student progress?

Yes
No
5. If you answered yes to question 4, do feel comfortable analyzing and using
the data provided to help struggling students?

Yes

No

N/A

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

5
4
3
2
1

I 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?