Achievement and Gap ClosureSuccess for all students in Algebra I

Who are we?• Chris Hampton - Principal• Travis Free – Math Teacher• Dobyns-Bennett High School – Kingsport City Schools– 1850 students– 145 teachers/ 8 Algebra I teachers– 10.8% BHN– 42% Economically Disadvantaged– 16% Sped

Goals for Today?

• Detail the Power of Collaboration

• Data, research, and intentionality in work is critical

• Co-teaching is a powerful tool for meeting the needs of SWD

• Routine and high expectations are a must

Where were we (2011-12)?

• Poor achievement (61.6%) and growth (-4.2/NDD)• Collaboration was surface only• Common assessments were in place for data

discussion, but little collaboration on student learning

• Failed to meet sped or BHN target• Questions regarding effectiveness of co-teaching

for sped

Algebra I Achievement Data11-12 vs. 12-13

All Students

Caucas

ian

African

-American

Hispan

icBHN ELL

SWD ED

0%10%20%30%40%50%60%70%80%90%

100%

61.60% 64.30%

43.50%54.60%

46.60%

33.30%22.80%

52.90%

77.60% 77.30%83.30% 79.30% 79.70%

62.50% 58.50%

74.10%

2012 2013

Algebra Gap Closures

BHN ED SWD0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

18.6%21.2%

35.9%

6.9%

16.7%

22.1%

Year 2012 Year 2013

Algebra I TVAAS

Algebra I TVAAS Overall

Algebra I Sped and BHN

What does Algebra 1 look like at DBHS?

• Regular Algebra 1- paced over one year

• SPED Algebra 1-paced over two years

How did we identify our strategies/focus?• Strategies we used in both classes:– Sticking with a topic long enough for fluency to develop…required

streamlining the curriculum– 80% of our students are mastering 80% of the content– Spreadsheets for projections and highlight/monitor throughout the

year– 3 practice EOC assessments throughout the year– Criteria focused• My projection is and is it where I should be?• How many more questions do I need to answer to move up a

level?

Estimated Proficiency Levels

Progress Monitoring

Progress Monitoring

How did we identify our strategies/focus?

• Regular Algebra 1 strategies:– Scheduled/weekly team collaboration– Research on assessment and best practices for

teaching and individual teacher intervention– Previewing specifically through intentional openers

consistently implemented across the department– Building fluency through intentional practice and through

spiraling homework, openers, and assessments

How did we identify our strategies/focus?• SPED Algebra 1 strategies:– Inherent faith that our students could succeed– Co-Teaching model with regularly scheduled collaboration– Paced curriculum for SWD over two years– Develop a routine for instruction• Mon/Tues – new material/same problems as block Alg IA/B• Wed – review with manipulatives/small group instruction• Thurs – Spiraled assessment• Fri – Intervention/Corrections/Enrichment (CCSS tasks this year)

What went well?

• Struggled in defining what collaboration was and wasn’t

• By the end of the first 9 weeks collaboration was developing in pockets

• By second semester all team meetings focused around student learning and not about a test

• Schedule/pacing and routine

Pacing Guide

What went well?• Building relationships with students• Identified Power Standards that were necessary for

student growth/proficiency• Development of four team teachers professionally • Team teaching with sped/general ed teams to present

THE Algebra I curriculum to students with disabilities.• Structured, collaborative, and very intentional• Custom Student Reports (data-focus)

Challenges and plans to address?

• Collaboration– Reinforce the fact that there is no arrival point– Freely sharing data and class level-success and failures– Always bringing the focus to student learning and

growth.– Our focus is not EOC but preparing for the next

course/college-readiness– Consistency in teams

Challenges and plans to address?

• Co-teaching is a work in progress and can be a struggle– Consistency in team make-up– Professional Development within the team and throughout

our school• Attendance for SWD has proven to be a challenge– Trying to build relationships with students– Provide opportunities for early success– Make kids a part of the progress monitoring/understand

projections

Collaboration

• Bi-weekly (now weekly) team meetings that are department and subject specific.

• Required agenda.• Evidence of student-

specific data conferencing.

Custom Student Reports

• Making sure everyone is adequately trained on how to use TVAAS data.

Custom Student Reports

• Using the data that is made available to schools.

Evaluation Process• Pre-conference conversation– Bring their CSR’s marked up– Prepared to discuss how they are specifically planning

for the success of these students (grouping, assessments, etc.)

Custom Student Reports

• Identifying key areas to target.

What have we learned?

• Collaboration is powerful and works• Collaboration is hard and takes time and

persistence• Data, research, and intentionality in work is critical• Consistency on teams is critical/Strong teachers• Co-teaching works for SWD• Routine and high expectations are a must• Students want to excel and want to be pushed

Questions?

Contact Information

champton@k12k.comtafree@k12k.com