Middle School Math Placement Update Dr. Ken Branch Senior Director, Middle School Programs

1. Middle School Math Placement Update   Dr. Ken Branch Senior Director, Middle School Programs 1 1

2. Review • Evolution of middle school math placement guidelines. • Explanation of the Algebra Readiness Initiative . • Reported on the status of math placement and enrollment in our year-round school.

3. WCPSS Middle School Math Placement Guidelines 3

4. EOG Score - High Level III or IV on 4th grade (SS • EOG Score - High Level III or IV on 5th grade (SS • EOG Score - High Level III or IV on 6th grade (SS • EOG Score - High Level III or IV on 6th grade (SS Any 5th grade student not recommended for 6th Grade Advanced Math should be placed in 6th Grade Math.* • EOG Score - High Level III or IV on 4th grade (SS • EOG Score - High Level III or IV on 5th grade (SS • EOG Score - High Level III or IV on 6th grade (SS • EOG Score - High Level III or IV on 6th grade (SS Any 5th grade student not recommended for 6th Grade Advanced Math should be placed in 6th Grade Math.* Middle School Math Placement Criteria Spring 2010 Middle School Math Placement Criteria Spring 2010 4 4 V. 3 V. 3

5. First Quarter Report So how are all of our schools doing?

6. Pre-Algebra Enrollment

7. Pre-Algebra Enrollment (26%)

8. Pre-Algebra (EVAAS) (82%)

9. Algebra

10. Algebra (35%)

11. Algebra (EVAAS) 8th Graders 70% + Enrollment 2010-11

12. Why were some students not placed in advanced math classes? • Students did not have prerequisite coursework. • Students did not demonstrate mastery. • Parent requests.

13. Why were some students not placed in advanced math classes? • Are there other compelling reasons? • Middle school principals

14. Information Collected from Middle Schools • What have been the benefits that you have noticed during the first weeks of the school year? • What are some of the challenges you have faced in implementing the placement guidelines? • What are the surprises or “A-ha’s” you have had since implementing the guidelines?

15. Benefits • Students accepted the challenge. • Students are rising to the challenge. • “Some try harder to be successful.” • Students demonstrate an increased attention to assignments. • Students have more positive attitude towards math. • Students demonstrating strong determination. • Mathematical confidence. • More students are being challenged appropriately. • Greater diversity in the classrooms.

16. Benefits continued • Students are more motivated. • Parents are excited and supportive. • Greater focus on student support.

17. Challenges • Timing of the receipt of the data reports. • Moving students after the school year began for year-round and modified. • Having to change schedules and team configurations. • Resources • Additional academic support. • Textbooks and workbooks.

18. Challenges continued • Large classes (35 for example). • Pace is difficult for some students. • Some teachers are finding parents to be frustrated because of the increased needs of other students in their children’s math classes.

19. Challenges continued • “There are more C’s and D’s in Algebra whereas these classes used to be getting A’s and B’s.” • Some teachers need additional training in differentiating in the math classroom. • Some regular level math classes are noticeably different and are very small.

20. Challenges continued • Gaps in mathematical knowledge. • Carving out time in the day to provide additional support. • Lack of academic behavioral skills • Maturity. • Remembering to bring supplies and to do their homework, for example.

21. A-has! (Surprises) • “One student with disabilities earned a “B” in pre-algebra for first quarter and has shown greater confidence in class.” • “So far, students are doing great, but it is mainly review.  They love to learn new concepts!  They have loved graphing calculators; learned to do matrix on the calculator; and learned scatter plot and line of best fit.”

22. A-has! (Surprises) continued • “We have found that some parents would prefer to have their children in Math 8+ getting an A or a B, than to have their children in Algebra I getting a C.”

23. A-has! (Surprises) continued • "I do want to say that I am seeing many initial positive results or experiences… For example, 2 of my students who were promoted at the last minute just told me that this is their first time in an honors class and they are on A/B honor roll at progress report time and how proud their parents are - they are literally beaming.“

24. A-has! (Surprises) continued • Teaching math this year “…is more time-consuming that I ever imagined due to struggling students.” • “Parents need more information.”

25. A-has! (Surprises) continued • “I feel every student that I have (in Algebra I) will pass the EOC and be much better prepared for high school.”

26. A-has! (Surprises) continued • “I feel that many may be surprised by the success the students are having, this doesn't surprise me.  Students will perform at the level you expect them to.” 

27. A-has! (Surprises) continued • “I can only recall 2 students in the last 10 years who graduated from [my school] with Alg I credit.  To date, we have already enrolled 5 students in Alg I based on EVAAS and offering the additional support.  We are confident these students can leave here with the credit.”

28. The Rest of the Story • Other benefits, challenges, and “a-ha’s” from our middle school principals.

29. Central Services Response • Increased articulation K-12. • Algebra Readiness Summit. • August 12, 2010. • >350 attendees. • Additional training opportunities. • Pre-algebra teachers. • Algebra I teachers.

30. Central Services Response continued • Availability of SAS 8th Grade Math Bridge Lessons. • Providing additional resources. • Textbooks. • Workbooks. • Funding for tutoring.