Pre-Teaching Algebra I Lessons to promote Success

Administrative Pro Cert PresentationSandra Oehring

Assistant Principal/CTE DirectorOak Harbor High School

Oak Harbor School District(OHSD)

• K-12 District• 5,700 Students• 291 Teachers• 34.5% Free & Reduced• 13.2 % SPED

“A caring community educating every student for success.”

American Indian/Alaskan Native (1.5%)

Asian (14%)

Pacific Islander (.4%)

Asian/Pacific Is-lander(14.4%)

Black(7.1%)

Hispanic(7.4%)

White(66.3%)

Oak Harbor High School (OHHS)

• 1,600 students• Grades 9-12• 24.8% Free & Reduced lunches• 46% Military-dependent students• Remodeling school- split campus• Mid-day bus transportation

Home of the Wildcats!

School Improvement Plan(SIP)

• Facilitated through Leadership Team• Ensure ALL students have equal

opportunity to learn• Study student assessment data

– Classroom-based assessments– District & state tests (STAR/WASL)– Demographics– Course grade data

• Identify barriers and achievement gaps• High Schools That Work (HSTW)

Standard II, Strand 2

District & School Focus on Math

• Examination of math grade data• Identified alarming pattern of failure

in 9th Grade Algebra I*9th Grade Algebra I Semester Grade Data

2007-2008 Semester

1

2007-2008 Semester

2

2008-2009Semester

1

2008-2009Semester

2

Average

Percentage of “F” Grades

13% 22% 24% 34% 23%

Standard II, Strand 2; Standard 3, Strand 1*Artifact #3

Identifying Barriers to Success

• Teacher, Student & Parent Interviews– Previous failings in middle school math

courses indicated “gaps” in skills/knowledge

– Course moved to quickly to grasp concepts

– Poor self-confidence– Fell behind early, got frustrated, gave

up– Parents requested mentorsStandard II, Strand 1 & 2; Standard 4, Strand 1

Product 1 Goals

1. Develop & implement an after school math course to pre-teach Algebra I knowledge & skills to at risk students*

2. 60% of students concurrently enrolled in Math Lab & Algebra I attain passing grades

*Artifact #1 Standard II, Stand 2

Best Practices Implemented

• High quality teaching and mentoring• Student and parent commitment• Administrator involvement• Provide after school transportation • Technology used for weekly parent progress

reports • Technology used in instruction

– Graphing calculators– Document camera– E-beam (similar to SmartBoard)– Online resources for teacher – Online practice and remediation for students

Standard II, Strands 1 & 3

Best Practices Implemented

• Curriculum developed through district process with site-based teacher participation

• Integrated state math EALRs, GLEs & PEs• HSTW researched best instructional

practices*– Extra help to struggling students– Student engagement– Clear learning targets– Differentiate instruction

Standard II, Strands 1 & 3*“HSTW Key Practices for Accelerating Student Achievement”

Students Identified

• Historical math student achievement data*– Grade 6-8

• Math course grades • WASL standardized test scores

• Algebra I progress– Classroom-based assessments– Homework– Class participation and struggles– Student and parent input– Behavior issues did not interfere with

enrollment

Standard II, Stand 2*Artifact #4

Students & Parents Consulted

• Student commitment sought• Parent permission sought

– Parent/Teacher conferences– Technology- email, telephone– Letters sent home

• 20 students enrolled; 14 opted out– Students from diverse groups referred by teachers*

• 60% male, 40% female• Special Education and English As Second Language

students • Ethnically represents school population

Standard II, Strands 1 & 2; Standard 4, Strand 1*Artifact #2

Teacher Makes a Difference

• Highly qualified Algebra I teacher• Respected by math peers and

parents• Experienced with at risk students

Standard II, Strand 3

Ms. Allen- the “compassionate taskmaster”

Professional Development

• Supervising and coaching• Frequent visitations & observations• Continuous cycle of analysis &

discussion• Professional Growth Plan Goals

• OHSD Tier 2 Technology Training• Powerful Teaching & Learning

training and visitations• 9th grade counselor provided

assistanceStandard II, Strand 3

Student Success Data

• MATH LAB STUDENTS:• 70% of Math Lab students pass

BOTH Math Lab and Algebra I*• STUDENTS WHO OPTED-OUT:

• Only 40% of the invited students who chose to “opt out” of Math Lab passed Algebra I**

Standard II, Strand 2; Standard III, Strand 1*Artifact #7; **Artifact #8

Celebrating Success

*Artifact #6 Standard II, Strand 1

• Class party to celebrate

• Handing out awards*

• School Newsletter article*

Gathering Student Input

• Student interviews and anonymous survey*• 70% stated that Math

Lab had a “huge impact” or “helped a lot” with their Algebra I grade

• Commented that prior to Math Lab-• “never passed any

math class”• “never felt successful

in math”

Standard II, Strand 2*Artifact #5

Gathering Teacher Input

• Algebra teacher discussions and survey*• Math Lab students more focused and

successful• Math Lab should be taught within school

day• Math Lab should be taught by Algebra I

teacher

• Impact on safe, efficient & effective learning environment:• Math Lab students caused less disruptions• Teachers could assist other students due to

Math Lab students’ better success ratesStandard II, Strand 2; Standard III, Strands 2 & 4*Artifact #9

Continuous Analysis

• Challenges to Overcome*• After school class created access difficulties

for some students• Keeping all Algebra I teachers on same

pacing schedule• Communication between Algebra I teachers

and Math Lab teacher• Parent and/or student apathy

Standard II, Strand 2*Artifacts #5 & #9

Future Plan for Math Lab

• Scheduling Math Lab within the regular school day

• Algebra I teachers will teach their own students in Math Lab

Standard II, Strand 2*Artifact #10

  Is. Algebra Math Lab

Aldridge 3 1

Allen, Kevin    

Allen, Tonia    

Bos    

Crebbin    

Fortin 1 

Moser    

Priddy 1 

Trepanier 3 1

Turner    

Wesley 2 1

Wethall, N    

Looking Forward to a New Year in High School!

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