Pre-Teaching Algebra I Lessons to promote Success Administrative Pro Cert Presentation Sandra Oehring Assistant Principal/CTE Director Oak Harbor High School

Oak Harbor School District (OHSD) K-12 District 5,700 Students 291 Teachers 34.5% Free & Reduced 13.2 % SPED “A caring community educating every student for success.”

Oak Harbor High School (OHHS) 1,600 students Grades % Free & Reduced lunches 46% Military-dependent students Remodeling school- split campus Mid-day bus transportation Home of the Wildcats!

School Improvement Plan (SIP) Facilitated through Leadership Team Ensure ALL students have equal opportunity to learn Study student assessment data –Classroom-based assessments –District & state tests (STAR/WASL) –Demographics –Course grade data Identify barriers and achievement gaps High Schools That Work (HSTW) Standard II, Strand 2

District & School Focus on Math Examination of math grade data Identified alarming pattern of failure in 9 th Grade Algebra I* 9 th Grade Algebra I Semester Grade Data Semester Semester Semester Semester 2 Average Percentage of “F” Grades 13%22%24%34%23% Standard II, Strand 2; Standard 3, Strand 1*Artifact #3

Identifying Barriers to Success Teacher, Student & Parent Interviews –Previous failings in middle school math courses indicated “gaps” in skills/knowledge –Course moved to quickly to grasp concepts –Poor self-confidence –Fell behind early, got frustrated, gave up –Parents requested mentors Standard II, Strand 1 & 2; Standard 4, Strand 1

Product 1 Goals 1. Develop & implement an after school math course to pre-teach Algebra I knowledge & skills to at risk students* 2. 60% of students concurrently enrolled in Math Lab & Algebra I attain passing grades *Artifact #1Standard II, Stand 2

Best Practices Implemented High quality teaching and mentoring Student and parent commitment Administrator involvement Provide after school transportation Technology used for weekly parent progress reports Technology used in instruction –Graphing calculators –Document camera –E-beam (similar to SmartBoard) –Online resources for teacher –Online practice and remediation for students Standard II, Strands 1 & 3

Best Practices Implemented Curriculum developed through district process with site-based teacher participation Integrated state math EALRs, GLEs & PEs HSTW researched best instructional practices* –Extra help to struggling students –Student engagement –Clear learning targets –Differentiate instruction Standard II, Strands 1 & 3 *“HSTW Key Practices for Accelerating Student Achievement”

Students Identified Historical math student achievement data* –Grade 6-8 Math course grades WASL standardized test scores Algebra I progress –Classroom-based assessments –Homework –Class participation and struggles –Student and parent input –Behavior issues did not interfere with enrollment Standard II, Stand 2*Artifact #4

Students & Parents Consulted Student commitment sought Parent permission sought –Parent/Teacher conferences –Technology- , telephone –Letters sent home 20 students enrolled; 14 opted out –Students from diverse groups referred by teachers* 60% male, 40% female Special Education and English As Second Language students Ethnically represents school population Standard II, Strands 1 & 2; Standard 4, Strand 1 *Artifact #2

Teacher Makes a Difference Highly qualified Algebra I teacher Respected by math peers and parents Experienced with at risk students Standard II, Strand 3 Ms. Allen- the “compassionate taskmaster”

Professional Development Supervising and coaching Frequent visitations & observations Continuous cycle of analysis & discussion Professional Growth Plan Goals OHSD Tier 2 Technology Training Powerful Teaching & Learning training and visitations 9 th grade counselor provided assistance Standard II, Strand 3

Student Success Data MATH LAB STUDENTS: 70% of Math Lab students pass BOTH Math Lab and Algebra I* STUDENTS WHO OPTED-OUT: Only 40% of the invited students who chose to “opt out” of Math Lab passed Algebra I** Standard II, Strand 2; Standard III, Strand 1 *Artifact #7; **Artifact #8

Celebrating Success *Artifact #6 Standard II, Strand 1 Class party to celebrate Handing out awards* School Newsletter article*

Gathering Student Input Student interviews and anonymous survey* 70% stated that Math Lab had a “huge impact” or “helped a lot” with their Algebra I grade Commented that prior to Math Lab- “never passed any math class” “never felt successful in math” Standard II, Strand 2 *Artifact #5

Gathering Teacher Input Algebra teacher discussions and survey* Math Lab students more focused and successful Math Lab should be taught within school day Math Lab should be taught by Algebra I teacher Impact on safe, efficient & effective learning environment: Math Lab students caused less disruptions Teachers could assist other students due to Math Lab students’ better success rates Standard II, Strand 2; Standard III, Strands 2 & 4 *Artifact #9

Continuous Analysis Challenges to Overcome* After school class created access difficulties for some students Keeping all Algebra I teachers on same pacing schedule Communication between Algebra I teachers and Math Lab teacher Parent and/or student apathy Standard II, Strand 2 *Artifacts #5 & #9

Future Plan for Math Lab Scheduling Math Lab within the regular school day Algebra I teachers will teach their own students in Math Lab Standard II, Strand 2 *Artifact #10 Is. AlgebraMath Lab Aldridge 31 Allen, Kevin Allen, Tonia Bos Crebbin Fortin 1 Moser Priddy 1 Trepanier 31 Turner Wesley21 Wethall, N

Looking Forward to a New Year in High School! Can I answer any questions for you?