PRINCIPAL’S MID-YEAR REPORT

2009-2010

Rod HardyHanover-Horton High School

Math Data Retreat Results: Beginning the Process

Data Retreat Has Helped Us Put a Perspective on the

Academic (Math) Abilities of Our Students

What Our Original data Communicated to Us

Perspective Overall… Positive comparisons (v. state)… exception math Struggle with math

Major demographic differences exist in the academic success of our students (Changes in our perspective) Special Ed results (gap in #) Economically Disadvantaged results Presumption: These are the same students (False)

Weakness in area of “Figures and Properties” Display state reporting system with emphasis on %

performance in each strand area (new slide)

Three Year Strand Performance Chart

Math Scores

Year # Student

s

Mean Level 4 Not

Proficient

Level 3 Partially Proficie

nt

Level 2 Proficie

nt

Level 1 Advanc

ed

Levels 1 & 2

2007 108 1094 35/38/ 20/16/ 38/37/ 6/10/ 44/46

2008 100 1093 39/38/ 22/16/ 33/36/ 6/10/ 39/46

2009 107 1099 24/36/ 21/15/ 41/37/ 13/12/ 54/49

HH/St HH/St HH/St HH/St HH/St

Three Year Demographic Report

Year

Student Group

# Studen

ts

Mean

PL #4

PL #3

PL #2

PL #1

PL 1&2

2007

S wo D 104 1095 33 21 39 7 46

SWD ---------- ------

2008

S wo D 92 1096 35 23 36 7 42

SWD ---------- ------

2009

S wo D 97 1103 20 23 43 14 58

SWD 10 1057 70 10 20 0 20

“Figures and Properties” Table

Our lowest performance levels were in the largest portions of the test (2009 Test)

Strand Mean Points

Points Possible

Percent Correct

Percent of Test

L1: Reasoning About Numbers 3.1 7 44.3 9.6

L2: Calculations, Algorithms 5.8 14 41.4 19.2

L3: Math Reasoning, Logic and Proof 0.7 3 23.3 4.1

A1: Expressions and Equations 2.9 10 29.0 13.7

A2: Functions 1.8 6 30.0 8.2

A3: Families of Functions 1.2 5 24.0 6.8

G1: Figures and Properties 3.1 16 19.4 21.9

G2: Relationships Between Figures 0.9 2 45.0 2.7

G3: Transformations of Figures 1.3 1 30.0 1.4

S1: Univariate Data: Distributions 2.5 7 35.7 9.6

S2: Bivariate Data: Relationships 1.4 1 40.0 1.4

S4: Probability Models 0.5 1 50.0 1.4

Data Retreat Goal

…improvement in student performance (all grades) working with “Properties and Figures” as measured on the 2010 MME

…60% of non disabled students assessed at “proficient” and “advanced”

…accelerating performance of “students with disabilities” (gap) to reflect a 40% proficient assessment

…accelerating performance of “economically disadvantaged” students (gap) to reflect a 50% “proficient” rate on the MME

…reduce the performance gap between economically disadvantaged and student with disability performance scores by 50% when compared with scores of non disadvantaged/disabled students

Strategies

Objective 1: Review alignment of math curriculum with the HSCEs

Objective 2: Development of quarterly formative assessments

Objective 3: Identify ED and SWD students

Objective 4: Improved professional development and planning

Objective 5: Better prepare students for the MME

Objective 6: Interventions with students struggling with Algebra II

First Objective: Review the alignment of our math curriculum with the HSCEs

The first objective had the following statements… “…review and revise course content…”

We are aligned, but it needs ongoing review and editing. Review and realign the curriculum to…

ACT College Readiness standards MMC benchmarks With emphasis on “Figures and Properties”

Status: Complete (review has occurred, changes are made, documents are edited)

Partially complete in that I would like more definition and detail than what I think is there.

“…document evidence on ‘Figures and Properties’… through unit plans… aligned… according to a format we design” Promote a common effort with a common direction (common

plans) The documentation (in Data Director public file) A common format (not yet acceptable) Status: Partially Complete (…Some thinking has been done… in on-line Data

Director folder… issue: focus on “Figures and Properties, common format) Organizing new class in curriculum for students that need a 4th

credit from a practical, everyday math perspective

Assessment Strategies

Objective 2: Development of quarterly assessments Dropped (a timing issue for 2009… Already have

semester assessments) What do we focus on for formative assessment? Revisit:

Formative assessment related to “Figures and Properties” only… (Current semester exam results are being reviewed)

Objective 3: Identify EDS and SWD Partially complete: SWD are identified. We are

having more problems with ED students (FERPA) Lists are identified according to math teacher Do we have any discussion concerning strategies of how

to approach these students in our classrooms?

Objective 4: Professional Development and Planning

“…providing common planning and afterschool opportunities for professional learning and instructional development.” Common planning is in schedule (may soon be smoke…) Staff meetings were reduced significantly (1/2) to provide

time for after school department meetings ½ day mini retreats Status: Complete

“…research best practices and differentiated instruction for working with SWD and EDS.” Co-teaching assignments with general ed and special ed staff

working together… (Special ed support in the general ed classroom in PreAlgebra)

With these students, “relationship (s)” (three R’s) may be the most important element (Discussed in a department meeting this week)

Status: Not complete

Professional Development and Planningcon’t

Post ACT College readiness standards in classrooms (cross curricular) Complete (Some are used/referenced more than

others…)

MSU Algebra project Provides a more “hands on”, creative (“outside the

box”) approach to Algebra instruction and learning Moves the instructor away from a heavy dependence on a

textbook Moves creative (v. repetitive) thought processing Multiple dates and hours of professional development for ½

of the math staff External monitor A budget to investigate new learning models Partially complete: training and implementation in these

instructional strategies are an ongoing process

Objective 5: Better prepare the students for the expectations of the MME

Improved student preparation for improved performance on the ACT/MME ACT prep sessions on Wednesdays after school

Certified instructors (Math teachers rotate) identified content (Calendar and agenda) Pre and Post testing (Pretesting complete, post testing

coming) Classroom warm-ups (daily “problem [s] of the day”)

Good participation (Staff and students: 1st five minutes of each class)

Algebra II… Immediate reassignment of students who do not achieve credit in first semester Algebra II to restart first semester over again in semester 2… (project, “hands on” approach) Result of first attempt… All passed with 69% average Reassignment of grade level based on credits Discussion of two week extensions for students with grade

averages of 50 - 59

Evidence of success

Achievement data with analysis (Have not yet taken the MME for 2010) In the process of looking at semester exam results MME results: March 9 – 11 All students retaking Algebra II (sem. 1) in the fall of 2009

passed with a class average of 69%. Perception Surveys

Survey of cross curricular math instruction from each teacher (75% of staff, All list a number of math activities that are regularly completed during the course of instruction.))

Observations: In the process of scheduling visits to the classroom from our

MSU mentor Warm-up ACT activities are being completed regularly 20 – 25 students have been showing up for the after-school

ACT prep sessions on Wednesdays Student Work (List)

Evidence of Success con’t

Other Tangible Products Lesson Plans (Unit plans) Assessments SWD lists in hands of Department Chair/teachers… Common Planning is in schedule After school department meetings more than once a month Documented editing of curricular alignment with filed results College Readiness Standards are posted MSU algebra strategies have been used in the classrooms of

four math teachers (Emphasis on visual learning, multiple approaches to a solution, patience on the part of the instructor)

Algebra II students who need additional semester I work have been reassigned according to the limits of the schedule.

Is It Working?

Implementation: Is the objective implemented as expected in the Plan? (See prior comments) Teachers implementing strategies (% - complete for

each strategy… (Classroom warm-up activities… Survey on cross curricular use of math concepts)

Average amount of time by each teacher in implementing the strategy, compared to the expectation of the plan? (minutes / % of class period)

Are students making progress based on the original goal?

Shifts that have occurred in student perception? (numerical survey results, qualitative comments)

We are encouraged by the number of students who do show up for the Wednesday afternoon ACT prep sessions (20 – 24… Exception in last session).

Changes in student achievement / skills outlined in goal (numerical data) 2010 testing is not yet complete… We will know more about the answers to these questions when we take the ACT Prep post-test and the MME in March (…another reason why we need to expand the assessments we use…)

What’s Next?

Specific/Additional “Action Steps” required to complete implementation of the objectives/strategies in the plan to ensure success in attaining the student goal… Formal unit plans in a common structure need to be completed.

We need to complete research concerning instructional and

intervention strategies for use with ED and SWD students. We need greater emphasis in knowing the content of the ACT

College Readiness Standards and in the development of instructional strategies to prepare students to master those skills.

Complete the MSU project and begin teaching the strategies to other teachers in the department.

We need to reassess the success of the Wednesday ACT sessions and develop methods to better market the opportunity.

What’s Next?

Revisions or expansions to the plan… This has not been an item of discussion. But… We should alter the “goal” to include assessment results from the Explore, PLAN, and Work Keys tests. Better references “all students” Becomes more proactive in nature