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WESTLAKE
ACADEMY
Math Review r 1 t
Simon 1St (MYP Mathteacher)
Claudia urt e-Cable (PYP Coordinator)
Math evie °
Barbara ri (Head
Jamie it (Head of Primary)
David Jenkins (Head of Secondary)
Mary Carlson (MYP Mathteacher)
Livia (G5 teacher)
Alison Schneider (GI teacher)
Emily e rd (G4 teacher)
MATH REVIEW REPORT RT 2
April,2008
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WEST KE
Aa C R D E M '!
Statement of Intent
Westlake Academy's Head of School requested the creation of a math review team to
coordinate a review to analyze the strengths and weaknesses of Westlake Academy's
current K-10 mathematics teaching and learning.
The ultimate goal is to observe and analyze the curriculum, teaching practices, the
learning and resourcing, to ensure the mathematics education Westlake Academy
students are receiving prepares them to successfully develop conceptual understanding
that will be transferred and connected to other disciplines. In addition to that, this review
will focus on mathematics, a key discipline that needs to be the center of attention of all
practitioners in the US.
This set of commendations and recommendations is intended to guide Westlake
Academy's head of School, Heads of Section and teachers as it revises the current
mathematics practices and is the first review instance that will help Westlake Academy
continue to develop a rigorous curriculum based on best practice in education.
MATH REVIEW REPORT 3
April, 2008
KE
WA
A, C A, D E M Y
Summary
At the request of the Head of school, Mr. Aisthorpe (IVDP Math teacher) and Ms.
®urthe-Cabale (PYP Coordinator) spent two months coordinating this Math Review.
Using teams of MYP and PYP teachers, we observed and analyzed math classes at the
MYP and PYP level.
Using a set of descriptors (Appendix A) we focused on the curriculum, the classroom
practice, the students, and resources and accommodations. We observed and analyzed
these aspects of the teaching and learning of mathematics using anecdotal records,
curriculum documents, and interviews. We did so by always having in mind the
connection between those elements and the development of mathematical processes
related to defining and solving problems, reasoning, connecting mathematical concepts to
each other and to the larger world, and communicating about mathematics.
The hard work of all the Westlake Academy educators is reflected in the school's
relatively high scores on the Texas Assessment of Knowledge and Skills (TAKS),
Stanford Tests, and the PSAT. However, compared to the standards of key states and
high achieving countries, it is our considered opinion that the US is not expecting enough
of its students.
In this report, we present several commendations and recommendations that have the
purpose of helping WA to construct an even stronger common understanding of what
purposeful and effective mathematic teaching and learning looks like.
MATH REVIEW REPORT 4
April, 2008
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Process
A set of descriptors to guide the lesson observations were developed by the review
coordinators and the Head of School. Those descriptors focused on aspects of the
curriculum, classroom practice, the students, and resourcing and accommodations.
The descriptors had the purpose to guide and focus the observations and to help the
observers generate data that could be compared in a qualitative manner.
Regarding the curriculum, the groups focusing on this aspect used the following
documents to elaborate their conclusions: TEKS, PYP Scope and Sequence documents,
PYP S&S-TEKS alignment, PYP Planners, PYP Math Integration Matrix, MYP Matrix,
MYP Math-TEKS alignments.
After deciding which guidelines to define as the focus of the observations, the "Math
Review Team" was formed. The team included the HOS, Head of Secondary, Head of
Primary, 3 PYP teachers and 2 MYP teachers in addition to the review coordinators. Each
member of the review team observed between 3 to 6 lessons and gave written feedback.
Based on that feedback the team was divided into pairs and each pair focused on one
aspect of the review and presented a written report. Each written report was discussed
with the whole team and the final observations where passed on to the review
coordinators. It is based on those reports and final observations that this final report has
been elaborated.
MATH REVIEW REPORT 5
April, 2008
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WESTLAKE
A e A D E M Y
Commendations, ec ti s and Matters to be
Addressed.
Curricula
Commendations
There is a clearly defined curriculum in the TEKS, Texas Essential Knowledge and
Skills as outlined by the state of Texas Department of Education.
® Westlake Academy not only follows the TEKS, but also has a school document that
aligns the IB curriculum documents (Scope and Sequence and Course Descriptions) with
the TEKS. Any TEKS that are not addressed within the IB curriculum documents are also
taught by teachers. Combining such documents creates an enhanced, more detailed, more
challenging and more complex curriculum.
The PYP has also created a math integration matrix, focusing on providing a
meaningful context for the application of scope and sequence expectations and
facilitating more meaningful transdisciplinary connections.
In all sessions observed, the curriculum was clearly defined and reflected.
An inquiry-based/applied math approach was evident, and the students had the
opportunity to partake in authentic, "hands-on" activities in all sessions which added a
very concrete and necessary dimension to the teaching and learning of mathematics.
Overall, the Math curriculum reflects the School's Mission through its rigor,
innovative approaches, and by focusing on the needs of each student to develop a thirst
for knowledge, and maximize individual potentials
Recommendations
In service training should be made available to train teachers to make better use of the
school's existing technology to enhance delivery of the curriculum.
Teachers in the PYP need guidance on how often and much time to devote to the
teaching and learning of mathematics.
TAKS results should be analyzed and the results should be used to highlight and
address any areas for development.
Programs such as Singapore Math should be investigated and their implementation
considered.
MATH REVIEW REPORT 6
April, 2008
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Classroom Practice A C A D E M Y
Commendations
Lessons observed were well-prepared and effective.
All reviewers are in agreement that students were engaged, actively participated in
lessons, and teachers set high expectations for every student.
Teachers consistently draw on and make connections with the students' prior
knowledge and, on several occasions, make reference to pattern-based strategies which
seem to be very effective, particularly for students who may not have fully grasped the
concepts at hand.
With regard to assessment, verbal assessment/questioning was observed, and it was
evident that students understood criteria and the purpose of their inquiries and learning.
Recommendations
Teachers should make the objectives of the lesson clearer to the students.
Peer observation of the teaching of mathematics should be continued and developed
in order to maintain and improve the sharing of best practices.
Differences in learning styles should remain a focus for teachers.
Students
Commendations
Student interviews were carried out across the entire WA spectrum (K-GIO), with
each grade level being represented by 6 students of a range of abilities.
The students were very engaged and enthusiastic in all sessions observed. Enthusiasm
was also apparent during all of the student interviews.
Through the class observations and the interviews it was very evident that most
students see math as a non-intimidating subject. They seem to approach math in a very
relaxed way due to the hands-on and inquiry based approach that is consistent across the
board.
MATH REVIEW REPORT 7
April, 2008
WEE
Resources and Accommodations M Y
The layout of the classroom is appropriate for the effective delivery of the curriculum.
The resources are available and they are of good quality.
There is an optional Math Club for 4-6 and MYP students. The students benefited
from the extra challenges and achieved outstanding results when competing at regional
and state level.
Recommendations
An audit of the school's mathematics resources should be carried out. Teachers will
be more likely to use available resources to improve delivery of the curriculum if they
know what we have and where to find it. A central location should be made available to
store shared equipment.
Resource programmes such as Singapore Math should be investigated and their
implementation considered.
Materials for the remediation of students that have performed poorly in TAKS should
be purchased.
Extra curricular mathematics activities, when provided, should be more widely
promoted.
ESC Region 11 provides many low cost or free training opportunities for teachers of
mathematics. These courses often provide free resources that can be used in the
classroom. We should maximize our use of these opportunities.
The profile of mathematics should be raised throughout the school. Displays in
classrooms and around the school can play a key role in achieving this goal.
To learn about and use what we already have and is not used to its full potential
(Applets, Calculators, Success Maker, etc)
MATH REVIEW REPORT 8
April, 2008
' WESTL KE
Ai C A D E M Y
Conclusion
Although the math review has been carried out and a report written that puts forward
recommendations and highlights many commendations, the review process should not
stop here. The process of review itself has been beneficial to all involved as a means of
encouraging self reflection and as a way to allow teachers to have a broader view of
mathematics across the whole school. We already have high standards of achievement
and continued review should enable us to build upon our successes in order to achieve
even more in the future.
We recommend the design of an action plan stating dates, responsibilities, budget
implications, and expected outcomes to put into concrete action the recommendations
suggested by the review team.
MATH REVIEWREPORT 9
April, 2008
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WESTLAKE
ACADEMY
APPENDIX
MATH REVIEW REPORT 10
April, 2008
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WESTLAKE
A C A D E M Y
Westlake tReview
Purpose of the review
Reflective practice is encouraged and it should be continuously developed
throughout our journey as an IB school.
Being aware of our strengths and weaknesses in the teaching and learning of
Math will help us continue growing, developing, and improving our practice.
Goals of the review
I. To identify good practice and to establish common criteria and a
framework for excellence throughout the school.
2. To share good practice and benefit from collaboration and
constructive ideas for improvement.
3. To map the progression of concepts and skills throughout school.
4. To identify areas of resourcing and support.
5. To raise standards of teaching and learning and to improve the
schools' overall quality.
6. To promote and develop reflection and a reflective practice.
The Context of the Review
1. It should focus on educational standards, and the process of self-
evaluation.
® It should be designed to promote a positive spirit and build morale.
. Classroom observation and analysis of learner attainment and
classroom environment will be more important than concern for
policy documentation and organizational aspects.
4. It should focus on teaching methodologies and learners learning
processes. Practical recommendations for raising standards should be
the outcome.
MATH REVIEWPORT 11
April, 2008
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5. The review will not focus an individual teacher or class assessment
but provide a whole school picture of how teaching and learning takes
place.
6. It should be descriptive, not prescriptive.
Review Team Structure
(lead of School
Mead of Primary School
PYP Coordinator
MYP Math Team (Mr. Aisthorpe, Mrs. Carlson, Mr LeSurf)
1 Teacher from KG-G2
1 Teacher from G3-G4
1 Teacher from G5-G6
Aspect of Teaching and Learning Math to be Observed thr®ugh
Classroom Visits.
1® Classroom practice
Class rituals and routines
i Planning and classroom management
® Teaching strategies
® Differentiation
20 Curricula
• Planning and classroom management
® Learning progress: feedback and assessment
3® Students
® Students interactions
e Resources and Accommodation
® Classroom environment
a Resources
MATH REVIEW REPORT 12
April, 2008
' ESTL K
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Item ## 4 — Report
announcing
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Coordinators.
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