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Granger Junior High School Algebra for All 8 th Graders Success is the only option!

Granger Junior High School Algebra for All 8 th Graders Success is the only option!. Demographics. 1078 Students at Granger Jr. 71% Hispanic 19% Filipino 3% Black 2% White 31% English Learners 90% receive free and reduced lunch. Next year- Universal Feeding. Granger’s Mission.

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Granger Junior High School Algebra for All 8 th Graders Success is the only option!

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  1. Granger Junior High SchoolAlgebra for All 8th GradersSuccess is the only option!

  2. Demographics 1078 Students at Granger Jr. • 71% Hispanic • 19% Filipino • 3% Black • 2% White 31% English Learners 90% receive free and reduced lunch. Next year- Universal Feeding

  3. Granger’s Mission • To ensure all students realize their boundless potential through a system of learning distinguished by: • Enrichment & rigor • Recognizing achievement • Timely support & intervention • Safe & nurturing environment • Building character, respect & trust • A culture where success in the only option • A strong partnership between family, school & community

  4. Started by Analyzing the Data in 2005 • Were remedial courses helping students succeed? • Did students who take math 8 do well in algebra in the 9th grade? • Assignments given were below grade level. • Students were coming to the school with low math scores, so the expectation was that they could not learn math.

  5. Where We Were…2005 CST Results

  6. 1st year of implementing Algebra • Support during school day (no elective) • AEC after school (home work) • Common Pacing Calendar and Chapter Tests • Tutoring after school (teacher dependent/sporadic) • Summer School Program--Building Algebra Prerequisite skills • Spiral Review Packets: Thanksgiving, Winter, Spring and Summer Breaks.

  7. 2nd year of implementing Algebra • Same: • Support during school day (no elective) • AEC after school (home work) • Common Pacing Calendar and Chapter Tests • Summer School Program--Building Algebra Prerequisite skills • Spiral Review Packets: Thanksgiving, Winter, Spring and Summer Breaks.

  8. 2nd year of implementing Algebra • Different: • Converted to Word Documents (assessments, worksheets, etc) • Extended Day 7th period after school Mon-Fri for BB/FBB students • Common Weekly Quiz of 5 questions. • School wide Data Coach with "Data Director" • Systemic Support Classes-Quiz results identify students for Support class wed 3:30-4:30.

  9. 3rd year of implementing Algebra • Same: • Support During the Day (no elective) • Extended Day 7th period for BB/FBB students • Common Pacing calendar, common weekly quizzes and tests. • School wide Data Coach • Systemic Support Classes: Weekly following Quiz. • Summer School Program--Building Algebra Prerequisite skills • Spiral Review Packets: Thanksgiving, Winter, Spring and Summer Breaks.

  10. 3rd year of implementing Algebra • Different: • Extended Week: Saturday Algebra Workshops 8 am to 12 Noon • More Vibrant PLC--Common Prep Periods • Curriculum pacing changed • Emphasis on identified weaknesses from previous year. • President's Day Packet for Spiral Review. • Common Homework Calendar. • Collaboration with AVID teachers- tutorials focus on algebra.

  11. Road to Success • GATE: • Algebra 7 • Geometry 8 • Intermediate Algebra 9 • Math 7: • Adv/Prof: Algebra 8 • Basic: Alg. 8 + Alg. Support (no elective) or Alg. 8 + AVID Support. • BB/FBB: Alg. 8 + Alg. Support + 7th period Math (After School).

  12. Research Support for Formative Assessment • A synthesis of more than 4,000 research studies concludes that when implemented well, formative assessment can effectively double the speed of student learning.

  13. Research Support for Formative Assessment • “Formative assessment, effectively implemented, can do as much or more to improve student achievement than any of the most powerful instructional interventions…” • Darling-Hammond and Bansford, eds. Preparing Teachers for a Changing World. (2005), p. 277

  14. Impact of Frequent Assessment • Frequent use of classroom testing increases achievement… • Superior performance was obtained from students who answered questions on a large number of short tests rather than a small number of long tests. • Banget-Drowns, Kulik, and Kulik. Effect of Frequent Classroom Testing. J. Ed Research, Nov/dec, 1991

  15. Achievement Gains Associated with Number of Assessments Over 15 Weeks

  16. What Makes a Difference • It’s not whether schools test students but what they do with the results that make the difference. • Schools that are closing the achievement gap test their students more often and use the results to make changes in their instructional programs.

  17. Additional Time, Support and Enrichment • Professional learning communities create a systematic process of interventions to ensure students receive additional time and support for learning when they experience difficulty. • The intervention process is timely and students are directed rather than invited to utilize the system of time and support. • Learning by Doing

  18. Principles of Effective Intervention • DIRECTIVE: • Involuntary: FAILURE IS NOT AN OPTION! • TIMELY: • Before School: 3 Support Classes/90 students • During School: 10 Support Classes/290 students (FB, BB) • Extended Day: 6 7th Period Classes/180 students (FB, BB) • After-School: 15 Support Classes (FB, BB, B, P, A, EL, Spec Ed) • TARGETED: • 8 Academic Intervention Activities: AEC, SC, BSC, RS, 7th Per, SW, CR, ABC • All Sub Groups Targeted: FB, BB, B, P, A, EL, RFEP’s, Spec Ed • SYSTEMATIC: • Coordinated by the After-School Program- Do the work for the teachers • 6 Step Folder Process: THE SYSTEM IS THE SOLUTION!

  19. How Granger Answers The 3 Crucial PLC Questions • What do we want each student to learn? • Standards based lesson • Teachers use school wide strategies (Marzano, SDAIE, vocabulary dev.) • How will we know each student has learned it? • Weekly quizzes in all core classes • Common assessments 1 day/month • Review item analysis using Data Director • How will we respond when a student experiences difficulty? • Proficient students get enrichment, basic students get intervention • Start interventions: tutoring before, during & after school. Sat. workshops • Students re-take test after receiving support

  20. School Wide Strategies • Classroom Instruction that Works • Summary and Note-Taking • Vocabulary Development • High level discourse and collaboration • Tutoring • Recognizing Effort • Focus for 2010-11: • Increased & deeper parent involvement

  21. Cornell Notes- School Wide • All Students at Granger have been trained in the Cornell Note-taking method. • Math teachers have students write about math.

  22. Vocabulary Development • All teachers work on developing vocabulary. • Evidence can be found in each classroom.

  23. Vocabulary Development

  24. Collaboration and Discourse • Students work in groups or with their partner to discuss their learning.

  25. Collaboration and Discourse

  26. Tutoring- School Wide • 7 sections of AVID: Tutorials support algebra. • After school tutoring.

  27. AVID Tutorials

  28. AVID Results • 7th grade: 18 basic AVID students are taking algebra. • 94% are getting an A or a B! • 1 got the only perfect score on the EOC. • 8th grade: All 8th grade basic AVID students are taking algebra or geometry. • 93% are getting a C or better!

  29. Recognizing Effort • When an organization makes a concerted effort to call attention to and celebrate progress toward its goals, the commitments it demonstrates in day-to-day work, and evidence of improved results, people within the organization are continually reminded of the priorities and what it takes to achieve them. • Learning by Doing

  30. How Granger Recognizes Effort • Algebra Bowl • Math Field Day • Star Student of the Day • Honor Roll • Perfect Attendance • Pizza parties • Monthly 7th Period Awards:

  31. A Culture of Learning Algebra Bowl

  32. True Parent Involvement • Creating a family friendly school. • A welcoming environment • Classroom visitations • Meetings are engaging: We practice the same strategies students learn in the classroom: academic discourse, Cornell notes, collaboration… • “High performing schools are more likely to engage parents in deeper ways.”

  33. Results • Where we are now…

  34. CST Results- Algebra Grade 7

  35. CST Results- Algebra Grade 8

  36. Algebra Grade 8- English Learners

  37. CaHSEE Report • 10th grade students at Sweetwater who attended Granger as 9th graders: • 251 took Math test, 214 or 85% passed the test first time. 138 or 55% scored 380 or above • 250 took English test, 207 or 83% passed the test first time. 141 or 56% scores 380 or above. • All AVID students passed CaHSEE with 380+

  38. API Scores: 175 points in 6 Years

  39. Granger- A Professional Learning Community • “Many students in poor communities live in neighborhoods where low aspirations are the norm. If the adults in these schools can act with vigor and perseverance and apply best practices, they can make life-changing differences for their students.” On Common Ground: The Power of Professional Learning Communities, Richard DuFour • It is not our wanting to win that has made the difference at Granger; it is our refusal to fail! Success is the only option! Director of Middle Schools: Susan Mitchell Principal: Mary Rose Peralta Algebra Teachers: Kevin Beiser and Jason Haug

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