End of the year reflection!

Another year under the belt and what a year this has been!  As math teachers, we have seen many changes this school year, and I just want to say thank you to all off the Phoenix Union mathematics teachers for their exemplar model of reflective teaching.  Below are some of the accomplishments from this school year: 

• Close to 500 students taking AP mathematics classes. 
• Close to 2000 7th and 8th graders participated in the Algebra and Geometry Qualifying test and the passing rate increased!  Way to go partner districts :) 
• New fourth year course offerings have survived the first year of implementation!  These teams did an exceptional job with the resources they were given. 
• Algebra 3-4 PLCs worked incredibly hard to create access for all students as this is a required course for all students starting this year. 
• Each course gave a common Pre-Assessment, Midterm, and District final exam...each semester!  These were then scored, with only a few glitches, and all of the data is in D2SC.  Teachers now have access to growth reports for each standard in the course. 
• Cambridge, IB and ACT quality core was implemented this year and teachers across the district began creating rich lesson plans following specific lesson design standards. 
• Some PLCs began creating equitable grading practices and are being reflective about the purpose of a grade. 
• The Algebra team's are preparing for full common core implementation and will be meeting next week to finalize the several artifacts so they are ready to go on Day 1.  

We will be starting year 4 of our 5 year plan next year and we have highlighted our progress to meeting our strategic goals.  Congratulations on a successful year and I am truly blessed to work with amazing teachers!  Have a relaxing summer and I hope to see you at the Math and Science Curriculum Day on July 30th.

Does a grade trump learning?

When I was teaching systems of equations as an Algebra teacher, I prepared myself every year with the fact that I would have students not understand solving system of equations using the substitution method.  I knew this in advance (happened every year) and I tried several different methods and teaching strategies and still couldn't get every student to grasp the concept.  The PUHSD trend data reports that Systems of Equations in Algebra 1-2 is a concept unit that our students continue to struggle with demonstrating mastery.   In the past, if a student did not demonstrate mastery of a concept unit, the student still progressed to the next unit and as a teacher, I knew that they might continue to struggle yet, I had to move on.  If the student then failed the course, they were destined to take the course again. 

Concept Recovery Transformation

Our district benchmark assessments are aligned to the big ideas of each course (concept units) and we have data that specifies which units each student still need to master. PUHSD defines concept recovery as: 

Concept Recovery:  Students are enrolled in the second semester math class and they are working with their first semester math teacher to recover specific concepts.  Campus teams are utilizing E2020 or artifacts for addressing the math gaps.  Students work on the concept recovery outside of the classroom and upon demonstration of mastery, the student's first semester grade is changed by the original teacher. 

Even though the numbering of the math courses says 1-2 or 3-4 (Algebra 1-2, Geometry 1-2, Algebra 3-4, etc..), these are year-long math courses. The goal of all math teams is to create multiple opportunities for students to demonstrate mastery during the school year. PUHSD math students (except seniors) will need 4 years of math so we are working to ensure that all students earn 1 full credit of math by May. 

Thinking back to my original story, what would have happened if I would have intervened with those students that hadn't demonstrated mastery of the systems unit? Instead of knowing that some students were not going to understand, what could have happened if I had planned for an intervention that would have supported their learning at that moment instead of waiting for them to fall behind or worse, fail the semester?  Instead of letting the students get farther behind, our teachers are thinking about math instruction from a new perspective; grading doesn’t trump learning.   Students, who do not understand a specific concept at the end of a unit of instruction, term, or semester, are participating in concept recovery options.  Concept recovery is not about seat time, it is about meeting the students where they are academically.  Here are some stories from our campus teams who are utilizing concept recovery options. 

North High School

North's math teachers view first and second semester of a course as one course.  A student has an entire year to demonstrate mastery.  With this expectation, a student who fails the first semester of a course should continue to work on these concepts not yet mastered during second semester.  When the concept is mastered (through evidence defined by the team), the teacher revises the grade book.  When the grade changes from failing to passing (at any level) the teacher will then complete a grade change for the first semester credit.  North has also instituted an enrichment seminar for Geometry 1.  The purpose is to provide an extra opportunity for students who failed first semester to recover the concepts they failed.  This is a six-week course that meets Monday through Thursday during 8th, 9th, and 10th period.  The Geometry PLC agreed to change  a student’s grade as long as the students show growth on the first semester concepts.  Students are presented with multiple methods of instruction including online instruction, traditional lecture, cooperative learning strategies, and one to one tutoring.  Student who are successful in the seminar earn an elective credit (mark of P Proficient). 

Betty Fairfax High School

Fairfax math teams are using concept recovery options throughout each unit of instruction.  Their concept recovery is done as a team and each team member is responsible for assessing their students and making appropriate grade changes.  All of their Algebra 1-2 and Geometry 1-2 exams are broken down and labeled by concepts.  The students are engaged in the assessment process and know which concept they need to work on to improve their grade.  While they may work with another teacher for the extra practice, the teacher of record is the one who grades the re-takes and adjusts the overall grade.  Students re-take only those concepts that they have not demonstrated mastery.  Students may take the tests during tutoring sessions with any of the PLC members, and that member delivers the test to the original teacher for scoring.  This way the grading process stays consistent.

Above are some examples of PUHSD Tier 1 interventions.  Tier 1 interventions are provided to all students and are a "differentiated" response to learning (Kanold, 2012).  Differentiation is responsive teaching, a plan for adjusting teaching to meet students at their current level of understanding that assist all students to meet the learning targets for the unit (Tomlinson & McTighe, 2006).  PUHSD math team’s response to student learning needs is amazing.  No longer are teams only looking at additional seat time as a way to demonstrate mastery.  Teams are looking at multiple forms for evidence of student mastery.  Teams are using E2020 or pencil and paper options for holding student accountable for learning the content.  Learning is no longer time bound (as it was in my original story). 

How is your team responding to the learning needs of your students?  Share your creative strategies for creating multiple ways for students to demonstrate mastery.    Watch for upcoming blogs on our Tier 1 interventions.