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HomeMy WebLinkAboutMath Imrpovement Strategies Page 1 of 4 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. Page 2 of 4 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: Page 3 of 4 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. Page 4 of 4 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. 1 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) 2 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. 3 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 4 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.