A Road MAP to Success: Strategies to Transform Students’ Mathematical Path

A Road MAP to Success: Strategies to Transform Students’

Mathematical Path

Fusion 2012 (NWEA)Kristen Addonizio, Nicole Jockisch,

and Dr. Jeffery P. Ridlehoover

Wayzata Public Schools

• Suburban district serving 10,400 students (K-12) and 60,000 residents in all or parts of 8 communities

• 7 Elementary schools, 3 middle schools, and 1 high school

Wayzata High School

• Wayzata High School serves 3,250+ students

• 4 X 4 block schedule (86 minutes/block)

• Average Composite ACT: 25.8 (2011)

• Average Math ACT: 26.3 (2011)

• 33 National Merit Finalist (2011)

Wayzata High School Math Program

• Integrated mathematics curriculum

• 15 different math courses, including AP Statistics, AP Calculus AB/BC, and Linear Algebra/ Differential Equations

• Normal progression…

Grade 9-Math 1 or Math 1xGrade 10-Math 2 or 2xGrade 11-Math 3 or 3xGrade 12-Math 4 or 4x

Not Good Enough…

• Despite our apparent success, we were experiencing a high percentage of students failing mathematics courses, especially in 9th grade

• Average student rate recommended to repeat Math 1 around 25%

Initial Interventions

• Foundations of Mathematics Course“Watered-Down” curriculum1 Teacher/30 Students

• Math Center Elective/Pull-Out Program Homework Help Model

Evolution of Math 1Y

• To be successful, we believed that we needed to focus our attention on the following…

– The needs of our students as 21st century learners– Our current curriculum– Our model of delivery– AN OBJECTIVE MEASUREMENT!—MAP!!

Why MAP?

• Objective measurement tool (better than grades, which could potentially be subjective)

• Valid and reliable current and historical Data

Philosophy

• “If time and resources are constant, then learning will be the variable.”

~Richard DuFour• Guiding principle for everyone involved– 2x the time– 2x the teachers

Not a tracked class, just differentiated Goal: Have students at grade level by end of class

Choosing the correct students

• MAP scores used to qualify for class– Data obtained from 8th grade scores– Objective vs. Subjective

• Needed clear guidelines to differentiate students, especially with program success

MAP data

• Used as pre- and post-test for the class– Measurable results for us and school board

• Immediate feedback• Allowed students to set measurable goals– Used NWEA goal setting sheet before post-test– Goals can be set for strands as well

Goal Setting Sheet

• Show example

Goal Sheet Close-Up

Considerations when Planning

From a teacher perspective:• Picking good teams of teachers• Attitudes about math– Confidence

• Adjustment to high school and curriculum• Learning to be a good student– Organization– Character

• Pacing

Perquisite skills based on strand data

Added to the curriculum to fill previous gaps• Fractions• Order of Operations• Plotting Points• Adding and Subtracting Integers• Measurement• Area and Perimeter

Major Components to Class

• High Expectations• Organization• Participation/Reflection• Community Building

High Expectations

• Across the board: both academic and behavioral

• Communicated early and often• Percentages of grades match other classes• Same assessments used as other classes

Organization

• Required class binder – Table of contents – Classroom Example Binder available to students

• Group Folders– Efficient to collect and return homework– Part of routine and responsibilities

• Mailboxes

Participation/Reflection

• Sheet used daily to reflect on the objective and classroom participation– Students write objective at start of class– Students end class with reflection on progress

made and WHY– Self grade participation in 5 categories– Safe place for students to ask additional questions

Community Building

• Family-like environment with the expectation of respect for everyone– Groupwork mindset is cultivated– Ropes course

• Journals– School property – stay in the room– Opportunities to learn about students– Additional opportunities for student reflection

Results: Math 1 Freshmen Failure Rates

• Relying heavily on teacher recommendation for 1Y selection had little or no impact . (10.01% to 10.68%)

• Using a combination of 8th grade MAP scores and teacher recommendation did have an impact (10.68% to 4.17%)

• Using MAP scores almost exclusively provided the best results (4.17% to 3.47%)

Results: MAP Growth

• Typical growth nationally after instruction: 2-3 RIT points

• Our 2oo9-2010 Math 1Y students:– Average RIT growth of 8.1 – 20% at grade level at start– 56% at grade level at end

• Our 2010-2011 Math 1Y students:– Average RIT growth of 10.97– 21% at grade level at start– 67% at grade level at end

Class Report Close Up

Longitudinal Data: Where are they now?

• First year enrollment was 96 students• 2 years later 70 of those students are still

enrolled at WHS– More likely to be part of the transient population– 6 of these are no longer in mainstream

programing

For those left in Mainstream (n=64)

• 14% needed to repeat Math 1• In Math 2:– 58% were successful 1st time through– 27% were successful after repeating

• 39% of students “doubled up” at some point in the 2 years since our class

• 14% enrolled in Math 4 or higher in 2011-2012

Conclusions: Teacher Perspective

• It is possible for students to overcome deficiencies and be successful in non-tracked classes

• Gains in confidence, pride, and relationships make a long lasting impact

• We are lucky to have a district willing to take risks and trust teachers to be leaders

Conclusions: Administrator Perspective

• Invest in teachers to close the achievement gap

• Hire the right teachers!

Contact Info

• Dr. Jeffery P. Ridlehoover, Associate [email protected]• Kristen Addonizio, [email protected]• Nicole Jockisch, [email protected]