THE OPPORTUNITY THE PCG APPROACH THE RESULTS THE PARTNER THE PROJECT case study: Algebra Readiness Program Educational Partnerships Services P.O. Box 3074, Staunton, VA 24402 | www.educaonalpartnerships.net | 888-826-1250 Virginia Beach City Public Schools 1,000+ Students | 14 Middle and 8 High Schools Large Urban Setting Development and implementation of measureable intervention models to both prepare and improve student algebra skills. Virginia Beach City Public Schools have partnered with PCG for the last seven years to provide tutoring services to students based on their Algebra Readiness Diagnosc Test deficiencies. This test was developed for the Commonwealth to provide diagnosc informaon that should be used to formulate intervenon acvies geared to provide idenfied students with sufficient requisite skills to be successful in Algebra I. Examining early warning indicators allow for targeted intervenons for students at risk of failing or dropping out. By addressing mathemacs and literacy deficiencies, PCG educators improve the chances of at-risk students remaining in school, and graduang on me. PCG delivered an Algebra Readiness Program in twenty-two schools across the Virginia Beach City Public Schools District. Each school provided tutoring in a variety of sengs and mes. Instructors received direcves from classroom teachers for individualized lesson plans that were reviewed for complementary curricular instrucon in both the classroom and in remediaon/skill building. Lessons and materials provided We would pull out students out of study block for four different classes. Algebra II had a 100% pass rate! Another course went from 91%-99% gain through the support remediations. Ms. Phipps Green Run Middle School opportunies for students to work in the classroom, in pull-out sessions, or in small groups. This flexibility allowed teachers to refer students when a skill became frustrang or overwhelming. Daily student logs enabled instructors to see trends in skill mastery allowing them to re-examine delivery methods, model different appraoches, and discuss challenges. Parcipang students were presented Standards of Learning objecves for their grade level. On average 40-50 objecves were taught in each school that addressed specific mathemacal concepts. High school parcipants received over 3,300 instructor sessions and middle school students received over 19,000. Due to the commitment for student success, synergy developed between teachers, instructors, and students producing a more effecve program. Teacher, instructor, and student surveys supplemented the tesng and skill achievement data collected. The long standing partnership with VBCPS has allowed instructors flexibility to meet student needs immediately without requiring a wait for a specific session me. This has enabled teachers and instructors to address deficiencies before they progress with no restricons as to classroom or subject where session can be delivered. School-by-Student Evaluaon Reports reflect student comprehension and mastery of the objecve and strand delivered. Students were not moved on to the next task unl they had mastered their current skill. Student pre and post test scores and teacher input on student improvement reveal that the PCG EP/VBCPS partnership produces stronger math students that are prepared to meet the rigor of the algebra curriculum within Virginia Beach City Schools and the demands of end of year tesng.

Algebra Readiness Case Study

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THE OPPORTUNITY

THE PCG APPROACH

THE RESULTS

THE PARTNER

THE PROJECT

case study:Algebra Readiness Program

Educational Partnerships Services

P.O. Box 3074, Staunton, VA 24402 | www.educationalpartnerships.net | 888-826-1250

Virginia Beach City Public Schools1,000+ Students | 14 Middle and 8 High SchoolsLarge Urban Setting

Development and implementation of measureable intervention models to both prepare and improve student algebra skills.

Virginia Beach City Public Schools have partnered with PCG for the last seven years to provide tutoring services to students based on their Algebra Readiness Diagnostic Test deficiencies. This test was developed for the Commonwealth to provide diagnostic information that should be used to formulate intervention activities geared to provide identified students with sufficient requisite skills to be successful in Algebra I.Examining early warning indicators allow for targeted interventions for students at risk of failing or dropping out. By addressing mathematics and literacy deficiencies, PCG educators improve the chances of at-risk students remaining in school, and graduating on time.

PCG delivered an Algebra Readiness Program in twenty-two schools across the Virginia Beach City Public Schools District. Each school provided tutoring in a variety of settings and times. Instructors received directives from classroom teachers for individualized lesson plans that were reviewed for complementary curricular instruction in both the classroom and in remediation/skill building. Lessons and materials provided

We would pull out students out of study block for four different classes. Algebra II had a 100% pass rate! Another course went from 91%-99% gain through the support remediations.

Ms. PhippsGreen Run Middle School

opportunities for students to work in the classroom, in pull-out sessions, or in small groups. This flexibility allowed teachers to refer students when a skill became frustrating or overwhelming. Daily student logs enabled instructors to see trends in skill mastery allowing them to re-examine delivery methods, model different appraoches, and discuss challenges.

Participating students were presented Standards of Learning objectives for their grade level. On average 40-50 objectives were taught in each school that addressed specific mathematical concepts. High school participants received over 3,300 instructor sessions and middle school students received over 19,000.

Due to the commitment for student success, synergy developed between teachers, instructors, and students producing a more effective program. Teacher, instructor, and student surveys supplemented the testing and skill achievement data collected.

The long standing partnership with VBCPS has allowed instructors flexibility to meet student needs immediately without requiring a wait for a specific session time. This has enabled teachers and instructors to address deficiencies before they progress with no restrictions as to classroom or subject where session can be delivered. School-by-Student Evaluation Reports reflect student comprehension and mastery of the objective and strand delivered. Students were not moved on to the next task until they had mastered their current skill. Student pre and post test scores and teacher input on student improvement reveal that the PCG EP/VBCPS partnership produces stronger math students that are prepared to meet the rigor of the algebra curriculum within Virginia Beach City Schools and the demands of end of year testing.