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Designing Algebra Interventions for Maximum Student Achievement

Designing Algebra Interventions for Maximum Student Achievement. Interested Schools. Program Improvement Schools Secondary Schools. Who am I. Robin Kirk Born in Orlando Florida Design Engineer 8 years Teaching HS/MiddleSchool Algebra for 10 years A daughter

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Designing Algebra Interventions for Maximum Student Achievement

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  1. DesigningAlgebraInterventionsforMaximumStudentAchievement

  2. Interested Schools • Program Improvement Schools • Secondary Schools

  3. Who am I • Robin Kirk • Born in Orlando Florida • Design Engineer 8 years • Teaching HS/MiddleSchool Algebra for 10 years • A daughter • Currently National Board Candidate and MS in Administration at CSUF.

  4. Johnson Phenomena • Pacing calendar gave too little time for new standards for the lowest performing strands(52% of CST in 2 strands) • Benchmark exams did not cover part of the standards • Needed time to build vocabulary for new algebra words for our EL population

  5. Intervention or Remediation Remediation currently most common approach vs. Intervention Interpretion and prediction

  6. Program Design for Intervention • In the school day as an elective • Cannot be optional • Maximum class size <20 • Anticipate using summative data from last year and formative assessment during the intervention

  7. Target Students • Students placed in more than one low performing subgroup. Example: SES EL Hispanic Male • 20-30 points below proficient from previous year. • Math Intervention is not for students with less than a 2.0

  8. Assess your program using CST Blueprint to Maximize Student Achievement • All the Standards are split up between 4 strands for Algebra. • Number Properties, Operations, and Linear Equations(17/65 Questions) • Graphing and Systems of Linear Equations(14/65 Questions) • Quadratics and Polynomials(21/65 Questions) • Functions and Rational Expressions(13/65) http://www.cde.ca.gov/ta/tg/sr/blueprints.asp

  9. Johnson Middle SchoolStrand 3 and 4 • Change from remediation to intervention was across the district in 2010. • Johnson increased by 16% points and The WSD increased 21% in one year

  10. Observations from past attempts • Use a different intervention for students failing all classes • Do not remove students showing success • Add students at the beginning of each grading period • It does not have to go sequentially

  11. CST Results at JohnsonSummative • 2007 Changes included going to block schedule • Multiple opportunities to test • 2008 began in school intervention with a remediation model • 2010 began true intervention model

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