Adaptive Curriculum Builds Math & Science Mastery at Bear Creek Middle School


Published on - Bear Creek Middle School in Georgia brought in CCS Presentation Systems partner Adaptive Curriculum with specific goals in mind. First was to improve math and science achievement on the Georgia CRCT. The second goal was to increase student engagement. Another goal was to support teachers with an additional tool and fill in any gaps in their content knowledge and lastly they wanted to improve the tracking of student performance and levels of understanding. Adaptive Curriculum helps the students learn independent problem solving & about taking on responsibility as well as working remotely.

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Adaptive Curriculum Builds Math & Science Mastery at Bear Creek Middle School

  1. 1. ©2010 Sebit, LLC. All Rights Reserved.Teachers in other content areas areenvious—they want something likeAdaptive Curriculum.-Estella CookData Support SpecialistBuilding Academic SuccessAt the end of the 2009-10 school year, althoughstudents had worked with AdaptiveCurriculum for less than six months,Bear Creek saw considerableimprovements in math test scoresacross all grades and in 6th- and7th-grade science. According to7th-grade math teacher RhondaMays, “I’ve seen a remarkableimprovement in the retentionand understanding of concepts.I no longer have students who arecompletely lost or behind.”Rhonda attributes this improvement to theprogram’s flexibility and depth. “I can assignactivities as make-up work to students who wereabsent, additional activities to students notperforming at a mastery level, and lessonsfrom different grade levels to differentstudents as needed.”The school is pleased with the gains it’s madeso far and plans to strengthen its AdaptiveCurriculum implementation, especially in thearea of Special Education. Estella Cook isworking with the Special Education teachersto implement the personalization featuresmore fully.Bear Creek Middle SchoolFairburn, GAGoalsAccording to Estella Cook, Data SupportSpecialist at Bear Creek, the school hadseveral goals in mind when it began a pilotimplementation of Adaptive Curriculum inAugust 2009 and provided full access to thestudent body in January 2010.“Our first goal was to improve math and scienceachievement on the Georgia CRCT,” saysEstella, “and our second goal was to increasestudent engagement. Then, because our teacherexperience levels and content expertise varywidely, a third goal was to support themwith an additional tool and fill in anygaps in content knowledge. Wealso wanted to make the extendedday program more enjoyable forstudents.”The school’s science textbookincluded a virtual lab DVD, butthere was no way to track studentprogress, according to Estella.Because the school had started aformative and summative assessmentprogram, a final goal was to improve thetracking of student performance and levels ofunderstanding.Adaptive Curriculum Case Study:Building Math and Science MasteryDemographics:• Small Community 25 MilesSouth of Atlanta• Title I School• 80% Black• 11% Hispanic• 4% White• 5% Other
  2. 2. ©2010 Sebit, LLC. All Rights Reserved.“This is now our focus,” she says. “Since thesestudents are easily overwhelmed, AdaptiveCurriculum is showing them only a few activityobjects, tailoring the program to their individualneeds, and tracking their progress.”Engaging a Range of StudentsTalented and gifted (TAG) students at BearCreek have a tendency to breeze throughproblems without completing all the steps,according to Estella. “A group of 6th graderstried that with Adaptive Curriculum, and ‘guesswhat’ they got it wrong. So they had to go backand really figure out what was going on.” TAGstudents complete most Adaptive Curriculumlessons outside of class, and many work onthe program independently in the after-schoolprogram.Estella reports that she was working with ateacher in the after-school program when aSpecial Education student asked for help withAdaptive Curriculum. The teacher asked himto wait a few minutes, but he soon completedthe activity on his own and was thrilled with hisaccomplishment. “I saw that he was engagedenough to keep trying and not give up,” saysEstella. “That is so powerful.”Rhonda Mays believes that what sets AdaptiveCurriculum apart is its ability to completelyengage students. “Now I don’t have to walkaround and make sure they are not wastingtime,” she says. “I walk around and actuallyanswer their math questions.”In science, students are motivated to keepon playing and beat the game portion of theprogram, according to Estella. And in the after-school program, they are enjoying the change ofpace from the regular school day.For more information on Adaptive Curriculum:Call us at 1-888-999-9319E-mail us at sales@adaptivecurriculum.comVisit us at www.adaptivecurriculum.comInvolving TeachersEstella has found the online teacher guides tobe essential in helping teachers get up to speed.“They show how to use the program with thewhole class, in the computer lab, and one-on-one, and they provide background content thathelps teachers be more confident,” she says.During the summer of 2010, a group of teachersparticipated in an extensive planning session tobuild Activity Objects into current lesson plans.The principal then requested that all teachersuse the new lesson plans to ensure consistentuse. “Now that the activity objects are specifiedwithin the instructional units, teachers are savinga lot of time,” says Estella. “And teachers inother content areas are envious—they wantsomething like Adaptive Curriculum.”Next Steps“We are meeting our goals,” says Estella,“andwe plan to continue integrating the activityobjects into our curriculum. We are lookingforward to the next batch of activity objects andbeginning to communicate with parents aboutthe program.”Bear Creek shared its successes using AdaptiveCurriculum with the local high school, whichthen wrote Adaptive Curriculum into its schoolimprovement plan for implementation in thefall of 2010. “This will provide continuity for thestudents,” says Estella, “and it will help the highschool teaching staff, since students will arrivealready familiar with the program. We expectthis to be a win-win situation for students andteachers alike.”I’ve seen a remarkable improvementin the retention and understandingof concepts.-Rhonda Mays7th-Grade Math TeacherI saw a Special Ed student whowas engaged enough to keeptrying and not give up. That isso powerful.-Estella CookData Support Specialist