reaching at risk students in algebra 1 and algebra 2
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Reaching At Risk Students in Algebra 1 and Algebra 2. Lisa Miller Napa High School [email protected]. Agenda. What does “At Risk” look like? Common Core Strategies: Integers Formative Assessment Make it Real Set Students Up for Success 4. Transition to Math 2 or Geometry. - PowerPoint PPT PresentationTRANSCRIPT
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Agenda
1. What does “At Risk” look like?2. Common Core3. Strategies:
A. IntegersB. Formative AssessmentC. Make it RealD. Set Students Up for Success
4. Transition to Math 2 or Geometry
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What Does “At Risk” Look Like?
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Common Core
Algebra 1, Geometry, Algebra 2 OR
Math 1, Math 2, Math 3
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Common Core Standard Mapping
• Our Algebra 1 Team met in late spring.• We looked at the Algebra 1 and Math 1
Common Core State Standards.• We worked in groups to connect the standards
with: 2012-2013 unit, the sections in our textbook, and where it is also found in other courses.
• From there, we came up with our Fall 2013 units.
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Mathematical Practices
Make sense of problems and persevere in solving them (check solutions by using a
different method to solve).
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Sample Unit Plan
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Smarter Balanced Practice Test
Calif. Dept. of Education: - Testing and
Accountability - Smarter Balanced Assessment - Practice Test - Resources and Documentation - Scoring Guides
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Procedural Fluency - Get the Integers Down!
Napa High Data – Percent of Students Proficient
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Get the Integers Down!
• Students take an integer time test at least once a week the first semester. Teachers report the number of students proficient every three weeks.
• 48/50 is considered proficient.• Students who need help with adding and
subtracting are given a number line to use.
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Get the Integers Down!
• Before taking a new time test:- Students chart their own
progress.- Students correct and
finish their last test. - Extra work on the back
for students who finish early.
- Work with the students who still need instruction at this time.
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Which Student Needs More Instruction?
Student A scores 14/50 on the time test:
- Attempts to answer 14 addition/subtraction problems and gets them all correct.
Student B scores 35/50 on the time test:
- Attempts all 50 problems. - Gets all 25
multiplication/division problems correct.
- Gets 10/25 addition/ subtraction problems correct.
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• The top two scores for the semester are recorded in the grade book.
• Students who earn 100% twice take a more challenging time test the next time. Students who earn 100% on a higher level earn extra points in the gradebook.
Get the Integers Down!
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Formative Assessments
On a Daily Basis:– Guided Practice– White Boards– Think, pair, share– Exit Tickets
Call on students at random to keep
them engaged and accountable!
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Make it Real
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Set Students Up for Success
Believe in the students…
…and let them know you believe in them…
… over and over again!
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Set Students Up for Success
1. Progress Monitoring
2. “No Opt Out”3. Vocabulary Practice
and Charts
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Progress Monitoring - Homework
• Homework completion is not optional! Be creative for students who don’t complete homework –require students to stay after school, call home, talk to coaches, etc…
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Progress Monitoring – Assessment Mastery Chart
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Progress Monitoring – Grade Reflection
Students reflect on their grade:
- Did they improve?- Are they happy with
their grade?- What can they do to
keep their grade or improve their grade?
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Set Students Up for Success “No Opt Out”
1. Small details matter – all students participate in all parts of the class.
2. Make it easy for students to “Opt In”: - Guide those who need help getting started. - Let them talk to each other before giving an
answer. - Let them decide which problem to solve or
which part of a problem to explain.
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Set Students Up for Success Vocabulary and Charts
1. Vocabulary matters – allow students to “rehearse” with each other.
2. Post charts in room to give clues to students who haven’t completely mastered the vocabulary.
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Transition to Math 2 or Geometry
Challenges:• The concepts are more
complex and there is a wide range of levels in the class.
• Some students know the Algebra 1 well, but haven’t learned the study skills to be successful in the next level.
Keep up the support:• In the beginning,
practice the integers.• Formative assessments,
reteach/extension groups, allow assessment retakes.
• Homework completion is still not optional!
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What It Sounds Like• Why do you call my parents? That’s not fair. You have no right to
intrude on my personal life!” • “Why do you care about ME so much?” • “We don’t want to go to college. Just leave us alone.” • “Mrs. Miller, you don’t understand how school works. It is your
job to teach and it is our choice whether we want to learn or not.”
• “Can’t I just sit here if I don’t bother anybody else?”