HomeMy WebLinkAboutMath Imrpovement Strategies
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MEMORANDUM
Date: November 27, 2013
TO: Honorable Mayor and Town Council
FROM: Tom Brymer, Town Manager/Superintendent
SUBJECT: K-G12 Mathematics Curriculum Improvement Strategies
Westlake Academy, over time, has developed a variety of performance
measures to address our Strategic Plan’s desired outcome as it pertains to High
Student Achievement as well as our School’s vision, which includes in part, the
concept of “….inspires students to achieve their highest individual potential...”
These measures include, but are not limited to:
• Student academic success rates
• IB Diploma Issuance Rates
• Standardized Test Scores, i.e. State required STAAR Test (previously
TAKS) and ISA Test
• Parent Survey Responses
Each of these measures conveys data which allows us to arrive at various
conclusions and also provides the levels of success contained within each
measure. However, these also create data and feedback that indicates the
importance of continuous improvement as something we should strive for as a
school community.
One component that we have implemented to assist us in our continuous
improvement efforts is a curriculum review position charged with looking at our
entire curriculum holistically. Prior to SY13/14, we have had PYP/MYP/DP
(curriculum) coordinators in each of the three (3) IB programmes, but not a
designated position to review our system from a K-12 perspective. Additionally,
the Board has directed Staff to begin curriculum alignment measures for
imp rovement of our Spanish and Mathematics curricula. This stated direction
coincided with the Academy obtaining the grant resources necessary to fund this
position, which in turn enhances our ability to address curriculum scope and
sequencing holistically, something that will increase in importance for WA as it
grows.
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The 2013 WA Parents’ Survey provided a high level of parent responses advising
that our students are receiving either on or off campus tutoring or both (see
Attachment “A”, BOT Math Report from the Director of Curriculum & Instruction).
Board and Staff members have also received consistent feedback that
mathematics is an area perceived as one that could be improved at our school.
A recent venue in which we received this feedback was the “start, stop, continue”
exercises that were conducted. During the parents’ session of this exercise, a
desire was indicated to “start” giving more focus to the math curriculum (note:
this comment also mentioned emphasizing courses for STEM, i.e. science
technology, engineering, and mathematics). The topic of math curriculum
improvement also comes up in other WA parent feedback venues, including our
most recent neighborhood meeting in Glenwyck Farms.
Based on the STAAR test data of SY12/13, another indicator is that an
opportunity is available, via examination of our mathematics curriculum, to
examine means by which to make:
1.) Immediate improvements in G7 and G8 math curriculum and instruction
(see attachment “A”)
2.) Identify further math curriculum and instruction improvements (K-G12)
for SY14/15
It is important to revisit the opening statement, which described some the tools
we use to measure academic success and identify areas for improvement. In the
context of the STAAR exam, (as shown in attachment “B”) the following passage
rates have been received by our G7 & G8 students over the last two years:
SY 11/12 SY 12/13
G7 – Math 88% 85%
G8 – Algebra 1 91% 95%
Also, as shown in Attachment “B”, the ISA test scores for mathematical literacy
for G8 have been approximately 4.3% above the world average for the past three
(3) years; with the first exam for G10 showing approximately 2% above the world
average.
Thus, while some success is being attained, in the spirit of continuous
improvement and within the context our Vision statement and the desired
outcomes of our Strategic Plan, it becomes incumbent upon us to ask:
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a. Are there systemic curriculum issues that could be modified to offer an
opportunity for those G7 students (who have had academic success in
math as shown by STAAR results) to sustain or improve that level of
success, while ensuring that those students who are passing at a
satisfactory level, or in some cases, not passing the STAAR, are given
opportunities for improvement as well (i.e. create performance gains)?
b. Could we then enhance our ability to support and encourage students to
achieve advanced academic performance on the STAAR/ISA
assessments and improve their ability to achieve at an even higher level in
Algebra I, Algebra II, and DP mathematics (and higher level (HL) math,
should this be the Board’s direction as a curriculum option)?
c. What are the longer term strategies that will also move us in this direction
as it pertains not only to G7 mathematics, but math across the K-G12
spectrum?
Regarding these guiding questions, Staff believes the answers are “yes” - there
are strategies to address specifically the G7 STAAR math results through
support for the students who need additional service and to enhance our
advanced students who are performing at or above their current grade level.
These results would be pursued via a targeted action plan, similar to one that
was successful for the DP Spanish program a few years ago. Why is this
decision necessary/important?
• With G8 students taking Algebra 1, Math TEKS are being taught in a
compacted manner during G7.
• A systems approach to alignment within the math (K-G12) curriculum is
necessary to correlate the new TEKS with the IB learning outcomes and
requirements found in each specific program for implementation in SY
14/15
Compacting is a common method used by schools to offer an advanced level of
math instruction and can be beneficial to students who excel in this subject
matter. Our current G7 classes have a compacted TEKS alignment with strands
from both G7 and G8 being covered during the G7 year. As mentioned above,
we have received parent feedback that we should focus on math support where
necessary. Our latest survey results show that approximately 27% of our
students whose parents responded to the parents’ survey receive on/off campus
tutoring specific to the subject of mathematics.
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As a result of these math requirements and the advanced/compacted curriculum
content covered in the G7, Staff is planning to pursue obtaining a supplemental
teaching position for these G7 students for the remainder of this school year.
This action plan will provide focused support with the TEKS strands which are
concentrated in this area. The position would be used as an additional in-class
resource for students who could potentially receive an ‘unsatisfactory (failing)’
rating on the STAAR exam, and will provide a personalized approach to the
advanced students while we transition to a longer term solution.
Details for this action plan both for this school year and next school year are set
out in Attachment “A” (from the Director of Curriculum & Instruction). Additional
information previously presented in August 2013 by the Secondary Principal
related student math performance in certain secondary grades is contained in
Attachment “B”. Attachment “C” is information from the PYP Principal related to
PYP student math, reading, and writing performance.
Conclusion
Again, this approach has “two prongs” that will work in tandem as follows:
1.) Immediate improvements in G7 and G8 math curriculum and instruction
(attachment “A”)
2.) Identify further math curriculum and instruction improvements (K-G12)
for SY14/15
With this approach, Staff believes that we have an excellent opportunity here to
foster improvements to our mathematics curriculum that will be systemic in
nature and address both short and long term issues that ultimately will be of
great benefit academically to Westlake Academy students. Student success is
the ultimate goal of this effort and is in alignment with the Board’s vision
statement and Strategic Plan Desired Outcomes for our school.
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Attachment “A” - Westlake Academy Board of Trustees
Math Report
Overview – Westlake Academy is focused on high quality student instruction, which
promotes a strong foundation for future educational attainment and positive attitudes
towards mathematics. Our vision that we “inspire students to achieve their highest
individual potential in a nurturing environment that fosters the traits found in the IB
Learner Profile” sets the standard for excellence within our school community. The
value statement s of “maximizing personal development” and “academic excellence”
set these high standards, which are witnessed daily at the campus.
• In looking at student performance data, our current math arrangement present s
an opportunity for growth within our assessment (test) scores. The Texas
Education Agency Accountability Rankings for the SY 12/13 demonstrated an
“opportunity for improvement” with in the subject of mathematics – specifically
in G7 with an 85% passage rate.
Westlake Academy Scores
Grade Level Subject Area Students Scoring at
an Advanced
Percentile Ranking
Passing Rates
for STAAR
Exam
Grade 5 Math Performance 40% 95%
Grade 7 Math Performance 17% 85%
Grade 8 –
(Algebra 1) Math Performance 10% 91%
AP/IB
Examination Math Performance 68% NA
Students
Scoring Greater
than Expected
Math Performance 20% NA
Designation status also from the Texas Education Agency ranked Westlake
Academy 20 out of 40 with comparison schools. The Academy received 37
points with range or distribution of variables being 23 to 67.
Source – (Distinction Designation Summary TEA – 2013)
• During the SY 12/13 the Parent Satisfaction survey indicated that “43% of
students are receiving off campus tutoring with 45% of students attending on
campus tutoring.” Furthermore, parents report their children to receive “3.4
hours of off tutoring” per week. Source- (Westlake Academy Parent Survey Results – 2012)
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These two data points inspired informal conversation with parents, students and staff
which supports the need to further examine the area of mathematics instruction at
Westlake Academy.
In tandem with the above data, Texas Education Agency (TEA) released new standards
for student instruction during SY 14/15. Implementation of these standards, through
TEKS alignment, is recommended during SY 13/14 with the first assessments (exams)
to begin the following year. These adjustments and new requirements have impacted
curriculum alignment in terms of when certain TEKS are taught at each grade level.
For example, TEKS that were formally taught in higher grades (G7 or G8) are being
transitioned into lower grades (G5 or G6), with the more rigorous standards being
placed into G8. In addition, we teach Algebra 1 in G8, which results in subject matter
compaction for G7, as they cover G7 and G8 TEKS. These new TEA standards must
also be merged with the IB learning outcomes to ensure a continuation of our
International Baccalaureate educational standards.
In response to this information, the Executive Leadership Team met to discuss these
issues and formed a sub-committee of the Secondary math instructors, and various LT
members. The first meeting was held on November 1, 2013 and resulted in an
examination of various options that would be available to our school in both the short
and the long term. Weekly math meetings are currently planned to allow for
preparation of the TEKS alignment, due to the new standards, and review what
resources will be necessary for the students. The staff recommendation is shown
below, with a review of the K-G12 math program and a long term alignment/solution
being formulated in the early part of 2014.
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Adjustments Implementation
Timeline
Examination and alignment of new math standards (TEKS)/IB
Learning Outcomes and how they impact Westlake Academy.
PYP – 02/2014
MYP – 01/2014
DP – 02/2014
Redrafting of curriculum documents related to new alignment
standards.
All areas
05/2014
Interview and hire an additional FTE (approximately $25,000) to
assist with G7 & G8 compacting. A grant applicant for this
position will be submitted to the WA Foundation.
01/2014
Development of Scope and Sequence documents in the K-8
setting.
PYP - 04/2014
MYP - 01/2014
Quarterly student benchmark development that will gauge
student’s mathematical understanding and performance.
PYP/MYP -
Development in
the Spring of
2014; set for
implementation
during SY 14/15
Development of an internal tracking tool, which provides staff
and parents with reflective data relative to their child’s
performance.
PYP/MYP –
Develop ment in
the Spring of
2014; set for
implementation
during SY 14/15
Consideration of compacting math curriculum strands in G4, G5
and G6 in response to the compaction that occurs in G7 math.
SY 14/15
PYP/ MYP planner development and IB Learning
Outcomes/TEKS upload in Mathematics onto the Third
Learning/IB Learns curriculum management system.
On-going
Reflection of current plan and adjustments.
Monthly by
administration
until
implementation
is successful
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Implementation of this plan creates the following opportunities for Westlake Academy:
• The Academy can respond to the parent survey with a direction for
improvement, within the Math area. Specifically, “The top Westlake Academy
services and programs that parents felt were most important were: (1)
academic progress of children, (2) MYP teachers/faculty.” Implementing the
proposed supplemental support position for the math program correlates with
this direction.
• At the October, 2012 BOT meeting, the following item was presented to the
Board. “Discussion of the opportunity to create an MYP Extended Math
pathway that leads to the preparation for DP Higher Level Math.” Addressing
math at the lower levels provides the opportunity for student depth and
complexity of mathematical knowledge at higher levels.
Source – BOT Minutes 10/01/12
• Westlake Academy is addressing the “opportunity for improvement” within a
statistical framework in the “Distinct Designation Rankings” from TEA. This
systematic approach will provide students with the opportunity to extend
mathematical knowledge and gain more comprehensive understandings of the
material, which will create extension opportunities for children.
• This opportunity will consider instructional methods and professional
development in the teaching and learning of mathematics. This will also create
and ensure progressive approaches to teaching and learning that are required
in the IB MYP mathematics Scope and Sequence. Further, this will allow for a
customized approach and will enhance our use of resources to help create
differentiation for extension.
Attachment “B” – Excerpt from presentation to the Board in August of 2013 by Dr. Calzini
State of Texas Assessments & Academic Readiness (STAAR)/End of Course Exams (EOC)
Similar to last year, the 2012-2013 results in the STAAR and EOC tests were excellent with Westlake Academy
easily outperforming their Texas peers. Highlights are the 100% pass rates in 10th grade Algebra II. The lowest
scores are in G7/G8 math, despite being 14 percentage points, on average, higher than their Texas peers.
Texas End of Course Exam Pass Rates Per Course 2012 – 2013
Course
2011 - 2012 2012 - 2013
WA Texas WA Texas
Sat.* Adv.* Sat. Adv. Sat. Adv. Sat. Adv.
Algebra 1 91 8 83 17 95 10 78 16
Geometry 96 19 98 41 96 45 86 18
Algebra 2 97 51 65 24 100 63 97 70
* Sat. = Satisfactory and Adv. = Advanced Results
Texas STAAR Pass Rates Per Course 2011 - 2013
Course
2011 - 2012 2012 - 2013
Grade 7 Grade 8
(Algebra I) Grade 7 Grade 8
(Algebra I)
WA Texas WA Texas WA Texas WA Texas
Pass Adv. Pass Adv. Pass Adv. Pass Adv. Pass Adv. Pass Adv. Pass Adv. Pass Adv.
Math 88 10 71 11 91 8 83 17 85 17 71 9 95 10 78 16
International Schools Assessment
The International Schools Assessment (ISA - 2013) results this year were excellent in both the 8th and
10th grade cohort. The students exceeded the world average with statistical significance in mathematics and
when compared to “other like schools” (a measurement based on English language fluency) our students
maintained their competitiveness and exceeded those schools’ scores with statistical significance in math. As
this was the first year for the 10th grade taking the exam it is too early to determine any trends. In the 8th grade
cohort, however the trend over the past three years has shown that our students outp erformed the world average
and “oth er like schools”.
ISA Grade 8 & 10 Scale Score
Subject Area 2011 2012 2013
WA World WA World WA World
Mathematical Literacy 512 493 531 513 546 521
Mathematical Literacy - - - - 570 559
Attachment “C” - PYP ACADEMIC ACHIEVEMENT RESULTS
STAAR Assessment Results
2013
Subject/Comparison Grade 3 Grade 4 Grade 5 Grade 6
Adv. % Unsat. % Adv. % Unsat. % Adv. % Unsat. % Adv. % Unsat. %
Reading WA 37 4 25 10 44 2 60 2
State 20 21 20 28 20 23 20 20
Mathematics WA 22 20 10 19 42 5 44 2
State 16 31 16 32 21 25 16 26
Writing WA 8 15
State 7 29
Science WA 2 19
State 11 27
International School’s Assessment Comparison Results
2011-2013
Grade 5 ISA participation = 5000 students
Comparison Mathematical Literacy
2011 2012 2013
Reading
2011 2012 2013
Expository Writing
2011 2012 2013
Narrative Writing
2011 2012 2013
WA
430 449 460 427 448 426 461 481 500 463 484 475
World
421 417 424 375 381 357 472 465 467 456 455 451
% <>
> 2.1 >7.6 >8.5 > 13.9 >17.6 >20.3 >2.4 >3.4 >7.0 >1.5 >6.4 >5.3
WA: Cohort group at Westlake Academy
Scale Score: Standardized raw scores for meaningful comparisons of results between different years, and between different grade levels even
though the assessments that are administered are not the same.
% <>: Decrease or increase between scale scores (Significance)
Attachment “C” - PYP ACADEMIC ACHIEVEMENT RESULTS
Primary Years Program Interpretations of Academic Performance
2013 was the first administration of STAAR in a problem solving/application style format. Multiple-choice questions were also prevalent and answers did not ask for justifications. The results show WA PYP students are significantly higher at the advanced level in Reading and Mathematics at grade 5 and 6. Grade 3 students were significantly higher in Reading. Areas for improvement are in grade 3 and 4 Mathematics. ISA comparison results support a consistent year-by-year scale score improvement at grade 5 and 6 advanced levels in STAAR. The percentage increase in the ISA scale score in Mathematics quadrupled from 2011 compared to 2013. In 2011-2012 there was no articulated mathematical curriculum from K-6. PYP staff undertook the development of an articulated written and taught curriculum in mathematics and purchase of resources to increase academic achievement and confidence in approaches to mathematical learning. The overall results of this initiative are supported in the external assessment results in the above tables. Reading is significantly above the state (STAAR) and ISA (world) standards even though an articulated written and taught curriculum is to be drafted in 2013 and implemented in 2014. A leveled reading program was introduced in January of 2013, to provide consistent instruction and assessment from Kindergarten to grade 3. Resources will be introduced in 2013-2014 in Grade 4 and 5 and the trend will produce increased Reading performance standards to that of state and world norms. Expository writing was identified in 2011 and 12 in the ISA as an area for improvement and results show an increased performance at the grade 5 and 6 levels. An articulated, written and taught curriculum was drafted in 2012 and will be implemented in 2013. Resources and professional development have been targeted in 2013 and with further implementation students writing performance in all genres will show further gains. Student achievement in Science at the Grade 5 level will direct the PYP curriculum improvement cycle and a committee will be formed to establish an articulated written, taught and learned curriculum in 2013-2014.