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Math pp
This document summarizes Oxford Middle School's "Power Math" program, a blended learning initiative to improve math achievement. It began in 2013 with a computer-based learning program to provide individualized instruction in small groups. Students receive intervention, practice, or acceleration depending on their math level. The program has expanded to include an Algebra I course for advanced 8th graders. The goals are to help struggling students while challenging top students. Future plans include improving implementation and accountability, and allowing students to take MacBooks home for blended learning.
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Math pp
- 1. Math Everyday, All Day,All Teachers Oxford Middle School Oxford, AL
- 2. Minority 39 % Free/Reduced Lunch 60 % Students658 ELL7% Students with Disabilities8% Attendance Rate 99 % StudentsMeeting or Exceeding Standards on State Tests 99% FAST FACTS
- 3. Successes Oxford City Schools’ 2012- 2013test scores ranked 20th among 137 Alabama school systems. Ranked third when comparing schools with the lowest achievement gap between black and white students, and
- 5. Quality Questioning &Gradual Release Differentiated PD on quality questioning and Gradual Release Model of Responsibility Year 1 PD on quality questioning embedded within the Gradual Release model Year 2 Implementatio n of quality questioning within the Gradual Release model Year 3
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- 7. Active Engagement PBL Projectsusing MacBook Carts Cross-curricular planning and PBL between ELA and Social Studies Seventh grade students prepare for 8th grade Year 1 1:1 CONNECT Initiative with MacBook Airs PBL preparation for new 7th grade students Tech Tuesday Classroom Management tools in 1:1 environment Year 2
- 8. 1:1 CONNECT Initiative OxfordMiddle School highlighted in Tech & Learning Magazine
- 9. T h e P r o b l e m The 1:1 Initiative: Personalizingthe Educational Experience Data analysis showed differences in students’ performance in Math and Reading Reading initiatives over recent years led to increased scores Math Scores lagged behind reading Move towards computer-based learning
- 10. R e a d i n g Achievement Levels Performance Number Percenta ge LevelIV Exceeds Standards 237 66% Level III Meets Standards 98 27% Level II Partially Meet Standards 24 7% Level I Does Not Meet Standards 0 0 M a t h Achievement Levels Performance Number Percenta ge Level IV Exceeds Standards 174 48% Level III Meets Standards 128 36% Level II Partially Meet Standards 57 16% Level I Does Not Meet Standards 0 0
- 11. The Idea Create a mathematics enrichmentcourse similar to that used for reading to boost students’ performance
- 12. The Solution Sampled tencomputer-based learning programs Requirements Power Math Blended Learning Customization Ease of use Standards Alignment Adaptive
- 13. Blended Learning for OMS Personalizati on &Small Groups Engageme nt – fun, learning, gaming, content Structure and Schedule Adult Interaction Adaptive Meet and teach students where they are Student Support Individual PATH and PACE Competen cy based learning and not based on grade
- 14. April-May 2013: Theidea was born June-July 2013: Team planning July 2013: Structure of Power Math created July 2013: Computer-based program selected August 2013: Power Math began in every classroom Phase 1
- 15. Intervention – Remediationfor students performing one or more grade levels behind math Practice – Practice in the application of math skills for students performing at or on grade level in math, but need continued practice and support to refine proficiency Acceleration – Advanced placement for students performing above grade level to continue pushing them forward Phase 2: Power Math
- 17. Who– 7th gradestudents completing 7th and 8th grade math units or 8th grade students completing 8th grade units with 75% accuracy or better How– Classroom customized to allow teachers to enroll students in the Algebra I course focusing on moving students forward at individual learning paces Why– To meet instructional needs of all students including our advanced group often left in classrooms working on tasks already mastered What – Students completing Algebra I leave either 7th or 8th grade with Algebra credit, which otherwise would have to be earned in grades 9-12 Phase 3: Advanced Courses
- 18. Who – Advancedand high-average ELA students How – Students use computer-based ELA program for application practice on Monday and Friday. Tuesday – Thursday, students apply skills and strategies in context with various forms of literature reviews. Why– To engage students in “adult reading” that focuses on a variety of texts, skills, and purposes at one time Phase 4: ELA Enrichment
- 19. • Students attwo or more grade levels below current grade • Used scripted, module-based, grade level strategic math intervention program • Demonstrates teacher-led, face-to-face side of blended learning Remediation Track
- 20. Students who completeAlgebra I course by the end of 7th grade will be on track to take Geometry in 8th, Algebra II in 9th, and ultimately AP Calculus BC by 12th grade. First time in the history of Oxford City Schools Advanced Track
- 21. What’s Ahead? Improve PowerMath implementation Increase math teacher availability for struggling students Increase teacher communication and reporting Implement a consistent student accountability plan among all classrooms Plan for MacBooks going home with students Move forward in blended learning (station rotation with task-based differentiation, flipped learning) Form a school-based technology committee to help define goals and provide team support
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