PARTNERSHIP IN ACTION FOR

MIDDLE SCHOOL MATHMA T H4ORE

2011 - 2012

Two-Parent TeamDanelle GonzalezStephanie Hager

Assistant Superintendent for the Snoqualmie Valley School District

Don McConkey

Today We Will Share MA T H4ORE

How a collaborative partnership between the school district and

involved parents can impact a positive change to increase mathematic rigor

for middle school students

MA T H4ORE

Last Spring 2011We Started Wondering Do middle school students across different school districts take the same math courses? How is it determined who takes Algebra in middle school (and who does not)?

So We Called and Asked and interviewed several local area school districts about their math programs.

We Noticed that not all math pathways are alike and qualifiers for determining placement varies.

So We Shared It with our school district and worked alongside one another for change.

Two-Parent Team

Why it Matters MA T H4ORE

We are FAM-IL-LEE MA T H4ORE

Share data in professional and

respectful manner

No viral info posting via Facebook, email,

or newspaper

Be transparent and open

Treat sensitive data with ownership and

careful handling

Expect resistance and be positively

persistent

Listen to feedback

Don’t get emotional or take

things personal

Laugh and connect with a partner

Participating School Districts MA T H4ORE

Number of Students Free or Reduced lunch

Federal Way 21,390 54%

Kent 27,196 36%

Enumclaw 4,369 30%

Bellevue 17,578 19%

Lake Washington 24,178 18%

Snoqualmie Valley 6,085 13%

Issaquah 16,948 8%

Bainbridge Island 3,926 5%

Source: School Digger Data 2009-2010Bainbridge Island Data from BISD Website 2009-2010

Last Year’s Data

MA T H4ORELast Year’s Data

I. Algebra

Students Who Have Taken Algebra 1 (or Higher) by 8th Grade

Issaquah

Kent

Bainbridge I..

.

Federal Way

Bellevue

Lake W

ashi...

Enumclaw

Snoqualmie

78%

60% 53% 56%

76%

100%92%

36%

20%

20%

10%

22%

7%

Algebra 1 Geometry

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50%

Source: Individual interviews with districts. %’s are enrollment estimates provided by districts. Geo numbers not avail in all districts.

Last Year’s Data

Students Who Have Taken Algebra 1 (or Higher) by 8th Grade

Issaquah

Kent

Bainbridge I..

.

Federal Way

Bellevue

Lake W

ashi...

Enumclaw

Snoqualmie

78%

60% 53% 56%

76%

100%92%

36%

20%

20%

10%

22%

7%

Algebra 1 Geometry

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50%

Source: Individual interviews with districts. %’s are enrollment estimates provided by districts. Geo numbers not avail in all districts.

17%morethisyear

Last Year’s Data

17%

Why So Few in Algebra? MA T H4ORE

6th Grade Math 7th Grade Math 8th Grade Math 9th Grade Math

5th

Gra

ders

1

2

3

4

Group

Students above the red line are considered off-track in some districts

Real-Life Ability-Grouping Grid (Historical Example)

Last Year’s Data

We Noticed Test Scores Didn’t Always Determine Placement

Kent Issaquah Bellevue Bainbridge Snoqualmie Federal Way

58%

83%77%

88%

74%

56%

80%

98% 98%

63%

36%

55%

Students Met Standard on Math MSP (3 or 4) in 7th Algebra (or Geo) Enrollment in 8th

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Source: OSPI 2009-2010 Math MSP Scores

Last Year’s DataStudents’ Prior Year Math MSP Pass Rates and How it Related to Their Math Placement in 8th Grade

Here’s How Our Own Schools Placed Students in Algebra MA T H4ORE

Middle School A Middle School B Middle School C

85%

74%70%

30% 30%

45%

Met Standard on 7th Gr Math MSP Last Yr (3s & 4s)Now Enrolled in 8th Gr Algebra

Source: OSPI 2009-2010

Last Year’s Data

MA T H4ORELast Year’s Data

II. Ability Grouping & Tracking

What Do Other Educational Professionals Think About Tracking? MA T H4ORE

We stopped being the gate keepers 3 years ago.— Math Specialist, Issaquah School District

Tracking just serves the strong students while strugglers fall farther behind.

— Math Technology & Curriculum Coach, Bellevue School District

Heterogeneous grouping has given many kids opportunities who would have otherwise missed out. It has worked; Our data is remarkable.

— Math Technology & Curriculum Coach, Bellevue School District

We are undergoing a shift and believe all middle school students are capable of doing Algebra 1.

— Middle School Counselor, Kent School District

We’d rather have the student make the decision on their pathway than a school district make a decision on their pathway.

— Department of Admissions, UW

Last Year’s Data

Student Tracking from a Professorat Stanford University MA T H4ORE

Excerpt from chapter 5: “Stuck in the Slow Lane”, Pg 110

“The critical information that schools rarely provide is that

in most American high schools, students cannot take

calculus unless they have already passed algebra in middle

school. Thus the tracking decisions made by middle

school teachers impact the classes reached in high school

and, from there, students’ chances of being admitted to

colleges of their choice. Middle school students should

hear a strange sound when they are placed into lower-

level math classes. It is the sound of doors closing.”

— Jo Boaler, PhD

Last Year’s Data

Why Does Algebra by 8th Grade Matter? MA T H4ORE

Grade Math Path

6th 6th Grade Math

7th Pre-Algebra (or Alg A)

8th Algebra 1 (or Alg B)

9th Geometry

10th Algebra 2

11th Pre-Calculus

12th Calculus

To reach Calculus by 12th grade, students take Algebra by the 8th grade

* College admission dept’s told us they are seeing more applicants with Calculus on their high school transcripts — making the “applicant pool” increasingly competitive

Last Year’s Data

So Who is Lined Up to TakeCalculus by 12th Grade? MA T H4ORE

Gr Issaquah Lake Wash BainbridgeIsland

Kent Enumclaw Federal Way

Bellevue SnoqualmieValley

6th Pre-Alg 6th Gr Math IMT 6 6th Gr Math 6th Gr Math 6th Gr Math IMT 1 6th Gr Math

7th Alg A Pre-Alg IMT 7 7th Gr Math Pre-Alg 7th Gr Math IMT 2 7th Gr Math

8th Alg B/Geom Alg 1/Geom Alg 1/Geom Alg 1/Geom Alg 1/Geom Alg 1/Geom Alg 1/Geom Pre-Alg

9th Geometry Geometry Geometry Geometry Geometry Geometry Geometry Alg 1

10th Alg 2 Alg 2 Alg 2 Alg 2 Alg 2 Alg 2 Alg 2 Geometry

11th Pre-Calc Pre-Calc Pre-Calc Pre-Calc Pre-Calc Pre-Calc Pre-Calc Alg 2

12th Calculus Calculus Calculus Calculus Calculus Calculus Calculus Pre-Calc

Source: Individual interviews with districts

Last Year’s DataThis is the path considered to be at “grade level”

One Student. Many Districts.Real-life example of how a student can fall through the cracks MA T H4ORE

Grade 4: 467, Level 4, “Advanced Mastery of subject” - OSPIGrade 5: 448, Level 4, “Advanced Mastery of subject” - OSPIGrade 6: 430, Level 4, “Advanced Mastery of subject” - OSPIGrade 7: 450, Level 4, “Advanced Mastery of subject” - OSPI

Source: One student’s WASL & MSP scores

Course 1 Basic Math

6th Grade Math

Course 1 Basic Math

Course 1 Basic Math

Course 2 Basic Math

Pre-Algebra

Course 2 Basic Math

7th Grade Math

Course 2

Course 3

Pre-Algebra

Algebra 1

Basic Math

8th Grade Math

Pre-Algebra (Avg)

Pre-Algebra (High)

Algebra

Geometry

Group

1

2

3

4

5

Snoqualmie Valley

Lake Wash

KentBellevue

Federal Way

EnumclawBainbridge

Issaquah

or hereWould be here

History of Student’s Math WASL & MSP Scores

2

Was placed here

Student successfully took

this course in Bellevue School Dist

*

*

Last Year’s DataReplica of an Ability-Group Grid

How Do We Know for Sure WhichStudents Will Succeed? MA T H4ORE

We don’t

Last Year’s Data

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II. The Interviews

What’s Going On Out There?

MA T H4OREIssaquah School DistrictDistrict Math Specialist

We stopped tracking 3 years agoWe have no “slow boat” classesWe offer a self-select process into Math Path I or IIMath Path II is Geometry in 8th grade1/5 of our 8th graders are in GeometryWe stopped being the “gate keepers”

Source: Individual interview with district

Last Year’s Data

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We are undergoing a shift and believe all middle school students are capable of doing Algebra 1

Students in “Under Math” [anything below Alg 1 in 8th grade] receive 1’s on their Math MSP and 50% or lower on the Orleans Hanna test

Our goal for next year is 100% Algebra 1 or Geometry for 8th graders

Kent School DistrictOffice of the Superintendent

Source: Individual interview with district

Last Year’s Data

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Everyone of our 8th graders takes Algebra 1 or GeometryAll of our classes are “equally mixed” of high and low

achieving studentsThere is no trackingThe lower achieving students are now getting turned on to

earn the high school credit as they watch their peers do itWe feel Algebra in 8th grade gives students better

preparation for the Algebra course in 9th grade if they need to re-take it

Enumclaw School DistrictCurriculum and Assessment Director

Source: Individual interview with district

Last Year’s Data

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Every student is given the opportunity to get into Calculus meaning they need to have Algebra 1 by 8th grade

FWSD is standards based — if a student meets a standard, then they go onto the next math level

The standard is passing (e.g. 3 or 4 on MSP Math, and more.)

You are right on track to realize that Calculus by 12th grade is the goal

Federal Way School DistrictCurriculum Director

Source: Individual interview with district

Last Year’s Data

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We moved away from tracking and put everyone on an honors track

Tracking just serves the strong students while strugglers fall farther behind

Heterogeneous grouping has given many kids opportunities who would have otherwise missed out

It has worked, our data is remarkableTo mitigate the achievement gap, we built in support

classes for strugglers

Bellevue School DistrictMath/Technology Curriculum Coach

Source: Individual interview with district

Last Year’s Data

From the Office of AdmissionsStanford University

Our most competitive freshman applicants often have:

4 years (grades 9-12) of English4 years of math (including Calculus)4 years of social studies4 years of science (including Biology,

Chemistry and Physics) and 4 years of a foreign language

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Source: Stanford University Website

Last Year’s Data

From the Office of AdmissionsUniversity of Washington

Many colleges are impressed with Calculus taken during or before

Senior yearApplicants without rigorous math and other core courses may not fare

well in the review processThe requirement is 3 years of math, but we want to see students go

above and beyond thatWe’d rather have the student make the decision on their pathway than

a school district make a decision on their pathwayWe want school districts to provide rigor and supportWe do not look at a student’s 8th grade scores

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Source: Individual interview with admissions office

Last Year’s Data

College Access NowProgram Director & Executive Director MA T H4ORE

Colleges MUCH prefer 4 years of math in high school.

It also makes a big difference if students make it up through Calculus — this is increasingly true the more selective a college is.

Dedicated to making college admission possible fortalented, motivated and economically disadvantaged students

www.collegeaccessnow.org

Seattle Public Schools

Source: Individual interview with program director

Last Year’s Data

Recommendations by Colleges for Today’s Eighth Graders MA T H4ORE

Last Year’s Data

Recommendations by Colleges for Today’s Eighth Graders MA T H4ORE

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IV. Example Math Paths

Different Math Pathways to 8th GradeAlgebra MA T H4ORE

For those who need an additional year of Alg

Issaquah School District’s Math Paths

Source: ISD’s 2009-2010 Parent Letter to Incoming 6th Graders

Last Year’s Data

MA T H4OREBellevue School District’s Math Paths

Source: BSD’s 2010-2011 Middle School Course Guide

Last Year’s Data

Different Math Pathways to 8th GradeAlgebra

SVSD High School “Standard Math Sequence” MA T H4ORE

Source: MSHS 2011-2012 Course Catalog / Cut & Pasted

Given to students and parents once they enter high school

* Idea * We could expand this sequence to include 6th-12th grade and provide it in middle school

Last Year’s Data

How Can Students Make it Through the Sequence? MA T H4ORE

8th Grade

9th Grade

10th Grade

11th Grade

12th Grade

Take by this grade

Hig

h Sc

hool

Mid

dle

Scho

ol

Source: MSHS 2011-2012 Course Catalog / Cut & Pasted

Last Year’s Data

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V. Conclusion

Closing Ideas & Thoughts

1. Academic rigor for all Reconsider ability-grouping Provide all 8th graders opportunity to take Algebra 1 Align math path terminology with neighboring districts (e.g. Math Path I = MP I)

2. Standardize math across district middle schools 1) Text books, 2) Curriculum, 3) Math Paths, and 4) Parent Notification. Policies for

each of these made at the district level and not decentralized.

3. Communicate to parents what they need to know Math Paths offered and why they matter Placement policies (e.g. ability-grouping grid and qualifiers used) Their student’s placement (e.g. YOU ARE HERE arrow) Pathway to “jump up” if student is behind

4. Provide parent choice Ability for parents to choose where incoming 6th graders are placed Ability to for parents to override placement when criteria met (e.g. opt-in)

MA T H4ORELast Year’s Data

What’s in it for the School District? MA T H4OREEasier to administer Less curriculum paths to manage

Easier to teach Everyone will be on the same page

Easier to communicate Demystifies process and builds trust w/parents

Students avoid falling through the cracks They can re-take Algebra as Freshmen. District not responsible for being “gate keeper”.

District can say “Rigor for All”

Standardization across district middle schools

Teachers and administrators don’t have to be the “bouncer” for the advanced classes

Last Year’s Data

MA T H4ORENext Steps: Snoqualmie Valley School District

Our 8th Grade EOC Results were compelling.

Hmmm—can even more

students achieve that?

MA T H4ORE

New Math Pathwaysfor More Students in Algebra and Geometry in 8th Grade

Re-assess Current Placement Criteria &

Assessment Tools

Establish Common Practices

Provide Awareness

Involve Stakeholders (Teachers and Building

Administrators)

Reach Out to Neighboring School

Districts

Provide Teacher Training & Support

Inform and Educate Parents

Share Goals & Action Plan

Next Steps: Implementation

Next Steps: Revised Math Paths MA T H4ORE

MA T H4OREKudos to the Snoqualmie ValleySchool District

Noteworthy:Utilizing parent team as a value added resourceCommunicating openly regarding data and practicesTrusting parent duo to present to key leadership teamImplementing new pathways and placement program

within one year of meeting with a “couple moms with some data”.

SVSD is showing strong achievement scores in many areas.

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Q & A