pre-teaching algebra i lessons to promote success administrative pro cert presentation sandra...
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Pre-Teaching Algebra I Lessons to promote Success
Administrative Pro Cert PresentationSandra Oehring
Assistant Principal/CTE DirectorOak Harbor High School
Oak Harbor School District(OHSD)
• K-12 District• 5,700 Students• 291 Teachers• 34.5% Free & Reduced• 13.2 % SPED
“A caring community educating every student for success.”
American Indian/Alaskan Native (1.5%)
Asian (14%)
Pacific Islander (.4%)
Asian/Pacific Is-lander(14.4%)
Black(7.1%)
Hispanic(7.4%)
White(66.3%)
Oak Harbor High School (OHHS)
• 1,600 students• Grades 9-12• 24.8% Free & Reduced lunches• 46% Military-dependent students• Remodeling school- split campus• Mid-day bus transportation
Home of the Wildcats!
School Improvement Plan(SIP)
• Facilitated through Leadership Team• Ensure ALL students have equal
opportunity to learn• Study student assessment data
– Classroom-based assessments– District & state tests (STAR/WASL)– Demographics– Course grade data
• Identify barriers and achievement gaps• High Schools That Work (HSTW)
Standard II, Strand 2
District & School Focus on Math
• Examination of math grade data• Identified alarming pattern of failure
in 9th Grade Algebra I*9th Grade Algebra I Semester Grade Data
2007-2008 Semester
1
2007-2008 Semester
2
2008-2009Semester
1
2008-2009Semester
2
Average
Percentage of “F” Grades
13% 22% 24% 34% 23%
Standard II, Strand 2; Standard 3, Strand 1*Artifact #3
Identifying Barriers to Success
• Teacher, Student & Parent Interviews– Previous failings in middle school math
courses indicated “gaps” in skills/knowledge
– Course moved to quickly to grasp concepts
– Poor self-confidence– Fell behind early, got frustrated, gave
up– Parents requested mentorsStandard II, Strand 1 & 2; Standard 4, Strand 1
Product 1 Goals
1. Develop & implement an after school math course to pre-teach Algebra I knowledge & skills to at risk students*
2. 60% of students concurrently enrolled in Math Lab & Algebra I attain passing grades
*Artifact #1 Standard II, Stand 2
Best Practices Implemented
• High quality teaching and mentoring• Student and parent commitment• Administrator involvement• Provide after school transportation • Technology used for weekly parent progress
reports • Technology used in instruction
– Graphing calculators– Document camera– E-beam (similar to SmartBoard)– Online resources for teacher – Online practice and remediation for students
Standard II, Strands 1 & 3
Best Practices Implemented
• Curriculum developed through district process with site-based teacher participation
• Integrated state math EALRs, GLEs & PEs• HSTW researched best instructional
practices*– Extra help to struggling students– Student engagement– Clear learning targets– Differentiate instruction
Standard II, Strands 1 & 3*“HSTW Key Practices for Accelerating Student Achievement”
Students Identified
• Historical math student achievement data*– Grade 6-8
• Math course grades • WASL standardized test scores
• Algebra I progress– Classroom-based assessments– Homework– Class participation and struggles– Student and parent input– Behavior issues did not interfere with
enrollment
Standard II, Stand 2*Artifact #4
Students & Parents Consulted
• Student commitment sought• Parent permission sought
– Parent/Teacher conferences– Technology- email, telephone– Letters sent home
• 20 students enrolled; 14 opted out– Students from diverse groups referred by teachers*
• 60% male, 40% female• Special Education and English As Second Language
students • Ethnically represents school population
Standard II, Strands 1 & 2; Standard 4, Strand 1*Artifact #2
Teacher Makes a Difference
• Highly qualified Algebra I teacher• Respected by math peers and
parents• Experienced with at risk students
Standard II, Strand 3
Ms. Allen- the “compassionate taskmaster”
Professional Development
• Supervising and coaching• Frequent visitations & observations• Continuous cycle of analysis &
discussion• Professional Growth Plan Goals
• OHSD Tier 2 Technology Training• Powerful Teaching & Learning
training and visitations• 9th grade counselor provided
assistanceStandard II, Strand 3
Student Success Data
• MATH LAB STUDENTS:• 70% of Math Lab students pass
BOTH Math Lab and Algebra I*• STUDENTS WHO OPTED-OUT:
• Only 40% of the invited students who chose to “opt out” of Math Lab passed Algebra I**
Standard II, Strand 2; Standard III, Strand 1*Artifact #7; **Artifact #8
Celebrating Success
*Artifact #6 Standard II, Strand 1
• Class party to celebrate
• Handing out awards*
• School Newsletter article*
Gathering Student Input
• Student interviews and anonymous survey*• 70% stated that Math
Lab had a “huge impact” or “helped a lot” with their Algebra I grade
• Commented that prior to Math Lab-• “never passed any
math class”• “never felt successful
in math”
Standard II, Strand 2*Artifact #5
Gathering Teacher Input
• Algebra teacher discussions and survey*• Math Lab students more focused and
successful• Math Lab should be taught within school
day• Math Lab should be taught by Algebra I
teacher
• Impact on safe, efficient & effective learning environment:• Math Lab students caused less disruptions• Teachers could assist other students due to
Math Lab students’ better success ratesStandard II, Strand 2; Standard III, Strands 2 & 4*Artifact #9
Continuous Analysis
• Challenges to Overcome*• After school class created access difficulties
for some students• Keeping all Algebra I teachers on same
pacing schedule• Communication between Algebra I teachers
and Math Lab teacher• Parent and/or student apathy
Standard II, Strand 2*Artifacts #5 & #9
Future Plan for Math Lab
• Scheduling Math Lab within the regular school day
• Algebra I teachers will teach their own students in Math Lab
Standard II, Strand 2*Artifact #10
Is. Algebra Math Lab
Aldridge 3 1
Allen, Kevin
Allen, Tonia
Bos
Crebbin
Fortin 1
Moser
Priddy 1
Trepanier 3 1
Turner
Wesley 2 1
Wethall, N
Looking Forward to a New Year in High School!
Can I answer any questions for you?