PALISADES SCHOOL DISTRICT

Mathematics Department

K-12 Curriculum Review

Spring 2013

MATH REVIEW TEAM

District Administration

Building Administration

District Math Department Heads

Elementary/PALMS/PHS Math Faculty

District and Building Support Staff

Bucks County IU

PA LEADS

MATH REVIEW TEAM PA LEADS

In August 2011 PDE selected a small number of school districts to serve as model districts for in-depth implementation of the PA Standards Aligned System (SAS) resource.

The districts selected to participate have partnered with PA Department of Education and their local Intermediate Units in an effort to identify, implement, record, and disseminate models of good practice with SAS that clearly lead to improved student performance.

Schools Selected Catasauqua Area Haverford Hermitage Mechanicsburg Milton North Schuylkill Palisades Waynesboro

Note: Description taken from Catasauqua Area School District

PROGRESS REVIEW Against Last 5-Year Plan

1. K-12 Curriculum

+ Elementary EveryDay Math + MS/HS Prentice Hall + Transition criteria has been established Elem MS and MS HS 2. K-12 Communication + Coteaching model is successful at MS - Communication network still needs to be established - Coteaching model was dropped at the HS - Coordinator not hired 3. Increase student achievement + Revised sequencing at MS + Increased math instruction time to 60 minutes per day at Elem and MS - Desire to have 60 minutes of math instruction time every day, all year, has not occurred at HS

4. Professional development + Provided training for Prentice Hall + Many opportunities to attend workshops 5. Assessment practices + Use MAP and PSSA data at Elem and MS + Elementary has developed benchmark assessments 6. Technology + Variety of manipulatives and new equipment to support instruction - Training to use technology

+ Achieved - Continued Need

MISSION

The goal of the K-12 Palisades School District math department is for students to reach their full potential by understanding, applying and transferring math skills to their lives. From proficiency of mathematical standards and practices to resolving unique problems, students will employ mathematical reasoning with confidence and persistence while finding accurate and reasonable solutions to problems.

CURRENT PROGRAM

Elementary Buildings Learning Support K – 5 Mathematics Early Math Intervention Title 1 Math Intervention (Grades 2 & 3) Mathematics Enrichment Program PALMS Learning Support Co-Taught Math 6, 7 and Pre-Algebra Accelerated Honors

CURRENT PROGRAM

Math Electives for Level 1:

Pre-Calculus Introduction to Statistics

Calculus Advanced Placement Courses – Calculus, Statistics

Non-math Elective: SAT Math

Learning Support Level II Level I Level I Honors

Math 10 -12 (9) Algebra 1A (9) Algebra 1 (9) Geometry (9) Algebra 2 (9)

Math 10 -12 (10) Algebra 1B (9) Geometry (10) Algebra 2 (10) Adv Alg/Trig (10)

Math 10 -12 (11) Geometry (10) Algebra 2 (10) Adv Alg/Trig (10) AP Calculus (11)

Math 10 -12 (12) Algebra 2 (11) Adv Alg/Trig (11) Elective* (11) AP Statistics (12)

Algebra 3 (12) Elective* Elective* (12)

PHS

CURRENT PROGRAM Keystone Exam

State-wide Algebra I exam based on PA Common Core Standards

Administered After Completion of Algebra I

Graduation Requirement for Class of 2017

Replaces 11th Grade PSSA Math

CURRENT PROGRAM COURSE PLACEMENT

PALMS Data Driven Placement Criteria Course Challenge Program Accelerated/Honors Course Criteria

PHS Follows PALMS Course Sequence Course Challenge Program Honors Course Criteria

CURRENT PROGRAM HIGHLIGHTS

Elementary Made AYP every year Math Enrichment Meet the Standards Club

PALMS Made AYP every year Math Facts Meet the Standards Club Math Counts Math Olympiads 24 Competition Summer Math Bridge Program

CURRENT PROGRAM HIGHLIGHTS

PHS Made AYP nine out of ten years Two AP level Math courses offered: AP Calculus - 46 out of 54 test takers scored 3 or higher AP Statistics – 33 out of 39 test takers scored 3 or higher Extra help sessions after school and test retake policy available Common Assessments and Performance tasks 72% of students continue to take a math course in their senior year

even though graduation requirements were reduced in 2011. Require all sophomores to take the PSAT

CURRENT PROGRAM Highlights

SAT Scores Max Score: 800

Class of

2013

Class of

2012

Class of

2011

PHS 547 546 533

Nation 514 514 515

PSAT Scores Max Score: 80

Class of

2013

Class of

2012

Class of

2011

PHS 49 44.7 47.9

Nation 45.5 43.2 45.8

PSAT’s are taken by all sophomores SAT’s are taken by select students; usually in their junior year

CURRENT PROGRAM ASSESSMENT RESULTS

School

Gra

de PSSA

Percent

Proficient

2008

PSSA

Percent

Proficient

2009

PSSA

Percent

Proficient

2010

PSSA

Percent

Proficient

2011

PSSA

Percent

Proficient

2012

Winter MAP

Percent

Proficient

2013

Algebra I

Keystone

Winter

2013

DN 3 94.3 93.5 100 93.5 89.8 94.4

Spr 3 100 88.1 88.4 91.3 76.2 100

Tin 3 84.6 91.9 96.0 88.6 82.5 95.3

DN 4 95.4 97.5 94.9 100 100 88.5

Spr 4 91.7 95.9 95.3 88.9 89.6 87.0

Tin 4 95.2 92.1 100 98.0 100 92.7

DN 5 84.8 82.2 86.1 93.5 92.8 97.8

Spr 5 91.7 66.6 91.8 93.3 81.9 90.2

Tin 5 88.4 95.4 90.9 95.6 96.4 100

PALMS 6 76.5 86.2 91.4 86.6 85.7 93.8

PALMS 7 78.1 83.9 90.2 88.5 92.2 92.4

PALMS 8 69.0 77.1 77.6 89.6 85.8 89.7

PHS 11 80.0 67.6 77.2 73.7 68.5 75.0

CURRENT PROGRAM PVAAS

Building/Grade Current Year 3-Year Average

Durham-Nockamixon

Springfield

Tinicum

PALMS – 6th

PALMS – 7th

PALMS – 8th

PHS

CURRENT PROGRAM MS AND HS TEACHER SURVEY

67% of middle school teachers report that students will try to solve a lengthier

word problem on their own before quitting or asking for help. That percentage drops to 16% when they get to high school.

Middle school teachers report that between 25-35% of their students regularly attend extra tutorial sessions when necessary – including resource period, and lunch help. High school teachers report that between 5-15% of their students regularly attend extra tutorial sessions when necessary.

Absences cause the most disruption to student learning – these are due to vacations, ‘illness’, and sports dismissal

For several reasons, course failure rates are highest in Algebra 1, 9th grade.

Very few students take advantage of opportunities to retake tests that they

originally failed.

73% of high school students regularly complete their homework

Please rate your level of confidence when completing math tasks.

CURRENT PROGRAM MS AND HS STUDENT SURVEY

14%

30%

32%

20%

3%

0% 5% 10% 15% 20% 25% 30% 35%

Extremely confident

Very confident

Confident

Somewhat confident

Not confident at all

n = 366

When you are having difficulty understanding the material during math class what do you do?

CURRENT PROGRAM MS AND HS STUDENT SURVEY

36%

23% 25%

11%

5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Ask a teacher

for help

Continue

working on the

problem and try

different

options to

arrive at an

answer

Ask a friend Go online

(Google,

Prentice Hall

Videos and

Quizzes, etc.)

Stop working

and wait until I

see the right

answer.

n = 366

For what reason(s) do you think that mathematics in an important topic of study in school? (Students may select more than one.)

CURRENT PROGRAM MS AND HS STUDENT SURVEY

22% 23% 25%

29%

2%

0%

5%

10%

15%

20%

25%

30%

35%

Passing the

Keystone

Exam and

High School

Admission

into a college

program

Necessary

employment

skills

A necessary

life skill

I do not

believe that

mathematics

is an

important

topic of study. n = 366

MATH CURRICULUM ENVIRONMENT

PA Common Core Standards Implementation: Common Core Aligned PSSA Test To Be Administered 2015

Development of Keystone Exams for Algebra I (Algebra II & Geometry Available 2019/2020)

Emphasis on deeper understanding and transfer

MATH CURRICULUM ENVIRONMENT

5th Grade PSSA Eligible Content

Mathematics Eligible Content Aligned to Pennsylvania Common Core

Standards

Use addition, subtraction, multiplication and division to compute accurately without a calculator

Demonstrate an understanding of multiplication as scaling (resizing).

Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number.

PA Common Core Standards

ACTIVITY UPDATE OVER THE PAST TWO YEARS

Goal: Ground Our Work Going Forward ...

Brain Research

Common Core Standards

Understanding by Design

Technology

ACTIVITY UPDATE OVER THE PAST TWO YEARS

SAS Model School District work with Grant Wiggins

Classroom Walkthroughs & Assessment Analysis

Mission/Vision Work

Development of Math Department District Web Site

NCTM Conference Attendance

IU Seminars: The Learning Math Brain

IU Workshops Elementary Common Core Middle School Math Common Core Assessment Administrator Overview

Algebra I work with local districts (PA LEADS)

Pennsylvania Dept of Education: PA State Common Core Curriculum Writing

SAS Conference December 2012

MISSION

The goal of the K-12 Palisades School District math department is for students to reach their full potential by understanding, applying and transferring math skills to their lives. From proficiency of mathematical standards and practices to resolving unique problems, students will employ mathematical reasoning with confidence and persistence while finding accurate and reasonable solutions to problems.

MISSION ACTION PLANS

Common Core

Assessment

K-12 Communication and Collaboration Resources

COMMON CORE ACTION PLAN GOAL:

Implement PA Common Core Content and Mathematical Practice Standards

Implementing Common Core Standards

Align Curriculum to Content Modules

Develop Learning Targets

Build Assessments

Create Unit/Lesson Plans

Common Core Classroom/Home Resources

Organize Class Resources to Fit Common Core Modules

Identify Supplemental Materials needed to meet Common Core Curriculum

Review with various vendors their materials based on assessment

outcomes.

COMMON CORE ACTION PLAN GOAL:

Implement PA Common Core Content and Mathematical Practice Standards

Remediation/Enrichment Programs - Expectation: Mastery at all levels

Identify the programs necessary to remediate and enrich the

Common Core Curriculum

Develop Building Level Schedules in order to facilitate remediation programs

Develop cross building teams to develop and review placement policies

Use assessment data in order to identify remediation and enrichment needs Collaboration regarding Common Core (outside of district)

Continued Involvement with PDE Continued Involvement in State/County Workshops Collaboration with local districts regarding implementation of Common Core

Community Education Program

ASSESSMENT ACTION PLAN GOAL:

Examine and align our systematic approach to student assessment, interventions, and enrichment K-12

• Transition assessments to PA Common Core • Rewrite anchor probes to common core format and language • Administer MAP grades 3-8 • Administer PSSA grades 3-8 • Use assessment data to inform instruction, remediate, enrichment, and placement

PHS • Review data from Keystone Algebra 1 and AP results • Develop a remediation program for students who do not pass the Keystone • Investigate the use of CDT or MAP to find a sustainable measure of student performance • Monitor state updates on Keystone Algebra 2 and Geometry Exams (for 2020) PALMS • Unify grading practices for each course and level • Establish interventions within Algebra 1 course to prepare students for Keystone Exam

Elementary • Examine and implement EveryDay Math grade level assessments A, B, and C. • Standards-Based report card

K-12 COLLABORATION ACTION PLAN GOAL:

Increase communication, collaboration and alignment across buildings and levels

Use 10-15 minutes of department head meeting time for members to discuss current issues.

Develop a plan to increase parental involvement at each level.

Increase the number of in-service days dedicated to department from three to five.

Hire a math coordinator/coach support and enhance the communication and collaboration needed to successfully implement necessary changes

Provide common teacher planning for teachers of level two classes.

Include elementary teachers in the revising of transition criteria from elementary to middle school.

Have fifth grade teachers sit in on sixth grade classes and pre-algebra teachers sit in on algebra 1 classes.

Investigate a way for elementary teachers to communicate and share ideas and resources between buildings.

K-12 COLLABORATION ACTION PLAN GOAL:

Increase communication, collaboration and alignment across buildings and levels

RESOURCES ACTION PLAN GOAL:

Examine and align use of resources to maximize their effectiveness and efficiency

K-12 Technology Inventory current equipment and technology Reassign and maintain unused equipment Create a central, digital location to store student data K-12 Develop a list of teacher resources for each level

Professional Development Specify subject area for each professional development day so teachers are not split Survey teachers every year to determine their prof dev needs related to new technology/curriculum

Personnel ‘Lead teacher’ at each elementary building to be familiar with the curriculum K-5, organize professional development and establish a list of needs for elementary program Curriculum coordinator should oversee communication between department heads and special education Review the role of special education support teachers and resources

Miscellaneous Audit the use of support teachers time within classroom Collect data on student classroom presence and address disruptions Review elementary teachers assignments year after year

RESOURCES ACTION PLAN GOAL:

Examine and align use of resources to maximize their effectiveness and efficiency

MISSION

The goal of the K-12 Palisades School District math department is for students to reach their full potential by understanding, applying and transferring math skills to their lives. From proficiency of mathematical standards and practices to resolving unique problems, students will employ mathematical reasoning with confidence and persistence while finding accurate and reasonable solutions to problems.