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Achievement and Gap Closure Success for all students in Algebra I

Achievement and Gap Closure Success for all students in Algebra I. Who are we?. Chris Hampton - Principal Travis Free – Math Teacher Dobyns-Bennett High School Kingsport City Schools 1850 students 145 teachers/ 8 Algebra I teachers 10.8% BHN 42% Economically Disadvantaged 16% Sped.

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Achievement and Gap Closure Success for all students in Algebra I

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  1. Achievement and Gap ClosureSuccess for all students in Algebra I

  2. Who are we? • Chris Hampton - Principal • Travis Free – Math Teacher • Dobyns-Bennett High School • Kingsport City Schools • 1850 students • 145 teachers/ 8 Algebra I teachers • 10.8% BHN • 42% Economically Disadvantaged • 16% Sped

  3. Goals for Today? Detail the Power of Collaboration Data, research, and intentionality in work is critical Co-teaching is a powerful tool for meeting the needs of SWD Routine and high expectations are a must

  4. Where were we (2011-12)? Poor achievement (61.6%) and growth (-4.2/NDD) Collaboration was surface only Common assessments were in place for data discussion, but little collaboration on student learning Failed to meet sped or BHN target Questions regarding effectiveness of co-teaching for sped

  5. Algebra I Achievement Data11-12 vs. 12-13

  6. Algebra Gap Closures

  7. Algebra I TVAAS

  8. Algebra I TVAAS Overall

  9. Algebra I Sped and BHN

  10. What does Algebra 1 look like at DBHS? Regular Algebra 1- paced over one year SPED Algebra 1-paced over two years

  11. How did we identify our strategies/focus? • Strategies we used in both classes: • Sticking with a topic long enough for fluency to develop…required streamlining the curriculum • 80% of our students are mastering 80% of the content • Spreadsheets for projections and highlight/monitor throughout the year • 3 practice EOC assessments throughout the year • Criteria focused • My projection is and is it where I should be? • How many more questions do I need to answer to move up a level?

  12. Estimated Proficiency Levels

  13. Progress Monitoring

  14. Progress Monitoring

  15. How did we identify our strategies/focus? • Regular Algebra 1 strategies: • Scheduled/weekly team collaboration • Research on assessment and best practices for teaching and individual teacher intervention • Previewing specifically through intentional openers consistently implemented across the department • Building fluency through intentional practice and through spiraling homework, openers, and assessments

  16. How did we identify our strategies/focus? • SPED Algebra 1 strategies: • Inherent faith that our students could succeed • Co-Teaching model with regularly scheduled collaboration • Paced curriculum for SWD over two years • Develop a routine for instruction • Mon/Tues – new material/same problems as block Alg IA/B • Wed – review with manipulatives/small group instruction • Thurs – Spiraled assessment • Fri – Intervention/Corrections/Enrichment (CCSS tasks this year)

  17. What went well? Struggled in defining what collaboration was and wasn’t By the end of the first 9 weeks collaboration was developing in pockets By second semester all team meetings focused around student learning and not about a test Schedule/pacing and routine

  18. Pacing Guide

  19. What went well? Building relationships with students Identified Power Standards that were necessary for student growth/proficiency Development of four team teachers professionally Team teaching with sped/general ed teams to present THE Algebra I curriculum to students with disabilities. Structured, collaborative, and very intentional Custom Student Reports (data-focus)

  20. Challenges and plans to address? • Collaboration • Reinforce the fact that there is no arrival point • Freely sharing data and class level-success and failures • Always bringing the focus to student learning and growth. • Our focus is not EOC but preparing for the next course/college-readiness • Consistency in teams

  21. Challenges and plans to address? • Co-teaching is a work in progress and can be a struggle • Consistency in team make-up • Professional Development within the team and throughout our school • Attendance for SWD has proven to be a challenge • Trying to build relationships with students • Provide opportunities for early success • Make kids a part of the progress monitoring/understand projections

  22. Collaboration • Bi-weekly (now weekly) team meetings that are department and subject specific. • Required agenda. • Evidence of student-specific data conferencing.

  23. Custom Student Reports Making sure everyone is adequately trained on how to use TVAAS data.

  24. Custom Student Reports Using the data that is made available to schools.

  25. Evaluation Process • Pre-conference conversation • Bring their CSR’s marked up • Prepared to discuss how they are specifically planning for the success of these students (grouping, assessments, etc.)

  26. Custom Student Reports Identifying key areas to target.

  27. What have we learned? Collaboration is powerful and works Collaboration is hard and takes time and persistence Data, research, and intentionality in work is critical Consistency on teams is critical/Strong teachers Co-teaching works for SWD Routine and high expectations are a must Students want to excel and want to be pushed

  28. Questions?

  29. Contact Information champton@k12k.com tafree@k12k.com

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