Transcript Palisades School District

Palisades School District
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Math Study Group Report
Spring 2008
Purpose
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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
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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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Process
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Meeting 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
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• October 10, 2007 – discussed K-12 mathematics report,
shared common beliefs, reviewed subcommittee assignments
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• 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 (VicePresident, Wehrung’s Lumber and Home Center)
Process
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Meeting Dates and Agendas
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October 17th through November 13th subcommittees met to answer the following
questions:
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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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Process
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Meeting 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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Process
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Meeting
Dates 1101
and Agendas
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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
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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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Recommendations
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Goal #1: Increase math SAT scores:
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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
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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
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Goal #3: Imbed support and enrichment for
mathematics
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• 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
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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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Recommendations
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#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
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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!
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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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