Compass Schools Program Auburn High School

School District Profile One High School One Middle School Four Elementary Schools  96% White  1% Hispanic  1% African American  2% Asian  9% Eligible for free or reduced lunch  12% Special Ed

Best Practice Double Blocked Algebra I Part I Course Taught By Mathematics Teacher and Special Education Teacher

Course Selection Traditional Four Year Course Sequence Algebra I Geometry Algebra II Elective Four Year Course Sequence for At- Risk Students Algebra I Part I Algebra I Part II Tech Prep Geometry Algebra II

Vision We recognize at-risk students will not have taken geometry prior to MCAS testing. Our commitment is to build mathematical skills and student confidence.

Administrative Beliefs Development of a Strong Professional Culture Focus on Three Big Ideas CollaborationOwnershipDepth of Knowledge

Collaboration Faculty Meetings Department Chairperson Meetings Department Meetings Leadership Committees Department Action Plans Teacher Collaborative Program Mentor Program New and Beginning Teacher Programs Cooperative Teaching Project Enterprise Meetings Pupil Personnel

Ownership Development of standards based curriculum Rotation of courses Supporting teaching initiative Mentor Program

Depth of Knowledge Rotating coursework for teachers Professional development Evaluating student work Summer curriculum work Hiring procedures

School Goal Target students that may not pass the mathematics MCAS exam Create and implement a strategy that will increase these student’s success

Facts: 12% of Auburn High School sophomores failed the mathematics MCAS in 2001 The largest percentage of these failures were enrolled in Algebra I Part 2

Prior History Some Algebra I Part 1 and Part 2 classes have been taught cooperatively with a qualified mathematics teacher and special education teacher proficient in mathematics –These assignments were typically based on class size and the number of special education students

In the Fall of 2001: Algebra I Part 1 (Freshmen) was scheduled as two (2) consecutive classes

Period 1: Mathematics teacher and special education teacher cooperatively plan and teach class.

Period 2: Special education teacher and students remain together Special education teacher worked with students in the following areas: –Homework reinforcement –MCAS remediation –Class instruction/note explanation –Basic arithmetic skills

Algebra I Part 2 (Sophomores): Only one (1) period Cooperatively taught by mathematics teacher and special education teacher Infused with basic geometry topics –NOTE: Students will not have had a geometry class prior to taking the MCAS exam

MCAS Remediation During class time: –Departmentally selected open-response and multiple-choice questions for all Freshman and Sophomore mathematics classes These questions are graded similarly to the DOE’s scoring guide –Each question is graded by at least 2 mathematics teachers –Test taking strategies

MCAS Remediation After school: –20 two-hour classes focus solely on improving the mathematics MCAS test scores –All students that either failed or earned needs improvement on the eighth-grade mathematics MCAS are encouraged to attend –Any student that is recommended by their mathematics teacher is also encouraged to attend

Additional Initiatives That Impact Student Mathematics Success Curriculum development Departmental collaboration Mathematics help room Extra help outside of normal school hours

Algebra I Part 1and Part 2 Spring 2003 Math MCAS Results 59% of the students passed 71% of the students who failed achieved a scaled score of % of the students who passed participated in our Math MCAS remediation