J.E.B. STUART HIGH SCHOOL. Math Improvement Strategies

Transcription

1 J.E.B. STUART HIGH SCHOOL Math Improvement Strategies

2 TABLE OF CONTENTS INSTRUCTIONAL MODEL Stuart Mathematics LEARN Model 2 Stuart LEARN Model Observational Form 2 Instructional Services Classroom Observations 2 PROGRESS MONITORING Common Assessments 3 Collaborative Learning Teams (CLT) 3 INTERVENTIONS & SUPPORTS SOL Support Classes 3 COMPASS Program 4 Mathematics Instructional Coach 4 Technology Enhancements 4 PROFESSIONAL DEVELOPMENT LEARN Model In-Service 5 Virginia Department of Education Mathematics SOL Institute 5 Stuart Math Department In-Service 5 Special Education Mathematics Trainings 5 CLT Leaders Professional Development 5 CLT Cycle & Data Dialogue Professional Development 5 Behavior Management Support with the System of Support Advisor 6 Future Professional Development Plans 6 APPENDIX 7 J.E.B. Stuart High School Math Improvement Strategies

3 INSTRUCTIONAL MODEL Stuart Mathematics LEARN Model During a September in-service, teachers participated in the development of a Stuart Mathematics Instructional model, which serves as a blueprint for a Mathematics instructional period at Stuart. Teachers and CT Teams utilize this teacher-supported instructional model as a guide, along with data analysis and student relationships, to determine the best avenue to facilitate student learning and retention of the learning objectives. See Appendix A Stuart LEARN Model Observational Form Utilizing the Stuart Mathematics LEARN Model, department chairs, instructional services resource teacher Charles Hom and Assistant Principal Shawn DeRose developed the Stuart Mathematics LEARN observational form. Because the Stuart Mathematics LEARN model is teacher-created and supported, the observational form works as a tool for providing meaningful feedback on the strengths of the lesson and areas for continuous improvement in a way that is clear and constructive for all. See Appendix B Instructional Services Classroom Observations Utilizing the Observational Form, resource specialists from Instructional Services observed 21 teachers across 32 classrooms over a two-day period. They observed the entire class period of the following classes: 11 Algebra 1 classes 1 Algebra 1 Support class 3 Algebra 2 classes 2 Algebra 2 Honors classes 8 Geometry classes 2 Geometry Honors classes 2 Individual Math classes 1 International Baccalaureate Math Studies, Part 2 class The observational feedback was compiled to identify departmental and team strengths as well as areas for development. Feedback was shared with the administration and department chairs before being shared with the department during the November In-Service. See Appendix C Members of Instructional Services who conducted the classroom observation include Charles Hom, Jen Allard, Rose Moore, Erin Sylves, Kelly Brady, Dianna Poodiack, Michelle Campiglia, and David Van Vleet. PROGRESS MONITORING Common Assessments All math subject areas (Algebra I, Algebra II, and Geometry) will complete 12 common assessments this year, including a comprehensive pre-, mid-year, and post-assessment. The comprehensive assessments will be delivered utilizing the ecart/horizon testing module. This will allow teams to identify areas of growth by benchmark and gap group to develop a comprehensive year-long intervention and remediation plan. J.E.B. Stuart High School Math Improvement Strategies

4 Introductory progress monitoring began with the administration of a pre-assessment in each math subject area. This skills-based pre-assessment guided our conversation on the multiple levels of intervention that will be necessary for reaching students at all levels. Data dialogues involving the Assistant Principal Shawn DeRose, Department Chairs Susan Moore and Ruth Cornelsen, math CLT Leaders, Math teachers, and Instructional Coach Breanne Wyman revealed a need for a tiered intervention model that focuses on improving quality classroom instruction (Tier 1) and creating additional instructional time for struggling learners (Tier 2). To meet this need, the department, along with Assistant Principal Shawn DeRose and Instructional Coach Breanne Wyman, developed a well-defined, teacher-directed Instructional Model specific to Stuart s needs, as well as the COMPASS Program, a structured after-school intervention and remediation program. See Appendix D Collaborative Learning Teams (CLT) All math subject areas meet weekly in collaborative learning teams for 40 minutes in order to plan, assess, and intervene utilizing the CLT Cycle. Teams are undergoing professional development in order to strengthen their practices as a collaborative team throughout the year. See Appendix E & F INTERVENTIONS & SUPPORTS SOL Support Classes SOL Support Classes were created in an effort to provide additional instructional support to students during the regularly scheduled school day. Sections of Support classes were created to compliment all math content areas. Because the course is categorized as an elective, students are strongly encouraged but not required to enroll in the course. Referrals to the course are based upon the following criteria: Algebra II Support Class (1 section) o Seniors without a verified math credit towards graduation. o Students currently enrolled in Algebra II that have not passed the Algebra I SOL. o Students currently enrolled in Algebra II with major math deficits, as identified by the comprehensive pre-assessment, delivered in September. Algebra I/Geometry Support Class (1 section) o Students currently enrolled in Geometry that have not passed the Algebra I SOL. o o Students in need of verified math credits. Students who are currently enrolled in Geometry but have major math deficits, as revealed by the pre-assessment in September. Algebra 1 Support Class (3 sections) o 9th grade students currently enrolled in Algebra I with major math deficits, as identified by the comprehensive pre-assessment in September. o Students who have scored below 350 on their 8th Grade Math SOL Assessment. COMPASS Program The Centering On Math Proficiency After School at Stuart (COMPASS) program is a structured after-school remediation and intervention program focused on building student proficiency with basic math skills as well as current math learning. Students are referred to COMPASS by their teacher for a number of reasons, including but not limited to weakness in basic math skills, low preassessment performance, poor grades, or difficulty with the current math learning. Once referred, students are expected to stay after school for at least 30 minutes on a designated day with a designated teacher. In most cases, the students academic and emotional/social needs drive the designation of both day and teacher. J.E.B. Stuart High School Math Improvement Strategies

5 Utilizing a Google Docs spreadsheet, attendance is monitored in order to ensure appropriate followup for students that are not attending as well as to provide data to evaluate the effectiveness of the program in increasing student performance. COMPASS officially began at the beginning of the 2nd quarter and will run until SOL testing in June. It is currently held on Monday and Wednesday due to transportation availability. COMPASS will extend to Thursdays starting in November, and Saturday sessions are currently being developed as a part of a more intensive remediation process. Moreover, the program is made possible by funding from the Region 2 Office. See Appendix G, H, & I. Saturday School In preparation for the January SOL testing window, Mr. Blitch invited his Algebra 2 students who have not earned an Algebra 1 verified credit have been to Saturday School remediation beginning on Saturday, November 15. The purpose of the Saturday School session is to prepare students for the Algebra 1 SOL test in late January. Mathematics Instructional Coach In addition to our current Instructional Coach, funds were designated to hire an additional Instructional Coach, specifically focused on supporting the needs of Math and Science teachers. Megan Smith, a former math teacher at Oakton High School and Montrose Alternative Center, will work primarily with CLTs to strengthen and increase the frequency of the CLT Cycle. She will also provide on-going observational feedback to teachers in an effort to build a culture of continued improvement within the department. In addition, she is collaborating with department leaders to develop an SOL-prepatory model for the January testing window. Technology Enhancements Teachers are currently focused on the implementation of technology as a means of enhancing the learning process for all students. All students enrolled in 9th grade will be receiving an ipad via an elearning Backpack Initiative. To prepare for this, Department Chairs Ruth Cornelsen and Susan Moore introduce each department meeting with a new technologically enhanced strategy for teachers to implement in their classrooms. Strategies introduced include Socrative Quizzes, Clicker Strategies, QR Codes, graphic calculator applications, and Desmos.com. In addition, a team of math teachers are developing an online testing preparation module on Blackboard with online resources to assist students in preparation for the upcoming testing windows. Resources will include online games to reinforce SOL-specific math skills as well as access to Study Island, a web-based program designed to engage students in the learning and remediation process in a fun, meaningful way. PROFESSIONAL DEVELOPMENT LEARN Model In-Service In September, the Math Department participated in a professional development in-service, created and delivered by the Department Chairs Ruth Cornelsen and Susan Moore, Instructional Services, Charles Hom and Jen Allard, Assistant Principal Shawn DeRose, and Instructional Coach Breanne Wyman. During the session, math teachers developed a blueprint of instruction, including student look-for s and instructional strategies, utilized within the mathematics classrooms at J.E.B. Stuart High School. See Appendix J J.E.B. Stuart High School Math Improvement Strategies

6 Virginia Department of Education Mathematics SOL Institute In October, CLT Team Leaders Haile Russom and MK Jennings attended the Virginia Department of Education Mathematics SOL Institute along with members of the Math Instructional Services Department. The SOL Institute is designed to provide teachers with professional development focused on fostering students abilities to make mathematical connections and use effective and appropriate representations in mathematics. Stuart Math Department In-Service In November, members from Instructional Services delivered professional development to the entire Math Department based upon the feedback from their classroom visits in October. Topics included the development of Learning Targets and the use of various active learning structures, including Kagan strategies. Teachers walked away with resources and models for immediate implementation in the classroom. In addition, departmental leaders were able to gather feedback regarding instructional needs in an effort to guide future professional growth opportunities. See Appendix K Special Education Mathematics Trainings In September, the special education math teachers attended trainings offered by FCPS Special Services. Algebra 1 self-contained teachers Juan Jones and Jennifer Demoret attended TransMath training to learn new instructional strategies to help students that are two or more years behind in mathematics on standardized grade-level tests. Geometry self-contained teacher Jason Tran attended Numbers Module 5: Data Measurement and Geometry which emphasizes skills to maximize instruction. CLT Leaders Professional Development CLT Leaders and Department chairs meet monthly for professional development opportunities related to strengthening their collaborative efforts within their CLTs. Topics include the CLT structure, the CLT Cycle, Implementation and Development of the LEARN Model, Common Assessment Planning & Resources, and Data Dialogue protocols. Time is also allotted in every meeting for CLT Leaders to meet with department chairs to discuss how the learning can be utilized to meet Departmental and School Improvement Plan Goals. CLT Cycle & Data Dialogue Professional Development CLT Teams will receive professional development on the CLT Cycle and Data Dialogue protocols specific to the needs of their CLT, as indicated in the Departmental School Improvement Plan goals for mathematics. The Instructional Coaches Breanne Wyman and Megan Smith will work with teams individually to build their capacity with the CLT Cycle in order to reach their goals. Behavior Management Support with the System of Support Advisor In November, Department Chairs and CLT Leaders will meet with System of Support Advisor Shannon Anderson to develop a positive behavioral management plan for the department, which will include management strategies, routines, and positive reinforcement strategies, in an effort to increase student time in class. Future Professional Development Plans Departmental Leaders are currently crafting long-term professional growth plans for the department to address the instructional and intervention needs of both teachers and students. Topics are being developed based upon their alignment with the Stuart Mathematics Instructional Model (LEARN) and feedback received from teachers at the in-services outlined above. Proposed topics for professional growth include the following: J.E.B. Stuart High School Math Improvement Strategies

7 November 17th - Department chairs and instructional coaches will participate in professional development focused on instructional strategies geared towards engaging the ELL student in a content classroom. Turn-around training will be provided to the entire department during the December 17th department meeting. November 19th - Math teachers will participate in a professional growth opportunity focused on strengthening Active Learning strategies, specifically how to differentiate guided and independent practice in order to meet the academic needs of all students within the same classroom. December 17th - Department chairs and instructional coaches will provide turn-around training to the entire department on instructional strategies geared towards engaging the ELL student in a content classroom. January - Following an introduction to data dialogue protocols during the monthly department meetings, each CLT will participate in a data dialogue discussion using a chosen protocol. Teams will analyze common assessment data as well as the comprehensive midyear assessment data to cultivate short-term and long-term intervention needs. February 2nd - Teachers will participate in an instructional technology workshop, where technologically-enhanced instructional strategies will be shared in an environment to allow teachers to direct their learning based upon their own current knowledge and comfortability with instructional technology. March 16th In preparation for the upcoming SOL assessments, teachers will collaborate with instructional coaches and instructional services to develop content-specific, SOLaligned Closing Reflection Activities. April 6th Using the feedback and action plans from January s Data Dialogue discussions as a guide, teachers will meet to evaluate short-term SOL remediation needs and craft an action plan based upon those needs. Possible needs could include successful test-taking strategies, review of academic and content vocabulary, reinforcement of testing strategies for Technology Enhanced Items (TEI) or Tier 3 intervention plans. J.E.B. Stuart High School Math Improvement Strategies

8 APPENDIX A Stuart Mathematics LEARN Model (Word) B Stuart LEARN Model Observation Form (Word) C Instructional Services Classroom Observations (Word) D Common Assessments Pre-assessment Results (Excel) E CLT Structure (PowerPoint) F CLT Cycle and Rubric (Word) G COMPASS Program Student Contract (Word) H COMPASS Parent Letter (Word) I COMPASS Budget and Schedule (Excel) J LEARN Model In-Service Presentation (PowerPoint) K Stuart Math Department In-Service Presentation (PowerPoint) J.E.B. Stuart High School Math Improvement Strategies