ANCHORAGE SCHOOL DISTRICT ANCHORAGE, ALASKA. ASD MEMORANDUM #295 ( ) May 23, 2011 SIXTH GRADE ONLINE PRE-ALGEBRA UPDATE

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1 ANCHORAGE SCHOOL DISTRICT ANCHORAGE, ALASKA ASD MEMORANDUM #295 ( ) May 23, 2011 TO: FROM: SUBJECT: SCHOOL BOARD OFFICE OF THE SUPERINTENDENT SIXTH GRADE ONLINE PRE-ALGEBRA UPDATE ASD Goals: All students will graduate from high school prepared for postsecondary academic/vocational/career opportunities. PERTINENT FACTS: Sixth grade online pre-algebra is an enrichment program designed for accelerated sixth graders who are seeking to take an enrichment math class while still in elementary school. The course allows students to focus and extend their understanding and engagement with mathematical content. The online course was piloted in association with the MyHigh program during the school year. By taking a pre-algebra enrichment class, students have the opportunity to take Algebra I in middle school, which allows them additional opportunities for advanced placement math classes in high school. As an enrichment program, there is no penalty for attempting pre-algebra in sixth grade as the course can be taken in a face-to-face format in seventh grade if the teacher, student, or parent wishes. Background The District has offered sixth grade math enrichment through a variety of delivery methods over the past ten years. Previous methods have included: elementary students attending middle school pre-algebra classes during the school day, elementary teachers offering math enrichment at elementary schools, middle school zero-hour pre-algebra and most recently online pre-algebra through MyHigh. The online option was chosen in an effort to eliminate the identified obstacles of transportation and accessibility in the face-to-face options. Because ASD has not offered online courses to students this young before, optional face-to-face tutoring and support sessions were offered for a minimum

2 of two hours each week. MyHigh personnel trained the teachers in successful online teaching strategies. Eligibility To qualify for the enrichment program, students must meet three of the following four criteria: Working above grade level in fifth grade math Grade of an A in fifth grade math Score on TerraNova math of at least 90 percent Score of Advanced on fifth grade SBA math Pilot Overview To assist in the evaluation of the online pre-algebra enrichment course, baseline data was collected throughout the pilot year. Data was collected from the Moodle server, math support personnel, EdTech personnel, and mid-year surveys of students, teachers, and parents. Two hundred seventy-three students initially enrolled in the pre-algebra online program as opposed to 207 students in the face-to-face class during Two hundred five students remain in the program. This was a baseline year for data collection so no comparison data is available for previous program completion. Strengths Mid-year surveys were completed by 11 of the 12 teachers as well as 138 students, and 134 parents. (See Attachment) During this first year of implementation, the overall response from parents, teachers, and students was positive. When teachers were asked if they would teach this online class again, 100 percent of the respondents answered yes despite the fact that 36 percent reported teaching the online course is harder when compared to teaching a faceto-face course. 2

3 Other indicators that the pilot went well include comments from stakeholders. The most frequent comment among parents and students was that they liked the flexibility of the program. Many parents were pleased that the transportation issue was eliminated while students enjoyed being able to work on the class at any time and not having to wake up early to attend a zero-hour class. Parents reported that they are pleased the course is challenging their students to become organized, disciplined, and self-motivated independent learners. They also reported their belief that online learning will play a significant role in their child s future and they appreciated the opportunity for students to explore this format of learning. Other areas of positive feedback were in communication and ease of accessing and navigating the course. Regarding ease of access, approximately 90 percent of the students and 97 percent of parents reported that accessing the online course was easy or very easy. Modifications to improve content and accessibility are continuing. In response to the rigor of the class, 79 percent of both students and parents reported that the class was about the same or harder than a traditional math class. When parents were asked what they liked about their child being in this online class, they reported the following (participants could choose multiple answers): Flexible Schedule 89% Reduced transportation issues 74% Enrichment outside the school day 61% Learning with computers 47% Availability of the teacher 34% Additionally, this year online students took the Orleans Hanna Algebra Prognosis Test to create an additional piece of baseline data. This test is 3

4 designed to assess student readiness for Algebra I. The average overall score for online students was 88 percent, far above the District guideline of 66 percent to be recommended for Algebra I. Areas of Concern In general, comments of concern can be grouped into three categories: errors, communication, and comparison with face-to-face classes. Teachers, parents and students identified errors in the curriculum. A Google form was set up for teachers to report errors and make suggestions for improvements. Because the curriculum is in digital format, the MyHigh team was able to modify the program to improve navigation and correct errors. Modifications will continue as needed. Online instruction requires extensive and varied communication between teachers, students, parents, and support personnel. Conversations between curriculum support and elementary staff identified a lack of communication between the online pre-algebra teachers and the sixth grade math teachers. Currently, methods to improve this communication are being explored. Comments from a few parents and students indicated that they prefer a face-toface class to an online class. Several teachers wrote that they missed spending face-to-face time with the students. Future plans The pre-algebra online enrichment course is scheduled to continue next year. This year, American Recovery and Reinvestment Act (ARRA) funding allowed for all qualified students to enroll in the course. The 2011/2012 sixth grade online pre-algebra budget will require a reduction of services. It is estimated that the number of teachers will be reduced from 12 to 7 and 100 fewer students will be able to participate. Currently, other alternatives to the face-to-face support/tutoring model are being explored. While almost all students who attended reported that the sessions were very useful or useful, 65 percent of the students never attended a face-to-face session and 23 percent only attended one to three times in a semester. In preparation for next year, informational meetings for parents and students were held April 26 & 27 with 66 families in attendance. At these meetings, parents spoke positively of the program. One military parent verbally shared that when she and her husband were reassigned to Alaska they were not happy, but they took comfort in knowing that ASD offers many options other school 4

5 districts do not. Teachers will continue to host face-to-face orientations in the fall. Overall, initial implementation of the sixth grade online pre-algebra course was successful. Personnel from MyHigh, the Division of Middle School, and Curriculum and Instruction are looking forward to continuing with this initiative. CC/EG/LV/BS/JG Attachment Prepared by: Approved by: Leslie Vandergaw, Executive Director, Middle School Education Belinda Sessions, Educational Technology/MyHigh Team Jessica Graziano, Middle School Math Support Ed Graff, Assistant Superintendent, Instruction 5

6 Pre-Algebra Mid-Year Survey Questionnaire Students This survey was administered between February 4 and February 11, The survey was designed and administered by the Anchorage School District Math Department with the assistance of the Assessment and Evaluation Department. Table 1: Number of Respondents All Pre-Algebra Online Math Students Total Students Number of Respondents Response Rate Margin of Error* % ±5% Table 2: Please check all of the following statements that describe you. Total possible responses: I am highly motivated and self-disciplined. I can set a personal schedule and complete assigned work by the required dates. My writing and communication skills are better than average. I try to solve problems and work through difficulties independently. I can read and follow detailed instructions on my own. N Overall % N Overall % N Overall % N Overall % N Overall % All Students % % % % % Table 3: My general computer/internet experience prior to taking an online class was: No experience A little experience A moderate amount of experience A great deal of experience All Students % % % % Table 4: Accessing my online course is: Very easy Easy Difficult Very difficult All Students % % % % Table 5: I have technical issues with the course: Multiple times Once a day Multiple times a Once a week Less than once a Never a day week week N Row % N Row % All Students % 0 0.0% % % % % Table 6: When I contact someone for technical support, I get a response: Within 1 day Within 2-4 days Within 5-7 days More than 7 days Never I have not contacted tech support N Row % N Row % All Students % % % 0 0.0% % % Table 7: The goals and objectives of this online course are: Very clear Clear Vague Non-existent All Students % % % % 1 P age

7 Table 8: Overall, the directions throughout this online course are: Very clear Clear Vague Non-existent All Students % % % % Table 9: What do you like about this class? Total possible respondents: It s online and I like computers I can do the work when I feel like it (The time is flexible) My teachers help me when I need it I don t have to get up early so my parents can drive me to the middle school N Overall % N Overall % N Overall % N Overall % All Students % % % % Table 10: Communication with the teacher of this course is: Great Good Fair Poor All Students % % % % Table 11: Most of my questions about this course are answered: Within 1 day Within 2 days Within 3 days Within more than 3 days Not answered Have not asked any questions N Row % N Row % All Students % % % % % % Table 12: I communicate with the teacher of this course: At least once a week At least once every two At least once a Less than once a Never weeks month month N Row % All Students % % % % % Table 13: My teacher shows an interest in my success as a student. Strongly agree Agree Disagree Strongly disagree All Students % % % % Table 14: The hours per week I spend on this online course are about: Less than 1 hour 1-2 hours 3-4 hours 5-10 hours More than 10 hours N Row % All Students % % % % 0 0.0% Table 15: Compared to a traditional math class, the difficulty level of this online course is: Easier About the same Harder Much harder Don t know N Row % All Students % % % % % Table 16: To organize myself I do the following: Total possible I print the lesson respondents: pages I print the assignment pages I use a folder or notebook to keep all my work together I ask my teacher for help I use the pacing guide to keep me on schedule N Overall % N Overall % N Overall % N Overall % N Overall % All Students % % % % % 2 P age

8 Table 17: How often do you attend the face-to-face support sessions that your teacher holds? More than once a week Once a week 1-3 times a month 1-3 times a semester Never N Row % All Students 0 0.0% % % % % Table 18: If you attended at least one face-to-face support session, how useful was the face-to-face support session(s) that you attended? Very useful Useful Somewhat useful Not useful at all All Students % % % 0 0.0% Table 19: How often do you communicate with your teacher online during their office hours? More than once a week Once a week 1-3 times a month 1-3 times a semester Never N Row % All Students % % % % % Table 20: I would recommend online pre-algebra to other students. Strongly agree Agree Disagree Strongly disagree All Students % % % % Table 21: I would take an online course again if it were offered. Strongly agree Agree Disagree Strongly disagree All Students % % % % Parents Table 1: Number of Respondents Teacher Total Parents Number of Respondents Response Rate Margin of Error* All Pre-Algebra Online Math Parents % ±6% Table 2: How did you find out about the online pre-algebra class? 5 th grade math teacher District letter or school Phone call from Word of mouth Other* newsletter district N Row % All Parents % % % % % Table 3: Please check all of the following statements that describe your child. Total possible responses: Highly motivated and self-disciplined Able to set a personal schedule and complete assigned work by the required dates Has better than average writing and communication skills Tries to solve problems and work through difficulties independently Able to read and follow detailed instructions independently N Overall % N Overall % N Overall % N Overall % N Overall % All Parents % % % % % Table 4: My general computer/internet experience is: No experience A little experience A moderate amount of experience A great deal of experience All Parents 0 0.0% % % % 3 P age

9 Table 5: My child s general computer/internet experience prior to taking an online class was: No experience A little experience A moderate amount A great deal of of experience experience All Parents % % % % Table 6: For my child, accessing the online course is: Very easy Easy Difficult Very difficult All Parents % % % % Table 7: The goals and objectives of this online course are: Very clear Clear Vague Non-existent All Parents % % % 0 0.0% Table 8: Overall, the directions throughout this online course are: Very clear Clear Vague Non-existent All Parents % % % 0 0.0% Table 9: What did you like about your child being in this online class? Total possible respondents: Learning with computers Flexible schedule Availability of the teacher Reduced transportation issues Enrichment outside the school day N Overall % N Overall % N Overall % N Overall % N Overall % All Parents % % % % % Table 10: Communication with the teacher of this course is: Great Good Fair Poor All Parents % % % % Table 11: Most questions related to this course or assignments were resolved: Within 1 day Within 2 days Within 3 days Within more than 3 days Not answered Have not asked any questions N Row % N Row % All Parents % % % % % % Table 12: I communicate with the teacher of this course: At least once a week At least once every two At least once a Less than once a Never weeks month month N Row % All Parents % % % % % Table 13: My child communicates with the teacher of this course: At least once a At least once At least once a Less than once a Never Not Sure week every two weeks month month N Row % N Row % All Parents 14 `12.07% % % % % % 4 P age

10 Table 14: The teacher demonstrates an interest in my child s success. Strongly agree Agree Disagree Strongly disagree All Parents % % % 0 0.0% Table 15: The hours per week my child spends on this online course are approximately: Less than 1 hour 1-2 hours 3-4 hours 5-10 hours More than 10 hours N Row % All Parents % % % % 0 0.0% Table 16: Compared to a traditional math class, the difficulty level of this online course is: Easier About the same Harder Much harder Don t know N Row % All Parents % % % % % Table 17: Approximately how often does your child attend the face-to face support sessions offered by the teacher? More than once a week Once a week 1-3 times a month 1-3 times a semester Never N Row % All Parents % % %` % % Table 18: How often does your child utilize the online office hours offered by the teacher? More than once a week Once a week 1-3 times a month 1-3 times a semester Never N Row % All Parents % % % % % Table 19: I would recommend online pre-algebra to other families. Strongly agree Agree Disagree Strongly disagree All Parents % % % % Table 20: I would encourage my child to take an online course again if it were offered. Strongly agree Agree Disagree Strongly disagree All Parents % % % % Teachers Table 1: Number of Respondents Population Type Total Teachers Number of Respondents Response Rate Margin of Error* Pre-Algebra Online Math Teachers ±9 Table 2: My general computer/internet experience prior to teaching this online class was: No experience A little experience A moderate amount of experience A great deal of experience Teachers 0 0.0% % % % Table 3: Compared to face-to-face class, teaching the online class is: Easier About the same Harder Much harder Don t know N Row % Teachers % % % 0 0.0% 00.0% 0.0% 5 P age

11 Table 4: I have technical issues with the online class: Multiple times a day Once a day Multiple times a week Once a week Less than once a week Never N Row % N Row % Teachers 0 0.0% % % % % 0 0.0% Table 5: When I contact someone for technical support, I get a response: Within 1 day Within 2-4 days Within 5-7 days More than 7 days Never I have not contracted technical support N Row % N Row % Teachers % % 0 0.0% 0 0.0% 0 0.0% 0 0.0% Table 6: Regarding training, how prepared did you feel to teach the online class? Very prepared Prepared Somewhat prepared Not prepared Teachers 0 0.0% % % 0 0.0% Table 7: Regarding on-going support, how supported do you feel teaching the online class? Very supported Supported Somewhat supported Not supported Teachers % % % 0 0.0% Table 8: The hours per week I spend on this online class (including face-to-face tutoring, online office hours, assisting or contacting students and parents) are about: Less than 1 hour 1-2 hours 3-4 hours 5-10 hours hours More than 15 hours N Row % N Row % Teachers 0 0.0% 0 0.0% 0 0.0% % % 0 0.0% Table 9: How is most of your time spent while teaching this online class? Grading Coaching and contacting students Contacting parents Conducting office hours online Conducting face-toface support for students N Row % Teachers % % 0 0.0% % % Table 10: On average, how many students utilize your online office hours per session? or more N Row % Teachers 0 0.0% % % 1 9.1% 1 9.1% Table 11: How would you rate the readiness of your online students for algebra compared to students who took the class face-to-face in the past? Better About the same Slightly less Significantly less Did not teach faceto-face in the past N Row % Teachers 0 0.0% % % 1 9.1% Table 12: How comfortable do you think your students are with taking an online class? Very comfortable Comfortable Somewhat Uncomfortable Very uncomfortable comfortable N Row % Teachers % % % 0 0.0% 1 9.1% 6 P age

12 Table 13: Would you teach this online class again? Yes No N Row % N Row % Teachers % 0 0.0% 7 P age