Aiming at the Bull’s eye

Redefined characteristics of learning environment. Teachers were required to submit daily lesson plans

that connected learning to standards, budgeted time for a 90 minute block, described formative assessments that were used within each lesson, provided honest reflections of what worked and what did not work.

Teachers were provided common planning period to enable thorough PD and collaboration.

High expectations for all students - required to work in class and engage in learning.

Utilized Mrs. Roland as a math coach to provide a constant focus on academic achievement and best practices within the classroom.

 School Learning Environment Changes

70% of students were classified as free/reduced lunch.

40% of students were ELL learners. 80% of students scored Basic/Below basic on the

8th grade Benchmark examinations. 

Algebra Student Demographics

2010 2011 2012 2013 State

AMO Goal

2013

10% 18% 21% 28.93% 72.34% (All

Students)76.92

% (TAGG)

Algebra EOC Results

2010 2011 2012 2013 State AMO Goal

2013

8% 14% 4% 28.93% 61.11% (All Students)56.25%

(TAGG)

Geometry EOC Results

Taught Problem Solving Discussed first lessons together in PLC and began with problem

posing and teaching students the steps of problem solving. All classes used common problems that IF demonstrated in PLC.

Discussed the need to ‘teach students’ to ‘problem solve’. Used non math problems such as being locked out of a house. List all the ways you would get in.

Students shared results, and then the question was posed, “what consequences were associated with each method to enter” (effect of action or function).

Students shared, and then the question was posed about how their answer would change if a baby was locked inside and in distress (changing the variable).

Taught students the expected procedures , including writing down all answers, showing all work, and not erasing.

Brought student samples to next PLC and shared successes and challenges.

Instruction Changes

Changed problems and practices used. Class activities centered around high-interest problems (example:

“mulletude” ).http://mrvaudrey.com/2012/05/03/the-only-lesson-theyll-remember/

Focused math instruction on the 8 Mathematical Practices. Common Assessments were used and results reviewed in PLC.

Identified which teaching practices resulted in mastery of content. Also identified areas to be taught differently for teachers with lower achieving students .

Based on results of previous week’s lessons, teachers discussed areas of strength and potential problems they encountered and altered lessons based on results of collaboration.

Students were identified for individual tutoring by Title 1 tutor throughout the year. Tutor worked with non EOC course teachers to pull students.

 

Instruction Changes

Units were designed with EOC released items used as a follow up test for each unit (designed curriculum to produce data needed instead of having to produce the data to analyze).

Analyzed results, and unmastered content was retaught.

1st semester final was EOC released items that correlated with strands covered. Data was analyzed, and unmastered strands were retaught with different strategies.

Students were classified by predicted EOC outcomes, and target students identified.

Target students received intense one-on-one tutoring by Title 1 tutor during school.

Embedded EOC testing preparation through curriculum

2 weeks prior to EOC Spring test, EOC released items test was given and results analyzed at the strand level.

Strands that were not mastered were reviewed intensely the last two weeks.

Students were reidentified for intense one-on one tutoring.

Embedded EOC testing preparation through curriculum

Instructional Facilitator strategically planned and facilitated weekly PLC. PLCs  evolved using GIR model. Initial phase – IF or math coach served teachers to meet

their needs by attaining a needs list and fulfilling all possible needs, writing pacing guides, writing syllabi, researching resources and making curriculum calendar with multiple curriculum resources for each framework. Started establishing a PLC culture of sharing student

results - what went well and what failed. Learning from each others experiences.

Developing phase – Released unit planning and curriculum planning to teachers and focused  on common assessment data and successes/failures. Discussed common assignments and effectiveness, frameworks students were struggling with, and techniques used to overcome weaknesses.

Establish Productive PLCs

math plc aug 23 minutes.docx math plc sept 5 minutes.docx Math_PLC_Meetingagendas oct10[s].docx Math_PLC_Meetingagendas dec5[2].docx

Mature Phase – Minimal leadership required. Teachers analyzed classroom data on common assessments and brought questions and suggestions to PLC. Analyzed group data together.

Productive PLCs don’t occur by accident.

Establish Productive PLCs

Teachers learned from each other A teacher shared his observation and strategy to address ELL

learning. Algebra teacher noticed that the ELLs would return on Monday

after speaking their native language all weekend at home and would have lost the mastery of the math language previously learned.

Teacher modified his lesson plans and always started Monday with a math language review.

The language review minimized ELL frustration and increased the students’ ability to master new concepts quicker.

A Key Benefit of PLCs

Importance of EOC exam and how it relates to them (why they should try for themselves )

We met in groups of test takers at each campus (approximately 40-60 students.)

We discussed the state requirement to be remediated if the student did not ‘pass’ the exam. ‘Passing’ was defined as Proficient.

Discussed a student success story and the change in the student when they went from failing the EOC 3 times to scoring ADVANCED on it. Student’s entire image of herself changed. Challenged students to imagine it was them that just received the report that said they were “advanced”.

Student motivation and personal ownership of learning

Teachers developed such deep relationships with the students, the students trusted that the teacher’s motivation for pushing them was for the student and not for their personal gain, or that of the school/district.

Students wanted to achieve for the teacher. EOC importance to the student was reiterated

regularly in the classroom. Leadership and staff communicated a common message.

Teachers Individualized Plans Due to Relationship with Students

Creating Test Groups Teachers assigned a prediction factor to each student

based on personal knowledge of the student’s test taking skills, attitude, and knowledge of content.

IF thoroughly reviewed the student list, along with common assessment data, modification requirements, mobility status. IF then created test groups.

Teachers reviewed test groups and suggested changes. Test group sizes were minimized. Individual student needs were met by group

assignments.

EOC Test Groups 

Focused attention to all environmental issues, such as comfort, crowding, room placement, room temperature.

Groups strategically assigned proctor that would best meet student needs.

As much as possible, non highly mobile students were proctored by their own math teacher, particularly target students.

EOC Test Environment

Held EOC rally where students were challenged and encouraged.

Mr. Griep committed a $25 gift card to all proficient and advanced.

Students were challenged to beat the other schools by scoring well and to prove themselves capable.

The importance of attendance was discussed. Students knew teachers believed they could

succeed. Group incentives were promised for good effort

and attendance.

EOC Test

Test day was counted down to and met with anticipation by students and faculty. Bulletin board in hall with count-down. Partnered with local businesses and provided meals

for breakfast and lunch for test takers. Students watched school leaders work hard to serve

them and meet their needs. Environment of “we are ALL working hard to achieve OUR goal.”

Taking EOC became a positive event, not fun, but positive.

EOC Test

You saw the numbers and growth. Student excitement. First day of school,

students wanted to know how they did. Momentum established for this year!!!!

Results