1078 Students at Granger Jr. 71% Hispanic 19% Filipino

3% Black 2% White

31% English Learners90% receive free and reduced lunch.

Next year- Universal Feeding

To ensure all students realize their boundless potential through a system of learning distinguished by:◦ Enrichment & rigor◦ Recognizing achievement◦ Timely support & intervention◦ Safe & nurturing environment◦ Building character, respect & trust◦ A culture where success in the only option◦ A strong partnership between family, school &

community

Were remedial courses helping students succeed?

Did students who take math 8 do well in algebra in the 9th grade?

Assignments given were below grade level. Students were coming to the school with

low math scores, so the expectation was that they could not learn math.

Support during school day (no elective) AEC after school (home work) Common Pacing Calendar and Chapter

Tests Tutoring after school (teacher

dependent/sporadic) Summer School Program--Building Algebra

Prerequisite skills Spiral Review Packets: Thanksgiving,

Winter, Spring and Summer Breaks.

1st year of implementing Algebra

Same:◦ Support during school day (no elective)◦ AEC after school (home work)◦ Common Pacing Calendar and Chapter Tests◦ Summer School Program--Building Algebra

Prerequisite skills◦ Spiral Review Packets: Thanksgiving, Winter,

Spring and Summer Breaks.

2nd year of implementing Algebra

Different:◦ Converted to Word Documents (assessments,

worksheets, etc)◦ Extended Day 7th period after school Mon-Fri for

BB/FBB students◦ Common Weekly Quiz of 5 questions.◦ School wide Data Coach with "Data Director"◦ Systemic Support Classes-Quiz results identify

students for Support class wed 3:30-4:30.

2nd year of implementing Algebra

Same:◦ Support During the Day (no elective)◦ Extended Day 7th period for BB/FBB students◦ Common Pacing calendar, common weekly

quizzes and tests.◦ School wide Data Coach◦ Systemic Support Classes: Weekly following Quiz.◦ Summer School Program--Building Algebra

Prerequisite skills◦ Spiral Review Packets: Thanksgiving, Winter,

Spring and Summer Breaks.

3rd year of implementing Algebra

Different:◦ Extended Week: Saturday Algebra Workshops 8

am to 12 Noon◦ More Vibrant PLC--Common Prep Periods◦ Curriculum pacing changed◦ Emphasis on identified weaknesses from previous

year.◦ President's Day Packet for Spiral Review.◦ Common Homework Calendar.◦ Collaboration with AVID teachers- tutorials

focus on algebra.

3rd year of implementing Algebra

GATE:◦ Algebra 7◦ Geometry 8◦ Intermediate Algebra 9

Math 7:◦ Adv/Prof: Algebra 8◦ Basic: Alg. 8 + Alg. Support (no elective) or Alg. 8

+ AVID Support.◦ BB/FBB: Alg. 8 + Alg. Support + 7th period Math

(After School).

A synthesis of more than 4,000 research studies concludes that when implemented well, formative assessment can effectively double the speed of student learning.

“Formative assessment, effectively implemented, can do as much or more to improve student achievement than any of the most powerful instructional interventions…”

◦ Darling-Hammond and Bansford, eds. Preparing Teachers for a Changing World. (2005), p. 277

Frequent use of classroom testing increases achievement…

Superior performance was obtained from students who answered questions on a large number of short tests rather than a small number of long tests.

◦ Banget-Drowns, Kulik, and Kulik. Effect of Frequent Classroom Testing. J. Ed Research, Nov/dec, 1991

# of Assessments Percentile Gain

0 0

1 13.5

5 20

10 22.5

15 24.5

20 26

25 28.5

30 29

It’s not whether schools test students but what they do with the results that make the difference.

Schools that are closing the achievement gap test their students more often and use the results to make changes in their instructional programs.

Professional learning communities create a systematic process of interventions to ensure students receive additional time and support for learning when they experience difficulty.

The intervention process is timely and students are directed rather than invited to utilize the system of time and support.

◦ Learning by Doing

1. DIRECTIVE:◦ Involuntary: FAILURE IS NOT AN OPTION!

2. TIMELY: ◦ Before School: 3 Support Classes/90 students◦ During School: 10 Support Classes/290 students (FB, BB)

◦ Extended Day: 6 7th Period Classes/180 students (FB, BB)

◦ After-School: 15 Support Classes (FB, BB, B, P, A, EL, Spec Ed)

3. TARGETED:◦ 8 Academic Intervention Activities: AEC, SC, BSC, RS, 7th Per, SW, CR, ABC

◦ All Sub Groups Targeted: FB, BB, B, P, A, EL, RFEP’s, Spec Ed

4. SYSTEMATIC: ◦ Coordinated by the After-School Program- Do the work for the teachers◦ 6 Step Folder Process: THE SYSTEM IS THE SOLUTION!

1. What do we want each student to learn?◦ Standards based lesson◦ Teachers use school wide strategies (Marzano, SDAIE, vocabulary

dev.)

2. How will we know each student has learned it?◦ Weekly quizzes in all core classes◦ Common assessments 1 day/month◦ Review item analysis using Data Director

3. How will we respond when a student experiences difficulty?

◦ Proficient students get enrichment, basic students get intervention

◦ Start interventions: tutoring before, during & after school. Sat. workshops

◦ Students re-take test after receiving support

How Granger Answers

The 3 Crucial PLC Questions

Classroom Instruction that Works Summary and Note-Taking Vocabulary Development High level discourse and collaboration Tutoring Recognizing Effort

Focus for 2010-11: Increased & deeper parent involvement

All Students at Granger have been trained in the Cornell Note-taking method.

Math teachers have students write about math.

All teachers work on developing vocabulary. Evidence can be found in each classroom.

Students work in groups or with their partner to discuss their learning.

7 sections of AVID: Tutorials support algebra.

After school tutoring.

7th grade: 18 basic AVID students are taking algebra.

◦ 94% are getting an A or a B!◦ 1 got the only perfect score on the EOC.

8th grade: All 8th grade basic AVID students are taking algebra or geometry.

◦ 93% are getting a C or better!

When an organization makes a concerted effort to call attention to and celebrate progress toward its goals, the commitments it demonstrates in day-to-day work, and evidence of improved results, people within the organization are continually reminded of the priorities and what it takes to achieve them.◦ Learning by Doing

Algebra Bowl Math Field Day Star Student of the Day Honor Roll Perfect Attendance Pizza parties Monthly 7th Period Awards:

A Culture of LearningAlgebra Bowl

Creating a family friendly school.◦ A welcoming environment◦ Classroom visitations◦ Meetings are engaging: We practice the same

strategies students learn in the classroom: academic discourse, Cornell notes, collaboration…

“High performing schools are more likely to engage parents in deeper ways.”

Where we are now…

10th grade students at Sweetwater who attended Granger as 9th graders:

251 took Math test, 214 or 85% passed the test first time. 138 or 55% scored 380 or above

250 took English test, 207 or 83% passed the test first time. 141 or 56% scores 380 or above.

All AVID students passed CaHSEE with 380+

“Many students in poor communities live in neighborhoods where low aspirations are the norm. If the adults in these schools can act with vigor and perseverance and apply best practices, they can make life-changing differences for their students.”

On Common Ground: The Power of Professional Learning Communities, Richard DuFour

It is not our wanting to win that has made the difference at Granger; it is our refusal to fail!

Success is the only option!Director of Middle Schools: Susan Mitchell

Principal: Mary Rose Peralta

Algebra Teachers: Kevin Beiser and Jason Haug