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Reaching At Risk Students in Algebra 1 and Algebra 2

Reaching At Risk Students in Algebra 1 and Algebra 2. Lisa Miller Napa High School lzmiller@nvusd.k12.ca.us. Agenda. What does “At Risk” look like? Common Core Strategies: Integers Formative Assessment Make it Real Set Students Up for Success 4. Transition to Math 2 or Geometry.

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Reaching At Risk Students in Algebra 1 and Algebra 2

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  1. Reaching At Risk Students in Algebra 1 and Algebra 2 Lisa Miller Napa High School lzmiller@nvusd.k12.ca.us

  2. Agenda • What does “At Risk” look like? • Common Core • Strategies: • Integers • Formative Assessment • Make it Real • Set Students Up for Success 4. Transition to Math 2 or Geometry

  3. What Does “At Risk” Look Like?

  4. Common Core Algebra 1, Geometry, Algebra 2 OR Math 1, Math 2, Math 3

  5. Common Core Standard Mapping • Our Algebra 1 Team met in late spring. • We looked at the Algebra 1 and Math 1 Common Core State Standards. • We worked in groups to connect the standards with: 2012-2013 unit, the sections in our textbook, and where it is also found in other courses. • From there, we came up with our Fall 2013 units.

  6. Mathematical Practices Make sense of problems and persevere in solving them (check solutions by using a different method to solve).

  7. Sample Unit Plan

  8. Smarter Balanced Practice Test Calif. Dept. of Education: - Testing and Accountability - Smarter Balanced Assessment - Practice Test - Resources and Documentation - Scoring Guides

  9. Procedural Fluency - Get the Integers Down!Napa High Data – Percent of Students Proficient

  10. Get the Integers Down! • Students take an integer time test at least once a week the first semester. Teachers report the number of students proficient every three weeks. • 48/50 is considered proficient. • Students who need help with adding and subtracting are given a number line to use.

  11. Get the Integers Down! • Before taking a new time test: • Students chart their own progress. • Students correct and finish their last test. • Extra work on the back for students who finish early. • Work with the students who still need instruction at this time.

  12. Which Student Needs More Instruction? Student A scores 14/50 on the time test: - Attempts to answer 14 addition/subtraction problems and gets them all correct. Student B scores 35/50 on the time test: - Attempts all 50 problems. - Gets all 25 multiplication/division problems correct. - Gets 10/25 addition/ subtraction problems correct.

  13. Get the Integers Down! • The top two scores for the semester are recorded in the grade book. • Students who earn 100% twice take a more challenging time test the next time. Students who earn 100% on a higher level earn extra points in the gradebook.

  14. Formative Assessments On a Daily Basis: • Guided Practice • White Boards • Think, pair, share • Exit Tickets Call on students at random to keep them engaged and accountable!

  15. Make it Real

  16. Set Students Up for Success Believe in the students… …and let them know you believe in them… … over and over again!

  17. Set Students Up for Success • Progress Monitoring 2. “No Opt Out” 3. Vocabulary Practice and Charts

  18. Progress Monitoring - Homework • Homework completion is not optional! Be creative for students who don’t complete homework –require students to stay after school, call home, talk to coaches, etc…

  19. Progress Monitoring – Assessment Mastery Chart

  20. Progress Monitoring – Grade Reflection Students reflect on their grade: • Did they improve? • Are they happy with their grade? • What can they do to keep their grade or improve their grade?

  21. Set Students Up for Success “No Opt Out” • Small details matter – all students participate in all parts of the class. • Make it easy for students to “Opt In”: - Guide those who need help getting started. - Let them talk to each other before giving an answer. - Let them decide which problem to solve or which part of a problem to explain.

  22. Set Students Up for Success Vocabulary and Charts • Vocabulary matters – allow students to “rehearse” with each other. • Post charts in room to give clues to students who haven’t completely mastered the vocabulary.

  23. Transition to Math 2 or Geometry Challenges: • The concepts are more complex and there is a wide range of levels in the class. • Some students know the Algebra 1 well, but haven’t learned the study skills to be successful in the next level. Keep up the support: • In the beginning, practice the integers. • Formative assessments, reteach/extension groups, allow assessment retakes. • Homework completion is still not optional!

  24. What It Sounds Like • Why do you call my parents?  That’s not fair.  You have no right to intrude on my personal life!” • “Why do you care about ME so much?” • “We don’t want to go to college.  Just leave us alone.” • “Mrs. Miller, you don’t understand how school works.  It is your job to teach and it is our choice whether we want to learn or not.” • “Can’t I just sit here if I don’t bother anybody else?”

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