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.

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
%
Students Meeting or Exceeding
Standards on State Tests
99%
FAST FACTS

3. Successes
Oxford City
Schools’ 2012-
2013 test 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

6. Team Planning Concept

7. Active Engagement
PBL Projects using
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
Oxford Middle School highlighted in Tech & Learning Magazine

9. T
h
e
P
r
o
b
l
e
m
The 1:1 Initiative:
Personalizing the
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
Level IV 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
enrichment course
similar to that used
for reading to boost
students’
performance

12. The Solution
Sampled ten computer-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: The idea 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 – Remediation for 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 grade students 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 – Advanced and 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 at two 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 complete Algebra 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 Power Math 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

22. Questions?