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Palisades School District

Math Study Group Report

Spring 2008

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Purpose

The purpose of this study team is to update the board regarding the current state of the K-12 mathematics program and make recommendations which will ensure that all students have mastered the mathematical skills and concepts necessary to be successful in their post-secondary endeavors. The final report will include subcommittee findings and conclusions, recommendations and matrices to measure progress.

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Math Study Group Membership

Teachers/Counselors: Lea Becker, Natalie Conrad, Allison Flannery, Mike Flynn, Joan Frick, Clare Hennigan, Amy Hitcho, Todd Kellman, Nancy Krial, Monica Losinno, Nancy Pontier, Terry Rauch, Jade Scholl, Jeanne Smith, and Sandy Young.

Parents: Donna Barkey-Trotta, Dana Guerra, Patty Smeland, Stephen Willey

Administrators: Portia Brandt, Andrea Farina, Bridget O’Connell, Jason Potten, Rich Heffernan

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ProcessMeeting Dates and Agendas• Prior to our first meeting, all participants received the

following: subgroup topics, membership and meeting information, group norms, K-12 mathematics review, and district data

• October 10, 2007 – discussed K-12 mathematics report, shared common beliefs, reviewed subcommittee assignments

• October 17, 2007 – College and workplace panel discussion: Lisa Angelo (Assistant Academic Dean, BCCC), Dr. Robert Root (Mathematics Associate Department Head, Lafayette College), David Warren (Administrative Director, Upper Bucks Vocational Technical School) and Dave Slifer (Vice-President, Wehrung’s Lumber and Home Center)

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ProcessMeeting Dates and Agendas

• October 17th through November 13th - subcommittees met to answer the following questions:

1. What does the research, our data and our practices reveal?

2. What conclusions can you draw from your findings?3. What tentative recommendations can you make for

moving forward?

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ProcessMeeting Dates and Agendas

Subcommittee Presentations:

1. November 14th – College and workplace readiness (Heffernan, Willey, Kellman, Conrad, Smith)

2. November 28th – Interventions (Brandt, Scholl, Krial, Smeland, Pontier, Flannery)

3. December 5th – Assessment (Potten, Frick, Rauch, Hitcho, Becker, Guerra)

4. December 12th – Program (Farina, Flynn, Losinno, Young, Hennigan, Barkey-Trotta)

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ProcessMeeting Dates and Agendas

• Early January -Study team members completed an on-line survey to determine level of consensus for each recommendation and top recommendations

• January 16th – study team reconvened to review survey results • Late January – study team members completed an on-line survey to gather

information regarding steps for action planning• Early February – information from surveys and discussion was collated into Power

Point presentation and action plans with budget and evaluation components developed.

• Mid-February – Power Point and action plans were distributed to math study team for comment

• February 15th – Power Point, action plans and math study group feedback presentation to all elementary teachers and K-12 math department for review and revision

• March 5th – Final Power Point and action plans shared with Math Study Team• March 12th - Power Point and action plans presentation to EPS• April 2nd – Power Point and action plans presentation to School Board

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Definition of Terms

Palisades curriculum – based on Pennsylvania standards and describes what we want students to know and be able to do. Includes our published program, supplementation, assessments and is based on best practices.

Published program- refers to the resources that are purchased and typically include student and teacher texts and may include assessments, technology integration, student workbooks, manipulatives and differentiation materials

Supplementation- teacher created resources developed to meet the needs of students. Supplementation may occur to address standards not addressed in the published program, provide enrichment or remediation, or extend learning.

Best practices – Instructional strategies used to maximize student achievement and supported by educational research.

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RecommendationsGoal #1: Increase math SAT scores:

• All 10th grade students will take the October administration of the PSAT during school hours at district expense

• Offer SAT math preparation as a high school elective course in 9th and 10th grade at student cost, not weighted, Satisfactory/Unsatisfactory grading

• Incorporate math SAT “question of the day” (as found on the College Board website) into math courses (Algebra 1 – Pre-Calculus/Advanced Algebra Trig

• Imbed SAT skills into K-12 curriculum map• Offer SAT prep parent workshops prior to back to

school nights at high school and middle school

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Recommendations

Goal #2: Articulate K-12 curriculum and assessments:

• Implement consistent K-12 course sequence map• Develop K-12 curriculum map consistent with state

standards, assessment anchors, SAT math concepts, NCTM focal points

• Develop course placement rubrics for transitions from elementary to middle and from middle to high school

• Require a minimum of 60 minutes of math for all students grades1-12

• Hire two math specialists, one elementary and one secondary, to monitor curriculum and support teachers

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Recommendations

Goal #3: Imbed support and enrichment for mathematics

• Implement a Response to Intervention (RTI) Model. Support and enrichment should utilize different strategies and approaches to meet the individual needs of the child.

• Evaluate the number of teachers and teaching assistants available for student enrichment and support.

• Articulate interventions at the secondary level.

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Recommendations

Goal #4: Increase parent communication and support in the area of math education

• Emphasize necessity of strong math skills and concepts through curriculum guides

• Host math nights and/or parent workshops including an SAT math preparation workshop at PALMS and PHS for parents and students

• Post curriculum documents (curriculum maps, pacing guides, course expectations, etc) on Palisades School District website

• Include curriculum documents (curriculum maps, pacing guides, course expectations, etc) for distribution at Back to School Night

• Create a math parent handbook

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RecommendationsGoal #5: Create a systematic professional development plan for

teachers and paraprofessionals based on program delivery, best practices and student intervention

• Time and training to develop common course/grade level assessments• Develop a K-12 curriculum map consistent with state standards,

assessment anchors, SAT math concepts, NCTM focal points• Develop course placement rubrics for transitions from elementary to

middle and from middle to high school• Incorporate math SAT “questions of the day” (as found on the College

Board website) into math courses (Algebra 1 – Pre-calculus/Advanced Algebra Trig

• Proctor training for PSAT • Implement a Response to Intervention (RTI) Model. Support and

enrichment should utilize different strategies and approaches to meet the individual needs of the child

• Articulate interventions at the secondary level

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Action Planning

Supplemental documentation contains:

• 5 year action plans for each recommendation:– Yearly and overall budget– End of cycle evaluation measures

• Five year overall budget

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Thank you again to the math study team!

Teachers/Counselors: Lea Becker, Natalie Conrad, Allison Flannery, Mike Flynn, Joan Frick, Clare Hennigan, Amy Hitcho, Todd Kellman, Nancy Krial, Monica Losinno, Nancy Pontier, Terry Rauch, Jade Scholl, Jeanne Smith, and Sandy Young.

Parents: Donna Barkey-Trotta, Dana Guerra, Patty Smeland, Stephen Willey

Administrators: Portia Brandt, Andrea Farina, Bridget O’Connell, Jason Potten, Rich Heffernan